(upbeat music) - [Together] Good morning, super readers!

- Thanks 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 we come to learn, practice, and- - [Together] Grow our brains!

- To become even stronger readers, writers- - [Together] And thinkers.

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

- Called- - [Together] Daily phonemic awareness.

- And what is that?

It's just a fancy way of saying we're training our ears.

So I need everybody to turn on your ears.

- Turn them up!

- Cause I want you to be able to listen, because today we're gonna be doing some phoneme categorization.

Okay, what does that mean?

That means we're gonna be listening to the ending sounds of some words.

I'm gonna give you three words, and I want you to figure out which one doesn't match.

Okay, are you ready?

- I'm ready.

- Let's try a little example.

Here we go, here are the three words.

We have ramp, clank, and blimp.

Hmm, let's listen to them again.

Ramp, clank, blimp.

Did you hear which one doesn't fit?

- I got it.

- What was it Mrs. Hammack?

- Clank.

- Why didn't clank fit?

- It has that hard k at the end, and the other two have the mp, mp.

- Good job, okay, Mrs. Vang, you want to help me with this next one?

- Turn my listening ears on.

- All right, here we go.

Three words, here we go.

We got lump, limp, and land.

- Ooh, that's a tricky one.

- Lump, limp, land.

- Hmm, you almost got me there Mrs. Nix, they all start with the same, but I remember you said we were listening for the ending sound.

So land has the nd, and the other two words, lump and limp had the mp, so land is the one that did not go with the other two words.

- Perfect, did you get those at home?

Great job, okay, so here's the challenge one.

And it's for you at home.

Let's do this.

We've got slant, mist, hunt.

Ooh, these are tough.

- Ooh, that's tricky.

- It is.

- Slant.

What do you hear at the end of slant?

Mist.

Hunt.

Ooh.

- That's tricky.

- Did you hear it?

If you said mist, you would be correct.

Mist has the st, st, they all had the t at the end, but you had to listen to those blends.

That's what we're working on this week, right?

So slant, hunt both have nt at the end.

And if you could hear that, you were doing a great job today.

All right, so speaking of great jobs, are we ready to get our brains going today?

- Yes!

(teachers agreeing) Let's get going!

- We've got a song by Two Ton Turtle, stand up and let's get going together.

You can do it.

(upbeat music) ♪ A two ton turtle took a train to town ♪ ♪ A 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) - Whoo!

- No jumping turtles.

♪ A two ton turtle tried to climb a tree ♪ ♪ A 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 ♪ ♪ Ooh a two ton turtle ♪ ♪ Ooh- ♪ - Tina would love this song!

- Yes she would!

It's probably her cousin.

- I'm sure!

(upbeat music) - Gotta teach the song and dance to Tina.

(upbeat music) ♪ A two ton turtle took a train to town ♪ ♪ A 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) ♪ A two ton turtle tried to climb a tree ♪ ♪ A 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 ♪ ♪ Ooh a two ton turtle ♪ ♪ Ooh a two ton turtle ♪ (upbeat music) - Whoo!

This is a workout.

- Yes!

Turning on those brains.

(upbeat music) Whoo!

I think my brain is turned on.

- So fun!

We are ready to learn.

- So now that we've had time to feel the burn.

- Yes!

- It's time to feel the learn!

(teachers exclaiming) - Oh I love that!

All right Mrs. Hammack.

- So, we're gonna do some fluency, and then start some practice with our ending blends.

- Great.

- All right, here we have our egg card.

E, egg, eh.

Umbrella, U, uh, umbrella.

These are our short vowels, and we have some consonants.

S, sun, ss.

Remember, these are all the ways that we can spell that sound that we say out loud.

That's the turtle card, right.

T, turtle, t. Good job.

And one last one, R, rose, ruh, remember it's short, ruh.

Cut it off so it doesn't get too long and make some other kind of funny sound.

Great job, all right.

Today, we are going to blend two words, and then we're gonna build a few together, and you know we need some help from our friends.

Hey friends, are you ready to help me?

- I was ready, hi, Mrs. Hammack.

- Good morning, good morning.

I'm so glad to see you.

All right, do you have your blending brain and good listening ears going?

- Oh, yes!

- Yes, ma'am!

- Super.

- Yes, ma'am.

- All right, so let's start with our first word.

W, e, n, t. W, e, n, t. W, e, n, t. - Oh, oh, oh, I got it, I got it.

- Tina, you are always so fast.

I don't know whoever said turtles were slow because you are not.

- Well, I always practice it on my arm.

Just like we practice in the beginning.

- Can you show us?

- Yeah, so we went, w, e, n, t. Went!

- Great job!

That is a great strategy to use your arm.

Went, very nicely done.

- Mhm, but Mrs. Hammack, I knew that word cause that's a high-frequency word.

I just knew it.

- Oh, Ricky you are right.

This is a high-frequency word.

And it's one of those words that we can actually sound out if we need to.

Some of those high-frequency words we just have to know, but this one you can decode, or sound it out.

That's good.

Thank you for helping us with that.

Let's try the next word.

Are you ready?

All right.

D, i, sk.

D, i, sk.

- Is that disk?

- Disk!

- Would that be disk?

- Yes, it is Rhonda, great job.

Now I wanted to point out to you, I wanted to remind you, Tina helped us the other day when we were talking about the D and the B, because some of our friends get those mixed up, remember?

And we talked, how, if you use your imagination, it can look like a bed.

And in fact, that's what bed is spelled with a B at the beginning, buh, buh, and a D at the end, duh, duh.

And so if you get confused, you can make your own little bed.

And just remember, the buh is at the beginning, that's the B.

And the duh is at the end, and that's the D. And so, Rhonda, you don't even need that strategy because you knew right away that that's a D, and it says the D sound.

- Well, thank you, yes.

- I can tell you've been practicing.

- I have been.

- Great job.

All right, let's build a word together.

What if I want to change the word disk to desk?

Let's say it in slow motion so we can hear all of the sounds that we might need, all right?

Are you ready?

Slow motion slow.

D, e, sk.

Hm, did you notice what didn't match when I touched the letters?

D, e, sk.

- Mhm, I know this, but if one of my friends want to go, I'll let them, Mrs. Hammack.

- Go ahead cousin, go ahead.

- That's very nice, Ricky, but I haven't heard much from you.

So let's have you do it.

- You take your turn.

- Okay.

We need to change the vowel sound because that's the only one that changed.

So we change the i to an e, and that's so tricky because they sound so much alike.

- They do, and that's another combination of letters that sometimes our readers get confused, because they really have to train their ears to hear the difference between e and i, they're very close.

All right, good job.

Here we have desk.

What if I want my word desk to say dent.

Like a dent in the car.

Dent.

What do you think I need to change for that?

- Oh, Mrs. Hammack, I know.

I hear it at the very end of the word.

So the sk went away.

- You're right.

- And then you put in the nd, nd.

- Did I put nd?

Let's look, let's look.

D, e, n, d. Dend, does that sound right?

- No.

- But you're close.

So let me say it again slowly.

Turn up your listening ears.

What if I want it to say dent?

- Oh, it has a t sound at the end.

I was a little confused.

- That's okay.

- So it has a nt, nt, like at the end of went.

- Yes, it does, very good.

It's still one of those ending blends, isn't it?

But instead of ending with the D, it ends with the T. D, e, n, t. Dent.

Great job.

- Does went and dent, they kind of rhyme, don't they?

- They do rhyme, Ricky.

You are learning so many things.

Went, dent, they both say ent.

Thank you for helping me with that.

And Tina, I like how you stuck with it, even though you made a mistake, you didn't let that stop.

You tried again.

Good job.

- Good job, Tina.

- Good job, Tina.

- I'm working on it.

- Thank you friends.

I'm gonna let you go, cause my readers at home and I are gonna read the next sentence.

- Bye-bye.

- Bye-bye.

- Bye-bye.

- All right, here we go.

I am going to point to the words, and I want you to help me.

We went to rent a tent.

Great job, I love how you read that so well.

Now, we're gonna practice some high-frequency words with Mrs. Nix.

- Awesome, thank you so much, Mrs. Hammack, and yes, we're gonna be doing some high-frequency word practice.

So what are our words that we've been working on this week?

Do you remember 'em?

All right, let's go through.

Let's read them.

Why are we reading them?

What are we looking at today?

We're gonna go through, and we're going to, we're doing them because they're words that we see often in our reading, in our writing, so we need to be able to read them and spell them.

Okay, remember what they are this week?

Let's read them together, let's go.

Eat, no, under, of, and who.

So let's look at this word today.

Cause this is our one we're gonna practice.

This word is under, say under with me.

Under, good job.

Let's spell it together.

U-N-D-E-R spells under, great job.

Let's practice it in a sentence.

The dog hid mm the bed, Does under fit there?

Let's try it.

The dog hid under the bed.

Great job, yeah, they're underneath the bed.

Now, we have a game that we have been practicing, and I'm gonna have Mrs. Hammack come out and join us.

- Whoo!

- And see who can be the champion.

Do you remember this game?

- I do.

- This one's called Dynamite, and it's super easy to make.

You just need some scraps of paper, and you can draw your own little stick of dynamite on there.

Remember what happens, Mrs. Hammack?

If we draw a dynamite.

- Yes.

- What is it?

- You have to put all the cards back in the deck.

- You do, all right.

So, do you want to go first?

- Okay.

- Okay, draw your card and then you have to read it.

- Please no dynamite.

Oh, I took two by mistake.

Oh, no.

N-O spells no.

Okay.

Of, or O-F spells of.

- Okay.

Oh, dynamite!

- Put 'em all back!

- Oh darn, okay.

- All right.

Look who's winning, I am!

(teachers chuckling) Oh, this is our word from today.

We just did- - [Together] Under.

- Okay.

Who!

W-H-O.

- Yes, and eat.

I'm getting my papers all mixed up.

- Well, it's because you have so many cards.

- I know, it's just so awesome.

- Ah, dynamite!

- I definitely think that I am winning today, Mrs. Hammack.

- You are the winner today.

- Absolutely.

So this is something super fun that you can do with your friends and family at home.

Now, one other thing though, Mrs. Hammack, and I want to tell you and everybody who's listening at home all about is a strategy that we use when we're reading.

Because sometimes as we're reading, what are we always listening for?

The most important pieces, right?

- Yeah, definitely.

- So what can we do if we get to the end of the page and maybe we didn't figure out what the most important pieces were?

- I like to go back and look again.

- Mm, what do we call that?

- Reread.

- You got it.

So check that out as you're reading today, enjoy.

- [Reader] "At a Pond," by Nancy Fintin.

Who lives at a pond?

Who is under the water?

Who is on the land?

Who can fly to the pond?

Let's see!

Frogs live at a pond.

They swim, and hop, and jump.

Frogs rest on plants on the pond.

This frog is hunting for bugs.

It sees a bug.

Will it get a snack?

It has to be quick.

Yum, yum!

Ducks come to the pond.

They eat lots of bugs and plants.

This duck dips its bill to get bugs.

Dip, dip, dip!

Ducks make nests on land.

They use twigs and grass.

Who is in the eggs?

Quack, quack, quack!

Turtles can be on land, and in water.

They swim and swim.

Then they stop and rest in the sun.

Can fish be on land?

No, fish live in water.

They swim, swim, swim.

A big fish comes up to eat.

Gulp!

Bugs like water.

Lots of bugs live at a pond.

A dragon fly is a big bug.

You can see it at a pond.

Look at the animals at a pond.

Who are they?

Captions, egret, raccoon, newt, goldfish, toad, beaver.

(guitar music) - Okay, I hope you guys were listening.

And you guys ready to respond to our text?

Remember we read a story called "At the Pond."

I have a question for you.

Today, our question says, how does the information on these pages help you know who lives at a pond?

So, how am I going to find the answer?

Well, let's see, it says reread pages 56 and 57.

Write what the photos tell you, and write what the text tells you.

- Well hello little lady.

Did you say reread?

- I did, that's gonna be a strategy that we are going to use, so I'm so glad that you're here to join us!

- Well, I'm happy to help.

Thank you, thank you.

- So, what we're gonna do, Rhonda, is we're gonna look at the photos, because the photos tells us that this is a nonfiction text, wasn't it?

Because they gave us details about animals that lived at the pond.

And then we're also going to look at what the text tells us.

And then we're gonna think about what details are in both.

So when we're looking at what the text tells us, and then what the photo tells us, and then we're trying to find what's in both, we're actually going to compare and contrast, compare and contrast the details in our story to come up with our answer.

Because our question is, how does the information on these pages help you know who lives at the pond?

So can you help me reread pages 56 and 57?

- I can do that, I really can.

Here goes.

Turtles can be on land and in water, they swim and they swim.

Then they stop and rest in the sun.

Go on?

- Mhm, you're doing such a great job, keep going.

- Oh, sure, sure, sure.

Can fish be on land?

No!

Fish live in water.

They swim, swim, swim.

A big fish comes up to eat, gulp!

- Good job, and did you guys see our high-frequency words?

There they are, remember they show up most frequently.

Okay, so remember when I said we were gonna compare and contrast.

I have what we call here a Venn diagram.

That means I'm gonna look at the text, and I'm gonna find some information about the text here.

I'm gonna look at the photo.

I'm gonna get some information from just looking at the photos here.

And then I'm gonna try to think what details are both in the text and in the photos.

And that's gonna help me answer my questions, okay?

Reread Ronda already helped us reread, and so what information did we find out from the text?

We knew that turtles can be on land, and fish cannot, right?

Now, let's look at the photo.

Hmm, so I'm looking at my photos of the turtle and the fish.

And I know from looking at the photos that the turtle can be on land, and they can be in the water.

Well actually that text also tells us that too.

And fish lives in the water.

Like I could see the water right here, but what can they both have?

Well, let's see.

Turtles can swim, fish can swim.

They can both swim.

Do you guys see that?

Good job, so details in the text and the photos helps me know, did you guys figure it out?

Yep, turtles and fish live at the pond, did you guys get that?

Good job, you guys are doing such a great job.

Thank you, Rhonda for helping me reread those pages.

Now, let's go into our writing.

Cause for writing, our prompt today says, write about animals that live in the pond.

So today we're gonna be writing a paragraph about animals that live in the pond.

So, remember to write a paragraph, we're gonna start off with a topic sentence.

So my topic sentence says many animals live in the pond, or we can say at the pond, right?

So let's think about all the different animals that live at the pond.

Hmm, can you guys help me brainstorm?

Give me some of the animals that helped us live at the pond.

Say it out loud so we can hear, and I'm gonna have my friends here in our Valley PBS classroom help us.

So friends, can you guys come and help me brainstorm?

What are some of the animals that lived at the pond?

Do you guys remember from our story?

- Oh, I know, I know, I know.

This one's an easy one for me cause this is where I live.

- That's right!

- These are all my friends.

This is my hood.

Whoo!

(Mrs. Vang laughing) - Okay, give me some of your animals that you guys remember.

- I have ducks.

- Ducks, good job, ducks, okay, let's keep going.

- Well, and there's some fish.

- That's right, thank you.

And what else did you guys see?

- I think frogs live there too.

- Frogs, good job.

- And you know what I like to eat sometimes?

Bugs.

- Bugs.

(Mrs. Vang and puppets giggling) Lots of bugs.

You're right, okay, so many animals live in the pond.

Well we're gonna say at the pond, now let's write some details.

Give me some details in our paragraph.

So remember, I don't want to start with, I like the pond, cause that's not a detail.

Give me some details.

- What about if we said fish live and swim in the water.

- That's right, we talked about that, they do.

They live and they do swim in the water.

So that's my first detail.

- Frogs swim and jump at the pond.

(raccoon giggling) - Jumping is so fun.

- Ooh, that's a good one.

Frogs can swim and jump at the pond.

And, do you guys have another detail?

- Oh, yeah, I do, hold on.

Oh, ducks can eat the bugs at the ponds.

- That's right.

- And so can Tina.

- And so can Tina, you're right.

And so don't forget when we're writing, we need a concluding sentence and we say clearly many animals live in the pond, or at the pond.

And then- - It's a great story!

- It's a great paragraph.

So, are you guys ready to see what story we're gonna be listening to next, or gonna be checking out?

Let's see if you guys have read this book.

- Hi, I'm Ms. Lacan, the librarian at Finland elementary.

And today I want to talk to you about a book called "Ellie" by Mike Wu.

It's about a little elephant named Ellie who finds out that the zoo is closing.

So her and her friends decide to spruce it up and save it.

They all decide to start using their talents.

The giraffes, the gorillas, and even the monkeys.

And it seems everybody has a talent except Ellie, or so she thinks.

So, later that day she walks by Walt, the zookeeper, and he's painting a wall.

He suddenly gets called by the monkeys.

So when he leaves, Ellie picks up this strange wood and bristles, and what does she do next?

Well, you'll have to check it out to find out "Ellie."

I hope you enjoy.

And, I hope you find your hidden talent too.

Thanks for watching Valley PBS.

- Wow, thank you from Finland School.

That was awesome.

I don't know that book either.

Do you?

- Actually, I do know that book, and it's a fantastic read.

So if you get a chance to check it out, I highly recommend it.

- Knock knock!

- [Together] Who's there?

- Bacon.

- [Together] Bacon who?

- Bacon some cookies in here.

Uh, that's not where I thought you were going with that.

(teachers laughing) - Have a great afternoon.

We'll see you back here tomorrow.

- [Together] Bye-bye (upbeat music)