(upbeat music) (upbeat music fading) - Good morning, super readers!

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Hammack.

- Hi, and I'm Mrs. Vang.

- Hi, and I'm Mrs. O'Leary.

- This is a fabulous, fun place for us to learn, and practice, and- - [Together] Grow our brains!

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

So, are you ready?

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

- Called- - [Together] Daily phonemic awareness!

- All right.

We are going to tune up our ears, and listen to some sounds.

Now, today is a blending game.

That means I'm going to give you sounds, and I want you to blend them together, and tell me my word.

You ready to try it?

Now there's a lot of different ways, or strategies that you can use to help you.

- Can I use my arm?

- Yes, you can use your arm.

And if you want to use your arm too, you can, you can use your fingers to count the sounds as you say them, and I'm gonna use my whole body.

All right, so there's lots of different ways.

Find the way that works best for you.

All right, here we go, ready?

M, u, g. M, u, g. Try it faster.

Mug.

What's my word?

Mug!

Great job, did you guys get mug?

(teachers agreeing) Terrific, all right.

Now, I started with one that was kind of easy, but we're gonna get a little harder.

All right, here we go.

Turn up those ears so you're ready.

Here we go.

P, l, u, m. P, l, p, l, u, m. Ready?

Plum.

What's the word?

Do you know?

- I got it, I think.

- What is it?

- Plum!

- Yes, great job.

- I love eating plums.

- Ooh, me too.

All right, last one.

Here we go.

D, r, u, m. All right, now we've got to go a little faster so we can hear the word.

D, r, u, m. Drum.

Do you know what that word is?

- Mm, I got it.

- What is is?

- Drum.

- Yes, a drum!

Great job!

- That was tricky.

- It was, we practice those blendings because that's what we do when we read.

We say the sounds.

When someone tells you to sound it out, that's what blending is.

You're saying the sounds, and then blending them to make the words.

Great practice!

- Mhm.

And, is it time?

Cause I brought my umbrella again.

- It is time!

- I love this part.

And this week I found such a great song for us.

A simple, and quick song I think.

- I like it.

- But you have to use your umbrella, so go get it if you need it.

Here's our song called, "Here's My Umbrella."

And if you don't have one, you can pretend.

- Just like me.

- Perfect.

(calm music) - Remember, we're gonna look.

♪ Can you hide underneath my umbrella ♪ ♪ Can you hide underneath my umbrella ♪ ♪ My umbrella goes up ♪ (amusing music) ♪ When the rain comes down ♪ (amusing music) ♪ I stay dry underneath my umbrella.

♪ - Ooh, I hope it rains.

- Me too.

- I love rain.

♪ When I look underneath my umbrella ♪ ♪ When I look underneath my umbrella ♪ ♪ I understand how nice ♪ (calm music) ♪ An umbrella can be ♪ - Make yourself small.

♪ I stay dry underneath my umbrella ♪ (calm music) Wow!

- I love that.

- So much fun, so much fun.

All right, well, I'm gonna take my umbrella right over to our umbrella card.

- That sounds good.

(teacher laughing) - No, I better put it away.

It's not raining inside.

So our focus this week is our umbrella card, and it's our short U sound.

And it goes like this, U, umbrella, and it's spelled with a U. Alrighty, so let's do a little bit of review before we get started, and before I invite my friends to come on with us, and blend in some build words.

So let's do another short vowel sound, and that is our apple card.

So we say, A, apple, and it's spelled with an A.

Good job, how about this one?

Do you know this one, boys and girls?

Do you remember it from yesterday?

That's right, it's another short vowel letter, and it is our egg card.

And it's E, egg, and it's spelled with an E, and sometimes an E-A.

Another vowel letter, short vowel sound is our insect card.

It says I, insect, and it's spelled with an I.

Good job.

And then our next short vowel sound is our octopus card.

And it says, O, octopus, and it's spelled with an O.

And so a few other letters that we want to review and remember is our guitar card.

It says G, guitar, and it's spelled with a G. Good job, okay.

So now we have our camel card, and it says C, camel, and it's spelled with a C, or you could spell it with a K and still get K, or you could have it be at the end of a word and still say K, even though there's gonna be two letters there.

So that's a fun, fun letter and sound to review and learn.

And so we have our koala card, which also says K, koala, and wouldn't you know, it's spelled with a C sometimes, it's spelled with a K sometimes, and it's spelled with a C K at the end of a word following a vowel.

So let's keep those in mind when we build and blend today.

And then we have our zipper card, which says Z, zipper, it's spelled with a Z.

And sometimes at the end of the word, it's spelled with an S, but it sounds like Z.

And then we're done with our review, good job!

Very, very good job.

So, will my friends come and join me, please?

Rita and Retell.

- I'm here.

- Hello, good to see you.

(teacher laughing) Oh, I just love your little laugh there.

(teacher laughing) Alrighty, so we're, I'm gonna blend our first word, and then I'm gonna ask one of you to blend our second.

So boys and girls blend with me, we have s, n, u, g. Ooh, s, n, u, g. Snug.

And you can do that on your arm if you want to too.

S, n, u, g, snug.

All right, our second word, which which one of you would like to blend out our second word right here?

- I can help.

- Okay, thank you, Retell.

- S, oh, sorry.

I was thinking of your snug.

And I noticed it was a blend because we learned those a couple weeks ago.

- Oh, really?

- Mhm.

- Okay, very good remembering, Retell.

It's so nice when we can recall things that we learned before.

So yes, this is a blend, and we try to say it quickly.

Sn, snug, but we're on this word right now.

Can you do this word for us?

- I can do that word.

- Okay, thank you.

- Kay, l, u, ck.

Luck!

- Very good, and I think you remembered that we've got two consonants after a short vowel, and so that says one sound.

So the C and the K both say ck, but we don't say, l, u, c, k. We just say the one sound.

Wow, good remembering, Retell.

- I remember.

- All right, let's build a word.

How about, let me think of another word that might have a similar ending to this one.

How about stuck?

Stuck.

- Oh, wait!

I got stuck in a tree one time, so I know this one.

- Oh, awesome.

Go ahead!

- Okay.

- S, t. S, t. Oh, that's a blend!

- That's a blend, good job!

- That's an S with a T. - You are so right.

- S, t. S, t. Uh, oh that's our focus sound!

The U!

- That's our focus sound, yep.

- S, t, u, ck.

- [Together] Hmm.

- That's very tricky.

- Yes, it can be.

- Uh, I'm just gonna take a guess, I think that's C-K. - You would guess absolutely right.

It is C-K. - Do you know why I guessed a C-K?

- No, why?

- Because the U says uh, and then I thought, well, it's a short sound, so maybe it's the C-K. - That would be perfect thinking, wouldn't it, boys and girls?

Did you guess that too?

Did you remember that after the short vowel sound, there could be two consonants that say only one sound?

Good job, very good job.

All right, one more word before we go on to our sentence reading.

And how about clock?

Clock.

- I can help, can I do that one?

- You certainly can.

Sound that out, and then tell me how you would spell clock, and you do the same boys and girls.

- C, l, o, ck.

Clock.

Okay, I heard the cl, which is also a blend.

We learned blends already.

C-L, uh, uh, hmm.

- Is that the focus?

- It's not, I heard the o, o, which is the O sound.

- Very good, you remembered.

We've already talked about that O sound, that short O sound ah.

Good.

- And it says, ah, which is a short vowel.

So the ck is a C-K. - You got it, that's beautiful remembering.

Beautiful spelling, and we're actually reading these words.

That's beautiful reading too.

- [Rita And Teacher] Good job!

- They're good!

- Thank you, friends!

And I'll hopefully see you later on.

- [Together] Goodbye!

- So, let's continue with reading our sentence, and we'll start here.

We'll notice that we're starting with a capital, and read with me if you will.

Gus was mm, in the mud.

What do you think?

Can you use some of the words that we created, and built, and blend?

What could, Gus was luck in the mud?

I don't think that would work.

Um, Gus was clock in the mud?

No, you got it, you got it, he was stuck in the mud.

Gus got stuck.

S-T-U, then our double consonant, C-K, in the mud.

And we always end a sentence with punctuation.

And we used a period this time.

Good reading boys and girls.

Excellent, let's move on to our high-frequency words with Mrs. Hammack.

- Okay, are you ready to practice those high frequency words?

Do you remember that high-frequency words are the words that show up most often in the things that we read, and we want to know them automatic, as fast as you know your name.

So in order to get those automatic words, we have to practice, and we read them, we spell them out loud, and we write them.

Because that helps them to get locked into our memory.

This week, we have five words, we did could, and live.

Today we're going to do one, and then we have three, and then, and we'll get to those later, but let's take a look at the word one.

Now this type of one is the same as the number one.

So it's not like I won a game.

That's spelled differently.

This one is the number one.

O-N-E spells one.

Did you get that?

Great job.

All right, so let's look at our sentence.

There is hmm, frog on the log.

There is one, oh, I gotta stick it on there, sorry.

One frog on the log, great job!

All right, one of my most favorite ways to practice is on Wednesdays with Whack-A-Word-Wednesday!

Doesn't that sound fun?

So I have a couple of ways we can do that.

So you can make your own word-whacker at home.

This is just a pool noodle with a pencil.

Easy to do, you can do that.

Or I have a fancy little kind of like flyswatter, but you could take a regular one and do that too.

And you don't need to even cut a hole in it.

You can just smack the word.

So here's what we're gonna do.

We're gonna find the letters to spell one.

All right, are you ready to try it?

All right, here's our alphabet chart.

All right, let's do it.

What do we need first?

O-N-E, one!

You could practice that with all of your words, and really get them locked into your memory.

And it's really a fun way to practice, and it gets your whole body involved.

Isn't that fun?

I know I love things like that.

Hey, today we're gonna read a story called "The Three Little Pigs."

Now, I know what you're thinking.

You might already know this story, and you might, but I still want you to think about predictions, and thinking about what's going to happen.

And what do you think will happen in this story?

All right, I hope you're right.

Let's watch and see.

- [Reader] Today's story is "The Three Little Pigs," a tale from England.

Before we read, let's remember that as we listen to the story, use the words and pictures to make predictions about what you think will happen in the story.

And then we'll confirm, and see if your predictions were right.

Would you rather live in a house made of hay, sticks, or bricks, and why?

Once upon a time, there were three little pigs who left home to live on their own.

Each little pig set off to find materials to make a good house in which to live.

As the first little pig walked along the road, he spotted a pile of straw.

"I can make my house from this straw," he said.

So the pig built himself a house made of straw.

And he was very content.

The second little pig soon found a bundle of sticks, "These sticks will make a fine house," she said.

So the pig built herself a house made of sticks.

And she was very pleased.

The third little pig took more time to find good building materials.

At last, he found a pile of bricks.

"These bricks will make a strong shelter," he said, and he built a sturdy house.

(calm music) Soon after the three little pigs completed their homes, a hungry wolf passed by the house made of straw.

The wolf saw the first little pig through the window and thought he would make a tasty meal.

So the wolf knocked on the door and said, "Little pig, little pig.

Please let me in."

The little pig looked through the key hole and saw the wolf.

So he replied, "No, no, no, not by the hair on my chinny chin, chin."

Then the wolf got angry and said, "Then I'll huff, and I'll puff, and I'll blow your house in."

So the Wolf huffed, and he puffed, and the straw house collapsed immediately.

However, the first little pig wasn't there, he had run all the way to the second little pig's house of sticks.

(calm music) The wolf saw the little pig run into the house of sticks, so he followed him.

This time, when he looked through the window he saw two little pigs.

"These two little pigs would make a doubly tasty meal," said the wolf.

So he knocked on the door and said, "Little pigs, little pigs.

Let me in!

I only want to talk to you."

Both little pigs peeked through the keyhole, and saw, of course, that it was the wolf.

So they refused to let him in.

They replied "No, no, no, no.

Not by the hair of our chinny chin chins."

Then the wolf got angry and answered, "Then I'll huff, and I'll puff, and I'll blow your house in."

So the wolf huffed and he puffed, but when the house of sticks was a little bit stronger than the house of straw.

So the wolf had to huff and puff again before the house of sticks fell down.

However, the two little pigs were no longer there, because they had run as fast as they could straight to the third little pigs house of bricks.

The wolf saw the little pigs run into the house of bricks, and followed them.

This time, when he looked through the window, he saw three little pigs.

So he knocked on the door and said, "Little pigs, little pigs, let me in!

I only wish to speak to you."

But the three little pigs answered right back and said, "No, no, no, not by the hair on our chinny chin chins."

"Then I'll huff, and I'll puff, and I'll blow your house in," replied the angry wolf.

So the wolf huffed, and he puffed, and he puffed, and he huffed, then he huffed, and he puffed again.

But the brick house was stronger than the other houses, and he could not blow it in.

Now, the furious wolf climbed onto the roof to go down the chimney.

But the little pigs saw what he was doing, so they made a blazing fire.

When the wolf started down the chimney, he felt the hot flames.

He quickly hopped out of the chimney, and ran away from the three little pigs as fast as he could.

And the three little pigs lived happily ever after.

The third little pig even helped the other two pigs build sturdy brick houses of their own.

(calm music) - Did you guys make the right prediction?

I did, cause you know what?

I already knew this story, so I already predicted that they were gonna make the house out of straw, and bricks, and sticks.

And the wolf was going to come and blow the house down, and the pigs would run to the other pig's house.

And so I made that prediction, because I already heard of the story, and it was correct.

Sometimes I try to think about other stories, and I don't make a correct prediction, but I hope you guys were listening.

Can you help me with this, Ricky?

It's not gonna be a retell.

- Oh, I wanted to retell!

- I know, but it's more like a recall.

You know what that is?

That just means giving me some of the answers, cause I hope you were listening.

So what materials do the pigs use?

We all know.

- They used sticks, and straw, and bricks.

- You're right, and then what happened?

What did the wolf do?

- The wolf blew the house down.

- All of them?

- No, just the sticks, and the house made out of straw.

- You're right.

Well the straw house blew down first, remember?

And then the little pig ran to his brother's house, who made his house out of sticks.

And what happened to the house of sticks?

- It blew down too!

- You're right.

Well, it fell down when the wolf was huffing and puffing.

Oh, is that you huffing and puffing?

Oh, I see you.

Now, how did the pigs trick the wolf?

Do you guys remember this?

- Mhm, the pigs made a fire in the chimney, and the chimney.

Guess what?

The wolf came down, and it burned him.

Mhm, and he ran away, haha!

- Well, that is pretty funny, Ricky.

You are hilarious.

Okay, good job boys and girls.

Now, let's go into our writing.

I hope you were paying attention to our story, cause you guys, I want you guys to think.

Cause here's my writing prompt.

It says, would you rather live in a house made out of straws, sticks or bricks?

Ooh, you guys thinking?

Let's have some friends here to help us.

Do you know what you would make your house out of?

Oh, you would, but lets have our- Oh, here comes our friends!

(puppets chattering) Hello, Rita.

Hello, Rhonda.

- Hey cousin!

- Hey there, how you do?

- I'm good, thanks for helping me.

So, can you guys help me?

What kind of house would you guys, what house would you guys live in?

Would you live in a house made out of straw, sticks, or bricks?

- [Together] Hmm.

- Are you guys thinking.

- I think I like sticks.

Would sticks be okay?

- That's a good one, sticks.

Now, Rhonda, can you give me more detail?

Tell me why, why would you build your, I mean, why would you rather live in a house made out of sticks?

- Because they are lighter to use.

- Oh, they are lighter.

Okay, I like that, thank you.

And I liked how you used the word because they are lighter to use, good job.

Now, oh, I see you Rita's gonna bricks.

- I would use bricks, I would use the bricks because I don't like those old wolves, I don't want him to blow down my house and gobble me up!

Ah!

That would scare me!

- That's a good one.

So Rita said she would use bricks because the house would be stronger.

Good job, you two.

Thank you for helping.

Now, let's go and see what book we can check out today.

Are you ready?

Let's see if you guys have read this.

(Rita giggling) - Hi, my name is Maddison Lee, I am in the fourth grade, and I'm gonna share one of my books with you.

It's called "Narwhal, the Unicorn of the Sea."

This book is all about a narwhal trying to make friends with a jellyfish.

I hope you check it out, and read all about it.

Bye!

- Knock, knock.

- [Together] Who's there?

- Turn up.

- [Together] Turn up, who?

- Turn up the volume, it's too quiet!

- Oh, you would think so.

Bye bye!

- Bye!

- Have a great day!

(upbeat music) (music fading)