(upbeat acoustic guitar) (light 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, we're gonna do a little bit of just segmentation.

So I want us to listen to our word, and then stretch it out and count how many sounds we can hear.

You could even tap out your sounds on your hand.

Or maybe you're just gonna count them on your fingers.

All right?

Okay, so the word today is "knob."

Knob.

- Okay.

- So stretch it out and let's see how many sounds we hear.

- [All] (slowly) n, o, b. n, o, b.

- Did you hear three?

- Yeah I heard three.

- Okay, great!

How about this word?

"Wrote".

"Wrote".

Stretch it out.

- [All] (slowly) r, oh, t. - r, oh, t. - [All] Three!

- Nicely done!

All right, last one today.

"Choice".

"Choice".

- "Choice"?

Ooh!

- How many sounds can we hear in the word "choice"?

- [Together] (slowly) ch, oi, s. - Oh!

- Three again!

- Everyone get three again?

- Three!

- Nicely done.

Again, that's a great way to just get our brains and our ears listening to our sounds.

- That's right.

It's gonna help us with our spelling down the road, too.

And I know Mrs. Hammack's got some phonics today that's gonna go pretty well with some of those words we just used.

- I do!

- You know what else I have that I have three of?

(others gasp) - Oh!

- What?

- I have three roses.

One for you and one for you.

- Oh, so beautiful.

- So lovely.

- Because I think we're ready to dance and our song today is called "A Rose".

- All right!

- Perfect.

- Let's do it.

- You know what, do they have to have a rose?

- They don't.

If you don't, you can just pretend.

- Pretend.

- Just pretend like you're holding a rose and just... ♪ A rose is nice ♪ ♪ A rose is sweet ♪ ♪ It's the loveliest flower ♪ ♪ That you will meet ♪ ♪ But here is a warning and a word to the wise ♪ ♪ Be careful, don't go near it ♪ ♪ For a sharp surprise ♪ (woodwind music) ♪ A rose can make a beautiful bouquet ♪ ♪ A rose can brighten up anyone's day ♪ ♪ Now I don't want to grumble ♪ ♪ And I don't want to pout ♪ ♪ But a rose can make you say ouch ♪ (dramatic strings music) (laughing) - I love that!

- Oh so much fun.

- Oh I love making all those faces and just kind of playing the part.

That's so fun.

- Absolutely.

Being a little silly.

All right.

- Okay well it's time for us to go see some (ghostly sounds) ghost letters.

- Ooh, I forgot.

I love that.

- I know.

It's gonna be good.

All right, we'll see you guys later.

- All right, we'll see you.

- All right, super readers, are you ready to review and practice a little more with our ghost letters?

All right, so remember, ghost letters are not really ghosts.

They are actually a spelling pattern that we have from the nest card and from the rose card.

So, all the way back in kindergarten, we learned that "nest" starts with a "n" sound and we can spell it with an N. But, now it's time for us to build more skills and knowledge and we can also spell that N sound with a K-N that says "n" and the G-N. And this is where the ghost comes in because ghosts you can't see, right?

So we're going to pretend that that K is like a ghost and we can't see it.

And we're only going to say the N sound, ready?

"n".

Good job.

And then that G is going to be our ghost.

And we're only gonna say the N, "n".

And then for the rose card, we have the W-R and we don't wanna say the W sound.

We're just going to say the R sound.

So these- I call them ghost letters because sometimes I think having a little trick or a little game like that can help you remember them better, and then it gets locked in.

So when you're reading, you remember, "oh, that's right."

"That's a ghost letter."

So we're ready to practice.

And we're gonna repeat our spelling patterns, but let's get our friends to join us.

Hey guys, are you ready to practice your ghost letters?

(ghost sounds) Ooh, very nice!

- [Tortoise] Yeah, I think we're ready.

- [Ricky] We're ready.

- You did that so well.

All right.

So I was just telling our super readers that remember, they're not really ghosts.

And the reason I call them ghosts is because we're going to pretend like we don't see them just like you don't see ghosts.

So that K-N says "n".

- K-N says "n".

- K-N says "n".

- Fantastic.

G-N says "n".

- G-N says "n".

- G-N says "n".

- Very nice.

And W-R says "r".

- W-R says "ruh".

- W-R says "r".

- Right.

Now remember Ricky, not "ruh".

We wanna be careful with that R sound.

It's very tricky.

It's a "r".

It's a little bit of "er".

- Ah, okay.

- [Tortoise] "r" - And a little, yeah.

It's a clipped sound.

We gotta clip that off before it goes into some other- - (strongly) "ruh".

(laughs) I did say that, didn't I.

- Exactly.

- I thought maybe you were trying to bark at me.

(laughs) - That's what it sounds like.

Oh, I'm gonna remember that.

So if I said (strongly) "ruh", that's wrong.

- Right.

- It's "r".

- That's excellent.

All right.

So let's practice blending some words with our ghost letters.

- Okay.

All right.

We'll start here with the K-N pattern.

And I'm gonna put our ghost right on the K. And now let's read this.

Now remember when you look at the word, you wanna look at the whole word, so you can remember what we've learned about sounds, right.

- Okay.

- Okay, here we go.

Let's see if you remember some of these sounds.

We start with the N that says- - [All] "n".

- And then- - [All] "ahy" "t".

"Knight".

- Very good.

Now, this type of night where we have a ghost letter, K-N this is the kind of knight like a night in shining armor.

- Oh.

- Now, if we were talking about night, as in the stars come out at night, we would not have a ghost letter there at all.

It would just be the N all by itself.

- Oh.

- So that can be a little tricky for people.

- Miss.

I knew that, Mrs. Hammack, because I read a book- - Yes?

- And there's a knight in it and they spelled it with the K in it, and now I know the K doesn't make a sound.

- I am so proud.

- It's not a "k-night".

- No, it's not a "k-night", that would be strange.

- It's a knight, and they wear armor.

Okay, I loved the book.

- Oh, I can tell you really liked that, didn't you.

All right, so just remember when it has a K, the ghost letter, K-N, that it is a person, okay?

- Okay.

- Let's try this one.

We have a G-N that is our ghost letter pattern.

I'm gonna put the ghost over the top of the G so we can pretend like we don't see it.

And let's read this one, ready?

- [All] "n", "a", "t".

Nat.

- Nat.

Good.

- Those are yummy.

- (laughs) I bet- I never thought about that but they probably would be a tasty treat for you.

- Mm-hm.

- All right.

Let's try the next one.

Our pattern is W-R so I'm gonna put our ghost over the W and then we can read the rest of the word.

Here we go.

Ready?

- [All] "r", "ahy", "t".

"Write".

- Good job.

- "Write".

Now, this type of right when we spell it with the W-R, is what we do with our pencil.

- Oh.

Like I like to write letters.

- Yes.

The other type is spelled completely different.

And that would be like your right hand or turning to the right.

- Well, how about I'm always right?

- Or you're always right.

- (Ricky laughs) - Excellent.

- Oh, that's funny.

- Fantastic.

All right.

So today I would like to just focus on the K-N to do some building.

Will you help me with that?

- Oh yeah.

Let's do it.

- Mm-hm.

- Let's do it.

I was wondering if you could help me spell the word "knack".

"Knack".

- "Knack".

- Now, I've already given you the first part.

So that's the- So let's see what you would do next.

What, what do you think would come next?

"n"- - "a".

So that would be an A.

- Good.

We have a short A sound says "a".

"n"-"a"- - "k".

- "k".

- Hmm.

- Hmm.

- Well, it could be- Usually the "k" sound at the end is a C-K. - You are right.

When we have a short vowel, it is often a C-K. And that is exactly what it is today.

- I was gonna say, you remember that?

Remember we learned that when there's a short vowel and we hear a "k" it's usually C-K.

I remember that.

- You have such a good memory.

- Well, Mrs Hammack, you're a very good teacher.

- It's 'cause I'm a donkey.

- Aw, you are the best.

Now I was wondering if we changed and did some substitution.

What if I have "knack", but I want it to say "knock", I heard a knock on the door.

What would need to be changed?

- That's easy, Mrs Hammack.

- What do you think?

- I just changed the vowel sound.

So let's change the "ahy" into an "o".

An "o" is spelled with an O.

- You are right.

So I'm gonna take away the "a" and I'm gonna put in a "o" which is our short O.

- "Knock".

- "Knock".

- (All) "Knock".

- Oh yeah.

I see it.

- Very nice.

- Well what if I heard a knock on the door and I grabbed the door knob to open it?

How would I spell "knob"?

- "n-o-b", ooh, ooh, we're gonna change the last sound.

So we don't need the C-K. - Okay.

- And we're gonna change it to a "b", so that's a B.

- You are right.

Wow.

You guys are amazing.

Knob.

And here's that ghost that comes in front of our word knob.

Nicely done.

Thanks for your help.

You were amazing.

- Oh.

- I can tell you've been practicing.

- Mm-hm.

- Mm-hm.

- I bet you're gonna go read a story about a knight, aren't you?

- I am.

I'll see you later.

Okay, I'll see you later.

- Bye Mrs Hammack.

- Bye.

- Bye super readers.

- Let's read our sentence together today and see if we can identify some of those ghost letters.

Here we go.

He cut the knot with a knife.

Here's our word "knot", we have the K in front.

That means it's a knot.

And here is knife.

How'd you do?

Are you getting the hang of it?

I bet you are.

We'll keep practicing.

No worries.

And now it's time for us to practice our high frequency words.

- Thank you so much, Mrs Hammock, and yes, we're gonna practice those high frequency words.

Remember they're words we see often in our reading.

We're using them in our writing.

So it's important that we are able to both read them and spell them.

Let's go through, let's practice.

We've got six of 'em this week.

Let's read 'em together.

Big and loud.

"Question", good, "children", "been", "their", "year", and "month".

Excellent job.

Today, I want us to practice this word right here.

And this word right here is "children".

"Children".

Let's look at all those letters.

C-H-I-L-D-R-E-N. Do you see the word "child" in that word?

Yeah.

"Child".

Now we have "children".

Excellent job.

So what does this look like in a sentence?

Let's check it out.

The (blank) are making a fort.

Let's try it.

The children are making a fort.

That just means that there's more than one, right.

Great.

Okay.

We always love to practice our high frequency words.

And I'm gonna invite a friend out here.

I think Mrs. Hammack's gonna come out here and we're gonna just practice a little bit of our Whack-a-Word today.

And this is just a real fun opportunity for us to practice finding our words and identifying them.

So you can do that with a friend at school or at home too.

(Mrs Hammack chuckles) All right.

- Okay.

- So today we have pointers and we're simply gonna be pointing to our words and I left- I'm gonna grab 'em real quick, they're right here.

I'm gonna grab our cards.

- Okay.

- And I'm gonna shuffle 'em up.

And I'm gonna show our super readers our first word.

Are you ready, Mrs Hammack?

- I think so.

- The word is- (Mrs Hammack gasps) "their".

- "Their".

- Okay, it's for- - Oh.

(Mrs. Nix gasps) - Got it.

All right.

One more.

How about this word?

Do you recognize it?

- Ooh.

- What is it?

- It's the one for today.

- "Children".

- "Children".

- Ta-da.

So lots of fun finding our words.

We could go around and maybe we could just be pointing them out with a friend.

All right.

So we're gonna kick it over to an awesome story.

Mrs. Vang is gonna work with you in just a minute with some comprehension.

I hope you enjoy it.

- [Narrator] Wrapped in Ice.

The sound of something hitting the window woke Kim up.

Ping, ping, ping.

"What's that?"

Kim asked herself.

Kim peeked outside.

The trees were coated with ice.

The yard sparkled.

The driveway was like a skating rink.

Even the car was wrapped in an icy design.

"Mom, why is everything covered in ice?"

Kim wanted to know.

"That's a good question," said Mom.

"Good thing I'm a science teacher!

It's raining, but the air is very cold.

So the raindrops freeze when they land on cold surfaces like signs, trees, and roads."

(acoustic music) Mom turned on the TV weather.

A reporter said "A winter storm has hit this part of the country.

Freezing rain is making streets and roads icy.

We advise you to stay inside.

Children can stay home.

Schools will be closed."

"We have a snow day!"

cried Kim.

"You mean an ice day!"

laughed Mom.

Suddenly all the lights went out!

"I guess some icy tree branches broke," said Mom.

"They must have knocked down power lines.

We won't have any power until the lines are fixed."

Kim looked worried, but Mom said, "Let's just pretend we are camping!"

(acoustic music) Mom lit the logs in the fireplace.

Kim got flashlights.

They played lots of games.

It was fun to eat their lunch by the fire.

Then Mom said, "Listen!"

The ping, ping, ping had stopped!

"The storm must be over!"

cried Kim.

Up and down the street, people came outside.

There was so much to do.

Everyone worked together.

They put sand on the walks.

They broke up the ice.

Noses got red.

Br-r-r-r!

The air was very cold.

"I made a fire in the fireplace," Mom called out.

"Come in and warm up!"

(acoustic music) Neighbors came with flashlights and snacks.

Ms. Knox brought cider.

Mr. Wright told about the year it snowed in the month of May.

Kim told knock-knock jokes.

"It's nice when everyone gathers together," said Mom.

Just then, the lights came on.

Everyone cheered.

"It's been a big day!"

smiled Mom.

"We were lucky to be cozy and safe."

"We are lucky to have such nice neighbors, too," said Kim.

"We turned an ice day into an ice party!"

- Can you relate to that story?

Oh, how scary when the power all went out, wasn't it.

But today, boys and girls, I want to work with cause and effect with our story Wrapped in Ice.

Now remember the cause - I like to call it - is the reason.

The effect is what I like to call the result.

Right?

So a cause is how or why something happens.

But the effect is what happens.

Okay.

So think about that in your head.

So I have all of my causes here and then we are going to try to figure out what the effect was.

So here's what helps me.

So if I say because the air was very cold, right?

So I put the because, because "because" has the word "cause" in it.

Because the air was very cold, I asked my brain, "well, what happened?"

What happened when the air was very cold?

Rain drops froze on cold surfaces.

See, that was the effect to the cause.

Did you see that?

Okay, let's continue.

Let's see if you guys can help me with this.

So what was the cause?

Well, because branches broke and the power line fell, ask yourself "well, what happened?"

Well, let's see.

What was the effect.

The effect was, that's right, there was no electricity.

Did you get that?

Good.

Okay.

Let's keep going.

So here's the cause.

People were cold and needed to get warm.

So because people were cold and needed to get warm, what happened?

Ask yourself "what happened?"

"What was the effect of that?"

That's right.

Mom made a fire.

Good.

Okay.

Last one.

The cause was the lights came on.

Right, you're gonna ask yourself "what happened?"

"Oh, what was the effect?"

So the light came on.

Everyone cheered.

How did you do?

Awesome.

That's cause and effect.

The "how or why", and then the "what happened".

Good job.

Super readers.

Now let's go into our writing.

So let's get your pencil and your paper ready because my writing prompt today says how do the people in town react to the weather in Wrapped in Ice?

So I want you guys to think, okay.

So we read and listened to the story called Wrapped in Ice.

We just did a cause and effect, right?

But I want you guys to respond to this prompt.

How do the people in town react to the weather in Wrapped in Ice?

And I started our writing for us.

So my topic sentence says "the people in town had a busy day because of the weather."

Did they have a busy day because of the weather?

They sure did.

Now I want you guys to think of details of what they did that made them have a busy day.

Can you guys think of some details or should we have some of our friends come to help us?

Should we?

Okay.

Let's call them together.

Ready?

Friends.

(friends laughing) - Here they are.

Hello, Greener.

Hello, Tina.

- Hello, Mrs. Vang.

- Can you guys help with our writing today?

- Oh yeah.

We absolutely can.

- I love to write.

- Now, did you guys enjoy that story?

- Mm-hm.

- Mm-hm.

- Mm-hm.

And in the story, the town and people sure were- They sure were busy, weren't they?

- Oh yeah.

- Oh yeah.

- Did you guys think of all the things that they had to do because of that weather?

- Oh, yeah.

- They were very busy.

- That storm, the ice.

- The ice storm that they had.

- I was thinking and thinking.

And one thing that I said was everyone went outside after the storm to help clean up.

- That's right.

That was the first thing they did after the storm, right.

- That was something they did to keep busy.

- That's right.

So everyone went outside after the storm to clean up.

Do I like that sentence.

- And then they, they worked together and they had to put sand on the side, on the sidewalks and break up all the ice.

That would, that would be a lot of work.

- That is.

- I was a little confused about that part because I don't- I dunno how come they had to put sand on the ice.

I've never heard of that.

Do you know?

- Well, because it was super icy.

And if you don't put ice on it and break the ice, it gets super slippery.

- Mm-hm.

- Oh.

So if you put the ice on it and you step on it, it kind of melts the ice and then so it's not so slippery.

- Oh, that makes sense.

Okay.

- Isn't that a good idea.

- It's kinda like sandpaper.

- Oh, okay.

- Mm-hm.

- Well I also said that the neighbors, they all invited- were all invited to hang out at Kim's house.

- Oh, that's right.

- That's right 'cause the mom made the fire.

- That's right.

- That's cozy.

- So they all helped each other and then- - And then they made it- - They all went and hung out- - The icy day into an ice party.

- (laughing) That sounds fun.

- Oh that's a great ending.

They turn an icy day into an ice party.

What a great ending to a great paragraph.

You guys did such a good job helping me.

Now, are you guys ready?

'Cause I have a friend who wants to share a book with us.

- Woo-hoo.

- Ooh, yay.

- Why, hello.

My name is Leo the Lion.

I have a book I wanna share with you today.

This is a book called Lions 'cause I'm a lion.

This is a non-fiction book that will give you a lot of facts about lions.

Like did you know that the male lions are the only cats that have manes?

Yep.

That's what I have around my neck.

This is a mane.

Now, did you also know that a lion is built to hunt?

Every part of its body work together to capture prey.

A lion's tan coat is the same color as the grass around it.

It blends into its surrounding.

Now if you wanna read more about the lion and lots of facts, make sure you are checking out these books at your library.

Thanks for watching PBS.

- Wow.

I learned a lot about lions just from that little clip.

- That's that's one good-looking lion.

- I agree.

- I totally agree.

- Hey, guess what.

- What?

- So I was reading the book the other night and here comes the joke, are you ready?

- All right.

- Absolutely.

(puppet animal laughs) - What happens when it rains cats and dogs?

- You need an umbrella?

- Yeah, you're gonna get wet.

- No, you have to be careful not to step in a poodle.

- Oh my gosh.

- (puppet animal laughs) It's a poodle.

- Poodle is a type of dog.

- That was very good.

Yeah, good, that one.

- Nice.

Nicely done.

- Hey, thank you guys so much for hanging out with us this morning on Valley PBS.

We look forward to seeing you back here tomorrow.

Take care and we'll see you then.

- Bye.

- Bye.

(upbeat music)