(upbeat music) - Good morning, super readers!

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- Hi, I'm Mrs. Vang.

- I'm Mrs. Hammack.

- And this is a place for us to learn, 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- - Ear training.

- Called- - [Together] Daily phonemic awareness.

- Okay, so here's what we're gonna do today.

You guys gonna help me out?

- Okay.

- All right, we're gonna do phoneme categorization.

Really all that we're doing, that's a fancy way of saying we're gonna listen, use our ears, so turn them on.

We're gonna listen for the end sounds.

I'm gonna give you three words, and I want you guys to help me out and find the word that doesn't match.

Okay, let me give you an example.

- Okay.

- All right.

Here's three words, last, send, rest.

Okay, send doesn't match because last and rest, both end with st, did you hear that?

Okay, so that was my example.

All right, turn on those ears, listening for the ending sounds.

Here we go.

Lamp, last, jump.

Did you hear it?

I'm gonna do it one more time so you can listen carefully.

Lamp, last, jump.

Which one doesn't go?

Did you hear it?

- I did.

- What'd you hear Mrs. Vang?

- Last did not cause it had the st. - That's right.

What did the other lamp and jump both have mp.

Good job.

Okay, one last one.

Let's try it one more time.

I know you're right there.

You're getting it.

Listening for that last sound.

Help, ant, and scent.

Help, ant, scent.

Okay, Mrs. Hammack, help us out.

- Okay.

Ant and sent both have the nt sound.

So that means help does not match.

- Perfect.

Did you get that at home too?

Great job, okay.

So we're listening today for those ending blend sounds.

And I know Mrs. Hammack's gonna show us some of those a little bit later, but now should we do a little dancing and get our bodies moving?

- I think so.

- Okay, so everybody stand up.

Give yourself a little bit of space.

Today we're gonna wiggle, and this one's called My Two Ton Turtle.

All right, let's check it out.

It's gonna be fun.

- I hope Tina's not listening.

(upbeat music) - We're gonna do the twist today.

(upbeat music) ♪ The two ton turtle took a train to town ♪ ♪ The two ton turtle tried to look around ♪ ♪ And then the two ton turtle tried to jump ♪ ♪ But the two ton turtle could not jump ♪ (upbeat music) ♪ The two ton turtle tried to climb a tree ♪ ♪ The two ton turtle tried to see what he could see ♪ ♪ And then the two ton turtle wondered why ♪ ♪ He fell down on his back when he tried to fly ♪ ♪ Oh a two ton turtle ♪ ♪ Oh a two ton turtle ♪ (upbeat music) So fun, right?

- Definitely getting a workout.

(upbeat music) ♪ The two ton turtle took a train to town ♪ ♪ The two ton turtle tried to look around ♪ ♪ And then the two ton turtle tried to jump ♪ ♪ But the two ton turtle could not jump ♪ (upbeat music) I see you Mrs. Vang.

♪ The two ton turtle tried to climb a tree ♪ ♪ The two ton turtle tried to see what he could see ♪ ♪ And then the two ton turtle wondered why ♪ ♪ He fell down on his back when he tried to fly ♪ ♪ Oh a two ton turtle ♪ ♪ Oh a two ton turtle ♪ (upbeat music) (teachers laughing) - Ooh this is so fun.

(music slowing) - Whoo!

Wow!

- So fun!

- Was that a lot of fun?

- Yes!

- Did you enjoy it at home too?

- I am definitely awake now.

- I bet our brains are ready to go.

Alright, Mrs. Hammack.

- Well I'm glad your brains are ready to go, because we're gonna get started with a little bit of fluency, and then I'm gonna introduce you to our ending blends for this week.

- Perfect.

- So, let's review some of the sounds that we have practiced.

We're gonna do some vowels and a few consonants.

Are you ready?

Okay, here we have A, apple, ah, and the ah sound is spelled with an A.

This is one of our vowels.

When we look at our chart, you can see it's a short vowel.

E, egg, eh, and the eh has two spelling patterns.

E and E-A.

I, insect, i.

And we we spell that with just an I.

And O, octopus, oh.

U, umbrella, uh, remember that was last week.

And then we have some consonants.

This is the D, and our picture clue for the sound is dolphin.

And it's spelled with a duh most often, but at the end of a word, that's what this little line means, sometimes the duh sound is spelled with an E-D ending.

Then we have H, hippo, huh, spelled with an H. And do you see this line here?

That just lets me know that I'm never gonna find just an H all by itself at the end of a word.

That means the H comes at the beginning.

And we have J, jump, j.

Can you believe all the ways that you can spell the j sound?

Right now, we're just gonna concentrate on the simple way, the very most common way.

And that's just with the letter J.

How'd you do?

Great, all right.

Well, this week we are gonna be learning ending blends.

Now we've learned some beginning blends.

Remember we did R blends, and L blends, and S blends.

And so we're going to talk about blends that come at the end of a word.

Now they are two consonants that are put close together at the end of the word.

And they still both say their own sound, but we say it quickly together.

So let's take a look at some of our ending blends.

S-K says sk.

S-T says st. oh, you're right.

That's a beginning blend also.

But this time we're gonna use it as an ending blend.

Now, they sound kind of funny when you say them without a word, so listen carefully.

L-T says lt, lt. Did you hear it?

Did you hear the l and the t together?

All right, let's try this one.

Mp, mp.

Good, M-P says mp.

N-D says nd, nd.

N-K says nk, nk.

And F-T says ft, I love that one, ft.

Isn't that funny?

And then L-K says lk, lk.

So you can still hear both of the consonant sounds, but we smashed them together really quick.

We blend them together really quick so they go together.

So I have some words that we're going to practice blending together just to kind of get used to it, but I would love for our friends to come and help me.

Don't you think that's a good idea?

Okay friends, come on in.

I need your help with some blending.

- Hello, Mrs. Hammack!

- Hello, Tina.

Hello retell, and hello Rhonda.

Oh, Rhonda I'm so glad to see you here today.

- Why thank you my child, I am so happy to be here.

- Well, I am so happy that you're here.

- She's my cousin.

- I know, Ricky you must be so excited to have your cousin here with you.

- Mhm.

- Okay, well let's get going with our words.

Are you ready?

All right.

I'm gonna do the first one so you can see or hear how it should sound and then I'll have you help me with the next three, okay?

All right, here we go.

This first one, we have a D, for duh, duh.

Then we have E that says, eh, when we put those together it says d, e, de.

Now we have our blend, sk, sk.

So d, e, sk.

If I say it a little faster desk, did you hear it?

What word did I say?

Anybody know?

- Oh, I know, I know.

- Okay, Tina.

- Okay, I was practicing on my arm like you've taught us to do before.

- Oh, very nice.

- And I was able to blend it out.

And I said desk, desk.

- Very nice.

- Desk, like something I sit at and I do my homework at my desk.

You are right, good thinking.

And I can tell that Rhonda and Retell were thinking the same thing, cause they were very excited.

Let's try another one.

Who would like to try this word here?

Cause you all are pretty good at your letter sounds, what do you think?

- Cousin, you gonna that one?

- I was, cause I blended in my head and I knew it, and I love this word.

I just love it, can I do it for everybody?

- I think that would be great.

Is that okay with you, Rhonda?

- That will be fine.

- All right.

- Thank you, cousin.

Okay, this one says j, u, mp.

Jump, cause I love to jump.

Mhm, I love it.

- That is right.

And you are really good at jumping.

So thank you for that, jump.

Now, I want to remind our readers at home, when you're blending, you want to stretch those sounds so they kind of touch each other in slow motion, and then you can go a little faster so that you can hear the word.

So, Ms. Rhonda, are you ready to help us with the next word?

- Yes ma'am.

- Fabulous.

Let's do it.

- Okay, let me look at that.

Now that is v, e, st. V, e, st. Vest, is vest right?

- You are right, great job.

Good blending.

- Why thank you.

- You all are getting so great at blending.

So the last word I have, I'm gonna blend it, and then I want you guys to shout out what you think the word is.

Are you ready?

Okay, here we go.

Oh, you have such great listening ears.

H, a, nd.

H, a, nd.

- Are we gonna go on three?

Cause I think I've got it.

- Okay, one, two, three!

- [Together] Hand!

- Great sounding out!

(donkey's neighing) - We did it, we did it.

- You did it!

You are superstar readers.

Thank you so much for helping me.

I'm gonna read a sentence now with our readers at home and you guys can go get ready for the next activity that you have.

- That's great, thank you so much.

- Thank you for helping me.

Come back again.

Wow, how did you do with these words?

Did you do a good job?

Desk jump, vest, and hand.

Great work.

All right, let's take a look at our sentence.

I've used some of the words.

Let's put it up here so it's a little higher.

I've used some of the words with blends.

Let's see if we can do it.

I noticed when I look at my sentence that it ends in a question mark, so that's a clue to me that it's gonna be a question.

Alright.

Is the test, test on the d, e, sk.

Desk.

Is the test on the desk?

Great reading.

Now we're gonna work on some high-frequency words for this week with Mrs. Nix.

- Awesome job.

Thank you so much, Mrs. Hammack, and yes, we're gonna look at those high-frequency words.

Those words that we see often in our reading, and we're gonna be using them a lot when we're writing.

So it's important that we read them and spell them.

You want to help me out with this week's words?

Okay, let's look at them.

We're gonna read all of them.

And then we've got one we're gonna focus on today.

Join me, let's do it together.

So here are our words this week, we have eat, no, under, of, and who.

Today we're gonna focus on this word right here.

This word is eat.

Say it with me.

Eat, good job.

Now let's spell it.

E-A-T spells, you got it, eat.

Okay, let's practice it in a sentence right here.

What do you like to, you got it.

What do you like to eat?

And I have a little red one right here so it matches.

Did you notice that we put a question mark at the end?

That's right, because we're asking a question.

Great job.

Now, remember we like to practice all of those high-frequency words, and there's lots of different ways that we can do it.

You want to do the shaving cream today?

I think that's a great one.

Let's practice that, it's super easy.

We take our shaving cream and give it a good shake.

Just like this.

And then you want to make sure that you have a space where you have permission from your adults that you live with at home, or maybe your teacher does it on their desk, but you just give yourself a little squirt like that.

And you can just, this is lots of fun.

Spread it around so that you have a little workspace, just like that.

I might need, I'll put a little bit more on there.

There we go, so that I've got a little space right here, and this is the part that's so much fun.

How do we spell eat?

Here we go.

Say the letters, E-A-T spells eat, and then you can just clear it away, and you can practice it again.

And it's gonna smell so good.

Here we go.

E-A-T, look how we're practicing our letters.

We're practicing our words.

We're practicing all sorts of different things.

So it's a super fun way to practice your letters, your words, anything that you want to have a little additional practice and work with.

Okay, now it does make a mess.

So we want to make sure that we have our rags, and we're able to wipe ourselves clean, there we go, I'm gonna put that over there.

And then the second thing I want to talk to you about, because we're always trying to be good readers and writers, right?

Is this week, our focus is on rereading.

I'm so excited that reread Ronda's with us today because this is what she loves to do.

And she's gonna help us out.

When we're reading something, when we go through, we read a story it's really important that we understand it.

And so as we're reading it for the first time, if we don't understand something, what can we do?

That's right.

We can go back and we can reread it so that we can make sense inside our minds as we're doing that.

Okay, so today we're gonna kick it off to a story.

We're gonna listen to it.

We're gonna read along, and then we're gonna invite reread Rhonda to come back and help us do a little rereading.

See you in a minute.

- [Reader] "Babies In The Bayou," by Jim Arnosky.

In the bayou, where hanging doss droops from the trees and white birds wade in shallow water.

An alligator floats near her babies, all sleeping on a log.

There are babies in the bayou with black and yellow tails and smiling mouth's with rows of sharp white teeth.

Mother alligator guards her babies well.

She lets no one come near.

There are babies in the bayou, with rings around their tails.

Each little face is masked in black.

Their mother shows them how to dig for tasty turtle eggs.

There are babies in the bayou with shells upon their backs and strong little legs to carry them.

One after another, the tiny turtles plop into the water.

There are babies in the bayou with webs between their toes.

Little ducklings in a row follow their mother through the maze of lily pads.

She shepherds them away from danger, away from hungry mouths, with rows of sharp white teeth.

There are babies in the bayou with black and yellow- - Did you enjoy that, Ricky?

- I sure did.

Ooh, that was a good book, but I don't think my cousin's coming today.

- Yeah, I think you're right, but can you help us, Ricky?

- Mhm, I wanted to retell this story because I love this story.

And guess what?

I think my cousin Rhonda would've loved this story too.

But now she's busy.

- I know, she would have loved it, huh.

Cause this is a story called, "Babies in the Bayou."

You so can you help me?

We're not gonna retell, no, but can you help me respond?

We're gonna respond to our reading.

So that just means I'm gonna ask you some questions, and I'm gonna see if you guys can recall some information or facts or details from the story.

Can you help me with that?

- Mhm, cause I was listening, and I was reading carefully.

- Good job, Ricky.

So Ricky, in the story, what are some animals that live in the bayou?

Do you remember?

- Mhm, there were allgators, and I remember the turtles.

- Oh, you are good.

- And the ducks.

- You're right, alligators.

There were some raccoons, ducks.

What else?

- Turtles.

- That's right.

Those are the animals that live in the bayou, good job.

Now how do some of the animals mothers help their babies?

Do you remember?

- Mhm, I would not go near a mother, nuh uh.

- So how were they helping?

- They were, I remember someone was guarding their babies.

- Yes, do you remember who it was?

Oh, I heard some of our friends.

It was the mother alligator that was guarding her baby.

And the mother raccoon was what?

- She was showing them how to dig for turtle eggs.

- Mhm, you are right.

- And the mother duck was, she was leading her ducks away from danger.

- You're right.

- So the mother duck shepherds the ducklings away from danger.

Good job, and here's the tricky one.

Let's see if you guys were listening to this story, which animals in the book like to swim in the water and walk on land.

Do you remember?

There was one animal.

There was a couple, but give me one of the answers.

- I know that one, it was a turtle.

You are right, did you guys say turtle?

Good job, turtles can walk on land and swim in the water.

Good job for recalling those information.

Okay, so now let's go into our writing.

I hope you guys were paying attention because our writing has to do with our stories.

So today we're gonna write about baby animals in the bayou.

So I want you guys to think, can you guys help me think?

What were some of the animals we saw?

So this is what we're gonna call our brainstorm, we're just gonna list all the animals that we remember.

- Can I have my friends come help?

- Yes, you can.

Let's see if your friends will come.

- Friends, I need help.

- Oh, here they are.

Can you guys help me think of some animals that live in the bayou?

- I can, I can.

What about a turtle?

- Ooh, turtle.

That was, that's right.

- Yes, that was me.

- Mhm, and we said that, didn't we?

So we're gonna put a turtle, right?

Okay, what else, what else?

Oh, Scooter.

Scooter says alligator.

So let's put an alligator.

So let's put all of our ideas here.

So we have alligator.

What else do we have?

We have- - Turtles.

- Turtles, cause I know Tina- (Rita giggling) - There's raccoons too.

- There are raccoons.

You're right.

- Oh, you know what else there are?

What about ducks?

- Ducklings, great ideas, good.

Now can you guys give me just one detail about an animal that you saw?

- Oh, I have one, I have one.

- Okay.

- Okay, so turtles.

So turtles.

They were jumping in the water.

- They were.

- Cause we like to jump in the water and swim around.

- That was perfect, Tina, I love that detail.

So I'm gonna start with, I see the baby turtles.

And then Tina said they jump in the water, great detail.

Can you guys think of any other details?

- Oh, Scooter said, oh it's kinda wrapped up, he said that the alligators were sleeping on the log.

- You were right.

So we can say I see the baby alligators, and they were sleeping the log, good job.

Good job, I'm thinking of those detail sentences.

Now let's go and see what story our friend's gonna share with us.

Let's see if you've read this.

- Hi boys and girls.

My name is Mrs. Vasquez, and I teach first grade at Thomas Elementary.

I wanted to stop by today so that I can share one of my favorite stories with all of you.

I'm not gonna read the story, but I am gonna share a little bit about it.

It's titled, "Jabari Jumps" and it's written by Ghalia Cornwall.

Now this is one of my favorite stories, and my students actually got to hear me read this story today.

They really liked it.

So I hope you like it too.

But it's about a little boy who goes out with his dad and his little sister.

And they go to a local swimming pool.

When they get there, he is super excited and feeling really brave as he climbs the ladder to jump off of the diving board.

Now, I'm not gonna tell you how the story ends, but I do want to share with you that the little boy, he started feeling really brave and excited at the beginning, but he changes his mind as the story continues.

Okay, you're gonna have to go to the library and you're going to have to read this book to figure out if Jabari actually jumps off of the diving board.

If you don't have this book, check out your library.

They might have it there, or ask your teacher, see if she can find it, and I'm sure she would be happy to read it to all of you.

I'm glad I got to share this story with all of you today.

I hope you check it out, and thank you for watching Valley PBS.

- Thank you Mrs. Vasquez for recommending that book for us.

- Hi, Mrs. Vasquez classroom!

(teachers laughing) - Hi!

We're so glad that you guys watch us, and we're super excited that Ms. Vasquez was able to share that book with us.

- I've never seen that one.

- You guys, they are just gonna love it.

I think if we go and visit them.

I think they're just gonna, I know- - Knock knock!

- [Together] Who's there?

- Cashew.

- [Together] Cashew who?

- Oh, no thank you, I'll take a peanut.

- Oh my golly, Ricky.

- Oh my goodness.

- We'll see you guys back here tomorrow.

Take care.

- Bye - Bye-bye.

(upbeat music)