(cheerful music) - Hey!

- Good morning!

Happy Monday!

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

I'm Mrs. Nix, - I'm Mrs. Hammack.

- And, - We're back!

Oh, we missed you so much!

- Absolutely.

So Mrs. Hammack, where have we been for so long?

- We have been everywhere!

All over Fresno Unified in classrooms all over the place helping teachers and super readers learn.

- Absolutely.

We've done all kinds of grade levels from sixth grade, all the way down to preschool.

So it has been so much fun to come and get to hang out with you guys in person, but we're so excited to be back here so that we can be with all of you and practice all of those great learning strategies, because this is a great place to learn, practice, and grow our brains to become even better and stronger readers, writers, and thinkers.

So let's get started by warming up our brains with some - Ear training - called daily phonemic awareness.

- So this morning I wanna try something new with us.

Let's go through, we're gonna talk about categorization and this is where we're gonna give three words, and two of those words have the same ending sound.

- Okay.

Same ending sound.

- One of them's not going to match.

It's gonna have a different ending sound.

- Okay.

Turn up your ears.

Because if we're listening to the ending, we have to listen to the whole word and wait for the end.

All right.

I'm ready.

Are you ready?

- All right, let's try it.

So how about these three words.

Baby, fly, and happy.

Okay.

Baby.

Fly.

Happy.

- Okay.

Okay, baby and happy have the same E sound at the end, but fly-y-y, that's not the same.

So fly is the one that doesn't belong.

- That's right.

That means that happy and baby go together.

They match, they have the same ending sound.

Okay.

- Whew!

That was a little tricky for this early in the morning.

- I know.

Hey.

Alright.

Let's try another one.

Okay.

All right.

Three words: - Key, lucky, and truth.

- Oh wow.

Key, lucky, and truth.

What did you hear at the end?

Do you have 'em in your mind?

- Okay.

Did you get it?

Alright.

So truth, that's a completely different sound.

So that has to be the one that does not go or doesn't match.

Let's see, we had key and lucky those do match.

So those two go together.

- Excellent job.

Did you get it too?

Great work.

Okay.

Here's your last one.

This one's gonna be really tricky.

- Oh No.

- Really tricky.

Turn up the volume on your ears this time.

Here we go.

Stamp, bond, jump.

- Oh.

Wow.

That is tricky.

- It is!

So stamp, bond, jump.

- Okay.

It helps me to say them because then I can feel the sounds that my mouth is making.

- That's a great strategy.

- So stamp, and jump, both make me say the mmp sound.

So those two are the same.

That means bond is not the same.

And that's the one that does not belong.

- That's right.

So stamp and jump, both have that ending sound.

Alright.

Great job!

- Good job.

- And great job listening at school or at home too.

- A round of applause for you!

- Exactly.

Alright.

Let's get those bodies moving.

So why don't you stand up?

Make sure you've got some space to wiggle.

- That's right.

- And let's do a dance.

Are you ready?

All right, let's do it.

- Could we make sure it's something slow and easy?

- Oh, maybe, yes.

Go right ahead.

Let's do it.

Nice and slow and easy.

(jazz music begins) How about this?

- Just ease into our morning.

Join us.

- Absolutely.

- Oh, wow.

- We gonna fly like birds!

- Oh, we're gonna fly around.

- Yes.

- Fly around your room!

Now look, this is a gentle flying.

- Yeah.

We don't wanna bump into anybody, right?

- Oh, now we're a bumblebee.

- That looks like a chicken!

(chuckles) - Oh, a little bee wiggle.

What a great, nice, easy way to get our day started.

- Right?

I think so too.

- Great job joining us.

I'm gonna turn it over to Mrs. Hammack and let her help out with a little phonics, and I'll see you back in just a minute.

- Sounds good to me.

- Alright.

- Are you guys ready?

We're going to take a little walk over here to our word work board.

And today we are going to be looking at the tree card.

We have learned a lot of spelling patterns for the long E sound.

E. Do you see a connection between our phonemic awareness where we were listening for the E?

Right.

Well, we have learned that E consonant E says the long E sound, but we're not gonna focus on that one today.

We have learned that E A says the E sound but that's not the one for today.

E E also says the E sound.

The E all by itself at the end of an open syllable says E and I E can say E but today we're gonna focus on two sound spelling patterns that say the long E sound.

We're gonna focus on the Y that says E and the E Y that says E. Now notice that my Y is in red and not in black because when I'm practicing words that have the Y as a consonant, it says Y Y like yo-yo from our sound spelling board.

Remember?

But today our Y is acting like a vowel.

Remember vowels are the ones that we have to have, We have to have vowel sounds in every word or every syllable.

And we have five of them, A E I O and U but sometimes Y is also a vowel.

And today it's a vowel.

So I put it in red to help us remember.

So we're gonna learn about how to read and write words that have the E sound using the Y and the E Y.

But I think we need some help, don't you?

I think so.

Hey friends, can you come and help me with the long E sound?

- Oh, Mrs. Hammack.

I'm so excited to be back!

Hello!

- Oh, Tina.

It's so good to see you!

And hello Scooter!

(laughs) Oh, wow.

You guys look great.

It's been a while since I've seen you and I've missed you terribly.

- Oh, we're so excited to be back.

- Well, I'm looking forward to your help with this challenging long E sound.

It is gonna be tricky, but I think you guys are ready to help me.

What do you think?

- Oh, I think so.

I think we can do it.

- Oh, yep.

Scooter is all about it.

Alright, so today I'm going to have you listen and help me with some blending.

So I've already built some words with that sound.

And so what I wanna point out is when you see the Y at the end of the word, I want you to be thinking the E sound because that's what it does at the end of a word.

If you see the E Y at the end of the word, I want you to be thinking the E sound, like in tree.

Okay?

Do you think you can remember that?

- Okay!

I think we can do it.

- Alright.

Here we go.

So we'll start here with these two words.

We have the S and what sound does S make?

- Sss.

- Sss.

Good, and then we have short I, and then we have two Ls together.

What do you remember about that?

- I remember, we don't have to say both of the LS.

We just say one L we just make, L, just the one.

- That is right.

Great remembering.

So we have sill, and then what are we gonna say for this sound?

- Uh, E!

- Yes.

Alright.

Let's put it together.

(slowly) Silly.

Silly!

Scooter is so silly.

Great job.

Alright, are you ready to try another one with me?

- Oh yeah.

Let's do another one.

Okay.

Oh, look.

First let's look at the whole word so we can kind of see it.

And look, I notice we have another double consonant so that means we only have to say that one sound and then it ends with our Y at the end.

So we're gonna remember that E sound.

Alright, so let's start.

We have H, A - Ah.

- PP, Y.

Now let's put it together a little faster.

(slowly) Happy.

Happy.

Happy!

Great job.

So, if you are wanting to write about something that is silly or happy then you would use the Y at the end.

That's pretty awesome.

Alright, let's take a look at the E Y at the end.

Do you see the other double consonant there?

Okay.

So we need to look at the whole word and think about it.

Here we go.

So we start with the V sound.

Do you remember that sound?

V A LL EY.

Alright, let's think about it.

Let's blend it slowly.

Valley.

A little faster, valley.

- Oh, Oh, Mrs. Hammack, Mrs. Hammack!

- Did you get it?

- I see that word.

And you know what?

I see it on your shirt too!

- You are right!

Because this is Valley PBS.

Valley!

Do you know what a valley is?

- Oh, oh, oh, yeah, I do, I do!

It's when we're between mountains, and it's a low spot in the bottom.

We're in the valley.

- That is right.

And we live in the San Joaquin valley and it's a very large valley.

So valley is an important word for us to know how to read and write.

- Oh, yes.

- Alright.

I have one more word for us.

Are you ready?

- Yep.

Let's go.

- Okay.

This one's a little tricky.

H O N EY.

Honey.

Now, listen how I say that word.

Honey.

Did you hear how the O kind of, it kind of sounds more like a short U sometimes?

We don't say honney, we say honey, so that can be tricky, when a vowel has kind of a little bit of a different sound.

When you blend it together and we say it quickly, it can change the sound just a teensy bit by the way that we pronounce it.

Did you notice that?

- I did notice it.

So that was really, that was good.

And Scooter, I know that you really like honey because Scooter has a sweet tooth and he loves everything that is sweet.

- Oh yes.

Yes.

- He's very excited about it.

So maybe I should, this is a good time for me to send you to go have a little snack.

Maybe you could have some honey and crackers.

- Oh, that sounds great.

We'll see you later, Mrs. Hammack.

- Alright, I'll see you guys later.

Alright, super readers.

So this week, all week we're gonna be working on the Y and E Y that says the E sound.

Now, if you remember, we have our sound spelling board here.

And remember, this is not an alphabet.

This is a tool that helps us to learn and remember the sounds that letters make.

But also how do we spell that sound when we wanna write words?

And today we are here in the long vowel area and we're working on one, actually two of the patterns that say that E sound.

So that is really important.

I hope you have one of these in your classroom, and I hope that you practice using it as a resource to help you be a better reader, and writer because they go together, right?

Okay.

Speaking of reading and writing, it's time for to practice our high frequency words.

So I'm gonna send it over to Mrs. Nix, and she has some activities and things to help you practice the high frequency words for this week.

- Absolutely.

Thank you so much, Mrs. Hammack.

And yes.

So this week we have six words that we're gonna practice, and we're gonna practice them every day.

So let's go through and help me read them out loud.

Are you ready?

Okay.

Here we go.

Found, hard, near, woman, would, and write.

Okay.

Today I have a sentence that I've cut up and I'm gonna be using one of our words.

And the word that we're gonna use today is found.

So let's spell it together.

F O U N D spells found.

You know, a great technique that you can practice at home, or or at school is, you can write and practice writing this word in the air.

You can trace it with your finger on your arm, or on the carpet, but you can practice F O U N D spells found.

Great job.

Alright, so let's use found in a sentence.

Now I have some words up here, but, our dog lost we, is that a sentence?

Help me figure it out.

What would I have go first?

Did I hear someone say the word with a capital?

Which one has the capital letter?

We, good job.

So We, how about let's use the word found, We found, what did we find?

Our, okay, let's try it.

We found our, hmm.

Dog?

Oh, what kind of dog?

Our dog must have been a lost dog.

We found our lost dog.

Does that make sense?

Yes.

You know something else that you can practice when you're trying to work through some of these words is to simply practice writing them.

So I have a sheet of paper over here, and I want us to practice writing the word found.

It's really important, especially as we get into the end of this school year.

And it doesn't matter if we're in kindergarten, in first grade, second grade we're always gonna practice our letters correctly.

Right?

So when I think of the word found I'm gonna start up here above the dotted line and I'm gonna meet kind of that candy cane or a cane.

I'm gonna touch the top and I'm gonna go all the way down to the bottom, right?

And then I'm gonna cross at the middle.

So F, remember my O has to stay between the dotted line and the bottom line.

I don't want any of them floating up at the top.

F O U N, and look at this.

I'm keeping all my letters, all my letters stayed right here below that dotted line.

Are you practicing that at home, too?

Great job.

Because it always is nice to have nice handwriting, then people can read it.

Alright.

So today we're gonna work on visualizing and sequencing.

Visualizing is just having that mental picture as we're reading the words on the page.

So if we see the word chair, we can visualize and think about a chair, something we sit in.

Okay.

The second thing is sequencing.

So think to yourself, what happens first, next, last?

And we're gonna practice some of that as we listen to today's story, which is 'From Puppy to Guide Dog'.

I'll see you back here in just a minute.

(relaxing guitar music starts) "How do people work with animals?

Read about how people train guide dogs.

From puppy to guide dog.

Most dogs are pets, but some dogs help people.

What is the key to making a dog a good helping dog?

A buddy-to-be.

Mickey is a cute and clever puppy.

He runs, jumps and plays.

One day, when he grows up a bit, Mickey will be a helping dog.

He will be a daily buddy to a person who cannot see.

Helping dogs are called guide dogs.

To be a guide dog, a puppy must be bright.

It cannot be lazy or fussy.

The puppy will need to learn many skills.

A new home is found for the puppy when it is eight weeks old.

Fact: most guide dogs are Labrador retrievers.

They're very intelligent and easy to train.

Guide dogs can be big or tiny.

A family of trainers.

A puppy like Mickey stays with a family for at least one year.

The family plays with it and feeds it.

They help the puppy stay healthy and teach the puppy a lot.

Each puppy has checkups at the vet.

Fact: 10,000 people in the US and Canada use guide dogs.

Each puppy learns how to act nicely with people and with other animals.

The family gets the dog used to a lot of tasks and settings.

People may visit many kinds of places in the city.

They go to homes and shops.

Every dog must be trained by itself.

This dog watches its favorite team.

Learning new tasks.

As time goes by, the dogs are trained how to go across the street.

The dog stays near the trainer.

It learns to stop at a red signal.

This will help the dog safely lead a person who cannot see the traffic.

Fact: Guide dogs are allowed in restaurants, stores, schools, any place a person can go.

This guide dog learns to cross a street.

Some guide dogs can be trained to help a man or a woman who cannot move or walk.

He or she might need help with a lot of hard tasks, both inside and outside the home.

A dog can be trained to get on elevators and to reach objects.

Eyes and ears.

Some dogs are trained to help people who cannot hear.

If the dog hears a bell ringing or a yell, it would lightly tug or poke the person with its nose.

A dog can be taught to alert its owner to sounds.

Fact: Guide dogs should not be bothered while working.

Ready to guide.

Training a puppy for a year is not an easy job.

Owners may call or write to thank the family that raised their puppy.

Training a guide dog helps a lot of people.

How does a guide dog get trained to help people?"

- Wow.

Did you know all of those things about guide dogs?

Wasn't that amazing?

Alright, so I'm gonna test your memory.

We're gonna work on the sequence.

What happened first, next, then, and last?

We might not have time to finish it, but let's get started.

From Puppy to Guide Dog.

Do you remember what happened first?

Right.

That's right.

First, the puppy had to leave its mother.

Right?

What do you think's next?

Right after they leave the mother, where does it go to live?

Right.

It goes with a family for a whole year so that it can learn all the things that needs to to be helpful as a guide dog.

So we have first, it leaves its mother.

Then it goes to live with a family to be trained.

And then what do you think?

Right.

In that training, part of the training, right?

Is for the puppy to learn the hard things.

It becomes a good guide dog.

Why would that be important?

Hmm.

I think you're onto something.

Now, hey, we're not gonna have time to finish or do our writing, but maybe you could write down a few ways that guide dogs could be helpful to people.

Okay.

I think it's just about time for us to wrap up our day.

- I think so, too.

And you know what, Mrs. Hammack?

Scooter just told me a joke, do you wanna hear it?

- Oh, I love Scooter's jokes.

Yes.

- Alright.

The joke is, What type of markets do dogs try to avoid?

- Oh, Hmm.

I don't know.

- Flea markets!

(both laughing) - That was awesome.

We had a great time with you guys today.

We look forward to seeing you back here at Valley PBS.

Take care.

- Bye-bye!

(cheerful music)