- Okay.

Oh!

Good morning.

I'm so excited that you're here to build your brain with me.

I'm Mrs. Hammock.

Welcome to our PBS classroom.

We are going to do some amazing learning that's going to help you be strong readers and writers, and I am excited to see you.

Now, make sure that when you come to our class you have something to write with, because we're going to do some fun things that you might want to be able to write down.

Okay?

Let's sing our good morning song.

Do you remember it?

All right, well let's try it.

♪ Good morning ♪ ♪ Good morning ♪ ♪ Good morning to you ♪ ♪ Good morning ♪ ♪ Good morning ♪ ♪ Good morning to you ♪ ♪ Our day is beginning ♪ ♪ There's so much to do ♪ ♪ Good morning ♪ ♪ Good morning ♪ ♪ Good morning to you ♪ Great job, you're getting the hang of it.

Did you notice that the sign for morning is like this?

Because the, what happens in the morning?

Right, the sun is coming up, and then our day is beginning.

And then we say there's so much to do because this is kind of the signal for getting work done.

Great job.

You're learning sign language with our song.

Terrific.

Building that brain with all kinds of learning.

Well, today we're going to do some training of our ears.

We're gonna do some sounds and letter review.

We also have some high frequency words, and I'm super excited because it's whack a word Wednesday.

What?

You don't know what that means?

Well you are about to find out.

And I think you will love it.

All right, so we should probably get started by training our ears for sound.

And today, we're going to play a segmenting game.

Now, segmenting means that we're going to take a word apart one sound at a time.

Let me show you what I mean.

So if I have the word am, say that word, am.

Now, watch what I do here with my circles.

I have the word am.

I'm going to separate it by sounds.

And for each sound I say, I'm going to put a dot in my pocket chart.

Ready?

Ah.

Mm.

Am.

How many sounds did you hear?

Right, two.

That word has two phonemes.

The word phoneme basically means sounds.

It's part of our language.

All right, are you ready to try one now?

Okay.

Your word is sat.

Sat.

Say it with me.

Sat.

All right, are you ready to segment?

Here we go.

S. Ah.

T. Good job.

Sat.

Great.

How many sounds did you hear?

S, ah, t. That's three.

Terrific.

Okay, here we go.

Now, if you're having trouble segmenting, one strategy that you can use is to stretch the word out like it's on a rubber band.

So let's try that with this word.

Man.

Man.

All right, are you ready?

Let's stretch it.

Man.

All right, let's try it.

Mm.

Ah.

N. Man.

How many sounds?

Three.

Excellent work.

All right.

I have one last word for you.

Are you ready?

This word is log.

Log.

Try it.

Okay, are you ready to stretch it like a rubber band?

Okay, here we go.

Log.

Log.

How many sounds?

That's right, three.

Oh, a lot of our words had three sounds today.

Great listening.

You did terrific.

That skill is helpful when we're writing words, because if we can segment and break a word apart one sound at a time, then we can think about what letter makes that sound to write it down.

So we'll be practicing that a lot this year, and you're going to be strong listeners, I just know it.

All right, I have some more letters that we're going to review.

But, before we do that, I want to review the ones we did yesterday.

So let me grab them.

Here they are.

We have the insect card.

So this is how we will review.

We'll say, I, insect, i.

You ready to try it?

Okay, let's do it.

I, insect, i.

Very nice.

That is the short I.

Let's try this one.

D, dolphin, d. Good for you.

How about this one?

G, guitar, g. That's right.

Now, remember, this one's the tricky one.

G, G, it doesn't say the G sound.

It says the g for guitar.

That's why we use these as a tool to help us remember.

All right, how about this one?

P, piano, p. Terrific.

And R, rose, r. Great job practicing from yesterday.

Today, I have five more letters for us to review.

Some of them you might need to practice.

That's why we review.

So here we go.

We're going to start with this one.

Do you know this letter?

B, bat, b.

Say that with me.

B, bat, b.

Now, be careful.

Don't say bah, it's not a bah.

That's something different, that's a different sound.

We want to make it a clipped sound.

We want to make it really short.

B, bat, b.

Just short.

All right, here we go.

F, fire, f. Oh, did you see?

There are two ways we can spell the f sound.

We can spell it with just the F. Some words have the PH that says ph.

That's called a digraph, and we'll learn more about that later.

Let's try this one.

H, hippo, h. How many ways can we spell the sound h?

That's right.

Just one.

Good job.

Here we go.

L, lemon, l. All right, there are two ways to spell the l sound, but I want you to notice this spelling right here.

Do you see that little red line?

That means that spelling only will come at the end of a word.

So you're never going to use the LE to spell le at the beginning of a word.

Not going to happen.

If we hear l at the beginning, it's just going to be a plain old L, okay?

All right.

If you forget, you can use our sound spelling wall to help you remember.

Here is the short O.

We say O, octopus, o.

That's when we drop our chin down.

O, like when you're at the doctor.

Oh.

And they're looking in your throat.

So we say O for short O.

Great.

Let's review really quick, ready?

B, bat, b. F, fire, f. H, hippo, h. L, lemon, l. O, octopus, o. Oh, and now I want to introduce you to my friend the word whacker.

We're going to have so much fun.

All right, so this is so cool.

You could do this at home to help you practice high-frequency words.

So all I did was take a pool noodle, and I put a little cut in it, and I took a pencil, and poked it in for the handle like this.

And we're going to use this today to help us to type out our words.

We're going to use our alphabet chart here, and we're going to spell our high-frequency words.

But what are our high-frequency words today?

Well, let's take a look.

We're going to start with the word and.

A-N-D.

So here's how you do it.

I'm going to put and up here, and then we're going to get our word whacker.

Ready?

And we're going to spell it.

A-N-D, and.

Good job.

All right, here's our next one.

The.

You ready to spell it out?

Let's spell it out.

T-H-E, the.

How about this next one?

See.

Ready?

S-E-E, see.

Good job.

Then we have play.

Here we go.

P-L-A-Y, play.

Then we have we.

W-E, we.

And then our last one is a long one, so let me scoot down my words so I have room for it, because I want you to be able to see it.

Little.

Little.

All right, here we go.

Woo!

L-I-T-T-L-E, little.

Hey, I noticed something.

Did you?

Did you remember that we can spell the L sound with just an L or an LE?

Did you see that this one starts with the l, which is just the L. And it ends with the le, which is the LE.

Wow.

We got to see it in action right away.

That is so cool.

I hope that you had fun with our whack a word Wednesday.

And this is something that you could do at home to practice your high-frequency words or your spelling words, or any kind of words that you need to practice spelling.

This will help you, because our high-frequency words, we want to know how to read them, but we also want to know how to write them.

So that's why we spell them.

Okay.

Terrific.

Are you sure you haven't been here before?

You are pretty amazing.

I think that you should kiss your brain because it is getting stronger every second.

All right friends.

Now we're going to go over to our writing board because it's time for us to practice writing our letters for today.

Okay.

Come on, let's go.

All right, our first letter that we're going to write is the letter B.

B, bat, b.

All right.

Did you remember that a lot of our capital letters start at the very top line?

We always go down.

We don't start from the bottom and go up.

We always start at the top.

And for a B, we're going to make a nice straight stick.

And then we're going to put a little half curved line, half circle, and another curved line for a half circle.

And that is the upper case B.

You might also hear me say capital B. Uppercase and capital, they mean the same thing.

It means the big letter of that.

All right.

Here we go, lowercase B.

We're going to start at the top line.

We're going to come all the way down.

And then we're going to put a curved line at the bottom for the lowercase B.

Great.

Okay, let's see, what did we do next?

The letter F. F, fire, f. We start at the top.

Oh, I should change colors.

Let's change colors.

Let's do.

Oh let's do this one.

All right, here we go.

Straight line down.

Then we go a line across the top and a line right in the middle, and that makes an F. Our lowercase F, I think it reminds me of a candy cane.

We start kind of a little bit down and we go up like a hook, and then we put a line across the middle.

That is the lowercase F. All right, what's next?

H, hippo, h. Here we go.

We are going to make a straight line down, and another straight line down.

And then we're going to connect the two with a little bridge that goes just across the middle, right on the dotted line.

For the lower case H, we're going to start at the top.

It's a nice tall letter.

We're going to go all the way down to the bottom.

We're going to lift up our pen or pencil.

We're going to go to the middle and put on a curved like a little bump.

And that is the lowercase H. Uppercase H says h. Lowercase H says h. The sound does not change just because you have an uppercase or lowercase.

The sound for those stay the same.

All right, how about L?

L is kind of an easy one.

We're going to go straight down.

And then at the bottom, we're going to go straight across.

Easy, right?

And then the lowercase L is just a straight line.

Sometimes boys and girls get confused thinking it's a number one, but L is L. think about what you're looking at when you see it, so you'll know, is it a number or a letter?

Because if it's in a word, it's going to be a letter.

Okay, our last one for today is the letter O, octopus, o.

Here we go.

We're going to start at the dotted line.

And this has no straight lines.

We're going to go all the way around to the bottom and curve and go all the way back up.

And the lower case O looks exactly like that, only somebody put it in a shrinking machine, and it starts at the dotted line and it goes around like that.

See how they look the same?

Just smaller, right?

Okay.

Excellent job.

Today, we're going to read a story called "David Goes to School."

This story, you might know this character from the book "No, David."

This character has some things for us to talk about as we are thinking about being back at school and being in a classroom with our teacher and our friends.

And there are certain things that we need to remember to do, and things that we remember not to do.

And so we're going to take a look at David's story, and then I want you to help me think about what makes a good student.

And then we'll figure that out and put it on our chart here.

Okay.

All right, let's get to our story chair.

I'm going to put on my reading glasses because my eyes need extra help to be their best.

And don't forget if you wear glasses, put them on.

Everybody needs to use whatever tools they need to be the best.

Some of us need glasses.

Some of us need things to help our ears work better, a hearing aid.

Some of us need to have a wheelchair so that we can move around better, or braces on our legs, or crutches.

It doesn't matter.

Whatever you need to be your best, that is what you should do.

And we are going to learn how to be a good friend and help each other.

Now, this story is called "David Goes to School" by David Shannon.

Hmm, the author's name is David.

Do you think he wrote about himself?

I wonder.

I wish I could ask him.

But I'm wondering if this is a story about when he was little going to school.

Let's see what happens in our story.

Oh, look at the title page, David goes to school.

Who do you think that might be?

I think you're right, I think that is the teacher.

Now take a look at the teacher.

What do you notice?

Yep, she has red shoes.

She's wearing a dress.

Look at her arms.

Does she, can you tell how she feels by just looking at that much of her?

If we look at it, we can kind of tell she doesn't look like she's very happy, to me.

I think, ooh, she looks like she might be frowning a little.

Let's see if we can find out.

All right.

David's teacher always said, "No David, no yelling.

"No pushing, no running in the halls.

"David, your tardy."

Do you know what tardy means?

It means late for school.

If you're late to school, we say you're tardy.

And do you see this mark right here?

Those are exclamation marks.

That means when you read that, you're going to read it with a little more excitement or power.

So you're going to say, "David."

Just like probably like his teacher was saying to him.

"Sit down David."

Oh my goodness.

Does he look like he's ready to learn and build his brain?

Hmm, I think he is forgetting where he is.

Oh no.

"Don't chew gum in class."

Oh, that looks just terrible, doesn't it?

Yeah, no gum is for at home, it's not for school.

"David, raise your hand."

Oh, look.

Why do we raise our hand?

Right, if we have something to say, we can't all talk at one time, right?

When we're at school, and we're with a group, we have to take turns.

And we have to wait, sometimes we have to wait because it's someone else's turn.

We don't usually have to do that very much at home, and so sometimes it's easy to forget.

It looks like maybe David forgot and he's just shouting out some answers.

I hope you won't forget.

"Keep your hands to yourself."

Oh my.

What's he doing?

Right, he's painting.

And it looks like he's trying to touch her with his painted hand.

Is that a nice thing to do?

No.

Do you think this little girl's mom is going to be very happy if she comes home with paint from David's hand on her dress or her hair?

I don't think so.

Is David thinking about how someone else might feel?

No.

"Pay attention!"

Oh, he's daydreaming.

See the dinosaur in the clouds?

He's sitting at his desk, but he's not listening or looking at the teacher.

"Wait your turn, David."

Uh oh.

Do his friends look happy?

No, look, he's going to the front of the line.

It's not his turn, is it?

That would be a problem.

"I don't care who started it."

Oh look, look what they're doing.

Yeah, he's saying, "He did it first!"

And he's saying, "He did it first!"

And the teacher says, "I really don't care who started it."

We don't throw food.

That's not what we do.

We have to have really good manners.

Especially in the cafeteria.

We go there to eat, not play.

"David, recess is over."

Uh oh, it looks like maybe the bell rang and everybody's gone.

They all lined up so they could go back inside.

But David didn't.

Sometimes we want to play longer, don't we?

But when we're at school, we follow the directions of the grownups that are there to take care of us.

And when they tell us it's time to come in, we need to move ourselves into the line and get going.

"Shh."

Oh look, they're doing some quiet reading.

Is he doing quiet reading?

No, he's playing the drums on his book.

Do you think that's a good idea?

I don't think so either.

There is a time for drumming, but not on your books.

Oh, what do you think this, what do you think he's trying to say here?

Right, right.

Yes, I have to go to the bathroom.

And the teacher says, "Again?"

Remember, when you're at school, use the restroom when you're outside at recess time, or when you're outside at lunchtime, or before school starts, before you go into the classroom.

Use your outside time to make sure that you use the restroom.

'Cause you don't want to miss any good learning.

"That's it Mr., you're staying after school."

Oh my, his teacher sounds a little cranky, doesn't she?

Yeah.

She hasn't said very many nice things to him.

I think she's feeling frustrated.

He's not being a good listener, is he?

Yeah, that's rough.

"David, have you finished?"

Oh look, he's washing all the desks because he was writing on them.

"Good job, David."

Ah, hooray.

Finally something good.

Well.

The last page says, "Yes David, you can go home now."

Some days are long at school, aren't they?

Especially if we have a rough day.

And we need to remember to listen.

Let's see here.

And we want to keep our eyes on the teacher, and keep our brain learning, and our ears listening.

Sometimes we have to keep our mouths quiet.

Other times we can talk.

Always listen to your teacher, because your teacher will tell you when the right time to talk, and when is the right time to listen.

Have a great day.

Bye bye.