(gentle music) - 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 - 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, - Daily phonemic awareness.

- Now this morning, with our daily phonemic awareness, I'm gonna challenge us a little bit okay?

- I'm nervous - Don't be nervous.

- I heard her giggling and, - I kind of did, I kind of did - Before we got here.

- But this one is called phoneme reversal.

So Mrs. Vang brought out our handy dandy little board.

We're gonna say some words.

We're gonna read them going the correct direction and then we're gonna kind of reverse 'em and read 'em backwards.

Wanna try it?

- Yes.

- Okay, so the word is 10.

So here we go.

Tuh, Tuh.

Eh, Eh.

Nn, Nn.

Tuh, Eh, Nn.

Okay, there's the word 10.

Now let's go backwards.

- Nn, Eh, Tuh.

Net.

- It made another word.

Oh, that's so cool.

- Isn't that so cool, how that works?

- Wow!

- Okay, so let's try it again.

- Okay.

- How about the word back?

What are the sounds?

- Buh, Ah, Kuh.

Buh, Ah, Kuh.

- Back, okay.

- What's our last sound again?

- Kuh.

Ah.

Buh.

Kuh, Ah, Buh.

Cab.

- Wow!

- So cool.

- That is very cool.

- This one happens to be actually, probably one of my most favorite ones, 'cause I thought it was kind of silly.

Are you ready?

- I think so.

- How about if we did that with the word zoo?

- Zoo.

- Then we are gonna read it backwards?

- Yeah, what sounds do we hear?

- Okay.

- Zz.

Ooh.

- That's it.

Zz.

Ooh.

- What if we did it in... - Zoo first.

- All right.

- Okay.

- Ooh, Zz, Ooze.

- Ew.

- That's a terrible word.

- Oh, that's so funny, right?

Oh, you got me.

- Ooze.

- All right, so it's always fun to take our sounds and be able to flip them back and forth, right?

- Definitely.

- All right, you know what else is super fun?

- I like building a fire.

- All right, Let's dance.

- How about you?

- And let's build a fire, let's wiggle.

So stand up and join us.

- Warm up your hands.

(upbeat music) ♪ Let's build a fire beyond the center party ♪ ♪ Let's build a fire and invite all our friends ♪ ♪ You bring the hot dogs, ♪ ♪ I'll bring the buns, ♪ ♪ Let's build a fire and we'll have a lot of fun ♪ (upbeat music) ♪ Let's build a fire beyond the center party, ♪ ♪ Let's build a fire and invite all our friends ♪ ♪ You bring the hotdogs, ♪ ♪ I'll bring the buns, ♪ ♪ Let's build a fire and we'll have a lot of fun ♪ (upbeat music) - Tah dah.

- Perfect.

- All warmed up now.

- Tah duh.

- All right, that's good, because we need to be warmed up, because this week's sound spelling pattern is, it's a doozy.

- Mmm.

- So, let's get to practicing, okay?

I'll see you guys later.

- We'll see ya in a bit.

- Come on super readers.

Let's get over here and take a look at the straw card.

Now, remember, it has five spelling patterns to say that awe sound that we hear in straw.

Okay, all right, so let's call our friends, We'll get started and we're gonna review each of the spelling patterns.

And then I'm gonna ask them to help us blend some words.

And I want you to be blending at home with us too.

And then we're gonna give it a try, we're gonna build some words with one of the spelling patterns.

Oh, hey friends.

Are you ready to read?

- [Turtle Puppet] Oh yes Mrs Hammack.

- [Donkey Puppet] Hi, Mrs. Hammack, I've been practicing.

'Cause this is a hard one.

- It is, I'm so proud of you for practicing.

That's how we do hard things, right?

We just don't give up and we keep on practicing.

- That's right.

- And then pretty soon it's not hard anymore.

All right, so I would like to say the sound spelling pattern, and then we'll sound out the word, what do you think?

- Okay, let's do that.

- Okay, I'm gonna say A says aw.

And then I want you to say it.

- Okay.

- A says aw.

- A says aw.

- As in, let's read this one, - Tuh, Aw, Kuh.

- Talk.

- Talk.

- Good job, all right.

A-W says aw.

- A-W says aw.

- Great job.

As in this word, let's read it.

- Ss, Aw, Saw.

- Good, now we read that yesterday, but I kept it in the rotation because I want you to keep practicing.

All right, this one's a little longer.

A-U-G-H says augh.

- A U G H says augh.

- Great job, let's try this one.

- Cuh, augh, Tuh.

Caught.

- Caught.

- Caught.

- Like I caught a fish.

- Very good.

All right, A-L says al.

- A-L says al.

- Good and the word we have for that pattern is, Wuh.

- Wuh, al.

Wall - Good, now I don't have a word up here for A-U but let just say the spelling pattern.

A-U also says aw.

- A-U says aw.

- Perfect, all right.

So I would like to focus on this A-W for today.

And I would like you to help me build the word, which, I'm gonna turn it around, (laughs).

I would like you to help me build the word.

Oh let's do, well, let's do paw.

I'll change it up anyway.

Let's do paw.

- Okay.

- What do you think?

Puh.

- Puh.

- Aw.

- Well, I hear two sounds and I hear the puh, which is a P. And then on, you said A-W, so let's do it.

- All right, let's do it.

Here we have puh.

- Puh.

- Aw.

- Paw.

- Paw.

- All right, good job.

Now, what if I want this word to say law?

- Law?

Let's just put the L 'cause the L says ul.

- That's right.

When we know one word and a spelling pattern, then we can change some sounds to make a whole bunch of other words that have that same spelling pattern.

And so all we have to do is substitute the puh for the ul and now we have.

- Law.

- So we had - I get it.

- Paw and now we have.

- Law.

- Law, pretty tricky, right?

- Yeah, they're rhyming words.

- They certainly are.

All right.

Now I want you to listen very carefully to the next word.

You're gonna have to turn up your listening ears.

Are you ready?

I would like you to help me build the word lawn.

- Lawn.

- Lawn Like I turned the sprinklers on to water my lawn.

- Oh, okay.

Well it looks very similar to what you have or sounds very similar.

We have the ul.

Aw, we just need an N at the end.

- You are right.

Look at that we had, - I agree.

I was thinking the same thing.

- You're so smart.

Look, we had paw and law just by changing those two.

And then if we add a sound, if we have a addition, now we have lawn.

Isn't that tricky?

- Mrs. Hammack?

- Yes.

- Can we do that with paw?

Let's change paw.

- Sure.

- 'Cause I saw the P, is that a word?

- Let's read it.

- Puh, Aw, Nn.

Pawn.

- Have you heard that word before?

It is a word.

- I know.

- Tell me.

- Have you ever played chess and you get to be a little pawn?

- That's very good.

Ricky, is that what you were thinking?

- Mhmm.

- Fantastic, that is outstanding.

Great thinking about words and that's really what it's all about is really digging deep and thinking about how the letters are related and how we can move them around, to make new words.

That's what reading is all about.

Great job, thank you for your help today.

- Oh, it's a lot of fun.

- See you later.

- Okay, I'll see you later.

- Okay, bye, bye.

- All right, super readers.

Let's read our sentence, that has our spelling pattern in it.

Are you ready?

Here we go.

My dog almost caught the ball in her paws.

Let's look at those words.

Almost, there's that A-L spelling pattern.

Caught, there's that A-U-G-H. Ball, there's that A-L and paws, there's the A-W. How'd you do?

Great job.

You're getting the hang of this.

You know what else I think you're getting the hang of?

High frequency words.

Let's go see Mrs. Nix.

- Awesome, thank you so much, Mrs. Hammack.

And yes, this week we have six high frequency words that we're practicing and remember we're practicing them because there's something different about them that we're trying to pay attention to.

They don't always follow those awesome spelling patterns that Mrs. Hammack was teaching.

So we've gotta train our brains to recognize them and become fluent with them.

Just like when we're writing our name.

All right.

Our words this week, read them with me.

Here we go.

Friend, love, picture, father, mother and brother.

Okay, today we're gonna practice this word love right here.

So let's spell it.

L-O-V-E. Just like that.

Let's see what it looks like in a sentence.

I love to run around the park.

You see it?

Great job.

All right.

We have a little bit of a song to help us to remember how to see or how to spell love.

So I wrote out the words right here.

You wanna sing it with me?

Here we go.

♪ Love is written L-O-V-E ♪ ♪ L-O-V-E ♪ ♪ I love you ♪ Did you like that?

Let's do it again.

♪ Love is written L-O-V-E ♪ ♪ L-O-V-E ♪ ♪ I love you ♪ Great job.

Anytime you come to that word, you can just hum that little tune inside your head and it'll help you to be able to spell it.

Great job today, super readers.

All right, we're gonna kick it over and we're gonna watch a little bit of a video about a story.

And then Mrs. Vang is gonna have some comprehension for us.

We'll see you in a second.

- [Narrator] All kinds of helpers.

Every day, people help us in many ways.

To help means to give what is needed and useful.

It also means to make things better.

So helpers are the people who give us what we need and who make our lives better.

Who are some of the people who help us?

Families can be helpers.

The people in a family love and accept us.

They also help us in many ways.

A family can include a mother and a father.

This boy also has a big brother.

His brother often helps him with his homework.

His mother and father help him learn about the world.

Teachers help you in many ways.

In school, a teacher helps you learn how to read and write.

A teacher teaches you subjects, such as math and social studies.

A teacher helps you understand new ideas.

Sports coaches are helpers too.

The baseball coach in this picture is teaching his team How to hold the ball.

He talks to them and shows them what to do.

Who taught you how to play a sport?

Doctors and nurses help keep you healthy.

You visit the doctor for a checkup or when you feel sick.

The girl in this picture feels awful because she caught a bad cold, but the doc will help her get better.

Do you walk or take a bus to school?

Either way, people help you get back and forth safely.

Other helpers keep you safe, too.

Police officers and firefighters are always protecting you.

Some boys and girls need a grownup to talk to.

Some groups match boys and girls with a grownup who will be their friend.

What a good idea.

Caption: a special group called Big Brothers Big Sisters help some children out.

There are many helpers around you.

Families love you, and teachers help you learn.

Doctors, nurses, and safety helpers keep you healthy and safe.

Special groups help you in special ways.

All of them give what is needed and useful.

- Did you guys enjoy that story?

It was called All Kinds of Helpers.

Did you guys read about all kinds of helpers?

There were lots of them, weren't there?

There was.

Now today, our comprehension skill is author's purpose.

Now, what is author's purpose?

Well, the author's purpose is the reason the author writes a selection.

Now in this story, this was considered a nonfiction.

Remember what nonfiction means?

It's a real story, right?

'Cause it has facts and details for us.

So, authors write nonfiction selections because they wanna share information.

They were giving us lots of details and facts about all kinds of helpers.

So I wanna figure out what the author's purpose is.

So I have some clues as I was reading to kind of help me figure out what help is defined.

So, as I was reading, I was looking at clues and I know they kept saying that help means to give what is needed and useful.

Okay, 'cause they kept saying they were helping, they were helped, okay to help.

Another clue as I was reading says that help means to make things better, okay.

So those are two clues that I found in my story.

So help means to give what is needed and useful and help also means to make things better.

So what is the author's purpose in writing all kinds of helpers?

Did you guys get it?

What does it mean?

It means that the author wrote this to let the readers know that people, who helped do two important things.

What do they do?

They give us what we need and they make our lives better.

Did you get that?

Awesome, so that's author's purpose.

That's the author's purpose of writing this text.

Now let's go and take all that we have learned and take it into writing.

Are you guys ready?

Okay, so here's my writing prompt for us today.

My writing prompt says write about a group of helpers in your community.

So in the text, they talked a lot about different kinds of helpers, okay?

Can you guys help me think of some?

Oh, how about we have our friends come and help us?

How about that?

Let's see, Tina, Rita?

- There you are.

Oh, hello friends.

- Yes.

- Hi.

- Hi.

- Did you guys, were you guys listening?

There was all kinds of helpers.

Can we think of some that's gonna be in our community.

That's gonna help us.

We have lots of helpers in our communities.

- Oh yes we do.

- What can we write on our list?

Let's brainstorm.

You know what means?

We're just gonna think.

Let's just think of all the possible group of helpers in our communities.

So let's just think.

- I thought of one.

We have librarians.

- Librarians are helpers.

- That's a good one.

- That's a good one.

- They help us learn how to read.

- They do.

- Yeah, yeah, we could also say teachers.

- Teachers, another group of helpers.

- Oh yes.

- What else?

- And there's policemen.

- Oh yap yap - Policemen.

- Firefighter.

- Firefighters.

- They came to my school the other day 'cause the alarm went off and it was very cool to watch them.

- That's.. How about the dentist?

- Oh yeah.

- Sure, sure.

- Because they help us, - Keep our teeth healthy.

- That's right and doctors and nurses.

Are they all helpers in our community?

- Yeah.

- They are, so we have so many to write about, but let's just choose one, okay?

Let's just choose one group of helpers in our community.

Which, you guys gave me lots of good ideas, but remember we only can choose one.

What do you guys wanna write about?

- What if we wrote about firefighters?

'Cause yeah, we just had them come and visit and we have a lot we could say about 'em.

- Yep, yeah, that'd be fun.

- Oh, that's a good idea.

Okay, so we are gonna now write about firefighters.

So how can we start off our paragraph?

Should I just start with firefighters?

No, 'cause that's not a sentence.

Can you guys think of a topic sentence for me?

- Yeah, I think one of the things I like to do is I like to look at what the prompt is.

It says to write about a group of helpers in your community.

And then I could use some of those words to help me.

- That's right, good thinking.

- And so I wrote, firefighters help our community in many ways.

- Ooh, I like that.

That is a perfect topic sentence.

Firefighters help our community in many ways.

And I loved how you used the words in our prompt.

We don't have to go back and sound them out or know how to spell them 'cause they're right there.

You're using words from our prompt.

That's a great idea.

- Thank you.

- Okay, so now we need some details.

How do firefighters help our communities?

'Cause we said in many ways.

Can you guys give me some details?

- I have one.

How about first, they put out fires.

- Oh, that's a good one.

- Yep that's a good one.

- You guys like that?

I like that, and I like how, - When I think of a firefighter, that's what I think of.

- Good and I loved how you used the transition word first.

That's my first detail, they put out fires.

Okay, what other details?

What else do firefighters do in our community?

- Well, I know that they come, to your house or they respond if you have a medical emergency, - That's right.

- So I said, next they respond to medical emergencies.

- Ooh, I like that.

And I liked how you said, and I remember they came.

So you're using some of your personal experience, aren't you?

Next, they respond to medical emergencies.

'Cause that's what firefighters, - That's a huge word.

- It is a long word.

And I liked how you did your best.

You were sounding it out, didn't you?

And then you had some help.

Can we also ask for help when we need to spell those long words?

- Definitely.

- Oh, yes.

- Oh absolutely.

- Okay, what other details can we put?

- I think our next sentence should be about how that they, they come to schools and that they help us, so.

- Yeah.

- What about like, they also visit schools to teach about fire safety.

What if we said that?

- Oh, I like that.

- Oh, yeah, I like that because that's what they did.

- You're right.

- Good thinking.

- 'Cause it's so important that we know when they come into our house, they're there to help us.

- Yes, - 'Cause they look scary, but you should never, never, never hide from them.

'Cause they're there to get you out safely.

- Absolutely.

- That's right.

I love how you wrote that into our paragraph.

They also visit schools to teach us about fire safety 'cause that's another way that they help us in our community.

You guys had just said they were at your school.

- Yes, it was so cool, we practiced, - How exciting.

- Stopping and dropping and rolling - That's right.

- And they told us we should always have an emergency plan, so our family knows where to meet once we get out of the house.

- And to never, ever try and hide from them.

- That's right.

- Always make sure that we're big and loud so that they can hear us.

- Yeah say, hey, hey, I'm over here.

- Yep come help me.

- I love that, 'cause your topic sentence said, firefighters help our community in many new ways.

And I love how you guys give me all the different ways, Now, can they help us in more than just these ways?

Yes, 'cause I hear you guys talking about how many different ways that they can help us, right?

So we can continue writing some more ways or like what you guys said.

I loved how you gave me some details of what they taught you at school.

That's another way that we can add some details into our paragraph.

So these are more for my advanced writers, my first graders that are ready, my second graders and my third graders, you guys can add in those extra details.

It's what we call, I call them my examples or my what, right?

'Cause you guys wrote the detail.

They also visit schools to teach about fire safety.

But then you guys added the detail and you said, they teach us how to stop and roll.

That's another detail or an example that went with our details.

So you guys are doing some really great advanced writing.

Oh my goodness, don't forget that you can add that to make your sentence a lot, what I call, fuller with more so that as the reader is reading, they're really visualizing what you're writing.

And especially since this is a non-fiction writing, you're giving me lots of facts, like, - Yeah.

- Lots of, well, not facts, but you're giving me examples for your details.

That's awesome.

You guys are doing such a great job, but you know what?

I think let's end it, so I can tell the reader that I am ending my paragraph.

Remember that's called a concluding sentence.

Can you guys help me with my concluding sentence?

- Yes, because can I, could we use a phrase I saw in one of my stories, it said all in all.

I loved that, so I wrote it down.

All in all, - I love that.

- Firefighters are, and I'm going back, important helpers in the community.

- Oh, I love that.

- Oh, that's so good.

- And I loved how you used that word from your reading.

All in all, fires are important helpers in our community.

'Cause you went back and used those words and our prompt.

Great writing you guys.

- Thank you.

- Good job.

Now let's see what book a friend is going to share with us today.

- Hello, y'all in TV land.

It's Rhonda Retell here and I am so happy to be here, talking about one of my favorite books called "Be You."

You know, you can be, anybody.

You can be different.

You can be curious.

You can be loving.

You can be active.

You can just be you.

And this book is such a heart warming book that when I get done reading it, I feel so good.

There's one page I just wanna show you.

It's called be brave.

And can you see that little boy on the end of the diving board?

He wants to dive into the pool, but he's scared.

But sometimes if we can be brave, we can find out that what we're afraid of is really something we like to do over and over again.

So I wanna recommend this book to you, to check out at your local library or on Sora.

I hope you enjoy it as much as I did.

Bye, bye y'all.

- Hey, that's my cousin.

- Yeah.

- And guess what?

She has a joke for you guys.

- Okay.

- All right, let's do it.

- What did the policeman say to his tummy?

- I don't know.

- I don't know.

- He said freeze, you're under a vest.

- Oh, golly.

- Under a vest.

- You get it?

Because he has a vest but he's under arrest, like he's arrested.

- We got it.

- It was great hanging with you guys today.

We look forward to seeing you back here tomorrow, on Valley PBS.

Have a great one.

- Bye.

(gentle music)