♪ 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) - The fertilizer.

Hey, welcome back to the ranch!

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

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

Remember, when you learn something new and you write to me right here at the station at Valley PBS, I will send you an activity book, that's right!

Write to me and tell me something you've learned, and I'm gonna send you an activity book.

Isn't that exciting?

Well, let's get learning!

Let me come over here to our letters, because you know the first thing we're gonna do is review all of our letters.

It's good to keep them fresh in our brain so that we can know what each letter looks like, and the phoneme that it has.

Are you ready?

Let's go.

T, turtle, t. I, insect, ih.

O, octopus, ah.

N, nest, nnn.

C, camel, cuh.

H, hippo, huh.

F, fire, fff.

R, rose, urr.

G, guitar, guh.

All right, and remember that our letter that we've been studying for the past two days is W. Here's the uppercase W, and here's the lowercase w. And how do we do it?

We say, W, window, wuh.

Because wuh is for W. Well, here we go again with our pictures, and we're trying to find the pictures that has the phoneme for W at the beginning.

So let's listen to each one of these words and then find which one has the wuh is for W, and then we're going to write it.

Are you ready?

Here we go.

Just like they did this first one for us.

Watch, wuh, wuh, watch has that wuh sound, so we put the W. Well, let's take a look at this one.

This cat is under the chair.

Under, uh, uh, under, uh.

No, that is another letter.

That's uh, that's another letter.

So let's take a look at the next couple of pictures.

This is window, window.

Wuh, wuh, window.

Do you hear it?

Right, wuh.

Wuh is for W, so I'm going to put a lowercase w. And remember that w is a chicken letter, because it goes from the dotted line to the bottom line.

Here we go.

How about this one?

Wig, wig.

What is the beginning phoneme?

Wuh, wuh, wuh.

Wuh is for W, so I'm gonna put a w there, a lowercase w. All right, let's take a look at the two pictures on number three.

This is an envelope.

Envelope, eh, eh, eh.

No, that's another letter.

It doesn't have wuh, I didn't hear that, no way.

Okay.

Let's go to the next one.

Web, web.

Wuh, wuh.

Yes, now that one had wuh, so I'm going to put a W, because wuh is for W, and that's what you do, boys and girls.

When you hear the wuh, I'm going to put W. I know, I just know.

I just say, "Hey it's W." Okay, let's look at number four and look at these two pictures.

The first picture is watermelon.

Wuh, wuh, watermelon.

What do you think?

Yes, yes, wuh, and wuh is for W. Okay, let's take a look at the last picture.

Here we go.

Wagon, wagon.

Do you hear the very beginning sound?

Wuh.

Yes, it is wuh!

And when I hear wuh, what letter am I going to write?

Right, W!

Wuh is for W. Oh, that was amazing.

We had so much fun doing that.

At least, I know you did, and I know I did.

That's great.

All right, well, we've done the letters now.

Let's see what, oh, I remember, thank you for telling me.

It's time for daily phonemic awareness!

So I'm gonna put this one down here, put this one up here, and at that, I have some new pictures!

Oh my goodness, I have some new pictures.

And remember, we're learning how to segment and identify the phonemes so we can put the letters that go with the phonemes that we've segmented.

I have three new pictures, but I think we're gonna only get to one, that's right.

So we're going to do the word, oh, let's do mop.

We're gonna do mop.

Are you ready?

Remember, when we're segmenting, I go slow motion slow, just like in the movies.

You ever seen a movie where they go slow!

We'll, we're gonna do the same thing with the words so we can hear all the phonemes.

Are you ready?

We're gonna say this word slow, mop.

You ready?

Slow motion slow.

Mmm, ah, puh.

How many phonemes was it?

Did you hear 'em?

Mmm, ah, puh, three, right!

What was the beginning phoneme?

Mmm.

What was the middle phoneme?

Ah, and what was the ending phoneme?

Puh.

Now all we have to do is find the letters that go with those phonemes, put it in there, and we should have spelled the word mop.

So what was the beginning phoneme?

Mmm, mmm is for M. So I just take the M and I put it right there.

There you go, first phoneme.

What was the middle phoneme?

Ah, ah is for O, and I see the O right here, and I'm gonna put it up there.

Okay, and then what was the ending phoneme?

Mop.

Puh, puh, puh is for P. There it is.

See, when we practice those letters and phonemes at the first part of the day, this is what it does for us.

It helps us to find the letters that go with those phonemes so that we can spell words, just like we spelled mop.

Let's put it together and blend it, and see if it really does say mop.

Are you ready?

Mmm, ah, puh.

Mmm, ah, puh.

Mop!

There you go, it says mop.

Isn't that exciting?

Oh, you guys have learned so much over the year.

I'm so excited about that.

What time, oh, I keep forgetting that you need to remind me sometimes.

Yes, sight words.

Let's look at our sight words right over here.

Like I say, when we do our sight words, if you can put 'em in your brain and remember them, then when you see 'em, you can them, as well as if somebody asked you to spell it, you can say, "Oh, I know how to spell that word!"

How do you spell was?

W-A-S spells was.

And how do you spell for?

F-O-R spells for.

All right, I was about to put this away, but I want to talk about proper nouns.

Now, remember that proper nouns are nouns that have names.

If it's a name, it's a proper noun.

So right now I don't have any proper nouns.

I don't even have a sentence, but that's okay, 'cause we're gonna work it right now.

It says is a person I know.

Well, look, I can write proper nouns right in there.

Let me get my trusty dusty pen and my paper, and I can say, oh, if I put this one, my friend's name is Julie, look at that.

Now I can say, Julie is a person I know.

And look, I put it uppercase, it's at the beginning of the sentence, but it's also uppercase because it's a name of a person.

How about this one?

Kathy, my good friend, Kathy.

Kathy is a person I know.

And I put the K uppercase, not only because it's at the beginning of the sentence, because it's a person, Kathy is a person.

So anytime we have a name of a person, place, thing, or animal, then guess what?

We put an uppercase.

That's right, that's right, so when you're at school and you're writing, make sure if it's a name of something, you make sure you put it uppercase.

Well, I think the last thing we should do, oh yes, we should do our passage.

Remember yesterday, we did this passage.

Today we're gonna read it again, and we're going to talk about guess what?

Proper nouns, right!

Remember the title of this passage is Wet Dog.

Now the uppercases are here, not because it's a name, but because that's the title of the story.

So it is the name of the story, so we're gonna give it uppercase.

Okay, here we go.

Wet Dog.

All right, here we go.

Let's read it again.

Tug is a wet dog.

Tug ran to Meg.

Do not wag, Tug!

Do not get Meg wet!

All right, now yesterday, if you remember, we found all the W's.

I don't want to use blue this time.

We found all the W's, and we found how many, one, two, three, and four.

Now what we want to do is find the proper nouns.

Do you see one in number one?

Yes, Tug!

Who is Tug?

Right, it's the dog.

It's the dog.

How about here's on two, here's Tug again.

Do you see another one?

Yes, Meg!

Wow!

And we have Meg and Tug right here as well.

They're proper nouns.

How can you tell?

Because they have uppercase letters.

They're names, proper nouns.

That is so awesome.

We had so much fun today learning so many things.

We talked about phonemic awareness and we spelled words.

We did our sight words, was and for.

We did proper nouns.

I talked about some of my friends, Julie and Kathy, and then we read our passage, Wet Dog.

Oh, we had so much fun.

You know what?

We're using all this tomorrow, because tomorrow's Friday, and what is Friday?

Reading day!

That's right!

We're gonna use everything that we know about what we learned to read and write.

Be here tomorrow so you can have fun with me as we put all this stuff together, 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 ♪