(upbeat fun music) - Hey.

Happy Monday.

- 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 learn, practice and - [All] 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 this morning, what we're gonna do is I'm gonna give you three words.

I want you to turn up those listening ears because I want you to be able to identify which sound can be heard in all three words.

- Okay.

- Okay.

- All right.

So let's practice one.

Moose.

Hoop.

Juice.

- [All] Moose.

Hoop.

Juice.

- I think I got it, did you get it?

- Mhm.

- I heard the 'oo' sound.

- I almost got tricked.

I thought was the 's' sound I heard juice and heard moose but hoop didn't have that sound.

I almost got tricked though.

- That was good.

That was good.

Did you get it at home?

Okay, let's try another one.

- Okay.

- Turn up those listening ears, three words, here we go.

House Cow.

Town.

- [All] House.

Cow.

Town.

- I got it.

It's the 'ow' sound.

- Yes!

That's what I got too.

- Absolutely, that's it.

Okay, last one.

Here we go.

Flu.

Two.

Shoe.

Flu.

Two.

Shoe.

- 'Oo'.

(all laughing) - Absolutely.

- It's the 'oo' sound, so great.

That's a wonderful thing that you can practice so you can start listening for different sounds in words.

- Yeah, I bet that would help with our writing.

- Absolutely.

And that, 'oo' sound is gonna help us a little bit later.

'Oo', all right.

Now let's do some - Dancing, 'cause it's a Monday morning.

- All right.

This is gonna be good.

- All right, you need to make sure you've got some space.

(slow mellow song starts playing) 'Cause we're going to carry a box.

♪Betty the fox ♪ ♪Was carrying a box ♪ ♪Was carrying a box of six shoes and socks ♪ ♪'Betty' said, I, ♪ ♪'I wonder why you're carrying a box of six shoes and socks' ♪ ♪'Oo', said Betty, 'I'll give you a clue' ♪ ♪'I'll give you a clue so you'll know what to do' ♪ ♪I'm carrying a box of six shoes and socks ♪ ♪Four for me and two for you ♪ (music ends) - Ooh, nice.

- Kinda fun, right?

- Nice.

- Carrying some socks.

- I'll definitely need to work on that one.

- It's all good, it's all good.

- Perfect, okay.

I think they're ready.

They're all warmed up.

- Okay.

- So, we're gonna go into our focus phonics right now.

- Okay, we'll see you in a bit.

- Okay, boys and girls, super readers.

Are you guys ready?

Our phonic sound this week is the spoon card.

Can you say that with me?

It's our spoon card.

You're right.

So, the spoon card makes the 'oo' sound.

Can you say that?

'Oo'.

Now, to help you, you can you pretend that you are eating soup and you're holding a spoon and that you are about to eat your soup, 'cause you're gonna round your lips and say, 'oo', just like that.

'Oo'.

How'd you do?

Good.

Now, if you notice on the spoon card, look at all the different ways that we can spell that 'oo' sound Lots of different ways.

So, let's go over them.

Are you ready?

Well, let's get our friends to help us practice saying that 'oo' sound with all the different spelling.

Are you guys ready?

Let's call them.

Say, 'friends'.

- Good morning, Mrs. Yang.

- Good morning, Tina.

Good morning, Rita.

Are you guys ready to practice our blending today?

- Yes, yes, let's do it.

- So, this week we're gonna be working on that 'oo' sound.

and it's super tricky, 'cause look at all the different ways we can spell that.

- Wow, that's a lot of ways!

- And 'oo' just comes right in the front of your mouth.

So, practice saying that with me the- - [All] 'Oo'.

Sound, good job.

And if you were listening this morning, we had it during our phonemic awareness section, also.

Okay, are you guys ready?

So, the 'oo' can be spelled with the 'O', 'O', 'O', 'O', says, 'oo'.

Can you guys help me blend this word?

This says, - [All] Soon.

- What is it?

- [All] Soon.

- Good job.

Soon, like soon it'll be time for lunch.

- Mm.

- Good, now, look at this spelling pattern.

This is the 'U', consonant, silent 'E'.

Now, we also learned that says what sound?

You guys remember?

That says- - It says, sometimes it says 'you'.

- Sometimes it says 'you', but like 'you' and 'oo', very similar.

So, a lot of the times this is a harder spelling pattern.

Isn't it?

- Mhm.

It is, so, let's practice blending this word.

This says, - [All] Flute.

Flute.

- Oh, I see what you mean.

It wouldn't be fl-youte.

- That's right?

- It's fl-oote.

Oh, I get it now.

- Good job.

That's why it makes that 'oo' sound.

Not the 'you' sound, that's tricky, isn't it?

- Mhm.

- Very tricky.

But we're gonna be practicing this week, reading words with this sound.

Okay, you guys ready?

- [Both] Mhm.

There are a lot more spelling patterns.

We can spell that, 'oo' with just a 'U', 'U' by itself.

- Oh!

- Okay.

Let's practice, blending this word, this says- - [All] Truth.

Truth.

- Good job.

- I love to tell the truth.

- Good sentence.

I like that, truth.

There's that blend in the beginning and that did you guys see that digraph?

You guys did such a great job blending that.

Okay, let's keep going.

The next spelling pattern is the 'E', 'W', remember 'E', 'W' says?

- [All] 'Oo'.

- Good, let's blend it.

- [All] N-ew New.

- Like I got some new shoes.

- Oo!

- Mhm.

- Okay, are you guys ready?

Let's keep going, you guys are doing such a great job.

The 'U', 'E' says, - [All] 'Oo'.

Tr-.

True.

True.

- It's true.

- It's true, good.

- Okay.

Let's keep going.

'O', 'U', also says, - [All] 'Oo'.

- Let's practice blending.

- 'Yuh', 'oo'.

You!

- You, and that's also a high frequency word but it's also a word that we can, blend and sound out because it makes that 'oo' sound.

We know 'O', 'U' says, 'oo'.

Okay, last one.

Are you guys ready?

That 'U', 'I' can also say - [All] 'Oo'.

- Ready?

Let's blend.

- [All] Suh-oote.

Suit!

- Suit.

- Good job.

Like my husband had to wear a suit to the wedding.

Suit.

- Wow.

That is so many ways to spell the 'oo' sound.

- So many ways.

And that's why it's a bit tricky because that 'oo' sound has so many ways to spell it.

When we're reading it, it's a lot easier.

Except for remember, we also learned that, 'O', 'U' says, - [All] 'Ow'.

- But sometimes it makes the 'oo' sound.

So guess what, all this week, we're going to be practicing how to read words with that 'oo' sound.

- Tina, you and me are gonna need to practice a lot, 'cause that's a lot.

- I agree.

I was just thinking the same thing.

That's a lot of patterns.

- Lots of patterns.

So, all week we're gonna be practicing.

Okay, I'm gonna let my super readers read the sentence with me and I'll see you guys later.

- Okay, bye.

- Bye.

- Okay, bye friends.

Okay, super readers.

Let's see if you can read this sentence with me.

And as you read, I put our words with that 'oo' sound in red to help us.

So, ready?

Are you guys ready?

Okay, read it with me.

Did you play the new flute?

How did you do?

Thumbs up?

Good job.

Okay, let's go and learn some high frequency words with Mrs. Hammack.

- Hey, super readers.

All right.

We have six new words this week that we're gonna focus on.

We're gonna read them first and then we'll focus on one or two at a time, so that we can really get some good practice, but you can practice all of them all week long.

So, here we have door, answer, eyes, enough, brought, and busy.

Today we are going to concentrate on the word door.

D-O-O-R, door.

All right.

You see why that's tricky, right?

It says 'or' like an R controlled.

It doesn't say the 'oo', like we just practiced Mrs. Vang.

So, this is one of those words that we just have to get used to seeing and know when we see it.

That's why we call it a high frequency word.

It's a word that we'll see often in the things that we read.

So, door, D-O-O-R, all right.

Let's take a look at our sentence.

Please, close the- when you come in.

Please, close the-.

Door when you come in, what would I need at the end here?

It looks like it got left off, right.

It could be a period or it might be an exclamation depending on how much excitement you're saying it with.

Right?

All right.

Today, I wanna sing a little song for you.

This is one of the ways you can practice your high frequency words.

It's called the word of the day song.

And it goes to a tune.

You should be familiar with the bingo song, right?

♪There was a farmer, had a dog ♪ Okay, same song.

But we've changed the words to help us practice our high frequency word.

♪There was a word of the day ♪ ♪And door was the word ♪ ♪ D-O-O-R ♪ ♪ D-O-O-R ♪ ♪ D-O-O-R ♪ ♪And door was the word ♪ Sometimes it's a lot easier to remember things when we put it to a little tune, especially a tune, we already know.

You might try that with some of your other high frequency words.

I hope that's a strategy that helps you.

Today, we're gonna listen to a story called The Cat's Bell.

I want you to pay close attention because when we come back, Mrs. Nix is gonna have you help her retell the story.

We'll see you in a few minutes.

- [Reader] The Cat's Bell, based on a fable by Aesop.

How can mice work together to keep a cat away?

A hungry little mouse peeked through her hole, her tummy rumbled.

She could see a table loaded with good things to eat.

The people in her house had finished dinner.

'Look at all the lovely leftovers,' she squeaked.

The other mice sniffed inside.

They were hungry too.

'So much yummy food,' said the little mouse's friend, 'and we can't have any, it's not fair.'

The hungry little mouse nodded, the food was there, but so was Max, the cat.

He was looking at the mouse hole and swishing his tail back and forth.

Her tummy rumbled again.

'I'm going to eat supper,' she said.

'Don't go,' squeaked her friend.

'You could get hurt.'

'We have to do something about that cat then,' said the first little mouse.

'But what can we do?'

Asked her friend.

The other mice were listening to them.

'We need to find a dog to chase Max away,' one said.

'That's silly,' said another.

'Where are we going to find a dog?

Besides what if the dog chases us, too?

We can't risk that.'

'Let's just wait until he goes outside,' said a timid mouse.

'But he could sneak back in,' said an older mouse.

That's the trouble.

We never know when he's coming.

So, the mice were in the middle of a big conflict.

One mice after another shouted out ideas about what to do.

Each mouse tried to shout louder than the others.

The first little mouse couldn't stand the noise.

She put her paws over her ears.

Then the little mouse had an idea.

Noise.

That's the solution.

She shouted taking her pause from her ears.

'Max sneaks up on us because he's so quiet.

If we hear him coming, we can run away safely.'

The other mice nodded.

'What we need to do,' said the first mouse, 'is put a bell on the cat.'

All the mice jumped up and down in excitement.

They twirled their tails and clapped their paws.

What a wonderful idea.

Then a wise old mouse spoke up.

'Yes,' he said, 'it's a good idea, but let me ask you this.

Who will bell the cat?'

The mice stopped clapping.

They looked at each other.

Who would take such a risk and put a bell on a cat.

'Not me,' said one and another and another.

'You do it.'

'No, you,' they pushed and shouted at each other.

None of the mice wanted to get close to the cat.

Another argument was starting.

'Stop!'

Cried the little mouse.

'There's no need to quarrel.

We must all work together.'

The mice got quiet and shifted their feet.

'I know where there's a bell,' said the timid mouse.

'It's in the children's room.'

'When max goes outside, I'll get the bell.'

Offered a strong mouse.

'I can find a ribbon,' said the little mouse's friend.

'We'll string the bell on the ribbon,' said three young mice 'and we'll put it where the people find it with a note that says "For Max."'

said two grown up mice.

Early the next morning, all the mice were watching when the people came into the kitchen for breakfast.

'Oh, look at that pretty ribbon with a bell' said the woman, 'and it's for Max.'

She quickly tied it on Max.

He looked very silly as he ran to hide, the bell jingling with every step.

All the little mice were thrilled.

They couldn't wait for the people to finish breakfast.

So, the mice could have theirs.

- Was that a great story?

Was anything a little bit surprising to you?

Did you think that the mice were gonna figure it out?

Hmm.

So, today I want us to practice a skill of retelling and simply that just means that we're going to go through and kind of retell our story.

Do you wanna help me out and do that?

- Hi, Mrs. Nix!

- Oh, there's Retell Ricky.

I was gonna say, should we call our friend, Retell?

And you heard the word 'retell' and came running.

I'm so excited.

- I heard you.

And I heard Mrs. Hammack say they had to listen to retell.

And I was like, (Retell cheers) - You were ready, right?

Ricky, can you help us retell our story today?

I have all of our pictures and Retell, can you help us tell the boys and girls are we gonna reread the whole story?

What do we do when we retell?

- When we retell we are just telling the most important part of the story.

- Absolutely.

And so, when we look at, at the pictures does that sometimes help you to retell the story?

- Mhm.

- All right.

So, okay.

Retell, let's go through and look at this very first picture.

What can you tell me about what happened at the beginning of the story?

- Well, in the beginning there was a hungry little mouse.

See, I see him right there.

You see in the picture.

And he saw a table loaded with good things to eat at dinner but the mouse and all the other mice, guess what?

They couldn't eat the food because there was a cat.

The cat's name was Max.

He was waiting for them.

- Absolutely.

I think Max wanted to eat 'em, right.

- Mhm, 'cause that's what cats- - That's what cats like to do.

So, what happened next?

- Then, the mice decided to do something about the cat.

So one thought about getting a dog but then it was too risky.

And then another idea was to wait for Max to go outside.

That idea didn't work either because they would never know when the cat was coming.

So, this caused them to have a big conflict as they started to shout at each other.

- I know, I see the mouse right here.

He's covering his ears 'cause he doesn't wanna hear everybody yelling all their different ideas.

So, then what happened?

- And then a little mouse had an idea.

He said, 'noise!'

That's what they need to do.

They need to put a bell on the cat.

So, everyone is excited about the idea but no one wanted to put the bell on the cat.

So, they started another argument.

- Oh my golly.

All right.

Now, can you help us remind all of our super readers?

How did the story end?

- Well, at the end a timid mice, said they must work together.

They thought of a plan.

So, here's the plan.

You guys ready?

So, one will get the bell from the children's room, three mice said that they'll string the bell on the ribbon.

And with a note for the people to see.

- Oh!

- And then at the end, the woman saw the note.

They put the bell at Max, and as he ran the bell jingled and now the mice was thrilled.

And guess what?

They couldn't wait for the people to finish so that they can have their food.

- I love it.

There were so many different things that were happening, so many different ways that they could solve their problem.

And you did a great job, Retell, of remembering all of those important details.

Great job.

Thank you so much for helping us do that - Thank you, Mrs. Nix, I love to retell.

- Yes you do.

And you do such a nice job.

Thank you so much, you know what, let's do a little bit of writing.

You wanna go grab your pencil?

- Mm, I'll meet you back.

- Okay, I'll see you back over here in just a second.

So that's something that we can all do is to practice being able to retell a story.

Now, I wanna switch gears just a little bit and talk about our writing today.

In our story today, Retell was telling us and we heard several different solutions to a problem that the mice were having.

What if we could think of another solution?

So, what is another possible solution to the mice's problem?

And let's go through and describe it.

I was thinking with my friends and I'm gonna call my friends back over here and see if they can help us out.

But we were talking about it just a little bit and we came up with our first sentence here of another possible solution for the mice's problem could be the mice move to a house without pets.

Hmm.

But I'm gonna need a little bit more information to know what are my steps?

What am I gonna do first and next and last, how could the mice do that?

So let me call my friends, help friends.

You wanna come help?

(Rita laughing) - Hi, Rita.

All right, Retell, thank you so much for coming back, So, we're looking for another possible solution.

And remember we were talking about that we could maybe suggest to the mice to move to a place that didn't have pets.

- That's a great idea.

- So, what could be some steps that the mice could take to make that happen?

Anybody have any ideas?

- Well, I was thinking that they could keep themselves safe from outside pets that the mice could send an email from animal control, and ask each family about them.

- That's a great idea because yeah, they go outside.

There might be some pets outside.

So, what if they just pretended to be animal control and sent an email?

- Yeah, I think that would be funny.

- That's so smart.

- So clever.

- Oh, absolutely.

- Wrote it down.

Let me grab it right.

I gotta do it one part at a time.

- That's okay.

So, first and I like your transition word, First, to keep them safe from pets.

From outside pets.

- Sorry, I got my fur in it.

- That's okay.

The mice could send an email from animal control asking each family about their pets.

That's so smart.

Great job.

What could they do next?

- Well, I was looking at the sentence and I was thinking, okay that's a great start of the plan because of the email animal control, then they know which homes is gonna have the pets and so they know not to go to that one.

- That is great, Retell, yes.

So, they could, Or then they would know which homes, do not have any pets.

- Yep.

- That could harm them.

- Yeah, I love that.

- And I did a transition word.

- I love it, you've got 'then'.

So, we've got 'first,' 'then,' what else could we say?

- Last?

- Oh.

- I got it.

Last, the mice could move.

Once they know which homes don't have pets they could move to the home without pets because the email will help them to know which ones don't have pets.

- That's great.

That's exactly what we could do for our mice.

Right?

So, now we have a whole nother solution.

I bet our super readers have some ideas too.

And you could practice writing those ideas down and remember, try using your transition words, 'first,' 'then,' 'last,' it really helps organize your writing.

Okay.

So, thank you so much friends.

Right now, we're gonna kick it over to an amazing friend who's gonna tell us all about a book that they really enjoy.

I wonder if you've ever read it.

- I can't wait to see which one.

- Let's see.

We'll see you in a minute.

- Hi, I'm Mrs. Gaston, and I'm the principal at king elementary school and I love flowers.

And one of my favorites is a chrysanthemum, do you see this beautiful bouquet?

Well, this flower right here is a chrysanthemum.

And I wanted to introduce you to this book called, Chrysanthemum.

Chrysanthemum is about this little girl and her name is Chrysanthemum.

It talks about the perfect name and how she learns to love her name.

I encourage you to read Chrysanthemum.

It's one of my favorite books.

- Oh, that was so cute.

I love the book, Chrysanthemum.

- Oh, me too.

It's one of my favorites.

- I love it.

So, oh- - Uh, oh.

- Ricky's says he has a joke for you guys.

- Oh, all right, I'm ready.

- So shy today Ricky, what's- - I'm not shy.

I'm just kidding.

What did summer say to spring?

- What did summer summer say to spring?

- I don't know, what?

- He said.

Help!

I'm about to fall!

(Ricky laughs) (all exclaim) - Ricky, you're so silly.

Hey, thanks for hanging out with us today and watching Valley PBS.

We will see you back here tomorrow.

Have a great one and enjoy a book.

- [All] Bye.

(upbeat fun music starts)