(upbeat 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.

- All right.

So, super readers, I'm gonna challenge you today.

And I've got two different things we're gonna practice.

The first one is gonna be segmentation.

So that's pretty easy.

- Yeah- - I think you guys are really getting it.

- They are getting good at that.

- I'm gonna give you a word and we're just gonna stretch it out and count our sounds.

Then we're gonna do a little substitution.

All right.

And I see that Mrs. Vang has found our awesome little board that we're gonna use for our substitution.

Okay.

Let's start with segmentation (indistinct) Let's stretch those words out like on a big rubber band.

You're gonna stretch it.

How many sounds can you hear?

How about the word, wrist?

Wrist.

- Wrist.

- Okay, so let's stretch it out.

- WR-I-S-T. Ooh.

How many sounds did we hear?

- Wow.

- WR-I-S-T - Oh.

That was four.

- Four.

- I-S-T Yep.

Four.

Good job.

How about the word, mouse?

- Hmm.

- Mouse.

How many sounds?

- Let's see.

- M-ou-se - M-ou-se - How many did you hear?

- M-ou-se - Three.

- Great job.

And how about this one, know?

- Hmm.

- Kn-ow (giggling) - Two.

- Just two, right?

Kn-ow.

Good.

All right.

Let's do a little substitution here.

So, we've got our handy dandy little cards.

Help me do a little segmentation with our words.

And we've got... How about the word gnaw, gnaw.

- How many sounds do we hear?

- Gn-aw.

- Two?

- Two.

- Two.

- Okay.

What if I change aw to ew.

What's my new word?

- Gn-ew - Gn-ew - Gn-ew - Excellent job.

Great.

All right, let's do one more.

Here we go.

We've got blue.

- Blue.

- Okay.

- Blew.

- B-l-ew - Okay.

That's three sounds.

- Three sounds.

- And I wanna change ue to ow.

- B-l-ow - Blow.

- Blow.

- Great job.

All right, Super readers.

That is fantastic.

And that is a great skill to be practicing using those excellent listening skills that you have.

Okay.

- Mm-hmm.

They're getting good at that.

- Right?

Mm-hmm.

- So I'm thinking it's time for a little dance.

- I believe it is.

- She's got the flowers.

- I've got- - Excellent.

- red roses for us- ed roses for us- - Thank you.

- because it's Friday.

- Awesome.

- So today's song is called "A Rose."

- So today's song is called "ARose."

And if you don't have a rose, that's okay.

You can just pretend that you have a rose.

- All right.

- Let's space.

- I'm spaced out here.

- All right.

- Mmm, they sure do smell great.

- They're nice and fresh.

Aren't they?

- Uh-huh.

- Mm-hmm - Mm-hmm - (relaxing music) - It's so pretty.

- I know.

- It's beautiful.

♪ 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 ♪ ♪ Be careful (indistinct) to rise ♪ (relaxing 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 (indistinct) ♪ ♪ But a rose can make you say ouch ♪ (relaxing music) - Don't like it when they hurt me though.

They're so beautiful.

- They are very pretty.

And then, yes- - That was very good though, because I noticed that these don't actually have any- - Thorns.

- Right.

- Yeah.

- They've all been cut off.

- Thorns.

Yes.

- It's really nice.

- It is nice.

- All right.

- All right.

Speaking of nice, our super readers are doing a very nice job practicing their ghost letter spelling patterns and reading words.

So we're gonna practice one more day today, and I'll see you guys later.

- Okay.

- We'll see you.

- All right.

Are you ready?

Okay.

Here we are.

We have our nest card, and that's the K-N and G-N, those are our ghost letters, and our rose card with the W-R spelling patterns.

So, we're going to take a look at some words and blend them together, and then we're going to build some together.

So let's call our friends to come help us.

Hey, you guys, are you ready to help us read?

- Ooh, yes, let's do it.

It's Friday.

Woohoo - I'm ready.

- Excellent.

Excellent.

Okay.

So one last time.

Let's review the spelling patterns for our special patterns, our ghost letter patterns.

Remember that's a silent letter.

And we don't say it.

We pretend we don't see it, just like a ghost is invisible.

All right?

So we have K-N says n. - K-N says n. - Good job.

G-N says n. - G-N says n. - Excellent.

W-R says r. - W-R says r. - Very nice.

All right.

So, I have three words for us to blend, and then I'm gonna show you something else.

Here we go.

Let's take a look at this first word.

All right.

I'm gonna put the ghost where it belongs.

And let's read it.

Ready?

- Kn-ee.

Knee.

- Good job.

We've read that a lot of times this week, because we're really getting used to that practice.

And I can tell you guys are reading it much faster.

Let's try this one.

Here's our ghost letter.

Ready?

- Gn-aw.

Gnaw.

- Very good.

But gnaw... To gnaw is like chewing on something.

- I love to gnaw on ice.

- Oh.

Oh, that's good.

All right.

Let's try this one.

Are you ready?

Here's our ghost letter.

It's the W. We're gonna pretend like we don't see it.

And we're gonna read the rest of the word.

Here we go.

- Wr-ite.

Write.

- Nicely done.

Now, to practice, We used letters that made the outline of the ghost letter so that it...

It was white so that we couldn't see it.

And we practiced that way.

But here is what it would look like when you're reading, just in a book.

And so it's important for us to remember that we're going to have to identify that pattern because it's not gonna have the clues that I've been using to help us.

And so let's take a look.

I'm gonna mix them up.

And let's see if you can try them out with me.

Are you ready?

- Okay.

- All right, here we go.

Let's read this word together.

What do you say?

- Gnaw.

- Gnaw, good.

Now, which letter is my ghost letter?

- The G. - Yep.

You got it.

All right.

Let's read this one.

Ready?

- Write.

- Write.

- Write.

- Where's my ghost letter?

It's the W. - That's right.

There's the W. And let's read this one.

- Knee.

- Where's my ghost letter?

It's the K 'cause we don't say k-nee.

- K-nee.

- K-nee.

(laughing) - I remember that.

Tina, remember- - That would be so good.

All right.

What if I want to write the word or build the word knot, like there was a knot in my shoelace?

- Hmm.

Well, it's either gonna be the K-N or the G-N- - That's true.

- because they both say n. - You're right.

- And I feel like I've seen that word before.

And I think it's with a K-N. - What do you think Ricky?

Are you in agreement?

- I agree with her.

- All right.

Let's use it.

- I was thinking...

I've seen that word too in books.

It is spelled with a K-N. - Good.

- I know it's a n sound.

- That's right, because we have that ghost spelling pattern.

All right.

So here we have n, and now we need the ot part.

- O-T. - Very good.

- Ot - Kn-ot.

Knot.

Terrific.

What if I wanted to say new, like I knew you could do it?

- Knew.

I seen that word too, Mrs. Hammack.

- What do you think it might be?

- So I think it's gonna be spelled, the K-N, but it has the ew sound- - Right.

- like the ew sound like the spoon card.

- Oh, good.

- I remember there was lot of different spellings.

- There were a lot of different spellings.

- But I think it's E-W that says ew.

- Ricky, you are getting smarter every day.

You are right.

Very good.

So, here- - I saw it behind you, Mrs. Hammack.

- Ooh.

(laughing) - Yeah, the card.

It was right there, - Ooh, look at you.

the spoon card in the (indistinct) - So good.

That's right.

- That's it.

- That's using our tools.

Isn't it?

When we have our sound spelling cards up, we can use them as a tool to help us.

All right.

How about gnu, like your friend, the gnu?

How would I spell that?

- Oh, like a wildebeest.

- Yes.

- That was a little tiny word.

- It is a tiny word.

- And it just had three letters.

And it was with a G and N. - Very nice.

- And then it just had a U.

- You're right?

- I think I'm gonna forever remember that one, Mrs. Hammack.

- It's a funny looking word.

Isn't it?

It is.

It's so silly.

- Yeah.

Sometimes it's easy to remember words when they definitely look unusual.

So we have knew and gnu.

That is amazing.

- Oh, they sound the same.

- They do sound the same.

They are not spelled the same.

And they don't mean the same thing for sure.

Right?

- Mm-mm - Oh, you are getting so good at this.

Well, I appreciate all the help you've given us this week.

- And I'll see you guys later.

We're gonna read a sentence.

- All right.

- Okay.

- Okay?

- Bye bye.

- Bye-bye.

- See you later.

All right, Super readers.

Are you ready to read one last sentence on our word work board?

Let's do it.

I knew you would know the answer.

And that's true.

I did know you would know the answer.

All right.

Let's see if you know some of the high frequency words that Mrs. Nix is gonna talk to us about today.

We'll see about back here later.

- Awesome.

Thank you, Mrs. Hammack.

And yes, super readers, we've been doing our high frequency words all week.

Do you remember why we're practicing them every day?

That's right.

Because we see them in our reading, and we need to be able to spell them so we can use them in our writing.

Now, let's review our six words from this week.

Here we go.

You read them big and loud too.

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

We're gonna work on month today.

So I want us to be able to spell it.

Here we go.

M-O-N-T-H, month.

Great job.

Now, let's look and see what this looks like in a sentence.

June is the name of a... month.

- Excellent job.

Now, I have some cards that are up here, and we're gonna just play a little game.

This is something you can actually play with a friend, or you can play by yourself.

It doesn't really matter.

And I think I'm gonna invite a friend up here to play with us today.

So Mrs. Vang, come on down.

You're gonna be our little friend.

So this is just a memory game.

And I just have three words to practice today because, well, I just want us to be able to get through a couple of them.

But all we're doing is we're gonna choose where we wanna find a card.

So, month... And then I'm gonna leave it like this.

And then I'm gonna turn over another card and see if they match.

And the word is children.

And so they don't match.

So now, Mrs. Vang, you get a chance to see if you can find them.

- Okay.

I love this game.

Okay.

So let's see.

I think I'm gonna go up here, and I'm gonna turn... Oh- - Ooh, month.

I remember where it was.

I think it was right here.

Month.

Mm-hmm.

Does that mean I get to take it?

- Sure.

You can have 'em.

All right.

And then... Hmm, I'm gonna go here and here.

Question.

So- - Good job, Mrs. Nix.

- So, I would say that at this point, Mrs. Vang, would've won.

But that's a great way to practice your high frequency words.

And you can do that, again, even just by yourself and kind of play.

All right.

We've got a story for you.

And then Mrs. Vang is gonna be back and help you with a little bit of comprehension.

So we'll see you in a second.

- "Heat Wave" by Donna Laughran, illustrated by Laura Ferraro Close.

Chapter one, "At the Pool."

"I'm hot" says Ty.

He takes a sip of cold lemonade.

"I'm hotter" says Jamal.

He gnaws on a frozen fruit pop.

"I'm the hottest" says Jamal's little brother, Martin.

"I'm as hot as a hot dog on a grill."

The two older boys laugh.

The boys are at the pool with their families.

Many other people are there.

They are trying to cool off too.

All the seats in the shade are taken.

The swimming pool is full of children and their parents.

(relaxing guitar music) "This month has been so dry" says Ty.

"My mom says the weather has been hotter this year than ever before."

"I hope it rains soon" says Jamal.

Our yard is yellow, not green.

"I have a question" says, Martin, "May I go swim now?"

"We have to put some more sunscreen first" says Jamal.

Jamal gathers their towels.

The boys walk over to their parents.

Martin's dad put sunscreen on him.

Jamal and Ty put their own sunscreen on, then the three boys jump into the pool.

Chapter two, "Think Cool."

"Let's think of the coolest things we can" Ty says.

"Like what?"

Jamal asks.

Ty answers "Let's pretend we are floating in a pool full of ice cubes."

"That would be great" Jamal says.

"What if we could go sledding on ice cream?"

Jamal says.

Ty laughs.

He asks, "What flavor?"

"I like strawberry," Jamal says.

"Me too," says Martin as he splashes by.

"I know, we could visit another country," says Ty.

"Which country would be good?"

asks Jamal.

"Someplace really cold," Martin says.

"What about Iceland," says Ty.

"Iceland sounds like it would be very cold," Jamal answers laughing.

"Maybe we could visit the North Pole," says Martin.

Ty smiles and says, "That is a very cool idea, Martin."

Chapter three, "Beat the Heat."

"What else could we pretend to do to stay cool?"

Jamal asks.

"We could pretend to swim in a pool of cold rice pudding," Ty says.

Martin grins as he splashes by again.

He says, "That would feel funny."

Jamal says, "We could slide down a wall of ice into a cold drink."

"What kind of drink?"

Ty asks.

Ty's mother calls, "Water.

You need to drink lots of water in this heat."

The boys look at each other.

"Race you to the water fountain," says Jamal.

(relaxing guitar music) - Man, I was hot just reading that story.

Were you?

Ooh, that was hot.

I hoped you guys enjoyed reading and listening to the story called Heat Wave.

Now, today, for comprehension, I thought it would be a great time to practice our answering questions.

But I'm gonna give you some choices, just like how you would on a test.

When you take a test or a reading comprehension test, you usually read the question, and there are multiple choices for you to pick from.

So I thought we should practice that today.

And think about what our brain is thinking about when we're picking our answers.

Okay.

So I want you guys to help me.

So the first question says, what caused the children to be at the pool?

Do you remember that fact or that detail from the story?

Well, let's read our choices.

A, birthday party.

Was it B, it was hot, or three... Oh, that should be C not three.

C, it is raining.

So let's think about it.

I know.

There are some answer for sure, I know, would not make sense, right?

This is what I call we slash in trash.

Right?

It doesn't make sense.

But if I read the story and if you were reading the story, I know you guys are telling me the answer.

What caused the children to be at the party?

That's right.

It was hot.

Not because there was a birthday party.

That does make sense, but if you read the story, we didn't not talk about a birthday party at all.

Right?

I just put that into trick you guys.

I hope you guys didn't get tricked.

Okay.

Let's keep going.

Number two says, what do the boys do to stay say safe in the sun?

Oh, do you guys remember that part in the story?

What were they doing?

Let's look at our choices.

A says they put on more sunscreen, B says they swim in the pool, or C says they eat ice cream.

Oh, all of these answers could be right.

Right?

But only one is 'cause it was in the story.

What did the boys do to stay safe in the sun?

That's right.

They put on more sunscreen.

Now, can you really eat ice cream?

Would that keep you safe?

No, you're right.

That doesn't make any sense.

Or they swim in the pool.

Well that will keep them cool, but not gonna keep them safe.

You're right.

Okay.

Last one.

It says, how do you think the weather is affecting the boys?

Now, remembering the story...

So I put the page here for us.

Now notice there isn't any choices for us.

You were supposed to write the answer down, but I quickly went and wrote the answer for us because, as we were reading, I was thinking about how the weather... And it was...

Remember, it was really hot and how it was affecting them.

And so in or on these two pages, it talked about how it was really hot.

So I put...

It is making them very hot.

And then they are thinking of ways to stay cool.

Remember all the ways that they thought of to stay cool?

They thought of really cold places.

They thought of visiting different country, like the country, Iceland.

Right?

Those are different ways that they thought of that could keep them cool.

Now, thinking of that, I want you guys to keep that in your head because then now we're gonna use some of that and go into our writing.

So let's see our writing prompt today is.

So, today our writing prompt says, how does the heat wave affect the friends in the story?

So remember, we talked a lot about the boys and how it was hot.

So what was my answer?

The friends in the story are affected by the heat wave.

They are hot.

Wasn't that why or how it affected them?

They were hot.

So, I added another sentence to help us.

To try and cool off, the friends try many things.

Right?

So, because the heat wave affected them, what were some of the things that they did to keep them from not being so hot?

Okay.

So I want you guys to think about some of the details that we can add to our paragraph.

And I think I'm gonna have some of our friends to come and help us finish or continue with our writing.

Are you ready?

You wanna call them?

Okay.

Let's say, friends, it's writing time.

(puppets giggling) - Hello, Mrs. Vang.

- Here they are.

Hello.

Now, will you guys listen to the story?

- Oh, yeah.

- Oh, yes.

- Oh.

Did you guys think of all the different ways that the friends, or what they did...

They were trying lots of different things because they were affected by the heat wave.

It made them super hot.

- That was hot.

I know that they...

They went to the swimming pool and jumped in.

That's what I like to do when I'm too hot.

- Oh.

That's a great detail 'cause I love doing that also.

So I love that you wrote that, Rita.

Rita says, first, they go to the community pool and jump in.

That's a great detail.

That's one way- - Yep.

- that they were trying to keep cool.

- And then next, they pretend that they're floating on ice cubes and sledding down on some ice cream.

(Rita giggling) - Oh, that's right.

That was a great detail from the story.

- They had really good imaginations.

- And I liked how you said, next, they pretended they were floating on ice cubes and sliding down on ice cream.

Okay.

Let's see.

Do you have another.

- I wish we could slide down on ice cream.

That sounds delicious.

- That would be fun.

Wasn't it?

Now, do you guys have another detail for me?

- Um.

Well, I wrote a concluding sentence.

- Oh.

Wait.

I think I have it.

I'm sorry.

Um.

Well, their mother remind them to drink lots of water in the heat.

That will helps keep 'em cool.

- That's right.

So that's another way that they were trying or they were affected by the heat wave, right, because it was so hot.

You're right.

Their mother did remind them to drink lots of water, just like if you are outside when it's super hot, make sure you are drinking lots of water in the heat.

And Tina already wrote a closing sentence.

I want you guys to write it and see if you guys can write a closing sentence to my paragraph.

Now, I have another friend who has another book to share.

And let's see if you have read this book.

- Morning.

Good morning, boys and girls.

Hello, super reader.

This is Ricky, Ricky.

- Boy do I have a book I want to share with you guys.

Do you guys love sharks as much as I do?

Oh boy, do I love them.

And this is a great book to read if you love sharks like me.

In this book, there are tons of great facts that you can learn all about sharks like... Did you know that there are 500 different species of sharks?

Yeah.

500.

That's amazing.

Isn't it?

And did you knew that sharks swim by beating their tails from side to side, just like this?

That's... Just like that.

And the side fin helps them to steer.

Isn't that amazing?

If you wanna read more about sharks, check out this book at your library or on Sora.

Thanks for watching Valley PBS.

I hope to see you later.

Bye bye.

- Hey, I know that guy.

- I have a job for that guy.

(laughing) Knock, knock.

- Who's there?

- I see.

- I see- - I see who?

- I see you.

- Oh, no.

- 'Cause I see myself, 'cause that was me.

- My- (laughing) - Aha.

I got that.

I got that.

Hey, you know what?

Super readers, thanks for hanging with us this week.

- Yeah.

- We could look forward to seeing you next week kind of the same time, same place here at Valley PBS.

- That's right.

- Have a good one.

- Bye.

- Oh my god- - Bye-bye.

- Oh my word.

Ricky, you are too much.

(playful music)