(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, I'm actually gonna challenge you today.

I'm gonna give you two different activities.

So the first one, I know it's Friday, we're gonna go wild.

All right, the first one is segmentation, and we practiced that a little bit earlier in the week, and that's just where we're gonna stretch out and identify how many sounds we can hear in a word, all right?

So let's start with that.

- We can do that.

- Okay.

- Okay, the word is zoo, zoo.

So, stretch it out, how many sounds do you hear?

- [All] Z-oo.

- Z-oo.

- Two sounds.

- Two sounds?

- Mm-hmm.

- Nicely done.

How about this one?

Soup.

Soup, how many sounds?

- [All] S-ou-p. - S-ou-p. - That's three.

- Did you get three?

Nicely done.

All right, how about this one?

Fruit.

Fruit.

Fruit.

- [All] F-r-ui-t. - Fruit.

- Okay, don't let that F and R blend, strip you up.

- That's right.

- You wanna make sure you've got two sounds.

F-r-ui-p Sorry, t. (Mrs. Hammack laughing) I did a Fruip.

(all laughing) fruit.

All right, good job.

Four sounds, okay.

Now, I wanna switch it up just a little bit, and we're gonna do some substitution.

- You were going ahead, weren't you?

- I was, I was already substituting some sounds out.

This is just where we're gonna change some sounds, and to help us, Mrs. Hammack brought in this board.

It's helpful to kind of see what our sounds are.

So if we start with the first word of fool, fool, what sounds do we hear?

- Oh, we're gonna segment again.

- Absolutely, we have- - [All] F-oo-l. - Like that, fool.

- There we go.

- Now, what if I substitute the (phonic sound f) for (phonic sound p)?

Now what is my word?

- [All] P-oo-l.

Pool.

- Did you see that?

- Tricky.

- Okay, it can be a little tricky, here we go.

How about the word, room, what sounds do we hear in room?

- [All] R-oo-m. Room.

- What if I substitute the (phonic sound m) for a (phonic sound t)?

- [All] R-oo-t. Root.

- Okay.

- You wanna do one more?

- Yeah, yeah, let's do another one.

- All right, how about this one?

How about tooth, tooth, what sounds do we hear?

- [All] T-oo-th.

T-oo-th.

- Okay, tooth.

- Okay.

- Let's substitute the (phonic sound th) for (phonic sound ol).

T-oo-l. - [All] Tool.

- Very good.

- Nice.

- So this is something again, you could practice this at home, and you could do it with all kinds of things.

If you've got some beans, or pennies, or anything like that, you could kinda lay out your sounds, and practice, and substitute those sounds, because that's gonna really help you become an amazing reader and writer.

It's a great thing to practice when you're sitting maybe at the dinner table.

- Or driving in a car.

- Yeah.

- Like we take a lot of trips.

- Yeah.

- It's a great way to practice.

- Absolutely, all right.

I want to do our dance today.

- Okay.

- It's Friday, let's do "Freddy The Fox".

I wanna do it.

- I'm still wrapping my head around the shoes.

- Well, he's carrying a bunch of stuff, so let's do it.

♪ Freddy the fox, is carrying a box, ♪ ♪ Is carrying a box of six shoes and socks ♪ ♪ Freddy said, I, I wonder why ♪ ♪ You're carrying a box of six shoes and socks ♪ ♪ Blue 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 ♪ You're just so excited to do the little turn.

- I just did nothing to turn, I love it again.

- I think that should've been part of it.

- Yes, and I kept thinking about that clue, I just was thinking, and then I was turning again.

I wonder if they did that at home.

- Maybe.

- I hope they didn't.

- But that's the great thing, really, there's not a wrong way to do it.

- It isn't, it's a great way to- - Yeah, just for movement and fun.

- To get our body going, right?

- That's right.

- Absolutely.

- Okay, I think we're ready to start our phonics, I'll see you guys later.

- Okay.

- Okay, we'll see yah.

- Okay.

Okay Super Readers, it's Friday!

All week, we have been practicing a sound.

What sound is it?

Did you say (phonic sound oo)?

'Cause you're right.

This week, we have been practicing the (phonic oo) sound.

So, I have my spoon card here, to help us.

Now remember to help us with that sound.

You can pretend you're holding a spoon, and you're eating soup, and you can say, (phonic sound oo) okay.

That's a way to remember what sound the spoon card says, The (phonic oo) sound.

Now remember the tricky thing about that (phonic oo) sound, is all the different ways that we can spell that (phonic oo) sound.

Because guess what?

We've also found out as we are blending and reading these words with the (phonic oo) sound Some of them are homophones, right?

There are words that sound the same, but they spell differently and they have different meanings, and sometimes, some of them could be multiple meaning words also.

Meaning they're spelled the same, they sound the same, but they have different meanings.

And that's the tricky part with all of these different spelling patterns.

They all make the same sound, they make the (phonic oo) sound.

Now the other tricky part is, some of these have different sounds, 'cause we learned the OU can also say (phonic ou).

Remember how we learned that last week, right?

And the U by itself, and the U and consonant E can also say U.

So, that's the other tricky part is they can make different sounds.

Now, this week though, we're practicing with the (phonic oo) sound.

So let's get ready to blend some words with the (phonic oo) sound, are you guys ready?

Oh, you're right, let's call our friends to come help us, friends.

- Hello, morning Mrs. Vang.

- Good morning.

Are you guys ready?

I know you guys have been practicing all weekend, you're doing such a great job, making your brain super smart.

- Yes, let's do it.

- I have some words for us.

Can you guys help me blend them?

- Mm-hmm.

- Okay, let's look at the first building pattern, oo can say?

- [All] (phonic oo) - Let's blend this word.

- [All] B-r-oo-m. - [Tina And Rita] Broom.

- Broom.

- I like to sleep with a broom.

- Good sentence, I like that.

Okay, let's continue.

Another way to spell the (phonic oo) sound is the U constant silent E, ready?

Let's blend, this says- - [All] R-u-le.

Rule.

- Rule.

- Oh yeah, you gotta follow the rule.

- That's right, rule.

Okay, that U, E can also say- - [All] (phonic oo).

- Let's blend.

- [All] F-u-el.

- Fuel.

- That's a hard one.

- That is a hard one.

- [All] Fuel.

- What's that word?

- [All] Fuel.

- Great job.

- That's like another word for gasoline.

- Oh, okay.

- That's right, that is another word for gasoline, good thinking Tina.

- Mm-hmm.

- Okay, EW can say?

- [All] (phonic oo) - Let's blend.

- [All] S-t-ew.

- Stew, good job.

Stew, like I love to eat a big, hotty stew in the winter.

Do you guys?

- [Tina And Rita] Mm-hmm.

- Yummy.

Okay, let's keep going, 'cause we have more spelling pan without (phonics oo) sound, ready?

The OU can also make that (phonic oo) sound, let's blend.

- [All] G-r-ou-p. Group.

- Good job, group.

Like sometimes we work together in a group.

- Yeah, we're working together.

- That's right.

And the UI can also say (phonic sound oo).

Let's blend.

- [All] C-r-ui-se.

Cruise.

- Good job, cruise.

- I like to cruise down the street.

- Oh, I love that sentence with the word cruise kid.

Blending friends.

Now, let's practice building somewhere.

So, all week we were practicing building with different spelling patterns.

Remember we started with just the OO, and then we practice the U consonant silent E. Today, let's practice with the U, E. - Okay.

- Okay?

So we're just gonna focus on this spelling pattern today.

U,E, this says (phonic sound ue).

Can you guys help me spell, or build the word blue?

- [All] B-l-ue.

- Oh, this is a tricky one.

- [Tina And Rita] B-l-ue.

- I want you guys to listen to my sentence though.

You guys ready?

- Okay.

- Yeah.

- My favorite color is blue.

- [All] Blue.

- Well, it has a consonant blend at the beginning.

- It does.

- It has that BL.

- Yep.

- Blue, blue.

- Good job, B-L-U-E says blue.

And today we were working with that U, E and the reason I want you guys to listen to my sentence, 'cause guess what?

- What.

- Blue, if I put that E, W, 'cause remember we were practicing that yesterday.

This also says blew.

Remember we read that word?

- Oh, wow!

- Are we blending it?

That also says, blew.

- Blew.

- Wow, that's incredible!

- But this is like the a balloon blew away.

- Oh my goodness, like I blew out my candles.

- That's right, that's why I said listen to my sentence.

- Oh, that's so important.

- That was a tricky one.

Listen, but we know blue, like the color, is spell with the U, E, and guess what?

It's also a multiple meaning word.

- Oh.

- Like I can say, my friend was so blue when he lost his puppy.

- Oh, like sad.

- Like sad.

- Wow.

- Isn't that amazing.

- It is amazing.

- Could be a multiple meaning word and a homophone.

- Oh my goodness.

- That is crazy.

- Isn't that crazy?

- Yes.

- Okay, are you guys ready to build another word?

- Oh yeah.

- I'm gonna challenge you guys, you guys ready?

- Yep.

- Okay, put on your thinking cap.

Okay, I want you guys help me build a word, argue.

- Ooh, ooh.

- A-r-g-ue.

Okay, segment if you need it.

- That sounds like that pirate sound.

- That's right.

- Oh, that's a good one, I'm glad you remembered that, 'cause, yes, okay, so the pirate sound is A, R. - Yes.

- [Tina And Rita] Ar-gue.

- An A, R, all right I don't have an A, R, but that is one sound together.

- Ar.

- That's a G, (phonic sound g).

Yep.

- Good job.

- Hey Mrs. Mrs. Vang, did you notice that sometimes the U, it says U, argue like in fue.

That's like the U, consonant E sometimes says U, and sometimes says (phonic sound ue).

- That's right, good thinking, Rita.

- 'Cause that could be confusing.

- That is confusing, isn't it?

'Cause it does say the U sound.

And I also can say the (phonic u) sound.

- It still says U, but it's just a little different.

- It is, that's a tricky one.

Especially since, did you guys realize arg-ue, was two syllables.

- Oh.

- I wonder that's why.

- [Tina And Rita] Maybe.

- You think so?

That was a tricky one.

- Yeah.

- Oh man, you guys are doing such a great job.

Helping us read, and making your brain super smart.

I'm gonna let my Super Readers read the sentence with me, and I'll see you guys next week.

- All right, we'll see you Mrs. Vang.

- All right, bye friends.

- Bye.

- Okay Super Readers, it's your turn now.

Now, let's practice reading this sentence together with our (phonic oo) sound, ready?

This says, the blue suit is new.

How did you do?

Awesome, now don't forget, you can also write your own sentences and share them with your friends and families.

All right, and as you're writing your sentence, don't forget about those high frequency words.

Let's see what high frequency words, we are gonna be learning with.

Mrs. Hammack.

- Okay Super Readers, we've had six words this week, door, answer, eyes, enough, brought, and today we're doing this word busy.

Now, take a look at this word, busy.

You would expect to see some different letters there, wouldn't you?

I know I would.

B-U-S-Y spells busy.

This is definitely one of those ones, one of those high frequency words that you just have to lock in.

All right, let's take a look at our sentence, and see how to use it in a sentence.

Mom is to (phonic m) to go to the park today.

Mom is too busy to go to the park today, that sometimes happens, doesn't it.

All right, today, I'm going to invite my friend, Mrs. Nix, because we're gonna play another little card game that you might like to play at home.

And this game is called dynamite.

Do you remember how to play?

- Oh, I know this one.

This one's one of my favorite.

- So we have a stack of our high frequency words, and we're gonna take turns.

Mrs. Nix is gonna start.

She's gonna turn over the card and read it, if she reads it correctly, she gets to keep it.

And then it'll be my turn.

Now after we have, well, it could happen anytime.

When someone turns over the dynamite card, they have to put all their cards back.

So you don't want the dynamite card.

Are you ready?

- I'm ready.

- Okay.

- Here we go, oh, busy.

- Oh, good for you, that was our word today.

Ah, hey, I didn't even have any cards to put back.

All right, I'm gonna stick it in the pile.

- All right, answer.

- Enough.

- Eyes.

- Hey, dynamite.

I only had one, this is not my day.

Do you see how much fun that can be?

And you could play this again, with one friend, or two, or three.

You just need to make a few extra cards, so that you have enough cards for everyone to read, and that would be a great fun way to play and practice your high frequency words.

Today, we're gonna listen to a story called "What a Feast".

I want you to listen close, because we're gonna do some asking and answering of questions, when we're all done.

We'll see you after the story.

- [Announcer] "What a Feast" by Vita Jimenez, illustrated by Shelly Dieterichs.

"Chapter one, gathering food.

Squirrel was very busy.

He was gathering nuts.

He brought back extra nuts in case there was an emergency.

One night, he took out a big nut.

He was about to eat it, when he suddenly stopped.

'I'm getting tired of eating just nuts,' he thought.

Bird was Squirrel's friend.

She passed his door on the way to her nest.

She was also very busy.

She had gathered enough seeds and berries for a few days.

That same night Bird sat down to eat, but suddenly stopped.

'I'm getting tired of eating seeds and berries all the time,' she thought.

Bunny was friends with Squirrel and Bird.

He was very busy too.

He spent all day in the garden looking for carrots and lettuce.

His eyes grew wide when he came upon a big carrot.

Chapter two, Bunny has an Answer.

On his way home, Bunny saw Squirrel and Bird.

He thought they looked sad.

'What's wrong?'

he asked.

Bird said, 'We're tired of eating the same foods every day.'

'Our bellies demand something different,' said Squirrel.

'I don't know what to do with all my berries and seeds,' said Bird.

'And I have a lot of nuts,' said Squirrel.

Bunny said, 'I think I have the answer.'

Chapter three, The Feast.

'Why don't we put our food together?'

said Bunny.

'Then we can all eat something different.'

'That's a great idea,' said Bird.

'Let's bring everything down here,' said Squirrel, Bunny, Squirrel, and Bird brought out their food.

They tried a little bit of everything.

They had a great feast."

- Wasn't that such a sweet story?

Absolutely, and did you notice that there's kind of that same thing that's coming around, but we'll get to that in just a moment.

Okay, so I have three questions here, that we're gonna go through and we're gonna answer 'em, but you know what?

It's always more fun to do this with a friend.

So how about if we ask Rita to come and help us?

All right, let's do it, Rita.

- Hello?

- Hi Rita, how are you?

- I'm good, how are you?

- I'm doing great, do you wanna move forward just a little bit Rita, so that all the- - I'll do my best.

- There you go, so all of our awesome readers out there can see you.

- Yeah, (indistinct).

- That looks great.

That's a little bit better.

yes.

- Oh good.

- All right, so Rita, today, we have these three questions, do you wanna help me answer them?

- Yes.

- All right, so I'm gonna start with the question, because sometimes that helps us know what we're looking for when we go and reread.

So, do you think that Bunny feels the same way about his food, that Squirrel and Bird feel about their foods?

Do you remember that Squirrel and Bird, remember how they were getting really tired of their foods.

- Mm-hmm, mm-hmm.

- So, can you help me reread to see if Bunny feels that same way about his food?

- Sure.

- All right.

- Bunny was friends with Squirrel and Bird.

He, was very busy too.

He spent all day in the garden looking for carrots and lettuce.

His eyes grew wide when he came upon a big carrot.

- So how do you think Bunny felt about that big carrot?

- All right, I think he was excited, his eyes grew wide, he was kind of in shock.

- Yes, so I read that Bunny's eyes grew wide when he found a big carrot.

And this means that Bunny wants to eat that carrot.

- Yeah.

- How do the text and the pictures on page 11, help you understand what a feast is?

So let's just look at the picture right here.

What is a feast?

- Well, I know what a feast is.

- What is it?

- 'Cause I like it.

It's when you got a whole bunch of food together and you share it.

- Absolutely, and so you can see that they're eating a lot of food.

And then down here, how did the events at the end of the story, help you understand the theme?

And at the very end, they all got together and shared their food.

- Yeah, yeah.

- And working together helps us to makes our lives easier, right?

- Yeah, like above luck.

- Absolutely.

Hey, Rita, you wanna help with some writing?

- Yep.

- All right, why don't you go grab your pencil and come over here, and help me out a little bit.

- Okay, I'll be right back.

- Okay, I'll see you in a second.

All right Super Readers, so let's switch over here and talk just briefly about a little bit that we could write about.

Our topic today is, how did the animals work together to change what they eat?

So there were some steps that they took.

So the animals worked together to change what they eat.

But let me invite my friends over to help me answer this.

So Ricky and Rita, do you guys wanna come help with some writing today?

- Hi, Mrs. Nix.

- Hello, I'm back - Hey Ricky, hey Rita.

All right, so the animals were working together to change what they eat, but what did they do first?

- I know, first, they decided they were tired of eating their own food.

- That's right, they got tired of eating their same old food.

- So they had to decide that that's something that they got tired of.

And then what did they do?

Do either of you remember?

- Yeah, then next they told the Bunny about their problem.

- That's right, they had to share their problem with someone, right?

So next, they told Bunny about their problem, and then what happened?

- And then Bunny suggested that they bring their food together to try something new.

- That's right.

Remember how Bunny made that suggestion.

So that was definitely a possibility, right?

- Yeah, and then finally, the animals, they made a feast with each other.

- That's right, and that's how it ended at the end, right?

So finally, the animals created a feast, good job.

By sharing their foods with each other.

So remember our theme, "working together makes our lives easier".

All right, thanks you guys so much, and here comes a story for you to check out.

- Well, hello alpha in TV land.

This is Rhonda reread here.

And I'm not rereading right now, I'm telling you about a book that you can check out at the library called "Roosters Off to See the World" by Eric Carle.

He's a real good writer.

He's written many, many books.

So anyway, this book is about a rooster who decides to go on a journey to see the world.

And as he starts going on this journey, he starts to feel lonely.

But he meets a few friends, some cats, and some frogs, and turtles, and he even comes to a brook and meets some fish.

Well, the story goes on and on, and it is just such a lovely story.

And if you'd like to see how this ends, because it does end special, then please check this book out at your local library.

And I hope you all have fun reading and thank you for watching Valley PBS Reading Explorers.

Bye now.

(neighs) - Hey, that's my cousin.

- Yes, it was so great to see her.

- I love my cousin.

- Well, and I love that she's got such great taste in books 'cause Eric Carle is one of my favorite authors.

- Yeah, that was a good story.

- I have joke for you, 'cause it's brew and we've had such a nice weather.

- Okay, I'm ready.

- What do sheep too on a sunny spring day?

- Take a nap.

- No, no, no, they baa, baa.

- Oh my God, that's so silly.

Hey, you know what?

- That was a good one.

- Thanks for hanging out with us this week at Valley PBS, we look forward to seeing you again next week.

You guys, have a nice weekend and we'll see you.

- Oh my Goodness.

- So silly.

That was my favorite one of the- - [Mrs. Vang] Oh, I think so.

I love it.

(upbeat music)