(guitar strums) (bright 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.

- And I'm Mrs. Vang.

- And this is a place for us to learn and practice - [All] 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.

- We call it, - [All] Daily Phonemic Awareness.

- All right, today, we're going to play the Phoneme Deletion Game.

Remember, delete means to take away.

So, first we're gonna start with some sounds, and then we're gonna take one of those sounds away to make a new word.

You're ready to try it?

All right, I'm gonna use my red dots just to help you as for a visual.

So my first word is smile.

S, m i, le.

Smile, okay?

Now, if I take away the, s, now I have mile.

Mile.

Did you get it?

See how that works?

All right, you ladies ready to try another one?

- Mm-hmm.

- Okay, if I could get these dots out.

- It's like you're making a new word.

- We are.

All right, we're going to make, I'm gonna sound out the word bride.

Here we go, help me.

B, r, i, de.

Bride.

Now, if we delete the, b, from our word, we have ride.

Did you get it?

Great job.

All right, I have one last word for you.

Here we go.

Plane.

Let's segment it.

P, l, a, ne.

Pl, ane, plane.

Now, if we delete the, p, then we have the word, l, ane, lane.

Plane to lane.

Isn't that awesome?

What a fun game.

That's something you could do at home.

You don't even need red dots.

You could just play with the words and take away sounds or add sounds.

And that's gonna help you train your ears so that when you're ready to sound things out, you will be able to make those connections.

I don't know about you, but I'm feeling like I need to do a high five.

- I think so, let's do it.

- Mm-hmm.

- Stand up and dance with us, let's get ready to do the high five dance.

(upbeat music) ♪ High five, high five, my friends and I do a high five ♪ ♪ We're so fun, see I'll shine ♪ ♪ My friends and I do a high five ♪ ♪ One, two, three four five ♪ ♪ One, two, three four five ♪ ♪ High five, high five, my friends and I do a high five ♪ ♪ That's no lie, come on 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 ♪ ♪ High five, high five, my friends and I do a high five ♪ ♪ We're so fun, see I'll shine ♪ ♪ My friends and I do a high five ♪ ♪ One, two, three four five ♪ ♪ One, two, three four five ♪ ♪ High five, high five, my friends and I do a high five ♪ ♪ That's no lie, come on 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 ♪ - Great job.

- (sighs) that was fun.

- Hey, I'm feeling warmed up today.

- Absolutely.

- (groans) - I think we're ready for some long I practice.

- Are you ready?

- I think so, I see the five.

- Okay.

Let's go and learn our phonics sound of the week.

And just like that song, High Five, did you guys hear it?

We are working with the, i, sound this week.

That's right, we're working with the long i.

Now remember, we have five vowels, and each of the five vowels, a, e, i, o and u, they can make two sounds.

They can make the short vowel sound and they can make the long vowel sound.

This week, we are focused on our five card because the five card says i.

Now, if you look at my five card, look at all the different ways I can spell the sound i.

But this week, we're just gonna focus on that i consonant, silent e, okay?

So the i is going to say i.

That line means that there's a consonant, and that e, remember we can call it the silent e, we can call it the quiet e, we can call it the bossy e, or I like to call it the magic e. 'Cause remember, it's job is to make the i say i.

So, let's see if you guys can help me blend and build words with the i sound.

But before we get started, let's practice listening to some words with that i sound.

I'm gonna have my friends come and join us.

And I want you at home, turn your listening ears on, because remember you need be able to hear sound in order to put it to a symbol or a letter.

So, hello friends, good morning!

- Good morning, Mrs. Vang!

- Good morning!

- Okay friends, I have two pictures up here.

I want you guys to turn your listening ears up and I want you guys to tell me which word has that i sound.

Are you guys ready?

- Mm-hmm.

- Okay.

This one is mix.

See that boy?

He's mixing, so mix, and here's our number five.

Ooh, which one has that I sound?

- Oh, oh - You tell her.

You tell her.

- Okay, okay.

I know, I know, its five.

Just like when we were just singing in our song.

- That's right, we were giving a high five weren't we?

Good listening.

Five has the i sound, mix has the, e, sound.

Good listening, okay I think we're ready, you guys have your listening ears on.

Now, I have some words up here.

Can you help me blend it?

- Mm-hmm.

- I think you can.

Okay, here is my first word.

And remember, Rita gave us a really good tip last week.

She says, when you see a word, look at the whole word before we try to sound it out.

'Cause remember that e at the end has a special job.

Its job is to make the i say, that's right, i.

Okay, can you guys help me with this?

- Yeah.

- Okay.

Rita, can you help us blend that word?

What word is that?

- Sure.

It says n, ine, nine.

- Good job.

How did you know the i was going to say i - Well, 'cause I started to read it, but then I stopped and I looked at the whole word.

I saw the magic e at the end, and then I knew it was going to be the i sound.

- That's right, there's the magic e It's gonna make the i say i so, nine.

Good job, like some of you guys are nine years old.

Good job Rita.

Okay Tina, I have another word.

Can you help me blend this word?

- Oh, that has a diograph - Oh, it does have a diograph - It's a little bit hard, I'm gonna try, okay.

So, I'm looking at the whole word and I see that it's gonna to have the i sound ' cause there's the magic e at the end.

Okay, all right, I think I can do it.

Sh, ine, shine.

- Yay.

- Good job.

- Just like I like to shine my shell.

- Good job, shine.

And I put the sh just for you Tina 'cause that's a diograph, and that diograph s-h says sh.

Good job blending those letters together.

Okay, how about some building.

Can you guys help me build a word?

- Oh, yeah.

- Let's do it.

- Okay, how about we build the word prize?

- Ooh.

- Ooh, that's a trickier one 'cause its gonna take some of those sounds that we've learned before.

Prize, like I want to win a big prize.

Oh, first let's segment.

Can you guys help me segment?

- Sure.

- Let's think of how many sounds in the word prize, ready?

- [All] P, r, i ze.

Prize.

- I think that's four - Four sounds, you're right.

Pr, ize, prize.

Okay, can you guys help me build it?

- Oh yeah, well, now that we segmented it, yeah it starts with a p, and it has an r, p, pr.

- Great job.

- Yeah.

You know I was just gonna say a p all by itself, but when we segmented it, I could hear the r sound right next to it.

So that told us its a blend.

- It is a blend.

Remember blends make their own sound, we just blend them really close together, really fast.

So we say pr, p, r, pr, really quickly.

Did you guys hear that?

- Yeah, it was fast - It makes its own sound, but we just do it really quickly.

Good thinking.

So that's, good thinking.

'Kay, what's the next sound?

- I.

- Pri.

- I.

- I.

Good, what do we need?

- We need an i.

- But not just an i, what do we need?

- Oh, don't forget your magic e - That's right, we need that magic e at the end and we know we're gonna leave a space for my consonant.

What consonant sound did you guys hear?

- Z.

- Yep, yep.

- Prize.

- Z.

- Did you guys hear it?

What is it?

- It's a z.

- Z.

- Oh, good job.

- Prize - What word is it?

Prize.

- Prize.

- Good job you guys, thank you so much for helping me.

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

- Okay, bye Mrs. Vang.

- Bye bye.

- Bye, you guys did a great job.

Okay super readers, I have a sentence for us to read.

Ready?

Let's put all of our skills that we learned and read the sentence.

This says, Mike got, (gasps) that's a tricky one, quite a big prize.

You see how I had to read with more expression because of that exclamation point?

Mike got quite a big prize.

Good job reading.

Now, let's see what new high frequency words we're gonna read with Mrs. Hammack.

- Hello, super readers.

Here we go with our high-frequency words.

First, let's read them all, and then we'll just kind of highlight or focus on one for today.

All right, here we have pretty, together, grow, green, should, and water.

Good job, all right, here's our sentence.

This dress is, hmm, this dress is green?

That would work, wouldn't it?

or, this dress is should, does that work?

Hmm, no.

But this is the word that I wanna use today.

This dress is pretty.

Pretty.

P-R-E-T-T-Y, pretty.

Now when we say it, sometimes we hear like a d sound, pretty.

But it really is two t's.

So we wanna make sure that we know that, so that when we are writing this word, we remember to use two t's.

This dress is pretty.

And today we're going to do some rainbow writing with our word, pretty.

Now remember, when we do rainbow writing, that's something you can practice at home.

You can use markers, or crayons, or whatever you have that has all the colors of the rainbow.

Now, we're gonna start with red and we're gonna write the word pretty.

P-R-E-T-T-Y.

And then I'm gonna go onto the orange.

Pretty, let's spell it, spell it with me.

P-R-E-T-T-Y.

Great.

What comes next?

Red, orange, yes, it would be yellow but since we're on TV, we're gonna skip the yellow and go to green.

And we're gonna spell it again, P-R-E-T-T-Y.

And then we would go onto blue, and then to purple.

Do you see how, if you do that rainbow writing and you spell the word each time you write it, do you see how it could get locked into your brain?

And then you'll be able to read it and you'll be able to write it, and that is what we want with our high frequency words.

We're gonna listen to a story and we're gonna use that comprehension skill of prediction.

All right, so our strategy, we're gonna to practice predicting what we think is gonna happen next.

And remember, it's okay if it turns out that your prediction was not right, that's perfectly fine.

Or maybe you make a prediction and then you hear a little bit more and you wanna change your prediction, that's good too, because when you get more information, it changes what we think.

So, I hope you'll enjoy this story, and I wanna hear about your predictions after this.

- [Narrator] "Time to Plant!"

(soft music) Cast, Beth, Mike, Gramps, Dad, Mom, Miss White, Narrator.

Beth, "Dad, can we plant a garden?"

Dad, "Yes, that will be fine!"

Gramps, "We can plant vegetables."

Mike, "Yum, let's do it together."

(soft music) Mom, "Dad and I will dig."

Mike, "I will drop in five seeds."

Gramps, "I will set in green plants."

Beth, "And I will get water."

Narrator, "Days pass, the sun shines.

Rain plinks and plunks."

Beth, "I can spot buds on the vines!"

Dad, "Sun and water made them grow."

Narrator, "Days pass, the sun shines.

Rain drips and drops."

Beth, "The vegetables got big!"

Dad, "We should pick them."

Mom, "Yes, it's time!"

Mike, "I like to munch while I pick.

I will take a bite, yum!"

Gramps, "Sun and water made them ripe."

(soft music) Narrator, "They pick piles and piles."

Beth, "Yikes.

That's a lot!"

Mike, "We can't eat them all."

Gramps, "I think I have a plan."

Mike, "This bag is for you."

Miss White, "They are such pretty vegetables.

Thank you!"

Beth, "Sun and water made them grow."

(soft music) - So did you enjoy that?

Did you notice something a little bit different about that particular story?

What was it?

That's right, it was a play.

And did you see all of the characters names along the side?

And each character was able to tell their own story.

It's almost like real life when we're talking with our friends and how everybody is contributing to a conversation.

So today, what we're gonna do is we've been practicing.

We did a little yesterday, we're gonna do it again today.

We're gonna practice sequencing, or retelling our story in a specific order.

You can even see right here, events in a story or a play happen in a certain order or a sequence.

And I've got Retell coming, he's gonna come and help me retell those events, or the plot of our story.

So, hi Ricky, how are you?

- Hi, Mrs. Nix, I'm sorry, I heard retell, and I'm so excited.

So I had to come.

- I love it, absolutely.

And can you help remind all of our amazing readers out there about what we're doing that's a little bit different from just beginning, middle and end.

What are these words that we have right here along the sides?

Those are some clues, right?

- Mm-hmm.

- What were those?

- We are working with a sequence this week, which is so similar and these are transition words.

You've got the first, next, and then, and last, and that's just like beginning, middle and end.

Because it goes in a sequence.

- It does, is it important Ricky that we tell things in order when we're gonna go back and retell a story?

Does it need to be told in order?

- Yes, just like beginning, middle and end.

You can't tell the middle part, and then tell the beginning part, and then tell the end.

It doesn't make sense, it gets all jumbled up in my brain.

- Absolutely.

So, especially when this one's called "Time to Plant."

I imagine it's really important.

So Ricky, can you help us remember, what happened first in our play?

- First, just like the other book, the family plants a garden.

- That's right, so they're planting their garden.

So, that makes sense, right?

They have to plant the garden first before we know what happens, so, what happens next?

- And then next, it's only logical, that's what I think, but the plants get big and it grows.

- That's right, absolutely.

They couldn't get big and grow before we planted them, right?

So, it makes sense that we have to do things in sequence.

First, next, then what happens?

- And then, the family picks the vegetables.

- That's right.

So once everything was grown and big, then all the vegetables were ready to be harvested.

And then finally, or last, how did the story end?

- Last, they share their vegetables.

- Absolutely, they share with all their neighbors and friends and everyone is able to experience it.

So, this absolutely makes sense, and this is something that I know that our amazing readers at home can do too.

They can practice telling and retelling their stories.

Even if it's a movie that you've watched, practicing, putting things in sequential order, helps the listener know how the story progresses.

So, awesome job, Ricky.

Thank you so much for helping me out today.

- Mm-hmm.

- Do you wanna help me do some writing?

- Ooh, ooh yes.

- All right, well, I'm gonna see you back over here in just a little bit 'cause I have a writing prompt for you.

- I gotta go, okay.

- I'll see you in a second.

All right, so awesome readers, here we go.

Our super readers, we're gonna take now and look at what our writing prompt is for today.

And so today it's gonna be this.

If you planted a garden, what would you grow and why?

What would you want in your garden?

Hmm, let me call my friends and have them come and help me, so, come on friends.

- Hi, Mrs. Nix.

- Hi, Rita.

Good job, Ricky, you made it all the way around.

That is amazing.

All right, so, what would you like to plant in your garden and why would you want to plant it?

- Oh, I know I know I know.

- Okay.

- I would want to plant flowers.

- Of course, you would Rita.

- Flowers.

- Why would you wanna plant some flowers?

- Well, sorry about that.

- That's okay.

- I like them because they're so beautiful and they smell so good.

- They sure do.

- I love flowers.

- They are so lovely.

So, let's look and see what our sentence would look like.

She would have a sentence that looks like this.

In my garden, I would plant flowers because they are beautiful and smell good.

- That's it.

- Excellent.

- That's me.

- That's a good sentence Rita, I love that.

- Thanks Ricky.

- That's wonderful.

All right Ricky, do you have a sentence or a way that you would make this sentence sound?

What would you like to plant in your garden?

- I say I would plant berries.

- Ooh, berries.

- Ooh, that sounds tasty.

- Okay, so I'm gonna take the flowers, I'm gonna move that for just a moment.

Maybe I'll put it on top of that, okay.

And we're gonna have berries.

So, In my garden, I would plant berries because, and what would your sentence look like?

- No booster.

- Oh, oh, oh, sorry, sorry.

- Sorry, I was trying to steal my sentence.

I can't do that.

Okay, I said, because I would love to eat them for a snack.

- Oh, absolutely.

Eating berries for a snack is a wonderful, wonderful choice.

So, woo, I can't get this one to stick today, it's okay.

- I got you.

- All right.

So, as I kick it over to our fantastic book talk extraordinaire, we'll see you back here in just a second.

- Hi everyone, it's me, Ms. Southern.

Can you say Hi, Ms. Southern?

Wow, before we get started with this book, put on your thinking caps, lock them in and type in ready to learn.

Have you ever read the book, "Brown Bear, Brown Bear, What Do You See?"

Yeah, well that book is by Eric Carle, and he has a whole line of books.

But the one that we're gonna be looking at today is called "Polar Bear, Polar Bear, What Do You Hear?"

This book is amazing.

It has lots of colors, beautiful animals, and it's also a book that at the end, you can get up and move a little bit.

Well, I want you to check that book out, it's amazing.

It's probably in a library at your school, or your mom or dad can purchase it.

It's such a great book.

Well, I can't wait till you check it out.

Before we leave, let's say our affirmation.

I'm brave, I'm smart, no one can tell me different.

When you look at me, you see the future.

Until next time, bye.

- Thank you, Ms. Southern.

Oh, I love when you do book talks for us and I love that story.

It's one of my favorite, favorite stories.

Don't forget to look for those stories on Sora.

- Or the county library, or even your school library.

- Absolutely, that would be great.

- Be a fun book to read.

- Oh, yeah.

- I totally agree.

- Knock knock.

- Who's there?

- Who's there?

- A sherlock.

- Sherlock who?

- Sherlock who?

- Sherlock your door tight, I can't open it!

(Mrs. Hammack laughs) - Silly.

We'll see you back here tomorrow, take care.

- [All] Bye.

(bright upbeat music)