(cheerful music) - Good morning super readers!

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

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- And this is a place for us to come to learn, and practice, 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.

- Called daily phonemic awareness.

(laughs) I love it.

- I'm feeling extra today.

- Absolutely.

So, some phonemic awareness.

Those are where we're gonna take some sounds, I'm gonna give you some sounds and then you're gonna smoosh 'em together and make 'em a word.

- I like it.

- Okay.

Now there's a couple of different things that you can do as far as blending, because we've been all over the district and we've seen lots of students doing lots of really awesome things.

- There's some cool things going on.

- We've seen students who have blended from their heads down to the floor, or one of my favorites is using our arms.

And so you can blend your sounds right on our arms.

And so that we can say the words.

So if you wanna do that with us, you can put your arm out.

I'm gonna give you some sounds.

- Okay.

- And then we're gonna blend them together.

Okay.

Smoosh 'em together.

Here we go.

- I'm ready.

- Ss, Ih, T, E. Ci-ty.

City.

- Oh, city.

- You got it!

City.

Did you get it too?

Great job.

All right, let's do another one.

How about this one?

Mm, eh, ssy.

M-ess-y.

- Oh, messy.

- Excellent.

Did you feel how those letters almost started to touch each other?

- Yeah.

I think that really helps, if you stretch out those sounds so that they touch one another, it helps your ear to hear the word and that makes it easier to figure out what you're doing.

- It sure does.

Alright, let's do one last one.

Here we go.

F, uh, n, ny.

F-un-ny.

Funny.

- Alright.

You know what else is really funny?

- Oh, I think I know.

- I like it when we get to do a little bit of dancing in the morning and wake up those brains, shaking our bodies, make sure you've got space, and let's do a little dance.

- A funny little song called 'The Chickadee in a Tree'.

- Alright, let's do it.

(jazz music starts playing) - Alright.

Get your space so you can move your body.

- Absolutely.

I love getting all that brain movement going, right?

- That's right.

- Now let's be birds.

- Oh, now we're birds.

A bumblebee?

(both laughing) - Ta-da!

I love it.

I love getting ourselves moving in the morning and kind of wakes us all up and gets us ready.

- Right.

Gets all that blood pumping so that you can have some good brain energy.

- Absolutely.

And I think it's time for some phonics.

- You are right.

It's time for us to practice some word work.

- Okay.

Well, I'll see you, and I'll see you in just a little bit.

- Okay.

Join me at our word work wall.

And so we've been talking all week long about the long E sound spelled with the Y or an E Y.

So when we see a Y at the end of a word, we wanna read it with an E or an E Y.

Now I told you yesterday, when we were talking with Tina, about how often, it's a Y at the end of the word.

So if we look at our sound spelling card, it shows us the way to spell that long E sound by the order that is most common.

So you can see E consonant E is the most common way to make that long E sound, followed by the E A and the E E and then the E all by itself.

But then, look right here at the end of a word, that Y all by itself.

And all the way at the end of the card is the sound spelling pattern of E Y.

So that just lets us know when we look here, if we're trying to decide which way it's supposed to go, we can see that most commonly it's with the Y at the end.

And I made a list of some of the E Y words there so that you can start to kind of see the E Y words.

Remember, there's only about two, a little more than 200 of them in our whole language.

So often it's gonna be that Y at the end.

Alright.

Are you ready to do some reading?

We're gonna do some blending, and then some building, and we're gonna even practice some dictation, which means I'm gonna tell you the word and I want you to write it, and then we'll check it and see how you did.

I think we need our friend Tina to join us.

Hey Tina, are you ready?

- Oh, Mrs. Hammack, I'm so ready today.

- Fantastic.

You've been doing an excellent job using all of your phonic skills to practice this new sound spelling pattern.

- Well, thanks.

- Alright.

So first let's warm up with some blending.

So I have some letters here, and we're gonna practice, and we'll put them together to make a word.

Are you ready to try it?

- I am, let's do it.

- Okay.

Here we have a blend.

We have the S K blend and it says sk, in, ny.

Skinny, skinny.

- Skinny.

Oh, yes.

Skinny.

I like to write with the little skinny pencils.

- Oh yes.

Those are fun to write with.

Now, did you notice how, when we were putting this together, it was a lot like what we did for phonemic awareness.

Only this time, we're actually looking at the letters.

That's why we practice training our ears, because then when we have our letters, we can practice that same skill with those letters and then blending it together.

- Oh yeah.

It totally makes sense.

- Right?

Alright.

Let's check the next word.

Are you ready?

- Yes.

- Alright, here we go.

H, ah, p, py.

Happy.

- Oh, oh!

Happy!

- What'd you get?

- Happy.

- Yes.

Happy.

I'm happy that you're here with me today.

- Oh, me too.

I'm so happy to be here.

- Great.

And I wanted just to point out, did you notice double consonants?

- Oh.

- Often when we have that E sound with a Y at the end, often there is a double consonant in front of it.

Not all the time, but often.

So keep that in mind.

Alright.

Are you ready to do some word building now?

- Yeah!

Let's do it.

- Great.

Did you bring something to write with?

- I did.

- Fantastic.

Okay.

I'm going to tell you the word, and then I'm gonna give you a second to kind of sound it out and write it on your board.

And at home.

I want you to do the same thing.

You can write on a piece of paper.

Okay, here we go.

Your word is a familiar word for Fresno: foggy.

- Oh.

- Foggy.

- Foggy.

Okay, alright.

Hang on.

Let me go and get my stuff.

- Okay.

I'll break apart the sounds.

F, ah, g, y. Alright.

Let's see what you got, Tina.

- Alright.

I think I got it.

I think I got it.

- Yay!

Great job.

- I remember you said it has a double consonant most of the time.

And so I thought, well, I'm gonna just put those two Gs in there.

- You are right.

And that is because those double consonants help our vowel to say a short vowel.

Without it, this word might say sky-ny, and that's not really a word.

We have to have that extra consonant to keep the vowel short.

So foggy is exactly that.

There's the word fog, now to make foggy, we just double that consonant and add the Y at the end for foggy.

- Oh, yes.

I see it, I see it, I see it.

- Great job.

Okay.

Now usually when we're building words, I have you change the beginning sound, but mm, it's a little different this time, cause I want you to really train your ear.

So here's our word foggy.

I want you to make your word say baggy.

- Ooh.

- Okay.

Be thinking.

- Okay.

Alright.

Alright.

Hang on, so, b-a-g, - Baggy, like, the dress was too baggy.

- I think I've got it.

- Let's see.

- I think I got it.

- You did!

You did, very nice.

So instead of an F we need the B and instead of an O, we need the A.

But the rest of the word stays the same.

Baggy.

Baggy.

Great thinking.

Alright.

One more.

Let's see if we can change the word baggy to buggy.

Buggy.

- Oh, let's see.

You're trying to trick me.

So, bug, Oh.

I figured it out, hang on, hang on.

- Okay, Okay, I'm ready.

I'm ready.

- I think this one's gonna be easy.

- Mhm, Alright, let's see what you got!

- Look at what I did.

Look what I did!

- Fantastic!

- Yeah!

- Tell us what you did.

- Okay.

Well the beginning sound didn't change, but I had to change at vowel sound from a ah to a uh.

- You are right.

Buggy.

Very nicely done.

- I like it when the evenings are very buggy.

- I bet you do.

- Cause then I can get little snacks.

- Yes.

(laughs) Well, I'm thankful that you like those little buggy snacks.

It makes my life better.

Thank you for that great work.

- Oh, you're so welcome.

- I'm gonna send you off now and I'll see you in a little while, while I wrap up with my friends.

Okay.

- Alright, bye-bye.

- Bye.

Alright, super readers.

We have skinny, happy, and buggy.

Great reading today.

And remember, when we're building words, we're doing the same thing that we did with phonemic awareness.

We're breaking it apart and blending it back together and make sure after you write something that you go back and blend it and make sure that you got all the right sounds.

You did a fantastic job today.

And I know that the words that you're working on with Mrs. Nix are gonna help you to be an even stronger reader.

So let's get over and see what word we're working on today.

- Absolutely.

Thank you so much, Mrs. Hammack.

And so, remember today, or all of this week, we've got six words that we've been practicing.

I wanna go through, let's read them together.

Here we go.

Read 'em with me.

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

Okay.

Today I want us to practice this word right here.

This is the word would.

Alright.

Spell it with me.

W O U L D would.

This kind of would, this is a homophone because it sounds like two different meanings.

This would is something like, would you hand me the remote to the TV please?

You're gonna ask them if they would do something, not wood, like a tree is made out of wood.

Okay.

Two different things.

So this is W O U L D. One of those words you'd have to practice so that we can learn how to read it and write it.

Now, I have a sentence that's all mixed up and I'm gonna have you help me figure out how to put it together.

And today I have Would, and I capitalized it, so that I would remember that that's my beginning word.

But can you see anything here that would help us out to identify what would be last?

You got it.

This one right here with the question mark.

I'm gonna put it over here.

So Would, what are some of our words?

With, to, like, you, and play.

Hmm.

Would, who are we gonna ask?

Maybe you?

Would you.

What do you think?

Like, Ooh, I like it.

Would you like... with?

Play?

To?

Oh.

Would you like to... play with us?

Does that make sense?

Would you like to play with us?

Great job.

You wanna play with us?

I know Mrs. Hammack wants to come over and play with us.

- (singing) I do!

- We have a really fun game for us.

So, - I love this game.

- Right?

It's another way that we can go through and we can practice looking at and finding our high frequency words.

So I'm gonna take our words, cause this is gonna be like my deck of cards and I'm gonna shuffle 'em up.

And then what I'm gonna do, Mrs. Hammack, is I'm going to secretly look at it.

I'm not gonna show her which word it is, but she's gonna have to go through and find it on the little Swat-a-Word.

Are you ready?

- I think I'm ready.

- Okay.

Can you find the word woman?

- Ooh.

Okay.

Oh, no.

- Oh.

- Oh, that one, Oh!

There it is.

- She's got it.

Alright.

And her next word is found.

- Oh, we did that one, I remember.

There it is.

- There it is.

- F O U N D. Found.

- I really like how she went through and spelled it too, cause that's what's gonna help us become amazing readers and writers.

So you can do this with a partner.

You could practice your spelling.

You could, even if you had a third person, maybe you could race to find who could find the word first?

How fun would that be?

- You could even play by yourself.

If you write the words on the cards and just turn 'em down and then turn 'em over and then just practice, it would help you practice identifying it.

- Absolutely.

- There's lots of ways.

- Lots of things that you can do to practice, I'll turn that the right direction so that it's there, to be able to do that.

Now, other things we need to practice, we need to be able to visualize things that are happening in our stories.

So as we're listening to stories that are being read to us, it's really important that we have kind of a little movie that's going on.

- Yeah.

- Today's story happens to be about dolphins.

- It's an amazing one.

- It's an amazing story.

And so in your mind, you should have a picture.

When I say the word dolphin, what does a dolphin look like?

What does it sound like?

Maybe you can start to hear it, start to visualize.

The other thing that I gonna ask you to do as you're listening to today's story, is to think about, what is it mostly about?

What's the main idea of the story?

And what are some details that help you to identify what the main idea is all about?

- That sounds like it might help when I'm reading, if I'm visualizing and I'm thinking about what is this story mostly about?

That's gonna help me really understand the story.

So I'm gonna be able to answer questions about it, which you know, teachers love to ask at the end of a story.

- Absolutely.

So we'll see you back here in just a moment.

- "Working with Dolphins.

Dolphins can understand commands.

Did you know that dolphins are good helpers?

They can help people with special needs.

Dolphins can help people who are sick or hurt, too.

The woman in the photo trains dolphins.

She teaches them how to swim with children.

Dolphins like to eat fish.

Trainers teach dolphins how to do tricks.

A dolphin can stand on its tail!

Some dolphins can jump through hoops.

Watching tricks makes people happy."

- I told you it was a good one, right?

Aren't dolphins amazing?

I know.

I am so amazed by how smart they are.

So were you making kind of a picture in your mind as you were watching and listening to the story?

Even though there were already pictures, you could still add to those in your mind, Right?

All right.

So today for reading, Working with Dolphins is the name of our story.

What was the main idea of the story?

Let's have some help, you think our friends could help us with that?

Hey guys, how are you today?

- Hey Mrs. Hammack!

- I'm so glad to see you.

My super readers, we could use your help with this story, Working with Dolphins.

- Oh, oh yes.

That would be so much fun to work with.

Oh, working with dolphins.

See, I was thinking maybe it was mostly about the ocean.

- Oh, okay.

Well, if you look at the pictures, you could think that, right?

What do you think, Scooter?

- Oh, oh, oh, oh.

Yeah, I think you're right.

So Scooter says that it's not just the oceans, it's the dolphins that live in the oceans.

- That was really good thinking.

So, one of the things that helps us, sometimes, not always, but sometimes, is the title of the story, Working with Dolphins.

And so that's kind of a little bit of a hint.

And then if we take a look at the pictures here and think back to the story, about the pictures that we visualized and what the words were telling us, what was the story mostly about?

It was mostly about working with dolphins, right?

It was mostly about dolphins.

Now it did not talk about dogs, or sea, or animals, other animals that lived in the ocean.

It was mostly talking about dolphins, and how the people in the story worked with the dolphins.

Alright, so now, thinking about that, what were some of the key details that we heard that help us to know that, yeah, this story's mostly about dolphins.

What are some of those key details that you heard in the story?

(muttering) - Oh!

You were really listening weren't you?

(happily muttering) - Yeah.

It said that dolphins can help people.

And that is one of the things that this trainer was doing, that trainer was going to help them to be able to learn to swim with children.

Right.

So dolphins help people.

It also said they help people that are sick.

So not just children, they might be swimming for like maybe physical therapy where they're learning to get stronger.

But also it said the dolphins can help sick people.

What other detail did you hear that might help us to know that it's about dolphins?

What do you think?

- Well, did it talk about that the dolphins, that they do tricks?

- That is exactly right.

Good thinking.

Dolphins can do tricks.

Oh, my writing is a little sloppy, sorry.

Dolphins can be trained to do tricks.

And we can see that here, in this picture right here, he's jumping through a hoop.

He's getting a treat.

Remember the story about training a dog?

What happens when the dog does the trick that you're teaching?

- Oh, that's right.

Then they get a little treat.

That's how we train them.

- That is exactly right.

So when we're working with animals, often we give them treats, to reward them and tell them yeah, yeah you're doing the right thing.

And so our story was mostly about dolphins and here are the details that helped us to figure that out.

We could have started with the details first, and then gone and figured out the main idea.

You can go either way when you're doing that.

But knowing about a main idea, and then being able to find the details, that really helps you to really understand what the author is trying to tell you in the story.

So great job thinking.

Alright.

So let's change thinking a little bit.

We talked about dolphins, we've talked about dogs and working with animals, Today we're gonna write a little bit different.

Today, our prompt is "what kind of pet would you like to have, and why?"

What kind of pet would you like to have, and why?

Now, you know what's fun about writing is you can be really, really creative.

You might want to have a pet that's not really a pet.

And, and when you're writing, that is a hundred percent okay.

You can have a pet, when you're writing, that is not the right kind of pet to have.

It's fun because in writing, you can pretend, you can expand and make different ideas.

So let's think about that.

What kind of pet would you like to have?

Write it down.

And then what are some of the reasons why you might like that pet?

I bet you're gonna have some great ideas.

And if you want to, you could share 'em with me, and then I can share them with Mrs. Nix.

I think we're out of time though, so I'm gonna leave this here so I can put some of your writing there.

- I love it.

And you know what, let's finish today off with a fun joke.

- Yeah.

- How about this one?

What kind of dog keeps the best time?

- Oh, kind of dog keeps the best time.

- A watch dog!

(laughing) - Oh!

A watch dog!

- We'll see you guys back here tomorrow on Valley PBS.

Take care.

- Bye.

(cheerful music)