(playful music) - Good morning, super readers.

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Hammack.

- Hi, I'm Mrs. Vang.

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

- And this is a great place for us to learn and practice and grow our brains... to become even stronger, stronger readers, writers and thinkers.

So let's get started with some ear training called Daily Phonemic Awareness.

All right.

So today we're going to play the phoneme identification game.

Now, remember that just means you're listening for the sound that is the same in the list of words that I give you.

Are you guys ready?

(agreeing) - I'm ready.

- Listening ears on.

- All right, here we go.

Here is your first list of words: duck, jug, sub.

(sounding out words) Hmm, duck, jug, sub.

Hmm, do you know?

Did you guys hear it?

- I think I heard it.

- What did you say?

"Uh," great job.

(sounding out words) D-uck, j-ug, and s-ub.

They all have the "uh" sound.

Great listening.

All right, let's see if I can trick you with this list of words.

You ladies ready?

- Ready to go.

- Here we go: hop, lock, dot.

Hop, lock, dot.

What do you think, Mrs. Vang?

- I got it.

I heard the "ah" sound.

- Yay, a round of applause.

It is the "ah" sound.

(sounding out words) H-op, l-ock, and d-ot.

- Like the octopus?

- Oh, like the octopus song.

That was a fun one.

All right, let's try this last group of words.

Are you ready?

Fuzz... Fun... hut.

Now I was thinking about Mrs. O'Leary when I came up with this list.

Listen again: fuzz, fun, hut.

- I think that's our "uh" focus sound, "uh," "uh."

Short "u."

- That is right.

(sounding out words) F-uzz, f-un, and h-ut.

Great job.

That focus sound is showing up a lot.

- It is.

- And you know what other word has the "uh" in it?

- Tell us.

- Umbrella.

- Umbrella.

- Oh, umbrella!

- So get you an umbrella and get ready to dance with us with a song called "My Umbrella."

- And if you don't have an umbrella, you can pretend like me.

(light playful music) - Look around, to it.

- Yep.

- Do you see anything?

♪ I can hide underneath my umbrella ♪ - Open up your umbrella.

♪ I can hide underneath my umbrella ♪ ♪ My umbrella goes up ♪ ♪ When the rain comes down ♪ ♪ I stay dry underneath my umbrella.

♪ (light playful music) ♪ When I look underneath my umbrella ♪ - Are you looking underneath your umbrella?

♪ When I look underneath my umbrella ♪ ♪ I understand how nice ♪ ♪ An umbrella can be ♪ ♪ I stay dry underneath my umbrella.

♪ (light playful music) - Yay.

- Great job.

You did terrific.

- That was so fun.

- It was a lot of fun and I just love how it leads us right into our phonics lesson with our focus sound of "uh" for umbrella.

So let's review that together, boys and girls.

"Uh," umbrella, and it's spelled with a "U."

I think we're getting that.

So if you want to grab a whiteboard and a marker and try to write down some of these words as we're doing it, that would be a really great idea.

So I would like to ask my friends to join me if they wouldn't mind.

Remember Rita and Retell Ricky?

Come on over.

- Here I am!

(giggles) I'm so excited to see what the words are today.

- Yes, good.

Me too.

- Good morning, Mrs. O'Leary.

- Good morning.

It's so nice to see you both today.

Thank you for coming.

- Thank you, it's nice to see you, too.

- Mm-hmm.

- So our first blend word is right up here and I'm going to blend it, and then I'm going to talk about the initial sound, try to change that, and see if my friends and you at home can change that and make a new word.

It's fun to make new words.

So the first, the word up here is h-um.

(sounding out word) H-um, hum.

Just like when we were humming a little bit, when we were singing that umbrella song, you remember that?

So if I change the first initial sound, I changed it.

I took it away and I put maybe this letter there.

What's my new word now, boys and girls?

What's my new word?

- I know!

Now it says yum.

- Very good.

- Ooh, yum.

That's yummy.

- I say that a lot.

Yum.

- Very good.

- Yum yum yum.

- Y-um, yum.

Good.

Well okay, let's not stop there.

Let's try it one more time.

I'm going to take that "Y" and I'm going to cover it up with this letter right here.

What's that sound?

- I know, I know, I know.

- Do you remember that sound?

- Yeah, I do!

Oh, this is one of my favorite things.

That says (sounding out word) g-um, gum.

Woo hoo!

- Very good.

Very good.

- I love gum.

- Yes I do too, but we're not supposed to chew that in school so don't have any gum in school.

- No, that's for later.

- That's for later.

- Mrs. O'Leary, are they all rhyming words?

- What do you think?

Do you think they end the same?

Are they ending the same?

All of those words?

- Mm-hmm.

Gum, yum, hum, they all say "um."

- Yes.

Good for you, Retell.

- That was good thinking.

- That was really good thinking, awesome.

Well, let's build a word now, okay?

So the word that I want to build is let's say plug.

I'm going to use a blend.

Pl-ug, like you plug something in.

So let's build that.

Anybody want to give that one a try?

- Well, that-that's really tricky.

- Mm-hmm.

- But I think I can do it.

- Okay.

- Okay.

(sounding out words) P-pl-plu... Oh that's a blend!

- That's a blend.

Boys and girls, write that down on your whiteboard.

Okay, go ahead.

- P, p-p-p. Ooh, pl- pl-... P L to make the blend.

- Mm-hmm, here's our blend.

Pl... - Uh... that's our focus sound, "U."

Short "U."

- That's our short "u" focus.

Yep.

- Pl-u... um... - What do you think?

- Mm... that's the "M." - Pl-um!

- Plum!

- Well that absolutely makes a word.

- And I will say "yum" to a plum.

- Mm, but Mrs. O'Leary said plug.

- Very good.

- 'Cause she said she was going to plug something in.

- It's okay.

We can take this... - I was thinking about the rhyme, sorry.

- You were.

That is okay.

You made a word: plum.

You did a really good job, Rita.

Let's see.

Where's my "G" at?

- Plug, g. - Yes, and I did say plug.

And does that make plug?

- Yeah, that one does.

- Yeah, so we built two words.

We built plum and plug.

Very good.

Let's do one more.

What if we just changed this too and made it "slug?"

- Ew.

I don't like those.

(Mrs. O'Leary laughs) - I know.

We're just changing the "P" to a "S." - That's right.

That's easy.

- Keep the blend.

There should be it now: slug.

- Very good.

- (sounding out word) S-l-ug, slug.

Boy, it is fun.

We can trade around letters in words and make new words.

That's what's so fun about reading and writing.

Good job.

Thank you so much.

- Bye.

- Bye.

So instead of our sentence today, boys and girls, we have our decodable.

So we're going to come over here and read our decodable.

All right.

So here we go.

Here's our title: "Lots of Fun for Pup."

Whew, there's a lot of short "u" sounds in that.

Right here with "fun" and "pup."

All right, let's read it together.

Everybody read it together.

Pup has a big red drum.

Good job, good reading.

We're going to stop with a period.

We'll pause for a minute.

Go down to the next sentence.

Pup can tap the drum.

You got it.

Tap, tap, tap.

And then we end with a period and pause.

And these are commas, boys and girls.

And we also pause briefly when we see a comma in a sentence.

And our next sentence: Pup can have fun.

Good reading.

Try this last one on your own.

I'll give you a second.

Then we'll start together.

Good job.

Tap, tap the drum, Pup!

And at this time we did not end with a period, we have an exclamation mark.

'Cause we set- we can, we say that with kind of some excitement.

Tap, tap the drum, Pup.

Good reading for you today.

And let's go with Mrs. Hammack with the high frequency words.

- Okay.

I'm so excited to be back with you with high-frequency words.

Now this week we've worked on the word "could," "live," and "one."

And we have two words left: "three" and "then."

I'm going to see if you can figure out which one we're going to do today.

So let's start with our sentence and see which word makes sense.

Let's go.

What did you do... Hmm?

All right.

What did you do: three?

Mm, that, that doesn't really make sense, does it?

Let's try this one.

What did you do then?

Does that work?

Right.

That makes sense.

And that is a question.

So it says, "What did you do then?"

And we end it with a question mark.

Now, one of my favorite, I know I say that all the time, but one of my favorite ways to practice my high-frequency words is by playing the game Dynamite.

So I'm going to ask my friend Mrs. Vang to come on over and will you play this game with me?

- Oh, I love playing this game.

- I know, it's a good one.

All right, so what I did was, we wrote our high-frequency words on cards and we mixed them all up and somewhere hiding in there is the Dynamite card.

Now what you do is choose a word, you read it, and then the next person takes a turn.

And if the next person draws the Dynamite card, you have to put all your cards back and start again.

Ready to try?

Okay, here we go.

- Okay.

"Could."

- Oh good.

Ooh...

"Three."

- (gasps) Aww.

- Aww, Dynamite.

- Dynamite.

- That means I have to give them all back.

- Right, and we put them right at the bottom of the stack and we can keep going.

This is a fun game that you can play with your family or a sister or brother or a friend.

But you could also play this game all by yourself.

So I hope you'll practice your high-frequency words by using some of these fun ways that we're showing you.

Now today, we're going to listen to a story that might be a little familiar.

Well, at least some of the characters might.

This story is called "The Pigs, the Wolf and the Mud."

Pig, wolf, and mud.

I - I'm going to pred- make some predictions while I read.

How about you?

I wonder what's going to happen in this story.

Let's watch and see.

(light playful music) - "The Pigs, the Wolf and the Mud" by Ellen Tarlow, illustrated by Pablo Bernasconi.

[Narrator] "Three pigs lived in a mud hut.

"It is a mess," said Pig One.

"But pigs like a mess," said Pig Two.

"Mud is fun!"

yelled Pig Three.

"Get this!"

yelled Pig One.

She tossed mud to Pig Two.

"Mud is fun!"

yelled Pig Three.

The bell rang.

"Little pigs, pigs, pigs.

Let me in."

"It is a big, bad Wolf!"

said Pig One.

"We can not let you in," yelled the pigs.

"You will eat us up."

"Then I will huff and puff," the Wolf yelled back.

He huffed, huffed, huffed.

He puffed, puffed, puffed.

"Yuck," said the Wolf.

"I can not huff in mud.

I can not puff in mud."

He rang the bell again.

"Pigs, pigs, pigs, let me in!"

he yelled.

"We will not let you in!"

the pigs yelled back.

"Then I will kick, kick, kick," said the Wolf.

He kicked, kicked, kicked.

The hut fill in.

"Yuck!"

said the Wolf.

"I can not look at this mud.

You pigs are a big mess!"

"Yes!"

yelled the pigs, "Pigs like a big mess!"

"But I do not!"

yelled the Wolf.

"I must get this mud off.

Goodbye, pigs."

"Let's make a hut," said Pig One.

"We could use bricks," said Pig Two.

"We could use sticks," said Pig Three.

"We will use mud," said Pig One.

"Mud is good!"

said Pig Two.

"Mud is fun!

yelled Pig Three.

"Yuck!"

said the Wolf.

(light playful music) - Did you guys enjoy that story?

What predictions did you guys make?

I thought I was going to be the same story.

So I made the same predictions about the pigs building their houses out of straws and sticks and bricks, and it wasn't correct.

So I, as I was reading, I was also confirming my predictions and they were not correct.

So how did you guys do?

Oh, I see some of you guys nodding your head also.

Now let's go and respond to the text, right?

That's another way to make sure or check to make sure that we are comprehending the story.

So today we are going to be, I'm going to be asking you a question.

My question today is: how can you tell that the pig's plan to build another mud hut is a good idea?

Now, how are we going to do this?

Well, it gave me some clue and there's these two little kids here and it says collaborate.

So boys and girls, if there's someone there with you, your brother or your sister or an adult, your mom, your dad, or grandma, an aunt, you can talk with them about what is happening so that you can get the right answer.

So, and this is a little clue just to help you guys.

It says, "Re-read page 41.

Write clues from the dialogue that help you know who likes the plan and who does not."

So what's the first thing we have to do?

We have to re-read page 41.

And here it is... - Did someone say re-read?

- Yes.

Hello, Rhonda.

- Well hello.

- Can you help us re-read page 41?

- I would be delighted to, just delighted.

So it says, "We will use mud," said Pig One.

"Mud is good," said Pig Two.

"Mud is fun!"

yelled Pig Three.

"Yuck!"

said the Wolf.

- Thank you, Rhonda.

You did such a great job re-reading page 41.

Notice I had both pages on here for us, page 40 and page 41, but we only really needed to read page 41 again to answer our question.

So thank you, Rhonda, for helping us re-read.

- You are welcome.

- Now let's go through it.

It says, "Who likes it?"

So who likes the mud?

So let's go into our text.

It says, who said it?

That's right, so it was the pigs that liked it.

Is that what you guys said?

I heard you guys.

Good job.

Now, what were the clues?

Did you guys pick them up?

You're right.

'Cause it said pig- said pig so I knew it was all the pigs, but what they were saying?

"Mud is good.

Mud is fun!"

So guess what?

That's our clue.

The pigs said, "Mud is good!

Mud is fun!"

So we're going to write that.

So I underlined it.

Now I'm gonna write into my clues.

That's how I know that the pigs liked it.

Now, who did not like it?

So who does not?

Ooh, did you guys figure it out?

That's right, it was the wolf.

Now, how did you know that the Wolf didn't like it?

What was your, what we call text evidence?

Good job.

The Wolf said, "Yuck!"

That's right.

So when you say yuck, you don't like it do we?

No, my kids always say yuck when they see their vegetables, right?

That means they don't like it.

So what was the clue?

Good job, the wolf said yuck.

That was the clue.

Good job using this text evidence to help us.

So now let's answer the question.

The question says, "How can you tell that the pig's plan to build another hut is a good idea?"

So I'm going to start with, "A new mud hut is a good idea because..." Remember who liked it?

Good job.

The pigs liked it, but the Wolf does not.

Is that what you got?

Good job.

Now let's get ready to go into our writing.

So I hope you guys were using- or not using, but listening to the story because my writing prompt today has to do with our story.

So my writing prompt says, "What was your favorite part of the story?"

And I loved when my teacher would ask what my favorite part of the story was.

I want you guys to think.

Hmm...

Think about your favorite part.

I'm going to have my friends come in and help us.

See if our friends can help us think about their favorite part.

So think about the whole story.

Oh, I see our friends here to help us.

- Hi, Mrs. Vang.

- Did you guys enjoy that story?

- Ooh, yes.

I liked it.

- Wasn't it fun?

- Me, too.

- I thought that it was like our other story and it wasn't.

- It tricked me!

- It did!

It tricked me also.

I made my predictions and I was incorrect.

And remember it's okay to be incorrect when we make predictions because a prediction is just a guess.

But can you guys tell me your favorite part?

What was your favorite part of the story?

- Well, mine was when the Wolf got muddy and ran.

(Mrs. Vang gasps) I liked that part.

- Yeah.

I liked that part too.

Did you guys like that?

Mm-hmm.

So I started my sentence with "My favorite part of the story was..." and then we're going to put, "When the Wolf got muddy and ran... and ran, what?

That's right, it ran away.

Rhonda, tell me why.

Why did you like that?

Because why?

- Well, I like that because, um, they got away.

When the, the Wolf got muddy, I just liked that he got muddy.

- He got muddy.

But would you, would you run away also?

I know I would.

- Yes, I would run away, too.

And that is, you know, I would, I really would.

- Mm-hmm, 'cause I know you, Rhonda, you would not want to get those pearls and that bow all muddy.

Would you?

- No.

- Mm-mm.

- No ma'am, no ma'am.

- I can see your beautiful bow.

We do not want to get that muddy.

- That would be terrible.

- I know you would be running away.

No way.

- That would be so bad.

Ew, yuck.

- Mm-hmm, how about you Rita?

Well which, what was your favorite part of the story?

- Well my favorite part was uh, when (giggles) the pigs... here, let me get it.

I wrote it down.

- Okay.

- When the pigs threw mud at each other!

(Rhonda and Rita laugh) - Oh, that was funny.

When they threw mud at each other!

That was pretty funny.

Now why did you like that?

Oh, I liked it because it made me laugh.

(laughing) - Oh, that was so funny.

I love that, Rita.

- That just cracks me up!

- That did make me laugh.

Did that make you guys laugh too?

It did, I know.

So Rita said, "My favorite part of the story was when the pigs threw mud at each other, because it made me laugh.

It made her laugh.

(Rita giggles) - I loved that.

- I love that.

That was actually my favorite part.

Wasn't that funny?

When they threw mud at that wolf?

Oh no.

They threw mad at each other.

Oh my goodness.

They are so... - I don't think really, in real life, I don't think I would like them to throw mud at me.

- Oh, no.

- But I thought it was pretty funny in the story.

- It was pretty funny.

Now are you guys ready for my favorite part?

Let's go see what book you should be checking out and reading.

- Good morning.

My name is Lisa Moglich and I am a teacher here at Fresno Unified and I work in curriculum and instruction.

And today I'm so excited 'cause I want to share with you one of my favorite books called, are you ready?

"The Creepy Pair of Underwear."

Now I know you might be thinking well, underwear, that's kind of silly and funny.

Well, this creepy pair of underwear does something pretty shocking.

And if you're wondering what happens, the main character is a rabbit and well... he tries to get rid of these creepy pair of underwear by doing some pretty sneaky things.

And in the end, there's a big surprise waiting for him.

So if you'd like to go and read this awesome story by Aaron Reynolds, visit your library, or you can go on Sora and check it out.

Thanks for joining me today.

Bye!

- Mrs. Hammack, what are you doing?

- I was just making sure that I don't have creepy underwear.

(laughing) - Oh Mrs. Hammack, you are so silly.

And I loved that story!

Don't you guys love that story?

- Yes, it was funny.

- It is funny.

- So cute.

Oh, Mrs. Hammack.

You're so silly.

- I know.

It's fun to be silly!

- It is fun, but knock, knock.

- Uh oh.

- Who's there?

- Olive.

- Olive who?

- Olive you, too!

- Aww, Ricky, we love you, too.

- We do love you.

All right, Super Readers, come back and join us tomorrow.

Bye bye.

- Bye!

- Bye!

(light playful music)