(theme song) - Good morning to a brand new day, Time to learn and the games to play.

Learning things is so much fun.

Learning is good for everyone.

(guitar strumming) (playful music) (whistling) - Yeah.

I'm, yeah.

I need, yes, I'm going to need the tent, right?

Oh, yeah.

For, yes.

For the summer program.

Yeah, Lit Camp.

Okay.

All right.

I'll talk to you later.

Bye.

Hey, hi, you caught me.

I was ordering stuff for our fun summer things that we're going to do.

I hope you'll join me in the summertime because it's going to be a blastorama.

But today is Friday, happy Friday!

We are going to finish up learning all about the sound-spelling card, the chair card.

We've got to finish our story about the bears and we're going to do some more R-controlled syllables and high-frequency words.

So I'm super excited that you joined me here today.

I'm Mrs. Hammock, and I'm here in our PBS classroom to help you practice and learn all the skills that you need to be an excellent reader and writer.

We're getting ready to take our little summer break.

And I know that you're excited.

I know I'm excited.

I'm super excited.

But, there's, summertime gives you a little extra free time to do some fun things, just for fun.

And I want you to enjoy one of these fun activity books.

So I would like for you to write us here in our PBS classroom.

You can send an email or a letter, and we will make sure to send one of these books to you in the mail.

I want you to have one for the summertime because it's going to be a lot of fun, and it will help keep your brain active and engaged.

Remember this summer your homework is to read at least six books.

I bet you can read more than six but six at the very least.

I want you to try and read six books.

Okay?

You can look for books.

Yes.

At your County public library.

If you have the Sora app, you can check out digital books, and that way you can take them with you wherever you go.

All right.

I can't wait to hear what you're reading.

Let's get started with our learning today.

Okay?

All right.

We're going to train our ears for sound one last time this school year.

I know it makes me a little sad.

Today we're going to do the syllable deletion.

So we played the phoneme deletion earlier.

Today we're going to do syllable deletion.

It's pretty much the same.

So I'm going to use my dots just as a visual to help see the syllables.

So that way you can help, it will help you take them apart.

Are you ready?

All right.

So I have bare ly, bare ly.

If I take off the "ly," now I have bare.

Did you see how that works?

All right.

Here's my next one.

Ready?

Unfair.

Un fair.

If I take off the "un," now I have fair.

Good for you.

All right.

Last one.

Ready?

Arm chair, arm chair.

If I take off "arm," I have chair.

Great job.

Good listening.

It does help a lot to have a visual, doesn't it?

Yeah, it helps me too.

'Cause I like to be able to kind of visualize things.

It helps me to learn.

And that might be a strategy that works for you.

All right.

Let's do our fluency of our three letter blends.

Before we move into our sound spelling practice.

We have S T R, says, stir like in "straw."

S Q U says squa.

As in "squash."

S C R says skir, like in "scream."

S P L says spla, like in "splash."

S P R S spur, like in "sprint."

T H R says thr, like in "three."

And S H R says shru, like in "shrink."

Okay.

Good job.

All right.

Today, we're going to look at some words that look different but they sound the same.

Before we get to those though, let's practice our chair-sound spelling patterns.

Are you ready?

Okay.

Say them and say the sound, say the letters with me and the sounds so that you get your ears listening to that.

Ready?

A I R says, err, A R E says err, E A R says err, and E R E says err.

Okay.

So today I have for you some words that we talked about being homophones.

Okay?

So when we say homophones that means they sound the same, but you can see they look different and they mean two different things.

So this word is p-air, pair.

This is like something that comes in twos.

And then we have p-ear, pear, the fruit.

We've talked about that this week.

What if I change, and I use this sound spelling pattern, and I have air h-air?

Hair.

That's like the hair on your head.

But this one hare is an animal that's similar to a rabbit.

A hare.

Isn't that tricky?

Right?

We have pair and pear, hair and hare.

They sound the same, but they have different meanings, and you can see they are spelled differently.

So that's why it's really important for us to learn these sound-spelling patterns so that we know how to read those words.

Now, if we're reading those words, we need to make sure that we know what the story or the sentence is saying so we know which one they're talking about.

Right?

Those context clues.

We got to look for the clues in the words so that we know what they're talking about.

Yesterday we started a story about the three bear, the bears.

I said three, but there's actually four.

The Bears Prepare a Feast.

So we are going to find out what happens.

When we left our bears, the young bears were, they found pares and there were splitting them into two.

Right?

So let's see what happens when mama and Papa come home.

Ready?

Okay.

Mama and Papa came home with a few shrimp and some corn.

They also got a surprise for the young bears.

It was a big fish.

Mama said, "go scrub your paws and wear your best shirts.

Papa and I will prepare the food with care.

Then, we will sit and share!"

The bears, sat down for their feast.

The bears felt so grateful.

The young bears stared at the food with wonder.

They wanted to eat it all up.

Papa said, "first, let's say, thanks.

Then we can share this feast."

Wow.

What a great story.

I hope your practicing being grateful all year long and not just at Thanksgiving.

Let's see though, if we can find some of those words.

Did you see the word shrimp in there with that three-letter blend?

I know you did.

All right.

What did you see today that have some of our air sound-spelling cards sounds, do you remember?

Okay, look, here's the word bears.

That was an easy one, right?

Look here.

What are they supposed to do?

They're going to wear their best shirts.

And when they're doing that, what's Papa and mama going to do?

Right.

They're going to prepare the food with care and then they will share.

Here's bears again.

I'm just going to underline it.

Did you?

Oh, the young bears stared.

Ooh, look at that ed.

That means it happened already, right?

In the past.

They stared at the food with wonder.

They wanted to eat it all up.

Let's give thanks and then we can share.

Did you see the high-frequency words in here?

Me too.

Look, surprise.

And did you see young and what else was in there?

Do you remember?

Wonder?

Good for you.

Okay.

Wow.

Speaking of high-frequency words, let's get to it.

We have all of them today.

And so I want to make sure we have enough time.

Let's read them and spell them together.

Ready?

Few, F E W. Favorite, F A V O R I T E. Favorite.

Young, Y O U N G. Young.

Wonder, W O N D E R. Wonder.

Gone, G O N E. Gone.

And surprise, S U R P R I S E. Surprise.

All right, let's do a few of our syllables.

Remember we're doing R-controlled syllables.

We practice syllables because that helps us break apart words, bigger words, that we might not know into syllables so that we can sound them out.

Today we're learning, or all this week we've been learning about R-controlled syllables.

That means when there's a vowel followed by an R, those two are going to stay together in the same syllable.

So let's try it.

Are you ready?

Okay, here we go.

First we're going to find our vowels.

There we go.

Did you see that?

All right.

So now we're going to take a look.

Look, here is an R. This one doesn't have an R. It has a consonant.

So that means that's going to be a short vowel sound.

All right.

We're going to split between the double consonants.

Are you ready to read it?

But, but.

Oh, I heard you giggling.

Don't giggle.

But ter.

let's put it together.

Butter.

Great job.

You are so silly.

You get the giggles about the silliest things.

Let's try this one.

Let's Mark our vowels.

There's a U, there's an E. Look, that E is followed by an R. Let's look here.

Okay, we're going to split it between these two consonant.

Here we have thun, thun der.

Thunder.

How'd you do?

Great, great.

Can we try one more?

Let's see.

All right, let's go.

Now, I want you to take a look at this word.

This is kind of tricky.

We have a vowel here and this time the Y is also a vowel.

It has the vowel sound E so let's take a look.

We're gonna keep that R with the A, and we're going to split that apart.

Here we have par ty, and when we would put it together, It says party.

Wow.

I hope you are having a party to celebrate all of your great learning this year in first grade.

Now, we are going to take a little summer break, but I don't want you to leave us because we're going to do some great, exciting things with camping and stories, and you're not going to want to miss it.

We might even do some cooking.

Right?

I hope you'll join me in the summertime for something fun.

But in the meantime, I want you to have a great, safe, and fun spring break or summer break.

Okay.

I'm proud of you.

Good bye now.

Good bye now.

The clock says we're done.

I'll see you in the summer.

Goodbye, everyone.

(theme song) - 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.

(guitar strumming)