(upbeat music) - [All] Good morning super readers!

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

I'm Mrs. Hammack.

- I'm Mrs. Nix.

- I'm Mrs. Vang.

- And 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 our brains with some.

- Ear training.

- Called.

- [All] Daily phonemic awareness.

- Okay today we're going to practice phonem identity.

That's where I'm going to tell you a list of words, and you're going to listen with those listening ears and see if you can identify the sound that's the same.

All right, you ready to do it?

- I'm ready, let's do it.

- All right, here we go.

Gaze, take, cape.

Gaze, take, cape.

What do you think?

- I got it.

- I think I've got it.

- I heard that A sound.

- Me too.

- Did you?

I hope so, because that is the sound they all have the same.

Let's try another list of words.

Here we go.

Wave, main, case.

Wave, main, case.

- All right, Mrs. Hammack, I think you're to trick us.

- No.

- Again.

I think you tried to trick us the other day with this.

- Uh huh.

- Well, I'm just making sure you have your listening ears on.

- Oh, there's on, because I definitely heard that A sound again.

- Which is the long A.

- That is right.

Because we want to really train our ears to hear it, so that when we get over to our word work board, we can attach the letter to it and it will make more sense when we can hear it.

All right, this one is not the A sound.

- Okay.

- So really be listening, here we go.

Pup, fun, bug.

Do you think you know that one?

- Uh huh.

- All right, what do you think?

- It's the UH sound.

- UH.

- That is right.

It's the UH sound, good job.

Good listening, I hope you said that too.

Well, you know what it's time for, don't you?

- I do.

- For fun.

- And, it's time to ride on a train.

So get your trains ready, here we go.

Stand up.

(upbeat 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.

♪ ♪ Whoo, whoo.

♪ ♪ Whoo, whoo.

♪ ♪ It's a great day for 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.

♪ ♪ Whoo, whoo.

♪ ♪ Whoo, whoo.

♪ ♪ Whoo, whoo.

♪ - Oh, excellent ride on the train.

- I think so.

- I love it, I love it.

- That was fantastic.

- Uh huh.

I love how they slow us down, that tells me ready to, learn some phonics.

- I love it.

(Mrs. Nix laughs) - Are you guys ready?

- I think so.

- Okay, let's go and learn what we've been learning all week.

Our letter of the week is A, you're right.

It's the long A sound, so I have my train card here to help us.

Train says A.

Do you hear that?

There's that TR AIN.

There's that A sound in train.

Now, this week we're working on the long A sound.

Remember, vowels, well A is a vowel, and every vowel has two sounds.

They have a short vowel sound and they have a long vowel sound.

This week, we're focused on that long A.

Now it's easy, because A says A.

But it's tricky, because look at all the different ways that we can spell the A sound.

But this week we're just going to focus on that A consonant silent E. So, I have my spelling patter here for us, remember, it's a silent E. That means it doesn't say a sound.

Or your teachers might call that a bossy E, because a bossy E, remember its job, is to make that A say A. I like to call the magic E, because it gives all its magic to the A so that it doesn't say AH anymore, but it says A.

So let's see if you guys were listening.

I'm going to have my friends come and join us so they can help us blend and read some words.

But before we get started, there's my friends.

Good morning, friends.

- [Both] Good morning.

Okay, I'm just going to quickly test if your listening ears are turned on.

I'm going to have you guys look at my pictures, we're going to say them and see which one of you guy can find the A sound.

Are you guys ready?

- [Both] Yep.

- Okay, this is a picture of a fan.

Let's all say it.

- [All] Fan.

- And this is a picture of a game.

Can we say game?

- [All] Game.

- Okay, which picture has the A sound?

- Oh oh, I think I've got it.

I think it's game.

- I think you're right, yeah.

- Okay, all right.

You want to say it?

- Okay.

- Okay.

- Okay, we said it was game.

- Was it game?

- Yeah.

- Good job.

I see lots of thumbs up.

Game says G AME, game.

Good job.

Game has the long A sound.

Good listening.

Okay, now, I have some letters up here.

Can you guys help me blend the letters together?

- Yeah, sure.

- Okay, ready?

This is Mmm.

- [All] Mmm.

- Oh, don't forget that trick.

Remember Rita taught it?

- Oh yeah, yeah, yeah.

- I almost said AH and she stopped me.

That was so good, thank you, thank you.

- That trick Rita taught us, because Rita is such a great reader, she says that when you look at a word, you have to look at all the letters in the word.

You can't just look at one word at a time, because remember, that E has a job, and it's job was to make that A say AH.

And I loved how Tina said, oh, I almost said, AH.

But we remember, we look at the whole word, we know the job of the E. Okay.

Are you guys looking at all the letters in that word?

- Uh huh, uh huh.

- I think we're ready now.

- I think we're good.

- Okay, are you guys ready?

Okay, let's blend it.

- [All] M AZE.

Maze.

- What's my word?

- [All] Maze.

- Oh, good job.

Maze.

And I put that word because guess what?

I love to going on a maze in the cornfield, do you like to do that?

- Yeah, it's kind of like a pumpkin patch, that was fun.

- Yeah, yeah, yeah.

- Isn't that fun?

Oh such fun, I love that word, maze.

Okay, friends.

Now, let's build a word.

I want to build the word flake.

Flake.

Can you guys help me build the word flake?

Hmm, what do you hear?

- Okay, okay.

- F LAKE, okay.

- I hear at the very beginning, I hear a F, like the fire card.

- Uh huh.

- So F?

- Good.

- And L. - Good and we know that F L is actually a blend.

- Yeah.

- That is a blend, you are right.

F L says, FL, and that's a blend.

- FL, A, so you know you need an A.

- Uh huh.

- And then this that part where we get really tricky, because it has a K at the end.

- K, that's so tricky.

- I wonder, because did, what was the word?

Snake?

- Yeah, yeah.

- Snake.

So maybe this one's going to be just like that one.

- I think it is, I think it's going to be like a rhyming word, like snake.

- [Both] They both say AKE.

- You guys are so smart.

I really like how you guys are remembering what we did, because we just kind of struggled on the word snake, but you guys persevered through it.

And now, you guys see how you kept that learning in that brain of yours?

- Uh huh.

- Yeah, yeah, yeah.

- You're making your brain so smart.

So, and you're right, flake and snake rhyme, so do you guys remember how to spell snake?

- Uh huh.

- Oh yeah, it had a K. - That's right.

It was a K. - But then we can't forget about the magic E!

- That's right, good job, magic E. Now I have the word flake.

Good job.

Now, what if I want to change to flame?

- [Both] Oh.

- Oh, flame.

- But that's not a rhyming word.

- It's not, let's see.

- Got it, it's kind of like the substitute game.

- It is.

- But you're going to change the K. - Flake, uh huh.

- To a M, now it will say flame.

- Good job.

Flame.

- Oh that was good.

That was good, yeah.

- Good thinking.

Okay, how about the word game?

Because remember, I had a picture of my game?

Can you change flame into game?

- [Both] They both say AME!

- Oh and it's a rhyming word, so we don't have to change the end.

Oh I like this.

Okay, so let's take away the F and the L, because we don't need consonant bunch.

- Yep, bye bye F and L. - And we just need a GAH, GAH, G. - Oh you guys are so smart.

Kiss your brains.

(both making kissing sounds) - So smart.

To change flame into game, we just changed the FL to a GAH and we have the word game.

Good job.

- Yay, good job, Tina.

- Whoo hoo, you did a good job today too, Rita.

- Good job today.

I love how you guys are keeping all that in your brain.

Okay, I'm going to have my readers at home read with me, and I'll see you guys later.

- Okay, bye.

- Bye, Mrs. Vang.

Okay super readers, let's put all that skill into our sentence.

Let's see, can you guys help me read this one?

You're right, it's the same one as yesterday.

Let's see if you guys can go really fast today.

Ready?

What shape is the grape?

Good job.

It's not just a sentence, it's a question.

Good reading boys and girls.

Okay, now remember to become a even super reader, we need to learn our high frequency words.

So let's see what word we're going to learn with Mrs. Hammeck today.

- Okay super readers.

All right, our high frequency words, we've had today, and some, and way.

Today we are going to use the word why.

We're going to practice this one, why.

W H Y.

Why.

And let's use it in a sentence.

Why is Nate late?

Why is Nate late?

Do you see that question?

Yeah, we've got an ending mark.

What's that?

Right.

I don't have a capital letter to start my sentence.

And we know we always use a capital letter to start our sentence.

So I'm going to do a little magic here, and ta dah, now we have an upper case W for Why.

Why is Nate late?

Now, I have a little game here that we're going to play, and I'm going to call Mrs. Nix to come and help me, because she taught me this game.

And this is a game that you could play at home with just some cups and some little cards, or post it notes, whatever you have, and you can attach them.

Now underneath, one of the cards is a little prize.

But in order to look under the cup, you have to be able to read the word.

All right?

So, since you are my guest, I shall let you go first.

- All right.

So I'm going to predict it's under the word some.

And I see the word some is right here.

Now if I wanted to do a challenge, could we spell it?

- Oh that would be great.

Extra great.

- Oh, how about S O M E. - [Both] Aww.

- Okay, well I think it might be under the word for today, why.

W H Y. Aww, nope.

- All Right.

How about right here in the front.

- Okay.

- Today, T O W A Y.

- W?

Not a W. - Aww I misspelled it.

- So that means I get the treat.

No, because I will share it.

It was T O D A Y.

(Mrs. Nix laughs) She was thinking, she was excited to see if there was a treat under there.

- I was, I was.

- But that's a good practice, right?

So, you can practice this game at home, you could play by yourself, or with a brother or sister or a friend.

It's a great way to practice your high frequency words.

I hope you'll do some of those practicings at home.

We have all kinds of ways that you can do that.

Now, today we're going to listen to a story called, On My Way to School.

I want you to use your predicting skills.

Remember, that's making kind of a guess about what you think will happen next.

And I think you might find that you, you might be surprised.

So see if you can do some predicting with this story.

I'll see you back here.

- [Narrator] On My Way to School, by Wong Herbert Yee.

How do we measure time?

Read about the funny things that make a boy late for school.

On my way to school today, a pig asked me to come and play.

It's not just a pig.

It's a pig in a wig.

We run for the bus, just the two of us.

Pig and I run fast, fast, fast!

We get on the bus at last.

Huff, puff.

The bus zips away.

Pig makes me late for school today.

On my way to school, we pass a trash truck that ran out of gas.

On top of that truck sit two apes and a duck.

Apes and a duck hop in the bus.

They sit down with the rest of us.

Slip, flip.

The bus zips away.

Apes make me late for school today.

On my way to school, I see some frogs in a gumdrop tree.

Plip, plop.

The gumdrops drop.

Two frogs cut.

Two frogs mop.

Frogs hop in the bus.

They sit down with the rest of us.

Hip, hop.

The bus zips away.

Frogs make me late for school today.

Here we go, just one last stop.

Frogs hop in the lake.

Plip, plop.

Duck is off to get some gas.

Apes fish and nap in the grass.

Tick, tock.

The bus zips away.

It looks like I am late today.

Now the bus drops me off at school.

I see a crocodile slink out of a pool.

I think it slid under the gate.

And that, Miss Blake, is why I am late.

- Did you enjoy that story?

On My Way to School.

It was great one, right?

So today we're really going to start thinking about, what does the author do that makes that story be so great?

So I have a question we're going to ask, but I'm also going to invite Rita back over to help us do a little re-reading today.

So come on over, Rita.

Hi.

- Hi.

- How are you, ma'am?

- I'm really good.

I was just kind of having a snack, sorry.

- Hey, I love it.

That's great.

Do you want to help me, and all of our awesome readers, to be able to answer a question today?

- Yeah, I would love that.

- Okay, great.

Well here's our question today.

It says, why do you think the author had such strange things happen to make the boy late?

- [Both] Hmm.

- So there's a lot of things that we have to learn and talk about in order to know, why did the author.

Do you remember who the author is?

- Um, yeah.

Oh yeah.

That's the person that writes the words to the story.

- That's right, so the person who wrote the story and made it up.

Why did the author have such strange things happen?

So I have some things we're going to do.

We're going to go back to the story, and we're going to do a little re-reading.

And as we're reading each page, we're going to take some notes here, about what happens, and then we're going to talk about why it could not happen in real life.

Because there are some things here that are not real.

Okay.

So, help us out Rita.

Can you read this page for us?

- Okay, yeah, yeah.

Duck is off to get some gas.

Apes fish and nap in the grass.

That's kind of strange.

- That is kind of strange.

So, what happened first?

- The duck went to get gas.

- Does that really happen in real life?

- No, no that's weird.

- Okay.

- I almost didn't read it because it didn't make sense.

It was so crazy.

- That's right.

So the author really had a silly way of say that, because we know, ducks cannot carry gas and fly at the same time.

And also, apes went fishing and took a nap in the grass.

And how do we know that that's not real?

- But I don't think apes go fishing.

That's weird.

- Yeah, they don't go fishing.

They don't use a fishing rod when they're fishing.

- That guy has a good imagination.

- I think so too.

Let's read this part.

- Tic, toc, the bus zips away.

It looks like I am late today.

- All right.

Excellent reading, keep going.

- Now the bus drops me off at school.

I see a crocodile slink out of a pool.

What?

- Oh.

- A crocodile in the pool?

Yikes!

- Okay, so I think that's a great one.

So I see a crocodile slink out of a pool.

Is that something that we would really see happen?

- Well, maybe not here in California.

- Probably not.

- Maybe in Florida.

- Well that's true.

Maybe in other places, but most of the time, crocodiles don't like to swim in a pool.

- And they don't wear glasses, that's crazy.

- And they definitely don't.

And I'm looking at the picture up here, and the picture has a crocodile with a pair of sunglasses on its face.

- Wow!

- So, those are some really funny things that happened in the story that the author is sharing.

So why do you think the author wanted to share all these very strange things that happened that made the boy late for school?

Well, let's look down here.

Strange things happen in the story, because.

- Oh, yeah, he's making up a story.

- He's making it up.

He's not being honest.

And so his reasons for being late were a little tall tale, right?

- Oh, for sure, for sure.

I think his teacher probably knows that.

- I think so too.

And you know what, that has some stuff that we're going to do with our writing today.

We're going to talk about the differences between things that are real and things that are fantasy.

- Oh I like that.

- Do you want to join me and go and do that?

- Yeah, yeah, I love it.

- All right.

Well come on over and join me on the other side.

- Okay.

- All right.

So super readers, when we look over here, it's really important for us, as readers, to know the difference between when something is real and when something is fantasy, or it's made up.

And so, today, what I want us to do is, we're just going to brainstorm together.

What are some ways kids get to school?

So we're going to start by just talking about, maybe some real ways that you and I, and other kids, can all get to school.

Because there are some real ways.

But then, I want us to act like the author did, and let's get creative, and what are some really, maybe some silly, or strange, another word you could say would be fake, pretend.

So we're going to work on that too.

So let's start with our real, but I'm going to first invite our friends, to come back over and help us out.

So, Ricky and Rita.

You guys want to come and help?

- Ricky!

Oh Ricky.

- What's Ricky doing?

- Oh.

- Oh there he is.

- I'm so excited, 'cause I heard the word fantasy.

That means I get to make it up.

But it could be crazy.

- It sure can, but before we get to the crazy stuff, Ricky, we're going to talk about the real things first.

How do you think boys and girls go to school?

Our awesome readers, how do they get to school in the morning?

Can you think of a way?

- But I know that there's a normal way, they could just walk.

- Yeah, how many of you walk?

Oh, I see a lot of you out there, some of you walk.

Great.

All right.

- I see a lot of boys and girls ride their bikes.

- Oh.

- Oh, yeah, yeah, that's a good one.

Wear your helmet.

- Riding on bikes.

Absolutely, that's another real way.

What else do we have?

- Oh yes, that reminds me, I saw people on scooters, too.

- Oh, on a scooter, yep.

- That scooter, the squirrel, the scooter that has the wheels.

(Rita laughs) - Yeah, that's right.

I see those too.

What next, Ricky?

- I have been on a bus, like in the story.

- Oh yes.

They can take a school bus.

I think some kids even can take a city bus, too.

Right?

- Yeah, they could ride in the car with their grownups too.

- Absolutely, oh in a car, yep.

Those are lots of ways.

And so if you have something else that you can add to the list, you absolutely could.

But here's the fun part.

I love getting a little creating, and thinking about, what are some ways, some fantasies?

Let's get creative.

What are some different ways that you can come up with, that are not real?

- I got it.

I got it!

- What do you have, Ricky?

- How about this?

Okay, let me go get it.

A flying car.

- Oh my golly, that is awesome.

Yes, a flying car.

- A flying car.

- Oh, I have one too.

Like my favorite movie, Aladdin, there's a magic carpet!

- That's awesome, I love it.

And I bet at home you all have lots of different, fun ways of coming up with ways to get to school.

Right now, I want to kick it over to a friend, who has a book that they want to share.

We'll see you in a minute.

- Bye.

- Good morning.

My name is Lisa Maglich, and I am a teacher here in Fresno Unified, and I work in curriculum and instruction.

And today I'm so excited, because I want to share with you one of my favorite books, called, are you ready?

The Creepy Pair of Underwear!

Now I know you might be thinking, well underwear, that's kind of silly and funny.

Well this creepy pair of underwear does something pretty shocking.

And if you're wondering what happens, the main character is a rabbit, and well, he tries to get rid of these creepy pair of underwear, by doing some pretty sneaky things.

And in the end, there's a big surprise waiting for him.

So if you'd like to go and read this awesome story, by Aaron Reynolds, visit your library, or you can go on Stora and check it out.

Thanks for joining me today.

Bye.

- Oh that was so awesome, thank you so much Lisa, we love hearing about all of the new books.

- Yeah, that's a good one.

- And I did read that one, and it was quite hilarious.

- I love how they made it look glow in the dark.

- Absolutely.

- Speaking of hilarious, knock knock.

- [Both] Who's there?

- Needle.

- [Both] Needle who?

- Needle little help opening the door.

- Oh you're so funny.

- Oh my goodness.

Come back and see us tomorrow.

- We'll see you then, bye bye.

- Bye bye.

(upbeat music)