♪ 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 ♪ (mellow music) (jolly music) - Yes.

I didn't know that.

Exactly.

I didn't know that.

You know, you learn something new every day.

Hey, I gotta go.

I'll talk to you later.

Hey, welcome back to Discovery Ranch.

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

Join me here each day so we can go on discoveries together.

That's right.

I am so excited.

You know, I learned something just right now.

And it's so exciting to learn new things all the time, and that's why you join me right here at the ranch.

Now, remember, if you will write to me at the ranch, right here at Valley PBS, or email me, I will send you an activity book.

Raise your hand right now, if you've gotten your activity book, 'cause you wrote to me, raise your hand right now.

Oh, I see you.

Yes, I see all you guys that have gotten it.

All right.

So now it's your turn.

If you haven't written me, write me, write me.

All right.

Let's get busy.

Let's do.

Oh, oh, I know, daily phonemic awareness!

Here we go.

You know what I wanna do?

I wanna play another game.

I wanna play phoneme addition, phoneme addition.

What does that mean?

I'm gonna give you a word and then I'm going to give you a phoneme to put on top of it to see if you can figure out what the new word is.

Are you ready to play?

Let me get a trusty dusty pen out, although I'm not gonna use it right away.

No.

Okay.

Here's my first word, ax, ax.

Can you say ax?

Right.

Ax.

Now, if I put, let me see, if I put a wuh on the front of ax, what would my new word be?

Did you get it?

What's the word?

Right.

Right.

If I put the W there, it becomes wax.

Wuh, ax, wax.

Let's do the next one.

Here it is.

This is am.

Am.

Can you say am?

Yes.

Okay.

Now I'm going to give you another phoneme to put on the front of it and then you tell me what the new word is.

You ready?

If you put yuh on the front of am, what's my new word?

Yes, that's right, yam.

Let's check it out.

If I put that Y on there, yuh, am, yam.

Yam.

Oh, you guys are so good.

I have one more for you.

This is the word ox.

Ox.

Can you say ox?

Nice.

Okay.

Now, if I put a ff on the front of ox, what's my new word?

Right.

Right, fox.

Let's check it out.

Watch.

If I put the ff on there.

Ff, ox, fox.

Fox.

Great job.

You did it.

Man, oh, man.

Doing the phoneme addition is so fun.

We're gonna do that some more, I'm sure.

Well, now it's time to take a look at our sight words.

Do you remember that we've done all those sight words and now we're just starting to review them all?

Because I really want you to get it in your brain, and so they're always there, no matter what.

You don't have to think about them, you just see them and say, "Oh, I know that word."

That's the point of sight words.

You put 'em in your brain, and then when you see 'em, you know them, and if somebody asks you to write 'em, you go, "oh, that's easy, I can write like.

It's L-I-K-E." Here we go, you ready?

Like, L-I-K-E, like.

To, T-O spells to.

Can, C-A-N spells can.

A.

A spells a. A-N-D, and.

Make sure you're saying them, because remember, we're working on putting these in our brain and keeping them forever.

I. I spells I.

See.

S-E-E spells see.

The.

T-H-E spells the.

If.

I-F spells if.

We.

W-E spells we.

Great job.

Keep working on those, and guess what?

Pretty soon, they'll really be in your brain and they'll never get out of there, no way.

Well, let's talk about, let's talk about adjectives.

Remember yesterday Professor Geisenburg talked about adjectives?

Yes, he did.

And let's review what he told us.

An adjective is a describing word that tells more about something.

And here's my new one.

It says adjectives can come before or after a naming word.

So the adjective can come before or after the naming word.

Remember, it's a describing word.

It's telling us more information about the naming word, or the noun.

So let's take a look at two sentences.

I have two sentences here.

Let's look at them.

It says the blue shoes go here.

The blue shoes go here.

All right.

So what is the naming word?

Right, shoes, shoes.

Ah, now what do we know about the shoes?

The shoes are blue.

So this one is our adjective.

And look, in this case, it's before the naming word, before the naming word, and it gives us more information.

We know that the shoes are blue.

Let's look at the next sentence.

The truck is heavy.

What's the naming word?

Right, the truck.

There's the naming word.

That's the noun.

And then what do we know about the truck?

Right, the truck is heavy, heavy.

So that is our adjective.

It's a heavy truck.

And look, this time, the adjective was after the naming word, after the noun.

So here's before, and here it's after.

Isn't that exciting?

Nouns are really important because we could say the shoes go here, but that's not too exciting.

But if I give you more information about the shoes, then the sentence becomes a little bit more exciting.

The blue shoes go here.

There you go.

All right.

Now it's time for us to review our letters.

Are you guys ready to review our letters?

Okay, let me get them.

Here we go.

Now, when we do these letters, you have to make sure that you're practicing them, because it's just like the sight words.

We're trying to get 'em in our brain, so they'll always stay there.

That's right.

Okay.

Here we go.

T, turtle, tt.

You guys are so awesome.

You're doing this.

V, volcano, vv.

I hear you.

Good job.

P, piano, puh.

I, insect, ih.

Z, zipper, zz.

M, map, mm.

S, sun, ss.

U, umbrella, uh.

Good job.

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

You remember that U is a vowel, and what's important about a vowel in kindergarten is that it has two phonemes.

It can say its sound and then it also can say its name.

What is its name?

U.

That's right.

So we've been looking at that.

I wanna take a look at this paper, and we're kind of running out of time, so I'm gonna look just at a few and we want to find those pictures that have the U sound in them.

All right.

Let's see.

Here's one, vase, vase, vase.

Vase.

No, not that one.

No, that has the A sound.

That's the long A sound.

We don't want that one.

Okay.

Let me look at another one.

Let me see.

Oh, I'm gonna do this one.

Cube, cube, cube.

Yes, that one has it, so I'm gonna circle it, 'cause that has that long U sound.

Very nice.

Okay, let's look at another one.

Let me see.

Oh, here's one, pie, pie.

Puh, I.

That's I sound.

No.

We don't want that one, no way.

Oh, here's one.

Here's one.

Rope, rope.

That probably is gonna do the trick.

Let's see.

Rope.

Oh, no.

O, we don't want O, we're looking for U.

Do you guys see one?

Do you guys see one?

Yes, I think we did that before, I think.

Yes, but I would agree with you.

Mule, mule.

U, I hear the U sound right there.

So I'll circle that one.

Oh, my goodness, that is so awesome.

All right.

Let me put this back here.

Yes, so remember that U is a vowel and it can say its sound, uh, and then it can also say U, it can say its name, but it's most happiest when it's saying its sound.

Right.

Okay, let's take a look at our writing here.

Remember the title?

It says June the Mule.

June is a mule.

June is cute.

She can help Luke.

June can use a rope.

Luke can pat June on the nose.

Okay.

Now, let's take a look at some of these.

Are you ready?

Here we go.

We have this one.

Here's that U blank E, where the blank is another letter.

But that E is giving a clue to the U.

Hey, U, don't say your sound uh, say your name.

Mule, mule.

There you go.

Now, I wanna look at this one too.

Cute.

There you go.

Cute.

There's their clue.

The U, the blank, and the E. And what's the E doing?

The E is telling that U, hey, U, don't use say your sound, say your name.

So now it's cute, cute, cute.

Nice job.

By the way, it says how do you think June the mule helps Luke?

How does he help Luke?

Let me see.

June is a mule.

June is cute.

She can help Luke.

June can use a rope.

So how is June gonna help?

Yeah, she's gonna use a rope.

She's gonna use a rope to get things done.

That's right.

I'm so glad you were here today.

We ran out of time, and I hope you come back tomorrow, so we can do some more.

We'll talk to you.

Bye (mellow music) ♪ 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 ♪