(Upbeat Music) (Mrs. Vang) - Good morning!

(Mrs. and Mrs. Hammack together) - Good morning super readers!

(Mrs. Nix) - Thanks for joining us in our valley PBS classroom.

I'm Mrs. Nix.

(Mrs. Vang) - Hi, I'm Mrs. Vang.

(Mrs. Hammack) - I'm Mrs. Hammack.

(Mrs. Nix) - And this is a place for us to come to learn, practice and... (Mrs. Nix, Vang, and Hammack) - Grow our brains (Mrs. Nix) - ...to become even stronger readers, writers and thinkers.

So let's get started by warming up our brains with some... (Mrs. Hammack) - Ear training!

(Mrs. Nix) - called (Mrs Nix, Vang, and Hammack) - daily phonemic awareness.

(Mrs. Nix) - Now what's daily phonemic awareness?

Well, it's just a fancy way of saying turn on your ears and listen for the sounds.

Today, we're going to do what's called phoneme isolation.

Again, that just means we're training our ears to listen for a particular sound.

Today, what I want us to do is help me figure out what do we hear at the beginning of a word at the beginning of a word?

(Mrs. Hammack and Vang) - The beginning.

(Mrs. Nix) - Okay, so let's practice one.

Here's one.

How about the word thin, thin?

What do we hear at the beginning?

Do you know at home?

Yes.

Did you say "Th"?

You would be correct.

Thin starts with "Th", nicely done.

How about this one?

It's very similar.

Are you ready?

(Mrs. Hammack and Vang) - Okay.

(Mrs. Nix) - Okay.

How about thump?

Thump?

I hear a lot of sounds in thump.

What do we hear at the beginning of thump?

Any ideas Mrs. Vang?

(Mrs. Vang) - I think it's the "Th".

(Mrs. Nix) - That would be correct.

Yes.

(Mrs. Vang) - Same as thin.

(Mrs. Nix) - Same as thin, thin and thump.

Both have "Th".

Excellent job.

I'm going to switch it up just a little bit.

Those were at the beginning of a sound or of a word.

Let's listen for the sounds at the end of a word.

How about fish?

Fish?

What do you hear at the end of fish?

Hmm.

Ph-ish.

Did you see "Sh"?

You're correct.

That's exactly it.

Fish has "Sh" at the end.

How about this one?

Path.

Path.

I see lots of different strategies.

They're counting out their sounds on their fingers.

They're tapping it in the air.

What do you do at home to figure out what happens at the end?

P-Ah-Th, did you hear the "Th" at the end?

Great job.

Okay.

You know what else that I really like to do with sounds?

I like to get our bodies moving and grooving.

(Mrs. Hammack) - I knew you were going to say that!

(Mrs. Nix) - Let's do a little dancing this morning.

This one's about proper nouns.

Are you ready to do it?

All right, stand up and give yourself a little bit of space and let's do it.

Here we go.

(Marching Music) (Man Singing) - Proper nouns are special nouns, its guaranteed.

They name particular people and places and things, indeed.

Like Abraham Lincoln and Idaho and Buddy and Charlie my cats, you know, they are special nouns that we call proper nouns.

(Mrs. Nix) - All right, we're going to go in a circle now.

Good job!

(Man continues singing) - Proper nouns have capital letters, its guaranteed.

They name particular people and places and things, indeed.

Like Kelly, my sister in Santa Fe and the names of every month and day, they are special nouns that we call proper nouns.

(Mrs. Nix) - I can feel my heart moving.

(Man continues singing) - Proper nouns are special nouns, its guaranteed.

They name particular people and places and things, indeed.

Like Bill, my neighbor in Tennessee and Buzzy my stuffed yellow bumblebee.

They are special nouns that we call proper nouns.

Proper nouns have capital letters, its guaranteed.

They named particular people and places and things, indeed.

(Mrs. Hammack) - Woo, my legs are going to fall off!

(Man singing) - ... the milky way and the names of every holiday.

They are special nouns that we call proper nouns.

(Mrs. Nix) - Awesome job.

That was great!

(Mrs. Hammack) - That was a workout.

(Mrs. Vang) - My brain sure is ready to learn.

(Mrs. Hammack) - Me too, and I'm excited because this week, we are going to be talking about diagraph.

Diagraphs are two letter, but they only make one sound.

Isn't that cool?

(Mrs. Nix) - That is very cool.

(Mrs. Hammack) - All right, let's come on over to our board and take a look.

We're going to work on the thumb card.

You heard that sound in our phonemic awareness 'Th' thumb, and that just kind of a little helper, right?

So thumb TH and that's how it's spelled.

Th.

Then we have the shell card.

Shell.

Shh.

That's one of the ways I like to remember it.

And it's spelled, when you hear that Sh sound, it's spelled with a Sh and then we have a really, really tricky one.

This is the sing card and we have this here because it represents NG that's how we spell the Ng sound.

But I like to add a little more to it than that because the ng sound you oh, sorry, is never with, it's never by itself.

So the ng sound is always with a vowel in front.

So one of the ways that I like to help my readers learn what it would sound like in a word is by adding the vowels that you will see it in words.

So it's the sing card.

It says Ng, But this is how you will find it.

In words, ING ing, ANG ang, ONG ong, and UNG ung.

ING Ang Ong Ung.

Because when you see that ng that is one of the vowels that you'll see it with.

So if you can remember that little chunk of a word that will help you, when you see that diagraph.

All right.

We're going to work on this all week long.

So don't worry.

I know you can do hard things and it's going to take us a little practice to get really good at it.

So let's practice, blending some words, and then building some words and we'll have our friends come in and help us so that we can hear how well they do with their diagraphs.

Are you ready?

Great.

Hey friends.

(Hand Puppets) - Good morning!

(Mrs. Hammack) - Oh, Gina!

That's such a lovely bow you have.

Wow.

(Gina) - Thank you so much.

Wow.

My friends gave it to me.

(Mrs. Hammack) I thought maybe it was picture day or something.

You look so festive and fancy.

(Gina) - Oh, thank you.

(Mrs. Hammack) - Oh, you're welcome.

Good morning, Ricky.

(Ricky) - Good morning.

(Mrs. Hammack) - I'm so glad you guys are here to help us with diagraphs.

All right, so the first one I'm going to do.

All right.

So I'm going to sound it out and I'm going to say the sounds and then I'll put it together so that you can kind of see what I want you to help us with.

So you see it's under the Th card.

So this one says th-ii-n.

Remember that short I and the n sound.

Thin.

Thin.

Did you hear it?

(Gina) - I did.

(Mrs. Hammack) - How did you guys do?

(Gina) - I think I did okay.

(Ricky) - Its kinds of sounds like the ph but its not because ph that's hard with my teeth here.

(Mrs. Hammack) - Oh, Ricky that is such a good call out because sometimes readers think that it is the "f" sound.

But to make this sound we have to put our teeth kind of on our bottom lip and we say "f" and this is the fire card.

Remember F for fire card, but this is the th.

Look at my tongue now.

Now it's sticking out for thumb.

And you know what?

The Th is tricky.

Another reason because it's just air.

Listen, if you put your hand here and say that sound, th, your vocal chords don't make any noise, We're going to learn how it can, how it can make noise later this week.

But for now, we'll just think about it as we call it, unvoiced.

It doesn't have a voice because it's just air.

(Ricky) - I'm gonna practice the practice.

Mrs. Hammack - Practice that.

You are going to get really good at it.

Very nicely done.

All right.

Now let's go on to our shell card and who thinks they would like to try this one?

(Gina) - Oh, oh, oh, oh, I know it I know it cause shell cause look at my shell!

(Mrs. Hammack) - That's perfect.

All right.

Are you ready?

I'll point.

You read?

Okay, here we go.

- Sh shop, shop, shop.

Oh, I like to shop.

At the store.

(Mrs. Hammack) - That is excellent.

And that is correct.

All right, Ricky, because you're such a great reader, I kind of saved the hard one for you.

Do you think you're up for the challenge?

(Ricky) - Mhm.

(Mrs. Hammack) - Okay.

(Ricky) - I can do it.

(Mrs. Hammack) - I know you can.

All right, here we go.

Ricky.

Ready?

(Ricky) - S-in-g Sing (Mrs. Hammack) - Good.

Now, remember when I said the I is there so we can put those together.

Do you remember the chunk and what it says when there's an I in front?

(Ricky) - Mhm, its says ing.

(Mrs. Hammack) - Very nice, lets try it.

(Ricky) - S-in-g.

Sing.

(Mrs. Hammack) - Beautifully.

Done.

Nice work.

All right.

Let's build a word together.

We might only have time for one word today, but let's try this word.

Oh, I got it.

Are you ready?

(Gina) - Yeah.

I would like help building the word wish.

W-is-h, wish, wish.

Hmm.

Does anybody know what that first sound is?

Wh, wh, wh.

(Ricky) - That's the w. (Mrs. Hammack) - You are right That is our window card.

Wh wh.

Okay.

What's the next, the middle sound?

(Gina) - Oh, it's the I I like in Ricky's name.

(Mrs. Hammack) - Very nice.

That is the short I, w-is-sh.

(Gina) - Look at my shell.

Like the shell card.

(Mrs. Hammack) - You are right.

The Sh says sh and here we have the word wi-is-sh.

Great job.

Well, I hope you have some, a wish that comes true this week.

As we practice our diagraphs.

Thank you for helping me and my readers at home.

And I are going to read a sentence and I'll see you guys later.

(Gina and Ricky) - Bye Mrs. Hammack!

(Mrs. Hammack) - Bye guys, all right, here is our sentence to use those diagraphs in context.

You ready to try it with me?

Beth.

Beth thinks she spots, spots a fish in the pond.

Beth thinks she spots a fish in the pond.

Did you see how we incorporated our blends with that?

And all the things we've been learning, because those pieces are all connected.

We connect all those skills together to become strong readers.

Another thing we do to be strong readers is we learn our high-frequency words and Mrs. Nix is going to help us with that with some really cool things.

Let's go see her.

(Mrs. Nix) - Awesome.

Thank you so much, Mrs. Hammack.

And yes, that's exactly what we're going to do today.

I have some new words for us to focus on this week because high frequency words are just that.

There's those words that we see often in our reading and our writing.

And so it's really important for us to just learn them.

So we're not spending all of our brain power when we're sounding out our words.

So let's look at our words that we're going to do today.

And this week we have five of them.

All right, I'm going to read them out loud, and then you're going to read them with me.

Let's do this.

So we have all call day her and want.

All right, today, I want us to focus on this word right here.

The word is all.

Say it with me all sounded out or spell it with me.

A-L-L spells all.

Excellent.

Now I have a sentence here, but it's all mixed up.

Can we use all with these words that are here?

Do you see some exclusives that could help us figure out how to put this in order?

Oh, I heard someone say the period goes at the end.

So here's a period.

So I know that in the class goes at the end of our sentence.

Do you see any other clues?

Ah, the capital goes at the beginning.

So I see.

And in the class and we have the kids and all, so I see how about this?

All the kids in the class.

Did you get it?

Excellent job.

Okay.

When we're talking about high-frequency words, that's one way we can do it.

We can practice putting them in a sentence or finding them in our sentences, but here's another really fun activity that you might try maybe at school or with your adults at home.

But if you have just a white crayon or in this case, I'm going to do a yellow crayon so that I can see it in the beginning.

You can practice writing your words on a piece of paper with that crayon.

Now, if you do it with white, you're not going to be able to see it, but here's the magic.

You take your paint, just a little bit of, of a water color, and then you can color right over it.

And your word magically appears just like that.

And you can have all of your words show up and you can say, look at all my high-frequency words and practice reading them that way.

How fun is that?

You can make different colors.

You can do all kinds of fun designs.

It's a lot of fun and I encourage you practicing at home.

All right, we've got a story that we're going to listen to today.

And remember, we're working on our skill to reread.

And so that's something we do when we are reading something and we're looking for those important details.

Sometimes we need to go back and revisit the selection.

So listen today.

And then let's practice doing a little responding when we come back.

All right, enjoy.

(Woman reading) - The story of Martin Luther King, Jr.

This story is written by Johnny Ray Moore and illustrated by Amy Wummer.

Every January we celebrate the birthday of of Martin Luther King, Jr. Do you know why we remember him?

Martin was born in 1929 in Atlanta, Georgia.

His father was a preacher.

His mother was a school teacher.

Martin liked to go to school.

He always did more than his teachers asked him to do.

Martin's school was old.

It needed a lot of fixing, but the school for the white children was new.

Martin and his mom and dad liked to eat out, but some restaurants would not serve them.

Martin could not drink from all the water fountains.

He had to find one with a sign that read colored, this made Martin angry.

He wanted to go to the best school.

He wanted to eat out at any restaurant and he wanted to drink from any water fountain.

When Martin grew up, he became a preacher.

One day, he spoke to more than 200,000 people.

Martin said, I have a dream that my four little children will not be judged by the color of their skin.

Martin made his dream come true.

Now we can all eat in any restaurant, drink from any water fountain, go to any school and dream our dreams, just like Martin Luther King, Jr. (Mrs. Vang) - Did you guys enjoy that story?

(Ricky) - Mhm .

That was a great story.

Can I re-tell it?

(Mrs. Vang) - Well, how about we work on some responding to reading because remember one of our strategy is if you are reading and you don't understand or comprehend what you're reading, you should go back and reread.

So I have some questions for you and if you don't remember, what can we do?

(Ricky) - We can go back and reread.

(Mrs. Vang) - That's right.

So let's see if you can help me with some of these questions ready?

The first one says, What are some things that young Martin Luther King Jr. And his family experience that were unfair?

So, as you were reading the story, do you remember some of the things that they experienced that were unfair?

(Ricky) - Mhm.

There's lots of things that he talked about, but guess what?

Martin Luther King Jr. Why is is that in upper case?

(Mrs. Vang) - Oh, good eye.

I, you see Martin Luther King Jr. That's his name.

And that's a proper noun.

Remember that song that we dance to?

Proper nouns needs capitalization.

So can you remember that when we do our writing?

(Ricky) - Mhm.

I will.

(Mrs. Vang) - Good thing.

Good job, Ricky.

Okay.

So now what are some things that young Martin Luther King Jr. and his family experience that were unfair?

(Ricky) - I think there was something about his school, his school wasn't as new at the other ones.

(Mrs. Vang) - You're right.

His school wasn't as new and?

(Ricky) - And some restaurants wouldn't let them eat in there.

(Mrs. Vang) - Yes.

And what else?

(Ricky) - Mmm.

And then he could only drink a water fountain that had the word colored on them.

(Mrs. Vang) - You're right.

Was that some of the things you guys came up with?

Awesome.

Okay.

Now remember if you aren't sure, go back and reread that story now.

What did Martin become when he grew up, do you remember?

(Ricky) - Mhm.

He became a preacher.

(Mrs. Vang) - You're right.

What was one of the things he did as a preacher?

(Ricky) - He spoke to lots of people about not being judged by the color of your skin.

(Mrs. Vang) - You're right.

Oh, Ricky, you did such a good job.

(Ricky) - Mhm, I didn't even have to go and reread.

(Mrs. Vang) - You are correct.

But remember that's a good strategy if you aren't sure of the answer to my comprehension question, make sure you go back in.

Reread.

Awesome job.

Okay.

Now let's go into our writing.

So writing prompt today has to do with our story about Martin Luther King, Jr.

So our writing prompt today says write about what you've learned about Martin Luther King, Jr.

So can you think of some things that you've learned?

Hmm.

What can you write about?

So think about some of the details or facts that you've learned from our story.

And let's see if we can get some more friends to come help us.

(Ricky) - Friends!!

HELP!

(Mrs. Vang) - Oh.

Can you call them?

(Ricky) - Tina!

Rita!

(Mrs. Vang) - Were you guys listening and reading the story along with us?

What were some facts that you guys learned about Martin Luther King Jr?

(Rita) - I need to think for a second.

Tina do you have something?

(Tina) - Um, you know what?

I was thinking about when we were celebrating his birthday.

(Mrs. Vang) - When did we celebrate his birthday?

(Tina) - And it was, after December.

(Ricky) - It was his birthday month.

(Gina whispers to Tina) - It was in January.

(Tina) - Oh that's right!

It was in January.

So I would think that I learned that we celebrate Martin Luther King's birthday in January.

(Mrs. Vang) - Oh, good fact.

Okay.

So Tina said that I learned, and I started your sentence for you, Tina.

I learned that we celebrate Martin Luther King's Jr. And January.

And Tina, I love that you remember Martin Luther King, that's his name?

It's a proper name and we need to capitalize those.

And remember all months of the year are also proper nouns.

So we need to capitalize that also.

So if you're writing, make sure you guys are capitalizing those proper noun.

Okay.

Rita, do you have a fact for me?

What did you learn?

(Rita) - I learned that Martin Luther King Jr. was a preacher.

That means he talked at church.

(Mrs. Vang) - That's right.

Good fact.

So Rita learn that Martin Luther King Jr. Was a preacher.

And remember Martin Luther King Jr. was his name, which is a proper noun.

So remember when you are ready and you have those proper nouns, because remember all names are proper nouns and proper nouns are like nouns, but they name a special.

noun.

That's why sometimes we call them special nouns.

So when you write your fact about Martin Luther King, Jr., make sure you are writing with a capital for a proper name.

And don't forget, the first word of your sentence also needs to be a capital.

So I want you guys to think about your fact.

Oh, did you guys have one more for me?

(Hand puppets) - One more!

One more!

(Tina) - We were, we were thinking that - Martin Luther King.

- He helped make things fair for all people.

(Mrs. Vang) - Oh, yeah he did!

(Ricky) -That's a great fact.

(Mrs. Vang) - Thank you!

That was a great fact.

I learned that he made things fair for everyone.

That Martin Luther King Jr., helped make things fair for all people.

Awesome job.

Okay.

You guys know what time it is.

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

(Tamika) - Hello everyone.

My name is Tamika Tatum.

I'm a first grade teacher at Thomas and I wanted to share one of my favorite books with you.

And it's called The World Needs Who You Were Made to Be by Joanna Gaines, illustrated by Jilliana Sweeney.

And I love this book because it highlights all the differences that we have.

And at the end you will see what all those differences create.

Check it out.

Please watch valley PBS.

(Mrs. Vang) - Thank you Mrs. Tatum for sharing that book with us.

I have not read that book.

I don't know if you guys have read that book because.. (Mrs. Nix) - Nope.

(Mrs. Hammack) - Another great one that I want to go check out.

(Mrs. Vang) - So I'm going to try to go in my library maybe.

(Mrs. Hammack) - Oh, could I maybe check on store?

(Ricky) - Knock, knock.

(Mrs. Hammack and Nix) - Who's there?

(Ricky) - Ray D. (Mrs. Hammack and Nix) - Ray D who?

(Ricky) - Ray D or not, here I come!

(Mrs. Hammack) - Oh my goodness.

(Mrs. Nix) - Oh golly.

You guys have a great afternoon.

We'll see you back here at valley PBS tomorrow.

(Mrs. Vang and Hammack) - Bye bye.

(Upbeat Music)