(music) - Good morning, super readers!

- Good morning.

- Thank you for joining us in our valley PBS classroom.

I'm Mrs. Knicks.

- Hi, I'm Mrs. Vang.

- I'm Mrs. Hammock!

- And this is a place where we come to learn, practice, and - [Everyone] 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 - [Everyone] Daily phonemic awareness!

- Okay, so what is daily phonemic awareness?

It's just a fancy way of saying we're going to train our ears.

So everybody, turn your ears on, 'cause we got to listen today.

Today what we're going to practice doing is a little phoning blending.

So I'm going to give you some sounds or I'm going to give, um, yes, I'm going to give you some sounds and we're going to blend them together on our arms.

All right, so put your arm out.

You guys going to have it?

Okay, I want you to do this at home with me.

Okay, here we go.

I'm going to give you some sounds.

Here we go.

Sss, ah, mmm, dah.

Did you hear 'em?

Let's try them.

Ssssaaaaannndddd.

And let's do a little faster, Sssaaannnddd.

Did you do it?

- Yeah, I got it.

- I got it.

- All right, let's try another word.

How about this one?

Let me give you some sounds.

J, ah, mm, k. Splint them together.

J, ah, mm, k. Squish them together.

Jjjuuunnnkkk.

- Oh, that was a tricky one!

- That one's a little tricky.

Okay.

Here's the last one.

Let me give you some sounds and let's put them together.

Mm, I, mm, t. Mm, I, mm, t. Mmmiiinnnttt.

- [Everyone] Mint!

- Got it.

Good.

- They got it!

Did you do it at home too?

Great job!

Okay.

You know what time it is?

- I do.

- I think it's time to get our body moving!

Yes!

'Cause that helps our brains.

So stand up, give yourself a little bit of space, and we've got a song and a dance to do with you.

Are you ready?

Okay.

This one's called my two ton turtle.

- Hmm.

- Oh my goodness.

- It's very heavy!

- It is!

- It's a big turtle, right?

- Maybe that's why they're doing the twist.

(music) - You know jumping turtles, huh?

(music) - Yup, he landed on his back when he was trying to fly.

It's a little rough.

- Turtles are not supposed to fly!

(music) - No jumping turtles!

(music) - Nice song!

- That was so fun!

- That was so much fun!

- Very fun!

- Alright, get ready to learn!

This week, we're working on ending blends.

- That's right!

- So before we get started, though, let's do a little bit of fluency review with some of the sounds that we've already worked on.

Come on.

- That sounds great.

- All right.

Let's start with some of our short vowels.

So over here on our sound spelling board, we have our short vowels.

Let's take a look.

Are you ready?

We have A - apple.

Ah.

Do you remember this one?

E - Egg - Eh.

That's spelled with two different spelling patterns.

I - Insect - Ih.

O - Octopus - O. U - Umbrella - Uh.

Alright, now let's review a few continents.

Are you ready?

We have D - Dolphin - De, and it's spelled with a D and an ED.

We also have H - Hippo - Ha.

And J - Jump - Ju.

Look at all the different ways that the Ju sound can be spelled.

Right now we're concentrating just on the most common.

And that's just the J by itself.

How did you do?

Good!

Let's take a review of our ending blends.

We have Sk, says ssk.

St says sst.

Lt says llt.

Mp says mmp.

Nd says nnd.

Nk says nnk.

This is my favorite!

Ft says fft.

And Lk says llk.

Great!

Well, I have two words that we're going to practice blending, and then we're going to do a little word building.

I need my friends to come and help me with some blending!

- Hi.

- Hey guys.

Oh, I'm so glad to see you.

You did such a great job blending our words yesterday.

I was hoping you would help me with some more words today.

What do you think?

Are you up for it?

- Mhm, sounds great.

- Oh, great.

- And Rhonda, I'm so glad you're back.

I'm excited that you're going to be with us all week long.

That's so fun.

- Thank you.

- All right.

Let's get busy.

I'm going to say some sounds.

I want you to be thinking as you blend.

Now, this goes right along with our phoning blending that we did this morning with Mrs. Knicks.

So if you want to use your arm to blend them together, to figure out the word, you can do that.

So here we go.

Ll ahh mm p. Ll ahh mm p. Okay.

(whooping) - I know, I know, I know!

- What do you think?

- Using my arm, - Okay.

- I blended it together and I said, lllaaammmppp.

Lamp!

- Lamp.

- I like to read my stories at night using a lamp next to my bed.

- Oh, I love how you used a sentence because I was worried maybe there might be some readers out there that didn't know what a lamp was because sometimes boys and girls, and lots of people, call them just lights.

And so I wanted to make sure they knew what a lamp was, and you did a great job by showing me in a sentence.

Let's try the next word.

Are you ready?

Here we go.

Pp ooo nnn ddd.

Pp ooo nnn ddd.

- This one's a super easy one.

- Oh, I know!

- I got it!

- All right.

What is it?

- That's a pond.

Pond.

Like, there are lots of animals that live in the pond.

- Great job.

Is that why you knew that one, Tina?

- It is.

It's, it's it's my home.

I live near a pond.

- That is excellent.

Alright, so we've done up some practice of blending and now I want to do some building.

So I'm going to tell you a word and I would like you to help me figure out what letters I need to build that word.

Okay?

Here's our word.

Best.

Best.

Okay.

What do you think about that?

Um, Rhonda?

Do you have an idea?

- Hm.

Hm.

I think that is... - Is it best?

- It's best, best.

- Best!

Like, like "Wigtail is my best cousin."

- Yes.

That's a great way to think of it!

- That's a great sentence.

I loved it, I loved it.

- What do you think?

How can I spell the word best?

- Okay, I think that would be B... - Yes.

- E. - Yes.

Now listen closely to that ending blend.

St. - St. Is it St?

- Yes, it is!

Very nicely done!

Great job!

Best.

- My cousin, my cousin is so smart.

(laughing) - It's a love fest here.

Alright.

So let's see if we can change best to pest.

Pest.

What would I need to change to get the word pest?

- Oh, Ooh.

Oh, I figured it out.

- All right, Tina.

- I was tapping it out and you're changing the first sound.

So you changed the Ba to a Pa. - Oh, good!

- The letter that makes Pa sound is P!

- You are right!

- So I agree with you too, Tina, 'cause, 'cause you're smart too.

- Oh, that's nice.

They're full of compliments today.

Now look, I want, I want our readers at home to notice when you know one word, you can know other words that are related by the way that they're spelled.

Here's best.

And then we changed the beginning sound to Pa, and now we have pest.

Best, pest.

They rhyme don't they?

- Mhm!

- Alright, now I have a hard, tricky one for you guys.

I was really trying to think of how to stretch you and make your brain stronger.

So I want to change pest to past.

Oooh, mhm.

I know.

- That is tricky one, that is tricky!

- What do you think?

- I think I got this, Mrs. Hammock!

- Alright.

What do you think, Ricky?

- 'Cause I went Paaasstt, and I noticed that the Pa is still there.

That's there at the end.

- You're right.

- The only thing I need to change is the vowel sound.

So I'm going to change the Eh to a A.

- Oh, good thinking.

Pa - we need an ah right there.

And that is what letter?

- It's the A.

- Yes!

Good job.

So we built the word best.

We changed it to pest and then we changed it to past.

Do you see how they're all connected because they have similar letters?

When you know one word, you can change some letters around and make a whole new group of words.

Thank you for your help today!

- You're so welcome.

- This was the best lesson!

Thank you!

- Well thank you!

And readers at home, we're going to read a sentence together today using some words that have ending blends.

Here we go.

This lamp is the best.

How'd you do?

Did you notice the word lamp and best both have the ending blends?

All right, keep practicing, but right now, we're going to work on some high frequency words with Mrs. Knicks!

- Awesome job.

Thank you so much, Mrs. Hammock, and yes, that's exactly what we're going to do!

We're going to practice those words, those high frequency words that we see often in our reading and we're using it when we're writing.

So we want to make sure that we can read them and write them.

Okay, so let's go through and let's look at our words for the week.

This week we have, remember this one from yesterday?

That's right.

Eat.

No.

Under.

Of.

And who.

Today, we're going to focus on this word right here.

What was that word?

That's right, no.

N O spells no.

You cut it, great job.

Let's use it in a sentence.

How about this one right here?

It says, no, you can not go.

Now here's my question.

Would I put it just like this?

No, you cannot go.

Did I make a mistake?

I did!

Help me out.

What do I need to have?

You got it!

I need a capital.

So how about now?

Does that look better?

No, you cannot go.

Great job.

Okay.

So there's one other thing that I want us to talk about, and that's our reading strategy this week, and we're working on rereading.

It's a great skill to have because we know as we're reading, we're looking for that really important information.

As we're reading, we're starting to remember it, but what happens if I read a whole page and I get to the end and I go, "Hmm, I'm not really sure what the important parts were."

What do I do?

That's right.

I can use the skill to reread.

Great job.

Absolutely!

So you can go through and you can practice reading and rereading.

All right.

We're going to practice that today as we go through and we look at this story that is coming on right now.

- [Narrator] The best spot.

This is a forest.

This spot has lots of animals.

Deer live here.

They eat plants.

But who is in the grass?

A rabbit's head pops up.

What is up there?

Look up, up, up.

It is a nest.

The mom gets big bugs.

Yum.

What is on the trunk?

It is a nest too.

Lots of wasps live in it.

Ants live here too.

Ants pick up twigs and grass.

Ants zip in and out.

Ants have no rest.

Ants dig under sand and grass.

Picture labels, weigh in, food, ant digging.

Queen ant, eggs.

Fox kits hop on a stump.

Mom fox lets the kids run and jump.

The kits must eat.

Dad fox hunts at dusk.

Who went hunting too?

A skunk!

This spot has lots of animals.

(music) - Did you guys enjoy that story?

That was a great story.

You guys notice something?

What kind of story was it?

That's right, it was a nonfiction text, meaning it was not fake.

So it was a real story with lots of, that's right!

Details and information.

So boys and girls, when we have nonfiction text, we can look for the main idea and details of a selection.

So today we're going to focus on a comprehension skill called main idea and key details.

Now what's the main idea or main topic?

The main topic is what the selection is all about.

Now what are key details?

Key details give information about the main idea.

So as we were reading, did you guys pick up on some details?

That's going to help us come up with the main topic.

So in order to find the main topic, we can look for details in the text to help us come up with the main topic and think of details, like clues, right?

So as we read, we're going to come up with some clues to help us so that we can determine the main topic.

And in order to do that, we're going to read, read, right?

That's one of our other strategies, is to reread, and come up with.

.

.

- Oh my, did I hear someone say reread?

- I did!

Hello, Rhonda.

I was just explaining that in order to come up with some details or clues, we need to reread some of the texts.

So can you help us reread some pages from the texts with a move for us?

- I would love to do that!

- Oh, thank you so much.

Okay.

So I have a picture here from the first page.

Can you help me reread that page?

- Here I go.

This is a forest.

This spot has a lot of animals.

Deer live here.

They eat plants.

- Oh thank you, Rhonda.

So do we come up with any details?

There was!

Who lived in the forest?

A deer.

And what do they eat?

They eat plants.

You're right.

Good job.

Thank you Rhonda.

Now how about this?

These two pages.

Can you help us reread and see if we can come up with some clues or details to help us with the main topic?

- Well I hope so because I left my glasses back in Georgia.

- Oh no.

But I can help.

- It says ants live here too.

Ants pick up twigs and grass.

Ants zip in and out.

Ants have no rest.

I did it.

- You did a good job!

Good reading, Rhonda.

So what clues or details did we find in this page or on this page?

They, or ants, make their home where?

Underground, because on the next page it said, ants dig under sand and grass.

We put those two together.

So that's all the details.

Okay, last page.

Ready?

- I'm ready.

I'm going to help if you need it, okay?

- You want coral read?

- Oh, that's a great idea.

That means read together.

Can you guys all help me read?

Let's see if you guys can help us read.

Ready?

- Let's do it.

- Fox kits hop on a stump.

Mom fox lets the kids run and jump.

The kits must eat.

Dad fox hunts at dusk.

- Good reading!

We did!

So what did we find out?

We know that Fox hunts at desk in the forest.

So these are our details about the clues or our details about the selection or clues.

Now, can you help me with the main topic?

What was the selection all about?

Deers in the forest> Ants make their homes in the forest?

A Fox hunts in the forest?

What are we talking about?

Oh, I think I heard you!

You're right, the whole, top- main topic was lots of animals live in the forest.

Good job if that's what you said.

Awesome.

Now let's use some of our details and, and what we've learned and put that into writing now.

So you ready to go into writing?

Okay, get your writing ready!

Are your pencil or your paper ready?

Because our prompt today says "What animals are in the forest?"

So I'm going to have some of my friends, my other friend,s come and help us.

And the first thing we're going to do is we're going to brainstorm.

So let's think of all the animals that lived in the forest.

Can you, oh- There's all my friends!

Hello!

Hello Rita and Tina!

- Together!

(laughs) Oh, Mrs. Vang, there were so many animals- - There were!

- In the forest!

- Can you guys just give me some?

- Sure!

- Just some.

- Okay, how about foxes lived in the forest?

- You remember we're just getting all of our ideas down.

Foxes, birds, right?

- I got another one!

Wasps!

- Wasps.

Oh yes, you remember that?

- I got those stinky ones!

Skunks!

- Oh, skunks!

Yes, you remember that?

- And deer!

- Oh, and then the deer!

Good job!

Lots of good and a lot of animals.

Now I'm going to start my writing.

Many animals live in the forest.

Now let's think about sentences that we can write or more details that we can write using some of the animals.

We're not going to use them all.

Just a few.

- I have one, I have one!

Can I do one about the Fox?

- Yes.

Do detail.

- Okay.

Remember it said foxes hunt and live in the forest together.

- Oh, that's a good one.

Okay.

And read as ready.

- Yes!

I have a detail about the deer!

They do live in the forest.

- They do live in the forest.

So foxes hunt and live in the forest.

Deer live in the forest.

We need one more.

Can you guys think of another one?

- I got it, I got it, I got it!

- Thank you!

Birds live in a nest high up in a tree.

You guys are giving me such good, complete sentences.

And then don't forget, we always have to end it with our concluding sentence so that the reader knows that we are done.

Clearly many animals live in the forest.

Great job writing our paragraph.

Now let's see what story we're going to check out today.

Ready?

- Well, hello.

My name is Mrs. Monica and I am the librarian at McCartel Elementary, and the book that I want to tell you about today is called "The Little Butterfly That Could."

This is written and illustrated by Ross Yurok, and it is the story of a little butterfly who was once a very impatient caterpillar.

And that happens to be another book, if you haven't read that one yet.

That's the first one.

But, in this book, it picks up where the other one left off.

And we now have a beautiful butterfly that emerged from the Chrysalis.

And he is off on a journey with his butterfly friends to go find flowers.

But then, all of a sudden he gets lost and separated from his butterfly friends until he meets a new friend, the whale.

Well, little butterfly is so worried and he doesn't know what to do.

He doesn't know how to find his friends.

And every time he tries, he runs into a problem.

Something stops him and he just wants to give up.

He doesn't think he can do it, but that new friend, the whale, isn't going to let him give up.

He keeps telling him to try.

And so little butterfly just keeps trying new things.

Sometimes he wants to give up.

It's not easy, but if you want to find out if he makes it and finds his friends, you're going to have to check out the book.

The story is hilarious and lots of fun.

The illustrations are colorful and beautiful.

I just love reading this book to my students.

I love reading this book.

So I hope you'll love it too!

Try and check this one out.

If it's not at your school or the public library, you can check this book out on Sora.

So, I hope you enjoy it.

Thank you for watching valley PBS and happy reading!

Bye!

- Thank you, Ms. Stickups at McCartel We sure will check that book out to read because I haven't read it yet.

Have you guys had that book?

- I have not.

- I think it's going to be a pretty good one!

- But excuse me- Knock knock.

- [Everyone] Who's there?

- Stop watch.

- [Everyone] Stop watch who?

- Stop what you're doing, let me in!

- [Everyone] Oh.

- Oh my gosh.

You're so silly.

- I love my knock-knock jokes.

- Yes you do.

Hey, we enjoy you guys coming and watching us every day and we can look forward to seeing you back here tomorrow at PBS.

Have a great one.

- [Everyone] Bye!

(music)