♪ 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) (playful music) - So you need the, for the chickens, right?

Okay.

Hey, I have to go.

I'll talk to you later.

Oh, good morning!

Hi.

Welcome back to Discovery Ranch.

My name is Mr. Dawson, and I here to take you on discovery so you can learn how to read and write.

Join me here each day so that we can learn new things together.

I just got a phone call, 'cause my chickens are all over the ranch.

They're loose, and I have to go get 'em and gather 'em up and pen 'em back up.

So I'm gonna have to go get some fencing later on.

But I don't have time for that now, I'm spending my time with you.

And remember, if you will write me a letter and send it right here to Valley PBS, I will send you an activity book.

So write to me today.

We have so many things to do.

Yesterday, I kind of almost ran out of time.

So we better get started for today.

Today, it's time for daily phonemic awareness!

Here we go.

Are you ready?

We're gonna do syllables!

Do you remember syllables, how we clap them, and say how many chunks?

And that really is how many syllables are there.

Are you ready?

Here's one right here.

What is this?

It's a dolphin.

How many syllables are in dolphin?

Let me just put that right here, and let's clap it.

Are you ready?

Dol-phin.

How many syllables?

Right!

Two, two.

Let's do another one.

Here's one, a thermometer.

Thermometer.

You ready to clap that one?

Oh, what an exciting one that is!

Let's go.

There, mo, me, ter.

How many claps was that?

Four, right!

It has four syllables.

Here's our last one, are you ready?

What is that?

Pumpkin, pumpkin.

Let's see how many syllables are in pumpkin.

Are you ready to clap it?

Let's go.

Pum, kin.

How many claps?

Two, so that means it has?

Right, two syllables.

Awesome job!

Oh my goodness, how smart you guys are.

All right.

Moving right along.

Let's talk about our sight words.

You remember, on sight words, if we can put 'em in our brain and remember them, oh my goodness, then I am going to be able to see them and be able to read them, and if somebody asked me to write them, I'll be able to write them.

I'm so excited about that, oh my goodness!

Are you ready?

Are you ready?

We're gonna put these in our brain.

Are you ready?

Here we go.

Up.

U-P spells up.

Had.

H-A-D spells had.

Will.

W-I-L-L spells will.

All, A-L-L spells all.

How.

H-O-W spells how.

Did you notice that O-W?

Look at that!

Oh yes, that's one of those vowel teams that Professor Gesenberg talked about, yes!

Okay.

Let's keep going.

Said.

S-A-I-D spells said.

One.

O-N-E spells one.

By.

B-Y spells by.

From.

F-R-O-M spells from.

Oh, my goodness, and then last is T-H-A-T, that.

That spells that.

Good job.

If you know all these words, oh my goodness, when you see 'em, you'll know them.

You'll say, "Oh, I know it, I can read that word right away."

And if somebody says, or if you're writing, and you say, "I need to know how to spell that.

Oh, I remember, I learned it at Discovery Ranch.

It's T-H-A-T," and you can just put it right on there!

Put it on the paper.

You can say, "Oh, I spelled that.

Wow!"

That is so exciting.

Okay.

Let's talk about adjectives.

Are you ready?

Here we go.

Remember, remember that an adjective is a describing word that tells more about something.

Adjectives can come before or after a naming word.

Yes, yes.

Okay.

So I have three sentences, and I have some naming words, naming words, and we have to figure out where the naming word is going to go that fits with the adjective.

Here is the first sentence.

The mmm can make loud noises.

Loud is our adjective, so I want to know which picture is, which naming word would fit best on that one, a leaf, a hat, or a guitar?

What do you think?

Right, guitar.

I think that's it, let's see.

The guitar can make loud noises.

Oh, that is awesome!

Okay.

Let's do the next one.

The mmm has pretty flowers on it.

Oh, that's gonna be an easy one.

Which picture card would that be?

Which naming word?

Right, right, hat!

Let's put it on there and see.

The hat has pretty flowers on it.

Right, yes.

What has pretty flowers?

The hat does.

Okay, here we go.

Last one.

The mmm is green.

What should that one be?

Right, leaf, leaf, leaf.

The leaf is green.

What do I know about the leaf?

The leaf is green.

Green would be the adjective.

It's giving me more information about that leaf.

Do you see how that works?

We could say the leaf, but that would be kind of boring.

But if I said the leaf is green, wow, that makes it a little bit more interesting.

A little bit more exciting.

That's the power of adjectives when you put them in a sentence.

Isn't that amazing?

Yes.

Okay, it's time, it's time to remember about all of our vowel sounds and our diagraphs.

Are you ready?

Here we go.

Remember, the vowels are important, and we call them vowels because they're used in almost every word, and they can have at least two sounds, two phonemes.

You remember that?

They can say their sound, which they love to do, but they also can say their name, and they'll say their name if there's a clue to let them know that they need to do that, and we did those all in the past weeks.

Here we go.

Let's remember them.

A, what are the two sounds?

Ah, and a.

What are the two phonemes for E?

Eh and E. What are the two phonemes for I?

IH and I.

What are the two phonemes for O?

Aw and oh.

And what are the two phonemes for U?

Uh and U, right.

You have to remember those.

It's just like putting them in your brain.

And then the diagraphs.

Remember the diagraphs, two letters that make one phoneme, just like C-H doesn't say CUH-HUH, it says ch like in cheese.

T-H doesn't say TUH-HUH, it says th, like in thumb.

S-H doesn't say SUH-HUH, it says sh, like in shell.

And W-H says wuh, like in whale.

Isn't that amazing?

All right, remember those.

Remember those.

It's good to remember them, because when you hear a word that has a diagraph, you can go, "Which digraph says?

Which one was that?

Oh, I remember, it's T-H!"

And then you write it.

Okay, let's put this down, and I want to talk about our vowel team that Professor Gesenberg talked about yesterday.

You remember it?

Yes.

It was O-W and O-U.

And do you remember when you see O-W and O-U, what does that say?

Oh, and here is the clue.

What is this?

Cow, a cow.

Right.

So if I hear cuh and I take that off, what's left?

Ow!

So O-W and O-U say ow.

So when you see those two letters in a word, it might say ow.

Now, it can say other things too, but today I'm just talking about how it can say ow.

Let's take a look at some pictures up here that I have with the ow in it.

What is this?

That's a cloud.

Cl-ow, ow, did you hear that?

Ow, it's there.

What's this?

Cr, own.

Do you hear the ow?

Right, so if I was going to write that, I'd have to choose which one of these I would want, O-W or O-U.

And that's something that you have to learn.

In kindergarten, we just try one and see what happens, and then maybe your teacher will say, "That wasn't quite right."

Or maybe they'll say, "Nice try."

Here's another one.

What's this?

Owl, ow, owl.

Owl.

So if I was gonna spell owl, I'd use either O-W or O-U.

Which one do you think it is?

Which one do you think it would be?

Oh, it's right.

It's O-W, O-W.

There you go.

And what color is this?

Brown, brown.

Br, ow, do you hear it?

Ow, so all of these have the ow as in cow, and those are spelled with either O-W or O-U.

Well, let's take a look at a passage and read it, and I want you to pay attention, because it has a lot of OW words in there.

Okay.

Here we go.

"Wow!

Bugs!"

That's the title.

Dan says, "Look down!"

"Wow!

Bugs!"

Kim yells.

"There are lots of brown bugs!"

Dan asks, "How did so many bugs get here?"

Kim curls her lips into a frown.

"They must have come from down south!"

Okay, remember, O-U and O-W. Let's see if we can find some.

Let's do O-W's.

Okay, O-W.

Here it is, look.

There it is, ow.

Ow.

Ooh, down.

Duh ow, ow.

Duh own, there's another one.

Look at that.

Isn't that amazing?

Oh, let's just go down.

Oh, well, here's one, wow.

There's the O-W.

Isn't that amazing?

How about this one?

Here's the word brown.

Just like here.

Brown.

Do you hear the ow?

And there's the O-W that tells you that.

O-W is that vowel team, and it says ow.

Do you see any more O-W's?

Yeah, one more.

We'll do this one.

How, O-W, how.

That's amazing.

Oh my goodness, we did so many things today.

What did we do?

First, we talked about syllables.

We talked about syllables, and that was amazing.

And then after that, we talked about sight words, and how sight words are really super important.

You have to put 'em in your brain and leave 'em there.

And then we talked about adjectives.

How fun was that?

Making a sentence more interesting.

And then, then after we did that, then we talked about the vowel team, the vowels, and how they can say two different phonemes.

And then we talked about diagraphs, and then we ended up talking about O-W and O-U, and how that says OW.

we're gonna learn more about that tomorrow as well.

What does that mean?

That means you need to come back tomorrow, because tomorrow, on this one, we're gonna look for O-U says ow, that's right.

So come back tomorrow, and we're gonna have a great time.

I can't wait for that.

See you later, 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)