(bright upbeat 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, super readers, today, I want you to turn up those listening ears because we're gonna practice identifying words that rhyme.

And then, I've got a bonus practice.

We're gonna pick, out of the three words, two of them are gonna rhyme, and then, we're gonna think of another word that rhymes with those two.

- Okay.

- Whoa, It's a lot.

- I love rhyming words.

(Mrs. Vang laughing) They are kind of fun.

All right, here we go.

Here are your three words.

Can you find the two that rhyme.

Soon, could, noon.

Soon, could, noon.

- That was an easy one.

- All right, help us out, Mrs. Vang.

- Soon and noon- - [All] They both say, oon.

- Can we think of one more word that rhymes?

- I got it.

- With soon, noon and - Spoon.

- She's got it.

- That's great rhyming word.

- Did you think of some, too?

What did you think of?

That's awesome.

All right, let's do another one- Ready?

- [Both] Okay.

Loose, tube, goose.

Loose, tube, goose.

- Okay.

Loose, goose, they both say, oose.

You tricked me a little bit, though.

Because they all say the- - [Both] oo sound.

I had to really remember what makes it rhyme.

- That's right.

So, remember, it's the last that vowel sound and the last sounds of the end of a word that make it so the two words rhyme.

So, loose and goose, they both say- - [Both] Oose.

- I have a word.

- Can you think of a word?

- I have it, I was waiting so patiently- - You were.

'cause it was in my head.

- Do it, do it - Moose.

- Moose.

- Nice.

- Loose, goose, moose, - Ooh, I love it.

- Did you think of a word at home?

Great, Let's do one last one.

- Okay.

- How about, Boy, two, you.

Boy, two, you.

- Okay.

- I got it.

- All right, was is it?

- It's two and you - Two and you.

- [All] 'Cause they both say, oo.

- What's a word that rhymes with two and you?

- Flu.

- Oh.

- How about new?

(both gasps) - A clue.

- That's true.

- [Both] Oh - We are pretty fancy today.

All right, great job.

So make sure that you are practicing creating your own words that rhyme because that's gonna help you listen for those different sounds.

Speaking of sounds, I'm ready to do a little dancing.

Should we dance today?

- Mm-hmm, - Yes- Yep, I think so.

- All right, make sure you've got some space, and let's do it.

♪ Freddy the fox was carrying a box ♪ ♪ Was carrying a box of six shoes and socks ♪ ♪ Freddy said I wonder why ♪ ♪ You're carrying a box of six shoes and socks ♪ ♪ Books 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 ♪ - All box of socks.

(Mrs. Hammack chuckling) - Hmm.

(Mrs. Nix giggles) - Yep, - That's an interesting song.

- It's kinda silly, I like it.

(Mrs. Hammack laughing) - Still trying to figure out why, though.

- I'm not sure.

- Have to talk with Freddy.

- The clue did it really help me?

- Four for you, four for me and- two for you.

- Two for you - Okay, but guess what I heard in that song.

What of- - [Both] Oo sound.

She can see that.

- I do too.

- Okay, I think we're ready.

- [Both] All right, Our phonemic section, okay.

- Okay.

- I'll see you guys - See ya.

- Okay super readers.

Did you guys hear all that, oo in that song for you, right?

All the oo sound because our sound this week is the oo sound.

So this week we are focusing on the spoon card.

Our spoon card makes the oo sound.

Now remember to help us remember what sound it makes.

Pretend you're holding a spoon and you're gonna be eating some soup, right?

You're gonna make your mouth round, and you're gonna say, oo, okay?

let's practice again.

Oo, how to do, good.

Now the tricky part with that, oo, sound is look at all the different ways that we can spell that, oo sound.

So let's quickly spell all the different ways we can say, oo.

We can spell it with the o o, with the u constant silent e, the u by itself, the e w, the u e the o u and the u i now don't get tricks.

Some of these spelling pattern can also make different sounds.

Okay, that's the other tricky part about this spelling pattern.

Now I have some words up here.

Let's call our friends to come and help us blend our words together.

Are you ready?

Say friends.

- Good morning Mrs. Vang.

- Good morning friends.

Okay, are you guys ready?

We have our oo sound this week.

Can you guys help me blend these words with that oo sound?

Are you guys ready?

- Yeah - Okay.

Now remember, oo says, - [Both] Oo - Let's practice - [All] Moon, moon - Good job moon.

And that's a word that we wrote yesterday, moon, okay.

Okay, let's keep going.

We can spell oo with that u consonant silent e, ready?

This word says, - [All] June, June.

- Oh, I love June, because I can go to camp.

- [Both] I love that.

- Now, did you notice.

Now, do you guys know why we put a capital J for June?

- I know, I know, it's because it's the, the name of the month or it could be a person's name too.

- Oh, that's true.

- That's right, good thinking.

And we call that a proper noun.

All right, that's a proper noun.

- [Both] Mmh.

- So we need to capitalize it, good thinking.

Okay, let's keep going, that ue can say, - [All] Ue, - Ready?

Let's blend this word.

- [All] Glue, glue.

- Glue.

- What is it?

- [Both] Glue - Good job.

Okay, ew can say, - Ew.

- Let's blend.

- [All] Dew, dew - Good.

- Wait.

- Wait we had dew the other day, but it was spelled with a ue.

- You are right.

- I don't know.

- And I was gonna say if that's not due, like you need to do your homework?

- It's not like your library books are due.

- You are right.

You know lets do this - [Both] Mmh.

- So like when you wake up in the morning sometimes like when we're walking to school guess what?

We always see dew on the grass.

And my kids always think it's was rainy but I was like, nope, it's just a dew.

- [Both] Oh no, - Because it comes up from the ground.

- It's the moisture.

- Its the moisture.

- Oh no.

- I just know that's how you spell it.

- I like to write my name on the window.

- Oh yeah.

(Mrs Vang chuckles) - But that gets also tricky 'cause we had dew and it was spelled D U E wasn't that tricky?

- Mmh.

- That's very tricky.

- So remember depending on what the meaning is sometimes always can sound the same 'cause they all make the same sound.

- [Both] Yeah.

- What sound do they all say?

They all say, - [All] oo, - But they're just spelled differently.

'cause they have a different meaning.

Do you guys remember what that was called?

- Multiple meaning words.

- It's not a multiple meaning word 'cause they're spelled differently.

- Oh that's right, that's right.

- These are spelled, they just sound the same.

So we call them, I guess remember - Homophones.

- Homophones.

- Homophones, that's all right.

- I had to remember.

I remembered cause I put my hand up into my ear like I'm talking on the phone.

- Like your talking on the phone.

- Yeah.

- Homophone that's right.

That and those are words that sound the same.

I guess they're spelled differently and they have different meanings.

Okay, now let's keep going.

Ready?

Oh, you can say, ou that help me blend this word.

This says - [Both] Ou, youth - Good job youth.

And ui says, ui and this says, - [All] Juice, juice.

- Good job.

I'm so glad you guys remember that, ce is our sauce.

that says that ce good reading.

Okay, now can you guys help me blend?

I mean, not blend.

We just got done blend.

Let's build some word but guess what?

Today, we're just gonna focus on that u constant silent e pattern.

How about that?

- Okay, that's good.

- Just this pattern today.

- Okay.

Now we have the word June, okay?

Now what if I wanna spell the word tune, tuned.

- Oh, oh.

- You can read it, tune.

- It's gonna have my favorite letter, which it's gonna start with a t- - Yes - Good and then it has an n. - That's it.

- That's right, good job, tune.

- Tune.

- Like I hear a tune all night.

There was a tune plane.

- Hmm?

- Tune, okay.

How about the word rude?

- Rude.

- Rude - Rude well, that's my favorite letter the r for reader - That's right.

And then what was that consonant we heard at the end.

- It's a d, d, that's a d. - Rude, good job.

- [Both] Rude.

- And now you guys can spell two more words with that u constantly that says, oe.

- Oh, that's so good.

- Okay, I'm gonna have my super readers help me read the sentence.

And will practice some more tomorrow.

- [Both] Okay, bye bye.

- Bye friends.

Okay, super readers, it's your turn let's practice what we have been pra... Oh, let's practice by reading some of our oo words in a sentence.

Are you guys ready?

Okay, clear your throat.

(Mrs Vang clears throat) Nice and loud, ready?

Soon, it will be June and we can cruise.

How did you do?

Awesome, now I did not put the words in red but I did underline to help us know that these words are the words with our, oo sounds.

keep practicing.

Now another way to be a great reader says to know your high frequency word.

So let's see which word we're gonna be learning with Mrs. Hammack today.

- Okay, super readers.

Let's review all six.

Ready?

Door, answer, eyes, enough, brought and busy.

Okay.

Today we're gonna focus on the word eyes.

These things right here.

Let's spell it together.

Out loud, ready?

E-Y-E-S, eyes and that's how you spell eyes the ones you see with.

Let's take a look at our sentence.

We use our eyes to see.

Did you get that?

Good job.

All right.

Today I'm super excited because we're gonna practice our high frequency words with a game of Go Fish.

So I'm gonna ask my friend, Mrs. Nix to join me, hello?

- Hello, I'm fine.

- All right.

So I've shuffled the cards and I've given you three and I have three and we'll have three in the middle as our drawing pile.

- Okay.

- And so we're gonna pick up our cards and look at the words that we have.

- Okay.

- And then I'm gonna let you go first since my you're my guest.

- Okay.

- And you can ask me for a word that you have and I'll see if I have that as well.

- Well, I wanna practice just our word that you were just teaching.

How about, do you have the word eyes?

- I do.

- Yes.

- So I give that to her.

She's going to make a match.

- I'm gonna set it right there.

- All right.

- All right.

How about the word, busy?

- Hmm, go fish.

All right, do you have the word, door?

- I Do.

- Ha ha.

- Yay.

All right, how about brought?

- I do not, go fish.

All right.

- Do you see how to play?

It's super fun.

You can play with one or two other people and you can add some words that you've been working on to make your deck of cards to practice, Go Fish.

It's a fun way to practice your high frequency words and play a game at the same time.

Today we're gonna listen to a story.

Ugh, I love this one.

- I wanna say it's one of my favorites too.

- "Click, Clack, Moo Cows That Type."

I want you to listen closely.

And Mrs. Nix is gonna talk to you about the author's craft and we're gonna find it out, find out what that means.

After this story.

- [Narrator] "Click Clack Moo Cows That Type" by Doreen Cronin illustrated by, Betsy Lewin.

Farmer Brown has a problem.

His cows like to type, all day long, he hears ♪ click clack moo ♪ ♪ click clack moo ♪ ♪ Clickety clack moo ♪ At first he couldn't believe his ears.

Cows that type impossible.

♪ Click clack moo ♪ ♪ Click clack moo ♪ ♪ Clickety clack moo.

♪ Then he couldn't believe his eyes.

Dear Farmer Brown, the barn is very cold at night.

We'd like some electric blankets.

Sincerely, the cows.

It was bad enough the cows had found the old typewriter in the barn.

Now they wanted electric blankets.

No waste had Farmer Brown, no electric blankets.

So, the cows went on strike.

They left a note on the barn door.

Sorry, we are closed, no milk today.

No milk today cried Farmer Brown in the background he heard the cows busy at work.

♪ Click clack moo ♪ ♪ Click clack moo ♪ ♪ Clickety clack moo ♪ The next day he got another note.

Dear Farmer Brown.

The hens are cold too, they'd like electric blankets.

Sincerely the cows.

(soft piano music) The cows were growing impatient with the farmer.

They left a new note on the barn door closed, no milk, no eggs.

No eggs?

Cried Farmer Brown In the background he heard them.

♪ Click clack moo ♪ ♪ Click clack moo ♪ ♪ Clickety clack moo ♪ (soft piano music) Cows that type hands on strike.

Whoever heard of such a thing.

How can I run a farm with no milk and no eggs?

Farmer Brown was furious.

Farmer Brown got his own typewriter.

Dear cows and hens.

There will be no electric blankets.

You are cows and hens, I demand milk and eggs.

Sincerely Farmer Brown.

Duck was a neutral party So, he brought the ultimatum to the cows.

The cows held an emergency meeting.

All the animals gathered around the barn to Snoop, but none of them could understand moo.

All night long Farmer Brown waited for an answer.

Duck knocked on the door early the next morning.

He handed Farmer Brown, a note.

Dear Farmer Brown, we will exchange our typewriter for electric blankets.

Leave them outside the barn door and we will send duck over with the typewriter.

Sincerely, the cows.

(soft piano music) Farmer Brown decided this was a good deal.

He left the blankets next to the barn door and waited for duck to come with the typewriter.

The next morning, he got a note.

Dear Farmer Brown, the pond is quite boring, we'd like a diving board.

Sincerely the ducks.

♪ Click clack quack ♪ ♪ Click clack quack ♪ ♪ Clickety clack quack.

♪ - Was that one of your most favorite stories?

'Cause it sure was one of mine that those duck or that duck, hmm, he's quite a character.

Okay, today what I want us to do is I really want us to talk about some of the structure that the author has done for us and the author has given us some clues let's go through and let's read our question today.

It says, why does the author let you know that duck learned something important?

We're gonna use clues from the text to write what Farmer Brown wanted and what duck actually did.

Are they the same?

Probably not, especially as you were listening to the story.

So, we're gonna go through I've got some graphic organizers here and I'm gonna ask Reader to come over and help us do a little bit of re-reading.

So, hey miss Reader.

- Hello?

- Hello?

Okay, do you wanna do a little bit of reading for me?

- Yeah, yeah, I love to read, you know, that's my name Reader - Okay, so maybe we can start over here and you could do a little bit of reading right here.

Can you read that for me?

- Yep, He left the blankets next to the barn door and waited for duck to come with the typewriter.

- Okay, so our first thing here is what Farmer Brown wanted duck to do.

What did Farmer Brown want duck to do?

- Hmm, - Well, yeah, I think he, he wanted to to give him the typewriter back.

- That's right, so he's just waiting for that typewriter.

Okay, here's the question though.

What did duck actually do?

So, let's find out what duck actually did - The next morning he got a note.

Dear Farmer Brown, the pond is quite boring.

We like a diving board, sincerely ducks.

(Reader laughing) That would be so funny.

- So what did duck actually do?

- Instead of giving him back to typewriter he used it to write a note.

- Absolutely, so what did duck learn?

Duck learned something important because he was able to use that typewriter to ask for a diving board.

So he kinda seized the opportunity, right?

- Yes, that was awesome.

- He's a pretty clever little duck, right?

- Yeah, I love it.

- Hmm, so I have a writing prompt that I want us to do kind of pretending like we're the ducks do you wanna be a duck today Reader?

- Yes black.

- All right.

Let's have you run and grab a pencil and then you can come and join me over at the writing board.

- Okay.

- Sound good?

- I'll see you over there.

- All right, I'll see you in a second.

All right.

So, today we're gonna switch gears just a little bit and we're gonna talk about writing a letter again.

We wrote a letter yesterday gonna write another letter today and we're going to write it using this prompt here.

It says, imagine the farmer wouldn't give the ducks a diving board.

Okay, So we just read about how duck was asking for that diving board.

So, imagine that he doesn't give him the diving board.

Write a letter that he might receive from the animals after saying no.

So, if Farmer Brown goes and says, hmm, you're not gonna get those, what might the animals' response be?

So friends, you guys are animals.

Come on friends.

Come help me out.

- Reader.

(Mrs Nix chuckles) (Reader laughing) - I came to read that.

- Absolutely.

- Hey there?

Hey Riky?

what do you think, what do you think the ducks might say to dear Farmer Brown?

What do you think that he might, they might say to him?

- Well, I kind of like how they began in the books.

Maybe if we could just use that because I think they could just say dear Farmer John.

- No - I mean dear Farmer Brown.

- Okay.

- Swimming in the pond is boring.

- There you go, absolutely.

I kinda like how the author did that too.

So, that's a great suggestion.

So, swimming in the pond is boring.

All right, what else could we say?

But then we could say, we like to have a diving board - Okay that's great.

- Just remind him.

That's what we're wanting, right?

- Yeah.

- Okay.

We'd like to have a diving board.

What else could we say?

- How about we use what the cow did and said if you don't put in a diving board we will go on strike too.

- [All] Whoa.

- That's pretty, that's.

Yeah, that's pretty tough talk right there.

So if you don't put in a diving board, we will stop laying or we will stop laying eggs, right?

I think, and go on strike too.

- I think you're right, miss next, but I must have placed this somewhere.

Oh, sorry- - That's okay.

- We will stops laying eggs.

And they're gonna go on strike.

- All right, that sounds good.

So, they definitely were pretty demanding.

Now are we all done with our, our letter?

- Oh no, we gotta tell him who, who it's from.

We have to say a closing.

- All right.

What's our closing gonna say - Sincerely the ducks.

- Oh, I like it.

Sincerely, sincerely the ducks.

- Yeah.

- I love it.

Hey, you know what else I love.

I love hearing about some awesome books and we're gonna do that right now.

- My name is Olivia Huff and I will be telling you about this great book, Pete Cat I love my white shoes.

(wind whooshing) It's about when cat gets some brand new white shoes but he steps in some things.

And then does he cry?

Nope, he just keeps along in singing his song.

So if you want to see this end of this book, you check in out at your library.

Bye.

Thank you for watching Valley PBS.

Bye.

- Olivia, you are so sweet.

Thank you so much for sharing that with us.

Awesome, such an awesome book.

- I Love it.

- I had that song stuck in my head.

I was like, ♪ I love my white shoes, ♪ ♪ I love my white shoes.

♪ And guess what I do.

I said, ♪ I love my white shoes.

♪ (Mrs Nix laughing) - That's a bad girl.

- Of course you do greatly (indistinct) - [Both] all right.

- Lets do it.

- What type of birth should you never take your bank?

- To a bank?

- A burnt or a bank.

- I really - Blue Jay?

- No, no.

Hey Robin, - [Both] Agh, Robin - Oh my gosh.

You're so silly, Riky I love it.

Hey, thanks for joining us today on Valley PBS.

And we'll let me look forward to seeing you back here tomorrow.

Take care.

Bye.

(bright upbeat music)