(bright music) - Good morning.

- Good morning, super readers.

- Good morning.

- How are you guys?

Did you have a wonderful weekend?

We just wanna say thank you for coming and 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 come and learn, practice and - [All] 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.

- [All] Daily phonemic awareness.

- Now, what is that?

Daily phonemic awareness is where we're training our ears to hear sounds.

So today, I have Mrs. Vang.

She's gonna help me out.

We're gonna do some phoneme segmentation.

So I'm gonna give us a word, and Mrs. Hammack and I are gonna stretch that word out because what we wanna do is we wanna decide, how many sounds can you hear in a word?

All right, let's start with one.

All right, so the word is chin.

So let's all say, chin.

- [All] Chin.

- Now, let's stretch that out, like a big rubber band.

- [All] Ch ch, in nn.

- Hm.

Let's put some circles in here so we can hear.

What's our first sound?

- Ch.

- What'd we hear next?

- ae What'd we hear last?

- [All] in.

- How many sounds did we hear?

Three sounds.

You got it.

All right, you wanna do another one?

Okay, here's another one.

How about the word, itch.

Itch, okay, say it.

And then, let's stretch it.

- [All] Itch.

- Okay, how many sounds did we hear?

What was our first sound?

Ie, what's our last sound?

- [Mrs. Hammack and Mrs. Vang] Ch.

- Itch.

How many sounds did we hear?

Two.

- Just two.

- That's awesome.

All right, last one.

How about this one.

Chops, chops.

This one's a little harder.

You gotta stretch a little further, okay?

Here we go.

- [All] Ch op ssh.

- Ooh.

Okay.

Let's do it.

Okay.

Here we go.

What was our first sound?

- [All] Ch.

Aa.

pa - Was there any more?

- Yup.

One more.

- Ssh.

- That's one is tricky.

- You got it.

- Ch ah ip sh.

- Chops, four sound.

If you said four, you got it.

Great job.

Okay.

So I'm going to put these down because you know what time it is?

- I Do.

- Its my Favorite time.

We're going to do a song and this one's called My Map because this week we're going to study all about maps.

So stand up, find yourself some space, - Stretch out - And let's do it.

(The Map song plays) - That was so much fun.

- Such a fun song.

- I loved it.

- I love it too.

Well, also this week, we're going to be learning about some more digraphs and let's go to our word work board so, that we can get started, and I can introduce you to the next set of digraphs.

Come on - awesome - All right.

This week, we are going to learn three more digraphs.

So we have learned the S H and the T H and the N G sound last week, this week, we're going to focus on three new ones.

So this is our cheese card and the cheese card represents the tch tch sound.

And we can spell that sound with two, in two ways.

We can spell it with a C H. Now remember a digraph means there are two letters or three as you're going to see in a minute, but they only make one sound.

Okay.

So C H says tch and we can find it at the beginning of words or at the end of words, but there's something a little tricky because do you see this here?

Do you see the line T C H that sometimes comes at the end of a word and it also says tch so we have C H and T C H both saying tch for the cheese card.

Now here we have, oh, I heard you.

It is an Orca whale, but we're going to think about the word whale whale.

Okay.

It's not just wua, do you hear?

How it kind of, that's kind of a hard sound, right?

Wua This is a hwoa.

hwoa It kind of sounds like it has a little bit of a H in front when we say it, but actually the H is right after the W so whale, and then we have W H for whua whua it's kind of a softer breathy air sound.

And that is our whale card for WH and then we have the fire card, but not because we're looking at the F, but we're looking at the P H. So when we hear the Ff sound, most often, it's just the F. However, there are times and some words that have P H as the sound for Ff, as in like photograph and that or telephone phone.

And so P H also is a digraph and it makes the F sound the fire card.

Okay.

So we're going to work on that all week long and have some practice.

We're going to blend and build words.

And on Friday, I even have a story that we're going to read, but I think to blend our words today, we need some help from our friends.

So, Hey friends, can you come in and help me blend some of our digraph words.

Hi, Tina.

- (in a mimic voice) Good morning, - Good morning Ricky, I'm so excited to see you here.

Now, this is a little bit of a tricky week because we have the C H. so I'm going to do the first one.

I'm going to say the sounds, and I want you to help me blend it together to make the word.

Are you ready?

- Yeah.

- Okay.

So when we see the C H we're going to remember that, that stands for the ch.

Can you make that sound?

- (both) tch - very nice, Good.

So tch then we have the short O that says, do you remember what does that sound?

- Ooh, - Ooh, very good.

And then we have the P do you remember what P says?

- Ph ph - Good.

All right.

So now I'm going to say those sounds and we're going to blend it together.

Tch, aah, ep.

Tch, aah, ep what do you think that word might be?

- I think I know Mrs. Hammack.

- Tell me.

- I think it's chop.

- Very nice.

Chop chop.

Like last night, I had to chop some tomatoes for my dinner.

chop.

Very good.

All right.

Let's try the next one.

What do you notice about the next word I have here?

Do you see anything that draws your attention?

- mm hm.

- What do you see, Ricky?

- The, tch is at the end of the word.

- you are, right.

We have the tch at the end, it can be at the beginning and it can be at the end.

Very good.

That's good to remember because not all digraphs can do that, but C H is one of them that can, so let's say the sounds for this one.

Ready, here is the M what sound does that make?

- mmhm - And then we have the, - ( all) aah - and then we have tch let's try it - (all) mm aa tch.

Much.

- What is it ?

- much - Very nice.

Very good.

I like you very much.

Terrific job.

Now.

Here's where it gets a little tricky.

Do you notice the T C H at the end?

- Oh, I remember what the T stands for.

- Tell me - it's stands it for like, turtle.

- You're right.

If it's all by itself, that's exactly what it stands for.

- Oh, - however, when you see it right next to the C H I want you just to pretend it isn't even there.

And I want you to say that tch sound.

Okay.

- okay - Okay.

All right.

- So let's try it.

Ready?

- (all) Ep ae tch - (all) Pitch, pitch, pitch, - like a baseball player can pitch the ball.

- Oh, - do you see how that group of letters still says the tch sound?

- I do.

I was thinking that it was going to say pit,tch - Right.

- But it doesn't - And I'm glad you said that because a lot of our readers at home might get confused and think that that says that tch sound.

But just remember when you see that C,H and the T in front of it, you're just gonna just, you think of it as a CH sound.

All right.

Let's try the hwoa sound for the whale card.

Here.

We have the W H and it says, hwoa, can you try that - Hwa - good job - It izsh.

Here we go.

- (all) Hwoa izsh.

whiz - Oh, oh, I know that one.

Yes.

I am a whiz on my test.

- Super good reading.

All right.

Let's try the fire card.

Now.

We're just focusing on the P H sound.

And look, this is one of those digraphs that can come at the end.

So we have a consonant blend at the beginning.

Ger, ah, ff, graph.

What do you think?

- graph.

- Graph.

Oh, wait, is that like the animal at the zoo?

That eats leaves.

- No, that's a giraffe.

- Oh That's a giraffe.

That's different than a graph - that says that gr gr Mrs. Hammack, - thank you for helping.

- you so silly that's ger ger ( Hannah laughs) - I thought I might trick you, but you're too smart.

Graph is maybe something you would see in a math.

Right?

- Mmhm.

- Good job.

It's a math picture.

That was, thank you for your help.

My readers at home and I are going to read a sentence and I'm going to let you guys go get ready for your next job.

- All right.

We'll see you there Mrs. Hammack.

- See ya.

All right, readers.

Here we go.

We have a sentence.

Steph.

Steph will catch a fish.

How to do, do you see the digraphs in there?

Great job.

Now, if it was a little tricky, remember we have all week long to get excellent at digraphs.

So don't you worry because you can do hard things.

Speaking of hard things, let's see Mrs. Nix because she's going to help us with our high frequency words.

- Absolutely.

Mrs. Hammack.

I'm so excited that you said that Cause that's what we're going to do today.

We're going to practice those high frequency words.

Those words we see often in our reading and writing.

And so I have five new words for us to practice this week.

Do you want to see what they are?

Okay.

Let's go through and let's read them together.

Here we go.

Around, many, place, walk, and by, okay.

I want to look at this one today.

This one is the word many.

Let's say it together Many.

Let's spell it.

M A N Y many good job.

Now let's practice it in a sentence.

I have a little sentence right here and it says kids like to run, but I want to add the word many kids like to run.

That means that there's more than one right.

Now, did you see an air?

Oh, you got it.

It's the beginning of a sentence.

So it needs to have a capital at the beginning.

So there we go.

Does that look better?

All right.

Great.

Does it have a period at the end?

Excellent.

Many kids like to run.

Okay.

So as you're practicing your high-frequency words, I'm always looking for a fun way to do that because well, life is just better when it's fun.

Right?

Okay.

So here is a fun way that you can go through and practice spelling and building some of your high-frequency words.

We're going to practice using that word.

Many.

I have many letters up here on the board.

Do you want to help me spell many?

I also, this is what I did.

I went and I found a little bit of, kind of like Play-Doh or clay.

Just anything that you can kind of get your hand on.

So it's a little bit sticky.

Sometimes you could even make some at home and make your own that's okay, too.

And you can cut out your words or maybe you have magnetic letters just like this, and then you can build it and stick it in the clay.

So here we go.

Oh, was that first letter?

Hmm.

That's right.

M , So I'm going to take it and I'm going to stick it right here in my clay so that it hangs out and I can see it.

What was our next letter?

A that's right.

What came next?

So M A that's right, N, I have to look for it.

There it is.

So I have MAN.

And what went at the end?

Y where do you see the Y?

Do you see it?

Where is it?

Oh, it's right here.

Oh, you're so good.

You're so good.

And then did we build our word?

Many M A N Y.

Great job.

So this is something that you can do at home to practice building your own words.

All right.

We're also going to practice this week.

A little bit of re-read.

That's a strategy that you use when you're reading a story.

If there's ever something you come across and you go, Hmm, I don't really know what happened.

What could you do?

Go back and re-read it.

All right.

Think about that strategy.

As you're listening to today's story, we'll see you back here in a few.

- Me on the map written by Joan Sweeney and illustrated by a net cable.

This is me.

This is me in my room.

This is a map of my room.

This is me on the map of my room.

This is my house.

This is a map of my house.

This is my room on the map of my house.

This is my street.

This is a map of my street.

This is my house on the map of my street.

This is my town.

This is a map of my town.

This is my street on the map of my town.

This is my state.

This is a map of my state.

This is the town on the map of my state.

This is my country, United States of America.

This is a map of my country.

This is my state on the map of my country.

This is my world.

It is called Earth.

It looks like a giant ball.

If you could unroll the world and make it flat, it would look something like this map of the world.

This is my country on the map of the world.

So here's how I find my special place on the map.

First, I look at the map of the world and I find my country.

Then I look at the map of my country and find my state.

Then I look at the map of my state and find my town.

Then I look at the map of my town and find my street.

And on my street, I find my house.

And in my house, I find my room.

And in my room, I find me , just think.

In rooms, on houses, on streets, in towns, in countries, all over the world.

Everybody has their own special place on the map.

Just like me, just like me on the map.

- (mimic voice) Mm.

I love that story with all those maps, did you guys see all of them, all of those map s in the story.

Do you guys, did you guys enjoy them?

I love that book.

I do.

So let's see.

Will you guys ready to respond?

Now, I have a couple of questions.

Let's see if you guys would listened to the story.

Now, remember if you do not, or can I answer my questions?

What can you do?

I can go back and re-read.

That's right.

You can always go back and re-read, read to clarify, or to make sure you're comprehending the story.

So my first question for you is what are some different maps that the girls show?

Because Ricky was right.

There were lots of maps that was in that story.

So do you remember some Ricky, there was a map apart room.

That's right.

So we started with a map in a room.

Right.

And what else did you remember?

I had a map of her street.

That's right.

And what else did you remember?

It was the map of was, was it her?

It was her country.

Oh, the was a map of her country.

You're right.

And it was a state She lived at.

that's right.

Good.

And how was that all of the maps that we saw in that book?

No, there were lots of maps.

So if you didn't say some of these, and you mentioned some of the other maps that's okay.

Cause you guys were doing a good job listening and reading along.

Okay.

Now let's see if we can answer this.

Why does the group begin with a map of her bedroom?

Do you know why?

I didn't quite understand that.

Oh, well, let's see if you guys can help me.

So why does the girl came with her map in her room?

I think it was because her room shows a small area and then it gets bigger.

So think about, she was in her room and then where is her room?.

A room was in her house.

Where's her house?

Her house is on a street.

And where's the street?

The streets in a neighborhood.

where it's in her neighborhood?

Oh, the neighbor, the neighborhood, the neighborhood was in the town and the town was on the, in the state and the state was in the, on a country.

Oh, I get it.

Oh, there we go.

It's Ricky.

So that's why I began in the room, Cause they was a small area.

And then they got bigger and bigger.

Okay.

Now in that story, there was the picture of earth and it was shown in two different ways.

Now do you remember what, how they were shown?

So this is what are the two ways Earth is shown.

It was like a big ball.

You're right.

So one was in the book.

I loved it.

They called it a giant ball.

And if you're in the classroom, you might have this in your classroom and we call it a globe.

Right.

Because it's a sphere, which is a shape.

Right.

So it's a big giant balls with a book called it.

Another way, it was flat on a map.

You're all right.

So the other way that earth was shown was flat on a map.

And again, you might have this type of map in your classroom.

So look around, do you see a giant ball?

or what we call it?

it's a globe that's right.

It Globe or a flat map in your classroom.

All right.

Okay.

Now let's get to our writing.

So for our writing today, my writing prompts says, write about where you live.

Because remember that girl talked about what she lived and showed us lots of different maps.

So I just want to know where you live.

So I want you to think, do you know what city you live in?

So I want you guys to give me think about the city that you live in.

If you're not sure, make sure you go and ask a, a grownup so that they can help you.

And let me have our friends come and help us.

Can you have our friends come and help us?

- Hi (laughs) - There my friends.

- Oh Oh, there they are.

Friends where do you guys looking Can you guys tell me the city that you guys live in?

- Oh I can help.

Oh, I lived in Fresno.

- I like that Rita, so she said so here is my sentence.

I live in the city of Fresno.

You don't want to just write the word Fresno, cause that's not a complete sentence.

Right?

Remember you used some of the words and our prompt to help us and Tina lives in Clovis guess Tina can say, I live in Clovis.

Now can you guys give me one other detail about where you guys live?

Just one more detail details.

- I live by a school.

- Oh I like that , Rita says I living in the city of Fresno.

I live by the school I love that detail.

And Tina, do you have another, a good detail for me - Ohm yeah.

There are many houses by where I live.

- Oh, I like that.

Do you guys live in lots and neighbor?

Hood full of houses.

Awesome.

So I want to see your writing, but let's see.

I have one friend who wants to share a book with us.

Let's see.

Have you read this book?

(bright music) - Hi everyone.

It's me miss.

Southern.

Can you say hi, miss Southern.

Wow.

Before we get started with this book, put on your thinking, caps, lock them in and type in Ready to learn.

Have you ever read the book?

Brown Bear Brown Bear, What Do You See?

Yeah, well that book is by Eric Carl, and he has a whole line of books.

But the one that we're going to be looking at today is called Polar Bear, Polar Bear.

What Do You Hear?

This book is amazing.

It has lots of colors, beautiful animals.

And it's also a book that at the end you can get up and move a little bit.

Well, I want you to check that book out.

It's amazing.

It's probably in a library at your school or your mom or dad can purchase it.

It is such a great book.

Well, I can't wait to you check it out before we leave.

Let's say our affirmation.

I'm brave.

I'm smart.

No one could tell me different.

When you look at me, you see the future.

until next time.

Bye.

- Thank you, Ms. Southern.

I truly enjoyed that book.

And did you guys sell them a Southern was my son's preschool teacher.

- wow That's amazing.

- She is amazing.

- I know he misses her cause he's in first grade now, but he always talks about miss Southern.

Cause she, he just loves her, but knock, knock - (both) who's there?

- A door - A door who - Doors between us open up.

- Oh such a silly goose We'll see you back here tomorrow.

Belly PBS, take care.

- Bye bye - Bye.

(bright music)