♪ 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 ♪ (gentle music) (jolly music) - Yes, yes, yes.

Yes, that was a problem yesterday.

Thank you for taking care of it.

I gotta go, I gotta go.

Bye.

Hey, welcome back to Discovery Ranch.

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

I'm so excited that you came back today.

Oh, we have so many things to learn.

And remember, when you learn something, I want you to write to me right here at the studio at Valley PBS, or you can email me, and tell me something you learned, and I will send you an activity book.

I can't wait.

I look in my mailbox every day to see if anybody's written to me, but nobody has, not in a while, but that's okay.

I know you're still watching.

All right, here we go.

It's time for daily phonemic awareness.

And today, we're gonna do onset and rhyme.

Do you remember how to do onset and rhyme?

That's where we clap a word and we find out the onset, which is the very first phoneme, and then we have the rhyme, which are all the phonemes that are left over.

Are you ready to play the game?

Let me get my pictures out.

Here's my pictures, and we're gonna put 'em right here, so that you can see 'em, and then we'll take 'em apart.

Are you ready to play?

Here we go.

My first word is mouse.

My first word is mouse.

Okay, are you ready to take it apart?

Here we go.

Get your clappers ready.

You ready?

Mouse.

Mm, that's the onset, ouse.

Mouse.

Did you see how we did that?

Mm, ouse.

Let's do another picture.

My next picture is nail, nail.

Okay.

You ready to do nail?

Here we go.

Nail.

what's the onset?

Nn is right, and what are all the other phonemes that's the rhyme?

Ail.

Nn, ail.

Great.

And we can put it back together too.

If I had nn and ail, what's the word?

Nail.

Good job.

Oh, let's take a look at one more.

Ooh, this is a cool one.

This is juice, juice.

Are you ready to do juice?

Here we go.

Let's clap it.

Juice.

What's the onset?

Juh is right.

What is the rhyme?

Uice, right.

Juh, uice.

Good job.

Man, you guys did awesome on that.

Ah, I'm gonna have to do that more often.

Are you ready?

Are you ready to do some other things?

What should we, oh, I know, it's time for sight words.

Remember, sight words are important to put in your brain, so that when you see them, you know them when you look at a book, or if you're gonna write some words.

Are you ready?

Here we go.

Let's do our sight words.

It.

I-T spells it.

As.

A-S spells as.

An.

A-N spells an.

At.

A-T spells at.

On.

O-N spells on.

Be.

B-E spells be.

Not.

N-O-T spells not.

But.

B-U-T spells but.

His.

H-I-S spells his.

In.

I-N spells in.

Great job.

Just keep practicing these and you'll get them in your brain and then you'll go, "Oh, I know that word.

I know that word."

All right, well, we've been talking, in grammar, we've been talking about pronouns, pronouns.

And remember that pronouns are nouns that take the place of another noun in a sentence.

It takes the place of another noun in a sentence.

So we don't wanna say Mr. Dawson, Mr. Dawson, Mr. Dawson all the time, or somebody else's name.

We want to make it more interesting by substituting names and things for pronouns.

And I have three pronouns here today, right down here at the bottom.

And they're also sight words.

Did you notice that?

They are.

We, I, and they.

All right, here we go.

So here are our sentences today.

Mr. Dawson likes red.

I like red.

Let's take a look at that one just by itself.

Are you ready?

Here, I'm saying Mr. Dawson, but over here I said I. I could have said Mr. Dawson likes red.

I could have said that, but I wanna make it a little bit more interesting.

So guess what I did?

I put I, 'cause who is I?

It's me, that's right, Mr. Dawson.

So it's the same thing.

Mr. Dawson likes red.

I like red.

That's what I did.

All right, so here's my next sentence.

Are you ready?

Mom, Calvin, and I like fruit.

Do you see that?

Now, I wanna take all of this.

I wanna take Mom, Calvin, and I. I wanna take all of these words and make one pronoun for it that says mm likes red fruit.

So which word would I use?

We, I, or they?

Well, if I said I like red fruit, it doesn't mean all of these people, does it?

No, so I can't use that one.

Which one do you think?

Oh, let's try it.

Let's try they.

They like red fruit.

Now, that would work, except I'm in there too and I'm part of that group, so I can't say they.

So it would have to be we.

We like red fruit.

That is the proper pronoun, but there's a problem.

Do you see the problem?

I see the problem.

Tell me, what do you see is the problem?

That's right.

Oh, my goodness, where's my trusty dusty, oh, it's over here.

Yes, the we has to be uppercase because it's the first word.

So let me just fix that and make it uppercase.

There you go.

Now we have a sentence because the first word is uppercase.

We like red fruit and, wow, do I like red fruit?

Oh, for sure.

Okay.

Let's do some phonics.

Are you ready for some phonics?

Remember, let's review the vowels.

What's important about the vowels?

The vowels have two phonemes in kindergarten for each letter, except for the U.

It's kind of a mystery for U, 'cause it has like three, I think.

Okay, it has the short sound, and it has the long sound.

So A says ah and A. E says eh and E. I says ih and I.

Are you saying 'em with me?

O, says ah and O.

And U says uh and U, and sometimes it says ooh, like in Luke.

And then we've been talking about the diagraphs.

You remember the diagraphs?

I only have four up here, but there are more, but I just put these four.

So C-H says what?

Tch, tch, like cheese.

T-H says th, like thumb.

S-H says shh, like shell.

And W-H says wuh, like whale.

Awesome.

Awesome.

Awesome.

So there are those.

You gotta learn those.

Let's move on to what we're learning this week.

We're learning about oi.

Do you remember talking about it yesterday?

What were the two ways that I can spell oi?

What is it gonna look like?

If I see it in a book or if I need to spell it, what's it going to look like?

There's two ways.

O-I and O-Y.

Both of those say oi.

Well, look what I have.

I have some picture cards up here.

Let's look at these picture cards, because it's very interesting.

I want you to look at them and listen to the oi in there.

Are you ready?

Well, you know this one already, right?

It's boy.

Buh, oi.

Did you hear the oi?

Yes.

So, and we already know that it's gonna be, O-Y, because it's right here for us.

Here's another one.

This is the word boil, buh, oil.

So that oi is right there in the middle.

Which one would it be?

Oh, you just have to pick one.

Pick one and find out, and then we would help you.

Here's another one, toys.

Tuh, oi.

Do you hear that oi?

Yes, so if I was gonna spell it, what would I do?

I'd use O-I or O-Y, one of those.

We just have to figure it out.

Would it be right to put the wrong one?

It wouldn't be right, it would be a mistake, but mistakes are okay.

Mistakes are okay.

And then somebody is gonna say, "Oh, that was a mistake."

And then you learn.

Here's the next one.

Soil.

Soil.

Do you hear it?

Soil.

Oi, oi, there it is.

So what would I do?

I would pick one of these and try it.

And then if I make a mistake, someone's gonna help me, I know it.

And then, oh, I say, oh, oh, that's right.

It's these two letters, and then I would remember that.

Well, it's time for our passage.

Do you remember our passage from yesterday?

Let me read it again.

Are you ready?

Sandbox toys.

Troy said, "Boy, oh, boy, I can't wait to play with toys in the sandbox."

"That sounds like fun," said Lil.

"Can I join you?"

"Sure," said Troy.

"Join me, but do not spoil my mound of sand."

Ooh, you know what I wanna do?

Let's start looking for 'em.

Are you ready?

Let's start looking for the O-Y says oi.

And there is a lot of them in there.

Are you ready?

Let me see.

Well, we have this one in toys, and then in the first line, look, O-Y.

What does O-Y say?

Oi.

How about buh, oi, oi.

There's another oi.

Here's another one.

Oh, another oi in boy.

My goodness.

There's so many.

Let's look at the next one.

I know we're gonna run out of time here.

Oh, there's one, oi.

Look at that oi.

Okay, let me look in this line.

Nope.

Nope.

How about in this one?

I'm just looking for O-Y.

Tomorrow, we'll look for O-I, I think.

There's an O-Y, oi.

And I think that's it.

Whoa, we found all the O-Y, and what does O-Y say?

It says oi.

Look right here.

It says it right there.

Oi, oi, just like these pictures, oi.

And I can tell you that boy and toys, both of those are O-Y, O-Y.

Now that I've given you some information, you can remember it, but if you don't know, try one of them and somebody will help you out eventually.

We've done so many things today.

We talked about phonemic awareness, where we did onset and rhyme, and then we did sight words, and then we did pronouns.

Oh, my goodness, we did so many things, and we've been talking about oi, and guess what?

We're gonna do all that tomorrow too.

Well, if we are, what does that mean?

That means you need to be here.

That's right.

Come tomorrow, so we can learn more here at Discovery Ranch.

Bye.

(gentle 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 ♪ (gentle music continues)