♪ 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!

♪ (whimsical music) - Yes, yes, lots of bees will need 'em.

Hey, but I have to go see you later, bye!

Hey!

Welcome back to Discovery Ranch.

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

Join me here each day, so you can go on brand new discoveries with me, together.

All right.

Hey, I was talking about the bees because I was noticing this table- tablecloth, and it has bees, and I need lots of bees here at the ranch so they can fertilize all the flowers so they can turn into fruits and vegetables, and I can have a great crop.

Well, hey, we have to get started with so that you can learn something.

Let's go over here and remember if you will send me something, a letter, telling me something you've learned, I will send you an activity book.

Just send it to this Station Valley PBS, or email me, and we'll get you an activity book right away.

Well, if you're going to write me you have to have something to write about.

So let's get started.

What should we do first?

Oh, I remember.

Daily phonemic awareness!

Yes!

Well, what are we going to do today?

Well, today it says blending.

We're going to do some blending.

I have some letters here, and I want to sound them out, and then we'll blend them.

Now be careful because I put some clues in here.

Do you see them?

Yes!

Here's one that E is there.

There's the clue.

And it's telling the I to say its name.

So I wouldn't say "ih" here, I would say "i."

Let's sound it out, are you ready?

Puh- I- n And remember the, E doesn't say anything.

He's just there, it's just there to tell the I to say its name.

So let's do it, let's do it again.

Puh- I- nn Puh-I-n Pine.

What's the word?

Pine!

Right!

Okay, let's go to the next one.

Are you ready?

Here you go.

Now do you see a clue there?

Yes, there's the E again.

And the E, not going to say anything, but it's just going to tell that A, to what?

Say its name.

So it's not going to say gah-ah-t, gat, Aw, but it's going to say what?

Let's sound it out now.

Guh- A- t. Gaaate.

What's the word?

Gate!

Nice job.

Oh my goodness!

Okay, let's look at the last one.

Okay, let's take a look at it.

Do you see any clues there?

Yes.

Yes!

E-E. E-E is gonna say "ee", so it's not going to say suh-eh-k. No, no.

It's going to say "ee", so when we sound it out you have to do that.

Are you ready?

Here we go!

S- ee- k. Seeeeek.

Seek.

Seek!

Good job.

You guys did it very well.

Well, that is all of our phonemic awareness.

Oh, I know, we have to look at our sight words.

And we've been talking about sight words all year, and how if you put them in your brain and leave them there, when you see them in a book, you'll be able to read them.

And then if somebody says, "Hey, can you spell the word play?"

You can say, yes, I have it in my brain!

I can say P-L-A-Y, and then you spell it.

Well, that's what we're doing.

We're reviewing these words.

Are you ready?

Here we go.

Have.

H-A-V-E spells have.

This.

T-H-I-S spells this.

Ooh, Ooh.

Oh, yes.

Oh, we're going to talk about this today.

All right, that's good.

How about this one?

They.

T-H-E-Y.

They.

Oh, yes!

Look that T-H!

We're going to talk about that today.

Ooh, pay attention.

Here's another one.

Play.

P-L-A-Y spells play.

And then I have "me".

M-E spells me.

And then I have "of".

O-F spells of.

and then I have "or".

O-R spells or.

Are you saying 'em with me?

Practice is always good!

Was.

W-A-S spells was.

And the last one is H-E-R-E spells here.

Practice this with me everyday, children.

And we will get them in our brain, that's right.

All right.

Now let's talk about adjectives.

Remember an adjective gives more details about a person, place, animal, or thing.

Details.

You look at a noun and you can just say "Oh, it gives me more, I can get more details about that."

Just- That's a pumpkin.

I can see a pumpkin, but that's not that interesting.

But if I start adding adjectives and give more detail about that pumpkin, it'll make it more exciting.

Let's do that!

Are you ready?

Okay, look at that pumpkin.

I'm going to give you a couple of seconds, and then I want you to think of some words that describe that pumpkin.

Are you ready?

Go!

Right?

That was obvious, wasn't it?

Orange.

Orange.

The pumpkin is orange.

I can put that on.

What else do you see?

Okay.

I'll take that.

Bumpy.

Bumpy.

Bumpy.

All right.

Bumpy.

What else do you see?

Bumpy.

Oh, okay.

All right.

Long.

I heard that.

Somebody said long because they're talking about the stem.

The stem is long.

Look at all these beautiful adjectives.

I can say, "Look at the orange, bumpy pumpkin with a long stem!"

Oh, isn't that awesome?

Yeah.

That gives me more information, more details about that pumpkin, and it makes it more interesting.

Well, let's move on and talk about phonics.

Now, I've been telling you about the vowels.

Remember there's five vowels.

There's A, E, I, O, U.

And what is special about the vowels?

What's special about the vowels is that they can say two phonemes in kindergarten!

They can say their sound, which is, that's the one they like to do, but they can also say their name when they're asked to!

Right!

So if I have I, I know it says "ih", but it also can say "i".

Right, and here are my clues.

Here we go, let me put these there and let's look at the next ones.

E!

so "E" can say, "eh", but it also can say "e"!

And here are the clues to help you when to say that.

Okay.

Hey, here we go.

Ah, so I have U, and it can say, "uh" and it can also say "u".

Or "uh", or-- Yes, there you go.

I missed that one.

Ooh.

A can say, "ah", or it can say "aye", there we go.

And then the last one I have here is O. O can say "aw" or it can say "oh", and here my clues.

All right, now, I want to talk to you more about digraphs.

Do you remember yesterday?

Professor Geisenberg talked about us digraphs and how digraphs have two letters, but only make one sound?

Let's see if you remember that.

What does C-H say?

"ch".

And sometimes you might see T-C-H and it still says "ch".

Okay, and then I have T-H. What is T-H?

Do you remember what he said?

"thh" And sometimes it can be, it can make a sound "vvv".

Okay.

And then S-H says, "shh" like in shell.

and then I have whale.

"wuh", "wuh".

That would be W-H. Well, I just want to pay attention today to the C-H and the T-H. Are you ready?

Let me get this next paper here.

Oh, look at these nice pictures.

This is our job.

I want you to listen to the word, and tell me if you hear it.

Um, and it has the T-H, "thh", sound or if it has the C-H, "ch" sound.

Are you ready?

Here we go.

The first word is pathhh.

Path.

Puh-ah-thh.

Yes, the ending phoneme has "thh", and we know that is what?

Right.

T-H. Let's look at the next one.

Fish.

Do you hear a "thh" or a "ch"?

No.

No.

So we don't want that one.

Okay.

How about this one?

Thumb.

Thumb.

Thhh.

The first, right!

So we do want that one.

And which one was that one?

Was that "thh" or "ch"?

"Thh", so I'm going to put a T-H right there.

Let's do this next one.

Thread.

Thread.

"thh".

Oh yes, we want that one for sure!

"thh" is for T-H. Maybe I'll put it right here.

How about this one?

Brush.

Brush.

No, I don't hear a "thh" and I don't hear "ch".

Let's look at this one.

Inch.

Inch.

Inchhh.

"ch".

Yeah, "ch" is for C-H!

Good job.

Oh, here's one.

Think.

Think.

Thhink.

Yes, we want that one, that's T-H. Oh, we're getting short on time.

Let's see.

Oh, I'm going to do this one right here.

Chop.

Chop.

Chop.

"ch".

"ch".

"ch" is for C-H so I can circle that one, and I'm gonna to put C-H. Do you see it has two letters, but one phoneme?

Well, I'm not going to have very much time, but let's look at our story this week.

Here we go.

My story is "Chad with Chance".

Chad showed a ball to Chance.

Chad threw the ball.

She chased the ball.

Now she is Chance.

Chance is the, the dog, right?

She chased the ball.

The ball went into the brush.

Chance cannot go.

Chad will go.

Both of them dash home.

Oh, this one's so cool because it has a lot of digraphs in there.

Yes.

Let's just look at the title, "Chad with Chance".

Do you see any digraphs?

Yes!

Look, C-H, two letters that make one phoneme, in this case "ch".

And also Chance, "ch", is for C-H. Well, that's all we have time for.

We're going to have to look at digraphs again tomorrow.

Well, you need to come back tomorrow so we can talk about that as well as our sight words.

Oh yes, and adjectives.

We want to talk about all of those things.

Be here with us so that you can learn all the things that we need to learn.

I'll see you guys tomorrow.

Have a great day.

Bye!

(upbeat 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.

♪ (upbeat music continues)