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

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

I'm Mrs. Hammack.

- Hi, I'm Mrs. Nix!

- And 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 warmin' up our brain with some... - Ear training.

- And we call it... - [All] Daily Phonemic Awareness!

- Excellent.

You got your ears turned up?

Today we are going to do two things, phoneme blending, and then we're gonna reverse it and do some segmentation.

- Okay.

- All right.

So phoneme blending, I'm gonna tell you some sounds.

We sometimes call this "guess my word".

So, you can tap it out on your arm if you want to, or count the sounds with your fingers.

And here we go, ready?

S-I-DE.

S-I-DE.

Put it together faster, side.

Did you get it?

Side!

Good job!

All right, one more blending and then we're gonna move to the segmenting.

Here we go.

S-M-I-LE.

S-M-I-LE.

A little faster, smile.

Smile!

Great job!

One of the things that helps when you're doing that is when you stretch the sound so that they touch each other.

S-M, did you hear how that blend worked?

So sometimes you might need to make those sounds long and stretch them as close together as possible.

All right, let's try some segmenting.

That's where we take it apart.

I'm gonna give you a word and you take it apart one sound at a time.

Here we go.

Rise.

Rise, ready?

R-I-SE.

Rise.

How'd you do?

Awesome, fabulous.

The last word.

Bride.

Bride.

B-R-I-DE.

B-R-I-DE.

Bride.

Great listening!

All right.

It's Friday and I'm excited, and we need to warm up our bodies with our high five dance.

So stand up.

(High Five Dance) - Ready to high five your friends.

- Oh yeah, let's go, we're gonna high five.

♪ High five, high five ♪ ♪ My friends and I do a high five ♪ ♪ We're so fun, we outshine ♪ ♪ 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 the one, come have a good time ♪ ♪ My friends and I do a high five ♪ ♪ One, two, three, four, five ♪ ♪ One, two, three, four, five ♪ ♪ High five, high five ♪ ♪ Yeah ♪ - Okay.

Move around.

High five the air.

High five your dog.

- Hey, it's Friday.

(chuckles) ♪ High five, high five ♪ ♪ My friends and I do a high five ♪ ♪ We're so fun, we outshine ♪ ♪ 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 the one, come on let's run ♪ ♪ My friends and I do a high five ♪ ♪ One, two, three, four, five ♪ ♪ One, two, three, four, five ♪ ♪ High five, high five ♪ ♪ Yeah ♪ - Oh, that was so good.

I feel warmed up and ready.

- Absolutely.

- Are you guys ready?

- Let's do it.

- I think so.

- We heard lots of, I, words, so we're we're ready to learn our... - Okay.

- Focus phonics of the week.

All week, we have been learning that long I sound.

That's right, it is our five card, just like in our song, high five.

You guys hear that?

High, has the I, and five has the I sound.

So, my five card helps me to know that we are focused on the I sound, but look at all the different ways I can spell that I sound.

Today, or this whole week, we have been focusing on just one of the spelling.

And we've been focusing on the I, consonant, silent E, spelling.

Now remember, it's called a silent E. Sometimes your teacher might have called it, a bossy E, or a quiet E, or the mad chicky, that's right, because the E has an important job, and its job is to make the vowel say its name, or to turn it from a short vowel to a long vowel So that E doesn't make any sound, it just makes the I, say I.

So let's see if you guys are ready to blend and build some words with me, but before we do that, let's turn our listening ears up so that we can listen to the I sound.

I'm gonna have my friends come and join us, because they have been so great at helping hands and they have become super readers.

- Good morning.

- Good morning.

Now, I have two pictures for us.

Are you guys ready?

- Yep.

- Let's see which word, or which picture, you guys hear the I from.

So here, I have a picture of a light.

Light.

- Light.

- Okay, and here I have a picture of an ink.

Ink.

- Ink.

- Which picture has the, or which picture did you hear the I sound from?

- I think we say it on three 'cause I think we have it.

- Okay.

- 1, 2, 3.

- [Both] Light!

- Thumbs up if you agree.

Oh, lots of thumbs up!

Good job, light has the I sound.

Okay, all week we have been practicing with the vowel, consonant, silent E. Rita, great tip, we're gonna look at the whole word before we blend.

So we're gonna practice blending, let's say we can blend this word up here.

Can you guys help me blend this word?

What is it?

- [Both] D-R-I-VE - Drive.

- Drive!

- Drive, good job blending!

Remember that DR, that was our consonant blend from a couple weeks ago.

And then we know that E is gonna make the I say, I, so now our word says, drive, good job!

Now what if I wanted to build a word, and I wanna build a word, hmm, ripe.

Ripe, can you guys help me build the word ripe?

- Yeah, I think so.

It starts with just an R. - R, good.

- Like Rita.

- Like Rita.

- Yeah!

- And what else?

- Just like me.

- I.

So you need the I with the magic E at the end.

- Good job.

- Yeah, yeah, that's right!

- So I'm gonna put the I, and then I'm gonna put the E at the end.

Okay, what's that consonant sound?

- P, P, that's the P sound!

- Good job.

Ripe.

Good job building the word ripe.

Now, if you know the word ripe, can you guys help me spell the word gripe?

- Oh, yeah, that's easy.

All you have to do is add the G to the beginning.

- That's right.

- And now we have, gripe.

- Good job.

So now, we have the word gripe.

Now what if I wanna change it to wipe?

- Oh, we're just changing the beginning again 'cause it's a rhyming word.

Gripe.

Wipe.

- [Both] They both say, ipe!

- Good job!

So what letter makes the W sound.

- I think it's... - Wipe.

- I think it could be a W or a WH, but I think it's just the W. - Good job.

- 'Cause it doesn't say WH.

- That's right.

So, now my new word says wipe, good.

Now, what if I wanna change wipe into wise?

- Oh, that's tricky.

- How do I change that to, wise.

Like, you guys are very wise.

- Oh, okay, so it's gonna be the middle sound.

So we can take away the P 'cause we're gonna need to keep the W, I, WI, Z, wize.

- That's hard.

- Is it made with a Z?

- It sounds like a Z!

- It sounds like a Z.

- It's a tricky one, wise.

- I think I remember that sometimes, that S could say the Z sound.

- That's right, I forgot!

- That's good thinking, because look, if we put that Z there... - It doesn't look right.

- It doesn't look right, doesn't it?

- No, no.

- But I'm glad you remembered, because if we put the S... - Yeah, yeah, that's it!

- Does that make sense?

- Oh, yeah, it looks so much better.

- So sometimes, we can put the letter there, like we heard the, wize, but then if it doesn't look right, it's probably not right, 'cause you know why we know that, 'cause you guys are great readers, and great readers can remember how words are spelled.

And I like that you guys remember that the S can also say the Z sound, or the S. And the E, remember that E is gonna make the I say, I.

But good job, I tried to trick you guys and you guys did a great job!

- Miss Vang.

- Yes.

- Also in our classroom, we have our sound spelling board.

So, I don't even have to remember 'cause I can just look there and see which pattern it might be.

- Good job using all your resources around you.

If you have a sound spelling board up, that's a great place to look to find all the different spelling.

Oh, my goodness, Rita, you are giving us more great tips.

- Thanks, I try to be a super reader!

- You are a super reader.

Now, I'm gonna have my super readers at home help me read this sentence.

So, I'll see you guys later.

- [Both] Bye.

- Bye.

Okay, super readers, all week we have been learning the I sound, let's see if you guys can help me read this long sentence.

Are you guys ready?

Okay.

We're gonna read it and we'll see how many words we can find with the I.

Ready?

We can drive five miles to hike and fly kites.

Wow, good job reading!

What words did you find?

Drive, five, miles, hike, and kites.

Lots of I words.

Awesome job.

Now, let's see what words we're gonna be learning with Mrs. Hammack.

- Good morning!

Happy Friday.

All right, we're finally the Friday, that means we're going to be looking at our last word, but let's review all the words that we've seen this week.

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

All right, here's my sentence, see if you can figure out which word belongs there.

Do you want a drink of... What do you think?

Which one?

There's really only one that makes sense, right?

Water!

Good job!

That is excellent.

Do you want a drink of water?

And it's a question, so it has a question mark.

Now, one of the fun ways that you can practice, and you can have a partner, or you can do it all by yourself, and I'm gonna show you how to do that right now, is you can play the memory game.

So what I did is I wrote all of our words, and I'm gonna mix them up and put them in my pocket chart, and then I'm going to mix, I wrote them again, I'm gonna mix them up, and I'm gonna put them in my pocket chart on this side, and I'm gonna play match game.

So, you can play this with a partner, or by yourself.

We have played with a partner before, but I wanna show you that you can do it by yourself.

That way, if you don't have a partner, you can still practice.

All right, I'm gonna pick a word on this side, and I'm gonna turn it over.

And I have the word... ♪ G-R-E-E-N ♪ ♪ G-R-E-E-N ♪ That's green, right?

All right, so green.

So now I need to see if I can find green on this side.

I think I'll try this one.

Oh, that one is, should.

Do they match?

No.

All right.

So, I can turn them back around, and then I can go again.

All right, let me try this one.

Oh, look what I found!

Should.

Do you remember where we just saw it?

Let's look!

Should!

Yey, I have a match!

And so then I can take those out and hold on to them or just turn them over and keep going until I make all of my matches.

Remember to practice reading them when you turn over the card, and you might even practice spelling them out loud, because remember, we wanna be able to read them, we wanna be able to write them, so that we can use our brain power for those other words that we can sound out.

These are high frequency words, that means they are words that we need to know automatically as fast as we know our name.

And remember, you don't ever have to stop and think, what is my name again?

No, that would be crazy.

You know, when they say your name, you know it right away.

And that's how we want you to know these high-frequency words.

All right.

Keep practicing, 'cause they're gonna get better and easier for you to read.

This week, we've talked about predicting, and that's where we listen or read a story.

And we try to think about what makes sense that would happen next.

And sometimes our predictions are not correct, and that's okay.

We just keep reading until we get more information, and we can even change our predictions as we go through a story.

So I have a story for you today that you're gonna listen to, and see if you can make some predictions with this story.

And then we'll see Mrs. Nix and talk about some things from the story.

- [Narrator] "How Plants Grow".

A plant's life begins as a seed.

Inside the seed is a little, new plant.

When the seed is planted, a root grows down in the soil.

The root holds the seed in the soil.

It takes in water, too.

The stem grows up from the seed.

When it pops out of the soil, it is called a sprout.

Green leaves grow on the stem.

The leaves have a big job.

They make food for the plant to live.

The leaves use water, sunlight, and air to make food.

Over time, blossoms pop up on the plant.

The blossoms are the plant's flowers.

They can grow into a fruit such as a pumpkin.

Many fruits can grow on one plant vine.

Inside the fruit are seeds.

These seeds can be used to grow new plants.

This tomato plant is fully grown.

The tomatoes are ready to eat.

Look at the diagram.

What parts of the plant do you see?

What are the main parts of a plant?

How do plants change as they grow?

- Did you look and enjoy all of that learning that we just did about plants?

Great!

Yes, so we were making some predictions as we were reading, and we've been practicing sequencing all week long to know what happens first, next, then, last, and it really worked well with all of our plants.

Have you noticed that all of our stories this week were all about plants?

It's because it really helps us as we're learning our sequencing of stories when we think about the cycle of a plant.

So today, I have a little bit of rereading that we're going to do with our questions that we have to answer.

And so I'm gonna invite Rita to come over and help us do a little rereading.

So, come on over Ms. Rita.

- Hello!

- Hello, how are you today?

- I'm feeling a little sideways today.

- You are a little sideways today, but that's okay.

Do you wanna wave to all of your friends?

Say hello, happy Friday!

- Hi, friends.

Hi!

- Yeah, that's great.

So Rita, I have a couple of things that I need us to do.

So, there is some rereading that needs to happen right here.

It talks about how plants grow.

And then we have some questions that we're gonna answer as we're reading them.

And so, should we read our questions first so we know what to look for as we're rereading?

- Oh, that's a great idea because then I know when I'm reading if I got the place that has the answer!

- Absolutely!

So let's look at the first one.

It says, underline, in fact, I'm even gonna underline it 'cause sometimes that helps me, underline what happens after the seed is planted.

So let's think about that.

Then we want to circle what the root does.

And we're going to, look at this word again, underline the word that tells what grows up.

- Hmm!

- Hmm.

- And then on the photograph, we're gonna circle, what grows next.

Okay.

- That's a lot of jobs.

- Those are a lot of jobs.

We have four things, but let's just start at the top.

Underline what happens after the seed is planted.

So, as you're reading, if you see it, why don't you stop and we can underline it.

Does that sound like a plan?

- Yeah, yeah, that's good, I like it!

- Alright, go ahead.

- "How Plants Grow".

When the seed is planted, a root grows down in the soil.

Oh, I got it!

- All right, so what are we gonna underline?

- A root grows down in the soil!

Wow that was right at the beginning.

- Yeah!

So now we're looking, what does the root do?

So, what the root does.

- Okay.

- Go ahead.

- The root holds the seed in the soil.

It takes in water, too.

Wow!

It's right there, it's the very next sentence!

- Yes, I'm gonna circle both of them just like this because that's gonna help us, great job!

Okay, now we wanna underline the word that tells what goes up, grows up, sorry.

- Okay.

The stem grows up from the seed.

That's it, that's it!

- That's it, great!

So the stem grows up from the seed, and, keep going.

- When it pops out of the soil, it is called a sprout.

Green leaves grow on the stem.

- So what grows after the stem?

What would we circle?

- The leaves, I think the leaves.

- That's right.

So, these are the parts that grow after the stem.

These would be the leaves.

And I'm just gonna put that right there so we remember.

- I like that idea!

- Great job!

Thank you so much, Rita, for reading with us.

Now I've got a little bit of writing.

Do you want to help out with writing a paragraph?

- Oh, you know I do!

I love to write.

- Awesome, well, come and join us, we do it over here.

- I'll be there in a minute.

- Okay.

So, my super readers, here's what I would love for us to do today.

We're gonna build a paragraph, and it's gonna be you and me, you're gonna help me out.

We'll call over our friends in just a moment and they can help us too.

But all week long, this has been our question, kind of our focus, our central question.

How do plants change as they grow?

And we've read lots of stories about how they change and how they grow.

And we just read our story today.

And so I really want us to think about, again, that sequence that we've been practicing.

So what happens first, next, then, last.

So when you're writing your paragraphs, you can try using some of those strategies too.

So I have this very first sentence and it says, "Plants change as they grow."

That's our introductory sentence.

So let's call our friends.

So, come on friends!

- I'm back!

- All right, Ms. Rita is ready!

Okay, Ms. Rita, so we're looking right here, plants change as they grow.

I think Ricky is coming, too.

- Yeah I hear him, he's coming.

- I hear him gallop, there he is.

- Sorry, I was eating my snack.

- Hey, it happens, no problems.

So, plants change as they grow.

Do you guys wanna help me?

What happens first?

- Well, I just read that story, and first, plants start as a seed.

- That's right!

Great job!

So I'm gonna put that up as our first sentence right here after our introductory sentence.

So, plants change as they grow.

A plant starts as a seed.

What do you have next?

- I'm using my transition words and I'm gonna say, after the seed is planted, the roots grow.

- Oh, and I love having this little picture right here.

That's great!

So then what happens?

- Then, I know, I know.

Then it sprouts, and remember that we'd said that the stem grows up.

- That's right, great memory, I love it!

And I love that it's in a little sentence right here for us.

And then a stem grows up.

Ricky, do you have another sentence we could add?

- Next... - Next, the leaves start to grow!

- That's great!

- Oh, I like that.

- That is wonderful.

And then is there one more piece?

- Yep, yep, last.

The plant grows a flower to make more seeds.

Did you know, that flowers have seeds in them!

- That's right!

And then I just think we need a concluding sentence right here.

So, as you can see, plants change as they grow.

Great job helping us today.

And I've got a friend who's gonna introduce a book.

We'll see you in a second.

- Bye.

- Hi, my name is Zachary Nix.

And let me tell you about this wonderful book I read today.

It's called "Pig The Slob".

This book introduces a pug named Pig, who sits around on the couch and eat snacks all day.

He gets so big that he actually falls through the floor.

And if you guys want to see what happens next, go and check this book out yourself.

Thanks for watching Valley PBS.

See you next time.

- Hey, I know that guy.

Do you guys know that guy?

- I think I recognize him.

- He looks familiar.

- Hey, you could call him like, Nix Junior, 'cause he's like a Mrs. Nix, but only the junior size.

Right?

- Totally.

- Oh, so cute.

- He did a great job.

- He did do a great job.

- Knock, knock!

- [Both] Who's there?

- Yacht.

- [Both] Yacht, who?

- Yacht to know me by now, it's me, Ricky!

- Oh, goodness - Oh, my golly.

- It's time for us to go.

We'll see you next week.

- Have a great weekend.

- Buh-bye.

- Have a great weekend.

- Oh, my golly, these guys are so funny.

- [Mrs. Nix] They're so crazy.

(cheerful music)