(light-hearted guitar music) (upbeat music) - Good morning super readers- - 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 learn, practice and grow our brains- - Grow our brains.

- To become even stronger readers, writers and thinkers.

So let's get started by warming up our brains with some- - Air training - Called daily fun anemic awareness- - Daily fun anemic awareness.

- Now, today we're gonna work on a little bit of categorization, just like what we worked on Monday where I'm gonna give you three words.

We're gonna listen really carefully to those ending sounds because the words that have the same ending sounds go together but there's gonna be one, it doesn't belong.

- Okay.

- And we gotta be able to identify that one.

Okay, are you ready?

So here are the three words.

- Okay.

- Windy, growing and hobby.

Windy- - Well that's kind of tricky - Growing, hobby.

- Okay, at first I thought they all had the same ending sound because windy, growing, but then if you put that ng on the end you can hear it, and hobby.

So windy and hobby are the same, but growing is not.

- Good job.

Did you catch how good her ears were listening this morning?

Did you figure that out too?

Great job.

Okay, let's try another one.

All right.

Three words here we go- - All right.

- Body, icy and hand.

Body, icy, hand.

- Okay, now this one was a little bit easier because of the order that she put them in.

So body and icy, I was listening and they're like right next to each other and then hand.

- Did you- - It's the oddball.

- It is, good job.

Did you get it?

Great.

All right, one more.

How about this one?

Believe, sunny, rocky.

- Ooh okay.

- Believe, sunny, rocky.

- Okay, believe is the one that does not match because rocky and sunny both have the e sound that we've working on all week.

- You are doing a great job.

- Thank you.

- And I know that you are doing a fantastic job.

Keep listening to those ending sounds.

They can get a little tricky but I know you can do it- - Yep.

- When you're practicing.

All right.

You know what else I love to practice?

- Is it time?

- It's time.

Let's do a little bit of some dancing and singing.

So- - Okay.

- Here we go.

So it's nice and smooth here in the beginning, just how we like to wake up, right?

(upbeat music) - Oh this is nice.

- All right we're gonna add a little bit of movement here.

♪ It's a chickadee ♪ - Two times sorry.

- Two times.

♪ Sitting in a bird's tree ♪ ♪ Singing his song for everyone to hear ♪ - Okay now we get to be the bird.

the chickadee.

♪ He said to the chickadee ♪ - Oh sorry.

(laughing) ♪ I hope that you can say ♪ All right here we go now, fly around.

(upbeat music) ♪ She saw a bumblebee ♪ Oh a bumblebee.

♪ Buzzing down the other tree ♪ ♪ Teasing in flowers one by one ♪ ♪ Where is your family ♪ ♪ He said to the bumblebee ♪ ♪ Come with me and have some fun ♪ ♪ Du du du these are the memories ♪ ♪ Wo oo oo these cheerful memories ♪ ♪ The chickadee ♪ - Chickadee.

- And the bumblebee.

(upbeat music) I heard a lot of e. - I did too.

- Lots of e words.

That was fantastic- - Nice.

- So now we got to hear some sounds, we got to sing a song that was filled with our sounds.

- That's right.

- Maybe we should learn how to spell some words with those sounds.

- I think so.

Let's go over to our word work wall and get started.

- Okay.

I'll see you guys in just a little bit.

- All right, word work.

This week we're doing the long ey sound.

We've done that before but this time we're focusing on the spelling pattern that has the y at the end of a word or ey.

So when we see a y at the end of the word, we're not going to say the consonant sound of y we're going to say e and ey at the end of a word also says e. All right we've been working on blending words and building words.

So we're gonna start with a word that we ended with yesterday just to kind of warm us up.

And I think we should ask Tina to join us.

Hey, Tina.

- Oh this is heavy.

I remember that one from yesterday - Do you, do you remember what it's says?

- I do.

It says buggy because I love it when it's buggy and I get to eat all the little snacks.

- You're right.

(chuckling) It does say buggy.

That is fantastic.

All right.

So I thought we would start with a word that we know and then we're going to change it up a little bit to make some new words keeping our focus sound in mind.

You think you're up for the challenge?

- Oh yeah I can do it.

- All right.

So here we have buggy and I would like you to make the word, buddy.

Like I know that scooter is your good buddy.

How would I do that- - Okay, okay.

Let me, I'll be right back.

Let me go get- - Okay, all right.

- [Tina] I've got an idea.

- Okay.

- [Tina] Okay.

- Buddy, buddy.

- [Tina] And you know what else Mrs. Hammack?

- Tell me - You know what?

I was just thinking about yesterday's rule 'cause you had a really good suggestion yesterday and you said to double the consonant.

- You're right.

- So I did it again today.

- You are right.

And when we double that it helps to make sure that the vowel stays a short vowel.

So you have buddy, and so I need to change out my Gs and we're gonna put Ds and you are right.

You did that great.

- Woo hoo.

- I did not trick you at all, very nice.

Buddy.

All right, let's change buddy to bunny, bunny.

Like soon- - Okay, okay.

- It will be time for the Easter bunny to show up, bunny.

What do you think?

Bunny.

- Okay so was thinking about with this one.

And I just had to change the d to n and I had to make sure that there were two of them.

- You were right, let me change mine.

So I have the b says b, u that says the same bu, now I need bunny.

Bunny, good job.

- Woo hoo.

- Okay, so we had buggy to buddy to bunny.

Do you see how they're, when you make one word you can change a few letters to make a whole bunch of words that you know.

- Oh yeah.

I feel like really smart.

- That's because you are.

All right, let's try sunny, sunny.

- That's an easy one, I can do this one.

(laughing) Yes okay and I'm gonna take that one and I'm gonna move that over there and I'm gonna erase that, okay.

- Good job she's working hard.

- Here it comes, here it comes.

- That is fantastic- - Yeah.

- Sunny, all you had to do was change the big getting letter to make the word sunny.

- Yeah.

- You did great.

- Oh, it was a lot of fun.

I really like your trick of talking about making sure that my consonant is doubled when I end with that e sound.

- Yep.

- To make sure that the short vowel stays short.

That really helped me a lot.

- I'm so glad.

So now you can read all these words and because you practiced building them on your whiteboard you can also write them.

So now when you go to write something in, for a story or just a note to someone, you'll know exactly how to write those words.

- Absolutely.

So thank you Mrs. Hammack.

That was great.

- You're so welcome, great practice.

I'm gonna let you go and then I'm gonna review some of the ey words with the rest of the super readers, okay?

- Okay have a great day.

- Thanks.

- Bye.

- All right so we built words today with the y at the end for that long e sound and remember I told you there are some words that have the ey that also says e. So I made a list of just a few.

So we have key, we have Turkey, valley which we read that one earlier this week, money and hockey.

Those are just a few of the words that have the ey at the end but it still says the long e sound.

Remember, you can always look at your sound spelling cards to help you decide which spelling pattern to use when you're writing some of those words.

All right, speaking of words it's time for us to practice some high frequency words.

Remember, those are the ones we need to know automatic as fast as we know our names because that helps us to save our brain power for this hard stuff over here.

So let's go see Mrs. Nixs.

- Absolutely.

Thank you so much Mrs. Hammack.

And that is so true.

Those high frequency words are words that we come across often in our reading, in our writing and it's really important that we just know them automatically.

Now some of 'em we can sound out and some of 'em we just have to know.

Okay, let's go through and let's read this week's words.

All right, join me.

Read 'em out loud.

Write, woman, found, wood, near and hard.

Today I want us to look at two words.

Okay, so I'm gonna start with this one.

This word is the word near, spell it with me, n-e-a-r spells near, good.

So if I am near the board that means I'm close to it, right?

Okay, good.

And how about this word here?

This one is the word woman.

Spell it with me, w-o-m-a-n, woman.

Excellent.

So as a grownup you could say that I am a grown woman.

Oh, right.

Now, both of these words are words that we come across often in our reading and writing, so it's important that we are able to read them and write them and use them correctly in a sentence.

So I have a sentence right here and I need help, where do I put these words?

Let's read 'em together.

So that mm lives mm the school.

Okay.

So would I say that near lives woman the school?

Does that make sense?

Ooh, it doesn't.

Okay, what if I flipped 'em around?

And I said that woman lives near the school, does that make more sense?

Absolutely.

So in your mind you can visualize and think about a lady, a woman who lives close to or near a school.

Great job.

Okay, now with those high frequency words we can also play some games and I'm gonna have Mrs. Hammack come back out because we're gonna play a little game of tic tac toe.

Now, in order to do this, I'm gonna take back my cards and this is gonna be like, like, kinda like a deck of cards.

So you could write 'em on index cards or slips of paper or anything like that.

And you wanna just make sure you shuffle 'em and then you've got a stack of cards that you can pull from.

- Okay.

- Now Mrs. Hammack do you know how to play tic tac toe?

- I think I remember.

- Okay, so we're gonna be either circles or Xs and any time we're able to take that spot we can put our color or whatever.

So I know that our little words down here aren't colored.

- That's okay.

- We're gonna put some little circles and things on 'em as we play but what we'll do, I'm gonna pull a card, I'm gonna read it to you and if you can spell it- - Woo hoo.

- Then you get to take- - This is tricky.

- One of 'em and you can play it, whoops.

- Okay.

- Anywhere on the board.

All right, found.

- Okay, found.

Now I'm gonna try to do it without looking.

So found, f-o-u-n-d, found.

- Did she get it right?

- How did I do?

- She did.

(clapping hands) - Yay- - Good job.

- Okay so I'm gonna take this one and I think I'm gonna put it right in the middle.

- And- - And I think can I use a different color?

There we go.

And I'm gonna I'll be as, I'll circle it in red.

- Perfect.

Then it would be my turn.

- Okay.

- So then you can take a card for me- - All right.

Okay, near.

- Ooh, that was our word from today.

What did we have?

N-e-a-r. - Did she do it?

Yes.

- Yes.

- Great job.

- Okay so I could take my circle or square or I guess I'm being an x, right?

I'm being x.

- You could be anything.

- And I'm gonna go right here and I will put a little x right there.

- Okay.

- So the object of the game is to get three in a row and you can play with any friend or even sometimes you could even play by yourself and just see what you can come up with.

- Tic tac toe three in a row - Right, absolutely.

All right.

So, something we're working on this week, we've been working on visualizing, having those pictures inside our minds as we're listening to a story.

- Yep.

- So today's story is about Koko and Penny.

And Penny- - It's one of my favorites.

- Is an amazing lady.

She is a scientist.

- Yes.

- I think of what her term is.

- Yeah, I can't think of it either, but- - That's okay.

But she is a scientist who works with chimpanzees, orangutans.

- Actually I think that Koko is a gorilla.

- A gorilla, okay.

And we're gonna find out all about that.

So knowing what a gorilla is would be very important because in our minds we have to picture and visualize what's going on.

The second thing that we've been working on is sequencing.

And so knowing what happens first, what happens next, what happens last, sequencing's pretty important.

We would not wanna put our shoes on first and then our socks.

- Oh, that.

- That wouldn't work.

- That doesn't make sense.

- So sequence matters.

So as you're listening today make sure you're paying attention to how the story is told and make sure you're visualizing.

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

- [Narrator] How do people work with animals?

Read about a gorilla who can do amazing things, Koko and Penny.

What does a special teacher help Koko the gorilla do?

Koko is a gorilla, Penny Patterson is a woman, but she is like Koko's mom.

Koko was very young when Penny began teaching her.

Penny found baby Koko at a zoo in 1972, Koko was a year old.

Koko jumped into Penny's arms, she pulled her near.

Penny liked Koko, she wanted to study her.

Penny wanted to teach Koko words, she showed her hand signs and signals.

At first, Koko mostly asked for things she wanted.

She would say words like cookie a lot, this is how Koko says sip.

This is how Koko says that she loves something.

This is how Koko says toothbrush.

But soon Koko could say more.

Now she knows over 1000 words.

When she is happy, Koko shows a smile.

When she is sad, she points to her eyes, this means cry.

Koko is really clever.

Then Penny wanted to teach Koko how to do more things.

She showed her how to use a pencil and paper.

Koko works hard.

She may be trying to write her name.

She likes to write notes and can sign her own name.

Koko is very gentle with her pets.

When Koko was 12, she would sign the word cat a lot, so Penny gave her a kitten.

Koko was really kind to her kitten.

She named him All ball.

She has had many more pets and has been kind to all of them.

These days Koko has lots of projects that keep her busy.

She has a hobby, it is painting.

Koko paints many things.

Koko likes to name her paintings.

She has done paintings named bird and love.

Koko and Penny have worked and played together for a long time.

Koko and Penny are quite a team.

- Wasn't that fantastic?

Have you ever heard of Koko before?

Oh, I just love that story.

So let's take a look, I have a page here from our close reading companion.

And let's just talk a little bit about that story.

And the first question that I wanna ask or that it says here on our page is, how does the way the author organizes ideas help you understand how Koko learned to use sign language?

So think about how the author organized the story.

What did you notice?

Did you notice that the author put it in a sequence?

Did you notice that it started at the beginning where it introduced how they met, Koko and Penny met one another and then it went through the story and told you about how they started working together and then what, how it ends, how they are now, did you notice that organization?

Well the author, that's the person who writes the words, the author did that on purpose because that's what makes sense is to organize the story in a way that makes sense so that the reader can understand the sequence of how things went.

And that helps us to understand how Koko learned sign language.

All right.

If we were to look back at the text on page 132 and 133, let's think about what words did Koko learn first.

Do you remember at the beginning of the story, do you remember the kinds of words that she first learned?

Right, they were things that she wanted, right?

Those are, that's just like a baby.

When we're learning to communicate as a baby we start by wanting things, right?

So Koko first learned words like, do you remember sip?

She learned sip.

What was the one that she signed all the time, do you remember what they said?

Right, cookie.

She wanted a cookie all the time.

See, she is just like a baby or just like you.

And later on what were some of the words?

Do you remember what she learned?

She still learned things like toothbrush.

And, but then she learned words like happy and cry.

She learned to communicate about her feelings not just about the things that she wanted.

And she, also one of the things she wanted was, right a kitten.

Oh, that was so sweet.

The author tells what happened in a sequence.

So the author tells what happened in a sequence.

And because they organized that story from what happened first, what happened next, what happened last, that helps us to see how she started with simple things and then learned harder things.

And that helps us to understand how that works.

Isn't that cool?

I know.

I think so, too.

So in that story Koko got a pet.

What pet did she ask for?

Right, a kitten.

Do you remember what the kitten's name was?

All Ball.

Isn't that sweet?

She named the kitten All Ball and she was such a great little gorilla mommy to that kitten.

So we talked about what kinds of pets you would like to have, but we didn't get a chance to do anything.

So I'm gonna ask my friend Tina to join me.

Hey Tina, will you help us do some writing and thinking?

- Yes, Mrs. Hammack.

- Great, now our question is what kind of pet would you like to have?

So I thought we might, it might be fun just to do a little brainstorming.

So what are some pets that you might like to have?

- Oh, well, I think it'd be a lot of fun to have a bird.

- Ooh, a bird.

I'm gonna write bird right here.

Bird, I think you're right, that might be fun.

Might be fun.

Oh, and what was Koko's pet?

- Oh, she wanted a kitten.

- Right.

So I could write kitten here too.

And I'm just gonna make a little brainstorm here and then I can make some sentences with it later.

Can you think of another animal that might be a fun pet?

- A lot of people like to have a dog.

- They do.

And a lot of people do have a dog.

Well, let me think about this and I'm gonna see if we can think of some more and you can go but thank you for your good thinking.

- All right, I'll see ya.

- I appreciate you.

So we have bird, kitten and dog and then we could write a sentence about why that choice would be a good choice for a pet.

That's all the time we have for today - Which is awesome.

And we can't wait to see you back here tomorrow at Valley PBS.

Take care.

Bye- - Bye.

(light-hearted guitar music)