♪ Good morning to a brand new day ♪ ♪ time to learn and games to play ♪ ♪ learning things is so much fun ♪ ♪ Learning is good for everyone ♪ - Well, good morning, and welcome back to Discovery Ranch.

I'm Mr. Dawson, and I'm here to take you on discovery so you can learn how to read and write.

I've been telling you how I'm going gold panning at the end of this week.

And it occurred to me that I have- When I go go planning I have to do everything in order.

I can't pan and then do my rough sifting.

I have to sift first.

So everything has its order.

Just like when I learned how to read and write.

I have to do things just the right way, so it ends up working.

Well, let's do some of that today.

But before we do.

Remember, if you write to me here at the ranch and tell me some of the things that you've learned, then I'll send you an activity book.

That's right.

Just sit it right here to Valley PBS, or you know what else?

You can email me at the email address.

Either way you can get an activity book.

Just tell me something you've learned.

Well let's get started.

We've been talking about prepositions.

Let's walk over and talk and review the definition of a preposition.

Here you go.

Some words in a sentence tell where or how something happens.

These words are called prepositions.

So I have three sentences here and I want to find those prepositions.

Well, let's look at the first one.

Tim rides his bike to school.

Oh, who are we talking about?

Tim, right!

That's the naming word, yes.

And then we're going to look for... oh, how's he doing it?

Oh, he's riding.

He's riding his bike, right.

Tim rides his bike.

Ah.

Where is he going?

To school.

There's the preposition.

There it is, right there.

To!

Do you see it?

I see it.

Let's see if we can get this in here.

There it is.

To.

He's riding his bike to school, Tim is.

Yes.

Excellent.

Let's take a look at the next one.

My jacket hangs on a hook.

Well, okay.

There's the noun.

The jacket.

And the verb is hangs.

My jacket hangs.

Does it say where?

Yes.

On a hook.

So what's the preposition?

On.

There it is.

On a hook.

My jacket hangs on a hook.

Let's take a look at the next one.

The boy rides in a truck.

There's the boy.

There's the boy, there's the naming part.

The telling part is "what's he doing?"

He's riding.

He rides.

The boy rides.

Okay.

Now this is the part where we're going to find out where or how.

Where is he?

In a truck, right!

So the preposition, do you know which one it is?

In.

Exactly.

In a truck.

The boy rides in a truck.

Prepositions.

Isn't that fun?

Oh yes.

Alright.

Let's go on to reviewing our letters and phonemes.

Are you ready?

Here we go.

W, window, Wah.

G, guitar, Guh.

Y, yo-yo, yuh.

K, koala, Kck.

B, bat, buh.

D, dolphin, duh.

Q, queen, quah.

A, apple, aah.

H, hippo, Hh.

U, umbrella, Uh.

I, insect, ii.

And this is the one we've been talking about this week.

I.

Remember that I is a vowel.

And vowels are important because they can have two phonemes.

They can say their sound which is the one that they like to say.

But remember sometimes the I or the other vowels are asked to say their names.

And this case, I will say I.

It can say ii, and I.

And we've been studying about how it says I.

And remember there's clues!

There's clues.

And these are all the clues that the I is going to say its name.

Sometimes I by itself will say I.

Or Y, especially at the end of a word, can say I.

And this is the one we've been studying about how I blank E will say I. I liked this one because it has a good clue.

The E at the end will tell the I to say its name.

And then the IGH.

It's a cool one, too, because anytime I see IGH I say, "Oh, it says I!"

And the last one is I and E sometimes will say I.

But we're looking at I blank E this week.

And I have this paper to look at, which is kind of going to be cool.

I think, anyway.

Let's take a look at the first one.

Look how they have the I and the E with a letter in the middle.

Well, the E is there and it's there to tell the I to say its name.

So, so, I could say V-in, vin.

Does that look like a vin?

Ah, no.

I don't even know what a vin is, but I remember that the E is telling the I to say its name.

So I can say (extended) vine.

Vine!

That says vine!

Well, let's take a look at this one.

What is this?

What's happened here?

Somebody took a- would it be... bit?

B-it?

Somebody took a bit of my sandwich.

No, that doesn't make sense.

But if I have that E there and the E is telling the I to say its name then it says something totally different.

Look.

(extended) Bite.

Bite.

Bite!

Look at that.

What is this one?

Well, you know what that one is but if I just put an I there, what would you say?

F-iv.

Fiv?

No.

And that's why that E is so special back there in the back.

Because then, "Oh yeah, that's right!"

It's telling me to say the I instead of the sound.

Five!

Five!

And then this one.

What is this?

Right.

But If I just put an I by itself you might say, "B-ik."

Bik?

No, that doesn't work.

So, that's why they put that E. To show you and remind you that the E is telling the I, "Say your name not your sound!"

So now I can say (extended) Bike.

Bike.

Well, let's take a look at our story today and find some, those I blank E words.

Here we go.

Kites in the pine.

See the big pine.

I see five kites in the pine.

Did five kites hide in it?

Can Mike see five kites?

Yes, Mike can see five kites.

Oh, that's a good story about kites, isn't it?

But what I really want to do is find some I blank E words.

And here's one right here.

Pine.

It doesn't say pin.

That E is telling the I to say its name.

P-ine.

Pine.

Pine.

Let's- Oh, Oh, there's one more I wanted to see.

Oh, it's right here.

Right here.

Look at there.

There's the E telling the I to say its name.

So I'd say Kck-I.

I wouldn't say kit.

I'd say K-ites.

Kites.

Well if we have time maybe we'll come back to this story.

But right now it's time for (loudly) daily, funny make awareness!

And what have we been doing?

We have been doing blending.

Blending phonemes to make words.

Remember, all I have to do is say each phoneme and then blend it together and I'll find the word.

I'll say the word.

I'll know the word.

It's so exciting.

Let's say each phoneme.

What's this one?

Bah, right?

What is this one?

Eh.

And what is this one?

Duh.

Nice!

Now we know all the phonemes.

Let's blend it together.

(extended) Bed.

I always go slow so I can get it in my head.

And now I go faster.

(extended) Bed.

Bed.

What's the word?

Bed.

That's how- When you see a word and you don't know it in a book, now you have some strategies.

What's the strategy?

Sound it out and then blend it.

Let's do this one down here.

(f sound) What's the middle one?

Uh.

What's the last phoneme.

Nn.

Okay, you ready to blend?

Let's go.

Slow motion, slow.

(extended) Fun.

Let's do it again a little bit faster.

You ready?

(extended) Fun.

One more time really fast.

You ready?

Fun.

What's the word?

Yes.

It's the word fun.

Oh my goodness!

We're having so much fun here at Discovery Ranch blending phonemes to make words.

And that's what you do when you are reading a book and you see a word you don't know.

Let's end up talking about and looking at our sight words.

Come on over.

Let's go to our sight word board.

Do you remember these two words?

Yes.

What's this one?

Too, right!

Too.

There are so many- I think there's like at least three different kinds of too's.

But this is the too that means you're going to go, as well.

T O O spells too.

And what's this word?

Help.

How do you spell help?

H E L P spells help.

Nice.

So we have two words.

Too and help.

Remember, if you have them in your brain and you know them, when you see them, guess what?

You'll know them, and you'll be able to read them.

And if somebody says, "Hey, can you write help?"

You can say, "Oh, I know that one.

That's in my brain."

H E L P. I just write it down just like that.

That's the importance of having these particular words in your brain.

Oh my goodness!

We have almost run out of time.

I am so happy that you've joined me today.

We've been studying about the letter I and the long vowel sound.

I.

And we've been talking about sight words, and we've been talking about prepositions.

I'm so glad that you came.

Tomorrow we're going to put all these together and start reading and writing.

I'm so excited about tomorrow!

So I need you to come back tomorrow with me.

Have a great day, and we'll see you.

Bye.

(acoustic guitar playing) ♪ Good morning to a brand new day ♪ ♪ time to learn and games to play ♪ ♪ learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (acoustic guitar playing)