(upbeat guitar music) (music fading) - Hey, good morning super readers!

Happy Friday!

- Happy Friday!

- Happy Friday!

- We're just having so much fun down here in our Valley PBS classroom.

And we just want to say thank you.

So, I'm Mrs. Nix.

- Hi, I'm Mrs. Vang.

- I'm Mrs. Hammack.

- And this is a place where we like to come together and be a little silly so that we can learn, and practice, and- - [Together] Grow our brains.

- To become even stronger readers, writers, and thinkers.

So let's get started by warming up our brains with some- - [Together] Ear training.

- Called- - [Together] Daily phonemic awareness!

- All right, so to do this today, I want us to get our arms a little bit free, and so you're gonna help me.

We're gonna do a little bit of phoneme blending.

I'm gonna give you some sounds and we're gonna tap it out, and then we're gonna smooth it out and put all of those sounds together to make a word.

Wanna help me out?

- Absolutely.

- Okay.

You do this at home too.

Ready?

Okay.

So put your arms out, and I'm gonna give you some sounds and let's tap out those sounds.

S, t, i, ck.

Let's try it a little faster.

S, t, i, ck.

One more time.

Stick, stick.

Good, great job.

Let's try another one.

Ready?

Here we go.

D, r, o, p. D, r, o, p. Last time, put it together.

Drop.

Yeah!

Like a drop of water, right?

Okay.

Last one.

Let me see if I can trick you.

How about this one?

All right.

Listen for the sounds.

F, r, o, g. F, r, o, g. Did you hear it?

Do it fast.

Frog.

Great job.

I couldn't trick anybody on a Friday.

You guys are doing a great job.

Let's warm up our bodies now with a little bit of movement and practice our song See the Sunrise.

You ready?

Make sure you've got some space.

(tropical music) We're looking for that sun.

Do you see it?

Where is it?

(tropical music) ♪ See the sun rise in the morning ♪ ♪ See the sun rise I'm ready to play ♪ ♪ See the sun rise in the morning ♪ ♪ See the sun rise it's going to be a great day ♪ (tropical music) - Oh, I can already tell it's gonna be a great day.

- Yes it is.

♪ Say hello hello to the sun ♪ ♪ Say hello to everyone ♪ - Hello everyone!

♪ See the sun rise in the morning ♪ ♪ See the sun rise it's going to be a great day ♪ (tropical music) - I see you out there.

Awesome!

♪ See the sun rise in the morning ♪ ♪ See the sun rise I'm ready to play ♪ ♪ See the sun rise in the morning ♪ ♪ See the sun rise it's going to be a great day ♪ (tropical music) ♪ Say hello hello to the sun ♪ ♪ Say hello to every one ♪ ♪ See the sun rise in the morning ♪ ♪ See the sun rise it's going to be a great day ♪ (tropical music) - I think this Friday we finally got this part.

- I think so too!

(tropical music) - [Together] Aahh!

- That's good!

- So good, I love Fridays.

- I think I'm ready to learn - I am too, let's do it - Fabulous!

All right.

We're ready to kind of wrap up our week.

We've been learning all about R blends and S blends.

So today, as kind of a little review, I'm going to get my pointer here.

And instead of reviewing all of them, I'm going to point to some of them.

And I want to hear you tell me the sound that they make.

Are you ready?

Okay.

B-R says, right, br as in brown.

Okay.

How about this one?

S-K, sk, as in skunk.

Good for you.

Let's try this one.

T-R, tr as in tree.

Terrific.

Let's do this one.

S-N, sn, as in snack.

And let's try this one.

P-R, pr, as in pretzel.

Great job.

I want you to keep practicing and looking for words that have those blends so that you will get really good with it.

Now, we are gonna do some word building and I need some help from my friends, Ricky and Tina, can you come and help us?

- Oh, you know what?

Mrs. Hammack.

I heard, I heard a R blend.

You used it.

You said we're going to pr, actice.

- Great listening Tina.

Wow!

- Yes!

- That's fantastic.

All right.

So today we're going to blend a word, and then we're gonna change it to say a different word, kind of what we've been practicing all week long.

So here we go.

Are you ready?

- Yeah, let's do it.

- All right.

Sl, a, m. Now we're gonna do it in a slow motion, slow.

So I'm gonna, kind of like we did in our phonemic awareness, I'm gonna stretch those sounds to make them touch each other.

And I want you to tell me what my word is.

S, l, a, m. Did you hear it?

- Oh, I did!

- What do you think it is?

- I heard the word, slam, like slam the door.

- Great job!

- Slam.

I heard it too, Mrs. Hammack!

- Nice, good listening.

Okay.

We're gonna blend one more, and then we'll start changing them around.

So here we go.

We have the T-R and that was the tricky one.

Remember sometimes people get it mixed up and think it's a J sound, but it's the T. Tr, I, m. Tr, I, m. What do you think?

Do you hear a word in there?

- T, r, i, m. Is it the word trim?

- Yes!

Very good, Ricky, goods listening.

All right, so now we're gonna change and build some new words.

So if I have a slam, and I want to build the word Swa, swam, what part of the word will I change?

- You know, Mrs. Hammock?

- Yes?

- That's, that's a little bit tricky because I hear the am at the end.

So I know you're not messing with that, but I also hear the s at the very, very beginning.

So, but, there's like a little letter that gets switched out, and I think it goes with the S and so I'm looking, I'm looking for swa, wa, wa.

- Oh, good!

What is that sound?

- I'm having a hard time remembering it, boys and girls.

Can you help me remember it?

What was it?

- I'll give you a hint.

It's our window card.

- Oh, oh, I remember, it's a W. - That is right.

So the S-L we're gonna take that away, and we're going to have S-W you are right.

Look at that, Tina.

It did still have the S, so that means it's an S blend.

And then we're just gonna switch out that second letter from slam to swa, swam.

Good job!

- Miss Hammack.

- Yes, Ricky?

- I knew that too, but I knew that it wasn't my turn to talk because my friend was talking.

So I kept it in my brain.

- I love that, you are growing up, aren't you?

You're figuring out how to be in the classroom.

And that is awesome.

All right, Ricky, you ready to listen to the next word?

And Tina, you ready?

Okay.

This word is trim, but I want to change it so that it says trip.

- Oh, hmm.

- I have trim, and I want it to say trip.

What do you think I need to change to build the word trip?

- That was an easy one Mrs. Hammack.

I still heard the tr, i, but for trip, we hear the p. - You're right.

- Sound at the end, so we need to change out that ending sound!

- That's right.

We're gonna change out the ending from the M that says m, to the p that says, or the P that says p. So now it says trip.

Great job!

Wow, you two have learned your consonant blends for Rs and Ss really well.

Thank you for all of your help this week.

- Oh, you're welcome.

- Thanks.

We'll see ya.

- Okay, bye bye.

We're gonna read a sentence now, and we're gonna use some of those consonant blends in our sentence.

Here we go.

Sp, spot sw, am, swam to the green pad.

Great job!

Spot swam to the green pad.

Do you see how we can use those words in sentences?

That's when we are reading sentences, and when we're writing them, you know, there's another thing that we do when we're practicing reading and writing.

And that is our high-frequency words, because that helps us with reading and writing.

And Mrs. Nix is gonna help us with those today.

- Awesome, thank you so much Mrs. Hammock.

Yes, it's Friday.

We're gonna go through and review some of those words we've been practicing all week, and I'm gonna show you a couple of activities today that you can do at your house.

Or maybe if you're really kind, maybe your teacher will do it in class too.

So here we go.

We've been practicing these words.

Let's read 'em together.

You read 'em with me, big and loud.

Jump.

Run.

Two, and move.

Those are our words that we've been practicing.

So, couple of things, one is we talked about our gooey words, and I know I showed this to you last week, but I want to just show it one more time.

This is something that you can make at home.

Just with some, you can buy some really cheap hair gel.

So parents or, or guardians, anybody who's hanging out with little ones that are learning.

You put some hair gel inside of a Ziploc baggie, and you can lay that out on your table, and it won't make a mess anywhere, but then you can, and this is kind of fun, I'm not gonna lie.

You can squish some of the spots out and you can write your words.

So T-W-O spells two, and I can just practice it right there on my gooey board.

All right.

But the other thing that I love to do, and I don't know if you ever got to play this, but it's just a matching game, and it's always fun to be able to do.

So, I'm looking for words that are a pair.

When I look here, I'm gonna flip this one over.

I'm gonna be looking all over my board.

Where do I see or find the word jump?

Where do you think we should check?

Right here?

Okay, let's look.

Does it match?

Hmm, it doesn't match.

So we're gonna turn it back over.

All right.

Let's try another one.

- Mrs. Nix.

Can I play with you?

- Oh my gosh, that would be so much fun, Mrs. Vang.

Yes, come and play with me!

All right.

You want to go next?

- Yes, can I go next?

Okay.

Let's see.

Two, I know it's not there.

I think I'm gonna try this one.

Let's see.

Oh, move.

- Oh, but I remember that move was right here.

So now I made a match.

I bet you can do that at home.

Either with a friend, or you can practice by yourself.

There's two different ways you can do it.

It's super fun.

All right.

We're gonna kick it over.

We're gonna watch a video that talks about our story today.

And what's really fun is to ask ourselves questions, and see if we can find some of the answers.

Now today's story- - Is called We Can Move.

- We Can Move, and I'm thinking it's gonna be talking about how we move our bodies, which is what we've been talking about all week.

But I'm wondering, is it gonna show us how our bodies are able to move?

I'm not really sure.

What are some things that we can look at that could help us out?

Check it out when you watch this video.

- [Narrator] We Can Move, by Mateo Garza.

Our bodies have many parts.

The parts help us move.

(upbeat music) We move all day.

We move a lot when we play sports.

(calm music) We move to play baseball, our arms and hands help.

We swing a bat.

We catch and throw a ball.

(calm music) Our legs and feet help.

We run around the bases.

We move when we play soccer, we stop and turn quickly.

We have to be fast, our feet move to kick the ball.

We move when we swim, our two arms and hands help us.

Our legs help too.

We jump into the pool.

We kick and push the water.

We move when we tumble, our arms help us go upside down.

We also move in other ways.

How do you move?

(calm music) - Great story.

Did you guys enjoy that story?

I thought it was a great story.

Well, you guys ready to respond to the text?

Oh, I bet you were you were making your brain super strong and super smart.

Now remember, this week we are working with asking and answering questions, but we are also working with key details.

Now, what are key details?

Remember, Ricky and I talked about this earlier in the week.

We use key details to help answer questions.

And key details are just important information or facts about a text that we're reading.

And this week, most of our story has been in non-fiction texts, which means that they are just a real text.

And one way to tell was, it gave lots of information, and our pictures in the text, actually they were not pictures, they were illustrations.

That's another way that we can tell what genre our text is.

So as I'm working with key details, (raccoon grumbling) I'm gonna, I'm gonna, oh, oh, we have a new friend here.

Are you here to help?

Cause did you know that we, are you gonna help me today?

- I would love to help you read the story.

- Oh, I would love that, since Ricky is taking a rest, and he's not able to help me retell, but that's perfect because I need you to read the story for me, or the text.

Can you do that?

- I love to read.

- Awesome, okay.

So, our question says, look at page four.

What details tell you how, tell you... Let's read that again, oh Mrs. Vang, okay.

Look at page four.

What do you tell us?

Tell how you move when you play baseball.

Okay, so I'm gonna have a new friend here.

Read that page for us, okay.

- Okay.

We move to play baseball, our arms and hands help.

We swing a bat.

We catch and throw a ball.

- Awesome.

Did you see all those details in how we move when we play baseball?

Awesome!

Yep, you're right.

We need to use our arms and our hands.

So I'm gonna underline that details, and we swing a bat, and we catch and throw a ball.

Lots of details.

Great job.

So we use our arms, so let's write that in there.

We use our arms, and hands to swing- - A bat!

- I'm gonna put and catch, how about that?

- Oh yeah, I like that.

- Awesome, okay.

Let's keep going.

Look on page nine.

What can legs do to help?

Oh, let's read the page again.

Let's see if our friend can help us.

- Okay, okay.

Our legs help too.

We jump into the pool.

We kick and push the water.

- Great reading.

Were you guys listening?

How did the legs, or how do our legs help us?

You're right.

We can kick and push.

I heard some of you say, and, we can jump.

So how can our legs help?

We can jump into the pool, and we can kick and push the water.

Good, kick and push.

Awesome job!

You guys are doing a great job looking for those key words, or key details.

Okay, last page.

Ready?

Look on page 11.

How is the girl moving her body?

Let's have our friend read our page for us.

- We also move in other ways.

How do you move?

- Oh, thank you.

Now, I was listening.

I was reading along, and it's not really telling me the words are not helping me, but you know what's helping me?

The picture, or the photograph.

Right?

So I'm looking, I see her arms.

I see her legs.

Are you thinking what I'm thinking?

Let's see if your answer's the same as mine, cause here's what I was thinking.

How is the girl moving her body?

Well she's using her arms to reach and grab the bar.

You see that?

And she's using her legs.

Guess what she's gonna use her legs for, to swing.

Awesome!

You were thinking the same thing.

That was a tricky one.

Wasn't it?

Because the words didn't help me much, but I looked at the illustration, or actually, let me correct myself, not illustration.

We keep saying this is a photograph.

You're right.

We looked at the photograph to figure out the answer.

Awesome job.

Thank you, friend.

I love that we have friends to help us.

Oh, you like them too.

Oh, awesome.

Okay.

Now let's go into our writing.

So now that we've read the story, and we found some key details, let's see if you guys can help me with some writing.

Cause remember we did a read, write every single day to get that brain super strong.

Okay.

Here's my writing prompt for today.

It says, what is your favorite activity that gets you moving?

So, all week Mrs. Nix and Mrs. Hammack and I, we've all been moving our body.

I want you to think of an activity that you love to do that gets you moving, and maybe I'll get some friends, more friends in here to help us.

Well here they are.

I see Tina, I see Scooter, and I see a new friend, Rita, who loves to read.

- Yes I do!

- And here they are helping us with our writing.

Okay.

So friends, were you guys thinking of one of your favorite activities, what do you guys love to do?

- Oh, you know, I love, I love to, I love to ride my bike.

- Oh, how fun!

Now, why do you like riding your bike?

- That's an easy one, cause I love to go fast.

- Oh my goodness.

I love that.

So, Tina says that her favorite activity.

So her sentence is gonna say my favorite activity that gets me moving is riding my bike because I get to go fast.

Oh, she says, I like to go fast.

Oh, I love that Tina.

You are brave.

Oh, and let's see.

- I know, I know!

- Yes Rita?

- I, I like running.

I like running!

- Rita loves to run.

Rita, why do you love to run?

- Oh, well.

I like to chase my dog.

- Oh how fun!

Rita loves to run because she likes to chase her dog.

What do you guys like to do that gets you moving?

Oh Scooter's trying to tell me.

And I'm listening to Scooter.

Let's see, Scooter, what do you love to do?

Oh, Scooter loves to play baseball, look!

And Scooter, tell me, why do you like to play baseball Scooter?

Huh?

Oh, look at him.

He's getting louder everyday he says it's because he gets to play with his friends.

Oh, I love that.

Awesome job, friends.

Now, I have another friend who's here to share a great book with us.

Let's see if you guys have read this story.

- Hi, I'm Ms. Lacan, the librarian at Finland elementary.

And today I want to talk to you about a book called Ellie by Mike Wu.

It's about a little elephant named Ellie who finds out that the zoo is closing.

So, her and her friends decide to spruce it up and save it.

They all decide to start using their talents, the giraffes, the gorillas, and even the monkeys.

And it seems everybody has a talent except Ellie.

Or so she thinks.

So, later that day, she walks by Walt the zookeeper, and he's painting a wall.

He suddenly gets called by the monkeys.

So when he leaves, Ellie picks up this strange wooden bristles, and what does she do next?

Well, you'll have to check it out to find out.

Ellie.

I hope you enjoy.

And, I hope you find your hidden talent too.

Thanks for watching Valley PBS.

- Thank you so much, Mrs. Lacan from Finland.

We really appreciate you sharing that story with us because I love that story.

- It is so sweet.

And I have to know what happens.

What happens to Ellie?

Did she save the zoo?

I bet we're gonna have to check it out on Sora.

- That's what I'm gonna do.

- I think so - Knock knock!

- [Together] Who's there?

- Wooden shoe!

- [Together] Wooden shoe who?

- Wooden shoe like to hear my jokes?

- Oh my golly.

- It's Friday, you guys have a great one, we'll see you back here next week.

- [Together] Bye bye!

(upbeat music)