(Cheerful intro 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.

- Now, today we're gonna practice that skill of segmenting or segmentation, but we're gonna break apart a word into all of its different sounds.

So I'm gonna say the word out loud, and then we're gonna practice counting those sounds.

Today, I'm gonna use some dots to help, but you could use, if you were at home, you could use anything.

You could use beans, you could use pennies.

If you had Legos or toy cars and you can actually practice sounding out all of the different sounds that you hear in a word.

So let's do this one.

The first word we're gonna try today is light.

Light.

So let's stretch it out and listen for all of the sounds.

Ready?

- [Both] L, I, T. - Light.

So we had how many sounds?

Three.

You got it.

Good.

Okay.

Let's do another one.

How about the word "sky"?

- Hm, okay.

- Sky.

So really stretch that out.

What's that first sound you hear?

- [Both] S. - What comes next?

- [Both] S-k.

I.

- How many sounds?

Three.

Great job.

- So, okay.

- Three and three.

- Three and three.

Let's try another one.

How about this one?

Tried.

- Hm.

- This one can be tricky.

- [Both] Tried.

- Tried.

Now, would I say "tur"?

Ooh.

- Nope.

- See.

Okay, what's our first sound?

- [Both] (T sound) - Nice.

Don't let that trick you up.

- [Both] T, R, I, - D. - D. Tried.

- Okay, did you see it?

How many sounds?

Four sounds.

Excellent job.

- Great job.

- All right.

So, we've been practicing on our listening skills.

Now let's work on some wiggling skills.

- Yes!

- So let's do some, some movement.

- Okay, get ready.

- All right.

- Spread out, give yourself some room.

- Mm-hmm.

(bouncy music) All right.

♪ Polly and Paul play the piano ♪ (bouncy piano scale) ♪ Polly and Paul play every day ♪ (piano scale) ♪ High or low ♪ (high piano trills) (low piano trills) ♪ Fast or slow ♪ (quick piano scale) (low, long piano notes) ♪ Loud or soft ♪ (ascending piano melody) ♪ Now they're off ♪ ♪ Polly and Paul play the piano ♪ ♪ Polly and Paul play every day ♪ (cheerful music ends) - [Both] Ooh.

- I just love that one so much.

I love all of the, I love to play the piano, so it brings me great... - I like to pretend to play the piano.

(Mrs. Nix laughs) - So it's a lot of fun being able to do that.

- Yes.

Well, we are on our review week, and today we are reviewing the long I sound.

So we're gonna head over to the word work board, and practice.

- Alright.

Well, I'll see you in just a minute.

- Okay.

- [Mrs. Hammack] All right.

Here we are friends.

We are at our word wall.

We've been practicing, reviewing all of our long vowel sounds, and today we're going to review the long I sound.

So here is our five card that helps us remember the I, like in five, and then in the yellow box are all the different ways to spell that sound.

We have: Y says I, I-G-H says I, I-E says I, and I all by itself at the end of a word or the end of a syllable also says I.

Now, we're not talking about our I consonant E today cause we did a lot of practice with that already.

All right.

Are you ready to blend some words?

Let's see if our friend Tina can come help us.

Hey Tina.

- Hi, Mrs. Hammack!

- I'm so glad you're here today.

Are you ready to practice reviewing our long "I" sound?

- I sure am!

- Great.

All right, so my first word that I have here for you has the Y at the end that says I, now you notice that it's a Y in red that helps us remember that when it's in red, it's a vowel.

And, so it's going to have the long I sound for this word.

All right, are you ready to try it?

- Okay.

Let's give it a go.

- Okay, here we go.

We have a blend here.

- [Both] Tr-y.

Try.

- Like, I was ready to try.

- Terrific.

That is right.

All right, here we go.

This word has an R to start with.

Then it has the I-G-H to spell the I sound, and then the T at the end.

So let's give it a try.

Here we go.

- [Both] R-igh-t.

Right.

- Right.

- That's right!

- Oh!

- I think we got it right!

- Yes we did.

All right.

Let's look at this one.

Now we have an I-E spelling pattern at the end for the I sound, here we go.

- [Both] T-ie.

Tie.

- Oh, tie.

I know what that one is.

That one's like, I'm gonna tie my shoe.

- Very good.

Or, we ended the race in a tie.

It could be when finishing at the same time too.

And then this word says hi.

Just like the - Hi.

story that we're gonna read - Hi.

in a little while.

- Hi.

- Very good.

- Hi.

- All right, Are you ready to help me change some words around?

- Oh, I can't wait.

- Oh, good.

So we have try and let's change it so that it says sky.

Sky.

- Ooh, sk, sk, Oh, we're gonna use these blends that are down here again, huh?

- You are right.

- Ooh, let me look.

Let me look.

Sk, sk, sk, oh!

There it is, it's over there.

Sk.

S-K. - Very nice.

So I'm gonna put that S-K there, - And I need the Y to say I, - And the Y. and it says sky.

- Yep.

- Look how many letters make the word sky.

Three letters, but only- And three sounds.

S, K, I. Sky.

- Mm-hmm.

- All right, let's try the next word.

Are you ready?

- Oh, yes.

- Let's build the word shy.

Shy.

What do you think?

- Sh, sh.

Okay.

Let's look over here.

Let's see.

Oh, oh, oh yeah.

Right there.

We're gonna do.

Sh, Sh.

- Sh.

- S-H?

- Very good.

- And it's at the end so we're gonna use the Y just by itself - You are right - like a vowel.

- There we go.

Shy, shy.

Now, how many letters do you see for the word shy?

- Three.

- Okay.

But listen to how many sounds it makes.

Sh, I.

- Oh, that was tricky.

- Isn't that tricky?

- Yeah, there's only two sounds.

- There are only two sounds.

and so, when we're talking about how many letters or how many sounds, it can be very different.

All right, so shy only has two sounds, but three letters.

Let's try to change the word right.

Let's change it to might.

Might.

What do you think we - Oh, you know, that rhymes.

- might do?

- Right and might, they both have -ight.

So, - You are correct.

- We only have to change the first sound.

- All right.

- So, we're gonna change the ruh, to mmm, which is a M, so M-I-G-H, T, T, T, T. - You are correct.

We have right, and then we have might.

Now, look how many letters are in the word might.

- That's a lot of letters.

- [Both] 1, 2, 3, 4, 5.

- But let's listen, let's count the sounds.

- [Both] M-igh-t. - Oh!

- Only three sounds.

- There's only three sounds.

That is a tricky word.

- It is a very tricky word.

But I also want you to see that when you know some of the spelling patterns, then you can change a couple letters to build a whole new word.

Try to sky to shy.

We have right to might, and if we wanted to, we could even build the word light.

And all we would have to do is put a L there.

So when you know one spelling pattern, then you can make many words using that same pattern.

- That is so amazing.

- I know.

And that's what helps us to, that's why we study the patterns, because that will help us to know more words with that same spelling pattern.

All right.

I'm gonna let you go.

And the super readers and I are gonna read our sentence for today, and I'll see you later.

- Okay.

Sounds good.

See you later.

- Okay.

All right, super readers, here we go.

The plane can fly high in the sky.

great reading.

Did you see all of those long I words we have here?

Great job.

All right.

Speaking of a great job and speaking of learning to read more words, let's go see what our friend Mrs. Nix is doing.

- Awesome job.

Thank you so much, Mrs. Hammack, and yes.

So I'm over here and we're talking about our high frequency words, those words that we see often in our reading and our writing, and we wanna make sure that we can both read them and spell them so that we can write them in, use them in our writing.

So this week we've been studying five different words, let's go through and let's review them.

So we started with laugh, caught, found, would, and carry.

Now I want us to look at would today.

So, would, let's spell it together.

W-O-U-L-D. Would.

Now, there are two different kinds of wood.

There's wood like a tree is made out of wood.

That one's spelled differently.

This is a homophone, so it actually means something like, "Would you like to go to the movies?"

So we use this more when we're asking a question.

So it's important that we know what this spelling, how to use this spelling correctly.

So let's look and see how we're gonna use it today.

So, here's our sentence.

I (hums) like an apple pie.

Mm.

I would like an apple pie.

That's a great way to do it.

Another way that we can practice, our high frequency words, is to build them.

Now, today I have some magnetic letters, but you could use any type of letters, felt letters or cut out letters, and we're just gonna build it.

So what was my first letter in the word would?

Do you remember?

Look up here, Do you see it?

What were we looking for?

The W?

All right.

Let's find it.

Here it is.

Okay.

I'm gonna pull it off.

And I have some clay just sitting here and I'm just gonna kind of stick it in there so that it stays.

We're gonna build it.

So what comes after the W?

W-O, you got it.

What comes next?

U, and I can find that there.

Stick it on.

So W-O-U, what comes next?

L, and, are we done?

W-O-U-L, D. Okay.

This one?

No, good, that's a B.

Sometimes that can get us tripped up, right?

Okay.

Let's keep looking.

This one?

All right.

That's it.

There we go.

So let's look, did we spell it correctly?

So I'm gonna grab my card just so that I can compare.

And did I spell it correctly?

So, W-O-U-L-D.

I did.

Great.

So, another awesome thing that you're able to do at home and just practice building your words.

Okay, we're gonna kick it over to a story here in just a second, but there's something that I want you to think about as you go through in your listening to this particular story.

I think it's Fly Guy.

We wanna think about a character's point of view.

Have you learned about that in class?

That's right.

It's about how a character feels or thinks about something.

And so we're gonna come back and ask you a couple of questions about this story's point of view with one of the characters.

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

(Calm guitar music) - [Narrator] What insects do you know?

How are they alike and different?

Read about a fun pet who happens to be a fly.

"Hi!

Fly Guy," by Ted Arnold.

Chapter one, a fly went flying.

He was looking for something to eat- something tasty, something slimy.

A boy went walking.

He was looking for something to catch- something smart, something for the Amazing Pet Show.

They met.

Bonk.

The boy caught the fly in a jar.

"A pet!"

he said.

The fly was mad.

He wanted to be free.

He stomped his foot and said, "Buzz!"

The boy was surprised.

He said, "you know my name," "you are the smartest pet in the world."

Chapter two: Buzz took the fly home.

"This is my pet," buzz said to mom and dad.

"He is smart.

He can say my name, listen."

Buzz opened the jar.

The fly flew out.

"Flies can't be pets!"

said Dad.

"They are pests!"

They got the fly swatter.

The fly cried "Buzz!"

And buzz came to the rescue.

"You are right," said Dad.

"This fly is smart!"

"He needs a name."

Said Mom.

Buzz thought for a minute.

"Fly Guy," said Buzz.

And Fly Guy said "Buzz!"

It was time for lunch.

Buzz gave Fly Guy something to eat.

Fly Guy was happy.

Buzz took Fly Guy to the amazing pet show.

The judges laughed.

"Flies can't be pets," they said, "Flies are pests!"

Buzz was sad.

He opened the jar.

"Shoo, Fly Guy," he said, "flies can't be pets."

But Fly Guy liked Buzz.

He had an idea.

He did some fancy flying.

The judges were amazed.

"The fly can do tricks!"

they said, "but flies can't be pets."

Then Fly Guy said, "Buzz!"

The judges were more amazed.

"The fly knows the boy's name," They said, "but flies can't be pets."

Fly guy flew high, high, high into the sky.

Then he dived down, down, down into the jar.

"The fly knows his jar," the judges said.

"This fly is a pet!"

So they let Fly Guy in the show.

He even won an award.

And so begun a beautiful friendship.

(music ends) - Don't you love that Fly Guy?

I know I do.

He always has adventures.

There are other stories about him that you could look for in your library too, if you liked that one.

So today, we're talking about something a little bit different.

Today we're talking about point of view.

Now, a point of view is how someone thinks or feels about something that's happening.

And a point of view can change throughout the story.

Sometimes we ask to think about what the author's point of view is.

And we have to think about the words that the author uses so we can tell how the author feels about something going on.

Now today, though, we're going to talk about a character in the story, "Hi!

Fly Guy," and our character that we're gonna talk about is the boy in the story.

So I want you to think about the story and the boy in the story, and I have a little clue for you.

I'm gonna show you, we'll kind of talk about this one together.

The clue is when the boy says, he says, "a pet!"

with excitement.

So now think about what the boy's point of view is.

If these are the words that he's saying, what is he thinking or feeling about in that moment in the story, do you know what his point of view might be or how he's thinking or feeling?

Let's take a look here and see if you were thinking the same thing.

He thinks the fly will be a good pet.

How do we know that?

What does it tell us in the clue?

He said it with excitement.

So, because of the clue, we can tell that he thought having a pet fly would be a good idea.

You getting the idea of how this works?

All right.

Let's look at another one.

So, again, we're talking about the boy, the character's the boy, here's our clue.

He says, "you are the smartest pet in the world."

Okay.

Think about it.

What do you think the boy's point of view is?

Lets see.

It says the boy is very excited about his pet fly.

So he's telling his pet, "You're the smartest in the whole world."

So again, the boy is excited to have a pet fly.

So we'll continue practicing, figuring out what point of view means, because that's something you're gonna be practicing for a lot of years here in school, and even out of school.

It'll help you as you read stories if you understand what a character's point of view is, what they're thinking or feeling about something that's happening in the story, it's gonna help you know the character better and understand the story better.

All right.

Let's shift over to our writing.

And today we're gonna write about insects, right?

Because we read a story about Fly Guy.

And so I thought it might be fun to think about insects.

Another word for insect is bug.

So think about some bugs, and let's have Tina come, and see, and I'll read our prompt.

Hi Tina.

- Hi, Mrs. Hammack.

- I'm so glad you're here today.

Today we are going to be talking and writing about insects.

- Oh, oh.

Oh, I love insects.

- I thought you might, - Mm, they're so, mm, yum-yum - yum in my tummy.

- I thought so.

Now, listen to my question.

What insects do you know about?

So I thought first we might write down a few that we know, and then we could make a sentence about one of them.

- Well, there's lots of insects, so there's - Yeah.

- Dragonflies.

- Ooh.

I'm gonna write that down.

Dragonfly.

Okay.

What else do you, what other insects?

- Ladybugs, Oh, Ladybugs.

That's a favorite.

- There's stick bugs.

- Oh my.

You do know a lot about insects.

Stick bugs, are those the ones that look like a stick?

- They do.

- Okay.

Huh.

Oh.

What about a Katydid?

Do you know what those- - Oh, yes.

- Cool.

Huh?

- Oh yes.

- Those are kind of interesting.

- They are.

- All right.

- Praying mantises, oh there's so many, there's bees.

- Oh, and bees.

Excellent.

Wow.

You are full of information.

Okay now, probably we need to stop there even though we could probably make a much larger list, right?

- Oh yes.

- All right, let's think about one of these that you know some information about, and let's write a sentence about one.

Have you chosen one?

- Ooh.

I did.

- What do you think?

- Let's write about ladybugs.

- Okay.

That's great.

Lady bugs.

- Ladybugs.

- All right.

What would you like to say about lady bugs?

What's something that you know about them?

- Lady bugs have black spots.

- Very nice.

- But maybe we wanna say that they're red.

I forgot to put that part in.

Okay.

We could say they're red.

But remember, I don't know if you know this, but mostly they're red, but some lady bugs are not red.

Did you know that some lady bugs can be pink or orange or even blue?

- Oh wow.

Isn't that crazy?

- Yeah.

- So could we say some or, or even, maybe we say most ladybugs are red.

- Yeah, I like that.

- All right, let's do it.

- [Both] Most lady bugs are red, - with black spots.

- Oh, with black spots.

All right.

So we're gonna get ready with the word most.

I'm gonna use a capital M and then we'll finish this after our friends hear our book commercial, okay?

- Okay that sounds great.

- All right, great.

We'll see you in a minute.

- [Tina] Good morning.

We just read the most fun book, did you love that new book?

- [Raccoon] Oh yes, (giggles) oh I loved it, it was so exciting.

- [Tina] Yeah.

It's called "My School's a Zoo."

And you know what?

It's about a little boy and his class went on a field trip.

- [Raccoon] Yeah.

Yeah.

And something amazing happened to everybody.

- [Tina] I know, everybody turned into - [Both] an animal!

- [Tina] And he had to go to school, and his teacher turned into an animal, - [Raccoon] Oh, that's crazy!

- All of his friends were animals, - [Raccoon] That's so crazy!

- [Tina] Oh my goodness, it was wild!

But- - [Raccoon] Uh-oh - [Tina] do you remember how it ends?

- [Raccoon] Yes!

- [Tina] Where were they gonna go next?

- [Raccoon] Oh no, they were going to the Dinosaur Museum.

- [Tina] I wonder if, I wonder if that would happen to the school after the dinosaur museum.

But it couldn't happen, right?

Because- (dinosaur growls) - [Tina] Oh no!

Aah!

(Raccoon cackles) Well, we'll see you later.

Have a good day.

- [Raccoon] Bye!

- Awesome.

That was hilarious.

- Oh my goodness.

These guys, you know, they get away from us every once in a while.

They're over there, you know, seeing what we do, if there's a book to be found, they'll find it.

- Absolutely.

Are you ready for today's joke of the day?

(Mrs. Hammack sighs) - I think I'm ready.

- Okay.

What happened when a giant fly attacked the local police?

- Oh, no.

- They had to call in the SWAT team.

(Mrs. Nix laughs) (Mrs. Hammack imitates trombone) That was awesome.

- That was terrible.

(Mrs. Hammack laughing) - All right.

We'll see you back here at valley PBS tomorrow.

Have a great one.

(Cheerful music)