(upbeat music) - Woohoo.

Good morning, super readers.

- Good morning, super readers.

- Thanks 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, - [Both] and thinkers.

- So let's get started by warming up our brains with some - Ear training.

- Called, - [Both] Daily phonemic awareness.

- Alright.

Today we're, or this week we're actually gonna be practicing a pirate sound.

- What?

- Yes, it's called, - [Both] R. - Okay.

So we're gonna be training our brain, our ears today, so turn up your, those listening ears, because I want you to be able to hear the sound R in a word.

- Yes.

And It's important that we train our ears to hear the sound before we put a letter on it or learn how to spell.

- Absolutely.

So turn up those listening ears.

I'm gonna give you two words and you're gonna tell me which word has the R sound in it.

So let's do one together.

- Okay.

- So we've got our first one is arm, - Arm.

- Or aim.

- Aim.

- So say them with us, - [Both] Arm, [Both] aim.

- Do you hear the R sound?

- [Both] Arm.

- Yes.

Nicely done.

Okay.

I've got another set to try.

- Okay.

Okay.

Here we go.

Pat, part.

- Part.

- [Both] Pat, [Both] part.

- What's our sound we're listening for?

- We're listening for the R. - R. - Did you hear it in, - [Both] part?

- Yeah.

- Absolutely.

All right.

Last one.

Art, eight.

- [Both] Art, eight.

- Oh, it has to be the first one, right?

Art.

- That's right, art, has the R sound right there at the beginning.

- Great.

- Great job.

I love that you're listening.

Today, in fact, all day long, you could be listening for words that have that R sound.

- That's a good idea.

- I bet you're gonna hear it all the time.

Okay.

Wanna know what I did this weekend?

- Yes, of course.

What did you do?

- I found as a song to do a dance to.

- Of course you did.

I should have known that.

- Absolutely.

This one's called get a guitar.

So get yourself some space we're gonna do, it's the one that's a little bit lower, right there.

Perfect.

You got some room and let's do it.

♪ So ♪ (upbeat music) - Okay, we're just gonna move a little bit like this.

- Do a little clap, side to side.

(upbeat music) ♪ Get a guitar and you can sing a song ♪ ♪ Get a guitar and you can play it ♪ ♪ All day long ♪ ♪ Join the band and have some fun ♪ ♪ Sing and play 'til the day is done ♪ ♪ Get a guitar and you can sing a song ♪ - [Both] Woohoo!

♪ Get a guitar and you can sing a song ♪ ♪ Get a guitar and you can play it ♪ ♪ All day long ♪ ♪ Join the band and have some fun ♪ ♪ Sing and play 'til the day is done ♪ ♪ Get a guitar and you can sing a song ♪ (both clapping) - Oh, we're gonna dosey doe.

- One more time?

- Sure, alright.

- We gotta go faster.

Tada!

- Yay.

- So much fun.

- That was fun.

- Right?

Getting your brains going in the morning.

- Yes, and a little stretching, make sure we're wide awake and ready.

- Absolutely.

- To learn how to read the R sound and how to spell it.

- Awesome, alright.

- So we're gonna do that now.

- I'll see you guys back here in a minute.

- Okay.

Come with me to the word work board.

Alright.

All this week, we are going to be focused on our sound of the week, which is the star card.

Do you hear the R sound in star?

Right, and to spell that we use the A, R. Now, A, R is our vowl.

It's actually called an R controlled vowl because I don't hear an ah sound, or an A sound anywhere, do you?

No, but what do you hear?

R. Do you hear that?

So the R controls the sound that the A makes, so together when they are right next to each other, in a word, you're going to say R. A, R, says R. Can you remember that?

I bet you can.

So we're gonna practice today looking at some words with the R spelling pattern and blending them to figure out what the words are.

And I think our friend Tina should come help us.

Don't you?

Tina?

- [Tina] Good morning, Mrs. Hammack!

- Good morning.

I'm so excited to see you.

- [Tina] Oh, I'm so excited to be here and see you too.

- Well today, Tina, we are learning about the star card.

That has the R sound, that R controlled sound.

- [Tina] Oh, it sounds like a pirate.

- It, you're right.

It does sound like a pirate.

R, very nice.

That's a good way to remember it.

Isn't it?

- [Tina] It sure is.

- Alright.

So let's take a look.

I have some words for us to blend and I was hoping you would help us.

- [Tina] Okay.

That sounds great.

- Okay.

Here we go.

Here's our first word.

We're gonna look at the whole word and we can see that R sound in the middle.

And then we have an F at the beginning.

F stands for what sound?

- [Both] F. - Then we say [Both] R, - And then the M stands for which sound?

- [Both] Mm.

- Okay, let's blend it again.

- [Both] F [Both] arm.

- Let's a little faster.

- [Both] Farm.

- [Tina] Ooh, ooh.

That's a farm.

- Very nice.

Yes, it is.

Good job, farm.

So if you were writing about a farm, then you would use the R controlled spelling pattern for A, R. And you already know the F, and the M sound.

So you just would blend it very slowly so that you could write it down.

Alright, let's try the next one.

Are you ready?

- [Tina] Oh, yes, let's do it.

Okay, now look at this word, here.

The A, R sound comes at the very beginning of the word.

- [Tina] Hmm.

- Because A, R really can come at the beginning or at the end.

It's kind of tricky like that.

- [Tina] Hmm.

- So here we're gonna say, what sound do we say when we see A, R?

- [Tina] R. - Good job, and then the T says?

- [Tina] T. - Perfect, let's put it together.

- [Both] Art.

[Both] Art.

- [Tina] Oh, art.

I love doing art.

- I do too.

I do too.

And I've seen some of your art and it is beautiful.

- [Tina] Oh, thank you.

- Alright, let's take a look at our next word.

Here we have.

What is this grouping called?

- [Tina] Oh, that's, I don't remember what it was called.

A diagram?

- Yes.

Very nice.

- [Tina] And it's a ch.

- Yes.

Good.

So we have that ch sound.

Then we have our focus sound, - [Tina] R. - R, and then we have the T. - [Tina] T. - T. Okay, so let's put it together.

- [Both] Ch, [Both] art.

[Both] Chart.

- [Tina] Chart.

- Chart, great job.

- [Tina] Like, we have all of our letters in our chart.

- Absolutely.

Did you happen to notice the little word?

(Tina gasps) - [Tina] Oh!

- That's inside the word chart?

- [Tina] It's right there!

[Tina] That's the word art.

- Yes, isn't that cool how that happens?

- [Tina] Oh, I love it when that happens.

- Me too.

I like that too.

So, if you use your good detective eyes, you might find smaller words in the bigger words.

And that can help you to break apart the word and read it.

- [Tina] Oh, that's great.

- Let's try our last word for today, are you ready?

- [Tina] Okay.

- Okay, now this is a little bit tricky because I ran out of red R's for our middle sound.

But if you were reading a story, the R, whoops, the R would not be in red, would it?

- [Tina] No, it wouldn't be in red.

- No, so it's probably a good idea to practice sometimes just with the black letters and that way we get used to identifying or finding it with our eyes when we see that A, R. - [Tina] Okay.

- Alright.

You ready to try it?

- [Tina] Let's do it.

- Okay, here we go.

- [Both] Mm, [Both] R, [Both] Ch.

[Both] March.

- [Tina] Oh, March, - [Both] March.

- [Tina] So.

- Very good.

- [Tina] Like marching in a band.

- Yes, we could march, but also if I had an uppercase M, I could put it there because the month is now.

(Tina gasps) - [Both] March.

- [Tina] Oh, that's right.

It is the month of March.

- Right.

So that's pretty awesome, isn't it?

- [Tina] It is great.

- And you spell it the same way.

The only difference is when you're talking about the month, you wanna use an uppercase letter.

- [Tina] Oh, that's right.

Because it's a special noun.

It's.

- Do you remember?

- [Tina] Proper?

Is it a proper noun?

- Yes, I'm so impressed with how awake your brain is, great job.

- [Tina] Woo hoo!

- Alright.

Well, Tina, my super readers and I are gonna read the sentence that I have for us, and I'll see you a little later.

- [Tina] Okay, sounds great.

I'll see you.

- [Both] Bye bye.

- Thanks for your help.

- Alright.

Here we go with our sentence.

I put as many R words in our sentence as I could.

Are you ready to try it with me?

And I underlined them to help give you a clue.

Can a shark live in a barn.

on a farm?

Can a shark live in a barn on a farm?

Probably not.

That sounds a little crazy.

Well.

I think it's time for us to figure out what our high frequency words are for this week and give them a little practice.

And I know Mrs. Nix has a fun way to help you practice them this week.

So let's go check in with her.

- Awesome.

Thank you so much, Mrs. Hammock.

And yes I do.

Remember, high frequency words are just those words we come across most often in our reading and our writing.

So it's important that we know how to read them and write them.

Okay.

This week I have six words for us.

So let's go through, we'll read 'em, and I have two we're gonna practice today and kind of a fun way to practice them.

You ready to do this?

Okay.

Let's start right up here.

We've got put, round, four, only, none, and large.

So today I want us to look at these first two words.

So this first word is put, let's spell it.

P, U, T, says put, good.

Do it one more time.

P, U, T, says put.

So you could trace that big in the air.

You could trace it on, with using your finger, on your arm or on your floor, in the sand.

All right.

Here's our next word.

Round.

Round.

Spell it.

R, O, U, N, D. Round.

Great.

Great job, so something is round like a circle.

We would use the word round.

Okay.

I have a couple of sentences here.

Which ones do these go with?

So, a penny is [Mrs. Nix] put?

Does that make sense?

Hmm.

[Mrs. Nix] No, how about a penny is round.

[Mrs. Nix] Does that make sense?

Great.

And where did you hmm my book?

[Mrs. Nix] Where did you put my book?

That makes more sense.

Right?

Alright.

Great job.

Alright.

Now, I have a game to play.

We've got two words that we've practiced, put and round, and I'm gonna invite Mrs. Hammock to come out and play a little tic-tac-toe.

So this is something you, - Oh, I brought a pen.

- You're so smart.

So this is something you play with a friend, You set up your tic-tac-toe board, but instead of playing with X's and O's, we're gonna play with our high frequency words.

(Mrs. Hammock gasps) - That's a great idea.

- You can be put, - Okay.

- And I will be round and everywhere we wanna go We're gonna write our word.

- I love that.

- Would you like to go first?

- I would love to go first.

- Okay.

You can pick your square.

- Alright.

Well, I know that typically when you're first, you put it in the middle, so I'm gonna stick with that pattern.

- Okay, now.

- [Mrs. Hammock] P, U, T. Put.

- Perfect.

Now, remember in tic-tac-toe the objective is to get three in a row.

And you can do that diagonally.

You can go across, or you can go up and down.

So since Mrs. Hammock went in the middle, I'm gonna go over here in the corner.

And I'm gonna say round R, O, U, N, D. Just like that.

- Oh, goodness.

- Now let me think where I wanna go next.

This is very tricky.

Hmm.

I think I'll go here.

P, U, T. Put.

- Alright.

I'm gonna go right here.

R, O, U, N, D. Do you see where I'm trying to go?

- I was hoping that you would go there because I'm going to go here.

- Oh!

P, U, T. Put, tic-tac-toe.

Three in a row.

- That's awesome.

So you can do things like this with your friends and be practicing your words and a little strategy, too.

'Cause it's a lot of fun.

- Absolutely.

- Alright.

So today we're gonna work on a little bit of predicting.

So I want you to think about the story of Goldilocks.

- [Both] Hmm.

- I wonder what happens first, next and last.

We'll see you back here in a minute.

- Goldilocks.

What might a little girl find in the home of a small, a medium and a great big bear.

Once upon a time, three bears lived together in a cozy cottage.

There was a teeny, tiny Baby Bear, a middle size Mama Bear and a great big Papa Bear.

The cottage was organized perfectly for three bears.

They had all that they needed and they were happy there.

One morning, the three bears made porridge for breakfast.

Mama Bear poured it into three bowls.

There was a little bowl for the Baby Bear, a middle size bowl for Mama Bear and a great big bowl for Papa Bear.

This porridge is too hot said Baby Bear, in a soft little voice.

It is very hot, agreed Mama Bear in her nice medium voice.

Let's go for a walk while it cools, said Papa Bear.

So that is what they did.

(guitar music) [Mrs. Hammock] While the bears were out walking a girl named Goldilocks came upon the cottage.

Since no one was at home and the cottage was so inviting.

She decided to go in to look around.

Once inside, she saw three bowls of porridge.

How hungry I am, she said and sat down to eat, but which bowl of Porridge should I eat?

She decided to try each bowl to distinguish which one was best.

She tasted the porridge from the Papa Bear's great, big bowl.

Ouch, she cried.

This porridge is much too hot.

Next she tasted the porridge in the middle size bowl.

Ew, she said putting the spoon down.

This porridge is much too cold.

Then she tasted the porridge in the little bowl.

Mmm, said Goldilocks.

This porridge is just right.

It's not too hot or too cold.

And Goldilocks ate the entire bowl.

(guitar music) [Mrs. Hammock] After she ate, Goldilocks went into the living room.

She noticed there were three chairs.

Just like the bowls, the chairs were classified by size.

There was a great, big chair, a middle size chair and a little chair.

First, Goldilocks sat in the great, big chair, but it was much too hard.

Next Goldilocks sat in the middle size chair, which was much too soft.

Finally, she sat in the little chair, which was just the right size.

However, as Goldilocks got comfortable, the chair broke.

By now, Goldilocks was feeling weary.

So she found the Bear's bedroom.

First, Goldilocks lay down on Papa Bear's great, big bed, but it was too hard.

Then Goldilocks tried Mama Bear's middle size bed, but it was too soft.

At last, she curled up on Baby Bear's little bed and smiled.

It was perfect.

And she felt fast asleep.

Meanwhile, the bears had returned home and were quite hungry.

So they went to eat their bowls of porridge.

When Papa Bear saw his great, big bowl, he growled in a loud voice.

Someone has been eating my porridge!

When Mama Bear saw her middle size bowl, she said in a regular voice, someone has been eating my porridge, too.

And when Baby Bear saw his little bowl, he said in a quiet voice, somebody has been eating my porridge and it's all gone.

And he began to cry.

Next the bears went into the living room where Papa Bear and Mama Bear saw that someone had been sitting in their chairs.

Poor Baby Bear cried very hard when he saw his broken chair.

The bears went to the bedroom where Papa Bear and Mama Bear noticed that someone had been resting in their beds.

Baby Bear said someone has been sleeping in my bed and there she is.

Goldilocks woke up and was startled to find three bears staring at her.

She ran out of their house as fast as possible and never came back.

- Did you like that story?

Was that a familiar story to you?

I thought it might be.

So let's talk about the sequence.

Remember, that's the order that things happen.

Do you remember what happened first in our story?

Hmm.

Well, let's see.

I know.

Did the first thing that happened was that Goldilocks tasted the bear's porridge?

Did anything happen before that?

How did she get to taste their porridge?

Right, because they weren't home.

So that's the first thing that happened is that the bears, they went on a walk.

[Mrs. Hammock] And that is why she was able to go in and taste.

Next, she was, Goldilocks tasted the bear's porridge.

Walk.

Then she ate the porridge.

Then what happens after she ate porridge?

What happens then?

Then she?

Right!

She went in and sat in their chairs [Mrs. Hammock] and laid in their beds.

Right?

And last, what happened at the end?

Or just about the end?

They came home, didn't they?

And they found her and scared her because she was asleep in their beds.

Which bed was she sleeping in?

Right, the Baby Bear's bed.

Great job, sequencing.

That helps us to make sense of things when we're able to put it in order.

So let's move over and talk about some writing.

Okay.

Today, and we're gonna talk about this writing prompt.

What makes a good friend?

So I want you to think about it for a minute.

Think about what things you look for in a friend.

What are some of those character traits or things that you, about their personality or about how they behave or how they act that tell you that if that person is a good friend.

And I'm gonna ask my good friend, Tina to come and help us brainstorm some of those things that make good friends.

Hi, Tina.

- [Tina] Oh, Mrs. Hammock.

You are one of my good friends.

- You are also my good friend.

I am so happy you're here today to help me write and think about the things that make a good friend.

So what do you look for in a friend?

What's something that's important to you?

- [Tina] You know what, something that I think is the most important is, I like when my friends can be honest.

- Oh.

- [Tina] So, I wrote it on a little paper for you.

- That is great.

That really is a great character trait, right?

We don't want friends that are gonna lie to us.

That doesn't feel good at all.

So, I agree.

I think honest is a great quality for a friend to have.

I was also thinking I want them to be thoughtful.

- [Tina] Ooh, yeah.

- I want somebody who's gonna be thinking about more than just themselves.

I want them to be thoughtful and, and to think about what they're doing before they do something.

- Ooh, yeah.

And you know what else is really help, Is good?

- Tell me.

- [Tina] Is to be helpful.

- You are right.

You're very right.

Helpful is a great quality of a friend.

Friends should be honest, and thoughtful and helpful.

And I also think they should be kind.

- [Tina] Ooh, yes.

I like to be, surround myself with people that are kind.

- [Tina] Oh, yes.

- So I would want my friend to be kind and trustworthy, which I kind of think that really goes along well with honest, don't you?

- [Tina] Yes.

- Do you know what trustworthy means?

- [Tina] Well, if I.

- It's a huge word.

- [Tina] It is a big word, but I can trust them to, that I know that I can count on them.

If they say they're gonna come and play with me at recess time, I know that they really wanna be there with me.

- You are right.

Trustworthy means that you can count on them.

That they're gonna do what they say they're gonna do.

They are a true, blue friend.

- [Tina] Mm hmm.

- I love it.

Hey, let's go check out this book talk with one of our friends.

- [Tina] Bye.

- Hi, boys and girls.

This is Mrs. Vang, and I have a book I wanna share with you guys.

This is a book called Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Now in this book, Alexander starts off his day with a horrible, terrible, very bad day by having gum in his mouth and gum all over his hair.

And would you guess it, do you think he's gonna have a horrible day?

He does.

Things are just not looking up for Alexander.

Oh man.

What is he going to do?

Have you ever had those kind of days before boys and girls, where you're just having a horrible, terrible, very bad day?

What would you do?

Do you think you'll go to Australia?

Do you think that Alexander will?

I don't know, if you wanna read all about Alexander and his terrible, horrible, no good, very bad day.

Make sure you ask your librarian, at your school library to see if they have this book that you can check out or you can check it out on store.

I hope you guys enjoy reading this book.

I'll see you next time.

Bye.

- Hey!

That was Mrs. Vang!

- I can't wait until she's back here with us.

- Me either.

That's gonna be awesome.

- That's such a good book, too.

- It is one of my favorites.

I remember reading it in third grade.

- Oh, that's fun.

- It was so good.

Hey, you know what?

- Tell me.

- Scooter has a joke for us today.

- Oh, I bet he worked all weekend trying to find one.

Got it.

I knew it.

- Oh, you know he did.

Okay.

What do you call a bear with no teeth?

- I don't know.

- A gummy bear!

(both laughing) Have a great evening.

We'll see you back here at Valley PBS, tomorrow.

- Bye.

- Bye bye.

(outro music) (music fades out)