- Good morning, second grade.

Happy Wednesday.

How are you guys this morning?

Awesome job.

So glad that you guys are here to join me, my name is Mrs. Vang, so that we can become amazing readers and writers.

And boys and girls, I sure do love reading.

And I have another book to share with you guys.

This is a book called "Firebird" and it's by Misty Copeland and Christopher Myers.

And guess what boys and girls?

Misty Copeland is one of my favorite ballerinas because she's such a skillful dancer.

Oh, I just love watching her dance.

Now in this book, she shows a young dancer that through hard work and dedication, she can become a great dancer.

So if you want to read this book, you can try to check it out on or at your county library or you can see if you can find it on Sora if you have the Sora reading app.

Check it out, boys and girls, it's a great book to read.

Okay, now let's go into our Sora top countdown schools in Fresno Unified.

Today, we're gonna reveal the top school in the number three spot.

Are you guys ready?

You guys see it?

Who is it?

Ewing Elementary, good job Ewing, you and you guys are doing an amazing job reading and checking out those books and reading.

'Cause don't forget boys and girls, the more you read the stronger your brain gets, the smarter you get, you're right.

So keep reading boys and girls.

Okay, are you guys ready to get started?

Awesome.

Let's start with, you're right?

Training our ears.

So, turn your listening ears up nice and loud, 'cause remember boys and girls, the more we hear sounds, the more we can read and write with sounds, and that's why we always start with our listening skills, so what we call phonemic awareness, and it's so important to learn.

Today, we're gonna practice our blending and we're gonna play a game called guess my word, and you guys are really good at playing this game.

This is where I give you some sounds, your job, pulling it together, guess my word.

Are you ready?

Okay, let's get started.

What's my word if I gave you these sounds sh, are.

Blend it together.

sh, are, share, good job.

Like please share with your brother.

Share, good job.

Or sister share, okay.

How about these set of sounds, ready?

D, are.

D, are.

What's my word?

Dare.

Good job.

Dare.

Okay.

Last set of sounds, let's see how you guys do.

Ch, air.

Blend it together.

Ch, air.

What's my word?

Chair.

Good job.

Like I went and sat down on a chair.

Good job, boys and girls.

Okay.

If you were using your listening skills which I know you were, what sound did you hear?

The ere sound, you're right.

And all week boys and girls we are gonna be working with our ere sound.

So that's also what we call the R-control vowel sound.

Our spelling pattern this week boys and girls, is the ere sound.

And guess what?

If you look at my chair card up here, you'll notice that that ere sound has four different ways that we can spell that sound.

It's not tricky, it's very tricky.

Because these two, remember we learned last week and they also say, ear, you're right.

But this week we're learning ere, so say that with me, ere, good job.

Okay.

Let's spell all the different ways that we can spell that ere sound, ready?

A-I-R says air, good job.

A-R-E says are, good.

E-A-R says ear, good.

And E-R-E says, ere, good job, boys and girls.

Okay.

Now, I have some letters here for us, help me blend these letters together, ready?

The first one, ready?

B, ear, what's my word?

Bear, good.

B-E-A-R says bear.

And that's the bear that is an animal, bear.

Good reading.

Okay.

Let's go on to the next set of letters, ready?

Help me blend these together.

T-H is a diagraph and it says, th, good, th, ere.

Blend it together.

There.

Go there, like there, I'm there, aware.

Hmm, let me think, because this is also tricky boys and girls, 'cause there, and bear, guess what?

They're what we call homophones because there are different ways to spell these words but they're all sound the same.

And this, there is like a location, so I can say there is Mike Hat, he's right there, right?

It's a location, there.

Now, speaking of homophones, 'cause remember homophones are words that sound the same that are spelled differently.

I wanna spell the word bare, but now I want it to mean like with that, like I like to walk on my bare feet, okay?

So that bare is actually spell, help me spell it, b, and then the are, guess what?

It's the thumb, A-R-E, bare.

So here's bear, that's an animal, bare, like I like to walk with my bare feet without any shoes on.

Homophones, did you see that?

And that's, what's so tricky about the spelling part or what we call R-control spelling pattern, bare.

Okay.

Let's quickly build another word.

Pair, pair.

Oh, but this is like the pair, two of something.

A pair of shoes.

P, P, here's your P, and the air like the pair of shoes is the?

Good, A-I-R, pair.

Good job, boys and girls.

But, if he put the E-A-R, guess what?

That's pear, and that's the pear that you eat.

I know that's homophone, so tricky.

Okay.

Now, let's go and practice sorting words.

So now I have some words for us.

You read it and tell me how they're spelled.

Is it with the A-I-R that says air, A-R-E, E-R-E or E-A-R that says ear.

Are you ready?

Okay, ready?

Share.

Good, did you see it?

A-R-E good.

Fair.

Good, good eyes.

A-I-R, fair.

Tear.

Good.

T, ear, tear, I could tear a paper, good.

E-A-R. Where.

Good, that's my E-R-E. Next word, scare.

Good, are you seeing the spelling pattern?

A-R-E. Next word, pair, we just spell that.

And this is the pair like two of something, pair.

Next word, there.

We've read and spell that word many times, and it is a high frequency word.

Next word.

Oh, I have scare again.

Oh.

Next word, pear.

This is the pear that we eat, you're right.

And last one, care, and that's what the A-R-E.

I'm gonna put this right on top because we have two scare already.

How did you do?

Awesome job, boys and girls.

Okay.

All week, we're gonna continue learning that, R-control vowel sound, ere, okay?

Now, let's go into our high frequency words.

And, remember boys and girls, high frequency words are words that we see most often or most frequently when we are reading.

So it's important to learn how to read and write them so that we don't have to use all of our brain power to sound them out.

And so that we can save that all of our brain power for those longer words, okay?

All week, we have 10, everyday gonna focus on two, help me with the two that we're gonna learn today, ready?

The words are touch and bought.

First word, touch.

Help me read it again, touch.

Okay, help me spell it.

T-O-U-C-H, touch, good job.

Next word, bought, bought.

Help me spell it, B-O-U-G-H-T, bought.

Good, which is the past tense of buy, right?

That means it already happened, bought.

Okay.

Now I have two sentences.

Help me read the sentences and help me try to figure out which one of these words will go into the sentence so that all makes sense.

Ready?

First sentence says, Karen hmm a sandwich for lunch.

Oh, you using the context clues to help you, I know you are.

Let's do the second sentence.

The tree branches hmm the roof when the wind blows.

Oh, you thinking?

I see you thinking, good job.

Karen, what did she do?

She, a sandwich for lunch, she bought a sandwich for lunch.

Good job.

Karen bought a sandwich for lunch.

So that must mean touch goes in the second sentence.

Let's read it together.

The tree branches touch the roof when the wind blows.

How did you do?

Awesome job boys and girls.

Now, let's practice reading all of our words, we're gonna start with the two that we learned today.

Are you ready?

Bought, touch, never, knew, soon, sorry, talk, once, upon and among.

And don't forget boys and girls, if one of these words are hard for you, don't forget, write them down and put them aside and practice those lightly so that you know how to read and spell these high-frequency words.

Okay.

Now, let's go and finish up with our R-control syllable.

Now, remember, it's important to know how to divide words into syllable so that you can read words and write words.

So here, I have three words for us.

Now, if you look, these all have our R-control spelling pattern, we've learned a couple of them, like the E-R, I-R, U-R, O-R, O-R-E, O-A-R, these are all our er, and our or, and our ere and our ear sound, all of our R-control vowels.

So if I come across this word, and I was having trouble reading it, remember, I can look for my spelling pattern and here's my A-R, I know I'm gonna keep that together.

So I'm gonna say, m, ar.

Remember, and the rule for R-controls to keep it together.

So, I'm gonna divide right there and I will say M, AR and then this will say K, E, T. The E miss the short verb because it's close in.

So Mar, Ket becomes market.

Good job.

Market.

And that's how I would divide a word into syllable to read it.

Next one.

Again, there's the O-R, that's an R-control syllable.

So I would keep it together.

And I know O-R says or.

So I know I would divide right here, and I would say F, or, or actually, if you know that's my word, we know it says for.

This one remember, there's a T and there's a Y, when there's a Y at the end, it always makes a long vowel.

In this case, it makes the E sound.

So, for ty, 40, just like that boys and girls.

So when you get these longer words that you're not sure about, use the R-control vowel syllable rule to divide it so that you can read.

So boys and girls, don't forget to come back all week so that we can practice our R-control vowel, this week were just ere, and practice, divide them into syllables so that we can read.

I'm gonna leave you with a quote from Misty Copeland, and she says, "You can start late, look different, be uncertain and still succeed."

So boys and girls, this is such a good message.

So boys and girls, I hope you are having a great day, I'll see you next week.

Bye-bye.

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