(lighthearted instrumental music) - [All] Ah, just kidding!

April Fool's!

- Oh, I'm so excited to be here with you.

I'm Mrs. Nix.

- I'm Mrs. Hammack!

- And I'm Mrs. Va, Vang?

- Hold on.

You are not Mrs. Vang and you are not Mrs. Hammack!

- [Both] And you are not Mrs. Nix!

(Mrs. Hammack laughing) - So ... - [All] April Fool's!

- We got you twice!

- Two times!

That was awesome!

- Okay, can we get back in our right spots?

- We probably should get it correct.

- All right, okay.

- Yeah, yeah.

- So good morning, super readers!

Thanks for joining us in our "Valley PBS Classroom".

This is a place where we come to learn, practice and ... - [All] Grow our brains!

- To become even stronger readers, writers and ... - [Both] Thinkers!

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

- Called ... - [All] Daily phonemic awareness!

- Okay, today, we're gonna do a little phoneme blending.

We're gonna practice that right down our arms.

So I'm gonna give you some sounds to then blend together to make a word.

- Okay.

- All right, so here's our first one.

- Ow, tuh.

Out.

- [All] Out!

- Great job!

All right, how about this one?

Ss, ow, th.

- [All] SS, ow, th!

South!

- Great!

All right, here's another one!

Tuh, ow, nn.

- [All] Tuh, ow, nn.

Town!

- Wonderful!

And the last one is ... Ff, ow, nn, duh.

- [All] Ff, ow, nn, duh.

Found!

- Excellent!

So maybe you found my secret today.

Hmm, yeah, I tried, right?

I dunno.

(Mrs. Hammack laughing) All right, so here's what we're gonna do!

'Cause it's one of my favorite things to do and since it's Friday, let's get some wiggles out!

- I agree.

- Okay, let's get ready.

- Okay, spread apart!

- Let's do this.

So get yourself some space.

Yes!

- Always on the wrong arm.

(Mrs. Nix laughing) ♪ Hear 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 bugs soft chirps that are near ♪ ♪ When I use my nose this is what I smell ♪ ♪ Fragrant flowers fresh cut grass ♪ ♪ Pine cones that just fell ♪ ♪ Hear smile taste feel and see ♪ ♪ When I use my senses I describe my world in 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 hard slide a bumpy orange peel ♪ ♪ Hear smell taste feel and see ♪ ♪ When I use my senses I describe my world in me ♪ ♪ When I use my eyes this is what I see ♪ ♪ Blue birds green grass yellow bees ♪ ♪ A great big maple tree ♪ ♪ Hear smell taste feel and see ♪ ♪ When I use my senses I describe my world in me ♪ - Super cute!

- Woo-hoo!

- Wow, fun!

- All those senses and all those sounds and feels.

We've done a lot of that this week!

- We have!

- Lots!

- Lots of sounds.

- I think they're all ready.

I think they're brains are awake.

- Okay!

- Are you guys ready, super readers?

Okay, let's go and learn our Sound Of The Week.

I'll see you guys later.

- [Both] See you later!

- Okay, super readers, let's focus on our sound this week.

Remember, we have the cow card, 'cause our focus sound is the cuh for cow.

Oh, I tricked you again!

April Fool's!

Our sound this week isn't the cuh for cow!

No, it's not, it's the ow sound!

Oh, did you guys catch me?

Oh, good listening!

Using your ears to listen.

This week, we have been learning the ow sound.

I do have my cow card here to help me, but remember, the cow card has helped me because that ow sound has two different ways to spell the ow sound.

We can spell that ow sound with a O-W and we can also spell it with a O-U.

They both say ow.

You guys remember that?

Oh good!

Now, I have some letters up here and I'm gonna have you guys help me blend it, but let's also have our friends come in and help us.

- Hello, friends!

- Hello!

- Good morning, Mrs. Vang!

- Good morning!

- Oh, Mrs. Vang, your hair is so beautiful!

I didn't know you colored it pink!

- (gasps) Oh no!

Is it pink, oh!

- Ah ha!

- [Both] April Fool's!

- Oh, you guys got me!

I thought that something happened and my hair turned pink!

You guys!

Okay, are you guys wanted to help me blend?

- Oh yeah, let's do it!

- Mm-hmm!

- Okay, I have some letters up here.

Let's see if you guys can help me blend this letter.

Ready, this says ... - [Both] Ow, tuh!

Out!

- What's the word?

- [Both] Out!

- Good job, but guess what?

I'm gonna challenge you and I'm gonna put this now.

This is my blend.

What is it now?

- [Both] Snout, snout!

- What is it?

- Ooh, it's a snout!

- Snout!

- What is it?

- [All] Snout!

- Good job!

- Yeah, my snout is not very big.

- Nope, nope, you got a little snout.

- You do, but Rita's got that long snout.

- Yes, I do!

- You do.

- Good thinking, snout!

Okay, how about these letters?

Can you guys help me blend?

This says ... - [Both] Owl.

Owl!

- [All] Owl.

- What is it?

- [Both] Owl.

- Oh, I wish we had a owl friend here with us!

- Oh, that would be fun!

- Oh yes!

- Mm-hmm, but guess what?

I'm gonna challenge you, and guess what?

That's a small word, but I'm gonna put a H in front of it.

- Ooh!

- Now what's my word?

- [All] Howl!

- What is it?

- [All] Howl!

(Rita and Tina howling) - Good job!

Oh, look at you guys howling!

Good job!

- There is two small words you could do!

Take off the L and make how!

- Oh yeah, look at that!

- Ooh, good thinking!

- Or you could leave the L and it would still say owl if you take off the H!

That's so cool.

- That is a good, oh!

Did you guys get that?

Well, smart thinking, Rita!

- So smart!

- Thank you!

- I love that.

- So smart!

- Okay, how about we build some words?

- Oh yes!

- Okay!

- How about this word, 'cause I saw it lot in our story yesterday.

How about the word, loud?

- Ll, ow, duh.

- Ooh, loud.

- Ll, ow, duh.

- Okay, so it has a L. - Hmm, loud.

- Yep.

- Mm-hmm.

- Ow, ow.

I'm gonna say O-U, 'cause we did see it a lot yesterday.

- We did see it a lot.

- L-O-U-D. - Ll, ow, duh.

- Loud.

- Yep, that's the D!

- Good job.

Loud is L-O-U-D, loud.

Good job!

Now, how about the word, pouch?

- [Both] Puh, ow, cha.

- Oh, that's the P!

- P!

- It starts with a puh, puh, puh!

- [All] Puh, ow ... - Hmm, which one is it?

- I still think it's an O-U!

- I do too, 'cause I'm thinking about the word, ouch.

And ouch is O-U-C-H!

- Yeah, yeah, yeah!

- Good thinking!

- 'Cause ouch.

- Pouch!

- Pouch, they both ... - [Both] Say ouch!

- Good thinking.

Pouch is P-O-U-C-H. And if we take away the puh, we just have the word ... - [Both] Ouch!

- So we can actually spell two different words!

- That's awesome!

- Mm-hmm, yes!

- Good job thinking about the spelling patterns!

Awesome job.

Okay, you guys have worked super hard this whole week.

But I'm gonna have my super readers help me read the sentence.

- Okay, I'll see you!

- Okay, bye bye!

- Okay, we'll see you guys later.

Okay, super readers, it's your turn now.

Put all your brain power, think about all the sounds that we have learned this week, all the different words that we've blended.

Help me read this sentence and think about how many words you can find with that ow sound.

Ready?

"Just now, the crowd got very loud."

Good job.

How many words did you find?

Now, crowd and loud.

Good job, there's three words with that ow sound.

Awesome job, super readers.

Okay, let's see.

Or let's practice your high frequency words now with Mrs. Hammack.

- Okay, super readers, here we go.

Remember, our high frequency words help us to use our brain power on those harder words that we need to sound out.

Because we need to be able to read and write our high frequency words automatic, as fast as we know our name!

So let's take a look at all six of them and then we'll focus in on our last one for this week.

Here we go.

We have early, instead, nothing, oh.

That's one of my favorite ones.

Thought and color.

Very good.

All right, so today we're going to focus on the word, thought.

Let's spell it.

T-H-O-U-G-H-T. That's a lot of letters, isn't it?

And it might be tricky, because we don't hear a lot of those letters, even though they're there.

So this might be one that you wanna practice writing in lots of different ways.

Four or five times, and maybe with other things.

And I'm gonna show you what we're gonna do with this in just a minute, but let's take a look at our sentence.

"He thought we should eat lunch now."

That's a great sentence.

It is almost lunchtime, so ... Well, in a few hours.

All right, so let's look at our word, thought.

Today, we're gonna do some chalk writing.

So I have some black paper here, because the black will help the colorful chalk stand out really, really well.

And so, I just thought kind of like our rainbow writing, only instead of doing rainbow colors, I just picked some bright colors.

This is just sidewalk chalk and you might have some of this at home.

You could write your words on the sidewalk.

I'm gonna do it here on this black paper.

So let's take a look at our word, thought, and let's write it.

We have a T, we have H-O-U-G-H-T. Great, and then I can do it in another color and I can do several colors.

That way, I get lots of practice with the order of the letters and I can have more opportunities to see it so that I can remember it.

Because remember, that's the way we do it.

We've gotta practice it over and over again so that it becomes automatic and we just know it when we see it and we don't have to try to sound it out.

That would be a hard one to sound out.

Today, we're going to listen to a story called "Down On The Farm".

Do you think we'll hear some sounds on the farm?

Let's listen and find out.

- [Narrator] "Down On The Farm" by Amy Helfer, illustrated by Cary Pillo.

"Chapter one: "Where Is The Farm?

My name is Jacy, and I'm a city girl.

I love the sounds of the city.

I like to hear the horns, sirens and shouts from the street.

An old friend of mom's lives on a farm.

They haven't seen each other for years.

Now Mom is taking me to visit.

We stop in front of a small house on a dusty street.

'This doesn't look like a farm,' I think.

'Where is the big red barn?

Where are the cows?'

'You're just in time for dinner!'

shouts Stella.

Chapter two: 'What's That Sound?'

'Sit down and eat!'

says Stella.

Dinner is great, but I'm confused.

I thought this was a farm.

The night is quiet.

Instead of trucks and beeping horns, I hear nothing but soft rain.

Oh, wait!

I do hear something!

'What's that?'

I wonder.

Early the next morning, I wake up to louder sounds.

I jump out bed and peek outside.

Suddenly, I understand!

Hens and roosters cluck and squawk for corn.

Bees buzz around rows and rows of leafy plants.

There's that other strange sound, too.

Maa.

Maaaa.

'What is that?'

I wonder again.

Mom and Stella are busy working in the backyard farm.

'Wait for me!'

I yell.

I scramble down the stairs.

'Look at these beets,' calls Mom.

'Did you ever see such a color?'

'Are these all of beets?'

I ask.

'These are carrots, and this is kale,' Stella answers.

I hear the sound again and look all around.

'What is that sound?'

I ask.

'Come on,' says Stella.

'I'll show you.

And bring those pales with you.'

Chapter three: 'What's The Answer?'

'Say hello to Kiwi and Mango!'

says Stella.

'They call me when it's milking time.'

'Goats give milk?'

I ask.

'They sure do,' said Stella.

'You had some last night!'

'Maybe you'll help me make some goat's-milk cheese later,' Stella says.

'How do you make cheese?'

I ask.

'It's easy,' said Stella, 'for two farm girls like us!'

- So did you like that story?

Kind of fun, right?

Now, she had some things that she was a little bit confused about.

And there were some clues that kind of helped her figure things out.

And today, what I'd like us to do is to go back and retell the story as we're talking about Problem and Solution, because she did have a problem.

Now, just to remember that a problem is something characters want to do, change or find out.

And the way the problem is solved is called the solution.

And so, did Jacy have some things that maybe she wanted to find out in her story?

I think she did.

So maybe we can go back and kind of retell her story and talk about the problem just a little bit.

So what was the problem in our story today?

Well, Jacy's confused.

She thought she was going to a farm, but it was just a house.

So once we've identified our problem, what in the story could help us to discover the solution?

Are there some steps that we could retell?

I don't know.

Maybe?

- Ah, ah, ah!

Hey, Mrs. Nix!

Did you call me?

'Cause I heard you say retell!

- I did, Ricky!

I said retell and it was like you were reading my mind!

- I was waiting!

- You're so good.

So we were talking about retelling our story with our super readers and we identified the problem was, "Jacy was confused.

She thought she was going to a farm, but it was just a house."

So could you help retell some of the story so that maybe the steps to finding our solution?

- Mm-hmm!

- Okay!

- I can help you.

- Okay, are you ready?

- I'm ready.

- All right, so guess what?

- What?

- She heard some hints and some roosters and they were clucking and squawking and for corns.

Guess what, and she also heard some bees buzzing!

- She did hear a lot of noises, but does that sound like a city?

Hmm, I think I'm just as confused as Jacy.

What else happened?

- Well, and then she went in the garden, and then she heard another strange sound.

The sound was, maa!

Maa!

Oh, I think that's how it sounds!

Maa, maa!

(mumbles) Maa!

- That definitely doesn't sound like she's in the city, but I'm still confused.

Can you help me figure out ... What's this next step that she took?

- And then she finally asked Stella and she says, "What's that sound?"

- Oh!

So she went and just asked somebody.

So she heard all of these things.

She heard hens and roosters and bees.

She heard a strange sound going maa, maa!

And then, she asked to someone what was the sound.

So Ricky, what's our solution?

- Well, Stella showed her what the sound was!

And guess what?

The sound was coming from the goats!

She had goats there!

And guess what?

If you look at it, there was chickens and there was a garden and there were goats!

She really was on a farm!

- She really was!

And then she realized that she really was there.

Great job.

So I think our problem of helping Jacy figure out where she really was, she's not gonna be confused anymore by the end, because she took all these steps to figure it out.

- Mm-hmm!

- Great job, Ricky.

Thank you so much for helping us out!

You know what, Ricky?

You know what I'd love to do?

What if we did a little rewriting with this?

Do you wanna go grab a pencil and help me out?

- Oh, I'd love that!

- Okay, I'll be right back!

- Okay, you go grab a pencil.

- I'll see you in a second.

So we just went through and talked about Jacy, but let's switch over here and talk a little bit about and practicing doing some writing.

So what sounds does Jacy hear?

And how are the sounds being made?

That happens to be something we've been practicing and talking about all week long.

So if I were to make an introductory sentence, Jacy hears many different sounds.

Remember, she heard some sounds when she was leaving home in the city and then coming to the farm?

Well, maybe our friends could come and help us out and come up with some additional sentences while you're thinking about it.

So come on, friends!

What do we have?

- Hello!

- I got my pencil!

- Yep, me too!

- Good job!

Okay, so can you help us, the super readers and I, come up with some sentences to help answer the question, what sounds does Jacy hear and how are the sounds being made?

- Yep, I have an idea!

- You've got an idea?

- Yeah, she hears cars honking and people shouting!

- (gasps) She did hear that at the beginning of the story, right?

So that would be some different sounds.

So Jacy hears many different sounds.

She hears cars honking, so that's how those sounds are being made.

And people ... Oh, thank you.

- Shouting!

- There were people shouting.

- People shouting.

- That's right, so that's how those noises were being made, right?

- Yep.

- All right.

Ricky, do you have any sounds?

- Uh-huh.

How about if I said, "People can make loud sounds!"

- Ooh!

- Or maybe, "Low sounds."

- That's very true, yes.

- They can make ... - I'm just kidding!

- April Fool's!

(Ricky and Rita laughing) - We wrote about that already, Mrs. Nix!

- That was yesterday's story, right?

Oh, you're trying to be so silly.

- I'm just kidding.

Okay, ah, my sides hurt.

- You tricked me!

- Ah ha, I tricked you!

It's April Fool's!

Okay, I was gonna add the sentence, "At the farm, Jacy hears ..." Remember, she heard the bees buzzing and she heard the clucking of the hens.

- She did hear those things on the farm.

Those were some different things.

And so, when we think about what made them, Jacy hears the wings of the buzzing bees and she hears the clucking hens.

So, those are all the things and how they're being made, right?

So the bees, they're flapping their wings really fast and it makes a buzzing sound.

And then the clucking hens cluck, cluck, cluck!

Excellent job!

- Yeah, we could finish it by saying these are just some of the sounds Jacy hears!

- You're right, Rita!

'Cause I bet she probably heard even more sounds, but we're just kind of talking about some of the sounds, right?

- Yeah, yep!

- Okay, so you have got a concluding sentence for me right now?

- I do!

- Excellent, so here's our paragraph.

Jacy hears many different sounds.

She hears cars honking and people shouting.

At the farm, Jacy hears wings of buzzing bees and clucking hens.

And these are just some of the sounds Jacy hears.

Great job!

Let's turn it over to one of our storytellers and we'll hear about a book.

- Hi, my name is Trevor Nix and I would like to share this book.

It's called, "Jazz On a Saturday Night".

And I'm a jazz student myself at Buchanan High School.

And so this book, it shows jazz is a different type of style of music.

There's several types including classic jazz, hot jazz cool jazz, Dixieland, swing, bebop, infusion.

And it's more like Legato style, and this book talks a lot about that and it's a really good book.

And I'll play an example of that right now.

(lively trumpet music) Thank you for watching "Valley PBS".

- [All] Good morning, super readers!

(all laughing) - [Both] Just kidding!

- [All] April Fool's!

- Hey, I hope that you had an awesome time hanging out with us.

And you know what?

That little guy that was just on the screen?

- [All] Trevor!

- Aw, I love that guy.

- Hey, hey, hey!

Uh, my joke, don't forget!

What makes music in your hair?

- [Both] I don't know.

- (chuckles) You're gonna like this!

A head band!

- [Both] A head band!

- A band, oh my golly!

You are so silly.

- You know what, it's time for us to go.

- Come on!

- I think so.

- It's Friday, have a great one!

We can't wait to see you back here next week!

Take care and enjoy your April Fool's!

- [All] Bye-bye!

- [Mrs. Nix] Oh my golly, so silly.

(lighthearted instrumental music)