(upbeat music) - [All] Good morning, super readers.

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

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- And I'm Mrs. Vang - This is a place for us to learn, practice and - [All] Grow our brains.

- To become even stronger readers, writers and thinkers.

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

- Called, - [All] Daily phonemic awareness.

- Now, today super readers, as we go through and we are practicing some phonemic awareness.

We're gonna practice phoning blending which is really just a fancy way of saying we're going to blend all of our sounds together.

So we're gonna tap out our sounds on our arm and then blend them together.

So join us, all right.

I'm gonna give us some sounds and let's go through and blend them together.

- Okay.

- Here we go.

L-ou-d .

[All] L-ou-d.

Loud.

- Nicely done.

- Like that was loud.

- That was pretty loud.

- That was loud.

- All right, how about this one?

- S-ou-th.

- [All] S-ou-th.

South, south.

- Okay.

- Like, I might fly south for the winter, right?

Okay, how about this one?

- M-ou-se - M-ou-se - [All] Mouse.

- Excellent job.

All right, last one.

This one's gonna be a little easier.

Here we go.

Ow-l. [All] Ow-l, ow-l. Owl.

- Right, an owl.

- Nice.

- All right.

So We are, what does an owl say?

(hooting) - All right, so since we are practicing listening, let's continue doing a little listening with a little bit of dancing.

And we're gonna use our ears.

That's right, we'll talk about of our senses today.

- Okay, I love this one.

(upbeat music) It's a good thing we're warming up.

- That's right.

♪ Hear, smell ♪ ♪ Taste, feel and see ♪ ♪ When I use my senses I describe my world in me ♪ ♪ When I use my ears ♪ ♪ This is what I here ♪ ♪ Croaking frogs ♪ ♪ Noisy fox ♪ ♪ Soft jokes that are near ♪ ♪ When I use my nose ♪ ♪ This is what I smell ♪ ♪ Fragrant flowers, fresh-cut grass ♪ ♪ Pine cones that just fell ♪ ♪ Hear, smell, taste, feel and see ♪ ♪ When I use my senses, I describe my world in me ♪ ♪ When I use my mouth, this is what I taste ♪ ♪ Spicy chick and fruity shakes ♪ ♪ Nothing goes to shake ♪ - Fruity shakes, that does sound good.

♪ When I use my hands, this is what I feel ♪ ♪ Fluffy kittens and smooth hide side ♪ ♪ Bumpy orange peel ♪ ♪ Hear, smell, taste, feel and see ♪ ♪ When I use my senses, I describe my world in me ♪ ♪ When I use my eyes, this is what I see ♪ ♪ Bluebirds, green grass, yellow bees ♪ ♪ A great big maple tree ♪ ♪ Hear, smell, taste, feel and see.

♪ ♪ When I use my senses ♪ ♪ I describe my world in me ♪ (upbeat music) - How fun was that?

- Super fun.

- Oh, I love that.

Okay, I think we're all warmed up.

- I think we're ready to learn our sound of the week.

- All right, let's go through practice.

I love it.

- See you guys.

- We'll see ya.

Okay, super readers.

This week we have been practicing the ou sound, good job.

We have our cow card up here to help us that our sound for the week is the ou sound.

And if you look at my cow card you notice that there are two different ways that we can spell that ou sound.

We can spell the ou with the O-W, and we can also spell it with the O-U.

O-U and O-W both say ou.

So, let's practice blending some letters together.

Are you guys ready?

Okay, let's call our friends in to come and help us.

Here they are.

Good morning friends.

- Good morning, Mrs. Vang.

- Good morning.

- Are you guys ready to help me blend.

- Oh, yes.

- Yeah.

Let us blend.

- Letters to make a word?

- Yeah, yeah.

- Everybody at home, you guys do this with us.

Ready, in.

- [All] M-ou-se.

Mouse, mouse.

- Oh, there's a mouse in my house.

- Good sentence, mouse.

And I'm so glad, you guys didn't say that e sound, 'cause it's at the end we know that say.

- [All] Silent e. - Doesn't make a sound.

That's right, good thinking.

We've learned that before.

Mouse, good job.

Okay, I have another word here that I'm gonna need help blending.

Can you guys help need blend these letters together?

- [Students] Oh yeah.

- Okay, you guys ready?

This is says.

- [All] Br-ow-n. Brown.

- Good job.

- [All] Brown.

- I have some brown fur.

- Yes, you do.

- Tina has some brown.

Also, brown.

You should notice that ou, both of these were in the middle.

- Yeah, that's kinda confusing because you never know which one to use.

- You're right.

So as we write words now remember we have to just rely on how they look.

And if you read a lot of books, some of these words show up in the books that we read and that's how we know if these words are written correctly.

So, let's practice building some words together.

Are you guys ready?

- Okay.

- Yeah.

- Okay, let's see.

Can you guys help me spell the word?

Let's see.

How about the word, shout?

- Oh, shout.

- [All] Sh-ou-t. - Shout.

I had to shout out loud so my brother can hear me.

Shout.

Let's see.

- So it starts with the digraph, like the shell card.

Good job.

- SH.

- SH says sh.

- And then I'm thinking OU because the word out.

- That's what it's gonna say.

- Good thinking.

I like how you guys.

- O-U-T. - Sh-ou-t. Yeah, that was a T. - Good job.

It has a little word in it that we already know.

- What word is that?

- Out - So if I cover this that says out, and I with the sh, shout.

- Yeah.

- Good thinking.

- Oh, you guys are so smart.

- Okay, how about this word?

Hmm, how about the word, ground?

- Ground.

- [All] Gr-ou-n-d. - That's the consonant blend gr.

- Good job.

That was the gr-ou-nd.

- Well, look at brown has the ow.

And then it just needs one more sound.

What do you think?

- Yeah, let's try it.

- Let's try it.

- Let's try it.

- Let's try it.

- You guys think it's the ow?

- Yeah, maybe it goes like the word brown.

- Wait, wait, wait, wait a minute.

That says grow.

- That says grow again.

- Oh, no, that can't be it.

- How about, should we try the ou?

- Okay, let's try the ou.

- Okay, let's do it.

- 'Cause that's the only other spelling, right?

- [All] Gr-ou-nd.

- Oh, that's a ending blend.

Those are tricky.

- So do you guys think that there is a nd at the end of ou in the middle, you think?

That's how we spell it.

- [All] Maybe.

- That might be good trick.

- We should probably read anytime we hear the nd at the end, we should write it down and see if we can find any more words of the ou or the ow and that might solve our problem of knowing if it's the ou every time we have that nd at the end.

- That's a great idea, I like that.

- Isn't that a great idea.

- Okay, you guys go, find your list or make your list.

- Let's go make our list.

And I'm gonna have my super readers read the sentence with me.

- Okay, bye.

- Bye.

Super readers, okay, it's your turn.

Let's see how you read this sentence with the ou sound.

And I want you guys to think how many words can you find with the ou sound.

Okay, ready?

Now we found a mouse in the house.

Good job.

Oh, there's that exclamation.

So maybe we should read it with, now we found a mouse in the house.

How about that?

Good job.

How many words did you guys find.

Now, found, mouse and house.

Good job.

Oh, when I see you guys, there's a ound again.

Oh, I'm gonna have to tell Tina and Rita to put that on their list.

But as I go and do that, I want you to see what, high frequency words you're gonna be learning today with Mrs. Hammack.

- Hi, okay, are you ready?

Let's review all six and then we'll focus on one.

And then I have another fun activity for you that will help you to practice and get those high frequency words locked in your brain.

All right, here we go.

We have early, instead, nothing, oh, thought and color.

All right, today we're gonna take a look at this one.

This one says, nothing.

A trick that I used to help my first graders with when they were trying to remember how to write nothing is, we would look at this.

We would say, no-thing, because that's what nothing is, right?

No things.

It's nothing.

So that might be something that helps you.

So nothing, N-O-T-H-I-N-G, nothing.

All right, let's check out our sentence.

There is hmm to do while we wait.

Oh, I know what that is.

There is nothing to do while we wait.

Don't you hate that?

Yeah, all right.

Today we're gonna play a little game called match it up.

So here I have the word nothing.

And over here I have the word color.

You could do this with just one word and really get good at it or you could try it with all of your high frequency words.

Here's what we're gonna do.

I have the letters here, and down here I have clips that have the letters, and I need to take the clips that have the right letters and clip them on, are you ready?

All right, let's see.

Okay, so first I need an N. Oh, and I see that right away.

I got that one right away.

N-O, what comes next?

N-O, there's no, oh, that's right.

T, N-O-T-H, what comes next?

N-O-T-H-I, oh, there it is.

Oh, it's not even gonna fit.

N, I'm gonna have to go on the side here, and G. Oh, get on there, nothing.

Do you see how you really have to focus in on all of the letters?

That's a really good way to get that spelling, because remember, we need to be able read our high frequency words and to write them.

So this little game might be a way to help you get those spelling patterns locked in.

And remember, sometimes our high frequency words don't follow the pattern.

So we just need to know what they look like.

All right, today we're gonna listen to one of my favorite stories.

It's called "Whistle for Willie."

All right, I'll see you back here, and we'll talk some more about "Whistle for Willie."

- [Narrator] "Whistle for Willie" by Ezra Jack Keats.

Oh, how Peter wished he could whistle.

He saw a boy playing with his dog.

Whenever the boy whistled, the dog ran straight to him.

Peter tried and tried to whistle, but he couldn't.

So instead he began to turn himself around.

Around and around he whirled, faster and faster.

When he stopped, everything turned down and up, and up and down and around and around.

Peter saw his dog Willie coming.

Quick as a wink, he hid in an empty carton lying on the sidewalk.

"Wouldn't it be funny if I whistled?"

Peter thought.

"Willie would stop and look all around to see who it was."

Peter tried again to whistle, but still he couldn't.

So Willie just walked on.

Peter got out of the carton and started home.

On the way he took some colored chalks out of his pocket and drew a long, long line right up to his door.

He stood there and tried to whistle again.

He blew till his cheeks were tired, but nothing happened.

He went into his house and put on his father's old hat to make himself feel more grown up.

He looked into to the mirror to practice whistling.

Still no whistle.

When his mother saw what he was doing, Peter pretended that he was his father.

He said, "I've come home early today dear, is Peter here?"

His mother answered, "Why no, he's outside with Willie."

"Well, I'll go out and look for them."

said Peter.

First he walked along a crack in the sidewalk.

Then he tried to run away from his shadow.

He jumped off his shadow, but when he landed they were together again.

He came to the corner where the carton was, and who should he see, but Willie.

Peter scrambled under the carton, he blew and blew and blew.

Suddenly out came a real whistle.

Willie stopped and looked around to see who it was.

"It's me," Peter shouted and stood up.

Willie raced straight to him.

Peter ran home to show his father and mother what he could do.

They loved Peter's whistling, so did Willie.

Peter's mother asked him and Willie to go on an errand to the grocery store.

He whistled all the way there and he whistled all the way home.

- Wasn't that the cutest story about Willie?

Oh my golly.

Absolutely great.

Now, I have a little project for us today where I want us to talk about this question here.

And it says, how does the author help you know how Peter feels when he finally whistles?

So sometimes authors will give us clues about how they let us know how characters feel in a story.

So there's some steps that we're gonna go through to see if we can go back and find them.

One of them is, is we're gonna read pages 246 and 248, and talk about what Peter does before he whistles.

And then we're gonna find some clues about how Peter feels.

So do you wanna read with me?

- I do, I do.

I would like to read, I love to read.

- Oh, Rita, I would love to have you read with us.

Do you wanna help me read today?

- Yeah, I do.

- Okay, so let's read for our super readers right here.

You wanna follow along?

- Yep, yep.

Peter scrambled under the carton, he blew and blew and blew.

Suddenly, out came a real whistle.

- Oh, wow, excellent job.

Okay, keep going.

- "It's me," Peter shouted and stood up.

Willie raced straight to him.

- Excellent reading, thank you so much Rita.

Okay, so when Rita read the words, suddenly out came a real whistle.

How did Peter feel?

How do you think he felt?

Suddenly out came a real whistle.

- Well I think he was shocked.

- Kind of surprised.

- Surprised, yeah.

- He wasn't expecting it, 'cause he kept trying and it didn't happen.

- And then when the word was suddenly, the author used the word suddenly, that kind of gave us a clue that he really wasn't planning on it.

So he felt pretty surprised, right?

- Yes, that's what I think too.

- How, about this one?

"It's me," Peter shouted, and he stood up.

How do you think Peter was feeling there when he stood up?

He was surprised that he had a whistle.

- I think he felt really proud.

- I think so too.

I think he was very proud of himself for making his whistle, right?

- Yeah.

- And so, when we know this the author's words help me to know that Peter is both surprised and proud.

And we could tell that even though the author doesn't tell us ow Peter's feeling, he gave us some clues that let us know.

- Yay, for Peter.

- Thank you so much Rita for helping us read today, I really appreciate that.

- You're welcome.

- We're gonna work on some writing.

Did you wanna come over and help me with some writing?

- Oh yeah.

Okay, well, why don't you swing by?

- Let me go get my pencil.

- Okay, go get your pencil and then come join me, 'cause this is gonna be pretty fun.

I'll see you in a second.

- Okay, bye.

- So we're gonna build on exactly what Peter was doing in our story, and we're gonna use this prompt here.

It says, use what you know about Peter.

Well, what do we know?

That he's proud and surprised that he was able to do something.

To write a new story about a time that he learned to play a musical instrument or sing a special song.

So I'm gonna invite our friends over to help us answer our thing.

So come on friends, come join us.

Let's see what we've got.

- I got the Peter.

- All right, Rita great.

- I wanna write too.

- Okay, excellent Ricky.

So what do you think we should have Peter want to do?

We know that he likes to work really hard and learn new things.

So what would he like to do?

- I know.

- How good?

- How about he learns to play trumpet?

- Excellent, that's sounds great.

- That's a good idea.

- So let's have him, Peter wanted learn how to play, whoop, and I'm not, I lost my sticky, play the trumpet.

Thank you so much.

Oops, and I did lose all my sticky.

- I'm going to get my pencil.

- Get your pencil.

All right, learn how to play the trumpet.

And then, what else could we say?

What could come next?

Did he try anything?

Just like in the story.

- In the story, he just kept trying to whistle, but so in our story he could just keep trying to blow the trumpet.

- Okay.

- I wrote that down.

Maybe nothing happened just like when was trying to whistle.

- Oh yeah, okay.

So Peter tried blowing in the trumpet.

- Hey, we're writing just like the author.

- You are writing just like the author.

So Peter wanted to learn how to play the trumpet.

Peter tried blowing in the trumpet, but nothing happened.

What happened next?

What do you think?

- Maybe just like in the story he kept trying, trying, trying, and nothing happened.

How about that?

- Okay, let's do it.

- So, what do we have?

- That's true 'cause they said that he kept trying over and over and nothing was happening.

- Nothing happened.

He tried and tried, but nothing worked.

Okay, and then what?

- Then just when he was about to give up we could see, he blew, hmm.

Let's see, what would he do?

He was about to give up, oh.

And then he blew a raspberry.

- Oh my gosh.

(Rita laughs) - Do you know what a raspberry is?

- What's that?

- I don't know what that is.

- Yeah, it is like.

(all roaring) Oh, my goodness.

- Can we do that.

- I wanna do it.

(roaring) - And then what happened.

- It worked.

- It worked.

- Great job.

And I bet you can be rewriting your own story at home as well.

Check out this book that we've got from a friend.

- Hi, I'm Mr. Hammack.

I'm Mrs. Hammack's husband.

And I'm gonna read "Stephanie's Ponytail" by Robert Munsch.

The reason I chose is this story is because, well, I have a daughter named Stephanie and I used to do her hair when she was little.

One day, Stephanie went to her mom and said, "None of the kids in my class have a ponytail.

I want a nice ponytail coming right outta the back."

So Stephanie's mom gave her a nice ponytail coming right outta the back.

When Stephanie went school, the other kids looked at her and said, "Ugly, ugly, very ugly."

Stephanie said, "It's my ponytail, and I like it."

The next morning when Stephanie went to school, all the other girls had ponytails coming outta the back.

Stephanie looked at them and said, "You all are a bunch of copycats.

You just do whatever I do.

You don't have a brain in your heads."

The next morning mom said, "Stephanie, would you like a ponytail coming outta the back?"

Stephanie said, "Nope."

"Then that's that," said her mom.

"The only place you can do ponytails is in the back."

"No, it's not," said Stephanie.

"I want one coming out of the side just above my ear."

"Very strange," said the mom, "Are you sure that's what you want?"

"Yes," said Stephanie.

So her mom gave Stephanie a nice ponytail coming out right above her ear.

And if you would like to know what happens next, you need to check this book out of your library.

Thank you for watching Valley PBS.

- I know that guy, Mr. Hammack.

- Yes, he was.

- Thank you, Mr. Hammack for sharing such an awesome story, it happens to be one of my favorites.

- Yes, you have a Stephanie.

- Oh, I have a joke for you, I'm sad to interrupt, but it's a fun.

Are you guys ready?

Guess what?

- What?

- What?

- My neighbors listen to great music.

- Oh yeah, that's really good.

That's nice.

- That's nice.

- Whether they like it or not.

- Oh, that's not very nice.

- But that's kind of funny.

You know what?

We appreciate guys being here today and we look forward to seeing you back here tomorrow on Valley PBS.

- That's right.

- Have a great one, we'll see you then.

- Bye.

- Bye.

(upbeat music)