(upbeat music) - Good morning, super readers!

Thank you for joining us in our Valley PBS classroom.

I'm Mrs Nix.

- I'm Mrs Vang.

- I'm Mrs Hammack.

- And this is a place for us to learn and 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, are you ready?

Let's turn on those ears so that we can listen for some sounds.

I'm gonna give you some sounds, and we're gonna blend them.

This is called phoning-blending.

And when we blend, and I'm going to have my two helpers help here, and you're going to do this at home, too.

Put your arm out, and we're going to tap out our sounds and then blend it together to make a word.

Okay, here we go.

Here's some sounds.

L. Eh.

Ss.

L e s s. Less.

Good job.

Did you say 'less'?

- Yep.

- Mhm.

- Awesome, let's do another one.

How about this one?

Bah.

Eh.

D. B e d. Bed.

Did you say 'bed'?

- Oh, I heard them.

- Good job!

I love it.

All right, last one.

Are you ready?

Here we go.

Nnn.

Eh.

Ck.

N e c k. Neck.

Excellent job.

I think I'm gonna have a pain in my... neck.

I'm just kidding.

It's not going to happen.

- No, you can't, because it's time to dance!

- It is time to dance!

- Woo!

- All right, so let's make sure that you've got enough space.

- Okay, I'm going to scoot over here.

- And let's make sure that we are ready to go.

We're going to do a little (upbeat music starts) a little loosening up here, right?

- It's Friday, let's go crazy!

Oh, no?

(laughter) - (song lyrics) 'Scrambled eggs, fried eggs, eggs on a plate.

Boiled eggs, eggs 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 eggs, fried eggs, eggs on a plate.

Boiled eggs, eggs 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'.

(lyrics ends but music continues) - [All] Oh!

- I'm just going to pretend today.

- You're going to pretend today.

Oooh.

- Man it would be really grodie to put a real egg in your shoe.

Huh?

I'm glad we didn't make that choice.

- A silly song.

(upbeat music continues) (song lyrics) 'Scrambled eggs, fried eggs, eggs on a plate.

Boiled eggs, eggs 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 eggs, fried eggs, eggs on a plate.

Boiled eggs, eggs 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'.

(lyrics end) (upbeat music continues) - Ew, yuck.

- Don't put egg in your shoe.

- Dance it out you guys.

(music plays) - It's Friday.

- Woo!

(music ends) - [All] Yay!

- I love it.

- Happy Friday.

- What a good way to end Friday.

- I love it.

I love it.

- Well, all week long we've been working on the short 'E' sound from the egg sound spelling card and we're going to wrap that up today and I'm going to do a little building to see if our friends are really getting that skill.

- I love it.

- I'm ready.

How about you?

- Okay Mrs Hammack.

Have fun.

- All right.

Here we are at our word work board and here is our 'egg' card.

We have 'E', 'egg', 'ea'.

Now remember the yellow part of the card tells us how to spell that sound.

So when we hear, 'ea' in a word and we want to write that word, we have two choices: Some words, most words, are spelled with just an 'E'.

And then we also have some short 'E' words that are spelled with 'ea'.

So we have been working on that all week long and we're going to keep doing that but today do you notice, I do not have any words for us to blend, because today we are at Friday, we are going to focus on building.

Then I also have a sentence for us to read.

But lets call our friends in to help us.

Okay?

Hey friends, it is time to come and build some words.

- Yay I'm so excited.

I love this part of the day.

- Oh I am so happy to have you here.

Okay are you ready?

- I was still dancing.

- I saw.

- But I'm ready.

- Hahaha.

I love your good dancing.

Okay now you notice, I don't have any words up here because we're going to build them together.

I'm going to give you the first word.

I want you to think about what each of the sounds that you hear are.

And then tell me what letters to put up on the board.

You ready?

- Oh yes.

- Okay.

Here's our first word.

Ten.

T. Ten.

Okay let me know what you think.

- Oh oh.

I think I have some sounds.

I think I have some letters.

- Lets do it.

So I practiced it on my arm.

Ten.

And I hear three sounds.

- Good.

- So my first sound is the 't' and that is with a T. - I wonder why you know that sound so well.

- I do.

It's my favorite because I have it at the beginning of my name.

- You certainly do.

Okay what did you hear in the middle of the word?

- Eh.

Eh.

Eh.

Eh is the sound we've been working on.

That 'egg' card.

So it must be an 'E'.

- You are right.

And this is the most common way that we make that sound with letters, with just the E. T. Eh.

And then what is that final sound?

- Nn.

And Nn is with the letter 'N'.

- Great job.

Lets take a look at it.

T. Eh.

Nn.

Ten.

Great work.

Good listening.

You must have had your listening ears turned way up high.

- One minute Mrs Hammack.

- Yes.

- I knew that too.

- I bet you did.

You have nice big listening ears.

- I knew it wasn't my turn to talk so I did everything in my head.

- Great idea.

That's something you can do too in your classroom.

If its not your turn, you can still be thinking all of the letters without saying them out loud.

That's one way to practice.

Great thinking.

- And I have to use my quiet voice.

I went like this.

- Oh that is excellent.

You know, you have made such great improvements on your classroom behavior and I'm very proud of you.

You are really - - Good job Nicky.

- And Tina, that is so kind of you to encourage him.

All right.

Are you ready for the next word?

We have ten.

Lets see if we can build the word, 'hen'.

Hen.

Hmmmm.

What do you think.

What do you think we need to change to make the word, 'hen.

- Oh I know this one.

- Okay.

- Hen rhymes with ten.

So you only have to change the beginning sound.

So I'm going to change the 't' to a 'h'.

- Very nice.

And you are right.

I'm going to build it right underneath here so we can see them next to each other.

All right.

So we have ten, and then we have Hh.

Eh.

Nn.

Hen.

- Oh Mrs Hammack.

What is our little rhyming song?

I need to hear it again.

- Okay here we go.

Now look, I'm going to cover up the beginning sounds.

All right?

Here we go.

Ten.

Hen.

They both say 'en'.

Do you see the 'en' at the end?

That's what makes them rhyme.

Great listening.

All right so we have ten and hen.

Hmm.

What about, 'men'?

Men What would we do to make the word, 'men'?

- Oh I know.

I know.

- Tell me.

- Okay.

- Well, just like we did with our rhyming words just now.

Ten, hen, and men, they all say 'en'.

- Great thinking.

- So they're all rhyming words.

So maybe you change the first sound, to a Mm.

- Very good.

Look at this.

If we say they're all rhyming and that means they all have the 'eh' 'nn' at the end, and then I change the beginning sound, now I have 'men'.

Ten.

Hen.

Men.

Very nice.

Good work.

Do you see how when you know one word, you can change one letter and make a whole list of words that are related.

- Amazing So what if change something different?

What if I have 'men' and I want it to say 'met'.

I'm glad I met you.

What would 'met' need.

- You just need to change the final sound Mrs Hammack.

Men has the 'nn' but 'met' has the 'tt'.

- Great job.

So the final sound means the ending sound.

So 'men' and we change it to a 'tt', now it is met.

Met.

Very nicely done.

Thank you for working with us today and practicing using your good listening ears and building words with us.

I'm going to practice some more with my friends.

We are going to read a sentence.

And I'll see you guys later.

- All right bye Mrs Hammack.

- Bye bye.

- Bye, thank you.

All right my friends.

Here is our sentence to practice.

You ready?

Okay take a look at it.

The ten men met at the shop.

How did you do?

Great job.

You have done a fantastic job learning about the short E sound 'ea' and now we are going to practice a little bit more with our high frequency words with Mrs Nix.

- Awesome job.

That's so true.

That's exactly what we're going to do.

We're going to practice those high frequency words so that when you come to words that maybe you're not able to always blend, you'll still be able to fill in some of those spots.

So you can sound out, looking at all of those words that you practiced with Mrs Hammack and then we can use some of the words that we've been practicing together to build all sorts of sentences.

Okay.

So lets go through.

We had five words that we've been working on this week.

And lets move them together.

Here we go.

Again help new there and use Today we're going to focus on use.

Say use.

Use.

Excellent.

U S E Spells use.

Excellent job.

So lets use the word use in a sentence.

All right lets read it.

Tell Ben to use a net.

Right.

So he needs to use a net.

All right.

Did you see how we did that.

Excellent.

I have another game for us.

It's Friday.

So I'm going to see if Mrs Vang will come out and play another game with us.

This one is called Dynamite.

Every time we get a card.

Come on over Mrs Vang.

Every time we get a card, we are going to read our card, our high frequency word, you can make it with any cards that you have or pieces of paper but when you come across a dynamite all your cards have to go back into the pile and if you can't read the word correctly, it has to be put back.

Do you want to go first Mrs Vang?

- Okay.

- Okay.

- There.

- Nice.

- Use.

- Help.

- Oh my goodness.

Lets see.

Use again.

Oh that's funny I've had this two times.

- New.

- Ah.

Wa wa wa.

That means all my cards have to go back to the bottom.

All right.

Do you see that this is something that you could play even while you're in the car with your family or with a brother or sister or while your adults are cooking it could be a lot of fun.

You could even practice a little bit by yourself.

It's great to practice all of your words.

So, we've been talking this week all about making and confirming predictions.

And today's story is all about firefighters.

We are going to find out a little bit about what some firefighters do.

And to help kick it off, I have a really special guy who is going to come in and talk a little bit about what he does before he reads our story and we can start to think to ourselves what is it that firefighters do.

All right lets take it away.

- Hey friends.

My name is Zach Nicks and I'm enrolled at the Clovis Unified Firefighting Technology class learning to become a firefighter.

A couple things I've learned in here is one, it is a lot of hard work but good attitude goes a long way and you never do anything without a team mate.

Now lets read.

Firefighters at Work.

A bell rings at the firehouse.

Firefighters slide down a pole They put on special clothes fast!

Hats.

Boots.

And pole.

The firefighters jump in a fire truck.

The red truck speeds to the fire.

It has a loud siren and a flashing red light.

That tells cars to move away!

Lights.

Hose.

Ladder.

The brave firefighters get to work.

They use hoses to spray water.

Their special clothes protect them.

They put out the fire.

Now it is time for lunch.

They have lunch together.

Then they wait for the next bell.

- Did you guys enjoy that story?

That was a great story.

And did you guys notice something?

That was what we call a non-fiction story because it gave us lots of details and facts about firefighters.

Right?

The title I'm sure was called 'Firefighters at Work'.

So lets see if you guys can remember or recall some facts for me.

Now to do that, I have some questions that I am going to answer but we are going to have to re-read the story again or I'm going to read some parts of it again.

So, retell is not here to help me, but I have another special friend that's going to help us read.

Do you guys what to see who our special friend is?

Oh lets see.

Here she comes.

- Hello.

Hello.

My name is Reading Rita.

- Oh that is perfect Reading Rita because guess what I need help reading these pages.

Can you help me read them?

- Oh I would love to.

All right.

Firefighters at Work.

A bell rings at the fire house.

Firefighters slide down a pole.

They put on special clothes fast.

The brave firefighters get to work.

They use hoses to spray water.

Oh that sounds fun.

Their special clothes protect them.

They put out the fire.

Yay.

- Great job Reading Rita.

And I loved how you read it with all those feelings and expression.

You are a great job, you do great job at reading.

- Thank you.

I love to read.

- I now know why they call you Reading Rita.

- Hehehe.

It's true.

- Thank you Rita for helping us read.

- You're welcome.

Bye.

- Okay.

Now were you guys listening to Reading Rita?

Lets look some of our questions.

It says: reread and use the prompts to take notes in this text.

So we already read it.

So lets see what notes we can take.

So circle the words that tell how firefighters know its time to go.

You guys say it out loud.

What word helped me know that it was time for them to go?

Good job.

The bell rings.

Those are the words that helped me.

Lets keep going.

So I go that done, I'm going to check it off.

Underline two things the firefighters do next.

Oh I hear you guys.

Shout it out nice and loud.

Good job.

Yep they slide down a pole and they put on special clothes.

Good job.

So I underlined it.

Check.

Lets keep going.

Put a star next to the word that tells how they put on special clothes.

Oh were you guys paying attention?

How do they put on the special clothes?

That's right.

They did it fast.

I'm going to put on my little star.

And if you can't make a star, it's okay.

I just drew some lines together.

It's really what we call an asterisk but its okay to make an asterisk.

Good job boys and girls.

We are going to check it.

Lets keep... Oh right here, you're right, right here.

Lets keep going.

So circle the labels for some of the special clothes.

Write them here.

Now remember this is a non-fiction text.

And sometimes we have what we call, text features.

And in this text, these text features are called labels.

So what are these labels.

Well lets look.

This is a... hat.

Okay we'll put hat.

What's another label that you see.

Boots.

Good.

And what's another one.

Good job, jacket.

I'm just going to write them in here, just like that.

Good eyes boys and girls.

And then we're done.

Lets keep moving on.

Now it says what do the firefighters use to put out the fire.

Circle the word.

Okay so remember, Reading Rita helped us read.

What do they use to put out the fires?

Good job, I hear you guys.

They use hoses.

Awesome.

Lets keep going.

How do the hoses help firefighters?

Good job.

I like that you guys are going back.

How does it help them?

It sprays the water.

So I'm going to write, spray water.

That's very important when they are trying to put out a fire isn't it?

Okay lets keep going.

Underline the words that tell what the special clothes do.

Hmmm.

Do you guys remember?

Good job, I hear you guys.

It protects them.

So we're going to underline the word, protect them.

Awesome job boys and girls.

And if you guys have time with your family tonight you can talk about the word brave because here is the word brave in the story.

And I want you guys to talk to your family member about why firefighters are brave.

All right?

Awesome.

Now, lets go into our writing.

And again, this week I'm going to show you guys how to write a paragraph with a topic sentence, some details and then a concluding sentence.

And that's what a paragraph consists of.

A topic sentence, details, and a concluding sentence.

So my writing prompt today says: how do firefighters help the community?

So I want you guys to think about it.

Hmmm.

So we read the story.

The Red Hat with Jen who was a firefighter and then we just read another non-fiction text called Firefighters at Work.

I want you guys to think about the details from those two stories and think about how firefighters help the community.

Now, I started my topic sentence with Firefighters help the community in many ways.

So guess what, my details, that's right.

It's all going to be about how firefighters can help the community in many ways.

So remember I can't start with I want to be a firefighter when I grow up because that does not match our prompt of how do firefighters help the community.

So I want you guys to think about some details.

Okay?

And lets see if maybe some of our friends can help us.

Because I know they were listening to the story.

Oh, and here they are.

Hello friends.

Can you guys help me with some details.

Give me a detail.

- I know one Mrs Vang.

- Mmm hmm.

- Firefighters they use hoses to spray and put out those fires.

And so they keep us safe.

- That's right.

That's one way that firefighters help our community.

So I'm going to put that right here next to our sentence I made to our topic sentence.

Great job.

Okay Scooter has another details for me.

Scooter, oh thank you Scooter.

Scooter says that another way is helping people when they need help.

Is that another way how firefighters can help us?

That's right.

And don't forget we always have to end it with a concluding sentence.

And Tina already had it for me.

So we are going to finish it off with: Clearly firefighters help the community.

Do you see how our paragraph is flowing?

Awesome job boys and girls.

You're doing such a great job.

Now its my favorite part of the day.

Lets go and listen to another book.

- Hi.

My name is Mark Patterson and I'm an Art Teacher with Friends are Unified.

And I have the great pleasure of sharing one of my favorite children's books with you.

Its called The Dot.

And it's about a little girl by the name of Vashti who one day went into her Art class and she picked up her brush but then she just threw it down and she said to the teacher, I can't draw.

And the teacher said, well just make a mark.

So she got that brush and she made a little tiny dot on that paper and then she left.

And then the next day she was very surprised to find that her picture was framed and hanging on the wall and it looked so nice.

She was very encouraged.

So she set about to do some pretty amazing things.

But I can't tell you what those things are.

You're going to have to go and check this book out and read it to the end for yourself.

It's a great story.

- That was awesome Mark.

Thank you so much for sharing your story with us today.

It was The Dot and I just need to find out what happened with the dot.

- There's so many good stories we've heard.

- Mmm hmm, lots of great stories.

- Knock knock.

- [All] Who's there?

- Weekend.

- [All] Weekend who?

- We can do anything we want.

It's Friday!

- It is Friday.

And we can't wait to see you back here next week at Valley PBS.

Have great weekend.

- [All] Bye.

- Bye you guys.

That was awesome.

(voices trail off) (upbeat music)