♪ 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 ♪ (cheerful music) (playful music) - Good morning, second grade.

Happy Friday!

My name is Mrs. Vang, and I'm so excited to have you join me so that we can become amazing readers and writers.

And I know you guys are becoming amazing readers.

Now, I have another book to share with you guys.

This book is called, "The Tiny Seed" by Eric Carle.

Now, this book is about the life cycle of a seed.

Do you know what happens when you plant a seed?

I know.

If you don't, this is a great book to help you.

And actually this starts off with a seed floating through the air, and it takes you through the different seasons of the seed and what happens to it.

So, if you wanna read more about the life cycle of a seed, pick up this book called "The Tiny Seed" by Eric Carle.

And don't forget, you can check to see if this book is available on Sora if you have the Sora app at your county library or even at your own school library.

So, pick it up, read it and tell me what you think about the book.

All right.

Now, speaking of Sora, let's see which school came in in our top school for checking out books.

Let's see, fingers crossed.

Is it your school?

Let's check.

Okay.

The school that came in in number one this week or last week actually is Heaton.

Awesome job, Heaton Elementary!

You guys are doing an awesome job checking out those books and reading.

So, I know that you guys are becoming amazing readers.

And again, notice all elementary school, good job elementary checking out those books.

So, if you have a brother or a sister in junior or high school, make sure you encourage them to check out books on Sora so they can be reading also.

Now, don't forget, boys and girls, you can also write to me here in our PBS classroom and tell me what you're learning, what books you're reading or if you want me to recommend books for other second graders to read.

I would love to recommend books, more books for boys and girls to read.

So, write to me here at the studio using the address that you see below or you can email me and I'll send you one of these, let me get it, fun activity books.

Now, don't forget to put your home address so I know where to send one of these.

All right?

I can't wait for your letter, boys and girls.

Okay.

Now, let's get going with our lesson today.

So, all week, boys and girls, we've been learning our focus sounds and our structural analysis.

So, let's finish it up this week.

Let's see how smarter you guys have become.

So remember, we always start with, that's right, our listening ears.

So, get those listening ears, turn them up nice and high.

We're gonna be practicing our phoneme addition.

Now, this is where I'm gonna say a word and I'm gonna add a sound.

Let's see if you can guess my new word.

Are you ready?

Okay, I'm gonna use this to help me today.

Now, remember, I'm gonna say the word and then I'm just gonna add the sound and you have to add the sound to the word and blend it for the new word.

Okay?

So, here's my word.

My first word is law.

Say it, law.

Good.

Now, if I add the c to it, what's my new word?

C, law.

What is it?

Claw.

Good job.

How did you do?

Thumbs up.

Oh, you're saying it's easy.

Awesome.

Okay.

Let's keep practicing, ready?

Now, what if I said this word?

Tall.

Okay, say it.

Tall.

Okay.

Now I'm going to add a sss.

Okay, what's my new word?

Sss, tall, what is it?

Stall.

Good job.

Okay.

Last word.

Okay.

What if I said the word, ought.

Ready?

Say it with me.

Ought.

Remember it's a word, ought.

Now, what if I add the f, what's my new word?

Fought.

Good job, boys and girls.

Fought.

Good job practicing your phoneme addition with me.

Okay, now, if you were listening, did you hear what sound we were working on?

The augh sound, good job.

Say it again nice and loud.

Augh, good job.

This week, we are or we have been learning the vowel team, augh, which is our sound, but look at all of the different vowel teams of the spelling patterns of that augh sound.

Now remember, the straw card says, aw, and it's very similar to the short o that says, aw.

Very similar, I know.

But look at all the different ways that we can spell that augh sound.

This is where it becomes tricky.

Okay.

So, I want you to say it and spell the sound of the spelling pattern with me and say it so that our brains can remember it, ready?

A says, a. A-W says, aw.

A-U says, au.

A-U-G-H says, augh.

A-L says, al.

And O-U-G-H says, ough.

Now, this one doesn't come up as often but we still need to know that the O-U-G-H says, ough.

But remember, look at all those different words, I mean, letters.

They all make one sound.

So.

When you come to in a word, make sure that you're just saying that one sound, because you don't pronounce any of the other letters.

Okay?

So, let's look at our letters that we have on our chart, ready?

Help me blend them together.

This is wa, al, k, what is it?

Walk.

Notice we don't have a l sound in walk but the A-L makes that al sound.

Walk.

Now, remember?

Yesterday we were practicing our spelling patterns.

If you can spell walk, guess what else you can spell?

Lots more.

How about the word talk?

Talk.

What do I need to do?

Good.

Change the wa to a t. Good job.

And here's our word talk.

Now, what if I wanna spell chalk?

Chalk.

What's the first sound you hear?

Ch, ch.

Good job, and that's our digraph C-H that says, ch, chalk.

Good job.

How did you do?

Awesome.

Let's continue.

Now, what does this word say?

Ought.

Good job, what is it?

Ought.

Good job remembering.

Did you remember the O-U-G-H says, ough?

Good.

Now remember, what if I wanted to add?

If I added f to it, what's my new word?

Fought.

Good job.

Now, what if I wanna change it to sought?

Good job, we just change it to the s, sought.

Now, what if I wanna change it to bought?

Good job, substitute to the bough, a b.

Bought.

How did you do?

Awesome job, boys and girls.

Now, today is Friday, so remember, on Fridays we have a story to read.

So, before we read our story with all of our focus spelling pattern this week, let's go over our fluency checklist.

Remember, because as you're reading, we're gonna focus on our accuracy, reading the words correctly.

We're gonna focus on our rate, not going too fast, not going too slow.

We're gonna work on not sounding like a robot, so working on expression.

And always focusing on those punctuation.

So.

Today I have a realistic fiction, meaning it's a fake story but it could be real.

That's why we call it realistic fiction, called "Paul Saw Arctic Foxes" And as you're reading, I want you to tell me what Paul did when he saw the foxes.

Are you ready?

Let's read it together.

"Paul Saw Arctic Foxes".

"Paul yawned and crawled out of bed at dawn.

"It was only five o'clock in the morning.

"Paul ate fruit and toast till he was full.

"He drank warm tea too.

"He knew it was cold outside.

"Paul suited up to go out.

"Then he caught sight of his new camera "and put it on his arm.

"He walked out into the cold, treeless land "as the wind blew.

"When Paul was a boy, "he saw a few TV shows about Arctic foxes.

"That launched Paul's study of the foxes.

"He had a lot of questions about them.

"He was always searching to find true facts "about Arctic foxes.

"He read every book he saw about them.

"As a grown man, Paul liked his job.

"He studied animals and took pictures of them in the wild.

"It was spring, though it felt more like fall or winter "because it was cold and raw outside.

"Paul's job taught him that Arctic days "might be fine or awful.

"He sought a place where he could sit and watch for foxes.

"Paul had good luck.

"He glanced down and saw what he was looking for, "Arctic foxes and their cubs.

"The mother fox watched her small cubs eat.

"The father fox had caught food for them.

"The cute cubs chewed on a huge piece of meat.

"Paul could not know for sure, "but he thought the foxes were 20 feet away.

"He hauled out his camera and took a picture "The little foxes yawned and looked sleepy.

"Soon they would crawl back into their own den.

"It was time for Paul to go to his home in the city.

"He had pictures to print!

"Those pictures would give clues "about the life of the Arctic foxes.

"Paul would talk and write about them to teach others."

So, what did Paul do?

He took pictures of them, isn't that awesome?

Now, did you see any words of our focus spelling pattern?

What was our focus spelling pattern?

The augh sound.

But look at all the different ways we can spell that augh.

And look at how many words I found in that story.

Let's just read some of them.

Dawn.

Awful.

Hauled.

Launched.

Paul, that was his name.

Small.

Taught.

Thought.

Lots of words in there, boys and girls.

And boys and girls, look at all the high-frequency words that I found.

And guess what?

I think they're all the words that we are learning this week.

So.

Let's go and practice our high-frequency words for the week.

Now remember, all week we had 10 words, and every day we were focusing on two.

So, let's practice our last two words for this week, ready?

I want you to help me read and write them, ready?

First word is sure.

Help me read it again.

Sure.

Help me spell it.

S-U-R-E, sure.

Good job.

Next word.

Though.

Again.

Though.

Good.

Help me spell it.

T-H-O-U-G-H, though.

That was tricky, wasn't it?

Because all week I've been teaching O-U-G-H says, ough, and this one says, though, it has the o sound.

See how tricky English can be?

Now, let's look at our sentences.

Let's read and see if you can try to figure out which one will go into them, ready?

Are you, mmm, you have what you need?

Which word do you think will go in?

Good job.

Are you sure you have what you need?

So, let's check to see if then though goes with the next sentence, ready?

Though the sun is shining, Kim is wearing her rain boots.

It does make sense.

Good job, boys and girls.

And guess what?

Because it's the beginning of our sentence.

That's right.

Let's change it to a capital T. Good job, boys and girls.

Now, we're not gonna have time for our vowel team syllables, which is okay because in a couple of weeks we're gonna be focusing on how to read and write words, and with those vowel teams.

Remember?

Our vowel team this week was that augh sound, remember?

All those letters, the spelling patterns.

All it is, is when we read, we put them together when we divide a word into syllables to help us read.

So, as you're reading, I want you to try to put those vowel syllables together and when you're breaking up those longer words to practice your reading, and see how many high-frequency words you can find.

Boys and girls, I hope you have a great day learning today.

And I will see you next week.

Bye-bye.

(cheerful music) ♪ 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 ♪ (cheerful music)