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

- Happy Friday.

And thanks for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- 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 and- - [Together] Thinkers.

- So let's get started by warming up our brains with some- - Ear training!

- Called- - [Together] Daily phonemic awareness!

- That's just a fancy way of saying we're gonna turn on our ears and listen for some sounds.

You guys want to try something with me today?

- I'm ready.

Okay, this one's gonna be called phoneme blending.

So anytime we do some blending, I like to get our arms out, and we're gonna blend all those sounds together to make words.

I'm gonna give you the sounds.

We're gonna tap them out on our arm, and then blend them together.

Want to do it?

- I'm ready.

- Okay, you have your arm out at home?

Good job, let's do it together.

Here's the first one.

H, a, n, d. Hmm, put those together.

H, a, n, d. Hand.

Did you get it?

Great job!

Okay, let's try another one.

All right, listen for the sounds.

L, a, n, d. L, a, n, d. Fast.

Land.

Did you get it?

Great job, okay, here we go.

How about this one?

L, a, s, t. L, a, s, t. Last.

Great job, okay.

I have one last one.

Are you ready?

Let's do it, here we go.

L, i, n, k. L, i, n, k. Link.

Link, good, excellent job.

Great, now, did you hear some of those final blending sounds?

I hope you're listening for 'em.

Now, speaking of listening though, are you ready to get some wiggles out?

Get our brains going.

- I'm ready.

All right, well stand up and make sure you've got some space and let's do our song.

"My Two Ton Turtle."

Are you ready?

Let's 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) No jumping turtles.

♪ 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) I'm definitely getting warmed up.

- Oh, for sure.

- It's a great Friday dance.

- I agree.

(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) ♪ 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) - Whoo!

Mrs. Vang, go!

(upbeat music) - Whoo!

It's Friday.

- Oh it's Friday.

- Wow, that was so good.

I feel energized and ready to blend some words.

- Ready to learn.

- You ready?

- We're ready.

- Let's do it.

- Let's get to our fluency.

All right, we have the sun card.

S, sun, ss.

We have the turtle card, T, turtle, t. We have the hippo card, H, hippo, huh.

We have the bat card, buh, bat, B.

And we have the egg card, E, egg, eh.

That's a tricky one to hear.

We have to really work on training our ears.

The umbrella card, U, umbrella, uh.

And back to the beginning.

All right, let's do some last minute work on our ending blends that we've been working on all week long.

We talked about beginning blends, and now we're working on ending blends, and we're gonna do some blending and some building together.

I need my friends to come and help me.

I have a few words for them.

Hi guys!

- Good morning!

- Good morning.

- Hi, Mrs. Hamamack!

- Hey, I saw you out there doing the two ton turtle twist and you were awesome.

Great dancing this morning.

- Thanks.

- All right, so I need some help.

I'm going say the sound slowly and you know what to do, be thinking and listening and tell me what my word is.

Here we go.

B, a, n, d. B, a, n, d. What do you think?

Band.

- Is that band?

Yes, it is.

- Could I reread that one more time?

- Oh please do reread it, Rhonda.

- Oh, thank you.

Band.

- Excellent job, band.

All right.

Now I have a tricky one because it has a beginning blend and an ending blend, so here we go.

It's a challenge.

Tr, u, nk.

Tr, u, nk.

What do you think?

What do you think that is?

Tr, u, nk.

I think I've got it.

Mrs. Hammack.

What do you think it is Tina?

- I think that it's trunk.

- Trunk.

Great job!

- Like an elephant has a long trunk.

- That's terrific.

That is true.

And that is exactly how we would write the word trunk.

Good job.

- I thought of it too, but my sentence was, I put my bags in the truck.

- Oh, so this word can mean two different kinds of things.

And it depends on how we use it in a sentence, right?

So an elephant's trunk is part of the elephant's body, right?

His long nose.

And then the trunk where you would put something is at the back of the car.

Great thinking, I like how you used that word in multiple ways.

Terrific, wow.

- And now we know how to spell it.

- Yes, you do.

And so I know that you're gonna be writing some great stories with it.

Now, I want to try and challenge you a little bit.

I have the word band and I would like to change it so that it says hand, hand.

What part of the word do I need to change?

- Oh, oh, I know, I know.

- Tell me.

- Okay, it's the beginning sound.

Cause I tapped it out on my arm.

And so it's the beginning sound.

And you're gonna change the buh to huh.

- Good, what letter makes that sound?

- Huh, um, I think we practiced it this morning.

Is it the hippo card?

- Yes it is.

- I think it's an, it's an H. - Yes, it is.

Good job, hand, very nice.

Now what if I want to change hand to stand?

Hmm.

- I got this.

- Okay, Ricky, let me, let me hear what you've got.

- Stand has a beginning blend, so it's the st, st. S-T, just like that.

I love saying that, st, st. (Mrs. Hammack laughing) Stand, st. - Very good.

- Nice job, cousin.

- Well thank you cousin.

- Stand does have a beginning blend, and an ending blend.

And I like how you say st, st. - I love it, st. - Great job.

You have done an excellent job helping me this week, and our readers at home.

So I'm gonna let you go.

And we're gonna read one last sentence for this week using our ending blends.

Bye guys!

- Bye-bye.

- All right, readers.

Here we go.

She can bend, bend her hand.

She can bend her hand.

Wow, maybe she's waving goodbye.

Let's go see Mrs. Nix for some high-frequency words.

Awesome, thank you so much, Mrs. Hammack.

Yes, it's time to look at those high-frequency words we've been practicing all week long.

Why do we practice them?

That's right, because we see them in our reading.

We use them when we're writing.

So we want to be able to read them and spell them.

So let's go through and let's read our words today.

This week we've practiced.

Eat, no, of, under, and this one is who.

So I'm gonna take this out.

And the word is who.

Say it with me, who.

Let's spell it.

W-H-O says who.

Let's practice it in a sentence.

Mm is it?

Well, we can say who is it?

It's a question, we want to know, who is it?

Now, here's my question for you.

Does that look right?

What did I make a mistake with?

You caught it, nicely done.

I have to have a capital at the beginning.

So look at there.

Does that look better?

Yes, it does.

Who is it?

Great job.

Now, we always want to practice our high-frequency words.

And so let's do a game.

I'm gonna have Mrs. Hammack come out and join me.

We're gonna play a little bit of- - I hope I win today.

- We're gonna play a little game called memory and I hope Mrs. Hammack can win.

Cause yesterday I kind of was a champion.

So this one is we're gonna go through, we have to be able to read them in order for them to hopefully match.

So let me pick the first two.

I have eat, and who, do they match?

Nope, so I'm gonna let Mrs. Hammack go.

- Okay, I have a question.

Do I have to go in order, or can I jump around?

- You can go wherever you would like.

- Okay, all right.

Hmm, I think I'll go here.

Under, and I think I'll go here.

- Ah!

- Eat.

- I now see something that I'm going to choose.

I'm gonna go right here.

What's my word?

Eat.

Do you remember where it was?

Mrs. Hammack just showed.

- It's nowhere.

- She just showed us.

(Mrs. Hammack laughing) Eat, so now I have a match, right?

This is something that's you can do at home with your friends or any of the adults that you're living with.

And you can always even play by yourself, right?

- True.

- That's very true.

All right, we have one other thing that we're gonna talk about before we get started and look at our story.

And it's talking about a skill as you're reading.

So as you're reading stories, remember, we're always trying to remember what are the most important details in a story.

But sometimes as I'm reading, I don't know if this happens to you Mrs. Hammock, but sometimes when I'm reading, I kind of find my mind wandering, and I get a little lost.

- That happens.

- And I kind of will forget some of the things that I've read.

- That's true.

And sometimes I forget what it is I'm supposed to be listening for as I read.

- I do too.

So you know what I like to do?

- Tell me.

- I like to reread.

- That's a great skill.

- And that is a great strategy to do.

It's absolutely okay to reread.

And if you ever have a question and you're looking for an answer, it's another time that you can go back and reread and find your answer.

So let's read this story before we do a little rereading.

We'll see you back here in a moment.

- [Reader] "Meerkat Family," by Donna Loughran.

Meet the meerkat family.

They live in Africa.

Aren't they cute?

Meerkats have spotted fur.

Their noses are ink black.

They have dark fur around their bright eyes.

See meerkats sit up.

They have long tails that help them stand.

What do these meerkats see?

It may be a bird.

Some birds hunt meerkats for food.

The meerkats keep watch.

Meerkats hunt for food too.

They eat bugs and plants.

They eat small animals too.

Can you close your ears?

No?

Meerkats can!

This keeps out the desert sand.

Meerkats dig burrows.

A burrow is a home under the ground.

A burrow has many rooms.

It may be hot outside, but the rooms stay cool.

Meerkats rest in burrows.

They have their babies there too.

Who takes care of the babies?

The adults do, they sit and watch the babies.

The babies learn to hide.

They learn to jump and run.

They are safe with their meerkat family.

- Did you guys enjoy that story called, "Meerkat Families"?

I sure did cause I love, I heart them.

They are super cute, aren't they?

But I hope you guys were listening and paying attention to the story because today we're gonna work on another comprehension skill, which is main topic and key details.

Because as we're reading, if you can remember or know what the main topic is and the key details of the story, then you have comprehended the story.

Now remember, a main topic is what the selection is all about.

Key details give information about a main idea or the main topic.

Now, remember we practiced this a couple of days ago, and so we're gonna reread some of the pages to get some of the key details.

- Did I hear someone say reread?

- Yes I did.

I'm so happy you're here, Rhonda, cause I was just explaining that we're gonna go back and reread some of the pages to find some of the details, or I like to sometimes call them clues, right?

We're gonna find some clues in our text so that we can figure out what the main topic is.

What's the whole story about?

So I have some pages here.

Can you help me reread so that we can come up with some clues?

And then once we come up with all of our clues, we're going to figure out what the main topic is.

Now, as we were reading, did you notice something?

What type of story was this?

What genre were we reading?

You're right, it was a non-fiction.

So we mostly had non-fiction texts this week.

And that's why we can find the main topic or the main idea and key details because they are just giving us facts about a story.

Now, would it be harder with an fictional story, but this is why I love reading non-fiction is because one, they give me lots of details that I can learn from and we can easily find out what the topic was by finding our details, or little clues.

So Rhonda, are you ready?

- Reread Rhonda is here to help.

- Oh, thank you, Rhonda.

So we're going to reread page five.

Can you help me reread page five?

And then we're gonna come up with some details or some clues about what the whole selection is about.

- I sure will.

- It says, some birds hunt meerkats for food, the meerkats keep watch.

Meerkats hunt for food too.

They eat bugs and plants.

They eat small animals too.

- Mm, okay.

So that whole text, what were they talking about?

What are some details that we can write down?

Okay they keep watch from birds.

Cause we know birds hunt the meerkats, and then they eat bugs and plants, right?

Okay, so good detail.

Now let's keep going.

Now, page seven, Rhonda, can you help me reread page seven so we can gather some details?

- Not a problem, I love to reread.

- Meerkats dig burrows.

A burrow is a home under the ground.

- Oh good reading, and I kind of remember that there's some other animals that live in burrows that we read earlier.

Do you remember Rhonda?

Which other animal lives in burrows?

- Sure, was it the meerkat?

- It was the meerkats, and I want to say, do you guys remember the prairie dogs?

Do they live underground in burrows?

- Those prairie dogs, yes they do.

They really do, I remember that now, yes.

- Thinking about other stories so that we can make some connections.

Meerkats live in burrows, and we read a text earlier about animals in the desert, and prairie dogs also live in burrows, but I don't want to confuse you guys.

Cause remember our story has to do with the meerkat family.

We were finding details about what the selection is about, we're gonna try to find the main topic.

So I wrote down, meerkats dig burrows and live underground as my details, or my clues.

So now I know they watch for birds, and they eat bugs and plants, and they live underground.

Okay, I have two pages now, Rhonda, can you help me reread these two pages so that I can come up with some details?

- I sure can, here I go.

Who takes care of the babies?

The adults do.

They sit and watch the babies.

Then it says the babies learn to hide.

They learn to jump and run.

They are safe with their meerkat family.

- Good reading, now remember boys and girls, That's a strategy, as you finish reading and you want to go back and remember some important details, reread to find details or important information that you might've missed the first time.

So as we reread those two pages, the detail that I thought of was the adults take care of the babies to keep them safe, right?

So now I know that in the selection, I know they work together because they watch for birds and then they eat bugs and plants.

I know together they live in burrows, and they live under ground.

And I know the adults take care of the babies to keep them safe.

So what is my main topic of the story "Meerkat Family"?

Did you say it?

Good job, meerkat families live together.

Don't they?

Because they watch for birds.

They live under burrows, and they take care of each other.

These were my clues to help me know that my main topic or what this whole selection was all about.

And it was about meerkats and their families, and how they live together.

Did you guys get that?

Oh, you guys are doing such a good job.

Thank you, Rhonda, for helping me reread.

- You are so welcome.

I love being at my PBS studio.

Thank you.

- Oh, I'm so glad you were here to help us.

Okay, are you guys ready to go into our writing?

Let's see what our writing prompt is today.

Today, our writing prompt says, would you rather live in the desert or at the pond?

And this whole week, we've read stories about animals that live in the desert.

We read about stories with animals that lived at the pond.

So I want you guys to think.

Hmm, if you can live in the desert or at the pond, where would you live?

And then tell me a reason why.

So I want you to think about it cause I'm gonna have my friends join us, and let's see what they have written.

So friends, Tina, let's see.

Oh, and Rita.

Here they are!

(Rita giggling) Were you guys thinking about where you guys would want to live?

Do you guys want to live in the desert, or do you guys want to live at the pond?

Think about it, and think of a good, a good, don't forget to give me a good reason.

- I did, you know what?

This one is really easy for me.

- I bet I know what Tina's gonna pick.

(Rita giggling) - Cause you know what, if I were to live in the desert, I think my skin would dry out.

I do not want to have scaly skin.

I like having my nice moist and smooth skin.

So I would say I would rather live at the pond and you know why else I want to live at the pond?

- Why?

- Tell me why.

- Yeah, what's your reason?

- Because I love seeing all the different animals that live in the pond.

There are so many different animals.

And here, I wrote it down on a sentence for you.

- Oh, thank you.

And we did read a story called "At the Pond" and they did talk about all the different animals that live there.

So Tina, your sentence says I would rather live at the pond so I can see all the different animals.

Perfect.

And Rita says, Rita, you would rather live.

- I would rather live in the desert, because it's hot during the day so I could come out at night.

Cause I am a nocturnal animal!

- You are right.

- We come out at night!

(Rita giggling) - Awesome, I would rather live in the desert because I like to go out at night.

Thank you friends for helping me, now let's see, cause I have another friend who's gonna share another book with us.

Let's see if you read this book.

Are you ready?

- Hi, I'm Irmalinda Sanchez.

I'm a retired principal, and I did want to share a book with you for national Hispanic month.

And the title of the book is "Mango, Abuela, and Me," and the author is Meg Medina.

And it's such a great book.

And some of the reasons why I like it is because it has some Spanish words in it.

And the author does a very good job of explaining to you what the words mean.

And it's the relationship about a young girl with her grandmother and all of the really neat things they do together.

And another reason why I especially like it is because they talk about some of the foods that they prepare, empanadas, which I used to prepare those with my mom, and just all of the really fun things that she did with her grandmother, which I think grandparents are very special people in our lives.

And so I really encourage you to go to your library and go get this book.

And the title again is, "Mango, Abuela, and Me."

- Wow, thank you so much.

Irmalinda, that was such a great story to share.

Wow, my reading list is getting longer and longer.

- Absolutely, especially for the weekend.

(teachers chatting) - Knock knock!

- [Together] Who's there?

- Water!

- [Together] Water who?

- Water you doing, we've gotta go?

- That's right, have a great weekend.

We'll see you on Monday.

- [Together] Bye- bye.

- That was super fun.

- Love it.

(upbeat music)