(upbeat instrumental music) - [Both] 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 ... - [Both] 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 ... - [Both] Daily phonemic awareness!

- Okay, so today we are going to be practicing a little bit of something called addition and deletion.

Okay, so don't panic.

It's not that hard.

You can do it.

To add just means we're gonna add an additional sound.

So I'm gonna give us a word, we're gonna say all the sounds, and then we're gonna add a new sound to the end of our word.

- Okay?

- Okay!

- Just watch, it's not that.

All right, here we go.

So the word is bell.

What sounds do we hear?

Buh, eh, ll.

Bell.

Now what if I want to add a Y at the end?

What's my new word?

Bell, ee.

Did you get it?

Great!

Okay, let's try another one.

- Very tricky.

- That's how we're gonna do it.

This one, how about dad?

Duh, ah, duh.

What's the word?

- [Both] Dad.

- Let's add Y to the end.

Oh, you already said it?

Good job!

What's the word?

- [Both] Daddy!

- Nicely done.

I thought I was gonna trick you today.

Okay, how about this one?

Fun, what sounds do we hear?

- [Both] F, uh, n. - Fun!

Let's add an ... - [Both] Y.

Fun, ee!

- Funny!

Great, now this time we're gonna go backwards.

- Ooh!

That sounds tricky.

- Okay, this one's called deletion.

So we're gonna start with all the sounds, but then we're gonna take away or delete a sound.

Okay, so the word is dolly.

Duh, o, ll, ee.

Dolly.

What if I take away the Y?

What do I have left?

Duh, o, ll.

Doll, good job!

All right, see, it's a little tricky there.

How about if I have the word bossy?

Bossy, help me with the sounds!

- [Both] Buh, o, ss, ee!

- Buh, o, ss, ee, bossy!

Take away the Y.

What do you have left?

Yes!

- [Both] Boss!

- Good job.

- Nice.

- All right, last one, hilly.

- [Both] Ha, eh, ll, ee.

- Hilly.

Take away the Y.

What do we have left?

- [Both] Hill.

- Nicely done.

Did you see how easy it was to just kind of practice?

You could do that with crayons or if you've got little cars or pennies, anything like that.

And you can just kind of practice those sounds and manipulating, adding sounds, deleting sounds.

- Every time you do that, you're making more words.

- Absolutely.

And guess what today is?

- Hmm?

- Friday!

- Oh, I love Friday!

- I do too.

And you know what I really love to do on Fridays?

I love to do a little ... - [Both] Dancing!

- I think you love to do a little dancing every day!

- I kind of do like to do a little dancing every single day.

- Will you stand up and join us?

- Come on!

- Let's do it!

- Let's do it.

We're doing our Chickadee in the Tree dance!

- I love it.

It's nice and smooth.

Gets our brains moving, our bodies going.

♪ Eve saw a chickadee sitting in a bird's tree ♪ ♪ Singing his song for everyone to hear ♪ ♪ What a lovely melody Eve said to the chickadee ♪ ♪ I hope that you can stay all year ♪ Aw!

Look at our little chickadees flying around.

- Oh, that's so cute.

Uh-oh, now we're bumblebees.

♪ Buzzing 'round the apple tree ♪ ♪ Visiting flowers one by one ♪ ♪ Where is your family Eve said to the bumblebee ♪ ♪ Come with me and we'll have some fun ♪ ♪ Ooh Bee's happy families ♪ ♪ Ooh Eve's cheerful melodies ♪ ♪ The chickadee and the bumblebee ♪ - Yay!

- Jazz hands!

- Oh, yes, yes, yes, yes, yes!

(both chuckling) I love it, I love it.

And I hope that you enjoyed it too, 'cause it was a lot of fun getting to dance with you.

So Friday, we did some phonemic awareness.

We practiced our ears, we listened to it, we danced to the song.

It's got some long E sounds.

- Yep.

And I hope they were paying really close attention to that Phoneme Addition and Phoneme Deletion game, because we're going to use that same skill in our word work today.

- Ooh, nice.

- Yeah.

- All right!

- Well, you have fun.

- All right!

- And I'll catch you in just a little bit.

See ya!

- All right, let's take a walk over here to our word wall and remember that we are working on the tree card.

The long E, but we're only focused this week on spelling patterned with the Y at the end of a word or the E-Y at the end of a word.

All right, so I put up some words for us to look at before we do some building, because I wanted to see if you noticed some things about these words.

This is what I like to do when I'm trying to show you the connection, right?

So when you know one word, you can make more words if you use those same sound combinations.

So Tina, would you come and join us?

- All right!

- Hi there!

- Hi, Mrs. Hammack!

- I wanted you to see these three words that I put up here and let's just talk about what we notice is the same.

Or what do you notice when you look at these words?

What do you see?

- Hmm.

Well, um, okay!

So when I'm looking at the top word and the top word says key ... - Very good.

- And in the second word, I see the word key again.

- Yes!

That's an important reading strategy!

Because if you know some small words, then when you're looking at a bigger word and you recognize part of that word is another word that you know, that can help you to sound out a word.

So here we have key, and here we have ... - [Both] Monkey.

- There's a monkey.

And then, look at this word!

What do you think this word might say?

- Oh, look!

It's missing the K!

- It is missing the K!

- So, mon ... Money!

(gasps) Ooh, yeah, money.

Money's a good thing!

You can buy lots of snacks with money.

- That's true, that's true!

But did you notice how they started with the same three sounds at the beginning?

- Yeah!

- So that can help us when we're learning about writing words or reading words.

If we start to recognize patterns in the sound spellings and looking at words with our eyes, and we start to notice things that are the same and that will help us when we're trying to sound out words!

Nicely done.

- That's awesome.

- All right, so that was kind of just a little side note for today, because I wanna play a little game with you that we played when we were doing our phonemic awareness.

So today, I am going to tell you a word and I want you to help me build it on my chart, okay?

- Okay!

- All right, so I want to build the word chill.

- Chill.

- So let's break it apart, segment it sound by sound.

What do you hear first?

- Okay, I hear cha, cha!

- That's right, I hear it too!

What letters make that sound?

- Um, ooh, that's like from the cheese card.

- Yes, it is.

I like how you're referencing our sound spelling board.

- Yeah, and so the cheese card has the C-H. - You are correct.

There it is.

- [Both] Cha, cha!

- Okay, so here's the next sound!

Cha, eh.

- Eh, eh, eh.

Oh, that's a I.

- It is.

That's the short I.

- [Both] Cha, eh, ll.

- Oh, oh, oh, that's the letter L!

- It is the letter L!

And I think I put my M's in the wrong spot.

So we are going to need two of those, because we have that spelling rule, remember?

The Z-L-F-S rule.

When we have a short vowel and our word ends in one of those letters, we have to double it.

- Oh, that's right.

I remember you telling me that!

- It was a long time ago, back at the beginning of school!

But here we have the word chill, so let's add a phoneme or a letter and a sound.

What if I want chill to say chilly?

Like, "Ooh, it's so chilly in here!"

- Um, well, okay.

So you've told us all week that if it has a double consonant, then we can add a Y most of the time and that's the most common one!

So maybe we just add the Y!

- You are right.

I'm glad you were listening!

Chilly!

So we had chill, and all we have to do is add the Y to make it say chilly!

And that is a new word!

- Yeah!

- All right, so let's try this one.

Let's try to build the word bump.

Bump, so let's stretch it out and listen to all of the sounds.

- [Both] Buh, uh, mm, puh.

- All right, so we got a B at the beginning.

- Mm-hmm, B at the beginning.

- Uh is a U.

- It is a U, very nice.

- And I hear a P, but there's another sound.

- There is!

Stretch it slow.

- Oh, mm!

- M, m, m!

- M, good!

- P, there you go!

- And then P, look at that!

That's one of our ending blends.

Mm, puh, mm, puh!

So we have buh, mm, puh!

What if I wanted it say bumpy?

- Oh, okay!

Bumpy!

So I think we just add a Y, just like before!

- You are right!

That is exactly right.

We just add the Y to make bumpy.

So a bump would be maybe a thing, like there was a bump on the ground or a bump on my arm.

But if I say bumpy now, it's a describing word.

It's telling me about something.

The road was bumpy!

Isn't that cool?

One letter can change how you use the word in a sentence.

- That's great!

- All right, are you ready to try one more?

- Let's do one more!

- Okay, let's do bell.

The word bell.

- [Both] Buh, eh, ll.

- Okay, we did this one during our phonemic awareness, but we weren't looking at letters.

So what do you think?

- Buh, eh, B!

- Yes!

- Eh, E!

- Good.

- L. - Yes.

- And maybe another L?

- You're right.

Remember, that is a short vowel word ending in L, so that means we need to double it.

So now we have bell.

What if I wanted it to say belly?

- (laughs) That's a funny word.

- I know!

- Oh, um, well ... What if we just add a Y?

- You are right!

We just add a Y and now we have belly.

You are so smart.

- That is so funny, I love it!

- That made you laugh deep in your belly.

(Tina laughs) (laughs) Well, I'm gonna let you go.

Thank you for all your help!

- Oh, thank you.

I'll see you later.

- Okay.

- Bye!

- Super readers, do you see how all the parts that we've been learning all year long work together to help us continue and add new skills to our reading?

So we have learned so many things about words.

You are a wordsmith!

All right, speaking of words, let's check out one last time our high frequency words for this week with Mrs. Nix!

- Awesome job!

Thank you so much, Mrs. Hammack!

And yes, we've been practicing these six high frequency words!

Those words we come across often in our reading and writing, and so we wanna make sure that we're practicing them every day, reading them and writing them.

Okay, so help me read 'em!

Let's go through.

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

Now we've practiced all of 'em this week, but I think I skipped over, if you were watching carefully, at the beginning of the week, the word write, I used it, but I forgot to talk about it!

So let's talk about it today.

Spell it with me.

W-R-I-T-E, write!

Did you get it right?

Ooh, that's a different kind of write!

This kind of write is, like, you're writing your name on your paper.

So this has to do with writing.

When we say that you're right or wrong, that's spelled a little differently.

Now, speaking of writing, I like to practice my rainbow words.

That means I just like to write my words using a rainbow.

Now, remember, we don't use yellow on TV because we can't really see it.

But what are our colors in the rainbow?

Say 'em with me!

Red, orange, yellow, but it's not there.

Green, blue, purple!

Great!

So you can see I've been practicing my high frequency words and I've done 'em in red, orange, no yellow, green.

What comes next?

That's right, blue!

So I can go through and I can practice spelling all of my high frequency words just using my blue pen or crayon.

And so, what did I have?

Found!

And then near is N-E-A-R, spells near!

And I can go through and practice all of my words!

I can make a whole bunch of rainbows and make a beautiful paper.

All right, isn't that something great to look at?

Something else that has to do with visualizing is our skill that we've been practicing this week.

So as we're listening to today's story, I want us to visualize or make some pictures inside our minds of what it is that we're reading about.

Now, the second thing we've been working on is sequencing.

What happens first?

What happens next?

What happens last?

Because sequence is important.

Now, it helps us to be able to go through and retell a story in our own words in the right order.

As you listen to today's story, think to yourself, what am I visualizing and what is the order that the story takes place?

I'll see you back here in just a little bit.

- [Narrator] Ming's Teacher, A Tale from China.

What can you train a dog to do?

How should you treat a dog that you are training?

A long time ago in a small town in China, there lived a man named Chung who trained dogs.

Chung was a remarkable teacher and could teach dogs how to do amazing tricks.

One day, Chung went into the town square with one of his gifted dogs.

People gathered to see what the dog would do, including a young boy named Ming, who was fascinated by Chung's skills.

Chung held the dog's gaze for a few seconds, then he nodded and began to hum a tune and clap his hands.

The dog sprang up on her hind legs and danced in perfect time with the beat.

After the performance, Chung rewarded the dog with a small treat and patted her head to show his approval.

Everyone applauded to show their appreciation and excitement, especially Ming.

More than anything, Ming wanted to have the same career as Chung.

"I want to learn how to train dogs the way Chung does!"

Ming thought, "After all, how hard can it be?"

Ming was eager to get started, so he found a stray dog that had been wandering around town.

He took the dog home and named him Li.

Ming tried to act just the way Chung had.

He held the dog's gaze, and then he nodded.

"Dance for me, Li!"

Ming commanded in a loud voice.

He hummed a tune and clapped his hands the way Chung had, but Li responded by looking confused and scared.

"Dance, Li!

Dance for me, you silly dog," he urged more loudly.

However, the poor dog detected the anger in Ming's voice and he ran behind a tree and hid.

Ming tried again and again, but he was not successful.

No matter what he did or said, the dog would not obey him.

Now, Ming was totally confused and frustrated.

He thought he was doing exactly what Chung had done.

"Why isn't it working for me?"

he asked himself.

So he went to see Chung to ask his advice and he brought Li with him.

"Master, I have been watching you for a long time.

Dogs always obey you!

However, this dog pays no attention to what I say.

I do not know what I am doing wrong."

"My dear boy, you want this dog to perform tricks," replied the wise man, "but what have you done for the dog?

Are you kind to him?

Do you soothe him when he's scared?

Are you patient with him?

Do you reward him when he does well?"

Ming listened carefully to Chung's questions, then he nodded and smiled.

"I understand what you're saying."

he said.

"Thank you, my teacher!"

He couldn't wait to try the tricks again with Li.

Ming returned home with Li.

From that day on, he was always kind to his dog.

He petted him often, he played with him and he gave him good food to eat.

Soon, the dog grew to love and trust Ming.

A few weeks later, Ming took Li to the town square.

Several people gathered to watch him.

Ming stroked Li's head and smiled at him, he held the dog's gaze for a few seconds, then in a kind voice, he gave Li commands to shake hands and roll over.

Li happily did as he was told and Ming rewarded him with a treat and patted his head again.

The crowd gathered and applauded, including Chung who smiled at Ming.

"You have learned an important lesson, my son."

said Chung.

"You must give first before you can receive.

It is in this way with all living creatures."

- Okay!

Wow!

The story of Ming!

What did you think?

Did you notice that all of our stories this week were about animals working with people?

So what did you notice about that?

What was he trying to do?

Right, he was trying to train dogs, just like the story at the beginning of the week.

All right, so let's talk about that.

We've been thinking about the sequence of a story.

And so, I have some pictures here.

And I know they're kind of small for you, but let's think about which one of these pictures happened first in the story.

What was the first thing you remember that happened in the story of Ming?

Yes, that's right!

Right here, first, I'm gonna write a number one there.

Because first, he went to the town square, remember?

And he saw Chung with this amazing trained dog.

And what do you think he was thinking?

Right, he said, "I wanna do that!"

So then what happened?

So first, he saw that.

Then?

Yes, he went home and tried it on his own.

How did that work out?

Oh, yeah, no.

It didn't work out so well, so he went and talked to Chung.

Because he was definitely not doing something right.

He couldn't get his dogs to do anything.

Oh, you're right!

He was not using kind words, was he?

Excellent thinking!

All right, so first, he saw him, then he tried it on his own, it didn't work, so he needed to have him give some advice of what to do.

And then what happened at the end of the story?

That's right.

He was successful!

He followed Chung's advice and he was able to train his dog to do some of the tricks that he had seen Chung's dogs do.

Isn't that cool?

Have you ever tried to train a dog?

It can be tricky, right?

In all of the stories, did you notice something that helped the trainer and the animal?

What did you see the trainer do with the animal?

They gave them a treat, right?

Or a reward for doing well.

And that's exactly true here!

So we have the beginning of the story, first, he went to the market and saw the dog, then he went home and tried it and had to have some help, and last, he was able to train his dog successfully.

So we could then go back and write a sentence about the beginning, the middle and the end.

And when we use those signal words first, then, and next, that helps the reader to know the order that we're telling the story in.

I hope you'll do that.

I hope you'll tell some stories using those signal words.

Hey, once again, we're out of time!

So we're gonna write a lot more next week for sure, but we better go see Mrs. Nix and see what she's up to.

- Absolutely, 'cause I'm always up to no good!

(both laughing) But you know what I have for us today?

I have a great joke that Scooter shared.

- Did you wanna hear it?

- Oh, Scooter!

- Yes, I do!

- All right, what breed of dog loves to take a bath?

- Ooh, I'm not sure!

- Wanna tell her?

- Tell me!

(Mrs. Nix gasps) - [Both] A sham-poodle!

(both laughing) - You guys have a great weekend!

Make sure you're reading a lot and we'll see you back here in Valley PBS next week!

- Scooter, you should really be a comedian!

We need to get you on TV.

- He's so funny, right?

I mean ... (laughs) (upbeat instrumental music)