(bright 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 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, readers.

Today we're going to do a little bit of segmentation, so I'm gonna give us a word and we're going to just break apart and stretch it out until we can hear all of the different phonemes, or the sounds in a word.

Okay, you're ready?

So get outta this big giant rubber band.

- And I think I'm gonna do it with my fingers.

I'm gonna count them.

- Love it.

Here we go.

The word is school.

School.

How many sounds do we hear in school?

- [All] S-CH-OO-L S-CH-OO-L. - I got four.

- Did you all hear four?

Great!

Let's try another word.

How about the word broom?

Broom.

- Okay.

- How many sounds do we hear in broom?

So let's really stretch that out.

- [All] BR-OOM.

- Oh, don't let that beginning.

It's kinda tricky.

- [All] BR-OOM.

- That's true, because that blend, we wanna stick it together really quickly, BR.

But it's actually two sounds.

B-R-OOM.

So there's four in that one.

- That's a tricky one.

- Got it, four again!

Okay.

How about this one?

Flu.

Flu, how many sounds?

Stretch it out.

- [All] F-L-U.

F-L-U.

How many sounds?

- I say three.

- Three?

- I say three, too.

- Did you get three?

Great job.

Again, this is another thing that you can practice pretty much anywhere, right?

- Absolutely.

- Just stretching out, and listening for all of the sounds in a word.

- That's right.

- Speaking of sounds, you know what time it is?

- I think it's time for some... - Freddy The Fox.

- Music!

- Are we ready?

- Let's do it!

(Mrs Hammack laughs) Let's do it.

- Okay, here we go.

- Make sure you've got some space.

(playful music) ♪ Freddy the fox was carrying a box ♪ ♪ Was carrying a box of six shoes and socks ♪ ♪ Freddy said I, I wonder why ♪ ♪ You're carrying a box of six shoes and socks ♪ ♪ Boo said, Freddy I'll give you a clue ♪ ♪ I'll give you a clue so you know what to do ♪ ♪ I'm carrying a box of six shoes and socks ♪ ♪ Four for me, and two for you ♪ (soft playful music) - Ooh, that box was heavy.

(Mrs. Nix laughs) - It was!

And then I turned around, and you guys didn't!

- Well, you know, it's all good.

(group laughs) - But that really woke my brain up, - I know!

- So I think we're ready.

- I think so.

- I think so too!

- See you guys later!

- Okay!

- Okay, super readers.

Let's go into our phonics.

What sound are we learning this week?

Did you see it?

We're learning the spoon card.

Now, the spoon card says, ou.

Ou.

Now, to help you, I want you to pretend you're holding a spoon and you're about to eat your soup, and you're saying, ou.

You guys did it?

Awesome job.

Now the tricky part with the spoon card is look at all the different ways that we can spell that spoon card.

We can spell it with the O-O, with a U consonant silent E, with a U by itself, with the E-W, with a U-E, the O-U, and the U-I.

Lots of different ways that we can spell that oo sound.

So let's practice blending some words with these spelling patterns and let's have our friends come and help us, are you guys ready?

Help me say them.

Say "Friends!"

- Good morning Mrs, Vang!

- Good morning, super readers!

- Good morning!

I'm so glad you guys are here.

We have our spoon card this week, and remember that spoon car says that.

- [All] Oo.

- Sound, but remember it's super tricky only because it has so many different spelling patterns.

So can you guys help me blend some words with that oo sound with our spelling patterns?

- Okay.

- Yeah, let's try it!

- Okay, are you guys ready?

Okay, that O-O, we know says oo, so let's practice b:¦lending this word, ready?

- [All] R-OO-T. Root!

- Good job!

Root.

- Like a tree has a root.

- That's right, great sentence, Tina.

Okay, let's continue 'cause here's another spelling that U consonant silent E, when we see it, it can also say oo, are you guys ready?

- [Animals] Uh-huh.

- Okay, this says... - [All] T-OO-N.

Tune!

- Ooh.

- Tune.

- I almost said a sound for the E, but then I remembered it's silent.

- Silent E, good thinking.

Okay, and that U-E can also say.

- [All] Oo.

- Are you guys ready?

Let's blend this word.

- [All]} D-OO.

Due.

- Oh, are your library books due?

- Mmh, that's a good one.

- Oh, that's a good one.

That's a great question you asked, also, with the word due in it.

Awesome, okay.

Now, here's the E-W, and E-W also says... - [All] Oo.

- Are you guys ready?

Okay, let's blend this word.

- [All] D-R-OO.

Drew!

- I drew a picture of my friend, Tina!

- Aww, thanks!

- Good sentence!

Drew, awesome.

Okay, let's keep going, ready?

Oh, you can also say... - [All] Ou.

- Let blend this word.

- [All] S-OO-P. Soup!

- Soup, good reading.

Okay, and the U-I can say... - [All] Oo.

- Let's blend this word.

- [All] F-R-OO-T. Fruit!

- Ooh.

I like to eat fruit.

- Good job, now... - Me too.

- If you look on the sound spelling card, you see that there's a line in front of the U, and the line in back of that U.

Do you know what that means?

- What does that mean?

- That means that U-I is usually in the middle of a word!

- [Animals] Ooh!

- That makes sense!

- So when you are writing, you hear that oo sound, could be any of these, but a lot of the times when you hear that oo in the middle, it could be a U-I.

But remember, a lot of these, like the O-O can be in the middle, the O-U can be in the middle.

So it doesn't really help us, but this at least, I know when I see the U-I, I'm gonna make that oo sound, 'cause it's in the middle of my word.

- And it tells us at least that it's not gonna be at the end of the word all by itself.

There has to be something after it.

- That's right.

So when you're writing and you hear that oo sound at the end we know it's not that U-I spelling pattern.

Does that help us?

- Yeah, that's a good clue!

- Now, how about let's build a word, you guys ready?

- Okay.

- Okay.

I want us to build the- - I don't know.

This is hard.

There's so many.

- I know, so many different spelling patterns, but let's see, can you guys have me build the word moon?

- [All] Moon.

Moon.

- The moon.

- I think I know this one, 'cause this is a word I know.

- So.

- [All] M. - M?

- Yep.

- Good, you guys got that.

And then that... - Oo.

- Oo.

- That is the O-O, because I read a book about a cow and it said, "Moo!"

And I think it's the same only we have to add another sound at the end.

- You're right!

- M-OO-N. - And an N. - And an N, good job.

Moon.

Now, I'm gonna see if you guys can quickly substitute it, 'cause I want the word mood.

How do I change it to from moon to mood?

- Wait, you just take off the N and put a D. - You're right!

- Yep, that's it.

- That's it.

Here's the word.

- So if you can spell moon, you can spell mood.

- Now, how about food?

- Oh!

Well then you're just gonna substitute the beginning sound, put an F!

- That's right, there you go!

- Oh, at that!

That's another word!

- Food!

- Food.

- Oh, my favorite!

(laughs) - Do you guys see how you did that?

So if you know one spelling pattern, a lot of the time you can spell lots of different words.

- Oh, that's amazing.

- I love that!

- Isn't that a cool trick?

Okay.

I'm gonna have my super readers read the sentence with us, and I'll see you guys later.

- [Animals] Okay, bye!

- Bye!

Okay, super readers, you guys ready?

Let's get ready to read the sentence with our words with that oo sound.

And to help us, I put our words with the oo sound in red.

So get ready to make that oo sound, ready?

The new food is a root we grew.

How did you do?

Awesome job.

I knew you guys were doing a great job.

Now, let's see what new high frequency word we're gonna be learning with Mrs. Hammack.

- All right.

I'm ready for you.

Let's review all six and then we'll focus on one for today.

All right, are you ready?

Okay, we have door, answer, eyes, enough, brought and busy.

Okay, let's read our sentence and see if you can figure out.

I did give you an extra clue, but let's just see if you can figure out which word from our high frequency word list it might be today.

Dad said, "Please, me now."

Do you remember those talking marks?

Right, those are quotations.

So when someone's talking.

So, who's talking in the sentence?

Right, this is what dad said.

Dad said, "Please."

Did you hear a word that might work?

Enough?

Busy?

Please brought?

Oh, you're right!

It is, it's answer.

And I put it on a blue card.

That was kind of an extra clue, wasn't it?

Dad said, "Please, answer me now."

Good job, so here is our word for today.

Answer, and let's spell it together.

A-N-S-W-E-R, answer.

This is a tricky one.

Do you hear the W sound?

Answer?

I don't hear it either.

So this is one you need to know what it looks like and get it locked in to your brain so that when you see it, (snaps) you know it.

As fast as you know your name.

And to practice this word today, we're going to use one of my favorite things to do.

We're gonna do some rainbow writing.

Do you remember how this goes?

We're gonna use the colors of the rainbow to write our word many times.

We're gonna start with red for the first color, and we're gonna spell it out loud while we're writing, because we want to see it with our eye, we want to say it, and then that helps us to hear it.

And that just helps us to have more ways of memorizing that particular word, because we wanna be able to read it and write it.

So here we go.

A-N-S-W-E-R. That was red.

Then next comes orange, and so I'm gonna write it and say it again.

A-N-S-W-E-R. And now I've written it twice and I've spelled it out loud twice, and I just am going to keep on going with all of the colors of the rainbow.

Except for yellow, remember we on television, yellow is not very friendly.

So I would go next to our green, and then blue and to purple.

And that's something you can practice with any word that you are trying to remember how to read it and write it.

I think you'll enjoy that.

It's super fun.

You might even do it with some sidewalk chalk out on the sidewalk, that would be fun too.

Today, we're gonna listen to a story called super tools.

And we're gonna think about the theme of the story.

That's really tricky, but a theme is kind of what is the big idea of the story?

So I want you to think as you listen to this story and see if you can figure out what the big idea or message of the story is.

And then Mrs. Nix will talk to you about it after this.

- [Narrator] Super tools.

(suave guitar music) A few weeks ago, Lucy's mom and dad brought a new computer home.

"This is so cool."

Exclaimed, Lucy.

Lucy used the computer all the time, but not everyone was happy about the new computer.

Lucy didn't know it, but her writing tools felt sad, and useless.

One day, while she was at school, they had an emergency meeting.

"Lucy hasn't used us in weeks."

Cried the markers.

"Can we demand to be used?"

Ask the crayons.

"No, that would be rude, but we can remind her how great we are."

Said the pencils.

"Yes."

They all agreed, "Let's remind her."

(suave guitar music) After school, as soon as Lucy came through the door, she grabbed a glass of juice and went right to her computer.

She had to write a report about birds.

The writing tools watched and waited.

When Lucy was done, she printed her report.

That night, the writing tools got busy.

They worked together to make a picture for Lucy.

The pencils made a sketch.

The markers drew the birds in the tree.

The crayons drew the sun in a blue sky.

The picture was good enough to frame.

The next day was Saturday.

Lucy woke up late, then she went to get her report.

Lucy gasped.

She couldn't believe her eyes.

"Who drew this great picture?"

She asked.

"Did you draw this?"

Lucy asked mom and dad.

"You know the answer to that."

They laughed.

"Stop joking.

You drew that great picture."

That made Lucy think she wished she had drawn it.

"It is fun to draw."

She said.

(suave guitar music) Lucy hung the picture in her room.

Then she took out her pencils, crayons and markers.

"I'll draw my own picture for my report."

She said.

Lucy and her pencils, crayons and markers worked together.

They drew a super picture.

From that day on, Lucy kept drawing, and the writing tools felt happy and useful.

- Wasn't that a great story?

I loved learning all about Lucy and her writing tools.

and all the things that they were doing.

Okay, so just like Mrs. Hammack said just a moment ago, she said today we're gonna talk about theme.

Now, theme it's the big idea or the message in a story, to help us kind of figure out what is the message of super tools.

I have a big page right here that I've made, nice and big for us to look at.

And I know that our theme is found on this page, and it's got a lot of clues.

Now, I might need to go back and do a little bit of re-reading, and so I'm thinking that we could help Rita come back, and help us find some clues, should we do that?

(Rita laughs) All right, so, hey Rita!

Do you wanna come and help?

- I'd love that!

I love to read.

- Excellent, great job!

- That's why my name is Rita.

(laughs) - That's right.

I can hear the read in Rita.

- Yeah!

- That's awesome.

So I'm thinking about the theme, and I'm looking at our picture here with all of our super tools and things that they're doing, but maybe we could reread this section, just so our super readers know whats here, and then you and I can go through and we can look for maybe some clues that help us to figure out what the big idea, or the message that the author's trying to tell us.

- I love that idea!

That sounds fun!

- Okay, let's have you go back.

Would you reread this for us?

- Sure!

- I'll point.

- That night, the writing tools got busy.

They worked together to make a picture for Lucy.

The pencils made a sketch.

The markers drew the birds in the tree.

The crayons drew the sun in a blue sky, the picture was good enough to frame.

- Hmm.

- Hm!

- Okay, so what were some things that these super tools were doing on this page, do you remember?

Like, what was the pencil?

What the pencil do?

- Well, the pencil made a sketch.

That it's kind of like when you first start a picture, and you don't wanna do it real dark, you just wanna try it out so you could erase it if you need to.

- And what did the markers do?

Do you remember?

- Oh yep.

They drew birds in the sky.

Oh, no, in a tree.

I'm sorry, in a tree.

- Yep.

They drew the...

So pencils were doing some work, and markers were doing.

How about the crayons?

Were they doing some work too?

- Yep, they drew the sun in the blue sky.

- Okay, so how would all of these things help us figure out what the big idea, or the message?

Were they all doing these things by themselves?

- No, no, no, no!

- What were they doing?

- They were working together like teamwork.

To make things better.

- That's right, and when they put all of their skills, their individual skills together, it made their lives so much easier, right?

- Yeah!

- So it even says right here, they worked together to make a picture for Lucy.

So each of them had their individual talents, but they pulled them together to make their lives even better.

Because that's what happens, right?

- Yeah!

- And so that can be our big message, is that when we work together, that teamwork, it makes it so much easier for everybody, right?

- I agree.

Teamwork makes the dream work.

- Yes, absolutely.

That's it.

So thank you, Rita, for helping.

And you know what?

I would love to have some help with some writing in just a second.

- Oh!

- Do you wanna go grab your pencil and come join me?

- Yes.

I would love to!

I'll be right back.

- Okay.

I'll see you in just a minute.

- Bye!

- Okay.

So that's exactly what we're gonna be doing.

We're always looking for clues about what kinds of lessons might we learn as we're reading a story, because sometimes the author will give us some clues to figure that out.

Okay, let's switch gears just a little bit, and talk about some writing today.

Let's look at the prompt.

It says, "Write a letter from the writing tools to Lucy, explaining in words, what they explained to her in their drawing."

Now that was one of the things that we just talked about was our drawing.

Now, I made it kind of small and I know that it's gonna be difficult to see there, but just so you can kind of see the picture there.

I also put a little bit of a clue up here, because there's some words that I think we wanna be aware of when our tools are writing to Lucy.

Now, we know that they're gonna write a letter, so it's gonna start out "Dear Lucy."

But maybe our friends could come and help us out just a little bit, what do you say?

Should we call 'em?

All right, friends.

Come on out and help us!

- Hi, Mrs. Nix.

- Hello, Ricky!

- Hello, I'm back!

- And hi, Rita!

Did you get your pencil?

- I did!

- All right, okay.

So did you hear what I was explaining to our super readers?

We're now pretending that we're the writing tools, and we're gonna explain to Lucy, kind of what we were, as tools, doing in our picture.

But now we're gonna use words to tell Lucy what we were doing.

So what could we say, maybe in the beginning?

And here's kind of a clue, when the tools were talking, remember it said "Lucy hasn't used us in weeks.

Can we demand to be used?"

And someone said, "No, that would be rude, but we can remind how great we are."

- Yep.

- Does anybody have a sentence that maybe we could start with to Lucy?

What could we say?

- Why don't we just use some of the words in that page?

I loved how they said "We."

Just, okay, so I'm gonna start "Dear Lucy."

And then maybe you start with "Just wanted to remind you that writing tools are great!"

- I think that's a great way to start!

- That is, I liked that one.

- Okay.

So "Dear Lucy, we just want to remind you that writing tools are great."

And we've started with a capital, and we've got... Ooh, look, we're very excited about being great.

What else could we say?

- But then we could tell about each of the little things, so like the pencils can make a sketch!

- Oh, so we could tell Lucy some details about what makes us great, right?

- Yep.

- So just like a regular paragraph, we can continue and say, "The pencil can make a sketch."

That's right, because we read that.

What else could we talk about?

- Oh, I remember that the markers and the crayon can color the picture!

- Absolutely, 'cause that's what their skill and talent is.

Right?

Love it.

And what else?

Is there anything else that we wanna add?

- Yeah, we could also help with the report.

- That's right, remember Lucy was trying to write a report?

And so maybe we wanna remind Lucy, you know, hey, we're able to help with the report, right?

So "We can help with your report too."

All right, are we all done?

Did we write our whole letter?

Is it all finished?

- No, we don't know who it's from, 'cause it's a letter.

- Yeah, we have to have a closing.

- Oh, you guys are so smart.

- Like when you say goodbye to someone.

- Absolutely, so we could say something, maybe like "Sincerely, your writing tools."

- Oh, I like it!

Will you read it?

- That's awesome!

"Dear Lucy, we just wanna remind you that writing tools are great.

The pencil can make a sketch.

The markers and crayons can color a picture.

We can help you with the report too.

Sincerely, the writing tools."

Great job.

- That's a good one.

- Now, we're gonna kick it over to one of our awesome readers, who's gonna share a story with you.

We'll see you back here in a second.

- You have hairs in your head, you have feet in your shoes.

You can stare at yourself any direction you choose!

Hey, I have a question!

Where are they going?!

What direction are they going?

- That's a really good question!

Do you know?

I don't know, how about you, Scooter?

Do you know?

No?

How about you?

Do you know where they're going?

Well, if you'd like to find out which direction to go or where they're going in this story, you might wanna check out, "Oh, The Places You'll Go."

By Dr. Seuss.

You can look for it at your public library, or at your school library.

You can even look for it on Zara!

Happy reading.

- Hey, I know that lady.

- Yep.

That was me and my pal, Rita.

She is a really good reader.

- Oh yes, and then that's a great story.

Especially this time of year.

- Great story.

(Ricky brays) - I have another joke for you.

- (laughs) Of course you do.

- Okay, okay, why did the farmer bury his money?

- He was trying to save it?

- Someone was gonna steal it?

- No, no!

To make the soil rich!

(laughs) - [Group] Ooh!

- No, man.

Ricky, you are way too silly.

- Where did you get these jokes?

(laughs) - Hey, thanks for watching "Valley PBS" today, we look forward to seeing you back here tomorrow.

Have a great afternoon.

- [All] Bye.

(upbeat playful music)