(bright music) (bright music continues) (bright music fades out) - Good morning.

- Good morning.

- Good morning.

- Hey, good morning super readers.

Thank you for joining us in our valley PBS classroom.

I'm Mrs. Hammack.

- I'm Mrs. Nix.

- And I'm Mrs. Vang, - And this is a place for us to learn and practice and - grow our brains.

- to become even stronger readers, writers and thinkers.

So let's get started with some, - Ear training, - and we call it - daily phonemic awareness.

- All right.

All right super readers.

This morning, I have kind of a fun game for us to play.

It's called, does it rhyme or not?

All right.

- Hmmmm - So that's your signal.

If it rhymes-, if the two words I tell you rhyme, you're going to do a thumbs up.

If they do not rhyme, you're going to do a thumbs down.

Now the second part of that game is the after we decide if they, if they do rhyme, we're going to think of another word that also rhymes with those two words.

Okay.

Let me show you what I mean.

Here we go.

I have lunch, munch.

What do you think?

Do they rhyme?

Lunch.

Munch.

Yes, they do.

Because lunch, munch, they both say unch.

All right.

Now, if I'm thinking about a word that might go with lunch and munch, I could think of the word crunch.

I like to crunch my lunch.

So, do you see how that works?

- Mhm - You guys ready to try?

- I think so - Yeah - All right, so let's get going.

Get your signaling device ready.

Here we go.

Shop.

Hop.

What do you think?

Shop.

Hop.

Hmm?

Any idea?

- I, have an idea - I think it's two-thumbs up.

- You are right.

Do you remember what makes them rhyme?

Yes, the ending.

Shop has the op, and hop has the op, just like our son.

Shop, hop, they both say op.

All right.

Now can you think of a word that would go with those two?

What do you think?

- Mmm - Hmm - Any ideas?

- I've got one.

- Okay.

- How about stop?

- Excellent.

Shop.

Hop.

Stop.

All right.

Last one.

Here we go.

Chin, Chip.

Chin, chip.

Do they rhyme?

All right, teachers.

What do you think?

- Mm - Mm I don't think so.

- No, you're right.

They both have the same beginning sound (ch, ch) But to rhyme, we have this have the same ending part, and chin has in, and chip has ip, and that is not the same.

Great job.

That is fantastic.

Now we've warmed up our brain a little bit.

Now we're going to warm up our body a little bit with some movement, and I have a song and a little dance called a hippo in my house.

Join me, join us, as we do it.

Stand up, stretch.

Wiggle.

Here we go.

(deep playful drum plays) - There's a hippo.

- Look right there I see it.

♪ There's a hippo in the house ♪ ♪ There's a hippo in the house ♪ ♪ Not a kitten or a whale ♪ ♪ Not a hamster or a snail ♪ ♪ But a hippo in the house ♪ ♪ There's a hippo in the house ♪ ♪ There's a hippo in the house ♪ ♪ Not a penguin or a puppy ♪ ♪ Not a hedgehog or a guppy ♪ ♪ But a hippo in the house ♪ (deep playful melody) - Great job.

- That was awesome.

- That was great.

- Did you notice that, they had, we in our dance, we were kind of walking like a hippo would sound.

- Mh-hm - I think so.

- If they were strolling through the house.

- They definitely wouldn't be going very fast.

- No - Mh-hm - And I loved the guppy.

- The guppy (joint giggling) - So fun.

- So fun.

Well, now that we have our listening's ears ready, and we have our body going, I think it's time to learn some phonics.

- Yes.

- All right.

- Are you guys ready?

- Great.

- We'll see you in a bit.

- Okay boys and girls, or super readers.

This week it's going to be a review week.

So this week we're going to be focused on some digraphs.

Now, remember, digraphs are those two letters, and they, together, make a new sound.

So let's review our digraphs for this week.

Now, remember, Mrs. Hammack, um- taught them to you, or you guys learned it with Mrs. Hammocks two weeks ago.

So this week I'm going to put all the digraphs together and we're just going to review.

We're going to practice blending words together, and then we're going to practice building words together.

Are you guys ready?

Okay.

Let's review all the digraphs that we have learned already.

So, we have the shell card and the shell car says, shh, Good job.

I hear some of you guys doing that with me.

Good.

We have the-, and the shell card is spelled with a S H. Good job.. We have the cheese card, the cheese card says (ch).

And we spell it with the C H and the T C H. You remember that?

TCH.

We hear-, if you hear the (ch) at the end, that's where we will put the TCH.

Okay, let's keep going.

We have the thumb card.

The thumb car says, (th).

Good.

And we spell it with the T H. Let's keep going.

We have the whale card.

The whale car said (wh) (wh) And a spell with the W H. We have that fire card.

Remember that fire card says (Ff) like the F (Ff), but it can also be spelled with the P H. P H can also say (Ff).

Good job.

And lastly, we have the sing card.

And the sing card says, (Ng), (Ng).

And it's spelled with a -N-G.

But remember that little trick the Ms. Hammack taught us?

She said, it's also nice, if you put all of our vowels on, we can say it better or, uh, blend it better.

So we, we've put our vowels and we can say ung, ing, Ong, and Ang.

Say then that, yes, it, we can blend it a lot smoother if we put in our vowels.

Okay.

So, let's practice blending some of our words with our digraphs, and I'm going to have my friends come and join us, and you guys blend along with me.

Ready?

Cause I know you guys have been practicing.

So, I want you guys to blend along with us, and then we'll practice building some words up.

Oh, there are my friends.

Hello friends.

- Good morning - Are you guys- ( giggling) - Oh, there's my Rita.

Are you guys ready to blend these words with us?

- Yes, I think we can do it.

- Okay, now- I think I'm ready.

- This week is a practice week or review week, since we've already learned these sounds.

So, can you guys just help read it with me?

We're going to blend and read and we're going to go a lot faster cause we're just going to blend and read together.

Ready?

- Okay.

I'm ready.

- Okay.

We're going to start here.

Ready?

This one says, sh, op What is it?

Shop.

- Shop.

- Good job (laughter) - I love to shop.

- Oh, I bet you do Rita.

Okay.

Let's see.

This one says, ch, in, What is it?

- Ch, in.

Chin.

- Chin - Good job.

Point to your chin.

Point to your chin?

Can you guys point to your chin?

Oh, good job.

Okay.

Let's keep going.

Ready?

Th, in.

- Th - In.

- What is it?

- Thin.

Good job.

Thin.

Let's keep going.

Wh, ip.

- Wh.

- Ip.

- What is it?

- Whip - Whip Good job.

Whip.

Okay.

Let's keep going.

Oh, there's my consonant blends.

You guys see that?

Okay.

That G R says gr- - Gr, Oh I remember that, gr.

- Good job.

- It kind of sounds like a cranky animal, gr- (laughter) - It does.

I like that.

That little reminder, gr, aph Blend it really fast.

Graph - Graph - Like a graph that we like to graph in math.

Ready?

Lets keep going.

You guys are doing such a great job.

Okay, remember, and there's that I N G says ing, so lets just ad that ss, ing.

What's my word?

- Sing - Sing Oh look- (laughter) - At that beautiful voice, T, uh-, Rita.

Sing.

Awesome.

Okay.

So that was our review with (ineligible).

You guys did a great job.

Now, - Thank you.

- Can you guys help me, how about, build a word?

(gasps) - Okay.

Can you guys help me build a word?

- Oh yeah we can do that.

- Okay.

So, - I might need you to help me, cause I- I'm a real good reader, but sometimes it's hard for me to, to write them.

- Oh, that's okay.

You're in the right place.

Cause I do a lot of practicing.

- Hm-hm - Okay.

That's great.

Because Tina is really good at building these words.

- Yeah, Tina's, I've seen her.

- Good.

Okay.

So you guys can help each other if you need to.

Okay?

So my word that I want to build today is rush.

Rush.

So like don't rush through your homework.

Take your time.

Rush.

So first thing let's think of how many sounds that is.

So let's segment the sound ready, Ruh, Uh, Sh.

Oh, how many sounds does that?

- Oh I counted three.

- Yeah me too.

- Three sounds.

Good job.

Look at you Rita, you catching up.

Three sounds.

Okay.

What's the first sound.

- Ruh - Ruh.

- Oh, I bet Rita knows it.

(gasps) - I do because its like my name.

- It is.

- Its the R. - Good job.

(giggles) - The Ruh is that R. Good job.

Okay.

Let's keep going.

What's the next sound you hear?

- Ruh, uh, uh, uh, - Ruh, uh, - Uh, I know.

That's like the umbrella card.

- That is the umbrella card.

- Yeah it is.

- It's a, it's a, U.

- It is a U.

Good thinking.

Oo and I see our super readers at home and their thinking the same thing.

Good.

Ruh, uh, sh.

Huh, what was that sound?

- Oh, I know this one.

Because people tell it to me all the time.

Sh.

(laughter) Its the, its the S H. - That's right.

That was our shell card.

Sh, - Oh you know it too.

- Is the S H. (laughter) - You g-, you got it.

So how do I spell rush?

R U S H. Thank you friends for helping me.

You guys are doing such a great job.

Now, I'm going to have my readers at home, help me read a sentence.

- Okay.

Bye.

- Bye-bye.

- Okay, bye you guys.

Okay.

Super readers at home, let's practice more of our digraphs with a sentence.

Help me read it.

Ready?

We sing for the little chicks.

How did you do?

Oh, easy.

Oh, I love hearing that you guys, that it was easy.

That just means your brain is learning.

Now remember, we need to learn how to read and write, but you know, what's going to help us, is knowing those high frequency words.

So, let's see how Mrs. Hammack, or what words we're going to be learning this week with Mrs. Hammack.

- Good morning super readers.

This week we have five review words.

Review means to view again, it means we've already worked on them, but these are some kind of tough ones that I know readers sometimes have trouble with.

So I thought it might be good to practice some of those trickier, harder words to remember.

And so that's what we're going to do this week.

We have five.

So here we go.

Let's look at them and we'll read them together.

They.

Around.

What They're.

And want.

All right.

So for today, we're going to work on the very first word, they.

Oh, you're right.

It does look like the, with a Y at the end, but we have to remember that it says a different sound.

It doesn't say the a, it says they, so that's why we want to practice.

So get out your finger and trace it or write it on the carpet.

T-H-E-Y.

They.

How'd you do?

Let's use it in a sentence.

Hmm.

Shop for lunch.

So I could say, they, shop for lunch.

Have you ever shopped for lunch?

I know my friends and I shop for lunch.

We, sometimes, can't decide where to go.

So they, what?

Oh, Good thinking.

I didn't use an uppercase T for they.

So, watch this.

I have a little magic trick that I learned from my friend, Mrs. Nix.

Check it out.

They shop for lunch.

I have my punctuation at the end, the period, that says I'm done with my idea.

And I have a uppercase letter at the beginning.

And did you notice they, is that diagraph T-H, with the kind of voiced sounds that we talked about?

Good job.

And shop and lunch also.

Hmm.

It's like we're trying to get you to learn something about digraphs.

Well, today I have a story that you're going to listen to and we're continuing to practice the reread strategy.

Do you remember what rereading is?

Right?

You go back and read again.

And sometimes we need to do that, if we're looking for an answer, from some text evidence.

Like we want to know what the answer to a question is.

Sometimes we just go back and reread to help us make sense of what we've read.

Maybe it didn't make sense to us and we'd go back and reread it so that we can think about what the information is that we're trying to know.

And so I hope you enjoyed this story Eagles and Eaglets.

See you in a minute.

(soft melodic guitar) - [Narrator] Genre, expository text, Eagles and Eaglets.

Essential question: How are offspring like their parents?

Read to learn how young bald Eagles are like their parents.

Bald Eagles are birds.

The baby birds, or offspring, are called eaglets.

Let's read about how eaglets are like their parents.

Its nesting time, all birds lay eggs.

Bald Eagles build their nests in the top of trees, so the eggs will be safe.

Their nests are built of sticks and grass.

They add onto their nests each year.

They can become huge.

These giant nest can be as large as nine feet across.

That's bigger than your bed.

The mother Eagle lays from one to three eggs.

She sits on her eggs until they catch.

Then both parents watch over the nest.

Proud parents.

At first, the eaglets are helpless.

They cannot walk.

They need their parents for food.

They also cannot see well.

Birds are not mammals.

They do not have milk to feed their young.

They hunt for food.

Eaglets also need their parents for safety.

Eaglets grow up.

Bald Eagles, use their sharp eyes to hunt.

They use their strong wings to fly back.

They also use their claws and beak to catch fish.

Young eaglets must learn all of these things.

Then they can live on their own.

The Eagles must bring food to the eaglets.

Unlike mammals, birds have feathers, not fur.

An Eaglet is born covered with soft gray down.

It cannot fly until it grows dark feathers, like its parents.

The eaglets stays near the nest until its wings grow strong.

That takes about five months.

Bald Eagle.

Powerful eyes.

Dark feathers on body and wings.

Hooked yellow beak.

White tail feathers.

Long claws.

An eaglet becomes an adult when it has learned to do all the things its parents do.

This takes about five years.

Bald Eagles can stay alive up to 30 years.

When the bald Eagle soars, the feathers on its huge wings, spread out like fingers.

Bald Eagles soar.

Once it learns to fly, the bald Eagle can soar for hours.

The bald eagle must take good care of its feathers.

It uses its beak to groom itself.

It must keep its feathers clean.

Can you believe this powerful Eagle began life as a helpless baby?

- That was awesome.

Did you enjoy learning about Eagles today?

I did too.

It was great.

And so something that we love to do after we're reading is to think about what it was that we read.

And we've been working on, and we'll continue to work on, finding those main idea and key details.

So you want to help me do that today?

All right, let's go and look.

So just a reminder, I have written up here, so that it reminds me to, the main topic or the main idea, is what the selection is all about.

The key details give information about that main idea.

So what were some of those key ideas that we were reading about?

Do you remember some?

That's right.

Well, one of them was, and I put a picture of it right here, What was the Eagle doing?

Yeah.

Building nests.

So Eagles build nests and lay eggs.

What else did we find out about?

Look right here.

The Eaglets were helpless and they rely on their parents for food.

Do you see them just hanging out right there?

They can't fly and hunt.

And what was something else that we learned?

We learned, right here, that the adults can soar for hours.

So what do all three of these details have to do with one another?

What were they all about?

What'd we learn about?

You got it.

We learned all about Eagles in our reading today.

That was a great job.

So I want to switch it over and I want to talk a little bit about some of our writing today.

You want to join me?

Okay.

So let's talk about our writing prompt today.

And today's writing prompt is, how our eaglets different from their parents?

To help me do this I'm going to call some of my friends over.

So let's see if Ricky and Rita can come and join us.

Come on, you guys.

- Hi Mrs. Nix.

(laughter) - Hi, I'm so excited to see.

- Hi Mrs. Nick, I, I, I was so sad.

I couldn't retell a story with you.

- You know what, Ricky, we're going to have to make sure that you come on and help us do some retelling maybe later on during the, the week.

What do you say?

- Uh, I'm so glad, because Mrs. Vick always says, I couldn't, I can't retell it with the non-fiction.

- Well, you can retell a little bit of it, but I love that you're willing to come and help us out later this week.

So, I have a question for you, cause I have a prompt right here and it says, how are eaglets different from their parents?

Do you guys know what the word different means?

What does that mean?

- Not the same.

- Not the same.

So today when we are writing our response, we're thinking of ways that, that, they are different.

We don't want to think of things that are the same.

You guys want to help me write a paragraph.

- Huh, Oh I love to write paragraphs.

It's like a story.

Great.

So it is like a little story.

So I do have our first sentence right here and I wrote "Eaglets are different from their parents in many ways."

Can you help me think of some ways that they're different?

- Oh I can.

I can.

- What do you have?

- I-, I know that, oh hold on, I got it.

Oh.

- Thank you.

- They are, they don't have any feathers when they're born.

- That's right.

They don't have any feathers.

So, and I love, Rita, that you put, right here, you said first.

That's a great way of being able to keep ourselves organized when we're writing.

We can say first, and I'm going to venture to guess that Ricky's got a great one.

- So I had to go write it up.

Uh, uh, next, the, the Eaglets they can't fly.

- Next they can't fly.

So he's got this transition word, right here.

Look at this.

Next eaglets cannot fly.

Why can't they fly?

Well, they're born without feathers.

Great.

Do we have another example of some way that they're different than their parents?

- I got it.

- All right.

Let's check it out.

- I, I put last j- like my transition words right there?

- I love them.

- Last, they cannot hunt for food.

- Oh that's a good one.

Oh that would make me sad.

- That is good.

They're very different.

They do.

They rely on the parents.

Th-, they're very different like that.

So, we have three different ways that they're different.

Are we done with our paragraph?

- Well, we could be because it says last, but there's lots of other stuff that we could say - There are.

- We got to finish.

- All right.

Do you have a conclusion?

- I think, yeah, I think these are just a few ways.

Cause maybe - Oh - Maybe it's not all of them, but just some.

- Just some, that's a great concluding sentence.

- Good thinking.

- Thank you.

- Awesome job.

Thank you so much for helping, and you know what?

I have someone who's going to share a story with us.

So check this out.

We'll see you in a minute.

- Hi everybody.

My name's Daniel Guerrero and I work for the IT department in Fresno unified school district.

And I'm here today to tell you about one of my favorite books called Unstinky by Andy Rash.

And in this story, we see Bud, the stinkbug, who is on his journey to find his stink, because he can't seem to find it.

And he's entering different competitions to- against different stink bugs, just like these.

If you'd like to more-, know more about, Bud's stink journey, and finding his happiness, you can check this book out at your local library.

Thank you for watching valley PBS kids.

Bye.

- Oh.

(laughter) - I was looking at my feet on the ground.

And you know what, Daniel, Hey, I just want to say thanks for being brave and sharing with all of our students here at valley PBS.

You did an awesome job.

I can't wait to check the book out.

- Oh I am definitely gonna look for that one.

- I have not read that one.

- No.

- Seems so funny.

- I love it.

- Knock.

Knock.

- Oh.

Who's there?

- Candace.

- Candace who?

- Candace joke get any funnier?

- Oh my - Oh Vicky you're so silly - I hope it can.

- Have a great day.

- Bye readers.

(bright music) (bright music continues) (bright music ends)