♪ 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 plays) - Good morning.

Good morning.

Good morning.

Welcome back to Discovery Ranch.

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

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

Oh my goodness.

This last weekend has been tremendous at the ranch.

We're still working, getting all those chickens in the coops.

And I've been tired all weekend, but I am glad that I'm here and I'm energized.

And don't forget that if you will write to me right here at Valley PBS, I will send you an activity book.

Let's get started on things for this day and this week.

What should we do first?

That's right.

♪ Daily phonemic awareness ♪ And today we're going to talk about phoneme identification.

That's right.

Here's the game.

Are you ready?

This is so going to be fun.

Okay.

I'm going to give you three words and you tell me which phoneme in each word is the same.

Are you ready?

Okay, here we go.

My first word is heal and then there's scene and then there's teeth.

There's a phoneme that's the same in all three of those words.

Did you hear it?

Here you go.

Let's do it again.

Heal, scene, teeth, yes.

That's it.

E, E was the phoneme.

Okay.

Here's another set of words.

Are you ready?

Here we go.

Nest, web, and men.

Nest, web, men.

Which phoneme is the same in all three of those words?

Right.

Eh, great job.

Okay.

Last one.

You ready?

Here's three more.

See if you can find the phonemes that's the same.

Joke, comb, and mole.

Joke, comb, mole.

Right.

Oh, good job.

on all of, oh my goodness.

You guys are amazing.

See how much you have learned in all of these weeks and all of these months.

Oh my goodness.

That is so exciting.

Hey, you know what time it is?

It's time to do our sight words.

Oh, I have 10 more sight words.

And remember, if you can remember these and put them in your brain when you see them in a book, you'll be able to read them.

And when you're writing, you'll say, "Oh, I know that word.

I have it in my brain."

Here you go.

Are you ready for these words?

Here we go.

Some.

S-O-M-E spells some.

Put.

P-U-T spells put.

Does.

D-O-E-S spells does.

Come, C-O-M-E spells com.

Who.

W-H-O spells who.

Good.

G-O-O-D spells good.

Has, H-A-S spells has.

Too, T-O-O spells too.

Help.

H-E-L-P spells help.

And what, W-H-A-T spells what.

If you know these sight words and you have them in your brain, then when you see them, you can read them.

And when you need to write them, you can recall them right out of your brain and say, "I know how to spell."

What is W-H-A-T?

All right.

Now, guess what time it is?

Oh, we're going into a new place here at the ranch.

And this week is just the start of it.

But as we go along, oh, it's going to get much more harder.

And we're going to have a good time with writing.

And that's what we're going to do now.

Are you ready to write?

I'm going to come right over here, so I can think and write about a sentence.

Are you ready?

Oh, I know my sentence.

I'm going to write.

Here we go.

My sentence is I see the dog.

Let's see how many words are in that sentence.

Are you ready?

I see the dog.

How many words?

Four words.

So we need to put those four words right here and then we'll see if it's a sentence.

Do you remember all the parts that make up a sentence?

You remember?

We're going to find out.

Here we go.

My sentence is I see the dog.

What was the first word?

I.

So, guess what letter I write?

I.

And that's a sight word.

I can recall it from my brain and write it right here.

I.

Now my sentence says I see the dog and I have I, what's the next word?

See.

Another sight word.

Can you recall it?

Yes.

S-E-E spells see.

Awesome.

Okay, here we go.

You guys ready?

The sentence is I see the dog and I have I, I have see, what's the next word?

The, right.

So I'm going to write the.

Do you recall the?

Yes.

T-H and E. There you go.

Now my sentence.

What's the sentence?

I see the dog.

I have the word I. I have the word see.

I have the word the, what's left?

Dog, right.

Now, these are all sight words, but dog was not a sight word.

So we're going to have to sound that out.

You ready?

Slow motion.

Slow.

You ready?

Dog.

There you go.

How many phonemes?

Three.

Okay, here we go.

What was the first phoneme?

Duh, duh is for D right?

What was the middle phoneme?

Ah, ah is for O.

And what's the last phoneme, what's the ending phoneme?

Guh, guh is for G. There we go.

We've done it.

So my sentences is I see the dog and I have, I see the dog.

Do I have any more words?

No, I don't have any more words.

So what do I need to do?

Right, I have to put some punctuation.

In this case, I'm not asking a question.

I'm not really excited, but I'm just saying, I see the dog.

Now, I have a good sentence here, but it's kind of boring.

I want to jazz it up a little bit.

Do you remember how we talked about adjectives?

Yes.

So I want to come up with an adjective that I can add to this.

What kind of dog?

Something that describes a dog.

I know, small.

So if I add that word, I can have a more interesting sentence.

Look, I see the small dog.

Whoa, that made it interesting.

Now, if I can tell you something else, where is that dog?

That would even make it more interesting.

So I can do this.

Look, I see the small dog by the tree.

Now, that is really interesting.

Oh my goodness.

That is a great, interesting sentence.

Do we have our upper case first letter?

Yes.

Do we know the subject, the dog, right?

That's our subject, our noun.

So we have I and see and dog and tree.

Those are all nouns.

And then, oh see is not a noun.

Oh my goodness.

Why did I say that?

That was interesting.

That's the verb.

Oh my goodness.

Mr. Dawson, you're so silly, but it's okay to make mistakes.

We just keep going and we learn from them.

All right.

So, and then I have my upper case and then I do have my periods.

So I have all four parts.

Oh, way to go, Mr. Dawson.

Hey, now let's review some of our phonics things.

Okay, here we go.

We have been learning and studying about long vowel or vowels.

And we know vowels can do two things.

They can have their long sound, which is their name and their short sound, which is their sound.

So A goes ah and A is for A. Eh and E is for E. Ih and I is for I, ah and O is for O and uh and u, and sometimes ou is for U.

And then we had our diagraph as well.

Remember C-H says ch, T-H says th, S-H says sh, like in shell.

And W-H says wha as in whale, oh, are you remembering those things?

Use those info, this information to help you when you're writing.

All right.

But today, I would like to take a look at something else.

I would like to take a look at a new vowel team.

Here we go.

Look at this one.

This is amazing.

Oh, what do you see here?

This is a book.

What is the middle phoneme when I say book?

Let's segment it.

Are you ready?

Book.

What does that middle sound?

Ugh.

Did you know that O-O can sometimes say uh, yes it can.

Oh yes.

And when we think about that and we here uh, we can say, "Oh, I know what we need to do.

We need to put O-O because O-O says uh."

Isn't that amazing?

That's good.

In fact, we have a story today.

I want to take a look at that story.

This story says in the woods, in the woods, let's read this story.

Lucy looked for nice sights in the woods.

She found some good spots to look.

She stood still to look.

She found a pond with toadstools.

She found ducks in the woods.

Six of them zoomed by.

She found fruit on a tree.

Lucy saw a nest in the tree too, a blue bird flew over.

Soon the wind blew.

It was time to go home.

Oh my goodness.

You know what I want to do?

I want to take a look at the title and I'm going to get my trusty dusty pen, a purple one.

And I want to take a look at the title first.

Do you see the O-O?

There it is, right there.

And do you remember what I just said?

What is one phoneme that O-O can say?

Ugh.

Right.

So when I see this one and I sound it out, it would be wha uh ds, woods.

Do you see that?

Yes.

So I want to look and see if I can find any more O-O that say uh.

It says Lucy looked ah look, there's one right there.

Look, uh, there's the O-O And what is it saying?

Uh, right.

Lucy looked for nice sights in the woods.

Oh, there's another O-O and it says, uh, that is amazing.

Oh, we better stop there.

Oh my goodness.

I see that we're almost out of time.

So I want to say thank you for coming by.

What did we do today?

Oh, we did so many things.

We did phoneme identification.

We did some sight words.

We did some sentences.

We did so many things today.

It was so exciting.

Now we're going to continue on tomorrow.

So be here with me tomorrow so we can learn some more things.

But for right now, I have to go.

We'll see you later.

Bye bye.

(upbeat music plays) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for every ♪ (upbeat music continues)