(soft 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 ♪ (soft upbeat music) (upbeat music) - Coops.

Hey, how are you doing?

Welcome back to Discovery Ranch.

My name is Mr. Dawson, and I'm here at the ranch 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.

I was just writing some notes because we have all the chickens in the coops.

And guess what?

Now they're starting to lay eggs.

Oh!

It's so exciting.

So exciting.

So many things are going on at the ranch.

Like all the blossoms are falling off the trees and now all the baby fruits are starting to grow on there.

So exciting.

But before we get started, I want to remind you that if you will write to me here at the Station at Valley PBS, I will send you an activity book.

Write to me and tell me something you learned today.

All right, let's get started.

What time is it?

It's time for Daily Phonemic Awareness.

That's right.

We're gonna do some Daily Phonemic Awareness.

I wonder what are we gonna do today.

Oh!

I know, I wanna play a game.

Are you ready?

What I'm gonna do is I'm gonna give you a word and I'm gonna tell you to take off one of the phonemes and see if you can guess my new word.

Are you ready?

Let me think.

Oh!

Here's one.

"Plate".

Can you say plate?

All right.

Now, if I take the "p" off of "plate", what's my new word?

Let me see.

"p" take that "p" off.

"p" "late" "p" "late" "la' "late" Right!

"Late" I take the "p" off and I still have the word "late".

That's my new word.

Okay, I tell you what, let's just keep going with that same word.

What if I had "late"?

Can you say "late"?

Yes.

Okay, now, if I took the "l" off of "late", what's the new word?

Let me see.

I have "l" and "late" gonna take that "l" off of "late" "l" "a" "t" "e" "l" "a" "t" "e" "ate" Yes!

It's the word, "ate" Good job.

Good job.

Let's do one more.

You wanna do one more?

I wanna do one more.

Here we go.

Is gonna be a little harder though.

Are you ready?

The word is "cart".

Can you say "cart"?

Yes.

Now, here where it gets harder.

Okay, If you took the "t" off of "cart", what's the new word?

Okay, so if I have "cart", I'm gonna take that "t" off "c" "a" "r" "t" "c" "a" "r" and "t" Oh!

There you go.

Yes, I heard someone, "car".

If I took the "t" off a "cart", I still have the word "car".

That's the new word, "car".

Oh!

You were amazing.

You did it.

Oh my goodness.

What time is it?

Oh!

We have to do sight words, of course.

Lemme get my pointer right here.

Remember with sight words, if you put them in your brain and leave them there, when you see them in a book, you'll say, "Oh, I know that word."

Or if you need to write a word, just like we've been doing in our writing.

You can just recall it right into your brain and say, "Oh, I know how to spell, I know how to spell 'see'.

I know how it's spelled like, it's one of our sight words."

That's why we practice this so that you will get them in your brain and know them forever.

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 'come' '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', now this is a different kind of too though.

It's not like, "I'm going 'to' do something."

This is, "I'm going as well."

So, "Mrs. Nix is going to the store and I'm going 'too'."

That's what this 'too' is.

'Help' H-E-L-P spells 'help'.

And 'what' W-H-A-T spells 'what'.

Good job.

Now let's do some sentences.

That's where we're heading.

We have to be able to write sentences.

So I have a sentence here, I have to get my trusty dusty marker, and then we're gonna walk over here to my sentences and write a sentence.

Are you ready?

Here's my sentence strip, and my sentence today is, "we saw a snake."

First thing we're gonna do is clap and count to see how many words are in my sentences.

Are you ready?

'We' (claps) 'saw' (claps) 'a' (claps) 'snake' (claps) How many words?

Four, "'We' 'saw' 'a' 'snake'."

And that's what we have to do right here.

Are you ready?

Okay, so if my sentence is "We saw a snake," what was the first word?

'We' Right.

So I need to write 'we', and 'we' is a sight word.

How do you spell 'we'?

Right.

"W" "E" Okay, here we go.

Our sentence is "We saw a snake," and I have 'we', what's the next word?

'Saw' 'Saw' and that is a sight word too.

"S" "A" "W" 'Saw' So our sentence is, "We saw a snake" and I have 'we' and I have 'saw', what's the next word?

'A' another sight word.

Whooooa!

"We saw a," So our sentence is, "We saw a snake," and I have 'we', I have 'saw', and I have 'a' what's the next word?

'Snake'.

Oh my goodness.

That sounds a sight word.

We're gonna have to sound that out.

Slow motion, slow and try to get all the phonemes.

Are you ready?

Get your hands up.

Here we go.

Are you ready?

Here we go.

"S" "n" "a" "ke" Ooh, that has four phonemes.

"S" "n" "a" "a" Ooooh!

Ooh, a bow can't say its name unless there's some kind of clue, rethink about that.

"S" "n" "a" "ke" Okay, what was the first phoneme" "s" "s" is for "S' and what was the next phoneme?

"s" "n" is for "N" "a" We know that's gonna be "a" but keep thinking about that, "S" "n" "a" "ke" "ke" Yes, it could be for "C", okay, but in this case I know it's gonna be a "K" Ah, and then the clue is the "E" at the end is gonna tell the "a" to say its name.

So our sentence is, "We see a snake," and I have 'we' Okay say "We saw a snake," and I have, 'we' 'saw' 'a' 'snake'.

I don't have any more fingers.

What does that mean?

Yes, we have to put a punctuation.

There we go.

I have my first letter, uppercase.

I have my nouns.

I have my verb 'saw' and I have my punctuation.

So I do have a sentence.

But right now it's just like a regular sentence.

It's the boring sentence.

I wanna make it more interesting.

And remember how we do that, we use adjectives.

Right.

Oooh!

What do you think about a snake?

When I think about snakes, I think about how long they are.

So I wanna talk about that.

"We saw a long snake."

Whoooa!

Now, if we wanna make it even more interesting, we could maybe say, where did we see that long snake?

So I would add some more to it.

There it is.

"We saw a long snake on a mat."

That makes it very interesting.

Instead of just saying, "We saw a snake."

That's kind of boring, but when we add adjectives, and also tell where then it becomes really interesting.

Oh my goodness.

Okay, now let's go on to phonics.

Let's review what we've been learning about vowels and diagraphs.

Remember that vowels are important kindergarten because they have two different sounds.

They have the short sound, which they like to say and they have the long sound.

That if there's some clues they'll say their name.

So remember "A" says "a" and "A' "E" says "e" and "E" "I" says "i" and "I" "O" says "o" and "O" and "U" says "u" and "U" And sometimes it says "u", like, "loook" All right.

And don't forget about our diagraphs.

Diagraphs are two letters that make one phoneme.

Just like when I see "ch" I don't say "ck" "h" I say "ch" when I see "TH" I don't say "t" "h" I say "th" When I see "SH" I don't say "s" "h" I say, "sh" And when I see "WH" I ain't say, "w" "h" I say, "wh" Those are important when again, all of these, when you see them in books, you go, "Oh, I remember that.

It says "th" it doesn't say "t" "h" Or if I need to write them and I say, "Oh, I wanna spell 'there'."

"th" Oh, there's that "th" And that's "TH" That's why it's important for you to understand all of these and put them in your brain and leave 'em there.

Just like we were talking about.

"OO" says "u" Do you remember that?

"OO" can say "u" So I have some words here.

And I wanna find the ones that say, "u" Are you ready?

Here's one, 'hook' 'hook'.

Do you hear the 'u' there?

So let's sound it out.

"H' "oo" "k" "h" "oo" "k" Where's the first phoneme?

"h" is for "H" and then I hear that, "u" so what am I gonna write?

Yes.

"o" and "o" "h" "oo" "K" "k" is for "K" Let's look at this one.

What's that word?

'Book'.

It sounded out, "b" "oo" "k" Do you hear the "u"?

Okay, so "b" is for "B", and I'm really interested in that middle one.

That middle phoneme, "u".

When I hear "u" what I know to write?

Write "o" "o" "b" "oo" "k" And then I put that "K".

Now here's one, 'moon'.

"m" "oo" "n" Does it have the "u"?

Nooo!

Noo!

So we're not gonna put anything there.

We'll have to talk about that one another day.

Let's do this last one.

'Cook'.

Are you ready?

"c" "oo" "k' Did you hear that middle phoneme, "u"?

Yes, so I'm gonna put the beginning phoneme, "c" Now when I come up to that middle phoneme, "u" What is it?

Right, it's "o" and "o" And then what's that last phoneme?

"k" "k" is for "K" Did you see that?

So anytime that you see "oo" or most of the time you see, "oo" it's gonna say "u" And you can spell it with "o" and "o".

Well that's all the time we have for today.

I'm so glad that you came to see me.

I hope that you come tomorrow, what's tomorrow?

Oh!

It's reading and writing day!

I'm so excited about that.

Oh my goodness.

Come tomorrow, we're gonna have so much fun.

We'll talk to you later.

Bye.

(soft 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 ♪ (soft upbeat music)