(bright music) - [Both] Happy Friday, Super Readers!

- Thanks for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- 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!

- All right, so today we're gonna do two different things.

We're gonna start out a little bit with some blending, and that's taking the different little sounds and smooshing 'em together, and then, we're gonna take our words, and we're gonna stretch 'em back out, and we're gonna identify the sounds.

Okay, but let's just start with a little blending first.

We're gonna do it down our arms.

Let's start with some sounds.

H-AR-D. - [Both] H-AR-D, hard.

- That was not so hard.

- That wasn't too hard, excellent.

Are you doing it with us?

Great, let's do one more.

Okay, how about this one?

It's gonna have some more sounds.

- Okay, I'm ready.

- Okay, here we go.

S-C-AR-F. - [Both] S-C-AR-F. Scarf, scarf!

- Scarf, excellent job.

Okay, so this time, now I'm gonna give you the word, and you need to help identify the different sounds.

So, it's almost like having a big, giant rubber band, and you kind of stretch your word apart.

- Oh, I like that.

Okay, I like that.

- Okay, so the word is bark, bark, like a dog barks or the bark of a tree, okay?

- Okay, all right.

- Okay, all right, so... - [Both] B-B-AR-K-K.

Okay, B-B-AR-K-K. - Okay, I heard three sounds.

- Three sounds.

B-AR-K, I have to be careful with that B, huh?

B-AR-K, three sounds, let's try another one.

- Okay.

- How about yard?

Okay, stretch it out.

- [Both] Y-AR-D.

Okay, Y-AR-D. - Okay, I heard three sounds again.

- Three sounds again, Y-AR-D, great job!

Why is it important for us to be able to stretch out a word like that, Mrs. Hammack?

- Because that's what we do when we're trying to write a word and spell it correctly.

We need to be able to isolate the phonemes or the sounds so that we know which letter to write.

- Absolutely!

- Or which spelling pattern, 'cause sometimes it's more than one letter.

- Yeah, like this week when we're doing the AR sound.

It's not just the letter R. - Nope.

- All right, well, let's warm up our brains and our bodies with a little wiggling movement today.

- Oh, I love it!

- You wanna do that?

Let's do a little bit of a dance.

- Okay, get ready.

We're gonna start the music and get your guitars up and get ready to play.

- All right, let's do it!

- Here we go!

(upbeat guitar 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 ♪ - Woo-hoo!

(Mrs. Nix giggles) ♪ 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 until the day is done ♪ ♪ Get a guitar and you can sing a song ♪ - Do-si-do!

(both clapping) - Woo!

That was good!

- I love it!

I love it.

- Well it's Friday, and I think I finally got that one.

- Woo-hoo!

(Mrs. Hammack laughs) - All right, well, I think we're gonna go over to the word wall, the word work board and do a little practice.

- I love it.

I'll see you guys in a minute.

- Okay, Super Readers, here we are.

It's our last day to focus on the star card.

Now that doesn't mean we won't see it anymore.

It just means that we'll move on to some other sound spelling patterns, but here's our star card, and it represents the AR sound, A-R says, "AR," so say that with me.

A-R says, "AR," great.

All right, let's get our friend, Tina, to help us.

We're gonna read some words, we're gonna blend them, and then we're gonna do some writing and spelling.

Are you ready to try it with me?

Great!

Hi, Tina!

- Hi, Mrs. Hammack!

- I'm ready, are you ready for Friday and our words for today?

- Oh yes!

- Great, all right, I have two words that we're going to blend.

So let's take a look at this first one.

We have the -ar sound at the end, and we have an S-T right at the front of that word.

So we're gonna make sure we say those sounds close together, cuz that's a blend, a consonant blend.

You ready to try it?

- Yeah, let's do it.

- Okay.

Here we go.

- [Both] S-T-AR, star.

- Like the star card!

- Like the star card.

Very good, and I think we might have done that one this week before, but I wanted to make sure that we could practice again.

Let's look at this word.

Now, this word has the AR in the middle.

All right, and it starts with a diagraph, S-H. Do you remember what S-H says?

- Oh yes, sh.

- Very good.

All right, let's put it together.

- [Both] SH-AR-K, shark.

- (gasps) Oh, sharks, sharks can be scary.

- They can be.

You are right about that.

All right, so I thought what we would do today is I would put this word 'star' down here and kind of use this word as our starting place.

And, in fact, did you hear that word, start?

- Oh, look at that!

- Look at that!

You can see how, when you train your ears to hear that sound, you start to recognize it when you hear it in words, and that's exactly what I hope our Super Readers are doing, and you too!

- Mhm!

- All right, so here is star, and let's change that so that it says scar, scar.

- Ooh!

What do you think?

- S-C-AR.

- I'm gonna move it over here.

- Ooh, okay, okay, so it's kind of that middle sound, so st-, we have to take away the -t. - You're right.

- And change the -t to a -c. So maybe change it to a C?

- Yes.

- A C like blend?

- You are right, scar.

- Ooh, that was kind of tricky!

- It was tricky!

So we had star and we changed it to scar.

Now, remember, we've been talking about how there are lots of words inside.

Little words sometimes are hiding inside big words.

So, what would we need to do to make this word say car?

- Oh, I see it!

That's an easy one, Mrs. Hammack!

(Mrs. Hammack laughs) So we just have to take off the S. - You are right, if we cover up that S or take it away, then we have the word... - [Both] Car.

- Fantastic!

All right, so what if I wanna make car say bar, like I held onto the bar, so I could walk down the steps?

- Mm, well, that's just the beginning sound.

- Okay.

- C-AR.

So take away the C, or cover the C with a B.

- Very good, and now I have bar.

Look at all the words we're making just by changing one letter, maybe two.

Now, if I want bar, and then I'm thinking, hmm, I heard my dog let out a loud bark.

What would I need to do to make bark?

- Oh, we have to put K at the end.

- (gasps) I have an idea!

How about if you write it, and I'll see if you are correct.

- Okay, all right.

- What do you think?

Is that too tricky?

- I don't think so.

I think I can do that.

- Okay, so we have B-, AR-K. - Okay, all right.

- All right, I'm ready.

- Okay, I think I've got it right here.

- Yes, (claps) great job!

Wow, I thought that would trick you, but it did not at all, bark, very nice.

- Oh, thank you.

This is getting really good.

I've really enjoyed learning all my new AR sounds.

- Well, you've done a fantastic job, and look, on our chart, now we have two rhyming words, shark and bark.

- [Both] They both say -ark!

(Mrs. Hammock laughing) - Great job, thanks for your help today.

The Super Readers and I are gonna read a sentence and then I'll talk to you later.

- Okay!

- All right, bye.

- Bye.

- Okay, Super Readers, here is our sentence.

It is filled with A-R words.

The parked car was marked with a star.

Wow, we had parked, car, marked and star.

Did you get all of those?

Great job, you might try some encoding and see if you can write those words in a sentence.

All right, let's go see what Mrs. Nix has for us on this Friday with our high frequency words.

- Absolutely, thank you so much, Mrs. Hammack.

And yes, when we go to write our sentences and encode using those AR sounds, I'm gonna guarantee we're gonna be using some high frequency words.

So let's go through and practice this week's words.

So we have round, put, four, large, only and none.

Now none is the one that we're gonna practice today, so let's spell that together.

N-O-N-E spells none.

All right, help me use it in a sentence today.

Lisa has two dogs, but Sidney has none.

That means that she doesn't have any, right?

Okay, so when we're thinking about practicing our high frequency words, sometimes having a friend come along and join us can make things be a little more fun.

So today, we're gonna play a little game called, "Dynamite," and I'm going to invite Mrs. Hammack to come back out here and join me for a little game.

- Yeah, I love games!

- Absolutely.

So, Mrs. Hammack, I'm just gonna remind you and our awesome super readers that some of our cards have these little dynamites on there.

And then I'm gonna take our regular cards, and I'm gonna mix them up, but they're gonna be face down, and you're gonna draw a card, as long as it's not a dynamite card, you're gonna draw a card right off the top, and if you can read it, you get to keep it.

- Okay, do I have to spell it also?

- You don't have to spell it, but you know what, that could be something that you could add in later.

But you just have to be able to read it, and if you draw a dynamite card, all your cards go back into the pile.

- Oh, okay, that's right, I remember this game, okay, oh!

Only, I remember this cuz of the song you sang.

- That's right.

How about this one?

Large.

- Okay, four.

- Oh, dynamite.

Which means my cards have to go back.

- Oh, starting over.

Are we gonna keep going?

- Well, yeah we'll do a little bit more.

- All right, put.

- (gasps) Round.

- Dynamite!

Now mine go back.

- Absolutely, so this is a super fun game that you're able to play.

Again, you could play it by yourself and just kind of see how you can collect, but maybe you have a brother or a sister, and you're sitting at the table waiting for dinner to be ready, or you're playing in the back seat of the car.

So it's super easy to transport it and bring it with you.

All right, today, you're gonna read "Nuts for Winter" is the story, and as you're listening to the story, be thinking about that author's point-of-view or the character's point-of-view.

And remember, that point of view just simply talks about how a character thinks or feels in the story.

Okay, we'll see you back here in just a minute.

Mrs. Hammack's gonna work with you.

- I am!

- [Narrator] "Nuts for Winter," by Nora Carson, illustrated by Alice Sinkner.

(soft playful music) "Winter is coming," said Dad.

"We must hunt for nuts.

"We need to keep our eyes open."

"Can I come too?"

said, Bobby.

"You are young," said Mom.

"You might cause trouble."

Bobby's four brothers were ready.

Jake and Tim left first.

They went deep into the forest.

They found some round nuts.

He and Jake tasted them.

Soon, there were none left.

Next, Nick and Frank left.

They went deep into the forest.

They found only one nut.

"We do not have enough nuts," said Dad.

"Please let me go," said Bobby.

"I can bring home more nuts."

"Okay," said Mom.

"I will go with you."

Bobby went into the forest with Mom.

He found small nuts and big nuts.

Then he found even bigger nuts!

He put them in a bag.

Bobby took the bag home.

He said, "I have a whole bunch of nuts."

Then he sorted them.

He gave larger nuts to his brothers.

He gave larger nuts to his mom and dad.

Bobby kept the small nuts.

Everyone was happy.

They had enough food for the winter.

- Okay, "Nuts for Winter."

Were you paying close attention?

Were you thinking about the point of view of some of those characters like Bobby and maybe some of his family?

Good, let's find out what we can think about and find out what the clues are.

So we have "Nuts for Winter."

The very first character I want you to be thinking about is Bobby, okay?

So, remember he was the littlest squirrel or the youngest squirrel.

And then the clue says, here's Bobby, he says, "Can I come too?"

All right, so thinking about that, what does that clue tell us about Bobby?

What is he thinking about or how is he feeling?

Do you have some ideas?

Let's see if you were thinking this.

He wants to go with his family, right?

He was feeling like, oh, I wanna go too.

And he wanted to go.

He didn't wanna be left out, did he?

All right, so that is his point of view is he wants to be included with his family.

And here we have Bobby again, here's another clue.

"You are young," said Mom.

"You might cause trouble."

(gasps) Now think about you.

Think if you're Bobby.

If you hear your mom say that to you, how's that going to make you think or feel?

What do you think it would feel like if somebody said that to you?

Do you think you would feel disappointed and left out?

Yeah, I do too, I think that would make me feel sad, because his mom is telling him he might be a troublemaker, and she doesn't want him to go, and that would definitely make me feel left out.

So, we have one more.

Now this character is actually all of the characters, everyone, and our clue is they had enough food for winter.

Oh, that's an easy one.

How would you feel if you knew you had enough food for winter?

Right, you would be happy, and so their point of view was happy.

They were all feeling happy, because they had enough food for the winter.

You've done an excellent job starting to think about point of view.

It can be tricky, and it does take a lot of practice, but you've done excellently, and we're gonna continue practicing the rest of this year, and if it's still difficult for you, you can do hard things.

You just keep going, keep trying and don't give up.

But now it's time for us to do some writing.

Are you ready?

Okay, let's take a look at our writing prompt today.

Why do you think friends are important?

And I've asked our friend, Tina, to come and help us think and write a paragraph about why do you think friends are important?

Hi, Tina.

- Hi, Mrs. Hammack.

- Did you bring your good writing brain today?

- Oh, I did, I was doing a lot of thinking and a lot of...I wrote down a lot of ideas.

I think I've got some good stuff to share today.

- I am excited to hear your ideas.

So remember, Super Readers, writing is just sharing our ideas onto paper.

Instead of saying them out loud, we're writing them down, so it's kind of like talking on paper.

So if we're asking the question, why do you think friends are important, then what we write should be what we would say if we were talking.

So how would we start that?

Cuz we wanna kind of start with a kind of restating, right?

Were you thinking about reusing some of these words to start your first sentence?

- So I was thinking about yesterday, cuz you said kind of the same thing, that I needed to not start out with my details.

I don't wanna just say, "Friends are important, because..." and have it just be that one sentence, because I thought of a lot of reasons why friends are important.

- There are a lot of reasons.

- And so that was what I was thinking about was I was thinking about that there are a lot of reasons.

And so, let me go get it.

It's over here.

And I wrote that friends are important for many reasons.

- Oh, there's that word many again, I really like that word when you're writing a topic sentence, because it tells the person that's reading your paragraph that probably they can expect the next sentences are gonna tell what some of those reasons are.

So I really like that, friends are important for many reasons.

So now, we're ready to hear some of those.

- Absolutely, so what I did was I started to think about organization.

- Oh, that's a big word!

- I know.

And I started thinking maybe I could tell my readers that I had like an order, like a first-- - Oh, I like that!

- And a next.

- (gasps) So you are using our sequencing skills that we've been practicing in reading.

- Yeah, and it made sense to me.

- I like like that.

- So let me show you my first one.

- Absolutely.

- Let me go get it.

It's over here.

Okay, all right, here it is.

- Okay, all right, let's see here.

It says, "First they care about you."

I love that idea, so friends are important for many reasons.

Here's the first one.

They care about you.

- Right, your friends care about you.

- I sure hope so.

If they're your friends, they do, right?

All right, so what did you come up with next?

- Okay, so then I did next your... - Okay, so we have the beginning part.

Next, so let me put it here, next your... Oh, wait, we're out of room here, so our next part of our sentence is gonna be over here.

We call that a return sweep.

So, we'll get that going in the right direction.

- Oh yes, so next your friends can do nice things for you.

- Nice, very nice, now see it wouldn't fit here, because it goes off of my paper, but I'm going to return sweep and put the second part of that sentence right here.

First, they care about you.

Next, your friends do nice things for you.

- And then, I did finally.

- Finally.

- Finally... - [Both] Friends.

- Okay.

- Well, they help you when you are sad.

- Oh, they sure do, and that's another return sweep.

We don't have all of our sentence in one straight, nice, neat row.

Sometimes it doesn't work out that way.

Finally, friends help you when you are sad.

- And then just like you told me yesterday to kind of restate that first sentence.

- That's right.

- Okay, so I did.

These are a... - Okay, so here's our closing sentence.

These are a... - Few reasons... - Few reasons... - Friends are important.

- Friends are important.

I like how you organized your paper.

It's so nice and organized.

I can tell exactly what you were thinking about.

That's great.

- Thank you.

- Thank you for your help.

- You're welcome.

- You know, you did a really good job, but it's time for us to go see about a book and see if maybe it's something we'd wanna check out.

- That sounds great.

- Okay.

- Hi, I'm Mrs. Gaston, and I'm the Principal at King Elementary School, and I love flowers.

And one of my favorites is a Chrysanthemum.

Do you see this beautiful bouquet?

Well, this flower right here is a Chrysanthemum, and I wanted to introduce you to this book called, "Chrysanthemum."

"Chrysanthemum" is about this little girl, and her name is Chrysanthemum.

It talks about the perfect name and how she learns to love her name.

I encourage you to read, "Chrysanthemum."

It's one of my favorite books.

- (laughs) That's a good one.

Okay, oh wow, that was a good book.

I hope that you'll check it out at the library.

- Mhm, for sure, especially cuz it's Friday, and I'm always looking for great book for the weekend.

- Oh, a nice weekend book.

That would be great.

Okay, so I have to tell you this joke that Scooter just told me.

It actually made me think about Mr. Nix.

- Oh, okay.

- Are you ready?

- (giggles) I don't know, maybe.

(both giggling) - Oh, I hope I can say it.

Okay, what do you call a squirrel who's in charge of a bank?

- I don't know, what?

- A branch manager!

- Oh my gosh!

(both laughing) - He's gonna die.

You guys have a great weekend, and we'll see you back here next week at Valley PBS.

- Bye!

- Oh my gosh, that is crazy!

(bright music)