(upbeat music) - [Together] Good morning.

- Oh, 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, and practice, and- - [Together] 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.

- Which we call- - [Together] Daily phonemic awareness.

- Okay.

So today I have a little game that you're really gonna need to use your listening ears for we're going to recognize and generate alliteration, that is a huge word.

- That's a long word.

- [Together] Alliteration.

- Okay, okay.

So alliteration means when the sound at the beginning of most of the words in a sentence, all start with the same sound.

Let me show you what I mean.

Len likes limes.

Did you hear how each word in that sentence had the L sound?

Len likes limes, and then you can change it up with other words that have the L sound.

Lisa likes limes, or Lisa licks lollipops.

- Absolutely.

- And that sound at the beginning of that sentence, what sound did you hear all of those words begin with?

- The L sound.

- L, very good, all right.

So that's what we're gonna do.

I'm gonna give you a sentence, you're going to identify the sound that is being repeated.

And then we're gonna substitute the name in the sentence for someone else's name.

All right, here we go.

Ready?

- Yup.

- All right.

Randall ran in a race.

Did you hear it?

- I did, I did.

- Okay, everybody.

1, 2, 3.

- [Together] Ruh.

- Good job, all right so if we take out Randall's name, we could replace it with another ruh name.

Can you ladies think of something?

- I can think of several.

What about like Rebecca?

- Ooh, that's a good one.

- Rajh?

- Oh, I like too.

- And Riley, and they could all have ran in a race.

Very nicely done.

All right, last one.

Brenda built a barn.

- Hm.

- Brenda built a barn.

What sound did you hear repeated at the beginning of most of those words, did you hear the buh sound?

Good job, all right if we take out Brenda's name, can you think of a name that we could put in its place that has the same buh sound?

- Ooh, I've got a good one.

- Oh good!

- Bentley.

- [Together] Aww.

- How about Ben?

- I love it.

- Or Betty, all of those have the same buh sound.

And so we could put it right into that sentence and it would still be a sentence with alliteration.

- It's like a fun game, isn't it?

- It is.

You know, I was thinking we already have been doing that a little bit because we like to play whack a word Wednesday, right?

And that's alliteration.

So thanks for playing with us.

And you know, I think it's time.

I'm feeling a little stiff after the weekend, and maybe we need to move around a little bit.

What do you think?

- Great idea.

- Let's do it.

- Okay, here we go.

Get ready.

- What's this one, high five?

- High five.

(teachers mumbling) Hand up!

(upbeat music) ♪ High five high five ♪ ♪ My friends and I do a high five ♪ ♪ We're so fly and we aren't shy ♪ ♪ My friends and I do a high five ♪ ♪ One two three four five ♪ ♪ One two three four five ♪ (jazzy music) ♪ High five high five ♪ ♪ My friends and I do a high five ♪ ♪ That's no lie come one let's try ♪ ♪ My friends and I do a high five ♪ ♪ One two three four five ♪ ♪ One two three four five ♪ ♪ High five high five ♪ ♪ Yeah ♪ - Oh, let's get moving, let's get moving.

(upbeat jazzy music) ♪ High five high five ♪ ♪ My friends and I do a high five ♪ ♪ We're so fly see us try ♪ ♪ My friends and I do a high five ♪ ♪ One two three four five ♪ ♪ One two three four five ♪ (jazzy music) ♪ High five high five ♪ ♪ My friends and I do a high five ♪ ♪ That's no lie come one let's try ♪ ♪ My friends and I do a high five ♪ ♪ One two three four five ♪ ♪ One two three four five ♪ ♪ High five high five ♪ ♪ Yeah ♪ (jazzy music fading) - Oh my goodness.

(teachers excitedly chatting) That was fun.

You can do the high five dance with us, and maybe practice with a partner at home.

It's super fun.

- But my listening ears are on.

Guess what I heard?

- Tell me.

- I heard the I in high and five.

So I think we're ready for phonics lesson.

- All right.

- Awesome.

- Sounds good, enjoy.

- Bye.

- So, this week we're gonna be focused on our long I sound, that's right.

The long I says, I.

That's right.

So I have my five card, just like our song, your high five.

We have our five card to help us because the five card says I, now, if you notice on my five card, look at all the different ways I can spell the I.

Today or this week, we're really gonna focus on the I, consonant, silent E, remember, I like to call it the magic E, or sometimes your teacher might have called it the silent E some teachers call it the bossy E right, but it has the same job.

It's job is to make that vowel say its name.

And this week, our vowel is the I.

So it's gonna make the I say I, now remember that E because it's a silent E. Doesn't say any sounds.

So all its job is is to make the vowel a long vowel sound, and I'll make it say its name.

So let's start with some listening, I'm gonna have two pictures.

And I want to see if you guys can listen for the I sound, but let's have our friends join us, are you guys ready?

Okay, you guys get your listening ears on, turn up high, hello friends, good morning.

(puppets chattering) Are you guys ready to learn all about the long I sound today?

- I am.

So just like last week, we were working with that magic E that's gonna make that vowel say its name or make it a long vowel, and this week we're focused on the five card which is going to say I.

Okay?

So I have two pictures here for us, and I want you guys to listen.

Can you hear that I sound?

So I have pig, and I have dime.

Can you guys hear it?

Pig and dime.

- I think I know the difference.

- Which picture had the I sound?

- I hear it in the word dime.

- Good job, do you guys hear it?

That's right.

So dime has the I sound, pig has the I sound which is our short vowel sound, good thinking Tina.

Okay, so that goes perfectly, I can tell your listening ears are turned up nice and high, let's practice blending some words.

Are you guys ready?

Can you guys help me practice blend?

- Mhm.

- Okay, so I have three letters here.

Help me blend.

This says duh, - [Together] I.

- Oh, was there an E here?

- Oh no, that's right.

- No, there wasn't.

- I'm sorry.

- Remember when there's no E- - I forgot to look at the whole word.

- Remember, Rita gave us a really good clue last week.

She said, look at the whole word before we start reading, because that little E's gonna tell us to say its name.

And I tricked you guys.

I didn't put the E there so that I actually says I.

So let's practice blending this word with the I sound, ready?

Okay, help me do it.

- [Together] D, i, m. - What's the word?

- [Together] Dim.

- But look at this, if I put that E there, now what is our brain doing?

It's going to change or actually that E, remember, magic E's gonna give the I it's long vowel sounds.

So it's going to say I, are you guys ready now?

Now let's blend it.

- [Together] D, i, me.

Dime.

- What's the word?

- [Together] Dime!

- Good job you guys, okay.

Let's practice another one.

Remember, let's look at the whole word.

- That's right, we have to remember that short I.

It says I.

- Yeah, and we have to remember what the long sound is that says its name.

- That's right.

Okay.

So Tina, can you help me blend that word?

- So the word would be r, i, d. Rid.

- Good job.

- Oh, like I want to get rid of my old bows that are getting all torn up.

- That's right, rid.

But guess what I'm gonna do, I'm gonna put magic E, and if I put the magic E, Rita, what is it now?

- Oh, now it says ride.

Like ride my bike.

- Good job, so now it says ride because the I now says I, because, you remember, let's all do this.

The E is gonna give its magic to the I, to say I.

You remember the E doesn't make a sound.

Okay, let's quickly blend these letters, ready?

This says- - [Together] B, i, t. - What is it?

- [Together] Bit.

- Good job, let's put that silent E now becomes- - [Together] B, ite.

Bite!

- Good job.

Last one.

- [Together] K, i, d. Kid.

- Kid, oh, I'm going to remove it now it's?

- I don't- - [Together] Kide.

- Kide, now is that a word?

(puppets chattering) - That's not a word.

- You're trying to trick us.

- That was confusing.

- It was, but I wanted to see if you guys could blend it out.

It's what we call a nonsense word.

- [Together] Oh!

- I liked how you guys sound it out and you went, that's not a word!

- That's tricky!

- But you guys knew how to blend with a pattern.

Oh, I'm so proud of you guys.

Okay, we're gonna continue working all week.

I have a sentence for my super readers at home to read so I will see you guys later.

- All right, bye.

- Bye you guys.

Okay my super readers at home.

Here's a sentence for us to read.

Use all of the skills that we just learned.

Let's see if you guys can help me read this sentence, ready?

This says I like to ride my bike.

Good job.

How did you do?

Awesome job, boys and girls.

Now, to become a super reader remember we have to learn our focus sound, plus we need to know our high-frequency words.

So let's see which word Mrs. Hammack is going to teach us today.

- Hey, super readers.

We usually have five words, but this week starting this week, we have six.

So we're going to start by letting me introduce you to those words.

And then we're going to see if we can figure out which words go in my sentences.

Are you ready?

All right.

We have pretty, green, together, should, grow, and water.

Okay, so we're gonna spell them in just a minute, but let's take a look.

I have two sentences here and let's see if we can figure out which word would work best.

We can play.

Would it be water?

We can play water?

That doesn't really make sense.

Oh, what about this word?

Together, we can play together.

Yeah, that works.

Look at this long word and I'm gonna tell you a secret that Mr. Hammack learned when he was in school, he broke it apart to remember how to spell it by breaking it into three little words, to, T, O, get, G, E, T, and then her, H, E, R. And that's how he remembered when he was writing how to spell together.

T, O, G, E, T, H, E, R. That is a long word, together.

Very nice.

All right, let's look at our next sentence.

The grass will.

The grass will pretty?

Does that make sense?

No, that doesn't make sense.

The grass will green?

No, that's not quite right either.

How about this word?

The grass will grow.

Yes, G, R, O, W, grow.

That makes sense.

The grass will grow, great job.

All week long we're gonna practice with these words and use them in sentences to help you become a great reader and writer.

Make sure you have something to write with so you can write them down as we practice.

Now, also this week in our comprehension, that's how we understand what we read.

We're gonna continue working on prediction.

You remember what that is?

That's when we read and we stop and think, what do we think might come next in the story?

And so we're gonna practice that this week, as we read the stories and learn more about predicting, and what happens in these stories, I have a story for you called the Mystery Vine.

Here it is.

- [Reader] Mystery Vine by Cathryn Falwell.

Last spring, we planted lots of seeds.

We watched them grow and pulled the weeds.

First came lettuce, crisp and crunching, bright green peas so good for munching.

Radishes all in a line.

But what was that young mystery vine?

The vine grew on, and overnight came yellow blossoms, big and bright.

Carrot tops were good for tickles, cucumbers for making pickles.

We looked and looked for clue or sign to help us guess the mystery vine.

Then we found other things to do, but the mystery vine still grew and grew.

Fall is here, it's getting cold.

The garden now is looking old, but look.

Surprise!

The mystery vine is growing pumpkins round and fine.

Lots of pumpkins, big and small, lots of pumpkins, short and tall, pumpkin breads and pies to eat.

Jack-o-lanterns, trick or treat.

We toast the seeds, but I saved mine to plant another mystery vine.

- So I have a question, Mrs. Hammack was just talking about predicting.

Did you predict that that mystery vine was going to be a pumpkin?

Did it surprise you?

Oh, it definitely surprised me.

It was not my prediction.

Is it okay to have a prediction that maybe doesn't turn out right?

Absolutely, that is okay to do, because we're training our brains to learn all of these things.

So great job super readers, now to help me go through and retell our story, I'm gonna invite Ricky to come on out and help us retell that story.

So come on, retell Ricky.

Hi.

- Here I am, hello Mrs. Hammack.

Oh, wait.

- Haha!

- Just kidding, hi Mrs. Nix.

- Hi retell, how are you today?

- Okay.

- Awesome.

- So sorry, it's a Monday.

- It is a Monday, and we're just a little bit, I think it's the fog, right?

It's kind of getting to us.

So here's what I need help with, retell.

So we're going to go through and we're going to retell the story and we've been doing a lot of beginning, middle and end, but this week we're going to change it up just a little bit.

- Oh, okay.

Because that's how you retell, we can retell from the beginning, the middle, or the end.

But I see some transition words.

I see first, next, then, and last.

- Absolutely, and so this is a clue for us because we know that it's something that's called sequence, and events in our stories, they follow a specific sequence.

And so we need to be able to tell them in order.

And I love that we were just reading a story about a garden, and being planted and things like that.

And do you think it's important that we retell it in the right order?

- Yeah, because it all makes sense, because you don't want to tell what happened at the end, in the beginning, Mrs. Nix, that doesn't make sense.

- Right, that would get us all confused.

Okay, so retell, can you think about what happened first in the mystery vine?

- Yes, first, the family plants a garden.

- Absolutely, that was what happened at the very beginning.

Just like you always talk about, the beginning, middle and end.

Well, now we're just going to say what happened first.

Great job.

After they planted their garden, what happened?

- Next, the vegetables grew.

- That's right, you have to plant it before the vegetables can grow.

So does that make sense in our sequence?

- Oh, I see.

It's a sequence because the vegetables can't grow before you plant it.

Oh, that makes so much.

- Absolutely.

So let's check the then category.

So they planted their garden, their vegetables grew, then what happens?

- And then the family, they saw a mystery vine growing in the garden.

- That's right.

Because their vegetables were growing, but then they saw something that they didn't know what it was?

So, all right, Ricky, I'm going to let you tell the end.

How did it end?

- Well, at the end I'm gonna say last, last they found out it was a pumpkin vine.

- That's right, they did.

They found out it was a pumpkin vine, and you might even be thinking they carved them.

There were some additional things, but when we look at our sequence, first, next, then last, it makes sense to us because it's in sequential order.

So great job super readers for helping retell.

Thank you, retell for hanging out with us.

You want to help me do a little writing in a minute?

- Yes!

Okay.

- All right, I'm going to invite you to come on around the other side.

Awesome job.

Okay, so today what we're going to do is we're going to do a little writing about our favorite fruit.

It says write about your favorite fruit and give reasons why you like it.

And so I want us to be thinking about fruit because sometimes it can be a little bit harder, a little tricky to remember the difference between fruits and vegetables.

So let's see, and have some of our friends come on up and help us.

So come on friends, let's have some, is Rita around, and Retell?

- Hi Mrs, Nix.

- I ran over here, whoo!

- I'm so glad you were able to make it.

So we're talking about our favorite fruits.

So can you think of some favorite fruits that you like?

Like here's an example.

I like to eat apples.

That would be an example.

Can you tell me why we might like apples?

Maybe Ricky could tell us.

- I got it.

I got it.

Sorry, there's a long one.

- Oh, you think that they're the best because they are crunchy.

Absolutely, so if we're writing about apples, I like to eat apples and we're going to give some reasons why we like them.

They are the best because they are crunchy.

- I love it.

- They're very crunchy.

- And notice I didn't just say I like them because I liked them.

That's not a reason.

- That right, now use some details.

- I like them cause apples taste sweet.

- Apples are sweet.

Great reason, Rita.

That is a wonderful sentence we can add right here.

And then.

- That reminds me too, can I tell you that I like to put them in pie.

- Ooh.

Oh, especially right now because it's apple season.

So yes they do.

They taste good baked in apple pies too.

- Good idea.

- Those are great suggestions as to why we'd like apples.

And so you might pick a fruit at home and you could do this same activity and write reasons why you like your fruit, bananas, pears, pineapples.

I bet you can come up with a lot of things that you might enjoy and reasons why you enjoy them.

All right.

So real quick, before we kick it off, I want to introduce, we've got a friend who's going to talk about a book that maybe you have read, or maybe you've not.

And I want you to check it out, here it comes, see you in a second.

- Hi boys and girls.

This is Ms. Dariel from Williams elementary.

I want to give a shout out to room six.

My first grade class, hi boys and girls.

Anyways, I want you to check out this book.

It's called bad kitty searching for Santa, and I love bad kitty books, because we all love that bad kitty.

And it's got really great Christmas pictures.

It's a really great story.

And I can't wait to read this to my class later.

Again, go ahead and check this out at your library, and thank you for watching valley PBS.

- Thank you so much, Mrs. Dariel I am so thankful for your book talk, and hello first grade, over at Williams, we are so excited to see you.

- Hello first graders!

- It's awesome.

It's awesome.

So I have not checked out that book before.

I can't wait to check that out.

Where are we going to check it out from ladies?

- I think you can get it at your county public library wherever you live.

- I think so, too.

Or what about online on Sora?

- Knock knock!

- [Together] Who's there?

- Gorilla.

- [Together] Gorilla who?

- Gorilla me a hamburger!

- Oh Ricky, you're so silly.

Hey, we'll see you back here tomorrow on Valley PBS.

- [Together] Bye!

(upbeat music)