(cheerful, carefree music) - [Together] Good morning, super readers!

- Thank you for joining us in our Valley PBS classroom, I'm Mrs. Nix.

- I'm Mrs. Hammack.

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

- To become even stronger readers, writers and thinkers.

- And thinkers.

- So, let's get started by warming up our brains with some-- ♪ Ear training ♪ - Called-- - [Together] Daily phonemic awareness.

- All right, so today, I'm really gonna work hard on tricking you.

So you're gonna really have to turn up those-- - Okay.

- Listening ears.

Because here's what we're gonna do, we're gonna do, it's called phoneme categorization, which is just a fancy way of saying, I'm gonna give you three words, two of those words have the same sound in them.

- Okay.

- But one doesn't belong.

- Oh.

- 'Cause it has a different sound.

- That is tricky.

- Okay, so let's try this.

- All right.

- So, if I have these three words, part, harm, and chase, so-- - Woo, okay-- - [Together] Part, harm, chase.

- Oh okay, part and harm have the R sound that we've been working on, but chase does not.

- Okay, excellent, I love how your ears are listening.

Okay, here's where I'm gonna try and trick you, though.

- Oh.

- Okay, Night, dare, light.

- (gasps) Hey, none of those have the R sound.

Okay, all right, so let me think about this-- - Night.

- Night.

- Dare.

- Dare.

- Light.

- Light.

Oh, I got it.

- Do you hear it?

- Night-- - And-- - And light have the ite sound, but dare is the oddball.

- Perfect, that's exactly what I'm asking you to do.

Okay so last one.

- Okay.

- Feel, cart, charm.

- Feel, cart, charm.

Oh, cart and charm have the R sound.

- Excellent job, which just happens to be what we're practicing this week.

- That's right.

- And, do you remember our song?

That's right, our little song has that get a guitar, guh-tar sound.

So-- - I love it.

- Let's stand up and wiggle today and do a little dancing.

- Okay, here we go, get ready.

(cheerful, twangy music) - It's always good to get our brains thinking.

- Oh, I agree, a good stretch, mmhmm.

♪ Get a guitar and you can sing a song ♪ ♪ Get a guitar and you can play it all day long ♪ ♪ Join the band and have some fun ♪ ♪ Sing and play 'til the day is done ♪ ♪ Get a guitar and you can sing a song ♪ Oh, I missed it that time.

(women laugh) - Well that's why we're wiggling, right?

- I guess so.

- We can get our brains woke up.

- That's right.

♪ Get a guitar and you can sing a song ♪ - (laughs) We're gonna go the wrong way.

♪ Get a guitar and you can play it all day long ♪ ♪ Join the band and have some fun ♪ ♪ Sing and play 'til the day is done ♪ ♪ Get a guitar and you can sing a song ♪ (cheerful, twangy music) - I love it when we get to doh-see-doh.

(women laugh) - [Mrs. Hammack] I think I'm getting the hang of it.

- Tah dah!

- Yay!

- Woo hoo!

(women laughing) So silly, but it's so much fun, I love it.

- It's Thursday, I think we've almost got it.

- I think so, absolutely.

(Mrs. Hammack laughing) - Well, let's go to our word work and see about blending some words and building some words.

You ready?

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

- All right.

All right, here we are at the star card.

Remember this star card we find on our sound spelling wall and it is in the R controlled vowels because the R controls the sound that the A makes.

That's why we call it an R controlled vowel.

A-R says R, like in the word star.

Say that with me, A-R says R. Great job.

All right, let's get to some reading of these words.

I'm not sure if you know that you're reading, but you are.

When we take the sounds and blend them together to make words, that's what reading is.

All right, so let's ask our friend, Tina, to come join us.

Hi Tina.

- (gasps) Hi Mrs. Hammack.

- How are you today?

- Oh, I'm doing great, thank you, how are you?

- Oh, I'm doing well.

I'm so excited that we've been practicing this R controlled vowel sound, A-R, and we're getting really good at it.

- Oh, I definitely agree.

- All right, so I thought I might do a little bit of a challenge so that we continue to remember the other things that we've learned on our word work and so I want you to take a look at this first word with me and let's take a look at it.

- Hmm.

- Okay, so here's our focus sound.

So what else might you notice about this word that could be tricky?

- Okay, so I see the Y is red-- - Mmhmm.

- And so that is a reminder that it must be acting like a vowel.

- Very nicely done.

That is correct.

So when we see it at the end of a word, even when it's not red, but it's at the end of a word, that's a signal to us that, oop, the Y is not going to be a consonant like ya, yo yo, it's going to be a vowel, and when it's a vowel, it has two sounds, it can say I or it can say E. - Hm.

- So, it's a little bit tricky, but here's what you do, when you sound out a word, you can try it with either one, and I bet you'll hear the one that makes the most sense.

- Okay.

- So all right?

So listen as I read, arm-my, or arm-me?

- Oh, oh yeah, now that you say it out loud, yeah, arm-my is not a word that I know.

- That's not a word, is it?

- But, I know all about the arm-me.

- Very good.

So sometimes that's a strategy you might use if you're not sure what sound that vowel, Y should be making in the word.

You can try it either way and then you'll be able to hear which one is correct.

So, here we have army.

All right, let's do another word, and did you notice where the A-R is in this word?

- Oh, it's at the very beginning.

- Yes, all right so now let's take a look at this word that we're gonna blend and where's the A-R in this word?

- In the middle.

- Right in the middle.

- So, fff-arm, farm.

Farm!

- Great job.

- Woo!

- Very nice, farm, farm, and look, we have a word inside of it.

- Oh, arm.

- Yes, and look, we have that same word inside army, if we take off the Y at the end.

- Oh, I love it when it does that.

- Me too.

All right, let's look at this word, this word says, t-ar.

- Tar.

- Tar.

- Tar.

- Yes, tar is that kind of gooey, black stuff that they put on the road to kind of keep the road from falling apart.

- Oh yeah, that stuff is stinky.

- Mmhmm, sometimes they even use it when they're doing a new roof.

They can put it on there to make everything stick together and stay together, so that no rain can get in.

- Mm.

- Isn't that cool?

- That is cool.

- And did you notice where the ar is in that word?

- Oh, that's at the end.

So you did a word where it's in the beginning-- - Yep.

- The middle, and the end.

- I sure did, I wanted you and our super readers to see that the R controlled vowel, A-R, it can really be anywhere inside of a word.

- Hmm.

- All right, so here we've been practicing decoding, remember that's reading.

- Mmhmm.

- And so, now let's practice a little encoding, which is writing.

- Okay.

- Now, we can do that a couple of ways.

So we can write, I do it like this because it's not really writing, but when we build a word, that's like what we would do if we were writing it with our pencils or pens.

So we're gonna build a word, but then, if you're at home, and you have something to write on, you could write it, or our friend Tina might even choose to write it on her whiteboard.

But let's first just do the first one together and we won't do any writing on a paper, let's just pretend that we're writing, we're building it, we're encoding right here in our chart.

Are you ready?

- Okay.

- All right, so the word I have for you is charm.

Charm.

- Charm.

Ch-arm.

Ch-arm, okay, so we're gonna have three sounds-- - That's right.

- And it has a ch at the beginning.

- Mmhmm.

So that's a diagraph with a, oh yeah yeah yeah, that one, the ch-- - Very good.

- Yep, ch, ch-ar, that's our sound that we're working on.

- That's our sound.

- Ar-m, is M. - Very good.

- Charm, oh and look, look, arm is in that word too.

- Oh you're right, good eye, charm.

- Charm.

- Very nicely done.

Good job, is that what you got at home too?

Great thinking.

All right, so let's change the word from charm to chart.

So let's see.

- [Together] Ch-ar-muh.

- Let's change it to-- - [Together] Ch-ar-tuh.

- Oh, oh!

- Hm.

- Oh, that's very easy, we're just gonna change that last sound.

- You're right.

- So take away the M and put a T. - Your favorite letter.

- It is my favorite letter.

- There we go, ch-ar-tuh, chart.

Okay, but what if I have chart and I need to say, or write cart?

- Oh, kuh-ar-tuh.

- Hm.

- Okay, it has three sounds.

- Mmhmm.

- But the first sound is different, it's not ch anymore, it's just kuh.

So usually, that means we're gonna just have the C, so that H has to go away.

- You're right, if we had used these two letters to do that, then all we would need to do is take away that H and there we have cart.

- Mmhmm.

- Cart.

And look, the word car is part of cart.

- Oh, there's so many little words in there.

- I know, isn't that amazing.

Do you see why it's really important to learn what this R controlled sound is, A-R, because look at all of the words that you can write and read when you know what sound to say when you see that.

- Absolutely, Mrs. Hammack, and you know what, I used to just write the letter R because-- - Mmm.

- I didn't know that the A had to go with it, and that really helps.

- You know what, I think there's a lot of readers that do that when they're starting to learn the sounds.

And that's okay, but now you know-- - Mmhmm.

- When you hear the R sound, it's gonna be the A-R. - Yes.

- Great thinking.

Well I'm gonna read a sentence with our super readers and I'll talk to you later.

- Okay, I'll see you later.

- All right bye bye.

All right, let's see here, we have a small sentence today.

Mars is a planet far away.

Wow, great reading.

You are getting really good at the A-R sound.

You know what else I think you're getting really good at?

High frequency words.

Let's go see what Mrs. Nix has for us today.

- Absolutely, thank you so much, Mrs. Hammack, and yes, we are really getting good at our high frequency words.

So, let's go through, let's practice reading 'em.

Remember, these are words we see often in our reading and writing and I know the more we practice, the better we are at it.

So, let's read 'em together.

Round, put, four, large, only, and none.

Today we're gonna focus on this word, only, spell it with me, o-N-L-Y, only.

The card only costs five cents.

And look, we even had an A-R word, right there and you were able to read it.

Great job.

All right, so the card costs only five cents.

So only is our word.

And you know, one of my favorite ways to practice learning how, anything that's new, is to put it to a song.

So this one goes to the tune of "Bingo."

You wanna sing it with me?

All right.

♪ There was a word of the day ♪ ♪ And only was the word ♪ ♪ O-N-L-Y, O-N-L-Y ♪ ♪ O-N-L-Y and only was the word ♪ Great job.

You can sing that song and use lots of your high frequency words.

Okay, right now we're gonna cut over and we're gonna watch a video of a story.

And as you're listening to today's story, which is called "Dog Bones," I want you to be thinking about point of view.

Think about how the characters are thinking and feeling and Mrs. Hammack is gonna help you out as you talk about the story.

We'll see you back here in a minute.

- [Narrator] "Dog Bones," by Nora Carson.

Illustrated by Betsy Day.

"Dog Bones," chapter one, why is Max excited?

Chapter two, where are all the bones?

Chapter three, what does Max find?

Chapter one, why is Max excited?

This is Max, he has saved a lot of bones.

He is proud of his collection.

One day, Max learns about a contest.

The contest is for the biggest bone.

He thinks he can win.

Chapter two, where are the bones?

Max needs to dig up all of his bones.

Where did he bury them?

He sniffs and sniffs and sniffs.

Max starts to dig.

He finds a round ball, but no bones.

Where did he bury them?

Max walks to another spot and digs.

Now he finds a whole bunch of bones.

There are so many.

How will he find the biggest one?

Max starts to sort the bones.

"These are small," says Max.

"I will put them in a pile."

Chapter three, what does Max find?

Max digs up four more bones.

He say, "These bones are bigger.

"I will make a new pile."

He digs again and finds only one more.

It is the bone he was looking for.

"This bone is the biggest," he says.

Now he is ready to go the contest.

On the way, Max sees his friend, Bob.

Bob says, "I had trouble finding bones.

"I have none."

"Come with me," says Max.

"This bone is large enough for two.

"We will enter the contest together."

The judge opens the envelopes.

Max and Bob didn't win first prize, but that's okay, Max got to help his friend.

- Oh, I love that story.

Aren't friends awesome?

All right, so were you thinking about point of view and what the characters were thinking and feeling as the story was progressing?

As we went through the story, were you thinking about what their point of view might be?

All right, well let's take a look at our chart today.

We have our "Dog Bones" story.

We have the characters, the clues and point of view.

All right, our first character, let's talk about Max.

Here's our clue, he is proud of his bone collection.

All right, so think for a second, if he's proud of his bone collection, what do you think his point of view is?

What is he thinking or feeling?

Is he mad?

No, if he's proud then he's feeling pretty happy, isn't he?

Yeah, when you are proud of something, that's a nice, good feeling.

All right, let's think about Bob.

All right, now Bob was the other character.

I had trouble finding bones, I have none.

Now, you can kind of tell what he might be feeling just by the words that he used.

I had trouble, I have none, what do you think?

Do you think he's feeling good about it?

You're right, he's not, he feels sad because he can't find a bone to enter in the contest.

All right, so let's see what happens here, with Max.

We have Max and Bob didn't win first prize.

Okay, so now think, 'cause it's a little tricky, if you don't win first prize, you might be upset, right?

But what do you think their point of view were?

What was Max's point of view?

Oop, my sticker is not coming off.

He was still happy because he got to help his friend.

What a great friend Max is, isn't he?

Wow.

Well, I hope that you are getting the idea of how to figure out a character's point of view by looking at the clues and the things that they say and do in the story that can help us to figure out what they're thinking and what they're feeling.

And that helps us to understand the story better.

Sometimes it's characters and other times it could be the narrator.

That's somebody not in the story that's telling the story.

And sometimes it's the author themselves.

They're not in the story, they're not telling the story, but you can kind of get a clue about what they think and feel about the subject of the story by the words that they choose to use.

So you can be thinking about that as you write things too.

Right now we're gonna write together about friends.

So let's have our friend, Tina, come help us.

Hey Tina.

- Hi Mrs. Hammack.

- I'm so glad you're here, here's our writing prompt today and I thought, for today, we might try to write a paragraph.

- Oh, that sounds like a great idea.

- All right so what can you do to be a good friend?

That is our writing prompt, that's the question we need to answer and when we write a paragraph, we need to start with an opening sentence that kind of introduces what we're gonna be writing about.

So we don't tell a lot of details, it's called a topic sentence.

And it just basically tells the reader what the other sentences are going to be about.

So can you help me think of what a good topic sentence would be if we were writing about what you can do to be a good friend?

- So, okay so let me think for just a second.

- Sure.

- You're telling me that it really shouldn't be just a sentence that's talking about what I do to be a good friend, like you don't want me to start out with saying, I'm a nice person.

- Right.

- Like those kinds of things-- - Right-- - You want me to save those?

- That's exactly right.

Because that might be a detail.

- Okay, okay.

- We wanna kinda start with a bigger kind of picture, like a bigger idea of what we're gonna be talking about.

- So, could I maybe just say that I have a lot of things that I do to be a good friend?

- Yes, that is exactly the right way to say that.

- Okay.

- Because we wanna leave it open, so that in the sentences, the details, then we can tell individual details about what you do.

- Okay, so I could say that I do many things to be a good friend and then my next sentences can be all my many things?

- That's fantastic, that's exactly what I'm talking about.

- Okay, okay, I think I've got a sentence, right here.

Hang on.

- Good job.

All right, now, I like that you used this word, many, I can do many things, because you didn't give me a detail, but now I'm thinking, okay, so the next sentences, probably should be, what are those many things that you do to be a good friend?

So what is something you do to be a good friend?

- Well I can be helpful to my friends.

- You are very helpful.

So that's a great detail.

One of the many things you do is I am helpful to my friends.

That's a great detail.

Can you think of another one?

- Oh yes, oh I like this one, I was working on some of these earlier.

- Okay.

- So, this one says, I can ask a friend to play with me.

- Oh, that's really a good idea.

Definitely that's something friends do for each other.

I can ask a friend to play with me.

That's great.

What do you think we should do next?

- Okay, I have one more, though.

- Okay, let's do it.

- I have my friends can always count on me.

- Oh, that is definitely something you do if you wanna be a good friend.

- Absolutely.

- All right, so now we need to kind of wrap it up.

We said there's many things and then we listed three of them, and then we kind of need to just help the reader remember what our whole paragraph was about and that's called a closing sentence.

- So I kinda wanna just say that, maybe like, these are some things that I do to be a good friend?

- Very nice, yes.

- Something like that?

Okay, all right-- - I like it a lot.

- I've got one right over here.

- Okay good.

- I'm gonna go get it.

Here it is.

- Oh, fantastic.

Look at that.

These are a few things I do to be a good friend.

Great, great paragraph, thank you.

- You're welcome.

- Let's go see what book our friends are recommending for us at the library.

- Okay, that sounds great.

- Hi, I'm Mrs. Hatch.

I am a kindergarten teacher at Thomas Elementary, and I absolutely love books.

Today, I have a very special book I want you to think about reading, it's called "Big Bad Wolf Is Good."

Hm, I like it because I like to think that everything gets second chances, and we can all make good choices.

Now, I'm gonna show you a quick picture, hang on.

This is how everybody thinks of Big Bad Wolf, but that's not who he wants to be.

He wants to be good.

I don't know, do you think Big Bad Wolf can be good?

I think you should read it and find out.

The end.

- Oh, that was awesome, I love learning about new books.

- Me too.

- Have you read that one before?

- Nope, I haven't.

- Oh, it's a good one.

- Oh, I'm gonna have to check it out.

- All right, so I have a joke today.

- Okay.

- Okay.

- I think I'm ready.

- What is a dog called that sneezes?

- Oh, I-- - Achoo-huahua.

(women laughing) - Oh that was good-- - So much fun.

- I liked it.

- Have a great one, we'll see you back here tomorrow on Valley PBS.

- Bye bye.

(cheerful, carefree music)