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

- Thank you 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.

- Thinkers.

- So let's get started by warming up our brains with some?

- Ear training, - called - Daily Phonemic Awareness.

- Daily Phonemic Awareness.

- All right, now remember, I know you guys are getting so good at this.

It's just training our ears to listen for some sounds.

- Okay.

- Okay, so today we're just gonna take our sounds and blend them down our arm.

- Great.

- I know you know how to do this.

- I definitely know how.

- Definitely knows - and let's get started.

- Okay.

- Okay.

So here's some sounds get your arm out in front of you.

Here we go.

Sh, ir, t. - [Both] Shirt.

- [Both] Shirt.

- Good job, great.

Okay, how about this one?

H, er, d, heard.

- [Both] Heard.

- Heard.

- Heard.

- Okay.

- Okay, here we go.

How about this one?

F, ur.

- Oh, I was expecting another one, okay.

- [Both] Fur, - Fur.

- Fur.

Great job!

- Okay.

- Now what sound did we hear in all of those words we blended today?

- I heard the er sound.

- That would be correct, yes.

Now we've warmed up our ears.

Let's maybe wiggle our bodies a little bit.

- I agree.

- Does that sound good?

- I do.

I like this song, it's a nice one.

- It's a good one.

- It is a good one.

(soft music) - Nice movement.

♪ What can you see off your window?

♪ ♪ Can you see a bird flying in the sky?

♪ ♪ What can you see off your window?

♪ ♪ Can you see people hurrying by?

♪ ♪ Can you watch the willow tree waiving goodbye?

♪ ♪ Can you hear the wind blowing branches on high?

♪ ♪ What can you see off your window?

♪ ♪ Can you watch winter snowflakes as they gently fall?

♪ ♪ What can you see off your window?

♪ ♪ Make a wish in the wonder of it all.

♪ ♪ (gentle music) ♪ - So good, oh!

- Oh, that was good.

- So many fun things, especially on a Friday.

- Absolutely.

- Hmm - All right.

It's time for us to kind of wrap up our week with some final practice with that shirt card and the 'er' sound.

- Okay.

Well, and I'll see you in just a little bit.

- Okay.

Let's come over here to our word work wall and here we have our shirt card.

Now, remember there are four ways that we can spell that 'er' sound.

we have E R says, er.

I R says ir.

U R says ur and O R says or.

Today, we're going to practice with the least common.

Remember, they're in order by how often they show up and O R is probably the least common way to spell the 'er' sound.

And I think you're gonna notice something today.

So let's see if Tina can notice it too.

Hello, Tina.

- Good morning, Mrs. Hammack.

- Good morning.

- Good morning, super readers.

- We are finishing up our week with the shirt card and we're gonna work today on the O R, or sound.

- Okay.

- So I was just telling the super readers that I think you might notice something about the O R spelling pattern.

So as we build words today, I want you to be thinking what you've, what you might notice.

- Okay, like, like a pattern?

- Yes, exactly, like a pattern.

- Okay.

- All right.

So I have one word up here for us that we're going to start with blending, to get our brains warmed up, and then we'll build some more words from this one word.

Okay?

- Okay.

- All right.

Let's read this one together.

We'll start with the W sound.

- Wo - Wo - Or - Or - [Both] Mm.

- [Both] Worm.

- Worm.

- Very good.

- Yes.

I like to eat a worm.

- I know you do.

All right.

So if we have worm and I would like to build the word worth.

what would I do?

- Worth.

Oh, just change the end.

- You're right.

- So we don't need an M, we need (makes th sound) which is T H. - You're right.

I am actually going to build it right underneath though.

- Oh.

- 'Cause I think this might help us.

Hmm.

To see something that I wanna make sure we see.

All right.

So we have worm and worth and you're right.

We just substituted the ending for a different sound.

- Hmm, okay.

Yeah!

- Kinda like when we practice our Phonemic Awareness.

- Uh hm.

- All right.

So let's build the word, word.

- Oh.

(teacher laughs) - Word.

Okay, yep.

Well, Wo is, a Wo is a W?

- Yep.

- And we're working on O R so, W O R. - You got it.

- (makes the D sound) D - Yes!

- Um, Mrs. Hammack.

- Yes.

- I am already starting to see a pattern.

- Are you?

What might the pattern be that you're noticing?

- Well, all of our words today are starting with the letter W and then they have the, O R. - Yes.

- Now not...

It's just...

I was just noticing as I was studying for our lesson, almost always, I mean not always, I'm gonna always say almost always.

Almost always if you hear the 'er' sound spelled with an O R, or when you hear a W sorry, when you hear the W sound, wa, and then or that's gonna almost always be the O R spelling pattern.

- Hmm - Worm, word, worth, and let's try this next one.

Worst.

- Oh.

- That was the worst movie I've ever seen.

- Oh.

Well, it's following the same pattern.

- It is.

- W - Yep.

- O R - Yep.

- Wor, orst.

Oh S T. - Very good.

Nicely done.

Worst.

- Woo hoo.

- That is right.

So when you hear a word that starts with the 'wa' sound and it has the 'or' next, it's almost always going to be that O R spelling pattern.

- Hmm.

- So that's one way that you can tell which spelling pattern to use.

It's only one way.

And so, but the others you can practice and then it will stick into your brain better because you'll start to notice that mm, that one doesn't look quite right.

- That's true.

Yes.

And I think reading really helps us start to see all those patterns.

Just like we were seeing the patterns with these words here.

- That's right.

There are patterns everywhere in our world.

- Uh hmm - And sometimes even when we're reading, we can find patterns.

Thanks for helping us with that today.

And I am gonna let you head out while we read our sentence, and then I'll talk to you a little later.

- Okay.

See ya.

- Bye.

All right.

Did you notice that pattern too, super readers?

Isn't that nice to know that if you are writing a word and you hear that 'or' sound, if it starts with a W you'll know, it's probably safe to use an O R. Let's read our sentence for today.

It says, "We did our word work first."

Great job.

Let's go over and wrap up our week with our high frequency words and check in with Mrs. Nix.

- Awesome job.

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

This is a great day because we're gonna finish off the last of our six high frequency words.

Remember, we're looking at these words, not only just to be able to read them, but to write them.

So make sure that as you are practicing your reading, that you don't forget to use some of these words in your writing, that's gonna help you become amazing writers.

Okay.

So let's go through and read them together.

Here we go, through, poor, full, great, climb and another.

Great job.

Now, this word right here is through.

So let's spell it.

T H R O U G H. There's a lot of letters.

So we have to just look at that and make sure that we're remembering all of those letters and sounds.

Now remember a way to practice that would be to trace it big in the, big in the air with our finger.

We can trace it on our arm using our finger, or even on the carpet, but something where we're practicing writing it.

T-H-R-O-U-G-H.

Okay.

So, how would we use 'through' in a sentence?

Well, let's look.

We walk through the door at school.

Do you walk through your door at school?

Great.

Now you know how to spell 'through' correctly.

And I, like I said, encourage you to try and use that one often in your writing.

Okay.

Now, today we're gonna do one of our favorite games called "Swat a Word," and I'm gonna have Mrs. Hammack come out and join us.

And I'm gonna give her one of our fun little wands right here.

- Yay.

- And this is one of those where if you happen to have a third person who would be able to call out one of your high frequency words, then you and your opponent can go through and race to find it.

So, we're gonna do kinda how we did the other day, because we don't have someone, we're gonna have our backs to the poster so we don't know where the words are.

We'll have to just read our card and then we'll turn around and see if we can find it first.

- Okay.

- All right.

Ready?

- I'm ready.

- Okay.

So here's our first word.

Read it with me.

- [Both] Climb.

- Good job.

All right.

Ready?

1, 2, 3.

- Go.

Oh, that was close.

(teacher giggles) - Gosh.

- All right.

- Whew.

- Whew!

We're gonna wake ourselves up today, right?

How about this one?

- [Both] Great.

- Okay.

Let's go find it.

1, 2, 3.

(teacher sighs) - Oh, I smacked it so hard.

I knocked the word crazy.

- She's gonna bring down our whole poster.

(teacher laughs) - but do you see how fun that can be?

And you could do it with any kind of little... - Uh hmm.

These are fun 'cause they light up.

- They are a lot of fun.

You could even do it with just the eraser side of your pencil or something.

- Oh yeah.

- that kinda, or even just with your finger and you could point at your words.

So make it fun, change it up and have a good time with it.

Today, we're gonna go back and revisit kind of the cause and effect.

- Uh hmm.

- And we're gonna look at some different sentences and kind of pull those apart.

But today's story was?

- Hide and Seek.

- Hide and Seek.

- Mm.

I love that game.

- Hmm.

So, - This is a little different though, so.

- Okay, well then we're gonna have to check it out.

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

- [Narrator] "Hide and Seek" by Daniel Haikin.

Illustrated by Bernard Adnet.

(gentle music) Hide and Seek Chapter one.

Who are Harry and Flutter?

Chapter two: Where is Flutter?

Chapter three: What does Harry find?

Chapter one.

Who are Harry and Flutter?

Harry the rabbit hopped into the garden.

"Hello" said the caterpillar.

"I'm Flutter."

"Hello" said the rabbit.

"I'm Harry.

Flutter is a funny name for a caterpillar.

Caterpillars don't have wings to flutter with."

Flutter said, "I'll fly to the sun one day like that great bird."

Harry laughed.

Then the bird swoop down.

"Hide!"

Harry yelled.

"Here comes that big bird!"

Flutter hid behind Harry until the bird left.

Harry said, "I love to play hide and seek.

You are good at it."

Flutter said, "I am good at it.

Some day, we will play."

Chapter two: Where is Flutter?

One morning, Harry looked for Flutter in the garden.

She was not there.

"Maybe Flutter is playing hide and seek."

Harry said.

"She said she was good at it."

Harry looked for Flutter everywhere.

He looked up, Benny looked down.

Poor Harry looked in one place and then another.

He looked behind trees and under rocks.

"Flutter, stop hiding!"

cried Harry.

Then he had an idea.

"Maybe she did fly to the sun just like she said.

I will climb this hill."

Harry leaped to the top of the hill.

But he still did not see Flutter.

He looked up at the sky.

The full sun felt warm.

Then he saw a pretty butterfly.

The butterfly stretched its wings.

They were orange and black.

"Hello, Harry," said the butterfly.

It was Flutter's voice.

"I told you I would fly to the sun one day."

"But what happened to you?"

Harry asked.

"I went through changes.

Caterpillars turn into butterflies."

Flutter said, "I'm glad I found you," cried Harry.

You are good at hide and seek just like you said, Flutter landed on Harry's head.

"Now you hide and I'll seek!"

said Flutter.

- Wow!

Have you ever played hide and seek like that?

I haven't.

Did you predict why he couldn't find his friend?

I was surprised.

Let's take a look.

We worked on cause and effect earlier this week and let's just kind of review what that means.

So a cause is what makes something happen in a story and an effect is the event that happened.

So it's what happened and the caus is, why it happened.

So let's take a look.

We have our effect here.

Harry climbed a hill.

So, what caused Harry to climb a hill?

Do you remember?

What was he doing?

Right.

He was searching for Flutter.

So, because he was searching for Flutter.

Remember I helped, I told you to use that helper word 'be' and put it in front of the cause, because he was searching for Flutter, he climbed a hill.

Well, let's see if we can do it the opposite way.

Okay.

So here we have the 'because' because it's time for her to change into a butterfly, what happened?

Do you remember?

Right.

Flutter hides.

So, this is our cause that makes something happen.

And this is what happens.

It's kind of tricky.

Isn't it?

Sometimes it can get a little confusing even for grownups.

So that's why we need to practice it a lot.

So I thought today we would also practice with our writing and really just think more about that cause and effect relationship.

So we have our cause, that's our, because.

Do you see the word cause and because?

And then we have our effect and this is actually what happened.

So because of this, this happened.

So I thought Tina might be able to help us with some writing.

Hi Tina.

- Hi, Mrs. Hammack.

- What have you been up to?

- Oh, I was writing a whole bunch of sentences and I oh, oh... - What's the matter?

- I, I, I can't decide which one is the cause and which one's the effect and oh, do you think that you could help me?

- I do.

And I have great news.

Our super readers are here and they are going to help us too, because we can all use the practice.

- Yay!

I'm so excited to have helpers because it's, it's a lot.

- It is a lot.

All right.

So let's see what's going on with your sentences.

- Okay.

All right.

So here's my first one.

- Okay.

Here's your first one.

All right, so.

- Oh wait, wait, wait.

I think I forgot this word.

- Oh yeah.

We need- - I think that one goes in there.

- We need all the words.

- Oh, sorry.

- Oh, goodness!

Sorry.

Okay.

So we have, "The charger was broken."

- Uh hmm.

- "My iPad stopped working."

So I'm just gonna set them here for a second.

Let's think about this.

- Hmm.

- All right.

So, this happened.

So, what is some... does any one of these... hmm, it's kind of tricky, isn't it?

- Well, I guess the charger being broken.

Wasn't... like, it, it wasn't what happened.

It's because my charger was broken, - Hmm.

- then my iPad stopped working.

- Okay.

- Right?

- So we could do it that way.

Watch!

So we would say, because the charger was broken.

What was the effect of that charger being broken?

I don't know if it's gonna stick.

Let me see here.

What was the effect of it being broken?

- Oh, well what happened was my iPad stopped working.

- Very nice.

That's right.

- Hmm.

- Okay.

- So, - but I, see, I think what confused me was that I have my sentence going the other way, I said, "My iPad stopped working because the charger was broken."

- You're right.

It still works that way, - Oh!

- but on our chart, so, "my iPad stopped working" remember that key word "because" here's the because "the charger was broken."

So that word "because" becomes kind of a signal that tells you that, oh.

- Because of.

- Because of this, this happened.

- Hmm.

- So your cause was "the charger was broken."

And what happened because of that was that the iPad stopped working.

- Mm - I'm glad you asked for help because, do you see how tricky it really is?

- Oh yes.

Oh yes.

Okay.

I have another one.

- Okay.

Let's try another one.

- Okay.

All right.

So let me go grab it.

- It's good for us to work together and be thinking partners - Oh yeah.

- and try to figure this out.

- Oh yes.

Okay.

- Okay.

So we have two parts here.

We have, "I forgot my lunch" and "I was very hungry."

- And I have- - Oh, you have a clue word.

- I do.

Okay.

Oh.

This is not the "because" word though, this word is "so," Hm.

- Hmm.

- Okay.

So.

- So I was hungry - Let's see.

- No, let's see.

I was very hungry, so I forgot my lunch?

No, no, no, no.

What was my sentence?

I forgot my lunch- - Yeah, that wouldn't make sense, would it?

- Mm, yeah.

No, that wouldn't.

So I think, I think, I think "I forgot my lunch, so I was very hungry" is my sentence.

That was my sentence.

Yes, yes, yes.

So.

- [Both] I forgot my lunch - [Both] so - I was very hungry.

- Very good.

"I forgot my lunch" is our... - Is our.

- is our - cause - cause, sorry, is our cause.

And we can say, - [Both] so, - What happened?

- What happened because you forgot your lunch?

- Oh.

Cause I was, I was hungry.

- Right.

- Oh.

Okay.

- And you were hungry because you forgot your lunch.

- Yes.

- That makes sense, doesn't it?

- Oh yes!

Oh, I see it on that one.

- Okay.

- Okay.

Sometimes they're tricky.

- They are really tricky.

And I can tell them, I'm gonna need a lot of practice to get better at this.

- Oh, me too.

It is very tricky, even for grownups because it kind of gets all tangled up in our minds - Uh hmm.

- and we have to really think it through.

It's always good to have a thinking partner.

Isn't it?

- It sure is.

- Speaking of thinking partners, we have a friend who's gonna tell us about a book that they're reading that we might enjoy.

- Okay.

That sounds great.

- Hello.

Y'all in TV land.

It's Rhonda Retell here and I am so happy to be here talking about one of my favorite books called "Be You."

You know, you can be anybody.

You can be different.

You can be curious.

You can be loving.

You can be active.

You can just be you.

And this book is such a heart warming book that when I get done reading it, I feel so good.

There's one page I just wanna show you and it's called "Be brave."

And can you see that little boy on that end of the diving board?

He wants to dive into the pool, but he's scared.

But sometimes if we can be brave, we can find out that what we're afraid of is really something we like to do over and over again.

So I wanna recommend this book to you to check out at your local library or on Sora.

Hope you enjoy it as much as I did.

Bye-bye y'all.

- Oh, Rhonda, I can't wait to read that one because- - that looks great.

- I think it's so important to try and- - Be you.

- be ourselves and to be brave.

- Uh hm.

- Right?

- That sounds awesome.

- Absolutely.

- Would you like?

oh yeah.

He says, yeah, he wants to do that too.

- Aw.

Great job, Scooter.

All right.

I have a joke for you.

- Oh, yay.

- Are you ready?

Okay.

Why did the kid throw butter out the window?

- That's...

I don't know.

- To see butterfly.

- Oh, no.

(teacher laughs) - It was a great one.

It was a great one.

Right?

To see butterfly.

- Oh my goodness.

- Oh my goodness.

Happy Friday.

Thank you for hanging out with us this week.

We look forward to seeing you next week at Valley PBS.

Have a nice weekend.

- Bye.

- We'll see you guys.

- Oh my goodness.

- I know.

I love those funny jokes though.