(bouncy guitar 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 come and 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!

- All right, today, we're gonna work a little bit with contrasting sounds and I really want you to turn on those listening ears.

- Okay, let's turn 'em up.

- And we're gonna listen for the long O sound.

Well, sounds like ... O, right?

- That's it, says its name.

- Okay, so let's listen for it.

I'm gonna give you two words and you're gonna identify which word has that long O sound.

- Here we go.

- Okay.

- How about must or most?

- Whew!

- Must ... - Must and most.

- Muh, uh, ust.

Mo, oh, ost.

Okay, it's most!

- Most, good job!

All right, let's try another one!

How about bold or build?

- Ooh, bold, build.

Bo, oh, old.

That says the oh, let me check the other one.

Buh, ih, ild.

Oh, nope!

It's bold!

- Bold, excellent job.

Okay, I'm gonna try and trick you, so really listen and think hard this time.

- Mm'kay.

- Hop and hope.

Which one has the long O?

- Hop ... - Hop, hope.

Ooh, that is a tricky one!

Because ha, ah, op.

That has the short O sound, ah.

But you said to listen for the oh sound, and that has to be ho, oh, op.

Hope!

- Phew!

- Absolutely, that was it!

And I was, I was trying to trick you, 'cause I knew you knew how to spell.

- She has on her smarty pants today!

- Yeah, you were seeing!

You were visualizing, but I didn't ask you to do that.

I was asking you to use your listening ears to hear for that long O. I didn't trick you today, so I think she's got her brain turned on!

But you know what?

I'd really like to get our bodies kind of moving today.

- Ooh, that's a good idea.

- You wanna move?

- Yes, always!

- Let's do a little dance!

- Okay.

- So this is "Paulie and Paul Play the Piano", so get yourself some space.

♪ Paulie and Paul play the piano ♪ ♪ Paulie and Paul play everyday ♪ ♪ High or low ♪ ♪ Fast or slow ♪ ♪ Loud or soft ♪ ♪ Now they are ♪ ♪ Paulie and Paul play the piano ♪ ♪ Paulie and Paul play everyday ♪ - Ah!

- Phew, that was great!

- That was awesome!

And I love all those chances that we get to ... - Stretch our bodies!

- Oh yeah, stretching!

- And we get to do practicing of our opposites, you know, high and low!

- I love that.

- (sighs) So good!

- So good!

- Now it's time for us to practice some review.

You're never gonna guess what spelling pattern and sound we're working on today.

- I have an idea.

What were we trying to find?

- [Both] The O sound!

- And that's our long O, so we're gonna review our long O spelling patterns today!

- Sounds good?

- Okay, that sounds great!

- All right, I'll see you in a second.

- All right, here we are at our Word Work Board with our boat card.

The boat card helps us remember the buh, oh, tuh, O sound.

And then, in the yellow box is our reminder of how to spell that sound when we're writing.

There are five ways on this card.

We're gonna only practice four of them.

So we're going to practice O-A says oh.

O-W says oh.

O-E says oh.

And then, O all by itself at the end of a word or syllable also says oh.

All right, let's call Tina and see if she's ready to help us blend.

Hey, Tina!

- Oh, good morning, Mrs. Hammack!

- How are you today?

- I'm doing great!

How are you?

- I am doing fabulous.

I'm so glad you're here!

Today, we're reviewing the long O sound.

Do you think you can help us?

- Oh, yes!

- (laughs) That is fantastic!

All right, so we are going to blend some words and then we'll build some words.

- Okay, that sounds great!

- Okay, so we're gonna start with this word here.

We're gonna look at the whole word and we notice that we have the O-A in the middle, that's the oh sound.

When we have two vowels next to each other, the first one does the talking.

When two vowels go walking, the first one does the talking.

And so our O is the first one and it's gonna say its name.

- O.

- O!

- And the A is silent, so it says guh ... - [Both] Oh, tuh.

- Let's try it again!

- [Both] Go, oh, tuh.

- Goat!

- Goat.

- Very nicely done.

Goat, that is exactly what that says.

All right, let's try one with the O-W spelling pattern.

- Okay.

- Okay?

- So let's look at this.

Here's one of our consonant blends.

That means that both letters say a sound, but we say them very quickly together, but they do each have their own sound.

- [Both] Guh, er, oh.

- Ger, oh.

- Grow!

- Grow!

- Grow.

- Oh, I hope that I grow some more.

- Oh, I hope you do too.

I'm sure you will.

Let's look at this word with the O-E spelling pattern.

Are you ready to try that one?

- Yeah!

- All right, here we go.

- [Both] Tuh, oh, toe!

- Oh, I hate it when I stub my toe!

- Yes, that does not feel good.

And then I love this word because a lot of friends already know this word G-O, or we say guh, oh ... - [Both] Go!

- Go!

- Very good.

- All right, so now let's build a word and let's build the word foam.

Foam!

And we're gonna use the O-A spelling pattern, so let's build the word foam.

What do you think we'll need?

- Okay, well, it starts with a ff, so we need the letter F. - Okay, good job.

- And then you gave us a clue and said we're gonna build an O-A.

- Yes, I wanted to help you out, because it can be tricky.

- Ff, oh, mm.

So then it's gonna end with an M. - Yes, you are right!

Foam!

Foam, good job!

All right, what if I wanna change foam to foal, like a baby horse?

- Oh, let's see.

Ff, oh ... Ooh, ooh!

Well, you only have to change the last sound, because foal and foam, so take away the M and we put an L. - Let's see if you're right.

- Ff, oh, ll.

Foal, great thinking!

- Woo-hoo!

- All right, so let's practice with the O-W sound.

All right, let's build the word glow.

Here we have grow.

How could we change grow to say glow?

- Okay, so I remember us looking at all of ... Now, you know what, I think I'm kind of in the way here.

Let me move over a little.

I'm looking at all these choices that we have right here.

We've got all these blends down here.

- We do.

- And I do remember gul having a blend.

Oh, oh, I see it, I see it!

There it is, G-L. - Perfect!

Very nicely done.

It has the guh and the ll, and we put it together quickly to say ... - [Both] Gul, oh.

- Glow, great!

What if I wanna make it say slow?

- Oh, that's easy!

All you have to do is change out that G for an S, but I think we have it down here too.

- Let me look!

- You're right.

- We could just do that.

Does that still say slow?

- Yep.

- Yep, it does.

- Or we could just use our blend card.

- You're so clever, Mrs. Hammack.

- I try.

(both laughing) All right, so Tina, do you see how when you know how to spell one word with a spelling pattern, you can build many words with that same spelling pattern just by changing around a few letters?

- That's amazing.

Look at all those words I can spell now!

- Right?

And read!

That's so fantastic!

Thank you for your help.

The super readers and I are gonna read a sentence and then we'll see you a little later on.

- All right, sounds great!

- Okay, bye-bye!

- Bye!

- All right, super readers, here is your sentence using our sound spelling patterned words!

Joan dropped a roast on her toe.

Did you get it?

Good job.

All right, let's go find out what Mrs. Nix is doing with our high frequency words for today!

- Absolutely.

Thank you, Mrs. Hammack!

And poor Joan and a roast fallen on her toe?

(groans) That didn't sound fun.

All right, high frequency words.

Those are those words we come across often in our reading and our writing.

And so, it's important for us to be able to read them and write them, so let's go through and practice.

We have five of them that we've been working on this week.

Now let's look, we have found, would, carry, we've practiced laugh and caught.

Excellent job!

Today, we're going to review this word.

This word is found, let's practice spelling it.

F-O-U-N-D, great job.

Were you practicing it in the air or tracing it on your arm with your finger?

Great, those are wonderful strategies!

You know something else that's really fun to do?

Well, we wanna make sure we can use it in a sentence, just like this one right here.

So, we mmm our lost dog.

And would that make sense?

We found our lost dog?

Yeah!

And another thing that we can do is we can play a game.

And you know what?

I'm gonna have Mrs. Hammack come back out.

- Woo-hoo!

- And she's gonna help us with Swat a Word!

This is something that's a lot of fun with a friend, and we're gonna change it up because sometimes if you have a third friend, they could select the word for you to race and try and slap.

But since there's only two of us, - I kind of changed it up.

- Okay!

- Okay, so here's what we're gonna do.

I have all of our words written on cards, I'm gonna mix 'em up.

We're not looking at the chart.

It's behind us.

You wanna take the one off the top?

- Sure.

- All right, I'll let you read it.

And then we gotta swat it.

- All right, our word is ... - [Both] Carry.

- All right.

- Carry, okay.

- 1, 2, 3.

(gasps) (both grunting) - (groans) You beat me!

- (laughs) I got it!

- (laughs) All right, so let's try it one more time.

- All right!

- Okay, here we go.

- I'll read it this time.

- It's your turn.

- Okay, the word is ... - [Both] Laugh.

- Okay, laugh.

- Okay, ready?

- 1, 2, 3.

- Ha!

- (groans) - (hums) I got it this time!

- That's good, that's fair.

- It is fair.

- All right, so a very fun game!

You can set it up however you would like and you just need something.

You could have pencils even and just point to them to find your words.

It makes reading so much fun, right?

Okay, you know what else we're working on this week?

We've been working on visualizing and that's where we have that movie script that's going and playing inside our mind while we're reading a book.

Because we wanna think about what the words on the page really mean and how do we make sense of that.

The second thing that we've been practicing and reviewing are main idea and details.

And today, as you listen to this story and you're visualizing how the story is playing out, I also want you to think about what is it mostly about and what are some details that explain what the story is about.

We'll come back and talk about that story in just a second.

- [Narrator] How do animals survive in nature?

Read about how animals in the wild find food.

"Go Wild"!

Animals need food to live and grow, but all animals don't eat the same things.

Some big animals such as hippos eat plants.

A hippo can eat more than 130 pounds of grass.

Some animals eat plants too.

A squirrel eats loads of plant seeds.

They like nuts and grains.

A squirrel can smell a nut and find it even in the snow.

Some animals hunt and eat other animals.

First, this big cat runs fast to catch its meal.

Then it will use its claws and teeth to eat.

Frogs and toads seek insects and snails to eat.

A big frog goes after mice too, but frogs and toads have no teeth, so they must gulp down their meal!

Some animals eat both plants and animals.

An ostrich eats seeds and leaves, but it will search all over for insects, snakes, and lizards as well.

A painted turtle eats plants, fish, and frogs.

This reptile lives in lakes and ponds.

It likes the cold water at first, but then it will come up on land to get warm.

A bear may start its day by eating plants.

Next, it may go fishing in the lake.

After that, a bear may go hunting.

Then, it may even go to a campsite.

Most bears will eat plants, animals, and people food.

Is there any food left here to eat?

If so, a bear will find it!

In the wild, animals find food in lots of places.

What do animals in the wild eat?

- Aren't wild animals amazing?

Wow!

Did you figure out what that story was mostly about?

Let's see if we can have our friends come and help us find out what the main idea is and what the details are.

Hey guys, how are you?

- Hi, Mrs. Hammack!

- Hi!

Hi, Scooter, hi, Tina!

- How's it going?

- Good!

You look ready!

Were you listening to the story?

- Ooh, I was.

- Okay.

All right, so we're gonna decide what the main idea is and what the details are.

So I'm gonna read all of our options and you can be thinking.

All right, here we go.

Some animals such as hippos eat plants.

Animals in the wild eat many different things.

Some animals such as ostriches eat both plants and animals.

And some animals such as frogs eat other animals.

All right, those are tricky.

They're all very similar, but did one stand out that might be the main idea?

- I dunno, Mrs. Hammack!

It's kinda like yesterday.

I was thinking, okay, the story was all about animals.

And I'm looking at all the choices and I see the word animals in every single choice.

- You are right.

It can be very tricky.

What would you like to do?

- Okay, well ... Oh, oh!

Well, hang on, okay.

Ooh, you know what Scooter just said?

- Tell me.

- Scooter just said that all of the sentences begin with the word some animals, but there was one sentence that doesn't.

- Okay.

- Maybe we could try that one!

- All right, let's see.

We have some animals such as hippos, some animals such as ostriches and some animals such as frogs.

But this one says animals in the wild eat many different things.

It doesn't say a specific animal, does it?

- No, I wonder if that's gonna be it.

- Oh, I think you could be right.

That is such good thinking.

- Ooh, Scooter, you're so smart!

- Great job, Scooter.

Wow, you must have had some yummy breakfast this morning to get that brain power going.

I think you might be right, because here, it talks about animals, but it doesn't say one particular kind.

So animals in the wild eat many different things.

Now let's think about our other sentences and see if those details tell us what different things they might eat.

So it says some animals such as hippos eat plants.

- Oh yeah, some animals do eat plants!

- All right, so that tells us about something different that an animal eats.

This one says some animals such as ostriches eat both plants and animals.

- Oh yeah!

- Does that match?

- Yeah, that tells us about something that they eat.

- Right, and it's different.

- Right, they eat both.

- Mm-hmm, yeah.

- And then this one says, ...

If I can get my sticker off.

This one says some animals such as frogs eat other animals.

- Oh, yeah!

- So all of the details talk about a kind of animal and what they eat.

And they all have different things that they eat and so it matches our main idea, animals in the wild eat many different things.

- And they do eat lots of different things.

- They do!

Great job, you guys!

Squirrels are so smart and so are turtles.

- Oh, thank you, Mrs. Hammack!

- Thank you so much!

Now I'm gonna have you come back in a few minutes when we talk about writing, okay?

- Okay, that sounds great.

We'll see you in a second!

- Okay, awesome!

All right, super readers and super writers!

Today, we're going to be keeping with that theme of animals and I want you to think about how do animals survive in nature.

So survive is one of those big vocabulary words, basically means how do they live in nature.

What are the things they need to do in order to live in nature?

So let's call our friend Tina to help us think about what they might need.

Hi, Tina!

- All right!

And now we're getting to do some writing about animals!

- I know you really like to do some writing.

- I do!

This is my favorite part!

- So our question is how do animals survive or live in nature?

So I thought it might help us to first talk about what are some things that animals need in order to live.

- Ooh, well, well!

There's a lot of different kinds of animals and so ... - That's true.

- Um ... - Are there some general things that all animals might need?

- Well, we all have to have something to eat.

- Yes, that's right!

So I'm gonna just make the word food here, because all animals have to have food, that's true.

- Mm-hmm.

- All right, can you think of anything else?

- Uh, well, I kind of cheat, 'cause I have my house with me.

- But ... - (laughs) That's true.

- There are some animals that they have to find their place to live, then they don't carry it around with them.

So maybe we all need a place to live.

- You're right.

So I'm gonna say shelter, because that's just a fancy word for a place to live or a home.

So all animals need food, all animals need shelter.

- Mm-hmm.

- Can you think of anything else?

I was thinking, do all animals need water?

- Well, yeah.

- Yeah, of course, right?

So I'm gonna put water, because we cannot survive without water.

All right, so in thinking about that, I want you to think about an animal and how that animal might survive in nature.

- Um!

Oh, you know what, I just read a book about foxes.

- Okay, let's write a sentence about foxes or a fox.

What do you wanna say?

- Um, well, I learned that a fox has its shelter in a den.

So maybe we could say a fox lives in a den!

- That sounds like a fabulous sentence.

Let's count the words.

- [Both] A, fox, lives, in, a, den.

- Good job.

All right, so we have six words.

And something I always like to do when I'm looking at how many words, is I remind myself that; a, fox.

So we had a, fox!

And look, there's a space between those two.

And that kind of helps me remember, oh, when I write those words, I need to make sure there's a space between them.

So we're gonna start with the word a, which is kind of an easy word, right?

And we're gonna use a capital A, because all sentences start with a capital a, So A, now I need two finger spaces, fox.

Let's sound out the word fox.

- [Both] Ff, aw, ks.

- Do you remember that sound?

- [Both] Ks.

- X?

- Yes.

- A fox lives ... - [Both] In.

- A.

- A, space again.

- Den.

Now I need something at the end.

What kind of mark should I put at the end?

A fox lives in a den.

- Um, a question mark?

- Am I asking a question?

- Oh, oh, oh!

- Or am I telling information?

- Ooh, yeah, then that's called, hmm, a period, I think.

- You're right, it is.

And that tells us it's a statement or it's just giving us some information.

A fox lives in a den.

You did great.

Let's go see who's reading a story and telling us about it today, okay?

- All right, sounds great!

- Okay.

- "You have brains in your head, you have feet in your shoes.

You can steer yourself any direction you choose."

Hmm, hey, uh, I have a question!

Where are they going?

What direction are they going?

- That's a really good question.

Do you know?

I don't know.

How 'bout you, Scooter?

Do you know?

No?

How 'bout you?

Do you know where they're going?

Well, if you'd like to find out which direction to go or where they're going in this story, you might wanna check out "Oh, the Places You'll Go" by Dr. Suess.

You can look for it at your public library or at your school library.

You can even look for it on Sora!

Happy reading!

- Oh, that story looks like a great one.

And Scooter, I saw you and Mrs. Hammack!

- Yep, he loves to read stories.

- Absolutely!

So much fun!

Well, I think we did a great job today.

- We worked hard!

- We did work really hard.

Should we end today maybe with a little joke?

- I think that's a great idea.

- All right, how about this one?

What did the wolf say when he stubbed his toe?

- I think I know.

Can I help you?

- All right, do you wanna do it together?

- Yeah.

- 1, 2, 3!

- [Both] Aoo-ouch!

- Oh, we're so silly, we're so silly!

Have a great one.

We'll see you back here tomorrow in "Valley PBS".

- Bye bye!

(bouncy guitar music)