(cheerful music begins) (cheerful music continues) - 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.

Super readers, today with our daily phonemic awareness, we're gonna go through and we're gonna do some phoneme addition.

Okay.

Addition.

- Addition in...?

- Mm hm.

Yeah.

We're gonna put math and reading together.

- Whoa!

- 'Cause we're gonna add a sound to a word.

- I love it.

- So for example, if I have the word air.

Air.

I wanna add a "puh" to the beginning.

Now what's my new word?

- "Puh".

Air.

Pair!

- Pair!

- Wow, that's tricky.

- All right.

Now I did it with two different colors, but you really don't need it.

I just kind of did it to be funny.

Ha ha!

All right.

How about this one?

How about if I start with air?

Maybe I'll just leave air be that color.

- Hmm.

- Wonder why I'm having that color stand out?

- Hmm.

- Alright.

If I have air, and I wanna put "ch" in front of it, what's my new word?

- "Ch".

Air.

- Air.

Chair.

- Chair.

- All right.

How about this?

What if I start with room?

- Hmm.

She's throwing a curve ball.

Get ready.

- "Oo".

"Mm".

How many sounds do we have?

"Rr".

"Oo".

"Mm".

Room.

And if I wanna add "buh" to the beginning.

- Oh.

"Buh".

- Broom.

- Oh, broom.

Oh, I see what you did there.

- See?

So all we did was we added a sound.

Did a little addition.

- Awesome.

- Nicely done.

I love it.

Good job, super readers.

So I say it's getting to be Thursday.

Let's warm up those brains.

- I think so.

- I think we could use it.

So stand up, get yourself some space, and let's get started.

- Oh, I like this one.

- Me too.

(children's song playing) ♪ Koala koala as happy as can be ♪ ♪ Koala koala won't you come and dance with me ♪ ♪ Koala koala snoozing high up in the tree ♪ ♪ Koala koala munching eucalyptus leaves ♪ (music continues) - [Mrs. Hammack] Yeehaw!

♪ Koala koala as happy as can be ♪ ♪ Koala koala won't you come and dance with me ♪ ♪ Koala koala snoozing high up in the tree ♪ ♪ Koala koala munching eucalyptus leaves ♪ (music ending) - Ta da!

(laughing) - So fun.

- So fun.

All right.

Well, we're gonna get to our word work today.

We're going to use a different spelling pattern for our chair card.

One we haven't really practiced very much.

So- - Okay.

- I think we're ready.

- I's hard work, but I think they're ready.

- I think so.

- It's Thursday.

- All right, super readers.

Here we are, Thursday.

And we are still working on our chair card.

Remember that chair card has the air sound.

So we are thinking about the- all the different ways that we spell all of the air sounds.

Right?

So we are going to blend some words with our friends, and then we'll build some words, and I think you are going to be able to do this really, really well.

Okay.

Did you- I think I hear him.

Let's call him.

Hey friends, are you ready to come and read?

- Ready!

- Oh, yes.

- Oh, fantastic.

All right, let's first start by reviewing the spelling patterns for that air sound.

Okay?

- Okay.

- All right.

A I R says air.

- A I R says air.

- Good.

A R E says air.

- A R E says air.

- And E A R says air.

- E A R says air.

- Fantastic.

All right.

So let's blend some words before we start building, just to kind of get our brains thinking.

Let's start with this word here.

And we have a consonant blend, the S T, and that blend together says what sounds?

- St. - Good.

St. Air Stair.

- Stair!

- Good job.

All right.

Let's take a look at this one.

Oh, another consonant blend.

- Mm.

- Here we have G L. That's kind of tricky to say.

Do you remember the sounds that- now remember, it's two sounds, not just one.

They, we just put 'em together really quickly to make that blend.

Here we go.

- Gl.

Gl.

Air.

Gl.

Air.

- Glare.

- Glare.

Very good.

Do you know what a, what a glare means?

- Ooh.

I do, I do.

It's when something gets really bright and it can cause a glare in my eyes, and I will get squinty eyes.

- Right.

Very good.

It could also be a not very friendly way that somebody looks at you if they glare at you.

- That's what I was thinking.

- Is that what- yeah.

- I was thinking, 'cause, because when I get mad at my friend and they're trying to talk to me, I just- I give 'em- - Oh, you give them a glare.

- A glare like- - Oh my goodness.

- Don't talk to me.

- Oh my goodness.

Well, I hope that you don't feel that way today.

- Nu uh.

Nu uh.

Nu uh.

- All right.

Let's take a look at this last one here.

We have the w. Do you remember the sound w makes?

- Mmhm.

- W. - Oh, very good.

W. Air.

- Wear.

- Wear.

Very good.

And remember we have talked about that word before.

It's when you have something on your- - Yeah.

Like I like to wear a yellow bow in my hair.

- Yes.

- But I don't have any hair.

(laughing) - Tina, you're so funny.

- That's so good.

All right.

So today I thought, since it's Thursday, we're wrap- getting close to the end of the week, I thought I would give you some words that we haven't really spent time building.

I would like to build the word pair.

As in my mom put a pair into my lunchbox.

- Ooh.

That was the fruit.

And remember, I think Mrs. Nix had it in her sentence at the beginning of the week 'cause Nikki talked about it.

- Good memory.

- And oh, but now I have to remember was it E A R?

I think it was so, so P. - Okay.

- E A R. - Let's see.

What do you think, Ricky?

- I agree.

- Very good.

This pear is the fruit.

That's right.

Very good.

All right.

So if I have the word pear, and I want to change it to say, hmm, oh, I know.

Tear.

There was a tear in my paper.

What would I say?

How would I do that?

How would I change pear to tear?

- I got it.

- Okay.

- Even though I know, Tina, this is your favorite sound, I know.

But it's the t, T. - T. All right.

And?

- Tear.

- Do I leave this pattern?

- Mmhm.

Mmhm.

- Yes, I do.

Very good.

Now, do you see why this might be a tricky word for some people?

- Mmhm.

'Cause this can also say tear, but like, like I had a tear come down my eye.

- You're right.

- 'Cause I was watching a movie.

- What, how would we know how to read this word when we're reading?

What would we need to do?

- Ooh, I know.

Ricky talks about it all the time.

We need to have context clues.

A whole sentence that could tell us what it is that we're trying to read.

- You are right.

- Yeah.

Pay attention to what you're reading about.

- Because reading is supposed to make sense, right?

- Mmhm.

- If it doesn't make sense, then we need to go back and reread so that we can try a different sound, because it's supposed to make sense.

So we have to really be thinking about what the words we're reading says.

And if it doesn't make sense, we need to go back and check again.

Right?

- Mmhm.

- Okay.

One last word.

We have tear.

What if I wanted to say bear?

There was a bear in the woods.

- Ooh.

- Mm.

Any ideas?

- Oh, we just changed the t to a b, which is the B.

- All right.

I kept the same spelling pattern so that we could practice words with this spelling.

E A R says air, and here we have bear.

Now I will tell you this.

There are not a lot of words that use this spelling pattern.

- Mm mm.

- So you can see here, I wrote some of them.

Wear, bear, pear, tear.

And there's not a lot more that I could add to that.

So that's one thing, one way that we can remember.

There aren't as many words to remember what they look like with that spelling pattern.

It gets a little trickier with these two spelling patterns.

But remember what we said.

The most common way to make the air sound is that very first spelling pattern.

Okay?

So we've gotta train, not only our ears, but we also have to train our eyes so that when we look at something, we, our brain recognizes the pattern and whether or not it's correct, if it looks correct.

- Mm hm.

- It's very tricky.

- Mm hm.

- And you guys have done such a great job this year learning all these amazing spelling patterns.

I'm very proud of you.

- Mm hm.

- All right.

Well, I think that's all I have for you today.

I'm gonna read the sentence with our super readers, and I think you guys have another job you have to go do, right?

- Mm hm.

Yes we do.

- All right.

See you later.

- Bye Mrs. Hammack.

- Bye.

All right, super readers.

Here is our sentence for today.

You can wear the spare pair of mittens.

How'd you do?

Good.

We have wear spare and pair.

Did you see how I did that?

I wanted to use a word from each of those spelling patterns just so we could practice.

All right.

Great job reading and practicing.

Remember, if reading is supposed to make sense.

So go back and read carefully if it doesn't make sense.

Let's go see Mrs. Nix, because she has some high frequency words that are also going to help us make sense of our reading.

- Absolutely.

Thank you so much, Mrs. Hammack.

And yeah, we're gonna go through and look at and review our six words we've been practicing this week.

Are you ready, super readers?

All right.

I think you're getting really good at these.

So read them big and loud.

Here we go.

Favorite, young, surprise, wonder, few, and gone.

Now today I have two words for us to practice.

So the first one is few.

Spell it with me.

F E W. There are only a few letters in few.

Right?

Excellent.

And then our other word here is wonder.

Let's spell wonder.

W O N D E R. Wonder.

Great.

Okay.

Now here comes a little bit of a tricky part.

I have two sentences, and just like Mrs. Hammack said, and I believe Ricky said, our reading needs to make sense.

So help me make sense.

Where do I put these words in our sentences?

There are only a mm books on my shelf.

Hmm.

What would make sense there?

There are only a wonder books on my shelf?

Hmm.

There are only a few books on my shelf.

Great job.

Okay.

Let's see if wonder works in this next one.

I wonder.

Can you wonder?

Yeah, you can.

I wonder what time the plane will land.

Hmm.

I wonder, too.

All right.

So here comes our next piece, and I'm always looking for fun ways to go through and play a game with a friend and practice, and this is a great one.

I'm gonna have Mrs. Vang come out, and we're gonna do a little bit of a whack a word, and here's what we're gonna do, Mrs. Vang.

So I have a stack of all of our words, and we're gonna show 'em to our readers, and then we're gonna flick it over so we can see it.

We're each gonna have a pointer, and the first one to point to the correct high frequency word wins.

Are you ready?

- Okay.

- Okay.

In fact, we almost could have Mrs. Hammack come out.

Should we do that?

- Mm hm.

'Cause she can read it.

- Oh, she could read it to us.

- And then we have to find it.

- Oh look at that.

We got a third one.

We're gonna squeeze her in.

- Okay.

You ready?

- Here we go.

- Okay.

- We're ready.

- I'm looking for the word favorite.

(pointer slamming on the board) Ha ha.

Okay.

- All right.

- Ready to try another one?

- Yes.

- Okay.

Ready?

Young.

(pointer slamming on the board) She's feeling frisky today.

- Mm hm.

- All right, here we go.

Last one.

Surprise.

Ooh.

It was a tie.

I love when that happens.

- Awesome job.

Awesome job.

Thanks ladies for coming and helping today.

- Definitely.

- Let's have you guys enjoy a story, and then Mrs. Vang's gonna come back, and work on you with some comprehension.

All right.

We'll see you back here in just a minute.

- [Narrator] A Young Nation Grows.

In 1776, our nation had just 13 colonies.

About 2 million people lived here.

Each colony later became a state.

Look at the map of the colonies.

Read the colony names below.

Do you see any names you know?

Map.

The 13 Original Colonies.

Map labels.

One Massachusetts, two New Hampshire, three New York, four Connecticut, five Rhode Island, six Pennsylvania, seven New Jersey, eight Maryland, nine Delaware, 10 Virginia, 11 North Carolina, 12 South Carolina, 13 Georgia.

Captions.

1776 Colonies.

Philadelphia.

Today, our nation has 50 states.

More than 312 million people live here!

Did you know that Philadelphia was our nation's first capital?

What is our nation's capital today?

If you guessed Washington D.C., you are correct!

It became the capital in 1790.

Map.

The United States Today.

Map labels.

Philadelphia, Washington, D.C. - That was a quick story, right?

So when Mrs. Nix said we're gonna be back in a minute, we were back in a minute.

Now let's work on some, reread with our comprehension today.

So we're gonna read this, this page, just the first page again, and let's see if we can answer some of the questions.

So let's have a friend come and help us read, 'cause I know someone who likes to read.

- Woo hoo hoo hoo hoo!

Are you talking about me?

- I am, Rita.

Can you help me read?

- I love to read!

Oh, I know you do.

Okay, Rita.

So here's what we're gonna do.

Remember one of the strategies, to look at the question first.

We're gonna read it, and then we're going to go back and reread the page, because that will tell my brain the answer I'm looking for.

Remember that strategy?

- Ready, Rita.

Okay, so the first question says, circle how many colonies there were in 1776.

So that's our first one.

Okay?

- Okay.

So we have to find how many colonies there were.

And then we're going to write how many people lived in the colonies.

And then we're going to underline the sentence that tells what happened to the colonies.

Should we stop at that?

I'm gonna stop at that.

That's three questions that I'm gonna try to keep in my brain.

- Wow.

That's a lot.

- That's a lot, but I think we can do it.

Okay?

Are you ready?

- Okay.

I think so.

Yep.

- Okay.

I'm gonna point.

You read.

- Okay.

- Okay.

Go.

- In 1776, our nation had just 13 colonies.

About 2 million people lived here.

Each colony later became a state.

Look at the map of the colonies.

Read the colony names below.

Do you see any names you'd know?

- Good reading.

- Thank you.

- Okay.

Now did you guys remember how many colonies were there?

- Oh, oh I remembered!

- You did?

- I remembered.

It was in the very beginning.

It said 13 colonies.

- That's right.

So I'm gonna circle it right here.

Guess what?

There's that word colony right next to it.

That was a clue that your answer was nearby.

Did you know that?

That was.

Now, how many people lived in the colonies?

Do you remember?

- Yeah.

It, it said about 2 million people lived there.

That's a lot.

- That's right's.

It's right here.

So I'm gonna put 2 million.

That's a lot of people.

You are right.

Okay.

Now this question says, I'm gonna underline the sentence that tells what happened to the colonies.

What happened to the colonies?

- Oh, oh.

Is that, is that when they're talking about they became states?

- That's right.

So there was 13, and we called them a colony.

So there was 13 colonies.

And then now we call them a state.

So now we have 13 states.

And so if we look at our map, right?

The last question says, which colony is at the top of the map?

And then we're gonna circle the answer on the map.

So can you help me with that?

- Sure, sure.

- Okay.

- So if I look at the map, it has the number one pointing to it.

So then I could go over to that little graphy thing.

What is that?

That's called a key.

- It's a map key.

You're right.

So here's my map.

And this is what we call a map key, because this will give us information about the map.

- Yeah.

So if I find number one, it says mass, Massa- Massa- Massachusetts!

- Oh, I like how you sounded that out, because that it was a, that's such a, super long wasn't it?

- Yeah.

That's a long One.

- I like that you sounded it out.

You were right.

So what, which colony was at the top?

- Massachusetts.

- That's right.

So I'm just gonna underline it right here, 'cause that was number one.

Good job.

Okay.

So now that we know that this is a map, and it's the map of the 1776 colonies, and I know this part is what we call our map key, now my next question to you is, how does the map key help you understand the map?

So to do that, I have a Venn Diagram here, and we're gonna find what is similar about the map and the map key, and what is the difference about the map and the map key.

Okay?

Can you help me with that?

- Sure.

- So, first let's look at the map.

What do we notice about the map?

The map only has what?

- Oh, it, it just shows us the places.

- That's right.

It gives us the places.

And the map key, - Oh, that has the names.

- It does have the names.

And guess what they both have.

Do you see what they both have?

- Oh, I do!

They both have numbers.

- That's right.

They both have numbers.

So I can use the map key to find, what do you think?

- The way the colonies are.

What the name of each one of them is, what they're called.

- That's right.

Because if you notice, you see how tiny these colonies are?

It would've been too hard for us to write all of the colony names on the map.

So that's why we have a map key.

And so the purpose of the map key was to find where the colony was on the map.

- I love it.

- Awesome job.

Okay.

Now we have a little bit of time left to go into our writing.

So I'm gonna read the writing prompt, and then I'm gonna see if our friends at home can help us.

- Okay.

- Okay?

Okay, friends.

Here is our writing prompt for today.

It says, why do we celebrate holidays?

Hmm.

I want you to think, why do we celebrate holidays?

So this week we have read a lot of stories that have to do with holidays.

Remember?

We talked about flag day in our first story with our flags.

We talked about the Independence day with July 4th yesterday.

We talked about harvest and Thanksgiving, right?

Which is another holiday.

So I started the topic sentence for you.

And my topic sentence says, there are many reasons to celebrate holidays.

I want you to come up with three details and a concluding sentence for me.

And then read your story to your grownup or to your brother or your sister.

All right?

Okay.

Now I have another friend who wants to share one of their books, and that they want us to read.

So let's see what book they wanna share with us.

- Hi everyone.

My name is Miss Dena.

I'm over at Wishan Elementary.

This is our library here.

I wanted to share a book with you, and it's called Chicken Story Time.

It's written by Sandy Asher, and illustrated by Mark Fearing.

This is such a great and funny story for you guys to read.

It's one of my favorites.

I just read it to one of my classes.

The illustrations are great.

You can see pictures of students sitting in their library, reading.

And you can see a chicken hiding next to the shelf.

So this gives you an idea of what this is gonna be about.

Chicken Story Time.

You can see them there at the public library, and you see the chicken looking up at one of the posters that they have there, and it says story time at the library, tales to tales.

Don't forget to read to your dog.

This is great if you guys are practicing reading, you can read to your siblings.

You can read to your pets.

and I'm sure your pets would love it, especially your dogs, 'cause they love that attention.

So story time at the library.

We see a chicken, we see some children, some parents, one librarian, one story, children and a chicken.

And he looks pretty excited to be there.

The children like the chicken.

The chicken likes the children.

Let's begin says the librarian.

Everyone loves story time.

Check out the chicken, sitting there on the carpet.

One week later, story time at the library.

We see more children and more chickens.

As you can guess, story time is very popular, and it's growing.

One librarian, one story, more children, more chickens.

You're gonna notice, it's gonna start to get a little chaotic.

And if you wanna know the rest of the story, check it out at your public library.

Again, it is called Chicken Story Time.

- Oh my gosh.

- Oh, I love that story.

What a cute story.

I have not read that one.

Have you guys read that one?

- No, I, I'm gonna go read it later today.

- I think that's a great idea.

- Hey!

I got a knock knock joke for you.

- Oh, let's hear it.

- Knock, knock.

- Who's there?

- Lena.

- Lena who?

- Lena little closer.

I'm gonna tell you another joke.

- Ooh!

- That was cute.

- That was very good.

- I did like that one.

- That was a good one.

- That was a good one.

Hey, super readers.

Thanks for joining us today at Valley PBS.

We look forward to seeing you back here tomorrow.

Same time, same place.

Have a great one.

Bye.