(playful 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's phonemic awareness happens to be a little bit, hmm, could be a little bit more of a challenge, because we're not necessarily listening for phonemes.

Today we're going to listen for syllables, syllables.

So if I have the word like cheerful.

Cheerful, how many syllables?

Cheerful, right?

- That's two.

Okay, so two syllables.

We're going to do a little bit of what's called syllable deletion.

So we're going to take away that last syllable on cheerful.

- Okay.

- So, cheerful, take away that last syllable.

What word do we have left?

- Cheer.

- Cheer.

- You got it, just like that.

All right, let's try another one.

How about the word, helpless, helpless?

- Helpless.

- Helpless.

- How many syllables?

- [All] Two.

- All right, let's take away less, what do we have left?

- [Vang and Hammack] Help.

- Help, oh, you guys are like superstars.

- We got it.

- Okay, so let's switch it up.

Maybe let's take away the beginning syllable.

So how about the word cowboy.

- [All] Cowboy.

- Cowboy, take away cow.

- I have.

- What do we have left?

Just boy.

- Boy.

- Oh, so good.

How about undo?

- Oh, let's see.

- [All] Undo.

- Undo.

Take away the un, what do we have left?

- Just do.

- Do.

- You guys are superstars!

That's amazing!

Great job.

- That was great.

- Again, manipulating our words, that's a great stepping stone in being able to read and write.

It's going to build on it, so great job, keep that up.

All right, you know what else is really great to do?

- I do.

- Dance a little bit.

- Get a little wiggle out, right?

- Oh, I was going to say lunch, but.

(all laughing) - All right, well, let's dance this morning.

- Okay.

(quirky 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 ♪ ♪ Ooh, 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 ♪ (Mrs. Hammack laughs) - All right, I'm thinking I'm figuring it out.

- Okay.

- Freddy the Fox had four socks.

Why would Freddy need four socks?

- Oh.

- 'Cause he has four legs!

- 'Cause he's a fox.

- Oh my goodness.

See?

- See, took us all the way until Thursday to figure it out.

- Because four plus two is- - [All] Six.

- And I only have two legs, but a fox has- - Four for me and two for you.

- Oh my goodness.

Oh wow.

- We got it.

Did you guys get it?

- Maybe our brains are not quite as warmed up as we thought.

- I wonder if they got it at home also before we did?

- I bet they did.

- I bet they did.

They're so smart.

- Smart.

Okay, we're going to start with our phonics and I'll see you guys later.

- Okay, I'll see ya.

- Okay, absolutely.

- Okay, super readers.

How about that?

Did you guys get that?

That was a great, a great answer, because they did give us lots of clues and we didn't even get it.

Speaking of clues, did you hear that ending S sound?

What sound did you hear clue?

The ooh, that's right.

This week, we are focusing on the ooh sound, and so I have my spoon card here to help us.

Remember the spoon card says ooh.

To help us remember, pretend you're holding that spoon like you're going to be eating soup.

Make your mouth out, and you're going to pout your mouth and you're going to say, "ooh."

It's going to be right in the tip of your mouth.

Ooh.

Good job.

I hear you guys at home, awesome.

Now, if you look at the spoon card, remember what is tricky about the ooh sound?

That's right, all the different ways we can spell that ooh sound, right?

Let's quickly go over it.

OO says ooh.

U consonant silent E says ooh.

U by itself says ooh.

EW says ooh, good.

UE says ooh.

OU says ooh.

And UI says ooh.

And if you're at home and as I'm spelling, if you want to write that in the air, that's a great way to practice.

Or if you have a whiteboard or a paper or pencil, practice writing it and saying that sound, so that your brain can really lock in all those different ways that we can spell that ooh sound.

Okay?

So, but let's get started with practicing how to blend words with all of these different spelling patterns.

Are you guys ready?

Okay, you guys know what we should do?

What should we do?

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

Ready?

Say, "Friends!"

(Rita chuckles) - Good morning, Mrs. Vang.

- Good morning.

- We were waiting.

- There they are.

- Okay, are you guys ready to help us blend and build?

We're going to be blending and building words with the ooh sound.

- Okay.

Are you guys ready?

- [Both] Yeah.

- Okay, now remember.

OO says- - [Both] Ooh.

- Let's blend it.

(animals phonemically sound out "loop") - [Both] Loop.

- Loop.

Good reading.

- Loop.

Okay, the U consonant silent E says- - [All] Ooh.

- Ready?

This word, let's blend it, says?

(animals phonemically sound out "tube") - [All] Tube.

- Tube.

- Tube.

- Good reading.

- Like a tube of toothpaste.

- That's right.

Good.

Hey, UE says- (animals phonemically sound out "clue") - Clue.

- Good job.

- That was good reading.

- Clue.

- Clue.

That's right, we heard that word a lot in our song, didn't we?

They gave us lots of clues.

Okay, EW can also say- - Ooh.

- Ooh.

- Let's blend.

(animals phonemically sound out "grew") - [Both] Grew.

- Good job.

Grew.

- Grew.

Good job.

And OU can say?

- [Both] Ooh.

- Ready?

Let's blend.

(animals phonemically sound out "tour") - [Both] Tour.

- Ooh, that's a tricky one.

- That was a tricky one.

- But it still says the ooh sound.

- It does.

That was a tricky one.

You guys did a great job blending those letters together.

That was a tricky one.

- We could give a tour of the park.

- Oh, that would be fun.

- Or a tour of my house.

- Yeah.

- Another great idea.

Awesome.

Okay, that UI also says ooh.

Ready to blend you guys, ready?

And- (animals phonemically sound out "bruise") - [Both] Bruise, bruise.

- Bruise.

- Yeah.

- Those are nice.

- They're not.

- Have you ever gotten a bruise after falling off your bike?

- Yeah, they're kind of painful.

- They are.

- I had a bruise on my tail, 'cause somebody stepped on it and it was, it was not good.

- Oh no.

So when you're writing, that will be a great word that you can use in your writing.

Now we know how to spell it.

Now let's continue with that, and build some words with that ooh sound.

Are you guys ready?

- Okay.

- Mm-hm.

- Today we're going to be focusing just on that EW spelling pattern.

- Okay.

- Okay.

- 'Cause that EW can say ooh.

- Ooh.

Okay?

Just that pattern, 'cause there's many spelling pattern that has that ooh sound.

Okay, so if I want to spell the word chew, hmm, chew.

Like my mom always says, "Make sure you are, "make sure you chew your food."

Chew.

How do I spell the word chew?

- C-H- - Good, 'cause that was - the first sound.

- E-W That says ch, ch, chew.

Good job.

You got it.

- Hey, that has, look at all those letters, but it only has two sounds.

- Ch, ooh, good job.

Good thinking.

You're right.

Okay, how about the word drew?

Drew?

And I know it's the EW, because that's the pattern we're focusing on.

But drew.

- You know, that's tricky, because sometimes when I say it, I think it's a JR, 'cause drew, but it's not 'cause there's no such blend, so it must be that DR. - DR, good job.

- Drew.

That DR is our beginning blend, and it is tricky, right?

Drew.

- Yeah, 'cause sometimes I hear the (makes soft G) sound.

- That's right, but we know it's spell with the DR, because remember it's a beginning blend, so we do say it really fast together, 'cause it blends together, right?

- Drew.

- Drew, awesome job, you guys.

Okay, I'm going to have my super readers help me read this sentence.

You guys did an awesome job.

I'll see you guys tomorrow, so we can practice some more.

How about that?

- Yeah, okay, bye!

- Sounds fun, bye bye!

- All right.

Bye, you guys.

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

Help me read this sentence with the ooh words.

Ready?

There are a few group rules.

How did you do?

Good reading.

Now when you have time, or for extra practice if you want to write a sentence with any of the words that we use, that's a great way to practice also.

Now, let's see what word we're going to be learning with Mrs. Hammack today for our high frequency words.

- Okay, thank you, Mrs. Vang.

We actually have two words today, so we're going to jump right into it.

We have this word, enough.

Enough.

This is definitely one of those words that you need to practice reading and writing and memorizing to get locked in your brain, because it doesn't really follow the spelling patterns that we've been learning.

E-N-O-U-G-H, enough.

See how tricky that is?

All right, and our second word for today is the word brought, brought.

B-R-O-U-G-H-T, brought.

Okay, so look.

There's a lot of O-U-G-H, but listen.

Enough and brought.

They don't sound the same, do they?

Even though they both have O-U-G-H. do you see why we made them high frequency words?

These are words that will show up often in things you read, but they are really things that you need to memorize, because they don't follow those sound spelling patterns.

All right, Let's see if you can figure out which word belongs in which sentence.

you ready?

All right, here we go.

I'm going to hold them up here.

All right.

Gram, hmm, me a gift today.

Hmm, okay, let's read the next one.

Do we have, hmm, eggs to make cupcakes?

What do you think?

Did you figure it out?

Gram brought me a gift today.

Good.

And do we have enough eggs to and make cupcakes?

Great sentences.

Great reading.

You had to really think about what made sense, right?

Because sentences should make sense.

Today for our practice, we're going to do the match it up game.

So here I have some post-it notes that have our two words, and then down here on some little clips, I have random letters.

And your job is to find the letters to build the word enough and brought, and we can just clip them right onto the post-it notes.

Now you can use any kind of paper to clip them onto.

It could be an index card or just a regular piece of paper.

It doesn't really matter.

And you can just put these little clips on, and let's see.

What's the, we first need to find the letter E, so I'm going to look at all of them, and I have an E. What comes next?

That's right, N. E-N-O.

Oh, it doesn't want to come off of there.

(Mrs. Hammack laughs) That's all right, we got it.

Then a U, then a G. Good job.

And then what?

H, perfect!

Enough.

Now for a super challenge, you might ask someone to tell you the word, and not have it here to look at, and then spell it with the letters, clip it, and see, and then you could check it to see if you got it right.

That's one great way to practice those high frequency words.

Today, we're going to listen to a story called March On!, and I want you to listen for cause and effect, and we'll talk about it with Mrs. Nix right after this.

- [Narrator] March On!

How can people make their lives better?

One way is to work together.

100 years ago, women in America were not allowed to vote.

That meant they could not pick their leaders or help decide on laws and rules.

Caption: 100 years ago only men could vote.

Many women and men did not think this was fair, so they got together to protest.

They marched and made speeches.

They carried picket signs.

People listened.

In 1920 women got the right to vote.

Caption: Women got the right to vote in 1920.

For many years, Black people in our country did not have the same rights as other people.

Some jobs would not hire Black people.

Some stores would not let Black people shop, and some schools would not let Black children in.

Caption: In some places Black and white people could not eat lunch together.

Many people did not think this was fair, so they got together and marched.

Leaders like Martin Luther King Jr. made speeches.

He said all people should have the same rights.

People listened.

Laws were passed that said all people must be treated equally.

Caption: People from all over came to support equal rights.

In the 1960s, people all over the country got together to help farm workers.

Many of these workers came to this country to pick crops, but they did not get much money.

They did not have good places to live or schools for their children.

Caption: Farm workers picked crops for very little money.

People worked together to change this.

Leaders like Cesar Chavez organized the workers.

People all over the country marched with them.

The farmers listened.

They gave the workers more pay and better homes.

It is possible to improve our lives if we work together.

Caption: Cesar Chavez organized farm workers to fight for better lives.

(gentle music) - All right.

Did you learn anything new in that story that we read today?

I bet you did.

Now, today I really want us to focus in on something that the author did, kind of a way that the author organized the writing, because that gives us some clues as to how to read the story.

Now, this one talks about, the question is how does the author organize information in this selection?

Use clues from the text to fill in the effects.

So we actually know that the author is using cause and effect, but let's see how the author is using cause and effect.

Do you remember what a cause is?

That's right.

The cause is the reason something happens, and the effect is basically what happens.

It's kind of the results.

So a cause is how or why something happens, and effect is what happens.

Now in the text today, we read that women were not allowed to vote.

So because women were not allowed to vote, what happened?

Do you remember?

That's right.

They couldn't, then women could not pick leaders or decide on any of the laws.

Women weren't allowed to participate, right?

So this has a cause and effect relationship.

What about women, when the women and the men protested?

When they protested, because they protested, what happened?

Do you remember?

That's right.

Yeah, women were able to get the right to vote.

Because everybody stood together, they were able to cause change.

Great.

So the author organizes the information, telling a cause and then explaining the effects of that cause.

You'll see that, or you saw that multiple times in today's text.

The author was often telling us what the cause and then explaining how that effected the women's lives, or whatever we were reading about.

Correct?

Okay.

So today with our writing, we're going to do something a little bit different.

I have some, I have our writing prompt up here, and it talks about how can we work together to make our lives better?

You know, all the men and the women were working together in our last text, 'cause they were causing change.

So how could we cause change?

So here I have an introductory sentence.

When we work together, we can make our lives better.

Now does that give us very many details as to how we could make our lives be better?

It doesn't, but you know what?

I bet our friends could come and help us think of some sentences that we might add to our paragraph to make it so that we can understand how working together can make our lives be better.

I think we're going to actually see us do this, 'cause I think we're all going to work together.

So come on friends, come and help me out.

Hey Rita, and Ricky.

- Hey, Mrs. Nix.

- Hi!

Can you guys, do you guys agree that working together can make our lives better?

- Oh yeah, definitely.

- Right?

Where do we say this?

- More heads are better than one.

- That's it, absolutely.

And so maybe even just working together, we can come up with a paragraph that maybe can tell some reasons why working together is better and makes our lives better.

Do you guys want to help me out with that?

- Yeah, I like that idea.

How about you, Ricky?

- Like right now, we're working together.

- Mm-hm.

- Yeah!

- And working together makes me so smart.

- Yeah!

- It sure does.

- It's good to have a thinking partner.

- All right, so when we work together, we can make our lives better.

What could we say next?

- Well, first we could talk about the problem.

If there, if we're trying to solve a problem, we first we should just talk about the problem, so we can make sure we all agree that it is a problem.

- There you go.

And identifying a problem sometimes can be the trickiest part, right?

- Yeah!

- Okay, so when we work together, we can make our lives better.

First, and I'm going to lose my sticky here.

- Uh-oh, sorry.

- Sorry, that's okay.

So first we can talk about the problem.

That's right.

So maybe if there's a problem that we're trying to solve, if we all the discuss it, we can come up with a solution, some kind of a solution.

What would we do next, Ricky?

- Next, we can come up with possible solutions.

- There you go.

Maybe we would write them down, or we could put them up on a board, but we could write all of our different things that all of our possible solutions.

So next, we can come up with possible solutions.

- Yeah, 'cause that reminds me, like we could talk about the problem, and then go off by ourselves and like write down what we think the solutions are, then come back together, and share them.

- Absolutely.

Then we can share problems and the possib, and how we might, how we might solve those problems.

- All right.

- Sorry, but my pen and my stickers are not working today.

- That's okay.

So then we can share our problem and possible solutions to those in charge, right?

'Cause we have to be able to take it to whoever is in charge.

If that's our teacher, so as a class we could come together and we could say, "You know what?

"This isn't working at recess," and we can talk about, well, how could we maybe make things better?

And then we can take all of our problems and all of our solutions that we've come up with together and we can take it to the teacher and say, "So here's what our problem is, "and here are some solutions," and we can share it with the person who's in charge, right?

- Yeah, that's good.

- Mm-hm.

- So how would we finish this out?

- So I know.

So finally changes can be made, because we worked together.

- Absolutely.

- Yeah, that's it!

It's so important for us to all work together, right?

- That's because we all worked together, then we all are in agreement of how to make that change.

And then that's how it really sticks.

- Absolutely, - Mm-hm.

'cause everybody's in support, right?

So working together is so important.

Great job today.

So here's the next thing that I want us to do.

I'm going to kick it over to an awesome reader, and they're going to share a story, and we will be right back.

(Rita giggles) - Good morning.

We just read the most fun book.

Did you love that new book?

- Oh yeah!

(Rita laughs) I love it!

It was so exciting.

- Yeah, it's called My School's a Zoo, and you know what?

It's about little boy and his class went on a field trip.

- Yeah, yeah, and something amazing happened to everybody!

- I know!

Everybody turned into- - [Both] An animal!

- And he had to go to school, and his teacher turned into an animal.

- Oh, that's crazy.

- All of his friends were animals.

- That's, oh goodness!

- Oh my goodness.

- It was wild, but do you remember how it ends?

- Yes.

- Where were they going to go next?

- Oh no, they're going to the dinosaur museum!

- I wonder if, I wonder if that would happen to the school after the dinosaur museum, but it couldn't happen, right?

Because- (dinosaur growls) Oh no!

(both shriek with laughter) We'll see you later.

Have a good day.

- Bye!

- Those guys are so silly.

- I love it.

- They are.

- We leave the studio - for just a minute, and what are they doing?

- So silly.

- Hey, speaking of silly, I've got another joke for you!

- All right.

- I can't wait to hear it.

- Okay, why did the farmer plant seeds in the pond?

- I don't know.

- He was trying to grow a watermelon!

(Ricky laughs) - Watermelon in the pond.

- Whomp whomp.

- You're so silly, Ricky.

Hey, thanks for watching Valley PBS today.

We look forward to seeing you back here tomorrow.

You have a great afternoon.

Take care!

- [All] Bye.

(bright music)