(bright music) - [All] Good morning, Super Readers.

- Thank you for joining us in our Valley PBS classroom.

Happy Friday.

I'm Mrs. Nix.

- I'm Mrs. Vang.

- I'm Mrs. Hammack.

- This is a place for us to learn, practice and- - [All] Grow our brains.

- To become even stronger readers, writers, and thinkers.

So let's get started by warming up those brains with some- - Ear training.

- Called- - Daily Phonemic Awareness.

- And really all that is is we're turning on our ears and listening to the different sounds.

Today we're gonna do some of our favorite.

We're gonna do phoneme blending, just right down our arms.

I'm gonna give you some sounds and you're gonna blend them together to make a word.

All right, ready?

Here we go.

Start up at your shoulder and we're gonna build our sounds down our arm.

All right, and you just tap it out.

And I wanna see you doing it at home too.

Here we go.

Wa.

Ei.

Pa. Wa, ei, pa.

Whip.

Did you say whip?

- I sure did.

- All right.

Okay.

Let's try another word.

Here's some new sounds.

Ga. Ur.

Ah.

Fa.

Ga, ur, ah, fa.

Graph.

Did you say graph?

- Mm-hm.

- Got it.

- Nicely done.

All right.

Here is a tricky one.

Are you ready?

- I love tricky ones.

- Okay.

Ka.

Ah.

Cha.

Hmm.

Ka, ah, cha.

What did you get, Mrs. Vang?

- Catch.

- That's it.

That's what I got too.

- Woohoo!

I'm hearing a lot of those sounds that I know we're gonna work on a little bit later, but before we do that, what you guys say?

- I'm getting ready.

- Shall we do some dancing?

- I'm ready.

- Are you looking with your map?

All right, let's do it.

(jovial music) ♪ Beneath my I have a map ♪ ♪ I memorize it when I nap ♪ ♪ So I don't fall into a trap ♪ ♪ And lose my way without a map ♪ ♪ A map can take you far and near ♪ ♪ And lead you on for many a year ♪ ♪ A map can wander round ♪ ♪ And then a map can bring you home again ♪ ♪ Beneath my mat I have a map ♪ ♪ I memorize it when I nap ♪ ♪ So I don't fall into a trap ♪ ♪ And lose my way without a map ♪ ♪ A map can take you far and near ♪ ♪ And lead you on for many a year ♪ ♪ A map can wander round ♪ ♪ And then a map can bring you home again ♪ - Woo hoo!

That was good.

- So fun.

- I love it.

- It's so good to wiggle.

- It is.

And now this is Friday.

So we're gonna kind of wrap up all of our learning about diagraphs.

Let's head over to our word work board.

- All right.

Enjoy.

- All right.

All week long we have been focused on three more diagraphs.

We have the cheese card, ch, ch.

And that is spelled with a C-H, or at the end of a word, the end of a short vowel word, with a T-C-H. We also have the whale card.

Whale.

And that is the W-H spelling.

We do not ever find that at the end of a word.

And then we have the fire card for the, faaa, P-H diagraph that says the same sound as our F, fa.

And we call this part of our learning, the phonics part.

And that is a P-H sound, as well as phonemic awareness, also starts with a P-H.

So as we learn more of those larger words, you're gonna start seeing that P-H a lot more often.

Today we're gonna do some building, and then I have a story where we're going to apply our learning.

That means we're gonna take what we've learned all week long and put it into context by reading a story with some of those sounds that we've been working on.

But first we need to call in our friends to help us with some word building.

Hey, guys, come on in.

How are you today?

- I'm doing great.

- Happy Friday.

- Happy Friday to you.

All right.

So today I have a starting word, and then we're gonna change it around to make some new words.

Can you help me?

- Oh yeah.

- All right, so here is our starting word and it has the W-H diagraph.

Let's say the sounds and then blend it together to figure out the word.

Here we go.

Ready?

Wha.

Ei.

Pa. Wha, ei, pa.

Whip.

What do you think that word might be?

- Oh, I know.

- What do you think?

- [Tina] Whip, like whipped cream.

- Oh, very nice.

Very good.

That is exactly what it is.

All right, now what if I change whip to chip?

Chip.

What do you think I need to do to make the word "chip?"

- I got this, Mrs. Hammack.

- I know you would have it.

Tell me what to do.

- [Ricky] We just need to change the beginning sound to a cha, which is the C-H. - You are right.

Now, Ricky, how did you know that it wasn't going to be the T-C-H?

- [Ricky] Because I heard a cha at the beginning of the word.

- That is right.

Good remembering.

So we're gonna take away the diagraph, W. Oh, do I have it here?

Oh, yup.

W-H. And we're gonna make it say, cha, ip, chip.

- [Ricky] 'Cause if I add the S to it 'cause I want to say chips because I love my chips with my lunch.

- Oh, that is one of my favorite things too.

- [Ricky] 'Cause I said chip and that didn't make sense.

So I say, chips, 'cause I eat chips.

- You eat more than one.

All right, well, let's do one more before we get to our story.

I was wondering if you could help me change the word "chip" to "snip."

Snip.

- [Tina] Well, Mrs. Hammack, I think you are always trying to sneak in those little n's because snip has a sa sound and a unn sound.

I hear them both in there.

I'm really been paying attention this week because that one sneaky one got away from me.

- You are right.

- And so you're gonna change and take away the C-H. And then you need an S and an N to make a snuun, like a snail.

- Good.

Do you remember what that's called when we have two consonants together?

- Is it a consonant blend?

- It is.

So I thought it might be good to have a reminder of some of the things we've already learned, because you need to remember all of those things when you're reading.

And a consonant blend can be in front of the word family "ip" to make the word "snip."

So we had whip and we had chip, and now we have snip.

Great job!

Do you see how all of those are kind of connected to one another?

- Yeah, 'cause they rhyme.

- (laughs) That is right.

Ricky, what makes them rhyme?

- The ending part.

The ip.

- The ip part is what makes them rhyme.

That's how rhyming words work.

Great job!

Well, we're gonna get ready to read... Uh-oh!

A story about a person named Chip.

Did you know a person could be named Chip?

- That's so interesting.

- I know.

- It's like Chip and Dale.

- Oh, good thinking.

- [Ricky] I was just thinking about my chips.

- I know.

I know.

Well, thank you.

I'm gonna send you off and maybe you can go find some chips while we read about Chip in the story.

Okay?

- Okay, see you later.

- Bye.

- Bye.

All right, readers.

This story is called, "Chip's Chicks."

So we're gonna find out about Chip's chicks.

Are you ready?

"Chip's chicks.

"Chip has a lot of eggs."

Oh, do you see what they did there?

We forgot to put the title up at the top.

So I'm just gonna circle it because our story really starts here.

"Chip has a lot of eggs."

Do you see that ch sound?

"Chip can watch the eggs.

"Can the chicks hatch?

"Hatch, chicks, hatch!"

Look at that C-H diagraph.

And here it is at the beginning of the word.

Here we have hatch and chicks and hatch and hatch.

So here we have a story about Chip's chicks.

They're ready to hatch, and they're watching to see if they're going to hatch.

That's how we take what we learn here in our phonics lesson and apply it to reading.

Something else that you can apply to your reading is our high-frequency words.

Let's go see Mrs. Nix.

- Absolutely.

Thank you so much, Mrs. Hammack.

I love talking about our high-frequency words, 'cause this is that opportunity for us to just start to memorize some of our words that we see often in our reading and writing so that when we come to words like what you were just talking about, where we can sound them out, we can spend some time actually using our brain power to sound out those words.

So we've been practicing five high-frequency words all week long.

Let's go through and review them.

And then I'm gonna show you a game to play so that you can practice some.

All right, here we go.

We have around, many, place, walk and by.

Today's word is a really easy one.

Check it out.

The word is "by."

Say "by."

By.

Good job.

How do we spell it?

B-Y.

Now this is not bye like goodbye.

This is by like the story was written by Mrs. Hammack.

All right.

So this, by, or it could be next to, can be used in this type of a sentence.

Let's go.

I sat by Chad at lunch.

Look at all of those diagraphs that we were just practicing with.

Mrs. Hammack.

I sat by Chad at lunch.

So see how we can do that.

All right.

Now you want to know how we can do it in a game?

We're gonna practice today.

Do you remember how to play tic-tac-toe?

Okay.

I'm gonna show you.

Mrs. Hammack come on out.

And I'm gonna show you how to play this little game.

We're gonna go through, you're gonna have a dice.

I'm gonna have a dice.

And on our dice, we have all of our high-frequency words that are written on there.

And so if you had a little piece of paper and just folded it up, you could have the same thing.

I've got all of our words written on different colors of Post-it notes, and then we're able to play tic-tac-toe right here.

Now here's what you have to be able to do.

You're gonna roll it and then you have to be able to read your word.

And if you haven't used your word, you can put it on the game.

I'm gonna go first so I can show you.

- Okay, perfect.

- Right here we go.

So my first word is "around," and I can read that word.

So I'm gonna take it right here and I'm gonna go right here in the middle.

- Right in the middle.

Okay.

Here's my turn.

- Oh, you get a free choice.

So you get to pick any of them.

- I think I will choose the one you did today, "by."

B-Y says by.

And I think I'm gonna go right here.

- Okay.

All right.

I'm gonna roll again.

Woo.

And I got the word, "walk," and I remember that we practiced it before.

So here we go.

I'm gonna put it down here in the corner.

- Tricky.

All right.

Oh, I got the word, "place."

Well, I can see that you have here and here and I have to go here because if I don't, you're going to get a tic-tac-toe.

So I'm gonna block you.

- Uh-huh.

And I have the word, "many."

And look at this, look at this.

I have many options, but I have to go right here.

So when you are at home, you can practice playing a game just like this.

We've been talking about a reread strategy, and that's where you go back and revisit the story if you need some clarity.

And you can practice that as you are listening to today's story.

We'll see you back here in a minute.

- [Narrator] "How Maps Help," by Francine Thompson.

Many people use maps.

Maps help us find places.

Let's visit a park.

Maps will help us get around.

This park has many animals.

How can we find them?

The map shows where the animals live.

Let's visit the deer first.

The park has picnic areas.

How can we find them?

This map has picnic areas.

Let's choose a place.

The park has trails.

How do we know where they are?

This map shows trails.

Let's walk by the pond.

It's time to go home.

How do we find the way out?

This map shows the way out.

We had fun using maps!

- Did you guys enjoy that?

Another great story about maps.

- All about maps!

- You're right.

Now remember we are also because, well, first of all, all of the story has something in common.

Do you know what they are?

They're all about maps.

They are all about maps.

And remember, all of these texts are what we call non-fiction texts.

And non-fiction just means that it's not fake.

You're right.

So these are real stories.

And because it's a non-fiction text, it has lots of information for us.

So we are also working with main topic and key details.

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

The key details give information about the main topic.

So... - [Ricky] I remember this.

That means I can't retell.

- That's right, Ricky.

Remember we can't retell 'cause we're working on another skill.

Because retell is a great skill, but knowing and identifying the main topic and the key details is also a great skill to have as you're reading.

And remember, because we are reading... - [Ricky] It's a non-fiction text.

- Good, Ricky.

Remember, it's a non-fiction text.

So we're gonna go and reread some of these pages from our story called, "How Maps Help," to gather some details, or what I like to call clues, so that we can figure out what the main topic is.

And the main topic is what it's all about, what the selection is all about.

So let's go and reread.

I put page four and five up here for us and we're gonna reread it.

And we're gonna see if we can pull some details.

So what details we can get from those two pages.

Are you ready?

- Okay.

- So this says, "The park..." Oh, sorry.

"This park has animals.

How do we know where they are?

"This map shows where each animals live.

"Let's visit the deer first.

"We will be quiet so we don't scare them."

Okay.

Did you guys see detail?

- [Ricky] It was talking about some animals on the map.

- You're right.

So this detail, the details tells me that the park has lots of animals.

You're right.

And the map shows us where they live.

So if I look at the map, I can see the eagle is up here towards there in the map.

And down here, I can see that... Well, look it.

Oh, did you see something like there's eagles up here and there's eagles here.

So there are two places where there are maps.

Did you see that?

- Oh, that's interesting.

- I know.

So one detail, this park has animals and the map shows us where they are.

Okay.

Let's keep going.

So pages six and seven.

Let's reread that and see if we can pull some details.

Now it says, "Let's go for a walk.

"The park has all kinds of trails.

"How do we know which one to choose?

"This map shows where to find each trail.

"Let's walk by a pond.

Which trail should we take?"

Oh, different kind of map.

Now what does this map show us?

- [Ricky] It shows us all kinds of trails!

Oh, I love walking on those trails.

- Oh, I bet you do, Ricky.

So what are some details?

- [Ricky] The map shows us lots of trails.

- That's right.

All kinds of trails.

And so I know that this park has lots of trails and this map shows us all the different kinds of trails that we can take.

A different kind of map, right?

Okay.

Let's keep going.

So now I add another page, pages eight and nine.

Let's reread, and see if we can come up with some detail.

- [Ricky] Oh.

Is it a different kind of map?

- Oh, I like where you're thinking and I'm heading.

Ricky, let's read it.

"This park has picnic tables.

"This park has picnic tables too.

"How do we know where they are?

"This map shows where the picnic tables are.

"Which place would you like to find?"

- [Ricky] I saw that you had to reread that.

- I did, Ricky, 'cause I read it and guess what.

I saw the comma and I went, oh, that didn't sound right.

So I had to reread so that it would make sense.

So we reread not just for getting information, but sometimes we reread so that it'll make sense.

And that's what I did.

- Oh, okay.

That's fine.

- Yes.

So let's get back on track, Ricky.

Let's see.

This maps showed us what?

- It showed us where we can have lunch.

- Oh, that's your favorite word this week.

But remember, what does it show us?

Picnic tables.

So this map has lots of picnic tables, and I can see that on this map.

So look at the three different maps.

This shows us where all the picnic tables are and where the picnic tables are located on the map.

Isn't that interesting?

So what is our main topic?

Do you guys remember where they were?

- [Ricky] They were at a national park.

- You're right.

You remember in the story, they were at a national park.

You guys see that?

So the main topic.

- [Ricky] It showed us lots of places on the map.

So maybe how to find things on a map at the national park.

- You think that's our main topic?

Well, let's see.

Oh, I hear some of our friends at home agreeing with you, Ricky.

So what was the main topic?

How to use a map to find things at a national park.

Oh, you guys are so smart.

Is that what you guys were thinking?

Good job!

Now, hang on to some of those thoughts 'cause we're gonna use all of those information that we have learned in our writing today.

So let's go into our writing.

So our writing prompt today says, "Where would you visit on the map at a national park?"

And let's have our friends come and help us.

Tina.

Let's see.

Tina's here.

- Rita!

- I hear them.

They are here.

- Hi, friends.

- Hi.

- Will you guys listen to our story?

- Oh yeah.

- Look at all the different places we can visit at the national park using our map.

Where will you guys like to visit?

- [Rita] Oh, there's so many different places.

I was thinking we could go to rivers.

- Oh, rivers.

Oh, I like that!

So right now we're just getting all of our ideas down.

The rivers.

Lakes.

Oh, I know why you like the lake, Tina.

- I did a picnic table.

- How did I know?!

Picnic tables.

- I like to eat.

And animals.

- And animals.

- And trails.

- And trails.

- I love the trails.

- I know you do, Ricky.

(laughs) That's why I remembered.

- So here's my sentence.

"I would use a map to visit," and I think, huh, I'm gonna visit the trails.

Can you guys help me with a topic sentence?

I'm sorry.

Not a topic sentence.

Silly Mrs. Vang.

No, we have a topic sentence.

Can you guys help me with some ideas?

So I can't just leave it with, "I would use a map to visit trails."

Give me more.

What more about the trails?

What can you do?

Why do you want to visit trails?

- [Rita] I want to visit the trails so I can go on a hike.

- Oh, I like that.

- That's why you go on a trail, right?

- That's right!

So let's look at our complete sentence.

"I would use it map to visit trails "because I like to go hiking."

You guys like that?

Awesome.

I want you guys to finish up and write your own sentence to go with our prompt today.

I have another friend who has a great story to share with you guys.

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

- Hi, my name is Kim and I work at Fresno State.

Go Dogs!

I'm gonna be sharing with you today my favorite book, "Where the Wild Things Are."

"Where the Wild Things Are," is written and the pictures were illustrated by Maurice Sendak.

Maurice actually won a Caldecott Gold Medal for the illustrations in this book.

This book, "Where the Wild Things Are," is about a little boy named Max.

One night Max was wearing his Wolf suit, which made him make a lot of mischief around the house.

So he got in trouble and his mom sent him to bed without any supper.

Well little did his mom know that a forest was growing in Max's room.

A forest and a ocean was also in Max's room.

And that night, Max took a boat to the island of where the wild things are.

When Max got off the boat, the wild things greeted him.

And Max became king of where the wild things are.

(jovial music) And they danced.

(jovial music) And they loved him.

(upbeat music) Then Max knew it was time to go.

He was hungry.

He wanted his supper.

I'm not gonna tell you the rest of the story.

You're gonna have to figure it out yourself.

So I encourage you to go to your local library and check out, "Where the Wild Things Are."

Have a great day.

- That was such an awesome book.

I love reading, "Where the Wild Things Are."

One of my favorites.

- Me too!

Thanks so much, Kim, for helping us with a book talk.

- I was gonna say another great book to reread 'cause I've read it.

But I might reread it again this weekend because I enjoy it so much.

- Absolutely.

Where could we check these books out from?

- Oh, our county library.

- Knock, knock!

- Who's there?

- Dishes.

- Dishes who?

- [Ricky] Dishes a nice place you got here.

- Oh yeah, but we don't want to hang out here.

I'm ready to go away.

- It's Friday.

- Let's go.

- Bye.

- We'll see you back here on Monday, right?

- Yeah.

(group talk together) (upbeat music)