(bright lively music) - [All] Good morning, super readers.

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

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- And I'm Mrs. Vang.

- This is a place for us to come learn, practice and... - [All] Grow our brains.

- To become even stronger readers, writers, and thinkers.

- That's right.

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

- Called... - Daily Phonemic Awareness.

- Okay, super readers, today we're gonna do a little bit of phoneme isolation and I have a little bit of a game-- - Woohoo!

- That we can play with this one.

- Okay.

- Okay.

So we've been practicing what sound all week?

- "O."

- "O."

- The "O" sound.

Good job.

So that's exactly what I want us to do.

I want us to listen for the "O" sound in the words.

Now I want us to be able to identify, do we hear the "O" sound at the beginning, the middle, or the end of a word?

So let's do a little example.

Like if I have the word "Owl," O-W-L, owl, where do we hear the "O" sound?

- [Both] In the beginning.

- Okay.

Perfect.

What if I switched it up and I said "Mouth?"

Mouth.

- [All] M-O-U-T-H. - O-U-T-H, right in the middle.

- In the middle.

- Okay, perfect.

So I can't seem to trick you, hmm.

I'm gonna work on it a little bit, but here's exactly what I want you to do.

I'm gonna give you a word, listen for the "O" sound and you tell me, do you hear it at the beginning, middle, or end of the word?

- Okay.

Turn up your ears so you can help us.

- Okay.

Here we go.

Here's your first word, "Brown."

- Okay.

- (whispers) B-R-O-W-N. - Oh!

- Oh, was it in the middle?

- [All] B-R-O-W-N. - Right in the middle.

- Yup.

I say that too.

- Okay.

Excellent job.

Is that what you got too?

Great.

How about the word, "Ouch?"

- Hmm.

- Ouch.

- (whispers) O-U-C-H. Oh, that's at the beginning 'cause it's the first sound.

- O-U-C-H. Good job.

Alright.

One last one.

How about "Shout?"

Shout.

What sounds do you hear?

- [Both] (whispers) S-H-O-U-T. - Oh, there it is in the middle again.

- Right in the middle.

- Right in the middle.

Great job.

So you know what a great thing about this game is?

It doesn't have any parts.

You can totally play it wherever you are.

- That is good because you could practice walking down the aisle of the grocery store.

- Absolutely.

Or standing in line at the cafeteria.

So- - I was gonna say maybe in the car.

- Yeah.

- That's a great place.

And you can do it with all kinds of different sounds.

So just pick a sound and then practice finding it in all of your words.

You know what else is really fun?

- I know.

I bet.

I'm gonna scoot away, scoot away, yeah, 'cause I think it's time to... (Mrs. Hammack laughing) - Dance.

- It's time to dance.

- Let's do it.

- Okay.

Here we go.

(bright upbeat music) ♪ Hear, smile, taste, feel, and see ♪ ♪ When I use my senses, I describe my world and me ♪ ♪ When I use my ears, this is what I hear ♪ ♪ Croaking frogs, noisy fox, soft tones that are near ♪ ♪ When I use my nose, this is what I smell ♪ ♪ Fragrant flowers, fresh-cut grass, ♪ ♪ Pine cones that just fell ♪ - Pine cones that just fell.

♪ Hear, smile, taste, feel, and see ♪ ♪ When I use my senses, I describe my world and me ♪ ♪ When I use my mouth, this what I taste ♪ ♪ Spicy chicken, fruity shakes, nothing goes to waste ♪ Mm, I don't waste anything.

♪ When I use my hands, this is what I feel ♪ ♪ Fluffy kittens, a smooth-hard side above the orange peel ♪ ♪ Hear, smile, 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 ♪ ♪ Bluebirds, green grass, yellow beans ♪ ♪ A great big maple tree ♪ ♪ Hear, smile, taste, feel, and see ♪ ♪ When I use my senses, I describe my world and me ♪ Oh!

So much fun.

- Wow!

- How fun!

Okay, I think everybody's ready.

- I think we're warmed up.

- I think so.

- Okay.

Let's get that hearing on so that we can hear our sound of the week.

- And maybe we're gonna use some... - [All] Seeing.

- Oh, I like that.

(all laughing) - Alright, we'll see you.

- See you guys later.

Okay, super readers, let's go and practice our phonics of the week.

Now, remember, all week we had been learning the "O" sound, good job.

The "O" sound has two different ways that I can spell that "O" sound.

So I have my cow card up here to help remind me.

Remember, the "ow" can say "O" and the "ou" can say "O."

And all week we have been practicing blending words with the "O," we've been practicing building words with that "O" sound, and reading words with that "O" sound.

Now, let's practice some more.

Are you guys ready?

Let's get our friends in here to help us.

That's it.

Good morning friends.

- Hello.

- Good morning, Mrs. Vang.

- Are you guys ready to practice?

I know you guys are super, super excited 'cause I know how smart you guys are getting just like our super readers.

- Oh yeah.

- Thank you.

- And we've been looking and trying to read all these words that have the "ow" and the "ou" spelling.

- Mm.

- Yup.

- And we know they make what sound?

- [All] "O."

- One of my favorite sounds.

Now, I have some letters up here.

Can you guys help me blend them to make a word?

- Oh yeah.

- Okay.

Ready?

This says D-O-W-N. - D-O-W-N. - Down!

- Down!

- What's the word?

- Down!

- Down.

- I need to sit down.

- Good job.

Down.

Now, what if I just change that down, the d to a fr, it says... - F-R-O-W-N. - F-R-O-W-N. - Frown.

Next thing you know, you need to turn that frown upside down.

- Oh, I know that.

Good thinking.

Oh, you guys are getting so good.

I was trying to trick you guys and then I didn't even get to trick you.

- No.

- Awesome job.

Okay.

How about we practice building some words, okay?

- Okay.

- Ready?

How about if I wanted to write the word "Crowd?"

Oh, "Crowd."

- Crowd.

- Like I saw a large crowd by the playground.

- Okay.

That's a CR 'cause there's no such thing as a KR.

- That's right.

Good job.

- [All] C-R-O-W-D. - Okay.

Here's that tricky part, is it the "ou" or the "ow?"

- Okay.

So I'm thinking it's the "ow."

- Okay.

- Because yesterday you said "nd" and we don't need an "n" today, we just need a "d." So... - [Both] C-R-O-W-D. - Crowd.

- D, yeah.

- Good job.

Oh, I like how you remembered that from yesterday.

C-R-O-W-D had just one sound at the end so that's why you thought it was just the "ow?"

- Mm-hmm.

- Oh, I wonder if that's another pattern.

Oh, we need to make some of those lists.

Let's see if that's a pattern, but good job.

That's how we spell crowd.

C-R-O-W-D, crowd.

Okay.

How about this one?

How about the word "Plow?"

- [All] P-L-O-W. - Ooh, that's three sounds.

- P- - P- - P-L- - Yeah.

- Plow, good.

- P-L- - It's a blend, so we'll put our blend up here.

- And you know what?

I don't think words end with a "u," or at least not very often that I know of so- - Let's see.

Does that look right?

- Oh, no, no!

- That looks crazy.

- That does not look right.

- Yup.

- Now, that's crazy.

- I think it's a "ow."

- Let's try the "ow."

- Yup, I agree.

- Plow.

- P-L-O-W. - P-L-O-W. - I think it's time to plow the fields.

- Does that look better?

- Yeah!

- Good job.

Plow, P-L-O-W, plow.

Good job.

I like how we switched it because it just didn't look right, did it?

- Nope.

- Good job practicing with me as we blend and build words.

Thank you, friends.

- Alright.

We'll see you.

Bye-bye.

- I'll see you guys next time.

I'm gonna have my super readers at home help me practice reading this sentence.

And super readers, can you find how many words in my sentence has that "O" sound?

Are you guys ready?

Okay, here's my sentence.

"We found our lost cow in the next town!"

How did you do you?

Good job.

Did you see my exclamation mark?

And then as I was reading, my eyes went ahead of me and I saw that exclamation mark then I knew to change my expression so that I could match it.

How did you do?

Good.

Found, cow, and town all have that "O" sound.

Good job, super readers.

Now, let's see how you can learn or practice more with your high-frequency words with Mrs. Hammack.

- Okay.

We've had six words and we are still working on focusing on each one.

So let's review all six.

We have early, instead, nothing, oh, thought, and color.

Today, we're going to do this tiny little word, "Oh."

Now this word is often used when we are using an exclamation.

Oh!

So let's take a look at our sentence.

"Oh, I did not see you."

It's usually used in a surprised sound, or maybe it could be, "Oh no!"

We could say it that way too.

And then it would be more of a upset sound, right?

So we use this word, "Oh," as an exclamation.

Almost always, you will use an exclamation if you have the word, "Oh," in your sentence.

It's kind of a funny-looking word, isn't it?

Alright.

Today, to practice, we're going to play Go Fish.

So I'm gonna invite my friend, Mrs. Nix, to come and help us.

- Woo, Mrs. Hammack, I love this game.

- I know, I do too.

And I hope you at home have played Go Fish before with your family with regular cards.

But this is the high-frequency word Go Fish and we play it similarly.

We're going to shuffle the cards, which I already did.

Each player gets three cards, so we each have our three cards.

And then the first player that's gonna go is Mrs. Nixon.

She's gonna say, 'Do you have -_-_-_-_?"

and she's gonna read one of her words to see if I have the same word.

And if I don't, I'm gonna say, "No," and then I tell her, "Go Fish!"

And then that's when she comes to this pile here to see if she can find that one.

She takes the top card.

If I do have that same word, I give it to her and she makes a match.

And the idea is to see who can get the most matches.

- Okay.

- Alright.

I'm gonna let you go first.

- Mrs. Hammack, do you have the word "Early?"

- Ooh, no.

Go Fish!

Do you have the word "Oh!"

- "Oh!"

I just drew it.

- Yay!

Alright.

So I have a match.

Alright.

Your turn.

- (gasps) Mrs. Hammack, do you have the word "Instead?"

- Huh, yes I do.

- Woohoo!

- Alright.

Do you have the word "Color?"

- I do not.

Go Fish!

(Mrs. Hammack grunting) It's a great game, right?

- Oh, and I've matched!

- Oh, yay!

- See how much fun that can be?

And you can play with one other person.

You can play with two other people.

You might need to have a few more words, but I think you'll have a good time practicing those high-frequency words.

Today, we're gonna read a story called "Shake!

Strike!

Strum!"

Let's go see what it's all about and I'll see you back here in a few minutes.

(bright lively music) - [Narrator] "Shake!

Strike!

Strum!"

Shake, strike, strum instruments can be a lot of fun.

Instruments make different kinds of sounds.

Strike a drum.

Rum-pum-pum.

Strum a guitar.

Plink, pling.

Blow on a horn.

Toot, toot.

Shake it up!

Some sounds are nice to hear.

Others are not.

But all sounds have two things in common: pitch and volume.

Pitch is how high or low a sound is.

When you whistle for a dog, you make a high-pitched sound.

Volume is how loud or soft a sound is.

When you whisper in class, you make a low-volume sound.

You can make fun sounds too.

Make these instruments and start a band.

How to make a guitar.

What you need.

Tissue box.

Rubber bands.

Tape.

Ruler.

What to do.

One, stretch four to six rubber bands around the box.

Two, tape a ruler to the back.

This is the guitar's neck.

Three, decorate the guitar.

Strum or pluck the rubber bands.

How to make a shaker.

What you need.

Plastic bottle.

Dried beans.

Stickers.

What to do.

One, put beans into the bottle.

Two, put fun stickers on it.

Three, shake it and have fun.

Now you can shake, strike, strum, and have some fun!

- Wasn't that a lot of fun to read about and find out all about all those different sounds and pitch and volume?

Okay.

I want us to go back and look at some of the text again and maybe do a little reading of some of that text and find some of the answers.

Do you wanna help me out and do that?

Alright.

Let's do that together.

We'll do a little reading.

Alright.

- Wait!

Wait!

Wait!

I gotta read.

I like to read.

- You like to read, Rita?

- Yeah, I do.

- Should we have her help us?

I think that sounds like a plan too.

Great, Rita.

I'm so glad that you're here.

- Thanks.

- So our super readers and I were gonna go back and we were gonna do a little reading and find some answers.

Do you wanna help us?

- Oh, of course.

- Okay.

So the first one says, "Circle the words the author puts in the third sentence that tells us what instruments do."

Do you wanna read that third sentence?

So let's, one, two, here's the third sentence.

You wanna read it for us?

- Yes.

Yeah.

- Okay.

- "Instruments make different kinds of sounds."

- So we wanna circle the word that tells us what instruments do.

What do they do?

- Well, it says they make different kinds of sounds.

- That's right.

So they make different kinds of sounds.

I'm gonna circle that for us.

And I'm gonna put a check mark 'cause we're done.

And then it says, "Underline the names of instruments in the text."

So let's keep going and see if we can find some instruments.

- Okay.

"Strike a drum," oh, a drum!

- Okay.

Drum.

- "Rum-pum-pum."

"Strum a guitar."

Guitar.

- Guitar.

Great.

- "Plink, pling."

"Blow on a horn."

A horn!

"Toot, toot."

- "Shake it up!"

Alright.

Great job.

Now, here's our next question.

"What two things do all sounds have?"

Draw a box around the words and then we're gonna write them right here.

So, two things do all sounds have.

Let's keep going.

- Okay.

"Some sounds are nice to hear.

Others are not.

But all sounds have two things in common:" oh, it's gonna give us the answer, "pitch and volume."

- Awesome job.

Right there.

Pitch and volume.

And you know what?

I even wrote them right there on the line for us; "pitch and volume."

- Yeah, that's good.

- Awesome job.

Now I'm looking at this picture right here, it says talk with our partner.

I'm so glad you're here, you can be my partner.

- Oh, yay!

- "Talk about the sound the boy in the photo is making."

Look at this photo right here.

- Oh yeah.

- What kind of sound do you think he's making?

- Oh, he's going, "Brrrr, brrrr!"

- And how do we know he's making a really loud sound?

- Well, I think, because look at his cheeks, they're all puffed out.

- Yes.

- And his eyes are closed, and he's leaning back.

- He's doing a lot.

Absolutely great, great detective work.

Okay.

Let's underline the sentence that tells what pitch is 'cause pitch is one of our words.

- Yeah.

That's the strange word.

- Mm-hmm.

- "Pitch is how high or low the sound is."

- That's right.

So sometimes our pitch can be really, really high or it can be really, really low.

So it's how high or low the sound is.

- Ricky has a low sound.

- Oh, yes he does.

Alright.

And what's one kind of high-pitched sound that we could make?

Let's read.

- Okay.

"When you whistle for a dog, you make a high-pitched sound."

- So when we whistle, and I'm gonna do a little squiggly line right there, when- - Oh, that reminds me of "Whistle for Willie."

- Absolutely.

And then what about volume?

What's volume?

- Oh, I know what that is 'cause people tell me all the time to lower my volume.

- Ooh.

So volume is how loud- - Or how soft a sound is.

- That's right.

And so I'm gonna just box loud and soft a sound can be.

- 'Cause sometimes I'm too loud.

- Well, sometimes it can happen, but you know what?

It's okay.

It just means that we just have to be reminded, right?

- I get excited.

- Exactly.

Alright.

You know what?

Speaking about being excited, I wanna do a little bit of writing and I bet if you go grab your pencil, you could help me out.

- Oh, yay.

Okay.

I'm gonna go.

Bye.

- I'll see you in a second.

Alright.

So let's switch over and start talking about some of our writing for today because we were talking about how sounds can be different.

So, how are sounds different and what sounds can you make?

Now, I have an introductory sentence here.

"Sounds can be very different."

But how can our our sounds be different?

You know what?

Let's call our friends and see if they have some ideas.

So Ricky, Rita, what do you guys think?

Hi.

- Hi.

- Hi, I was listening.

Hey, can I use a lot of the details in the writing?

- Yes.

Let's have some details in our writing.

So what can you think about when sounds can be very different, or how can they be different?

- Some sounds have a high pitch and some have a low pitch.

How about that?

- That's pretty good.

- That's amazing.

Absolutely great.

- I didn't know you can do that high sound.

- Aha!

- Mm-hmm.

- So some have a high pitch and some have a low pitch.

Great job.

- And I know we talked about it earlier, 'cause sounds can have different volumes, which is if they're loud or soft.

- That's right.

They can be very loud or really soft.

- Yup, like me.

- That's right.

Excellent job.

What else could we say about sounds?

Do we have anything else?

Or what else did you think about?

- Well, that's what I was gonna add.

Some sounds can be so loud, 'cause I can be loud, or I can be soft too.

Like, I can be soft.

- That's right.

So they have different, oh, I guess we kinda shared some of your stuff early.

Sorry about that, Ricky, we stole your thunder.

That's right.

So some sounds can be so loud that they could even hurt your ears, right?

- Oh yeah.

- Have you ever had that?

- Mm-hmm.

Aha.

They are just so loud that they... Just like you, Rita, they tell me to lower my volume.

- Yeah, that happens.

- That's right.

And some of them are so soft you can't hear 'em.

But you know what?

We're gonna cut over and let you guys finish this yourself.

And we've got a story that, maybe I think it's, Reread Rhonda has a little story to introduce to you.

So we'll see you in just a second.

- Well, hello, Valley PBS viewers.

This is Rhonda Reread from Georgia here and I am so excited to talk about a book that I just think is really funny and good reading.

And it is called "If You Give A Dog A Donut."

What?

Why not a donkey a donut?

(brays) Well, anyways, it's not about a donkey.

It's about giving a dog a donut.

And this boy gives his dog a donut, and the story just goes on and on about all the things this dog would do after getting a donut.

Like for instance, help me there, turn the page.

Okay.

Let's...

So look here at this page, if you will.

This dog thinks he needs some apple juice since he's had a donut.

What?

Oh, come on, come on, dogie, you don't drink apple juice.

And here's another page you might be interested.

Look at this.

He thinks that he needs to have some kind of a water fight and gets in this fountain.

Well, this book is just silly.

And I'll just tell you right now, I'd check this out at your local Wishon Elementary School Library, and I'll just betcha that your library would have this same book, "If You Give A Dog A Donut" by Laura Numeroff.

So, happy reading to you.

Nice to see you.

Check out a book and read.

Bye now.

- Thank you, Kris.

There's my cousin.

I was gonna say, "Thank you cousin."

- So sweet and so cute.

- Okay, I have a joke for you.

- [Both] Okay.

- Are you guys ready?

- Yeah, absolutely.

- What do you call a musical insect?

- [Both] A hum bug.

- (laughs) We knew that one.

(all laughing) - Oh, we got him today.

That's awesome.

Thanks so much for hanging out with us today at Valley PBS and we look forward to seeing you back here tomorrow.

Take care.

- Bye - Bye-bye.

(bright lively music)