(bright upbeat music) - [All] Good Morning Super Readers!

- Thank you for joining us in our ValleyPBS Classroom.

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- And I'm Mrs. Vang.

- And this is a place for us to learn, practice, - [All] and 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.

- [All] Daily phonemic awareness.

- All right, so today super readers, we're gonna go through, turn up those ears so that you can of those sounds.

And we're gonna practice a little bit of what's called phoneme isolation.

That's a fancy way of saying we're listening for sounds that are either found at the beginning, the middle, or the end.

So let's practice by starting just at the beginning of a word.

- [All] Okay.

- All right, so listen and tell me what sound or phoneme do you hear at the beginning of the word, ouch?

Ouch.

- I think I'm gonna use my arm.

- Okay.

- [All] O, u, ch.

- Oh.

- That say the ou, sound.

- Ou, great.

Alright, let's try it one more time.

How about the word, Eat?

- Hhm, okay.

- Eat - [All] Ea, t. - Ea.

- Good job.

Okay, you guys are pros.

Let's move on and let's try the end.

Okay, so what do you hear at the end of the word, cow?

Cow.

- [All] C, ow.

- Ow sound - Oh yeah.

- Nice.

Okay, how about, now?

- Now.

- [All] N, ow.

- Your trying to trick us.

- I am, same one.

How about, go?

- [All] G, o.

- Nicely done.

Okay, now are you ready for the hardest one?

- Ooh.

- In my opinion.

- Okay, I think you're right.

This is definitely the hardest one.

- The middle can be the really tricky part.

So listen for the sound that you hear in the middle.

So if you have three sounds you're listening for that second sound.

All right, here we go.

How about the word, crowd?

- Alright.

- Crowd.

- [All] C, r, ow, d. C, r, ow, d. - I'm still gonna say it's that its that ow sound because the c and the r belong together even though they make two sounds, they go together.

- Okay, so and really we're listening more for a vowel sound right?

Okay, good.

So ow is in the middle of crowd.

Okay, how about this one, gown?

- [All] Gown.

- Okay.

- Gown.

- [All] G, ow, n, ow.

- Nicely done.

All right, now just to check it.

Let's try the word late.

- Hmm, okay.

- [All] L, ate.

Did you hear it?

- Hhm.

- It's the a sound a.

Now I was just checking to make sure that you heard it but what sound were we checking the most today?

- We were checking.

- What did you hear?

- [All] The ow sounds.

- The ow sounds, so great job.

You guys are really practicing those listening sounds.

So speaking of sounds, How about we do- - I know where you're going with this.

- a little bit more with some senses and get some wiggles.

Let's do it Alright.

- Spread apart, stand up and join us.

- Absolutely.

(music playing) Gotta get on the right foot.

(music playing continues) ♪ Hears, smell ♪ ♪ Taste, feel and see ♪ ♪ When I use my senses I describe my world in me ♪ ♪ When I use my ears, this is what I hear ♪ ♪ Croaking frogs, noisy box, soft jokes that are near ♪ ♪ When I use my nose ♪ ♪ This is what I smell ♪ ♪ Fragrant flowers, fresh cut grass ♪ ♪ Pine cones that just fell ♪ ♪ Hears, smell ♪ ♪ Taste, feel, and see ♪ ♪ When I use my senses I describe my world and me ♪ ♪ When I use my mouth ♪ ♪ This is what I taste ♪ ♪ Spicy Chicken, fruity shakes ♪ ♪ Nothing goes to waste ♪ ♪ When I use my hands, this is what I feel ♪ ♪ Fluffy kittens, a smooth heart side, a bumpy orange peel ♪ ♪ Hears, smell ♪ ♪ Taste, feel, and see ♪ ♪ When I use my senses, I describe my world and me ♪ ♪ When I use my eyes ♪ ♪ This is what I see ♪ ♪ Blue bird, green dress, yellow bees ♪ ♪ A great big maple tree ♪ ♪ Hears, smell ♪ ♪ Taste, feel, and see ♪ ♪ When I use my senses I describe my world and me ♪ - Ta da!

- Love it.

- How fun was that?

- That was good.

- So much fun I love just getting things going.

I love that we're practicing some sounds.

- And speaking of sounds, remember, we use our, - Listening ears - Listening ears.

Okay, super readers.

Let's use those listening ears and practice our sound.

- And I (sniff) smell some coffee, so- - I'll see you guys later.

Okay, super readers.

Let's go and practice our sound of the week.

This week we are working with the ow sound.

Good, say that again?

Ow, good.

And remember the ow sound can be spelled two different ways.

We can spell the ow sound with the OW, or we can spell it with the OU so ow, one sound, two different ways to spell it.

I see some letters here.

Let's blend these letters together and see what words we get, are you ready?

Oh, let's call our friends in to help us.

Friends, can you help us blend some letters?

- Yes.

- Good Morning.

- Good Morning.

Okay, are you guys ready?

- Oh yeah.

- Let's get ready to blend these letters.

Are you guys ready?

Remember our focus sound was the, - Ow.

- We did lots of practice listening to that, ow sound earlier.

Didn't we?

- Yes.

- Were you guys practicing with us?

- Yeah - Oh, I know you were.

Okay, let's blend these letters together.

Ready?

This says?

- [All] P, ou, nd.

Pound.

- Good Job.

Pound.

So like when I go to the store, I like to buy a pound of a fruit or a vegetable or guess what?

It's a multiple meaning word.

It can also mean like the pound, like when you're pounding something with a hammer.

- We could pound our frequency words.

- That's right.

- That's kinda funny.

- Good job you guys.

Okay, I have another word up here.

Can you guys help me blend this?

- Ooh yeah.

- Ready?

- That's a good one.

- Okay, this says, - [All] H, ow.

How.

How did you do, reading the word how?

- Good job.

- Good.

That's so good - And that's what we call, the question word, isn't it?

- Oh yeah.

- That's a question, how.

Good job.

Okay, now help me build some words.

You guys ready?

Okay, help me build the word, let's see, gown.

Ooh, gown.

I get to wear a beautiful gown to a party.

Gown.

Lets see g. - Yeah, yeah.

- G, - Ow, n. - Oh, which way do we, which one is it?

Is it the O U or the O W?

I hear you guys saying that ow sound.

Hhm - I don't know,.

- I'm not really sure either.

- Should we try it?

- Let's try it.

- Let's try it with the OU.

Okay, g, ou, n what's that last sound?

- N - Yep that's an N. - Okay, ooh- - That doesn't look like, no, no.

- That does not look right, okay.

Let's try the other spelling.

Do you think it's an O W?

- Oh!

yeah, yeah that's the word.

I remember seeing that word in a book that I was reading.

- Good job, gown.

Is spelled with the ow, good thinking.

I liked how you said, you saw it in a book once and that's how they spelled it.

Good thinking, Rita.

- Thank you.

- Okay, how about this one?

How about the word, clown?

- Ooh.

- Ooh, you're afraid clown?

- They make me nervous - Or the clown?

Oh, they are, but let's see.

Cl, ow, n Do you guys hear something?

- You know what?

I think you could just change the G and put the C L in front and make a whole new word.

- Woo hoo.

- Let's try that.

If we just put the- - Ooh Tina, you are so smart this morning.

- 'Cause clown and gown, do they rhyme?

- They rhyme - They rhyme - Clown, gown They both say ow.

(Rita and Tina laugh) - Yeah look at you guys - I love learning new words.

- Oh, you guys are making your brain grow.

Awesome job.

You guys did such a great job.

Thank you friends for helping.

I'm gonna have the super readers at home, help me read this sentence.

I'll see you guys later.

- Bye, bye.

- Bye.

Okay, Super readers.

It's your turn now, help me read this sentence with all of our ow sound.

How many ow sounds can you find in this sentence?

Ready?

Did the clown frown when he fell down?

How did you do?

Good job.

Lots of ow sounds in this sentence.

Good job.

Okay, let's see what high frequency words your gonna be learning today with Mrs. Hammack.

- Okay, let's review all six of them and then I'll show you the one we're gonna focus on today.

You ready?

Alright, we have early, instead, nothing, Oh, thought, and color.

So yesterday we spelled early and color.

Today, we are going to work on this word.

Instead, instead.

You'll notice the little, it starts with the word in, instead.

Let's spell it.

I-N-S-T-E-A-D.

Woo, that's a lot of letters.

Isn't it?

Instead.

Let's take a look at our sentence.

What do you want to do instead?

So maybe you wanted to do, one person wanted to do something but you wanted to do something else.

You could say, what do you want to do instead?

All right.

Today, we're gonna practice a word sort with all of our high frequency words.

Remember high frequency words are those words that we need to know automatically, so that we can save our brain power for sounding out words and building words.

So here's our Word Sort.

Today we're going to sort them by syllables.

Now, you remember what a syllable is?

It's really the vowel sounds in a word.

And so sometimes teachers will have you clap.

Sometimes you can put your hand here and every time your mouth goes down it indicates a vowel sound.

Let me show you what I mean.

So let's take the word, color, all right?

And let's say it slowly, ready?

Co, lor Did you see how my chin went down two times?

We could clap it, co, lor.

All right, so that means this word has two vowel sounds.

And that means it has two syllables.

Pretty cool, huh.

All right.

Let's see if we can do our word for today.

Here we have, instead.

Ooh, you can almost hear it when you say it, right?

Let's try it, in, stead.

Did you see it?

How many sounds did you hear that were vowel sounds?

In, stead, two syllables, two sounds, vowel sounds in the word instead.

So we have another two syllable word.

How about this word?

This word is, thought.

Look at all those letters, that has to be like three or four syllables, right?

Let's, let's try it, ready?

Thought.

Oh, I only heard one.

Thought, even though it has all of these letters, it only has one syllable.

So don't let the size of a word trick you.

Make sure you say it and clap it or make your chin go down when you're saying the word.

That will help you to know how many syllables each word has.

And we can finish this a little bit later.

But today you are going to read a story called, Now what's that Sound?

Because we're talking all about sound this week, and there's a problem in this story.

I want you to listen for the problem, and I want you to listen for how they solve this problem.

And then we'll be back to talk about it, okay?

All right, here we go.

- [Narrator] Now What's That Sound?

Tap, tap, tap.

Rat, a, tat, tat.

"What's that sound?"

asked Gilbert.

It started early this morning.

I thought it might stop, but it hasn't.

"Let's check out the garage," said Marta.

"I think dad is making the sound."

Dad was in the garage cutting a board with his saw.

Zing, zing, zing.

"This is not the sound," said Gilbert.

"This sound is smoother."

"Let's find Gramps," said Marta.

"He might be making the sound."

They quickly ran to the back of the house to find Gramps.

Gramps was sweeping the deck with a broom.

Swish, swish, swish.

"No, this is not the sound," said Gilbert, "This sound is much softer."

"Let's find Anna instead," said Marta "Maybe she's making the sound."

They found Anna in the driveway.

Anna was bouncing a ball.

Bam, bam, bam.

"No, this is not the sound," said Gilbert.

"This sound is slower."

"This is hopeless," sighed Marta.

Tap, tap, tap.

Rat, a, tat, tat.

"There it is again," said Gilbert.

He looked up at the tallest tree.

Suddenly, he shouted.

"Oh wow!

It's a bird."

"Look at the color on its head," cried Marta.

"It's red, like a red crown."

The bird scrambled up and down the tree.

Tap, tap, tap.

Rat, a, tat, tat.

"It's a woodpecker pecking for bugs," said Gilbert.

"Yes," said Marta, "And nothing else sounds like it."

Tap, tap, tap.

Rat, a, tat, tat.

- Did you like that story?

It was a pretty good one, right?

All of those sounds and trying to figure things out.

Now, Mrs. Hammack talked about a problem and a solution.

So let's back up just a little bit and talk about what is a problem and what is a solution.

So a problem is something characters want to do, change, or find out.

Did they wanna find something out in this one?

They did.

They wanted to find out the sound.

The way the problem is solved is called the solution.

I bet these are words that you have heard before in your classroom.

So if we have the problem, Gilbert and Marta are trying to figure out what makes the sound tap, tap, tap, rat, a, tat tat.

Do you think we could retell the steps in our solution?

Ah, all right, well come and help me.

- Ah, I heard you say retell.

- I did Ricky.

I did say retell.

How are you?

Do you wanna help the super readers go through and retell our steps to find our solution today?

- Mm Hmm.

You know I love reading a great retell.

Okay, I'm ready.

- All right, okay Ricky.

So when Marta and Gilbert were trying to figure out, tap, tap, tap, Rat, a, tat, tat.

Who did they go and see first?

- First, they went in the garage and they saw dad and he was cutting a board with a saw and it was making a Zing, Zing, Zing sound.

- That's right, with that saw.

Zing, Zing, Zing Okay, good.

But that wasn't the Rat, a, tat, tat sound, right?

- It was not.

And so they kept going and they found grandpa and he was on the deck and he had a broom, guess what?

And he was sweeping and he was doing that swish, swish, swish.

- That was good, yeah.

And then where'd they go next?

- And then they went to go find Anna, and Anna was bouncing a ball and it was going bam, bam, bam.

- Was that their sound for Rat, a, tat, tat?

- It was not.

- Hmm.

How did they figure it out?

- And then they kept going and guess what?

- What?

- They saw a woodpecker.

- That's right.

It was a woodpecker.

And that bird was going rat, a, tat, tat, right?

Tap, tap, tap.

Rat, a, tat, tat.

Excellent job, Ricky.

So you were able to tell us, not only what the problem was the steps for the solution, 'cause there were several and then they had the solution.

They figured it out.

Thank you so much for helping us out today.

I'm sure our readers really appreciated it.

- I love to retell thank you Mrs. Nix.

- Oh, Absolutely.

- Can I come?

I'll see later.

- Alright, we'll see you later, thanks.

All right, so now that we went through and we talked about a problem and solution, I have another challenge for us with a little bit of writing over here.

So thinking about how that story went along, the challenge today is gonna be add another page to the middle of the story, Now What's That Sound?

Okay, so, I have some clues up here because I was trying to think about, what could the sound be?

If we get to just make it up on our own, what's a sound that we can hear sometimes in our own homes?

Okay, so in my mind I started thinking about, what about a vacuum cleaner?

That could make a sound, right?

What kind of sound might we hear with a vacuum cleaner?

Maybe like a vroom, vroom, kind of a sound.

So I put some sounds right here that talk about our picture of our character.

Hmm, should we name our character?

I did put a little slide up here that could kind of help us figure that out.

Hmm, it could be anybody, right?

Okay, so I came up with a character's name to be Zachary.

So I'm gonna use his name.

So now I have to think back, how did the story sound when Marta and Gilbert were walking around?

Did they ask questions?

I kind of feel like they did, right?

Didn't Marta say some different things, like what's that sound, right?

So she would start with the sentence, what's that sound?

And then they would go and visit someone, right?

So what's that sound let's find Zachary, so that she could go and find Zachary.

So what's that sound?

Let's find Zachary.

And then what else did she say?

Maybe he's making the sound, right?

Okay, so couple of things that I wanna point out with this one.

When someone is talking, do you remember what marks that we put?

Do you remember these?

Quotation marks.

And so because we have the words, said Marta, we know that Marta is the one who's telling us the story.

just like they did in our story, Now what's that Sound, did there.

There was a lot of dialogue.

So we could have the quotation what's that sound?

Let's find Zachary.

Maybe he's making the sound, said Marta.

And then we put a picture of Zachary with a vacuum cleaner.

And what was the sound?

Vroom, vroom, vrooom, right?

So this could be an example of a page, a new page that would be added to our story.

The question would be, would this page be at the beginning of the story, the middle of story or the end of the story?

That's right.

It couldn't be at the end because this isn't the solution.

What was the solution?

The bird, that's right.

So this would have to be something that would be more towards the middle.

So just going and visiting another family member.

This is something that you would be able to do.

Could you think of something else that maybe makes a noise in your house and maybe someone that you could visit in your family?

Could you make the same sentence for your page?

I bet you would do an amazing job.

Alright.

So let's click it or switch over and let's watch one of our friends tell us about a story that maybe you haven't had a chance to read.

Maybe you wanna do a little rewriting with it too.

Alright.

Here it comes.

- Hi, my name is Mark.

I work at the warehouse.

We get all the books out to you guys at the schools.

This is a new book in your library.

This book is about a squirrel and a bird.

Squirrel has finished collecting its nuts for the winner and the bird lands by him.

The squirrel offers bird a nut but the bird says he only eats worms.

So the bird wants to offer the squirrel something.

So he says, "Squirrel, I'd like for you to sing," but the squirrel can't sing at all.

They encourage each other through the book and together they discover to try new things together.

To find out what happens to squirrel and bird, you will have to check out the book and read it.

Thank you for watching "ValleyPBS."

Have a great day.

- Such a sweet story.

Thank you so much, Mark, for sharing that with us.

I know our super readers would love to check that one out.

- Okay, hey, hey Ricky, I got a joke for you today.

- What?

- Yes, I went and I found a joke for you.

What's a Pirate's favorite instrument?

- Mmm, I don't know.

- A guitar!

- Oh my God, oh my God.

You guys are too silly So thanks for watching us today on "ValleyPBS."

We look forward to seeing you back here tomorrow.

Take care.

Bye bye.

- Bye.

(bright music)