(joyous music playing) (in unison) Good morning, super readers.

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

I'm Mrs. Knicks.

- I'm Mrs. Thing.

- I'm Mrs. Hammock.

This is a place where we come to learn, practice and (in unison) 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 (in unison) daily phonemic awareness.

So that's just it, turn on those ears because I want you to be able to listen today, for some different sounds, blend them together and make some new words.

Okay, here's what we're going to do, This one's called phoneme addition, that means that I'm going to add a sound to a word and we're going to make a new word, okay.

- It's a fun game, I like to call it, guess my new word.

- Guess my new word.

Okay, here we go.

So if we have the word bun, what sounds do we have?

Buh, Uh, Nn, bun.

And we add, Chuh, to the end What's our new word?

Bunch, bunch.

Did you see it?

- Ooh.

- Great.

Okay, let's try another one.

Now that you see what we're doing, let's try it again.

This time I have the word pin.

All right, what sounds do we hear in pin?

All right, (in unison) Puh, Ih, Nn.

Pin, - Three sounds.

- Three sounds.

Okay, now what if I take and I add chuh to the end?

Pinch, pinch.

Great, like, a little tiny pinch.

That's right.

Okay, Great job.

You wanna try one more?

Kind of a fun game.

- It's a great game.

- All right, guess my new word.

Let's start with a word, in.

- Ooh.

- What sounds do we hear in, in, how many?

Ih, Nn, two sounds, in, let's add, chuh, to the end, inch, inch Great job.

- That was awesome.

- You guys are so smart, I can't even pull the wool over your eyes.

- Nope.

- All right, are we ready to get those brains going this morning and get our bodies moving?

- We're ready.

- Let's do it.

We're going to do my map and here it comes, make sure you've got some space.

(song playing) Nicely done.

- I loved that.

- Oh, we're so silly.

- The map can bring you home again.

- I like that.

I love it.

I also really loved how, when we were training our ears, I heard a lot of words with the diagraph, Chuh.

- I kind of did that for you.

- I thought you might have, so let's get to our word work and practice ourselves, let's go.

- All right.

- All right, all this week we have been working on, three digraphs, the cheese card, chuh, chuh, with the C H or the T C H. We also have the whale card, with the whua, whua, W H and the fire card for the ff, the P H that makes the ff sound.

All right.

Hey, you guys come on in here, I want you to help me, we're going to blend a word and then change some sounds around to make some new words and I need your help.

- [Mrs. Knicks] Ooh, that sounds like a lot of fun.

- I hope it is.

- [Mrs. Thing] Good morning.

- Good morning.

Is your brain warmed up and ready to go?

- [Mrs. Knicks] I think so.

- [Mrs. Thing] Mm-hmm.

All ready.

- [Mrs. Knicks] Okay, let's do it.

- All right, so here is our word, our starting word.

We have mm, ah, tch, and when we put those sounds all together, let's stretch them out and see what we have.

Match.

What do you think that is?

- [Mrs. Knicks] Oh, oh, match.

(in unison) Match.

Like, like, I like it when my, my bow matches my clothes.

- Very nicely done.

Very good.

It could be that your clothes match.

- [Mrs. Knicks] Match.

All right, it could also be something you use to start a fire, right?

Like in the fireplace, I need to light a match or for a birthday candles, right?

- [Mrs. Knicks] Mm-hmm.

- Okay.

All right, well, what if we take the word match and I want to change it to patch, patch.

What would I do then?

- [Mrs. Thing] I love these, Mrs. Hammock.

- You do?

Tell me what do we do.

- [Mrs. Thing] Okay, so, if I, if I wanna patch, I'm just going to change out the beginning sound to a pah, (gasps) and I have the word, patch because the ah and tch stays the same.

- You - [Mrs. Thing] So, so you can match a patch, match and patch, - Match and patch.

- [Mrs. Thing] and I can match my patch.

(all laughing) I tried to be funny, like.

- Ricky, you are very funny.

All right, so we changed the beginning sound, but what if I want to change patch, to pitch, puh, ih, tch, pitch the baseball player threw the pitch, across the plate.

What would I, what would I do to get the word pitch?

- [Mrs. Knicks] Um, okay, so you're not going to change the puh at the beginning, and you're not going to change the tch at the end, - Good.

so it must mean that it's that vowel in the middle.

- All right.

- [Mrs. Knicks] So we have, ah, and then we needed to change it to, ih.

Right?

- Yes.

- [Mrs. Knicks] All right, and the ih sound with a, hmm, I think it's an, an I.

- Let's look.

(gasps) You are right.

That is our insect card.

So if, if you ever get stuck, you can always look at our sound spelling board, and that's why this is here, - [Mrs. Knicks] That's such a great idea.

- so you can look for that to help you.

So here we have pitch.

What if I took away the puh part, now, what do I have?

(giggles) - [Mrs. Thing] Now you just have the word, itch (giggles) that's a funny word, itch.

- Oh, oh, I have an itch.

All right, now, you're going to really need to turn up your listening ears, because I'm going to change itch to inch, inch.

- [Mrs. Knicks] Ooh.

- Tina's bow was only one inch long.

What would I do for that?

- [Mrs. Knicks] Okay, I remember we talked about this the other day, cause we did it with lunch, and I forgot the in, but I'm not going to forget it today, I remembered it today.

- All right.

- [Mrs. Thing] Oh, but I'm not really sure, Mrs. Hammock, do we leave the T C H?

- Let's, let's take a look at it.

Here is a good thing for us to know, when we use this T C H, it can only be right after a short vowel.

- [Mrs. Thing] Ooh.

- So, if there's a consonant there, we have to use something else to make that, tch sound.

What would that be?

- [Mrs. Thing] Oh well then that would be the C H, that makes so much more sense, oh, I can totally remember that one now, Mrs. Hammock.

I wasn't sure when to use it.

- That's right.

So when we have a consonant, then we use just the C H all by itself - [Mrs. Knicks] and Mrs. Hammock?

- Yes.

- [Mrs. Knicks] It didn't even look right to me.

- You know what, Ricky, that is an important thing to remember.

Sometimes we're not sure, but if we write it, we also can look and see, Hmm, that does not look quite right.

And then, so, looking at how it's spelled and looking at what the spelling patterns are, that can help us to know too, if we've need to choose a different pattern, and if we're still not sure, we could try it out both ways and see which way looks correct, right?

- [Mrs. Knicks] Mm-hmm.

- Good job.

- [Mrs. Knicks] It's 'cause I've seen that word in books that I've been reading, and that's why it just didn't look right to me.

- I'm so glad you noticed that, that is a great strategy to help our readers at home.

Thank you for your help today, and we're gonna, my readers at home and I, are going to read a sentence and I'll see you guys later.

- [Mrs. Thing] All right, well see you then.

- [Mrs. Knicks] Bye.

- Bye.

All right, here is our sentence for today.

Oh, there's that P H, finally, there aren't a lot of words with short vowels that have the P H, but as we get to long vowels, you'll find that there are a lot more of those, Phil chats with St, Steph at lunch, Phil chats with Steph at lunch.

That means he's having a talk with her, right?

They're having a conversation.

All right, it's time for us to get to our high frequency words with Mrs. Knicks.

- Awesome, thank you so much, Mrs. Hammock, and yes, we're working on high-frequency words and we have five of them this week.

Do you remember what they are?

You want to read them with me?

Okay, let's go through, let's read them, here we go, around, many, place, walk, by, great job.

Now these are words that we see often in our reading and our writing, and so it's really important that we can just kind of know them, so we can spend our time practicing sounding out words like what Mrs. Hammock was just showing us.

So knowing that this word is walk, will help us in our reading.

So let's spell it.

W A L K says, walk, great.

Let's use it in a sentence.

Now I have just two words here, with me, but what do I want to do with me?

Ah, how about, walk with me?

Now, is it a complete sentence?

Not yet, it needs a capital at the beginning, great job.

Walk with me, and it's got a little period.

Now, I love showing you different ways that you can practice words, these high-frequency words and lots of different ways to, to practice them, and today, what I want to show you is how to use just one of these little dobbers, okay, sometimes I know when we play bingo, we can have some of these little dobbers.

You can buy them at the dollar store, anywhere, and there's different options for you.

So if you are still working on making your letters, you might have a grownup at home, maybe trace out the word for you.

And as you're ready for a challenge, maybe you won't need that anymore, and you can go through and do just what I'm doing right here, so we're going to write the word, walk, using our little paint dobber.

So we're going to go through and we're just going to stamp it out, just like this and so we've got a W, I'm going to run out of space, aren't I, I can already tell, I'm going to squish it all together, so it really comes together.

There we go, and then we're going to have, A, L, and what's the last letter?

K, you got it.

So we're going to do our little dobbers and look just like that, and we've got the word, walk, All right, we're working on rereading as a strategy, and so that simply means if we need to revisit a piece of our story to remind ourselves what was something that was important on that page, then we go back and we reread it.

So think about that as we listen to today's story, we'll see you back here in just a few minutes.

- Genre, nonfiction, essential question.

How can you find your way around?

Learn how to use a map.

Fun with maps.

A map is a drawing of a place.

A map shows us where we are.

It shows us how to get around too.

Phil's room.

A map can be a small place.

This is a map of Phil's room.

How many windows do you see?

What is next to Phil's bag?

What is by the door?

A map can be of a big place.

This is a map of a town.

What places do you see on the map?

Which street is the market on?

What is by the firehouse?

How would you walk from the school to the library?

A map can be of a fun place.

This is a map of a park, the symbols on maps, stand for real things.

On this map, picnic table stands for a place to eat lunch.

A key tells us what the symbols mean, match the symbol in the key with the one on the map, what symbol stands for the pond?

What does swing set stand for?

A map can be of an imaginary place.

This is a treasure map.

What routes could you take to get to the chest of gold?

This map could help you a lot.

- Look at that treasure map.

Oh, that was a good one.

We wrote about treasure maps.

You did.

That was a great story.

Did you guys like that story?

All about maps.

You're right.

So this week we have been reading lots of non-fiction texts about maps.

You remember nonfiction?

Just, nonfiction just means, it's not fake.

You're right.

So remember nonfiction gives us lots of facts and details.

So we've been really working on main topic and key details, right?

So, I know, and I can't retell this, like, you're right, I know it's harder to retell a nonfiction 'cause remember nonfiction, eh, just gives us facts, but, reading lots of different kinds of books is a great way to be exposed to different kinds of books, right?

I guess.

Okay, Ricky, can you help me with this?

Cause we're going to respond to the reading.

So we read a story called, fun with maps.

And here's my question.

It says, how does the maps key, help you understand more about the map?

So the map key, do you know what that's called?

This is what we call a text feature.

So a text feature, again, is a part of reading a nonfiction because it gives us lots more details, so that we can have more information about our texts that we're reading.

Ooh, I didn't know that.

Yeah, Lots of it has a text features and a map key is actually one of them.

So how does this map key, help us understand the map?

So let's read what we should do.

It says we're going to reread pages 90 and 91, and I have it right here for us.

We're going to use the map key to write, what is on the map.

And then we're going to write or draw places and things that we see.

Okay?

So first thing let's reread.

Hey, you guys at home, help me read, reread page 90 and page 91.

Ready?

It says, a map can be a, a fun place.

This is a map of a park.

The symbols on maps stand for real things.

Ooh, did you guys get that?

Yeah.

So there are symbols that can stand for real things on the map.

Oh, I like that.

Oh, it's a good thing we're rereading, I missed that too.

See, this is why it's great to reread.

And it says on this map, (gasps) Hey, guess what?

Hey, that's not even a word.

That's a picture.

You're right.

So it says on this map and it's a picture of, it looks like a picnic table stands for a place to eat because guys, where do we eat?

On a picnic table, you're right.

So whenever we read or actually when we actually look at the map, whenever we see this, what's that word?

It's a symbol.

You're right.

It's a symbol.

It stands for a place to eat.

And that's why there's a picture of a, picnic table there.

Okay, let's keep going.

It says, a key tells what the symbols mean.

Oh, I love that.

Did you get that?

Oh man, I'm sure glad to be rereading, I missed that too.

So now we know there are symbols on the map, but a key is what tells us what it means.

Okay, So now it says match the symbol in the key with the one in the map.

What symbol stands for the pond?

What does, oh, this looks like a picture or a symbol of, or actually it's a ,it's a picture of swings, so think about what that stands for.

It says, what does swings stand for?

Could you get that?

Mm-hmm, I sure did.

So let's quick a look.

So here's, I see some water, this is a pond cause I'm looking at my key to help me.

Okay, so what is on the map what was the first thing we saw?

A pond, you're right.

So, that little bottle, I mean, body of water, that's the pond.

Okay, let's keep going.

The pic, the picnic tables, stand for, picnic tables.

Okay, so we know that there's a picnic table's there.

Okay, let's keep going, what else do we see?

So this, oh, do you guys remember the text assets, it said, what does this symbol stand for, and it was a picture of a swing and I thought it was a swing, but it's actually a playground.

So, there's a playground right here on the map, and I can tell this is Bell Park.

So, is the swing close to the picnic table or the pond?

Good, kind of like the pond, you're right.

Well, let's keep going.

Well, this symbol stands for a baseball field, here it is, so there's a baseball field.

Good, let's keep going, what else do we see on the map?

Oh, this little picture with a trumpet playing.

That's a band shell and that's right there.

So what's on it?

A band shell.

Did you see all of this, Ricky, look at this and last look at all those burgers and fries and drinks.

Guess what that means.

It's a snack bar.

Did you say snack bar?

I know, that's a snack bar right there.

So guess what's that's on there, there's a snack bar and I forgot we already said there was a playground.

So, now that we know that the key is what tells us what the symbol means, the map key helps me know why, what does the map key help, you know?

Oh, I think I hear so many of you guys saying it out loud.

It tells us how to understand what I see on the map.

So when I've just looked at this map, I wasn't quite sure, right?

But then if you had the map key, now I know that it helps me understand what is on the map.

How did you guys do?

Oh, you guys are so smart.

Okay, let's go into our writing now.

Now, our writing prompt today says, why do we have different types of maps?

Hmm, so I want you guys to think about, cause we've learned all different kinds of maps already.

So I'm going to start with my topic sentence, we're going to try to write a paragraph today, okay?

So as I'm reading my topic sentence, why don't you get your friends to come help us, Okay?

- Tina, Rita.

(giggles) - Hello friends.

Okay, so we are going to be writing about why we have different maps and I'm going to start with our topics to discuss, we're going to try to write a paragraph remember, by paragraph just means, it's more than one sentence.

It's two to five sentences.

So, I have my topic sentence, could be, I always start with a topic sentence and my topic sentence says, there are different types of maps.

Now you guys have been doing such a good job at telling me all different kinds of map.

Did you guys see that treasure map reader?

- [Rita] I did, I love it.

- Oh, I thought of you when we read it.

- [Rita] It was a good one.

- That was.

So can you guys give me some details about different types of maps?

What can we say?

- [Rita] Well I, I say that you can have a map of a city.

- Ooh, that's a good idea.

- [Rita] If you have a city map, it can tell you about the town.

- That's right.

So we can say that there are different types of maps and the city map helps us get around town.

Good detail.

That's it Tina, can you give me one more detail?

- [Tina] I have one.

How about sometimes we use maps to give directions to our house.

- That's great.

- [Tina] Maybe we're going to have a party.

- So that's a different kind of map, right?

So if you're going to draw a map so that your friend can get to your house, if you're having, maybe a get together or a party, that's another different type of map that we use.

So we have our topic sentence.

We have our detailed sentence.

We have two detail sentences.

You can add another one, if you can think of a different one, but I'm going to end it with a concluding sentence, cause we always have a concluding sentence to tell our readers, that we are done with our writing or writing a paragraph, and I see, like, Rita is way ahead of us.

- [Rita] Tina helped me to figure it out.

- Oh, I like that you guys work together and here's my ending or what we call our concluding sentence.

As you can see, maps have different purposes.

They do, don't they?

Oh, that was a great conclusion.

So our paragraphs, has a topic, a conclusion and two details.

You guys did such a great job.

- [Rita] That was fun.

- [Tina] Yeah, that was great.

- Now let's go and see, because I have another friend who has a book to share with us.

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

- Hi, my name is Sherman Knicks and I would like to share this book.

It's called Jazz on a Saturday Night, and I'm a jazz student myself at B Canon high school.

And, so this book, it shares, jazz has a different type of style of music.

It has it's, it's like there's several types, including classic jazz, hot jazz, cool jazz, dixieland, swing, bebop and fusion.

And it's more like legato style, and, you should, this book talks a lot about that.

And it's a really good book and I'll play an example of that right now.

(trumpet playing) Thank you for watching valley PBS.

- All right.

- Hey, do you know that guy?

- I do know that guy.

That's my son.

Did you see?

He even said his name was Trevor Knicks.

How cool is that?

He did a great job.

Thanks for doing that for us, Trevor.

We really appreciate it.

- That was really awesome, and he even played his trumpet.

- He's doing such a good job.

We watched him in jazz band.

It was so much fun.

- Knock knock - Who's there?

- I sing.

- I sing who?

- I sing so loud, you can hear me.

- Oh my god, yes.

- Well see you back here tomorrow.

(in unison) Bye-bye.

(upbeat music playing)