(playful, cheery music) - Awesome!

Hey it's Monday.

- Monday!

- [Together] Good morning, super readers!

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

I'm Mrs. Hammack.

- I'm Mrs. Nix.

- And I'm Mrs. Vang.

- And you know this is a place for us to practice and-- - 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-- - [Together] Daily phonemic awareness.

- Okay, today we are going to play the Phoneme Identity Game.

That means we're gonna listen to a group of words and we're going to try to identify the sound that is the same, all right?

So I-- - mm, same sound.

- I think you're gonna like this one and I think you're pretty good at it.

Here we go, I'm gonna give you three words.

Late.

Make.

Gave.

All right, did you hear it?

Late.

Make.

Gave.

Did you hear anything that was the same?

- I did, I did, I heard A.

- I agree, I heard the A-- - That is exactly right.

Lay, A-ate, has the A sound.

May, A-ake, has the A sound and gay, A-ave, has the A sound.

They all three say the A sound.

All right, let's try the next one.

Here are your three words.

Take.

Vase.

Name.

Hm-- - Are you trying to trick us?

- Take.

Vase.

Name, I hope you have on your smarty pants today.

- I-- - what do you think?

- Heard the A again.

- I did too!

- You're right, I thought I might trick you by giving you the same sound to listen for, but you're awake already.

Good job, all right, listen carefully, turn up those ears.

Here we go.

Pan.

Gnat.

Wag.

Mm, it's not the A sound this time.

Pan.

Gnat.

Wag.

What do you hear that's the same?

All right ladies, what did you hear?

- I don't know, I heard the ah.

- The ah sound, the short A.

- That is it, the ah.

So we listened for the A sound, which you're gonna find out about later today, and the ah sound, both of them have the spelling pattern that's similar and you're gonna learn about that today.

So, be listening for that A sound and be able to hear the difference between A and ah.

- I know an A sound.

- I do too, and you know what?

I know that there is a song that can help us practice it.

- All right, well let's do it.

Stand up and get ready because we are riding on a train today.

- That was my word, train.

- Nice, all right, here we go.

You got your train ready?

Okay.

Here we go.

(upbeat, twangy music) ♪ It's a great day for riding on a train ♪ ♪ It's a great day so climb on board ♪ ♪ Buy your ticket at the station and wave goodbye ♪ ♪ It's a great day to go riding on a train ♪ ♪ Woo woo ♪ ♪ Woo woo ♪ ♪ It's a great day to go riding on a train ♪ ♪ It's a great day so climb on board ♪ ♪ I will meet you at the gate, so don't be late ♪ ♪ It's a great day to go riding on a train ♪ ♪ Woo woo ♪ ♪ Woo woo ♪ Oh, we're slowing down.

Oh, we must be getting to the gate.

♪ Woo woo ♪ To the station.

Nice, I tried to do the whistle a little early.

- That's okay.

- I just got, I like that part.

- That was fun.

- That was so fun you guys.

- And I feel warmed up.

- I do too, and I think that's really gonna help us with our phonics today, with Mrs. Vang.

- Yeah, 'cause guess what sound we're learning this week?

The A sound, are you guys ready to learn it?

(women cheering) - Woo woo!

(women laughing) - Come on, let's learn all about the A sound.

So this week, we are gonna be focused on the long A sound and the long A just says, "A."

Now remember, we have five vowels, A, E, I, O, and U.

And did you know that our vowels can make two sounds?

So we've already learned the short vowel sound, A says ah.

This week, we're gonna learn that A can also say A, which is what we call the long vowel sound.

So today, I have my train card here to help us.

The train card says, "A."

But look at all the different ways I can spell the A sound.

I can spell it with an A, by itself, the A-I, the A-Y, the A, consonant, silent E, or magic E, I'm gonna teach you 'cause this is the spelling pattern that we're gonna be focusing on this week, but do note that it can also be spelled the E-A and the E-I, but this week, we're just gonna focus on that A, consonant, silent E. So when you see that line, that means it stands for a consonant and remember, a consonant is any letter that is not a vowel.

And we know vowels are A, E, I, O, and U, so all the other letters in our alphabet that are not A, E, I, O, and U are consonant.

So our focus is the A sound.

Our spelling is the A, consonant, silent E, or I like to call it the magic E. So I'm gonna get my magic E wand, 'cause guess what the magic E is gonna make the A say A.

So you guys ready to practice reading some words with me?

Oh, let me have my friends come and help me.

Let's see if, do you guys see them?

(gasps) Here they come.

Good morning.

- [Together] Good morning, Mrs. Vang.

- Are you guys ready to practice reading with the long A sound?

- I think it's gonna be a lot of fun.

- It's gonna be lots of fun 'cause I know you guys are making that brain super smart and we can add more sounds to our brains.

So, look at my word up here.

I know you guys know how to read or blend these sounds together.

Can you guys help me, this says, mm-ah-duh.

What is it?

- [Everyone] Mad!

- We know that, but guess what?

Here comes my (singing) magic E and guess what?

That E is gonna make the A say A.

So now we say, mm-A-duh.

What's the word?

- [Everyone] Made!

- You see how that magic E works?

It gave all of its magic to to the A to say, "A," instead of ah.

- Mrs. Vang, can I ask a question?

- Of course.

- 'Cause I, I'm not sure that my friend, Tina, is hearing it right.

Um, so does the E makes noise?

- Oh, good question.

The E doesn't make any noises.

- Oh.

- No sound, all it does is it gives its magic to the A to change the sound.

So when we say it, we just say, mm-A-duh, made, but that E, that's why we call it a magic E, it doesn't say anything and it just gives its power to the A so they can say, "A," and not say, "Ah."

- Oh, okay, so it's not may-dee-- - No.

- It's just made.

- Good question.

- All right.

- We don't say may-dee, no, the E is what we call a quiet E, it doesn't say any sound, but, it gives its power to the A to make it say, "A."

So mad becomes made.

- That's magical!

- Isn't it magical?

Okay.

- That's amazing.

- Let's try with these letters.

Can you guys help me blend them?

- Sure.

- Ready?

- [Everyone] Tuh-ah-puh.

- What is it?

- [Everyone] Tap!

- That says tap.

Here comes the magic E, you ready?

(gasps) There it goes, now remember, the E doesn't make any sound.

So now, let's blend it.

- [Everyone] Tuh-A-puh.

- What is it?

- [Everyone] Tape!

- Tape.

- Tape!

- Like, I need to use tape to put up my drawing, tape.

- Yay, that's so cool!

- That was awesome!

- Awesome, you guys are doing such a great job and I'm so glad we didn't say tuh-A-puh-E.

Remember that E doesn't make a sound.

So, tap, tape.

Kay, you guys practice, ready?

Take it away.

- [Together] Tap.

Tape.

- There you go, and that's what the magic E does, it makes the A say its own name or it changes it to the long A.

Okay, you guys are ready to practice one more?

- [Together] Yeah.

- Okay ready, I have these letters, help me blend them.

Ready-- - Kuh-ah-puh.

What is it?

- [Everyone] Cap.

- Like a cap that we put on our head.

But, are you guys ready for magic E?

(puppets cheering) Here it comes.

(gasps) Here is the magic E, what does it become?

- [Everyone] Kuh-A-puh, cape!

- Good job, and I like how you corrected yourself, 'cause you went, kuh-ah, and you went, oh now, there's the magic E, we need to change it to the A sound.

Kuh-A-puh, cape.

Right, like our superheroes wear a cape.

Good job, you guys, so look-- - That's gonna help me read more stories, I think, 'cause I see lots of words with that E at the end.

- There are lots of words, and remember, it's a silent E. So, we can call it a silent E, lots of teachers call that a silent E. Lots of teachers call it a magic E, that's what I like to call it.

Some teachers like to call it a bossy E, and guess what?

It has the same job.

Its job is to make the vowel, you guys remember?

- [Everyone] Say it's name.

- It's gonna make the long vowel.

So this is gonna say kuh-A-puh, cape.

Okay, you guys are doing such a good job.

Let's see if you guys can listen to this, I have two pictures up here.

Are you guys ready?

- Ready.

- Let's see, can you find the picture that has the A sound for me?

So this is a-- - Table.

- This is a-- - Bat.

- Which picture has the A sound?

Can you guys find it?

(puppets whispering) - Okay, okay.

- Did you find it at home?

Okay-- - I think we figured it out.

- Which one is it?

- The table.

- Tuh-A-ball, did you guys say that?

(puppet cheering) Good job, table says, "A."

You guys are doing such a great job.

Okay, I have a sentence to read with my super readers at home so I'll see you guys later.

- Okay, bye!

- Thank you for helping.

Okay super readers at home, here's a sentence for us to read together.

Now remember, our new rule, or our focus sound this week, that magic E is gonna make the vowel say it's name.

So let's practice reading my sentence, ready?

It says, I like to bake a cake for my mom.

How did you do?

Awesome.

I heard you, you said, bake and cake.

Good reading, boys and girls.

Now, to practice with those reading skills, Mrs. Hammack is now gonna go over our high frequency words for the week.

- Hey super readers.

All right, are you ready?

This week, we have five more words to practice and get locked into our brain as quick as could be.

Now remember, a high frequency word, those are the words that show up often in the things that we read.

And we want to know them, (snaps fingers) as fast as we know our names so that we can save our brain power for sounding out some of those other words.

So it's important that we learn how to read them, but we also want to know how to write them, and that will help us to be super strong readers and writers.

All right, so today we're going to work on the word, today.

Today, T, O, D, A, Y, today.

Good job, and we have some others, this word says some, way, why, and away.

All right, now I have a sentence for you and I want you to figure out, I think you'll already know 'cause I gave you a hint, but I want you to figure out what word belongs at the end of this sentence.

I had fun at camp, hm.

Would it be, I had fun at camp some?

No, that doesn't make sense.

Right, it has to be this one, I gave you a hint, didn't I?

Because I wrote it on the same color.

I might have to mix that up once in a while.

All right, so let's take a look at our sentence.

I had fun at camp today.

How'd we do?

Oh, there's a mistake?

Oh, what do I need at the end of my sentence?

That's right, we need punctuation and this is a statement, so it just needs a period.

It's not asking a question and we're not saying something, well, I guess we could say something with excitement, right?

I had fun at camp today!

And then we would need an exclamation point.

But let's just use a period for today.

All right, and then for our activity today, to help us practice, is something you can do at home, called rainbow writing.

Rainbow writing is when we take the colors of the rainbow and we practice writing the word that we're working on.

Today, we're working on the word, today and I'm going to get some pens and we're going to, see, we have our rainbow order.

Now remember, we don't use yellow on television because it's hard to see, but we have red, orange, we skipped yellow, then green, blue, purple.

So you can see, I already have the red and the orange, so I'm gonna use green and I want you to spell it with me as I write it.

And if you have something to write on at home, you could do this too.

All right, here we go, we're gonna say, T, O, D, A, Y.

What would come next?

Right, the blue, T, O, D, A, Y, and then I would do the purple.

And if you have color crayons or colored markers or colored pencils, you can practice some rainbow writing at home too with the words that you're trying to remember and get locked into your brain.

Now this week, we are continuing to work on prediction.

Do you remember what that means?

It's when we make a little guess about what's gonna happen next in a story.

And so, in order to do that, we need to, as we're reading, think about what the story is telling us and we take in the information, using the pictures and the text and then we can kind of think, hm, I wonder what's gonna come next?

And we can make a little guess and then we keep reading to see if our guess was correct.

Now, don't worry, if your guess was not correct, that's okay, it's a prediction.

And so you can change it.

So you find out that maybe your prediction was wrong, and then you just keep going on to the next part, make a prediction about that and see if you get better at it.

All right, enjoy this story and see if you can practice doing some prediction.

It's about time, beep, beep, beep, an alarm clock wakes you up.

It's time for school.

How do you know what time it is?

The numbers on a clock tell you.

Some clocks have faces with hands.

The hands point to the numbers.

Some clocks just have numbers.

All clocks tell the hour and minute.

There are 60 minutes in an hour.

There are 60 seconds in a minute.

(quiet, gentle music) Long ago, people didn't have clocks.

They used the sun to tell time instead.

Tools like sun dials helped them.

The sun's shadow showed the hour, but people had to guess the minutes.

What time is this sun dial showing?

Then people made clocks.

It was easier to see the hour and minutes.

There were big clocks and little clocks.

Today, watches, phones and computers tell the time too.

We always know the time.

What might help a boy in, "On My Way To School," get to school on time?

- Did you enjoy reading all about clocks and telling time?

It's such a fascinating thing.

I hope you enjoyed it.

I'm gonna have Rita come over and help us do a little bit of some rereading.

All right, come on, Rita, come join me.

- Okay, (giggles) I love to read.

- Good morning (laughs) I love that you love to read too, and you know what?

Do you wanna help me read a little bit about clocks because that's what we're learning about, all about time this week.

- Yeah, that would be fun.

- Okay, so I'm gonna tell you a couple of questions and we're gonna look for them as you're doing some reading.

Okay, are you ready?

- Yep.

- This one right here, it says, "Underline the sentence "that says what all clocks tell."

Hm, I wonder what all clocks tell.

- Hm.

- This one says, "How are the first three lines different "from the last three lines?"

Now we have three lines right here and three lines right here.

So as she reads for us, we're gonna listen for those two things.

Okay, are you ready?

- Yep.

- Okay, do some reading for us today, Rita.

- Oh, okay, the title say, "It's About Time."

Some clocks have faces with hands.

That's kinda funny, a clock with a face.

- It is kinda funny.

- The hands point to the numbers.

Some clocks just, oh no, that's wrong, some clocks have just numbers.

- That's right, there are different types of clocks and they have some pictures to help us.

Great job, great reading.

- Thank you.

- You wanna read the second-- - Sure.

(clears throat) All clocks tell the hour and minute.

- Oh, I'm gonna stop you right there, did you hear an answer?

- Uh-- - Our first question was, "What do all clocks tell?"

- Yeah!

- Yeah.

- They all tell the hour and the minute!

- That's right, they all tell the hour and the minute.

All right, go ahead and keep going.

- There are 60 minutes in an hour.

There are 60 seconds in a minute!

- Yeah, so these two paragraphs were really different.

What was this one all about?

- Well, that one tells you um, what the clock does or how to use it.

It tells you how to measure the time.

- That's right.

And this paragraph, up here at the top, told us all about what clocks can-- - [Together] Look like.

- Yeah, that's kind of like their body and then that's kind of like their action.

- Absolutely.

So, can you tell me how many seconds are in a minute?

- Yep, I read it, right in the story.

There are 60 seconds in a minute.

- Awesome job!

- Thanks.

- All right, I'm gonna leave these for another day, but thank you so much, Rita, for helping me out.

Shall we get to some writing?

- Yeah, I love writing, yeah, okay.

- All right, let's come over and do some writing.

So, this one, I have a writing prompt right here.

It says, "Which is your favorite month and why?"

So we can use this sentence frame to help us answer it.

My favorite month is, and you can fill in whichever month, because, why?

And if you notice, I kinda switched from clocks to calendars because calendars are another way that we can measure time.

So to help me out, I'm gonna call my friends over to see if they can come up with some different ways to answer this.

So come on, friends.

Good morning.

- Hi Mrs. Nix.

- It's me again!

(giggles) - Hi Ricky, how are you?

And Rita, thank you so much for coming back.

- Yeah.

- All right-- - I know my favorite, I know my favorite month!

- What's your favorite month, Ricky?

- My favorite month is September!

- Oh, why September?

I need to know why.

- Because it's my birthday month!

- Oh yes.

(puppets chattering) - That totally makes sense.

- Let me get my sentence for you.

- All right, all right, hand 'em over, let's see.

September-- - September.

- Because, - It's my birthday month!

(everyone talking) - I love it, great job.

When is your birthday?

Could you write the same thing on your sentence?

I love it, let's try one more.

Let's see, what do we have?

Okay.

- Well, I like, (grunts) I kinda like November.

- November, what month are we currently in?

- November!

- November, all right.

I'm gonna put it right over the top of our September one, right here, November, and what, Rita, do you enjoy about November-- - That's when we celebrate Thanksgiving!

I love to be thankful, I'm thankful for you, Ricky.

And you, Mrs. Nix.

- Aw-- - That's right, I'm very thankful for both of you.

Oh, you've been so helpful on all of the things that we were just doing.

So these are great strategies that you can practice writing about at home.

You can write about what your favorite month is and tell us why.

All right, we're gonna take a moment and just talk about, we've got a friend who's going to talk about a book because those are things that we're all very thankful for, right?

And I've got someone who's gonna share a fantastic story with you in just a moment.

I hope you enjoy it and we'll see you back here in just a little bit.

Bye bye.

- Bye!

- 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 Julianna Swaney.

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.

- Wow, I've never heard of that story.

- I was looking at that story.

- I was doing the same thing, how fun to check out a new book that we've not seen before.

- I love that.

- But where can we check out books, though?

- Oh, I know, at your county library, wherever you live.

- Or what about your school library?

You could check one out there too.

- Mmhmm, and on SORA.

- [Together] On SORA-- - I was just gonna say that, you're reading my mind.

- Knock knock!

- [Together] Who's there?

- I see.

- [Together] I see who?

- I see you!

- Oh my golly.

- Oh goodness, Ricky, we see you too.

- We'll see you back here tomorrow on Valley PBS.

Take care.

- Bye.

(playful, cheery music)