(playful music) - [Both] 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 - [Both] grow our brains - to become even stronger readers, writers, and - [Both] Thinkers.

- So, let's get started by warming up our brains with some - Ear training - Called - [Both] daily phonemic awareness!

- All right, today we're gonna do a little bit of substitution, substitution.

So we turn up our ears and we're gonna listen to how to substitute or change a sound in a word.

- Ooh.

- Now, today I don't happen to have our little scaffold so we're gonna just do it on our fingers and pointing out all the sounds.

- Oh, that's a good way to do it.

- And point to where we're going to substitute because this is something that you can practice while you're in the car, driving to the supermarket.

Alright - I like it.

- So let's practice with the word "nurse".

- Okay.

- "Nurse".

So let's stretch it out.

How many sounds do we hear?

- Nu, urr, ss, three.

I got three.

Nurse.

- Three sounds.

So you've got three sounds?

Great.

Okay.

What if we change the "Nn" to "Pp"?

- Change the "Nn" - To take that way and put a "Pp" - Now what's our new word?

- [Both] P-ur- purse.

- [Both] Oh!

- Did you see how to do that?

Great job!

- That's cool.

Hey!

Those are rhyming words, nurse purse.

- [Both] They both say URSE!

- Great job.

I love that connection.

- Absolutely.

Okay.

Let's do another one.

Okay.

Here's our word?

- "Dirt".

Mm, okay.

- Dirt.

Let's stretch it out.

- [Both] Dd, ir, tt.

- Oh, three sounds again.

- All right.

Dd, ir, tt.

And let's change the Dd to Hh.

- Hmm.

Hh, ir, tt.

Hurt.

"Hurt".

Oh, okay.

- Do those rhyme?

- Dirt hurt?

- [Both] They both say rt!

- They do.

- Ah, I love it.

Okay.

Here's another one.

How about "burst"?

- Ooh.

- Burst.

Burst.

- Okay.

- So stretch it out.

How many sounds?

- B, Rr, Ss, Tt.

- Ooh.

- Four sounds.

- Burst.

Okay.

Let's change the Bb to Th.

- Okay.

- Th-Rr-Ss-Tt.

- [Both] Thirst.

- Thirst!

- Thirst!

Absolutely.

Like when you get thirsty.

So thirst, burst.

- [Both] They both say rst!

- Excellent job.

So great connections today.

I love that we were listening and using our ears.

Let's get some wiggles out.

How about that?

- I think that's a great idea.

- All right.

This a good one.

I like this song this week.

- I do too.

If I can remember!

(playful music) ♪ What can you see out your window?

♪ ♪ Can you see a bird flying in the sky?

♪ ♪ What can you see out your window?

♪ ♪ Can you see people hurrying by?

♪ ♪ Can you watch the willow tree waving goodbye?

♪ ♪ Can you hear the wind blowing branches on high?

♪ ♪ What can you see out your window?

♪ ♪ Can you watch winter snowflakes as they gently fall?

♪ ♪ What can you see out your window?

♪ ♪ Make a wish at the wonder of it all!

♪ - I like that.

- Make a wish at the wonder of it all.

- Right - I like that.

- It's so nice.

I love getting just a nice stretch in and starting our day.

- I agree.

That's great.

Well, now that we're warmed up, let's go over to our word work wall and see the shirt card in action.

- All right.

So what's our sound that we're working on?

- Our sound this week is the Rr sound.

And there are four ways to spell that.

- Oh, that's a lot of work but you know what, - [Both] you can do hard things.

- You sure can.

All right, let's go over to the word work wall.

- All right, see you in a second.

- All righty.

Here we go.

Super readers.

We have our R controlled vowel sound.

Last week we did R, remember the pirate sound with the star card.

And this week we have more R controlled vowel patterns.

The Rr sound with our shirt card.

Let's say the spelling patterns together and just kind of lock it in.

And if you have something to write it with that's all always a good idea.

E R says Rr, I R says Rr, U R says Rr and sometimes O R says Rr.

All right.

I have four words for us to blend and let's see if our friend Tina can come help us.

Hey, Tina.

- Good morning.

- Good morning, Mrs.Hammick.

- Good morning.

Are you ready to help us practice blending?

Some of those R controlled words today.

- Oh yes.

- Fantastic.

All right.

Let's start with the first one it's using the E R to say Rr.

Are you ready to try it?

- Yep.

I'm ready.

I got my arm out and I'm gonna blend it right here.

- Out and oh, look at you.

Excellent, great strategy.

All right, here we go.

We have the F that says Ff, Then we have - [Both] Rr - Then we have the N that says - [Both] Nn - All right, let's blend it together.

- [Both] F-ern, F-ern - Fern, great job.

You know what?

I try and grow Fern.

And I never do a very good job.

- You know what?

Tina, it's hard to grow plants in the house sometimes.

Right?

- A fern could be a plant.

And then the other day we, we yesterday, we listened to a story about a bird named Fern.

So that's kind of cool too.

Right?

Fern could also be a name.

- Oh yeah.

That's really fun.

- All right, let's try this next one.

I think you might be a little bit surprised cuz I think you've heard this word already this morning.

- Ooh, let's do it.

- Okay.

This time we're using the I R to say Rr, here we go.

We have our digraph.

Th and that says Thhh, Then we have Rr And then we have an ending consonant blend St. All right, here we go.

- TH-IR-ST - thirst, thirst - Thirst I get a lot of I have a lot of thirst when it's hot.

- Yes, that's right.

Very good.

All right.

Let's try this word.

It has the U R to say Rr.

So we have to start with this letter.

That's the B, then we have Rr and then we have Mm.

So let's try it.

- B-ur-n - Burn burn burn.

- Ooh.

Yeah, you gotta be careful and not get a burn when you touch a hot stove.

- You're right.

I have, I have a bonus question for you.

- Ooh, okay.

- Okay.

So we just read this word up here with the ER pattern.

What is that word?

- Fern.

- Fern.

And now we just read this word with the UR pattern.

It says - [Both] Burn - I have a question.

Do these two words rhyme?

- Ooh.

Okay.

Let me think.

Fern burn.

They both say urn.

Oh yeah.

They do, look at that - Great job.

Now, the reason I wanted to ask you that question is because often boys and girls and readers of all kinds get confused because they don't have the same spelling pattern.

Oh.

To make the "urn" sound.

- Yeah.

I could see that.

That could be really confusing.

Yeah.

If you're looking at words and they don't look the same, that could be really confusing.

- You're right.

And so I wanted to make sure that we remind our super readers that when we rhyme it's about how they sound not how they're spelled.

So that's an important thing I want you to remember so that when you are maybe making a list of rhyming words, you remember, they don't all have to have the same spelling pattern to be a rhyming word.

- Yeah.

That's a great, great strategy.

- Okay, good.

Thank you.

I hope that helps you.

Let's read our last word and see if you can figure it out.

- You ready?

- Did you do that on purpose?

- I was trying to figure out how to say it without using the word, but I couldn't.

- That's great.

I could see it.

Cause you, you told us that the O R says Rr and it's W-O-RD.

And then you said, let's read that word.

That was kind of funny.

- That was funny.

I was trying to figure out another, the way to ask you to read it and I couldn't come up with anything.

Okay.

So we're gonna build a couple of words and we're I'm gonna help you out because it is tricky to know what spelling pattern to use.

Today our words are going to be used with the E R saying Rr.

Okay?

- Okay.

Okay.

- All right.

Now this is tricky.

Maybe I'll start with an easier one.

Let's write the word "term".

Term.

- Term.

- Yeah.

Let's build it.

Now building our words in our pocket chart is similar to writing.

So if you're writing it, you could do it on a whiteboard but we're gonna just spell it today in our pocket chart.

- Okay.

So - What do you think that first sound is?

- Well, that's an easy one.

That's a T yeah.

Just like Tina turtle.

- That is correct.

There's T Rr Mm.

- Mm isn't it?

T-E-R-M - Fabulous - Term - Spells term.

Very good.

A term would be like, it could be a time like for the term of the school year.

That could, - Oh - that could be used that way.

Or it might be an agreement or part of an agreement.

The term, terms of the agreement or the points that people have agreed upon.

So it's a little bit of a grown up word.

- Yeah.

- But it's good to read it.

All right.

So my next word is a little tricky.

So I'm gonna help you out.

I'm gonna say "germ".

How would we spell "germ"?

- All right.

So I hear the Jj which is a J - Okay.

- Jj-erm - That does say, - Oh wait, wait, wait, wait a minute.

Wait a minute.

- Yes.

- I, I think, I think I made a little mistake.

- Tell me what it is.

- Okay.

Cause now you've got the, the J and it's next to E R and Hmm.

There's there's another letter.

- There's another letter that says that sound, isn't there?

- Yes, yes, yes.

- Can you remember what it is?

- Oh.

I gotta think hard.

- What was it?

- Let me know if you need some help.

- I think it's, I think it's a G - Yes, it is.

Remember now, even though this is not a magic E super E at the end of a word, anytime, there's an E right next to that letter G it's going to say the soft sound that we we call it the soft sound.

The Gg sound.

So when we have an E here and there G that's a clue that it's probably going to say Gg-erm germ.

- Yeah.

That was a really, really tricky word.

- It was, it is a very tricky word but that's exactly why I wanted your help with it so that our super readers could see that they can do hard things.

They've learned a lot about letters and sounds and now they just need to put into practice.

All the things we've been talking about all year long And you have done the same thing.

You've done such a great job.

- Oh yeah.

There's a lot of stuff I've learned.

You've really helped me.

Mrs.Hammick.

Thank you.

- You are so welcome.

As one of my favorite things to do is to help readers learn to read better.

So I'm gonna practice this sentence with the super readers at home, and I will talk to you later.

- Okay.

I'll see you in a bit.

- Bye bye.

- All right.

Super readers.

Here's our sentence for today.

The clerk gave her the fur hat.

Did you see the word "clerk"?

There's our ER, and "her" with our ER and "fur" with the UR.

Great reading.

Let's check in with Mrs.Nix.

She's gonna help us get even stronger with reading by looking at some high frequency words today.

- Absolutely.

Thank you, Mrs. Hammock.

We've got six of them that we're practicing this week.

And why do we practice high frequency words?

That's right.

Because we see them often in our reading and we use 'em all the time in our writing.

So we wanna be able to read them and write them.

So let's go through and practice.

Here we go.

Read them with me.

Big and loud.

I should hear you all the way down here at the studio.

Through, poor, great, full, climb, another.

Great job.

Let's look at today's word.

Today's word is "climb".

C-L-I-M-B.

Don't forget that little silent.

We used to call 'em ghost letters.

That little silent letter at the end.

C-L-I-M-B.

Great.

Let's use it in a sentence.

Read this sentence with me.

The boy will climb up the tree.

Does that make sense?

Great job.

Okay.

Today, we're gonna go through and we're gonna play a little tic-tac-toe.

I'm gonna have Mrs.Hammick come back out and join me.

And we're gonna use our two words.

So yesterday we practiced the word "another" and today we did the word "climb".

Which word would you like to be?

- I'll take "another" from yesterday.

- All right.

So Mrs.Hammick is gonna be "another".

- I brought a pen in my pocket.

- And I'll be the word "climb".

And if you remember how to play tic-tac-toe, then this is something you can play with a friend anytime.

Remember we wanna get three in a row and it can go across, down, or even diagonal.

So, so I asked Mrs.Hammick to come and join.

So I'm gonna let Mrs.Hammick pick the first spot - Okay - and she's gonna write her word in whichever box she wants to write it in.

- All right.

I'm gonna, I think I'm gonna I'm gonna change things up a bit and I'm gonna write my word here.

"Another".

(Spells "another") - Nicely done.

All right.

Well then that means I'm gonna sneak over and I'm gonna steal the middle spot.

So "climb" is (spells "climb") - Nice.

All right.

I think I'll go.

Maybe I'll go right here.

A-N-O-T-H-E-R "another".

- All right.

I get a blocker.

Oh, C-L-I-M-B spells "climb".

I couldn't let her win.

- Okay, well maybe I'll go this way now.

A-N-O-T-H-E-R "another".

- Did you guys all see it too?

Yeah, me too.

Climb climb climb.

C-L-I-M-B, and I got it for the win.

Woohoo.

- Great job.

- We'll see, in just a second you're gonna go and watch what's today's story.

It is kitten's first, first full moon.

Okay.

Remember that cause and effect.

And Mrs.Hammick will be back here to help you out with that.

- What can you see in the sky?

Read about a kitten who thinks the moon is a bowl of milk.

Kitten's first full moon by Kevin Henkes.

It was kitten's first full moon.

When she saw it, she thought there's a little bowl of milk in the sky and she wanted it.

So she closed her eyes and stretched her neck and opened her mouth and licked.

But kitten only ended up with a bug on her tongue.

Poor kitten.

Still, there was the little bowl of milk just waiting.

So she pulled herself together and wiggled her bottom and spraying from the top step of the porch.

But kitten only tumbled bumping her nose and banging her ear and pinching her tail.

Poor kitten.

Still, there was the little bowl of milk just waiting.

So she chased it down the sidewalk through the garden past the field and by the pond.

But kitten never seemed to get closer.

Poor kitten.

Still, there was the little bowl of milk just waiting.

So she ran to the tallest tree she could find and she climbed and climbed and climbed at the very top.

But kitten still couldn't reach the bowl of milk.

And now she was scared.

Poor kitten.

What could she do?

Then in the pond kitten saw another bowl of milk, and it was bigger.

What a night.

So she raced down the tree and raced through the grass and raced to the edge of the pond.

She leaped with all her might.

Poor kitten.

She was wet and sad and tired and hungry.

So she went back home.

And there was a great big bowl of milk on the porch.

Just waiting for her.

Lucky kitten.

- Okay.

Wow.

That was such a cute story.

Don't you love kittens?

They're fun.

So let's think about the cause and effect.

Let's take a look at our chart here.

Remember a cause it is what makes something happen in a story.

An effect is the event that happened.

So remember yesterday we said the cause is the "why did something happen?"

And the effect is "what happened?".

So today I have another little strategy to help us.

We're, we're looking at the cause today to see if we can figure out "what happened?".

All right.

So let's take a look at our first one.

It says, kitten thinks the moon is a bowl of milk.

Okay.

That's the why kitten thinks the moon is a bowl of milk.

So we're gonna use this little strategy.

I'm gonna put this right here.

And I want you to be thinking of the word "because".

Because kitten thinks moon is a bowl of milk.

What happens?

Right.

Right.

The kitten wants it.

Right.

Does that, do you see how that "because" helps you with the cause of what's going on.

All right.

Let's take a look at this one.

Here we have, because the bowl of milk is still waiting.

What happens?

Because the bowl of milk is still waiting, kitten chases it.

And let's try this last one because kitten leaps into the pond.

What happens?

Right?

The effect is kitten gets wet, sad, tired, and hungry.

Great thinking.

All right.

You know what?

That's really all the time we have for today.

Let's go see a friend and see what book they're recommending to us today.

- Boy.

Hello, boys and girls.

My name is Rhonda and I'm from Georgia.

I'm out here visiting my cousin, Ricky.

And I wanna tell you about a book that I think is so funny.

(makes donkey sound) The book is called "the book about nothing".

(laughing) Can you believe that?

The book about nothing.

If you open it up here, I love all these words.

Null, diddly squat, nothing, zip, zilch.

Well, anyways, this book is just really, really funny.

And I highly recommend you go to your library and check it out.

With nothing anything is possible.

Did you know you can trip over nothing?

(laughing and making donkey noises) You might accidentally burp in someone's face.

Then when they ask "what's that?

", you can say "nothing".

(laughing and making donkey noises) So this book is going to give so many laughs.

Check it out.

Thank you for watching Valley PBS reading explorers Bye now.

(both laughing) - Oh my goodness.

That was great.

- I love Rhonda - We miss you so much.

We're so excited to thank you're sharing some videos with us.

So thank you for doing that.

And now I definitely am gonna have to check out that story.

- That looks great, right?

Absolutely.

Didn't they make a whole show about a nothing?

No, they have a book - Probably right?

- What?

Oh yeah.

Okay.

I'll tell her.

All right.

So what is a cat's favorite movie?

Mm.

- Cats?

- Oh, that's good.

Nope.

It's the "sound of meeeooosic".

- Oh, music.

Oh, that's hilarious.

You're so funny.

All right.

Thanks for watching us today on Valley PBS.

And we look forward to seeing you back here tomorrow.

- That's right.

Take care.

- Bye bye.