(playful guitar music) - Good morning super readers!

Thank you for joining us in our "Valley PBS" classroom.

- Here we are.

- I'm Mrs. Nix.

- I'm Mrs. Vang.

- I'm Mrs. Hammack - And this is a place for us to learn, practice and- - [All] Grow our brains!

- To become even stronger readers, writers and thinkers.

So let's get started by warming up our brains with some- - Ear training!

- Called- - [All] Daily phonemic awareness!

- All right.

So today we're gonna turn on those ears and we're actually gonna practice what's called phoneme isolation.

So I'm gonna give us a word and today we're gonna listen for the middle sound.

- Ooh, that's tricky.

- That's really tricky.

So to help us, I have some little circles.

This is something you could do at home.

You could use beans, you could use any, LEGOs, anything that you have to kind of count out your sounds.

You can do it just like this, but we're listening for the middle sound.

Okay, the word is fed, fed.

So let's stretch it out.

Ff.

Eh.

Duh.

Fed.

When I do it like this, can you see what that middle sound is?

F, eh eh, that's right.

Eh, eh, good job.

Let's try it again.

Okay, so how about this word, met.

Met.

We're gonna stretch it out, met.

Three sounds, here we go.

Mm.

Eh.

Tt.

Did you hear what the middle sound was?

That's right, right there in the middle.

Mm, eh, tt, it's that eh sound again.

Okay, let's try another one.

Let me see if I can trick you.

How about this word?

Bad.

Bad.

- Ooh.

- How many sounds do we hear?

B, ahh, dd.

Three sounds, let's do it.

Buh.

Ah.

Duh.

What's the middle sound?

That's right, ah!

Buh, ah, duh.

Excellent.

All right, last one, just for a little extra bonus.

How about this word?

Top.

Top.

What do you hear in the middle?

Let's blend it, or let's segment it out.

Tt.

Ah.

Pp.

What did you hear in the middle?

Ah, good job.

So listening for all of those sounds are going to help you when you go to write your sounds or write your words.

So we're gonna, we're training our ears today.

Awesome, thank you.

Know what time it is?

- I do, I've been ready.

- It's that time, - we get to dance - I see them standing up, they know.

- Oh, that's right.

Make sure you've got some space and let's do some dancing.

(playful jazz music) ♪ Scrambled egg, fried egg, egg on a plate ♪ ♪ Boiled egg, egg on toast, hurry don't be late ♪ ♪ Eggs are good for breakfast, or in a salad too ♪ ♪ No matter how you cook them, they are good for you ♪ ♪ Scrambled egg, fried egg, egg on a plate ♪ ♪ Boiled egg, egg on toast, hurry don't be late ♪ ♪ But no matter where you go, and no matter what you do ♪ ♪ Never ever put an egg in your shoe ♪ - Ew, so yucky.

- Egg in my shoe.

- Don't put eggs in your shoes, no no (jazzy playful music) ♪ Scrambled egg, fried egg, egg on a plate ♪ ♪ Boiled egg, egg on toast, hurry don't be late ♪ ♪ Eggs are good for breakfast, or in a salad too ♪ ♪ No matter how you cook them, they are good for you ♪ ♪ Scrambled egg, fried egg, egg on a plate ♪ ♪ Boiled egg, egg on toast, hurry don't be late ♪ ♪ But no matter where you go, and no matter what you do ♪ ♪ Never ever put an egg in your shoe ♪ - Ugh!

(playful jazzy music) - Kinda groovy huh?

(playful jazzy music) - Slimy.

(playful jazzy music) (group laughs) - Awesome job, awesome!

- It's kinda fun to be silly, isn't it?

- I love being silly.

It's great.

- Well, today we are going to move from silly into sounds.

So we're gonna talk about our focus sound of the day and that is the egg card!

- Oh, that's awesome.

(all laughing) So perfect.

Well enjoy Mrs. Hammack.

- Thank you.

All right, friends.

We have been working on our egg card all week long.

This is our short vowel, short E, so we say E, egg, eh.

The eh is here, we spell it with an E or an E A, and the picture on our sound spelling card, egg, is to help us remember the sound that it makes.

E, egg, eh.

And that's the sound we, these are the letters, the way that we spell it.

So you're doing a great job with that.

And today we're gonna build and blend some more words to give you some more practice and like always, I think we should call our friends to come help us.

Oh, friends.

It's time to build and blend.

- All right, I'm here Mrs. Hammack, I'm so excited!

- I'm so glad you're here.

- I was still eating my eggs.

- Oh, yep, I knew you would like eggs.

You didn't put any in your shoe did you?

- Mm mm.

- Okay good.

- All in my belly.

- Oh, all in your belly, well that's where eggs, that's where they should go, right?

Gobble them up.

Good job.

All right.

We're gonna do some blending first just to kind of practice those skills and then we'll do some building.

All right.

You can see my first word here.

I started it with a S blend, with an S blend.

The S T that says st, eh, puh.

I'm gonna say it a little bit faster and you see if you can figure it out, st, eh, puh.

St, eh, puh.

- Step, step!

- Oh wow.

Ricky, you got that so quickly.

Is that what you were gonna say, Tina?

- That was exactly what I was gonna say.

- Great minds think alike.

Good job.

This word is the word step.

Okay, so the next word starts with an R blend, and it says dr, dr. Now this is a word maybe that some kinder, first and second grade students, maybe you're not familiar with it, but we're gonna read it, and then we'll talk about what it is.

Here we go.

Dr, eh, duh.

Dr, eh, duh.

Hmm.

- Oh, oh.

I, I, I think I have it.

- Give it a try.

Can I try?

- Yes.

- I think it's dread.

Dread.

- You are correct.

Have either of you heard the word dread?

- Well, I've heard a word called dreadful because sometimes I can say that something is very dreadful when I go there 'cause it's, it's well, it is.

It's just dreadful.

- Is dreadful a good thing or a bad thing?

- Oh, it's not very good.

- You're right.

- It's not a good thing, it's very dreadful.

- You're right.

And dreadful is related to this word dread.

When we add that ending part, full, it means something is full of dread.

- Oh.

- So if it's bad- - I always heard, my friend says he dreads doing his homework.

- Okay, dreads, you know, I would dread having an egg in my shoe.

- Oh that would be very yucky.

- Right?

Like our song that we did.

So dread means when you just really are not looking forward to something or something is really unpleasant.

It's something that wouldn't make you feel good or happy.

That's what dread means.

So great job reading that word.

Are you ready to do some building?

- Oh yes.

- Okay, so for our building, we're going to use the most common spelling of this short e sound with just the E. So I gave you a little clue.

So here is our first word.

I want to build the word hen.

Huh, eh, nn, hen.

So what letters do I need to make the word hen?

- I have a friend who's a hen.

- You do?

Do you know how to spell her name?

- I can try.

- Well, let's do it.

- Okay, huh.

Is that an H?

- Huh, yes it is, very good.

H for huh.

- Eh, eh, that's our E. - Yes it is.

very good.

- Like an egg.

- And hen, that's the N. - Good job.

- H-E-N, hen.

- Perfect, hen.

Very nice.

All right, so hen, what if I wanted to change it to say pen, puh, pen.

- Oh, oh, oh!

- What do you think Tina?

- I can hear, okay, okay.

So I hear the eh-nn at the end is the same.

And I think, I think Ricky talked about it yesterday.

Those are rhyming words, right?

- You are right.

Hen, pen, they both say N. - Yes.

- So the N parts the same.

You're right.

- So then this is really easy.

We just have to change the beginning sound.

We have the huh sound and it becomes a puh sound.

Puh puh puh.

- Very nice.

Now, do you remember which letter makes that sound, puh?

- Oh, it's the letter P. - It is the letter P. Now, I want you to notice something.

Look how cool, exciting and awesome it is when you know one word, hen, then you can know another word, pen.

Isn't that cool, how, when you start to learn patterns of words, you can build all kinds of words.

- That's amazing.

- I think so, too.

Let's see if we can build one more.

Let's take pen and see if we can make it say pet.

- Hm.

- Hm.

- I wonder what I need to change.

Well, let's look, here's the puh.

Pen.

And puh, pet.

Hmm, those- - I've got it.

- You got it?

- I was thinking.

- Good thinking.

- But I got it.

- All right, let it, let us have it.

- If the new word is pet, then we just need to change the final sound.

So we need to change that to N, which is T the T you know, I say, pet.

- Yep.

Great job.

Now, let me ask you this does pen and pet, are those rhyming words?

Because they both start with the P and the E. So would those make, would those make rhyming words?

- I, no.

Well, Ricky's saying no way.

- And they both have no, no, that doesn't fit in the song.

- Okay.

Let's see.

Pen, pet.

They both say, oh yeah, you're right.

It doesn't.

We need just the ending part to match, to make a rhyming word.

- Yeah.

- Thank you for helping me think that through, great job.

Well, I'm gonna say goodbye to you for now, because I'm gonna read a sentence with our friends.

- All right.

Well, we'll see you later, Mrs. Hammack.

- Bye!

- Thank you for your help, you did great.

All right my friends, let's take a look at a sentence for today so that we can practice our short E words in context.

So let's read.

Read with me.

I set the wet net on the deck.

Did you get it?

Great job.

All right.

Now it's time for you to practice some high frequency words with Mrs. Nix.

- Awesome.

Thank you so much, Mrs. Hammack, and yes.

It's time for us to look at those high-frequency words.

We have five of them that we've been reading and practicing all week.

So let's go through and let's read them.

Why are we reading them?

That's right, because they show up often in our reading and our writing.

So we want to make sure that we not only can read them, but that we can spell them.

And then I've got a little trick for, a little game that we're gonna play today.

Okay, let's go through and read them.

Again.

Help.

New.

There.

And use.

Now, here's our word we're gonna do today.

It's there.

Spell it with me.

T-H-E-R-E spells, there.

Did you say it?

Good job.

Okay.

So let's use there in a sentence.

Now I have a sentence and I see that I actually, I need a beginning word.

So there is my blue pen.

There it is.

It's right there.

Now, do you see a mistake that's here?

How are we supposed to start all of our sentences?

That's right.

With a capital.

And you know what?

We have it right here where it's all fixed for us.

Now it looks correct.

There is my blue pen.

I've been looking for it.

Okay.

Now this is a game that you can play with your, you can play by yourself, but it's always more fun to play games with a friend.

Mrs. Vang, did you want to come and play a game with me today?

- Yes, Mrs. Nix.

- Yay!

- I would love to play a game with you.

- Awesome, so this is called Matching and all that we're gonna do, is it's kind of like memory.

So we go through and I'm gonna show you.

I've got, I have to read the word again and I'm gonna look to see if I can find the match and this word is there.

Do they match?

They don't match.

So I'm gonna turn them back over again and there.

Okay Mrs. Vang.

It's your turn.

- Okay, let's see.

This says new.

And new?

Oh no, that says there.

- I know what I want to pick.

Do you know what we should pick?

You got it, there and there, they match.

And since I got a match, it means I get to go again.

Okay.

So how about, ooh, I haven't seen that one.

What's that word?

Help.

Hm.

Maybe right, (gasping) I got two of them!

- You're so lucky!

- Oh, okay, all right.

Do you think I can get them all?

Well, I'm gonna let us leave it as a cliffhanger.

We'll find out who wins our game later.

Right now, I do want to talk about making predictions and confirming those predictions.

Because as we're reading stories, our brains are always thinking about what the story is about and kind of what's coming up next.

So the book today is called "The Red Hat".

So even just hearing that title, I bet you're making some predictions, "The Red Hat".

Well, is it going to be about a pirate's hat?

Is it gonna be about a baseball hat?

Hmm, I don't know, but I can make some predictions.

And then as I go to see the story, I can confirm, and maybe I change some of those predictions.

So why does Jen have a red hat?

I'm not sure.

Let's watch and find out.

- [Narrator] "The Red Hat" by Eva Torres.

illustrated by Vincent Nguyen.

Jen has a new job.

She gets a red hat.

She will use this hat a lot.

Jen is in bed.

There is a bell.

She grabs the red hat.

Jen can get down like this.

Go, Jen, go!

Jen hops on.

Go, Jen, go.

I wonder where they're going?

Do you have an idea?

It is a big fire.

Jen can help.

The fire is out.

Jen is wet.

Thank you, Jen.

Jen plays with Matt and Jill.

There is a bell again.

Jen gets the red hat.

She gets in the truck.

Go, Jen, go!

Do you think they're going to another fire?

Let's find out.

Rex is up there.

He will not come to Jim.

Jen will help.

Oh, I see.

It's not a fire.

There's a cat in the tree.

Jen gets Rex.

Jim is glad.

Rex is glad to.

He has a new red bed.

Thank you, Jen.

(upbeat piano music) - Oh, I know.

Now you're being quiet.

I, okay.

He didn't want it.

Ricky did not want to make another prediction, but I did.

Did you guys make the correct prediction?

Why does Jen have a red hat?

Well, what was it?

Because she was a firefighter, that's why she had a red hat.

- I said that too.

- I know.

I knew you would do a great job Ricky.

Boys and girls, did you guys enjoy that story?

I loved it because Jen was a firefighter and we know that what?

- Firefighters have an important job!

- They do have an important jobs and it was a great story.

Now, let's go and let's see what our responses for the red hat.

Now the question is asking, how do the illustrations help you know Jen's job is important?

So we know Jen is a firefighter, right?

And so it says reread pages, 10 and 11, write clues from the illustrations that show what Jen has to do for her job.

So no retelling today, okay Ricky?

So let's look at page 10.

Let's look at that picture.

What clue can we figure out from this picture?

What's happening?

Oh, do you guys see it?

The bell was ringing and what does Jen have to do?

She has to get up right away.

Did you guys get that from the illustration?

So I'm gonna write that in.

The bell wakes Jen up and she has to grab her hat.

Good job.

So now let's look at the illustration on page 11.

Okay?

What's happening?

That's right.

- She's coming down a pole.

- You're right.

Is she going fast?

- She's coming really fast down the pole.

- You're right.

So from the illustration, we know, let's get this out, that she has to slide down the pole to get to the truck.

You're right.

So if I look at my illustrations, what does that tell you about Jen's job?

We know it's an important job, right?

So we're gonna start with, I know Jen's job is important because, why?

- Well because she has to get up and going when she hears the bell!

- You're right.

When the bell wakes her up, she has to go to work fast.

So think about that.

When your alarm get up, are you kidding up as fast as Jen?

Oh, I know I'm not, but we know that Jen has an important job, doesn't she?

- Firefighters have an important job.

- They do.

Now let's go into our writing.

So thinking about our story and thinking about all the details that Jen does in the story, because remember, she's a firefighter.

I want you guys to think.

Here's my prompt for you.

Today's writing prompt says, would you like to have Jen's job?

Now this is what we call an opinion writing, because it's what you think.

So do you want to have Jen's job?

I want you guys to think about, think about all those details that we listen, or we read from the story.

Would you like to have her job?

- Her job sure is amazing.

Hmm, I'm gonna have to think about that, but maybe my friends have an answer for us.

Tina, Scooter, would you guys want Jen's job?

I can't make up my mind.

- Hmm, oh, there's our friends.

- Hi, hi.

- Did you guys read that story with us?

Would you guys want Jen's job?

- So, so Mrs. Vang, I was thinking about it.

And I don't think I want Jen's job.

I think Jen's job might be dangerous, - It is dangerous.

- And scary.

- And you would never know what you were gonna get.

Maybe you had to rescue a cat, but maybe you had to go to fire.

- That is true.

You don't know.

- You just never know and I don't like unpredictability.

- So Tina said no, so we would use this sentence frame.

No, I would not want her job because, and Tina gave us some great examples of her why or details of why she did not want her job.

Because her job is dangerous and scary.

But ooh, Scooter, Scooter, do you, Scooter wants her job.

Why Scooter?

Ooh, Scooter says it's exciting.

And it is important to Scooter.

We'll use the sentence frame.

Yes.

I would want her job because her job is exciting and important.

So boys and girls, you guys think about it, you guys decide.

Now, are you guys ready to listen to another book?

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

- Hi boys and girls.

My name is Mrs. Martinez.

I'm the library tech here at Thomas Elementary.

And I wanted to share this book about "Little Pink Pup".

And it tells you about how different we all are, regardless of race and culture, we're all the same.

We're all equal.

And this book, oh it's so cute.

Look how pink Tink, how she helped save his life.

And it's a wonderful, and he's a pig.

She's a dog, but it didn't matter to her.

She wanted to just help him out.

It's a wonderful, beautiful book.

And I hope you guys check it out at the library, either at your, in your library or on Sora.

Thank you for watching "Valley PBS".

- That was awesome.

- Great.

- And I can't wait to check out that book at our local library, or maybe it's even at our school libraries.

- Or on Sora.

- Or on Sora!

That's amazing place to check it out.

- Great idea.

- Knock knock!

- [Together] Who's there?

- Woo.

- [Together] Woo, who?

- Woo hoo, thank you thank you.

- Oh my goodness.

- Oh my golly.

You're so silly.

- Have a great day.

And we'll see you back here in our "Valley PBS" classroom tomorrow.

- Bye-bye.

- Bye-bye.

(playful guitar music)