(upbeat music) - [Both] Good morning, super readers.

- Thank you for joining us in our Valley PBS classroom.

My name is Mrs. Nicks.

- I'm Mrs. Hammock.

- And this is a place where we come 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.

- All right.

I'm almost having a hard time handing these over to you.

- 'Cause... - I know... - Something has kind of happened in our classroom today.

- I don't know what happened, but I really like this sparkly green thingy.

- It's kind of fun.

All right.

- I love to keep our eyes open.

- And see if we can spot any of those other things.

But right now, instead of our eyes, what I want us to focus on, are our- - [Both] Ears.

- Okay.

So phonemic awareness is talking about training our ears to hear the sounds in words.

And so today, hey, we got some green.

- Our dots are green.

- Our dots.

- What happened?

- I don't know something is definitely happening here in our classroom today.

- Something is going on - All right.

But we are gonna put up some dots so that we can identify each of the phonemes or sounds in a word.

But today we're gonna be a little tricky and I'm gonna take away or delete one of the sounds and create a whole new word.

- Okay - You ready to try it?

- Sounds fun.

- Okay, so let's start with the first word.

Our first one's gonna be, turn.

- Turn.

- Okay.

- What sounds do we hear?

- [Both] T- Ur- N Turn.

- What if I take away that, T. Now what do I have left?

- [Both] Urn.

- Nicely done.

Okay.

Let's try another one.

How about spark?

- Ooh.

- What sounds do we hear in the word spark?

- [Both] S-P-Ar-K, spark.

- What if I take away the S, what do I have left?

- P-Ar-K. - [Both] Park.

Ah!

- Nicely done.

- I like this game.

- Okay.

One more.

How about the word, twirl?

- Ooh that's a fun word.

- Twirl, like we're gonna twirl around.

All right.

What sounds do we hear in twirl?

- [Both] T-W-Ir-L, twirl.

- Okay.

Take away the T, what are we left with?

- [Both] W-Ir-L, wirl.

- Yes.

Excellent job.

And you know what else was in all of our words today?

- I heard it.

I wonder if they heard it?

- What have we been practicing all of week?

Do you remember?

That's right.

- [Both] The Ir sound.

- Okay.

So let's warm up our whole body.

We did our ears, but now let's warm up our whole body.

Just, it's a nice easy one today.

Yes.

All right, here.

(gentle music) ♪ What can you see out your window ♪ ♪ Can you see birds flying in the sky ♪ ♪ What can you see out your window ♪ ♪ Can you see people hurrying by ♪ ♪ Can you watch the willow tree waving goodbye ♪ ♪ Can you hear the winds blowing branches up high ♪ ♪ What can you see out your window ♪ ♪ Can you watch winter snow flakes as they gently fall ♪ ♪ What can you see out your window ♪ ♪ Make a wish at the wander of it all ♪ (gentle music playing) - You know what I was looking for out my window today?

A leprechaun!

- Of course!

- 'Cause it's St. Patrick's day!

- (gasps) Oh, that's right.

I hope you are wearing green.

- Absolutely.

Otherwise we get to do a little, we don't do that though.

- No, just for fun.

All right.

Let's take a little walk over to our word work and get some more practicing on our "ir" sound for this week.

- Okay.

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

- Okay.

Here we go.

Oh!

Hey!

Somebody's been walking on my word work wall.

Those are awfully small feet.

I wonder who?

Oh, maybe it was Tina.

I'll have to ask her.

Hey Tina?

- Yes.

Mrs. Hammock.

- Are these your feet prints on my word work wall?

- Well, oh.

No.

Look Mrs. Hammock, my feet are way too tiny.

- Yours are much tinier than that.

- That's not me.

- Huh?

Well that is a mystery.

- That is very tricky.

- It is tricky.

We're gonna have to keep our eyes open and see if we notice anything else that's strange going on around here.

- Hmm.

- Will you help me practice some more with our shirt card?

- Oh yeah, that sounds great.

- Great.

So we've been all week long.

We've been practicing the 'er' sound and the four ways that you can spell that sound.

We have, E-R, says 'er'.

I-R, says 'ir' U-R says 'ur', and O-R says 'or'.

So I thought we should start with blending some words using each of those spelling patterns.

What do you think?

- That sounds like a really good plan.

- Okay.

So, let's start with the first one.

I have the 'er' and it starts with a V and that sound is.

- [Both] V-Er-B, verb.

Verb.

- Do you know what a verb is?

- Oh.

I think I do.

Isn't it.

You taught us.

It's something that it shows some action.

- That's right.

A verb, is an action word.

So very nice.

Verb.

All right.

Let's try this on, ready?

- [Both] F-Ir-St, first.

First.

- Oh yes.

Like I'm in first grade.

- Yes, exactly.

Right.

Good job.

All right.

Let's try this one.

- [Both] T-Ur-N, turn.

Turn.

- Oh!

Like it's your turn.

- Very nice.

That's right.

All right.

And our last one using the O-R spelling pattern for 'or'.

Ready?

We start with a W that says, - [Both] W-Or-Th.

- Worth.

- Worth, I wonder what a pot of gold would be Worth.

- Ooh, I bet it's worth a lot.

- I bet it is too.

All right.

Since it is Thursday, I thought we really should have used our, 'ur' for today for Thursday.

'Cause that's spelled with the U-R but I wasn't thinking like that when I put our words together.

So today we're actually going to use the I-R says 'ir' for the words that we build today.

Are you ready to help me?

- Oh yeah, let's do it.

- Okay.

Now I did throw in something tricky just to kinda stretch your brain because your brain is kind of like a muscle and the more challenges you give it, the stronger it gets.

And so I always wanna make sure I throw in a little bit of a challenge to help you stretch and grow that beautiful brain.

So you ready to try it?

- Okay.

- Okay.

- My brain is ready.

- Excellent.

Our first word is not too hard.

I'd like you to help me build the word bird.

Bird.

We read a story about a bird this week.

- Okay.

I got this one, it's easy.

Okay.

We got B.

- Yes - And then you help me, 'cause the 'ir' is I-R. - Yep.

- And 'd' is a D. - Very nice.

Bird.

Excellent job.

All right.

So I'm gonna scoot this one down and let's see if we can write, third.

- [Both] Third.

- We need a- - I'll spoof this back to the middle.

That way we can still see it.

There we go.

- Okay.

So we've got, 'Th' which is T-H and you said we're doing I-R today.

So T-H-I-R-D. - Good.

So could I do this?

- Oh, you're so tricky, tricky, tricky, Mrs. Hammock!

Yep.

- Because bird- - [Both] And third, they both say, 'ird'.

- Very nice.

All right.

So now we're gonna change it a little bit.

What if I want third and I wanna change it to say, thirst.

- Woo!

Ooh ooh!

Okay.

Wait, hang on just a second.

We're not changing the beginning sound.

- That's true.

- That stays the same.

- Th- Ir...

Okay.

So we don't need that D but we could put a 's'.

S?

- Yes.

- Ir-S-T. Oh, S-T!

- Very nice.

Good job.

- Thirst.

- Thirst.

- Yeah yeah yeah!

- Great job.

All right, here's your challenge.

You ready?

- Oh, oh.

Okay.

- We're gonna reach back into our brains and think, think, think about all that we've learned and hope, oh, yep.

I do.

Okay.

I would like to know if you could help me change thirst to thirsty.

- Oh, okay.

All right.

Okay, okay.

Let's think, let's think let's Hmm.

Thirsty.

Well, okay.

I don't wanna put an E because if I just put an E that's like a bossy, so nope, nope, nope, nope.

- Nope, that doesn't go there.

- Nope.

That's not gonna be it.

But there was another letter that's sometimes was a vowel, and oh, oh!

I think I remember it!

I remember!

- What do you remember?

- A Y.

- You are right.

- Woo hoo!

- The Y is acting as a vowel.

It says the 'e' sound.

And in this word it says thirsty.

Thirsty.

- All that work has made me- - [Both] Thirsty.

- Great job.

I knew your brain was strong and you can do hard things.

I love it.

- I think that's our biggest word we've built Mrs. Hammock.

Look how many letters are in that letter?

- I know.

There are a lot of letters.

That is excellent.

Let now let's, I'm gonna let you go and maybe you can go get something to help you with your thirst and I'm gonna read this sentence with our super readers at home.

- Okay.

I'll see you.

- Okay.

All right super readers.

Here is our sentence for today.

The shirt had a big bird on the front.

How'd you do?

Great.

All right.

Well, let's go over and check with Mrs. Nicks.

I bet she has some high frequency words that we can practice today.

- Absolutely.

Thank you so much, Mrs. Hammock and I have to say I'm seeing some stuff, around here that's a little bit tricky.

Man!

Huh!

Wow.

Help me out today.

We've got those high frequency words.

There's six of 'em.

We've been practicing them all week.

Read them with me.

Here we go.

Through, poor, full, great, climb, another.

All right.

Today, we're gonna work on this word here and the word is poor.

So spell it with me.

P-O-O-R, poor.

All right.

Let's see how we can use it in today's sentence.

The poor leprechaun lost his gold.

Do you suppose that's why he's been looking around here.

Think he might be looking for his gold.

That'd be kind of funny, huh?

All right.

So I do have a little bit of a game and I might need a friend to come along and help us out just a little bit.

Now this one's an easy one and we've done it a couple of times and we like to call it dynamite.

- Oh, I love this game.

- So I have all of our words right here and I'm just gonna mix 'em all up.

- Okay.

- And remember Mrs. Hammock, when you go through and you pick a word, if you can read it, you get to keep it.

- Okay.

- If you draw, one of those dynamite sticks, what happens?

- I have to put all my cards back.

I hope that doesn't happen.

- Absolutely.

All right.

Ready?

- Okay.

- Okay.

- Ooh.

I'm nervous.

- Oh!

Poor, P-O-O-R. - All right.

Full, F-U-L-L. - Are you kidding me?

Oh!

All right.

- Okay.

- At least I only had one card.

- Exactly.

Exactly.

Okay.

Another.

- Okay.

Through.

- And... - Dynamite!

- So then mine go back.

See how much fun that is?

- It's a lot more fun when you get the dynamite card.

(both chuckle) - Aha, I can tell.

Yes, yes.

All right.

So we have a great story for you to check out what was today's skill?

Do you remember what we're working on today?

- Yes.

Today we are going to look for text evidence.

- Oh.

So we're gonna really read closely and listen closely to today's story which, the moon?

- The moon.

- The moon, let's learn all about the moon.

We'll see you back here in just a few.

- [Narrator] Read about something you see in the night sky.

The moon.

Think of what you see in the night sky.

You see stars and the moon.

The moon is the neighbor closest to earth and space but it is very far away.

The moon is about 239,000 miles from earth.

On some nights, the moon looks bright and round, but it does not make its own light.

Light from the sun shines on the moon.

The light bounces back to earth.

We only see the lighted part of the moon that faces earth.

The moon looks much smaller than it really is because it is so far away.

Why doesn't the moon look round every night?

The moon moves in a circle around the earth.

As it circles, part of the moon faces the earth.

We see the part of the moon that is lighted, that's why the moon seems to change shape.

The moon looks different every day of the month.

People once thought the moon was made of cheese.

They saw the face of a man in the moon.

Thin telescopes helped us see the moon better.

The telescope showed hills and flat places.

They showed craters or big holes too.

Then in 1961, astronauts went into space.

In 1969, other astronauts walked on the moon.

they got aa real close up look.

Nothing grows on the moon.

It is very rocky.

Astronauts brought back moon rocks, for us to see.

Maybe one day you will go to the moon too.

We can see the moon better with a telescope.

Astronauts, went into space and looked on the moon.

- Isn't the moon amazing?

I know.

Did you know all of those things about the moon already?

I didn't.

So today we are going to use some of the text and we're gonna have a few jobs to do using the text and going back to it and doing some close reading.

Now close reading is when you go back and you read very closely, you don't have to read the whole thing over again, but you might read a section of the story or text again and we read it closely looking for details.

So let's see what we might be reading for today.

Our paper says, reread and use the prompts to take notes in the text.

Underline, two things, that people used to think about the moon.

All right I want you to hold that into your great big, strong brain and we're gonna go over here to the text and read, be thinking about what those two things were, that people used to think about the moon.

The Moon.

People once thought the moon was made of cheese.

They saw the face of a man in the moon.

Did you hear it?

I heard it too.

People once thought, here's our key word.

They thought, 'cause we are looking for what they think, that the moon was made of cheese.

Oh, it said underline.

So I'm gonna underline it.

The moon was made of cheese and they thought they saw a face of a man in the moon.

Wow.

Have you ever looked at the moon that closely to see if you can see a man's face?

It's in there.

Let's see what else we need to do.

What helped people see the moon better?

Circle the word.

Put a star next to it in the photograph.

Okay.

Are you ready?

Let's read our next section here.

Then telescopes helped us see the moon better.

The telescopes showed hills and flat places.

They showed craters or big holes too.

Did you hear what that word was?

What helped us see the moon better?

That's right telescopes.

So it said to circle the word and then to put a star in the photograph.

So let's look at our photograph.

Do you see a telescope?

I do.

Yeah.

See, look right here.

It looks like a tube that he is looking through to look at the moon.

That's awesome.

All right.

Write three things people could see on the moon with telescopes.

Okay.

So let's go back to the text.

We don't have to try and remember, we can go right to our text because the answers are right there.

So let's see.

The telescopes showed hills and flat places and craters.

Do you remember what a crater is?

Well, look right here it tells us.

A big hole.

Isn't that awesome?

Yeah.

So that is super great.

So here we would write, hills, flat places, see if I can make it fit and craters.

Let's use that word craters.

Awesome.

So that's how we do close reading.

When we go back to a text, to find some details, that might help us answer some questions and it helps us to understand and know a little bit more when we read something a second time.

It helps us to be really good readers.

So today, we're gonna look at some writing, we probably won't have time to finish but we're gonna organize and revise some writing.

So first we have to figure out what our topic is.

So I'm gonna read this and I want you to think.

I like to look at the night sky with my dad.

There is a lot to see in the sky.

There are stars in the sky.

What did this paragraph talk about the most?

Did you hear it?

Yeah, that's right.

The sky.

Now, did you hear a describing word at all?

Hmm.

Let's see.

Remember a describing word tells us a little more details about a noun.

I like to look at the night sky.

Oh look, it's an unusual describing word, but it's telling us what kind of sky that the person likes to look at.

They like to look at a night sky.

Hmm.

And then we can add some describing words to it.

I like to look at the dark night sky and we could continue to add more to make our paragraph more interesting and have more details.

Let's go check our friends and see what book they're reading today and maybe it's one we wanna read.

- Hi boys and girls.

This is Mrs. Ming and I have a book I wanna show 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 that you think he's gonna have a horror 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 that Alexander will.

I don't know if you wanna read all about Alexander in 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 web.

I hope you guys enjoy reading this book.

I'll see you next time.

Bye.

- Hey, that was Mrs. Ming again.

That was great.

- What are you doing?

Oh!

Ooh, wow!

- Look at all of those gold coins!

- Wow, did you do that?

- No.

Mmh.

- There's been some strange things going on.

I'm telling you it's been one of those tricky, tricky days, but you know what?

It's good, or I have a great joke.

I looked all over for this one.

Are you ready?

Okay.

- Okay.

- Why do frogs like St. Patrick's day?

Because they're always green (chuckles) - Oh my goodness.

- Oh my goodness.

We are so excited that you joined us today at Valley PBS and we look forward to seeing you tomorrow.

- I hope you find a pot of gold.

- Yes.

Have a good one.

(gentle upbeat music)