(upbeat music) - [Together] Good morning super readers!

- Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- This is a place for us to learn, practice, and... - [Together] Grow our brains!

- To become even stronger readers, writers, and... - [Together] Thinkers.

- So, let's get started by warming up our brains with some.

- Ear training!

- Called.

- [Together] Daily phonemic awareness.

- Okay, so today we're gonna do a little bit of training.

We're still working on that sound.

We introduced it yesterday and it's that pirate sound.

That's what I always like to call it.

Arr!

So, we're listening.

Turn up your ears.

- Oh, okay.

- And we're gonna listen for the "Arr" sound in some words.

Now, I'm gonna give you three words but one of them does not have that "Arr" sound.

- Oo, tricky.

- Do you think you can find it?

- I'm sure.

- I know they can do it.

- I'm sure they can.

- All right, here we go.

So, we have... hard.

- Hard.

- Sharp.

- Sharp.

- Or beach.

- Beach.

- Hard.

Sharp.

Beach.

Which one doesn't have the "Arr?"

- Bee.

- [Together] Beach does not!

- Excellent job.

All right, let's do another one.

Here's another set of three.

- Okay.

- Charge.

Main.

And cart.

- Okay.

Charge.

Oh, that has it.

Main.

Hmm.

And cart.

Oh, main does not.

- Excellent job.

All right, last set of words.

Scarf.

Back.

And hand.

- Oh.

- I tricked you.

- Oh, she did.

Did you see what she did?

Now like, did you hear it, let's see.

Scarf has the "Arr" sound.

Back and hand do not.

So those two go together and this time scarf is out.

- Absolutely, because it's the only one with the sound.

I tried to trick you just a little bit.

- That was pretty tricky.

- All right, awesome.

Speaking of tricky, know what's tricky to do?

- Uh-uh.

- Play a guitar.

- Oh.

- So, let's warm up this morning.

- It is!

- Get our bodies moving and let's get started with playing a little bit of.

- Oh yes.

- Our guitars, right?

- I like it.

- I've always wanted to learn how to play the guitar.

- Me too.

(light music) ♪ Get a guitar and you can sing a song ♪ ♪ Get a guitar and you can play it all day long ♪ ♪ Join a band and have some fun ♪ ♪ Sing and play until the day is done ♪ ♪ Get a guitar and you can sing a song ♪ - Let's do a little do-si-do.

(light music) Woo!

♪ Get a guitar and you can sing a song ♪ ♪ Get a guitar and you can play it all day long ♪ ♪ Join a band and have some fun ♪ ♪ Sing and play until the day is done ♪ ♪ Get a guitar and you can sing a song♪ (light music) - Ta-da!

- Woo-hoo!

- Yeah, wow.

- I loved it.

- I wonder if that really.

I wonder if playing a guitar really feels like that.

- Oh, I bet it does!

It's like being in a rock band.

- Oo, awesome.

- Right!

- I'd love that.

Are you ready to go to our word work and practice reading and spelling some words with that "Arr" sound?

- I think that will be great.

- Mm-hm, let's go!

- All right, I'll see you guys in a minute.

- All right, so here we are.

All right, here we are at the word work board.

And here is our pattern that we're learning this week.

The "arr" controlled A-R says, "Arr" as in the word star.

So here's our star card to help us remember the sound that A-R makes.

So let's say it together.

A-R says "Arr."

All right, now we're gonna do some blending and building with our friend Tina.

Hey Tina, are you ready to do some work?

- Hi, Mrs. Hammack.

Yeah, let's do it!

- Great!

All right.

So it's just reminding our super readers that this week we're working on the star card and that A-R says "Arr."

- "Arr!"

- Very nice, I'm glad you remembered that.

So let's do a little blending.

That's where we look at whole word and the put the sounds together to make a word.

Are you ready to help me?

- Yeah, let's do it!

- Perfect.

All right here we have an S and then a T right next to it.

- Ss, tah.

Ss, tah.

- Very good, that's one of our blends.

We say, "Ss-tah."

"Arr."

- Ss-tah arr.

Star.

- Great job, star, very good.

Now remember yesterday we talked about how sometimes the A-R is at the beginning of a word.

- Mm-hm.

- Sometimes it's in the middle.

And look, here we have a word where it's at end.

- Wow, that sound can be found all the different places in a word!

- That's right.

So don't let it fool you just because it's in a different spot.

So this word is star.

Let's see if we can read this word together.

Here we have the P and then an arr, and then the K sound.

So what does the P sound say?

- Pa, pa. - Very good.

I like how you snipped it and made it short.

You didn't say pah, because that's not right.

That has a swha sound at the end that doesn't belong there.

So we say, "Pa." Arr.

Ka.

Park.

Park.

- Oh, park, yes I like to play at the park.

- Oh, me too.

All right, so now we've practiced blending.

Let's do, that's called decoding because we're looking at the word and decoding it.

So we can read.

Now we're gonna practice the opposite which we call encoding.

And that's what you do when you're writing.

- Oh!

- We don't have anything and we have to start from nothing and say the word and then segment it to take it apart to know what letters to write.

- Oo.

- It's important to practice both.

- Yes, I agree!

- All right, so here is our word.

Let's build the word, card.

Card.

- Card.

- I wanted to send my grandma a card.

Ka, ka, arr, da.

- Okay, so it has three sounds.

- It does.

- Ka, arr, da.

- Card, very nice.

- Card.

- All right, so what are we gonna start with?

- Oo, um I think a C. Even though a K has a ka sound, but mostly I feel like words at the beginning when you hear the ka, it's usually with a C. So let's go with a C. - That is good thinking.

- I think I've seen the word before.

- You're right, that's good thinking.

It's usually a C at the beginning.

All right, here we have ka.

Now we need arr.

- That's our new sound.

- Yes, it is.

Ka, arr, da.

- Oh, and that's a D. - Very nice!

And now we have the word.

- Card!

- Card.

- Oo, I like getting cards in the mail.

- Mm-hm, me too.

All right, what if I wanted to change that word so that it said, hard.

Hard.

- Hard.

- Ha, arr, da.

Which sound changes?

- Just the beginning sound.

- You are right.

- This is getting easy, Mrs. Hammack.

- You're getting good at it.

- We've been doing lots of practicing, I love it.

- You're right.

You are getting really good at it.

So, if I take this away, what do I need in its place?

- You need an H for the ha.

- Fantastic.

- Hard.

That was not very hard.

- It was not hard.

All right, I've got another one, are you ready?

- Yup!

- All right.

Harp.

- Oo!

- Okay, let's segment it so we can break it apart.

- Okay.

- Ha, arr, pah.

- Oo, oo, okay, yup.

- All right, so we have this one.

- Yeah, that stays the same.

- Ha.

Arr.

- But the last one changes to a P for pah.

- You're right.

- And isn't a harp one of those pretty instruments?

- Yes, you play with strings.

- Oo, yeah!

- And I wanna be careful because when I said this a minute ago, I said it kind of trying to pronounce it and I added a sound that doesn't belong.

So it's really just ha, arr, pah.

Harp.

Good, all right how about sharp?

Hmm.

- Shh, arr, pah.

- What would I need to do?

- Okay, so it's three sounds.

- Yup.

- But the beginning sound is the one that's gonna change and we need to have one of our little diagraphs like from our shell card, the S-H. - You are right.

And look, there's already an H there so I could just put an S there.

Or I could use my card that has both of 'em.

Shh.

Arr.

Pah.

Sharp!

You are really sharp.

- Aw, thanks Mrs. Hammack.

- You are welcome.

All right, I'm gonna read a sentence with our super readers and I'll see you later.

- All right, I'll see you in a bit.

- Okay.

All right, super readers, here we go!

Here is our sentence.

A dog started to bark in the dark yard.

Were you able to read all those words?

Great job.

Speaking of words, it's time for our high frequency words with Mrs. Nix.

- Awesome job.

Thank you so much, Mrs. Hammack.

And yes, we're gonna work on some high frequency words.

Those are the words we see often in our reading and we're gonna be using them often in our writing, so we need to be able to read them and write them.

Now I have six of them that we're reviewing and practicing this week.

Let's go through and read them together.

You wanna read with me?

I should hear you big and loud at home.

Here we go.

Round.

Put.

Four.

Only.

None.

And large.

Now today, I wanna talk about this word.

It's the word four.

Let's spell it together.

F-O-U-R.

Okay, now I'm sure that you have seen other fours that don't have the U. F-O-R. Like this gift is for you.

What does it mean when it's spelled F-O-U-R?

Let me give you a clue.

Let's put it in a sentence.

I see four fish in the fish tank.

Does that help you understand when you can see it in a sentence?

Yeah, we're talking about the number four.

There are four fish in the fish tank.

Great job.

Now to help us practice how to spell that a great strategy is using the little bingo dobbers.

You can take them.

You can take a sheet of paper and you can practice spelling your words out.

Now if you need an adult to spell the word out.

Maybe they put it in a yellow or just a light pencil so you can trace it.

That's okay, because that's where you are as far as your learning.

If you are to a point where you can start to do this all on your own, great job.

You do it that way too.

So let's practice together.

Four.

So we're gonna go through and we're gonna dob.

F. What comes next?

O. I'm linking 'em all nice together.

U.

And R. Just like that.

And you have the word four to practice.

And you could do this with all of your words.

And you really could make probably a very pretty pattern.

I'd love to see 'em.

All right, today we're gonna listen to a story and as you're listening to today's story, "A Barn Full of Hats" we're gonna talk a little bit about point of view.

So thinking and really putting yourself into the character's point of view and thinking about what would that character be thinking or feeling at that time.

And then we're gonna talk a little bit about predicting.

And that's really where you're making a guess.

What do you think is gonna happen next?

So as the pages are turning, test yourself.

Think to yourself.

I wonder what's gonna happen next?

All right, I know what's gonna happen next.

You're gonna watch this short little video about a story and I'll see you back here in just a few.

(light music) - [Mrs. Nix] How can we classify and categorize things?

Read about how some farm animals sort hats.

"A Barn Full of Hats."

One day four farm animals found a box in the barn.

They opened it up.

What was inside?

Hats, hats, and more hats.

Look at all these hats!

"Who wants one?," asked Hen.

"I do," cried Horse.

"It's smart to wear a hat."

"A hat will keep the sun out of my eyes."

Hen stuck her head in the box.

She pulled out a flat, round hat.

"Try this hat," Hen told Horse.

"No.

That hat is too flat," said Horse.

"A flat hat makes a good nest," clucked Hen.

So she took the hat and she marched away.

Pig pushed his head in the box.

He pulled out a bright, red hat.

"Put on this hat," Pig told Horse.

"No, that hat is too red," said Horse.

"A red hat looks fine," grunted Pig.

So he put on that hat and he marched away.

Cat poked her head in the box.

She pulled out a thick yarn hat.

"Try this hat," Cat told Horse.

"No, that hat is too thick," said Horse.

"Thick yarn is nice," said Cat.

"I will take the whole hat apart "so I can play with the yarn."

She dragged the hat away.

"So many hats, but none for me," sighed Horse.

Just then Farmer Clark came into the barn.

His hat was large and floppy.

"If only I had that hat," said Horse.

"That hat will shade my eyes!"

Horse grabbed the hat in his teeth.

Farmer Clark laughed.

He put the hat on the horse.

It stayed on with no trouble.

"It fits well," Farmer Clark said.

Horse trotted to the barnyard.

Clip-clop, he held his head high.

"Yes, this is the hat for me," said Horse.

Make connections.

How can you classify and categorize things you wear?

Yeah, yeah, I thought that was a good one too.

Oh, hey, did you enjoy that story?

Great, Scooter and I were just enjoying talking about whether our predictions were correct.

So I asked him if he thought if he had predicted which hat the horse would choose.

What did you?

Yeah, he said, no, he guessed wrong.

But that's okay, right?

Because a prediction is just a guess and when we get more information then we can change our prediction and sometimes our predictions are correct and sometimes they're not.

But that's what good readers do as they're reading.

They're thinking about what would make sense.

Now, something else that good readers do is they think about the point of view.

Right.

Yes, so the point of view means, how does a character think or feel about something?

Sometimes it's a character in the story.

Sometimes it's a narrator that's telling the story.

Sometimes it's the author himself or herself.

Sometimes an author will use certain words that help us to know what they think about what they're telling you about.

And so you can kind of get, but you have to really be a good clue detective.

So we're gonna practice a little bit today.

This is something we'll be practicing for the rest of the week.

And I think you can get really good at it.

And so let's take a look.

So, I have the first one ready for us.

We're gonna do this one together.

So here we have the character.

And I already showed the clue because I thought, well, we'll just kind of focus just on what the point of view is.

So it says, the clue is the horse thinks it's smart to wear a hat.

So let's think for a minute.

Why would the horse think that it's smart to wear a hat?

Why would he feel like that's a good idea?

And here's the point of view.

Because he wants something to shade his eyes from the sun.

So the clue tells us that he thinks that it's a good idea to wear a hat because he needs to shade his eyes.

So let's do the next one together.

Are you kind of seeing how that works?

Oh, Scooter says he's ready.

All right, so here we have the hen.

And here's the clue.

The hen takes the hat to use as a nest.

Hmm.

What do you think the hen is thinking?

Oh, that's a good idea.

What do you think?

Let's take a look.

The point of view of the hen is that she wants to find good materials to make a nest.

That makes sense, doesn't it?

She takes the hat to use as a nest.

So she's looking for really good, quality things for her home.

So I think you're getting the hang of this.

All right, I have one more.

Are you ready to try it?

So here is the cat.

Do you remember the cat from the story?

And what?

Yup, he liked the hat made of thick yarn.

Okay, a cat and he liked the one with thick yarn.

Oh.

Mm.

You're right.

What do you think about cats?

Why would he like the one, or she.

I can't remember if it was a boy or girl cat.

Why would they like the one with the thick yarn?

What would they be thinking about or what would they feel about that?

Right!

You're right!

The cat wanted something to play with.

So the thick yarn hat would be the best choice for a cat, right?

So the cat's point of view was that was the right hat for something to play with.

Yes, I agree, they do need to clap.

Very nicely done.

Oh right, so this point of view.

It's simply, what is the character thinking or feeling about something that let's us know what's going on inside their mind?

They don't always speak that, but we can tell by using the clues in the text what they might be thinking or feeling.

And so we'll give that some more practice.

It's a little tricky, but I think you can do it.

So, are you ready to do some writing?

Uh-huh, yeah, you've got some thoughts?

All right, let's see if our friend Tina can come help us.

Can she come?

Yeah?

All right.

So, today we are going to write about what do you like to do with your friends?

Oh, Scooter's very excited about this.

How about you, Tina, do you think you have some ideas?

- Oh yes!

Oh yes, Mrs. Hammack.

Oh I like to do so many things with my friends.

- Oh, good.

Well, okay, so what are some things that you like to do with your friends?

- Well, we could always go and draw some pictures together and do some art.

We could paint.

- Oh yeah.

- Scooter and I, we made some great artwork together and it was so much fun just spending time together.

- That's so good, I love that idea.

- Yeah.

- That's terrific.

So I'm gonna put your idea here.

What do you like to do with your friends?

Draw pictures together.

Now remember, this not a sentence.

We're just kind of brain storming and putting some ideas that we could take and then make sentences out of them.

So Scooter, did you have something you wanted to share?

Oh, oh!

Scooter says he likes to hike with his friends.

I bet you do.

He's always looking for s'mores and yummy treats.

And I bet that's where, you're hiking up there where they're camping, aren't you?

I knew it.

Tina, what else?

What else do you like to do with your friends?

- Well, you just said s'mores and little things and that made me think about, I love to share a yummy snack or go out, you know you could go to an ice cream shop even and have an ice cream.

Or anything like that.

But just, I love having little snacks with my friends and sharing.

- Yeah, Scooter got very excited about that.

I thought he was gonna fly right off my arm here.

All right, so here we have share a snack.

That's a great idea.

You know, something that I like to do with my friends is I like to go on a bike ride.

- Oo those are lots of fun!

- Right, and the weather is, now that its March, the weather's a little sunnier and a little warmer.

And the daylight is a little longer.

And that's really fun to be outside and enjoying the nature with our friends.

And just taking in all the beautiful things that we can see this time of year.

- You know what else, Mrs. Hammack, I was just thinking about?

- Tell me.

- Sometimes, sometimes our friends don't live really close to us.

And it's hard to do things with 'em.

- You're right.

- And so I was thinking what could be something I could do with a friend that maybe lived far away?

And we could write letters, but you know what I like to do with my friends?

- Tell me, I'm intrigued because I never really thought about that.

You do, you can have friends that you don't see everyday that live far away.

And you can still do some things with them.

So I wanna see if my idea is the same as yours.

What did you come up with?

- I like to talk with them on the phone and tell them about my day.

- That is an excellent idea!

Talking on the phone is a great way to do some time with a friend who might not live near you.

Or maybe you are just not able to get to where your friend lives to go do something in person.

- Yeah, we can even FaceTime and we can see each other.

Or even just hearing their voice is just so much fun.

- You're right, that is fun.

In fact, it was really fun to talk on the phone to Mrs. Vang the other day.

I was excited to see her, or talk to her again.

- Oh yes!

- Well hey, let's go see what special book we're gonna talk about today for our book commercial.

- That sounds great.

- Okay.

- I'm Mrs. Shaghoian.

I teach 2nd grade at Thomas Elementary.

And I wanna share a book with you that I just read to my class.

Boys and girls, do you ever say the wrong thing at the wrong time or maybe do something you shouldn't do and get in a little bit of trouble?

Well, I wanna tell you about a book character that does that all the time.

Her name is Junie B. Jones.

And she is scared of Halloween in this book.

She's in 2nd grade and she kind of wants to do Halloween, but she's scared about it and she has to come up with a costume.

I think you'll like reading about Junie B. Jones and her adventures.

And there's lots of Junie B. Jones books that you can get from your school library or your public library or on Sora.

So be sure to look up Junie B. Jones and find out if she gets to go trick or treating or not.

Thank you for listening to Valley PBS.

- Oh, my girls used to love Junie B. Jones.

- Oh, it was definitely one of the favorites with my 1st graders.

The loved it, 2nd, even some 3rd graders.

- Absolutely, she's a little naughty but it's kind of funny.

- It is, it's a lot of fun.

- Yeah.

Oh, so you know how we're always really cold and we're always needing jackets to stay warm.

- Especially, yeah, right now.

Especially in the mornings, evenings.

- So, I have a joke for you.

- All right, let's do it.

- Are you ready?

Okay, so why did the cow jump over the moon?

- I don't know, why?

- Because the farmer had cold hands.

- Oh!

Mrs. Hammack.

You guys have a great one.

We'll see you back here tomorrow on Valley PBS.

- Bye-bye!

(upbeat music)