(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 more of that categorization.

Now just simply means, I'm gonna give you three words and you are going to listen, turn up those listening ears.

You're gonna listen, and find the word that doesn't have any of the same sounds.

Two of the words have the same sounds, could be at the beginning, could be at the end.

- Okay.

- Could in the middle, but they'll match.

I want you to find the one that doesn't match, okay?

All right, here we go.

Listen for these three words.

Let's do, knee, knot, Rope.

- Knee.

- Knee.

- Knot.

- Knot.

- Rope.

- Oh, I got that one super fast.

'Cause knee and knot both has the (phonic sound n) in the beginning, but rope does not.

- That's right.

- Nice.

Great job, did you get that too?

Ah, you are a Super Reader.

Okay, how about these three words?

Let me think, farm, join, card.

Farm, join, card.

- Oh, you tried to trick me, but I got this one.

- Okay.

- Farm and card, both say R in the middle, but join, says, o-i.

- You got it, nicely done.

All right, last one, how about toil, hat, jam.

Toil, hat, jam.

- Oh, I got it.

- Yep.

- Okay.

- Toil has the o-i sound, but jam and hat both says (phonic a).

- Yep, that's what I got too.

- Nicely done, great job Super Readers.

Remember, listening to those sounds is gonna help you as you're building your words, especially when we get with- - That's right, reading and writing.

- This assignment, and we're working on our phonics.

You can see how they're connected, so it's a good piece.

- I guess it hurts me sometime.

(Mrs. Hammack laughs) - They do.

- They do.

- They make me say, ouch!

(Mrs. Vang laughing) Just like in the song.

- Thank you.

- I think we're ready to stand up and dance, with a song called "A Rose".

- Now remember, you can pretend you have a rose.

- That's true, yes.

♪ A rose is nice ♪ ♪ A rose is sweet ♪ ♪ Is loving and slower than you will be ♪ ♪ The here is the morning ♪ ♪ And the words are the words ♪ ♪ They can't (indistinct) ♪ ♪ A rose can make a beautiful bouquet ♪ ♪ A rose can bite at any one thing ♪ ♪ Now I don't want to grumble, ♪ ♪ And I don't want to crush ♪ ♪ But the rose can make you say, ouch ♪ (all laughing) - How fun that is.

- Oh my goodness, well- - Such a good time.

- Speaking of fun, we're gonna do a little word fun over at the word work board, and I'll see you guys later.

- Okay.

- Okay, we'll see you in a bit.

- You ready?

All right, come on Super Readers.

All right, all this week we have been working on silent letters, and I nicknamed them "the ghost letters" just as a fun way to help us remember that they don't make a sound.

We pretend we don't see them.

So, we have our nest card, and we the KN, and we don't say the K sound, just the N. And we have our GN, and we don't say the G sound.

So that's our ghost letters.

And then we have our rose card, and we have the WR.

In that spelling pattern, we don't say the W sound, we only say the R sound.

So, let's call our friends to come and join us, and we will get started in reviewing our spelling patterns with the ghost letters.

Hey guys, how are you today?

- Good morning.

- Good morning, Mrs. Hammack.

- Good morning.

All right, let's review the spelling pattern and the sound that they make.

- Okay.

- All right, here we go.

So we have kn and the k is our ghost, and we say (phonic sound n).

- [All] Kn says (phonic sound n).

- Good job, all right, we have gn, and here's our ghost gn says (phonic sound n).

- [Tina and Rhonda] Gn says (phonic sound n).

- Great job.

Wr, and our w is the ghost, wr says (phonic sound r).

- [Tina and Rhonda] Wr says (phonic sound r).

- Perfect, all right, so now let's do a little blending, remembering what those patterns say, the sound that they make.

So here we have this word here, let's take a look at it.

All right, I'm gonna put the ghost up, and let's read this word together, you ready?

Here we go.

- [All] Knee.

- Good job.

- [Tina and Rhonda] Knee.

- Yes, knee, very nice.

All right, and now, I want you to take a look at this one, 'cause the gn is not at the beginning.

It's at the end, and that can happen.

And so, the g is still going to be... - Shh.

- Yeah.

- This could be silent.

- That's right, it's still gonna be our ghost letter, but we need to be thinking now, 'cause this is a little bit tricky.

So remember, the i by itself can say the long i sound.

So, we're gonna use that to help us, here we go.

- [All] S-i-gn.

- [All] Sign.

- Sign, very good.

Very good, do you see how tricky reading can be?

- Mm-hmm.

- Because we have to remember all of the things we've learned about the sounds, and that's a lot to remember.

That's why we have to practice over and over, because there are so many things to remember.

You ready to try the next one?

- Oh yeah, let's do it.

- Okay, here we go.

- [All] Wr-o-ng.

- [All] Wrong.

- Oh, we didn't get that one wrong.

- You did not get that one wrong, very nice.

All right, so today, we've practiced some words building with the kn, we've practiced some word building with the wr, and today, we're gonna practice some word building with the gn, and gn says what sound?

- [Tina and Rhonda] (phonic sound n) - Good for you.

All right, so, the first word I have for you is gnome, gnome.

Kind of like that little garden statue that looks like a little man with a blonde beard and a pointy hat.

- Oh, yeah, yeah, with a pointy hat.

- Right, that would be a gnome.

So, how would I go about building that word?

- Well, you started with the gn- - Mm-hmm.

- And then we need -ome.

So I hear o- - Yes.

- M, and to make the o say its name, we need a magic e. - You're right, and you know what, Tina, you know what I heard you do that I really liked, you did something we call onset and rime.

You knew that the onset or the beginning sound was (phonic sound n) and then you said, "And now we just need to build -ome."

And that's a great strategy when you're trying to write, even when you're reading words, to break it apart into the parts that you know.

Great strategy for demonstrating that for our Super Readers at home.

- Well, thanks.

- Yeah, good job Tina.

- Yes, all right now, I want to build the word gnat, gnat.

So, that's one of your favorite treats I know.

So what would we do to build the word gnat?

Are we gonna use any of these letters?

- I don't like gnats.

- No, I know.

- But I know how to write it, I think, okay, how about (phonic sound n) that's gonna be the gn- - You're right.

- And there it says, (phonic sound a) which is the a.

- Okay, so I need an a.

- Mm-hmm, and then gnat, and the a since it's (phonic sound a) I don't need a silent e. - Nope, you don't.

- So it's just gn-a-t just like that.

- Very good, gn-a-t gnat, terrific.

All right, how about the word gnu.

Like your friend is a gnu.

Remember that was a- - Oh yeah, he was like a wildebeest.

- That's right, that word is the animal that's like a wildebeest.

So how would I spell gnu?

We have a lot of ways to say the u sound, but can you remember?

- Oh yeah, it was little.

It just had a u at the end.

- You're right, it is a little word, isn't it?

- Mm-hmm.

- Very nice.

Gnu, terrific.

Now, sometimes it's hard to know what vowel sound or what sound you need, and you might have to try out a few, because then we really have to practice with our visual memory and try to remember what a word looks like if we've read it before.

If it's a brand new word, we can't do that, and that's okay.

But we do the best we can, by knowing all of those different patterns, you can build words that people can read.

- Mm-hmm.

- That's good too.

- Yeah.

- I think I'm gonna go and practice my reading now.

- I think- - Is that okay?

- Yes, I would love that.

I will see you guys later on.

- Okay, we'll see you later.

- Okay, good bye.

- Okay, see ya.

All right, let's read this sentence together.

Did the gnat gnaw on the napkin?

Hmm, did you see the word gnat and gnaw?

And here's our ghost letter pattern, that g is the one that we're pretending we don't see.

It is a little tricky, but you can do hard things.

So, speaking of hard things, which I don't think they're really very hard for you, let's go check out Mrs. Nix, and see what she's doing today with our high frequency words.

- Absolutely, thank you Mrs. Hammack.

So this week we've been practicing our six high frequency words.

Those are those words that we come across often, and it's really important for us to be able to read them and spell them, so that we can use them in our writing.

So let's look at our words that we practiced this week.

Read 'em with me, I want you to read 'em big and loud.

Here we go.

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

Today, I have two words for us to practice.

This first one is their and let's spell it.

T-H-E-I-R, their.

Now this is a possessive their, like this is their table.

It's not my table, it's their table, it belongs to someone else.

That's important, because this happens to be a homophone, there's a couple of different types of their.

And our other word here, is year.

Let's spell it, Y-E-A-R, year.

Okay, let's check 'em out in a sentence over here.

All the kids have (phonic sound m) books from last (phonic sound m).

- Well, they have books from last year, probably fits there, right?

All the kids have their books from last year.

All right, great job.

All right, now to practice all of these words, I'm going to invite a friend over.

So Mrs. Hammack, if you'll come out, we're gonna play a quick little game of Dynamite.

- Oh, this game.

- Now, I have all of our words right here, they're all shuffled, and in this shuffle, there are a couple of cards that have a dynamite stick on 'em.

Now, if we draw the dynamite stick, all of our cards have to go back to the bottom.

But as long as we can read the card, we get to keep the card in our hand, are you ready?

- I'm ready.

- All right, go ahead.

(Mrs. Hammack rubbing hands) - [Both] Woo.

- I'm gonna knock all down.

- Sorry.

- Sorry, oh, month.

- Oh, she read it correctly, she gets to keep it.

- How about this one?

We just did it, year, good.

- Okay, let's see here.

- Hey, that happens to me every time I play with you.

- I think so, and all of them go to the bottom.

Super fun game and we just keep going until we can practice and practice and practice all of our words.

Thanks for coming with me.

- Yeah.

- All right, we're gonna turn this over to a story, and then Mrs. Vang is gonna help us with some comprehension in just a moment.

- [Announcer] "Rainy Weather".

Weather changes from day to day.

Some days are sunny, and some days are rainy.

When it rains, do you wish the rain would go away?

You might, but we need rain.

How rain helps.

All living things need water.

Rain helps plants grow, so that people and animals have food.

Rain falls on ponds, lakes, and rivers.

Then animals can drink water all year long.

People need water to drink too.

We also use it for cooking and cleaning.

Stormy weather.

We need rain, but rain can mean storms, and storms can mean problems.

In a thunderstorm, thunder crashes, lightning flashes!

Lightning can strike trees or buildings.

A hurricane is a bigger storm.

Heavy rains can cause a lot of damage.

Winds can blow so hard that trees bend and break.

There may be a flood.

When it's over, people help each other clean it up.

Ready and safe.

Weather people can predict if a storm is on the way.

Then we can stay safe.

In a thunderstorm or hurricane, the best place to be is inside.

People may buy extra food, drinking, water, and flashlights.

Then they do not have to go outside.

Soon the sun will be out.

And then there will come another rainy day.

Caption, the red and yellow on this map show a storm.

- Did you guys learn a lot of facts in that story called Rainy Weather?

I sure did.

Today, we are going to be rereading and then answering some questions.

So, let's read, read part of the story, and then see if we can answer some of the questions.

Oh, I hear someone, do you hear someone?

- I thought I could maybe do some reading with you since my name is Reader (laughs).

- I was gonna say, since your name is Reader, maybe you can help me read this part of the story, so we can answer some questions, is that okay?

- Yes, I would love that.

- Okay, you ready?

I'm gonna point you read.

- Okay.

- Is that okay?

- Yep.

- Okay.

- Rai... Oh, sorry.

- Oh, let's... No, you are right, we should all be start at the top, right?

I went right to the text when there was a title up here, or what we call subtitle was in there.

Okay, you were right, Reader.

Let's start at the subtitle.

- Okay.

Rainy weather.

Weather changes from day to day.

Some days are sunny, and some days are rainy.

When it rains, do you wish the rain would go away?

You might, but we need rain.

- Oh, good reading, Reader.

- Thank you.

- Okay, so Reader, reread that paragraph for us.

So let's see if we can find some of the answers in that paragraph.

The first one says, "Read, read, and use the prompts to take notes in the text."

And that's what we did.

So, underline the words that tell what the weather does.

Do you guys remember?

'Cause Reader read it.

- Mm-hmm.

- What happens?

It says the weather- - It changes.

- Changes, there you go, from- - It doesn't stay the same.

- Day to day, it doesn't, right?

Have you guys been outside?

The weather's always changing.

I don't know to wear a sweater, or not to wear a sweater, to bring an umbrella, or not to bring an umbrella, right?

- Mm-hmm.

- Well, let's keep going.

Now, it says, what kind of days are there?

And they gave us two types of days, do you remember?

Do you remember Reader.

- I do.

- What was it?

- There was- - Sunny and rainy.

- That's right.

There were sunny days and rainy days, how did you do?

Oh, they're doing really well.

Okay, let's keep going.

Now, it says talk with a partner, and then they want us to tell why rain is important.

Do you remember?

I remember in the story.

- Yeah, yeah.

Well, we need rain.

That's right, we need rain.

That is my clue that tells us rain is important.

Good job, Reader.

Okay.

- Thank you.

- Are you ready for the next page?

- Yes.

- Okay, well, I'm gonna read the question first and let's see if we can find some of the answer as you're reading.

- Okay.

- How about that?

- Yeah, yeah.

- Okay, so, as we're reading, it says circle the words that tell what this page is about.

Okay?

- Okay.

- And then we're gonna underline the sentence that tells why rain is important, and then we're gonna write three things people do with water.

So as we're reading- - That's a lot.

- We're gonna keep some of those in our brain, to see if we can answer some of these questions.

- Okay.

- How about that?

- Yeah, yeah.

- Okay, ready?

- That sounds good.

- Okay, ready, we'll start with the subtitle again.

- How rain helps.

All living things need water.

Rain helps plants grow, so that people and animals have food.

Rain falls on ponds, lakes, and rivers.

Then animals can drink water all year long.

People need water to drink too.

We also use it for cooking and cleaning.

- Good reading.

(Reader laughs) Okay, Reader did such a great job reading.

- Thank you.

- Okay, did you get some of those answers?

- Yeah, I would love- - Do you think our Super Readers?

I think they were listening too.

Okay, so let's circle the word.

Oh words that tell what this page, what was this page all about?

- Well, it was about how rain is helping us.

- That's right, and what do we call that?

That was our title, our subtitle, right?

Now, can you remember what sentence tells why rain was important?

- Well, it says, that... - Do you remember?

'Cause it said what?

- Oh, that's right.

Yes, all living things.

What I was thinking is some of the other details, and I was not thinking about the main idea.

- That's right, all living things need water.

What's the main idea?

'Cause that's why it tells why rain was so important.

Okay, now quickly, what are three things people do with rain?

I'm sorry, not with rain with water.

(Reader laughs) Oh, my brain was stuck on rain.

Do you remember?

- Yeah.

- One was?

- They drink it.

They cook with it.

- That's right.

And we.

- Clean with it.

- That's right, good job.

Okay, we're gonna keep that in our mind, with our story, 'cause we're gonna go into writing.

You wanna come help me?

- Oh, yes I do.

- Okay, go get your pencil.

- Okay, I'll be right back.

- Okay.

Okay, Super Readers, here's our writing for today.

It says, how are people affected by weather?

So, in thinking back to our story, "Rainy Weather", how are people affected by weather?

And so I started my topic sentence with weather affects people in many ways.

Can you give me some details?

Oh, let's see if our friends have some details for us.

Friends, can you guys help me with my writing?

Hey Tina, there is Reader!

- I'm ready to find my pencil.

- Oh, I'm glad you were able to join us.

Can you guys just give me just a few details, and I'm gonna have the rest of our Super Readers, 'cause I know they're super writers continue writing, but to gimme one detail of how weather affects people.

Do you guys remember?

- [Tina] Well, one thing that's really important and one example of how it affects this is the rain.

The rain is a way that weather affects us.

- You guys remember?

What does rain do for us?

They give us.

- It gives us water.

- It does give us water.

- [Tina] To help us grow our plants and for something for us to drink.

- That's right, and Reader read that, did you remember that detail Reader?

- Yeah, yes I did.

- So one example is rain, and then your detail was rain gives us water to help grow plants and for us to drink, that's a great sentence.

I want you Super Readers at home to continue writing and finish this paragraph, about how weather affects people, 'cause guess what?

They can affect people in good and bad ways, okay?

Now, I have a friend who wants to share another book with us.

So let's see what book we should be checking out to read.

- Well, hello Valley PBS viewers.

This is Rhonda reread, from Georgia here.

And I am so excited to talk about a book that I just think is really funny and good reading.

And it is called, "If You Give a Dog a Donut" what?

Why not a donkey a donut?

(Rhonda brays) Well anyways, it's not about a donkey.

It's about giving a dog a donut.

And this boy gives his dog a donut.

And the story just goes on and on about all the things this dog would do after getting the donut.

Like for instance, help me there turn the page.

Okay, let's...

So, look here at this page if you will, this dog thinks he needs some apple juice since he's had a donut.

What?

Oh, come on, come on doggy, you don't drink apple juice.

And here's another page you might be interested.

Look at this, he thinks that he needs to have some kind of a water fight, and gets in this fountain.

Well, this book is just silly and I'll just tell you right now, I check this out at your local Wishon Elementary School library.

And I'll just bet you that your library would have this same book, "If You Give a Dog a Donut" by Laura Numeroff.

So happy reading to you, nice to see you.

Check out a book and read, bye now.

- That's my cousin.

- Oh, wow!

Now I'm hungry for donuts.

- Oh, yes.

- Not before my joke, ready?

- Oh, okay.

- How do all the oceans say hello to each other?

- How do the all the oceans- - How oceans say hello- - They wave!

(laughs) - [Hammack and Nix] Oh, they wave.

(Mrs. Hammack laughs) - That was a good one.

All right, hey Super Readers, thank you so much for watching us today on Valley PBS, and we look forward to seeing you back here tomorrow.

- That's right.

- Have a great one, and check out those box.

- Bye.

(upbeat music)