(bright instrumental music) - Hey, what are you doing.

- Oh, I was on valleypbs.org looking up, like, different projects because you have such a great project going, and I'm, oh, I'm so stressed, 'cause I don't have anything for my class.

I was looking it up and I'm trying to decide what I want to work on.

- I know that Cyberchase Green It Up!

Challenge is, we've got just a couple weeks, and you know, we want to do something great to help celebrate Earth Day, but since you have your phone, I was hoping maybe you could take a little video of me 'cause that is one of the project ideas.

You could make a poster or a mural or do a science experiment or you could make a short video to tell all about what you've been learning about Earth Day.

- Oh, I love that idea.

- Wait, wait, wait, wait, wait.

Did you guys already start without me?

'Cause it's time.

It's time for us to start.

I've been looking everywhere.

I've gone all around the building looking for you guys.

- Sorry.

- What's going on?

- We're so excited about the Earth Day challenge with our friend Digit, who's gonna be at the challenge at the culminating event.

It's gonna be like a giant Earth Day party.

There's gonna be Critter Creek Wildlife is gonna be there.

They're gonna have a scavenger hunt.

- Oh, that sounds like a whole lot of fun.

- Right?

- And where do we find more information so we know how to do it, because we need our super readers doing this?

- [Mrs. Vang] You go to valleypbs.org, 'cause I was just there looking for information 'cause- - Because you want to get your project done in time to bring it on April 23rd to the MTM on the river, which is the Fresno County Sportsmen's Club for the culminating event.

That's where you're going to find all the fun things to do and you're going to get to show off your learning and your fun project.

- Well, that's great, but speaking of time, it's time for us to start our show.

- Oh, can we get started?

Okay, we'll work on that.

- Okay.

Awesome.

- Okay.

- So, good morning, super readers.

Thank you for joining us in our Valley PBS classroom.

I'm Mrs. Nix.

- I'm Mrs. Hammack.

- 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 those brains with some- - Ear training.

- Called- - [All] Daily phonemic awareness.

- Okay, so, today we're going to do a little bit of phonemic addition, which means we're going to start with a- - Oh, I forgot the chart.

- We're going to start with a word and then we're going add a sound.

Okay, so for example, if I start with the word or.

- Okay.

- Okay, so let's get this out here for you.

- Let me get this in the right spot.

- You got it?

All right, here we go.

So, if I start with the word or, or the sound or, and now I wanna add fhh to the beginning.

Fhh.

Or.

What's my word?

- Four.

- Four.

There we go.

- Good job.

Okay, so let's start with or again.

Or.

But I want to add mm to the beginning of it.

What's my word?

Mm.

Or.

- More.

- More.

- Nice.

How 'bout this one?

Let's start with er, I, tuh.

Right.

Let's put a buh at the beginning.

So, let's add a buh to the beginning, and now we have... - [All] Buh-right.

- Bright.

- Bright.

- That was a tricky one.

- That was.

- That was.

- Woo, you had to have your ears turned up.

- Absolutely, but again, it's always fun to kind of have some of those tools to help us.

Maybe you've got some pennies.

You want to lay 'em out on your desk.

- Oh, that's a good idea.

- It's a great idea.

All right, you know what else that I love to do first thing in the morning?

- I do.

- I think it's time for a little bit of a dance.

- Play Ball.

- Oh, right, absolutely.

Especially in the spring time, so make sure you've got plenty of space, so scoot out there.

- All right, I want to scooch out.

- And we're gonna do, this one's called Play Ball.

- Stretch out.

I was gonna say stretch out, but that's kind of like dancing, eh?

- Yeah.

(upbeat rock music) ♪ You get the ball and I will get the bat ♪ ♪ You get the ball and I will get the bat ♪ ♪ You get the ball and I'll get the bat ♪ ♪ Play ball ♪ ♪ Play ball ♪ ♪ Batter up ♪ Woo.

- Home run.

- Yes.

(upbeat rock music) ♪ You get the ball and I will get the bat ♪ ♪ You get the ball and I will get the bat ♪ ♪ You get the ball and I'll get the bat ♪ ♪ Play ball ♪ ♪ Play ball ♪ ♪ Batter up ♪ - Whoa.

(upbeat rock music) - Yeah.

- Yay.

- I love it.

- Me, too.

- That always gets me going in the mornings.

- That is a good one.

- I think we're ready.

- I think so.

- You guys ready?

- Yeah.

- Okay, super readers.

Let's practice our phonic skill for the week.

This week we are practicing or learning that or sound.

So, I have my corn card up here to help us.

Remember, the corn card says or, and that's our focus sound of the week.

Say that again with me.

Or.

Good job.

And remember that or sound can be spelled three different ways.

So, we can spell it with O-A-R. That says oar.

O-R. That also says or.

Or I can spell it with the O-R-E, and that says ore.

So, the or sound has three different ways that we can spell it.

So, I have some words up here.

I want you guys to help me blend it so that we can read.

Are you guys ready?

Oh, let's call our friends to come help us.

You're right.

They're waiting.

- Hello, friends.

- Good morning.

Good morning, Mrs. Vang.

- Are you guys ready to blend with us?

- Oh yeah, let's do it.

- Yeah.

- Okay, super readers, help me at home.

Ready?

Okay, let's blend the first word together.

Are you guys ready?

'Kay, ready?

- [All] Nn-or-thh.

North.

- Good job.

North.

Good job blending those letters together.

Okay.

Let me see.

Tina, do you want to help me blend this- - Sure.

- Word?

All right.

- Buh, ore.

Bore.

Ooh, bored.

Like that class was a bore.

(laughs) - Oh, that was a great sentence.

Oh, Tina.

Oh my goodness.

Okay.

Rita, are you ready?

- Yeah.

- 'Kay, last word.

- Okay.

Spuh-ore-tuh.

Sport?

Sport.

Ooh.

I love sports.

- Good job.

- Oh, I have to put a S at end 'cause I like more than just one.

- Good thanking.

So, if Tina puts the S at the end, sports.

- Sports.

- Oh, Rita loves lots of sports, and what sports, or what sport, were we dancing to earlier?

- Oh, I saw.

It was baseball.

- Baseball.

- Wasn't that fun?

- Yeah!

- Yeah!

- Oh, you guys should come and join us next time.

I bet you guys will love dancing with us.

- I'm a good dancer.

- Oh, I know.

Okay.

Now I want to see if you guys can help me build some words.

Are you guys ready?

- Mm-hmm.

- Mm-hmm.

- Okay, now, yesterday, we really focused on that O-R-E, words with the O-R-E. Today, I want us to really just focus on that O-A-R today.

So, we know that the O-A-R can say- - [All] Oar.

- And remember we also learned that O-A-R is a word itself, like the word or like you use when you are- - Paddling across a lake.

- When you're paddling across the lake, that's right.

Oar, so guess what?

Spell oar for me.

- [Tina And Rita] O-A-R. Oar.

- Good job.

- I like that word.

- That was easy, wasn't it?

That's right.

Easy peasy lemon squeezy is what I love to say, right?

Easy.

Okay, now what if I wanted to write the word soar?

Ooh, soar, hmm.

- Oh, that's super easy.

We just have to add an S to the beginning.

- Good job.

Did you guys write that?

Oh, I think our friends at home are writing soar.

- That was good.

- Soar, spell it with me.

- [All] S-O-A-R.

Soar.

- Good job.

Okay.

- It reminds me of that backpack that Ricky won at the event.

He could soar through the sky.

- Oh, that Ricky.

He is funny.

Okay.

Now, what if I wanted to write the word board?

Ooh, board.

Like the teacher wrote the assignment on the board.

- Oh, that's a different kind of board.

That's not like it's boring bored.

- That's right.

Ooh, like a- - Like a chalkboard or a whiteboard or a, some kind of wood board.

- That's right.

I'm glad you were listening to my sentence 'cause we can have lots of those homophones, because remember, homophones are words that sound the same but they're spelled differently, so good listening.

- Like oar and or.

- Like oar and or, you're right.

- Or or, oar, and, ore. - Oh, that's right.

- 'Cause they can all make a word.

- O-R-E. - That's like gold.

- What?

- That's so good.

Look at all these these things I'm learnin' this week.

Wow, that's amazing.

- Oh, you guys are good super readers, but let's get back and focus on our word, remember?

Our word was board.

- Oh yeah.

- Board.

- Oh yeah.

- Can you help me build the word board?

- What do you think it is?

- Hmm, what are you guys thinking?

Board.

Buh-ord.

Are you segmenting?

Let's say buh-ord.

- Okay.

It starts with the buh sound.

That's the B.

- Good.

- The bat card.

(laughs) Okay, buh-or, and you said we're gonna concentrate on the O-A-R, so let's put that one there.

- Good.

- Boar-duh.

That's the D. - Board.

Good job.

- That's the (indistinct) card.

- So, all the sound that we hear in board?

Yes, it is.

Good job, friends.

Thank you for helping me blend and build words today.

- You're welcome.

- You're welcome.

- I'll see you guys tomorrow, guys, when we can continue with our or sound.

- All right, that sounds good.

- All right, bye-bye.

- Okay.

Super readers at home, you guys help me read this sentence.

Are you guys ready?

Okay, get your reading fingers ready.

Read out loud as I read this sentence.

Ready?

Was the lion snoring or roaring?

Good job.

Oh, did you guys see that?

Was the lion snoring or roaring?

It is a sentence, but you're right.

That was a question.

Oh, you guys caught Mrs. Vang's mistake.

What do we need at the end?

Not a period, but a question mark.

I will go and fix our sentence with a question mark.

While I do that, I want you guys to listen, because Mrs. Hammack is gonna go over your new high-frequency word.

- That's right.

We've been working on our high frequency words.

We have sure, began, better, learn, right, and guess.

Today, we're going to work on the word learn.

Learn.

Let's spell it together.

L-E-A-R-N.

Learn.

Very good.

All right, so here's what it might look like in a sentence.

She will learn to ride a bike.

That's great.

Did you see how that fits right into our sentence and it makes the sentence make sense?

There's another way that we can practice besides just trying to think of sentences for our high-frequency words.

Today, I'm going to play a very fun game.

I'm going to invite my friend Mrs. Nix, and we are going to play Go Fish.

Now, you might have played Go Fish before.

This one is almost the same, only instead of number cards, we're going to use cards that have our high-frequency words.

So, here are the steps we wrote out.

One, shuffle the cards.

I already did that.

Two, each player gets three cards.

So, we've got that.

We each have three cards.

And then three, ask, "Do you have?"

and then you have to read one of the words that you have to see if your partner has the match.

Now, if they say, "No, I don't have that one," then- - They get to say, "Go fish."

- And then you have to draw another card.

And the idea, the way that you win is by trying to get as many matches as you can, right?

So, you don't really wanna go fish because you'd like to make a match.

So, since Mrs. Nix is my guest, I'm going to let her go first.

- All right.

Do you have the word learn?

- Yes, I do.

- Yay.

So, learn and learn.

- All right, now she has a match.

- Okay, do you have the word right?

- Go fish.

All right.

Do you have the word began?

- I don't.

Go fish.

- Rats.

- That's awesome.

- Okay.

- All right.

Do we wanna keep going?

- One more.

- One more, okay.

How 'bout, do you have the word sure?

- Go fish.

So you can keep going until you run out of cards and somebody has the most matches.

Isn't that a fun way to play?

- That's great.

- Yeah, and that's something you can do at home or in your classroom, and just a fun way to practice.

Now, all this week, we've been learning about inventors, and today, we're going to hear a story called "Great Ideas!"

And then I think you're gonna do a little close reading when we're done so you can look for some details.

We'll see you in a few minutes.

- [Reader] "Great Ideas!

Imagine trying to live without light bulbs or clocks or computers.

Inventors make life a lot easier for everybody.

Take a look at some amazing new inventions.

One day, you might invent something, too.

Speed car.

This car will travel much faster than a jet plane.

This cool car will travel at 1,000 miles per hour.

(bright music) This car is called the Bloodhound.

It has both jet engines and rocket engines, and it will be the fastest car in the world.

How fast is that?

This car will go 1000 miles an hour.

Vroom.

(bright music) Wiggly ears.

The ears show how she is feeling.

Did you ever wish people could tell how you were feeling without having to say anything?

These cat ears can help.

They are powered by your brainwaves.

If the ears go up, you are thinking hard.

If they go down, you are relaxed.

What happens when you're thinking, but still relaxed?

The ears go up but wiggle wildly.

(bright music) Like a bird.

This little aircraft can fly almost anywhere.

It looks like a bird, it flies like a bird, but it is not a bird.

It is a tiny aircraft.

The invention flaps its wings to move in all directions.

It can fly backwards.

It can stay in one place.

The aircraft has a camera in it to take pictures.

It so small, it can go where people can't.

(bright music) Green machine.

You can put air in the tires and in the tank of this car.

Say goodbye to cars that run on gas.

The green car has three wheels.

It is called an AirPod.

It is a car that runs on air power.

So you fill it with air instead of gas.

This means the car won't make pollution.

The car may not be for sale for many years."

- Weren't some of the most amazing inventions?

How cool would that be?

So, let's take a moment and reread a section, and then I've got just a couple of questions today to kind of go back and see if we can find the answers.

So, read with me.

So, this is from "Time for Kids," and it's called "Great Ideas!"

"Imagine trying to live without light bulbs or clocks or computers.

Inventions make life a lot easier for everybody.

Take a look at some amazing new inventions.

One day you might invent something, too."

So, here's the title, "Speed Car," and what do we see right here in our picture?

That's right, a speed car.

Let's learn about that speed car.

"This car will travel much faster than a jet plane.

This cool car will travel at least 1000 miles per hour.

This car is called the Bloodhound.

It has both jet engines and rocket engines and it will be the fastest car in the world.

How fast is that?

This car will" do, you got it, "1000 miles an hour.

Vroom."

All right, so what is the fastest car in the world called?

Yes, did you see it?

This car is called the Bloodhound, that's right.

So, it is called the Bloodhound.

Great job.

What are some details about the Bloodhound?

What did we read?

Oh, yes.

You're definitely wanting to tell me that it goes 1000 miles an hour, right?

What else?

Oh, that's right.

Look back up here.

It has jet engines, rocket engines, and that's right.

it does that 1000 miles an hour.

So, it has jet and rocket engines, it will go 1000 miles an hour, and it is faster than a, ooh, a jet plane.

Oh, we forgot that one.

"This car will travel much faster than a jet plane."

So, I'm gonna underline that whole sentence.

So, it's really good to go back and reread and think about all these different inventions come from somewhere, right?

And so some of the things that we were learning about and reading about kind of looked like they came maybe straight out of nature, so let's practice the writing today with a little bit of nature.

So, let's look and see what our topic sentence says, our question today.

How can inventions be like what we see in nature?

To help us answer it, I'm gonna invite some friends to come and help us.

Now, I do have an introductory sentence: "Inventions can be like what we see in nature in many ways."

Let's have our friends come and help us out and think about what are some things that we see in nature.

So, hello friends.

How are you guys today?

- Hi.

- Good.

- I'm ready.

- You're the perfect ones to have come, because you guys hang out in nature, right?

- Yeah.

- All right.

So, what are some things that you have seen that we can kind of see in nature that maybe we stole the idea from in nature to make?

- I thought of something.

- What?

What is it, Rita?

- Well, first we invented cars and they are like cheetahs that go very, very fast.

- Do cheetahs go really fast?

- Yeah.

Yep.

They do.

- They do.

They're some of the fastest animals that we have in the world.

So, yes, that kind of makes sense, right?

- Yep.

- So, we're like nature because we have cars, thank you, Miss Rita.

- Thank you.

- And they go very fast just like a cheetah.

All right, Ricky.

Do you have another example out of nature?

- I do, and I started with next.

- Mm, because because Rita started with first, so our next sentence is gonna start with next.

You are so smart.

All right, what's our sentence?

- My sentence is, "Next, we have airplanes that fly."

- Oh, thank you.

- "Like a bird."

- Oh, yeah, that's true.

That is like nature.

- They do.

So, do humans fly just by themselves?

Can we just fly?

We don't have any wings or anything.

- Not until Ricky invents his backpack.

- Oh, that would be great.

- Good one, Rita.

- Right?

- So, yeah, we don't have any wings that can fly like birds and insects and things like that, so I bet the Wright brothers probably were watching and studying those birds, and they made a whole new invention, airplanes that fly just like they do in nature.

- That's so cool.

- Okay, so we've got cheetahs and birds.

What's another animal?

- I thought of something else, too, 'cause like at my house, we're getting those solar panels.

So I said, "Last, the solar panels, they're like the plant leaves, the leaves on the plant 'cause like the plant, it takes in sunlight to make energy."

- Okay.

- And that's what the solar panels do on my house 'cause they're gonna give us energy.

- Absolutely, and you know what, Rita?

I love, because we were talking about animals, and I even said cheetahs and birds, but can plants be part of nature, too?

- Yeah, oh, yes.

For sure.

- Absolutely.

So, "solar panels are like plant leaves that take in sunlight and make energy."

- Yeah, that's so cool.

- Wow.

- Rita, you are so smart.

I was thinking up animals.

- Right?

- Oh my goodness, and you thought of a plant.

Oh my, okay, so animals and plants, they're nature.

- They're all nature.

- Yeah, they are.

- So, do we just stop our paragraph right here?

Or is there a little something maybe we could add?

Do we need a concluding sentence?

- We do, 'cause if you don't put a concluding sentence that the reader doesn't know that you're done.

Did you know that just like if you don't have a topic or introduction sentence, they don't know that you're beginning, so you should always start with a topic sentence.

- Is a concluding sentence the same as a closing sentence?

- It is, Rita.

Nice job.

It is.

It's very similar.

- That's a new word for me.

- And you can almost use your introductory sentence to create your concluding sentence.

- Oh, that's cool.

- So, I said that there are many ways the inventions.

Oh, hold on, let me go get it.

All right.

"There are many ways inventions are like what we see in nature."

- Nicely done.

All right, you guys.

I'm gonna excuse you, and I'm gonna read with my super readers.

We'll read our paragraph, and I'll see you guys later.

Have a good one.

- Bye.

- Okay, so are our inventions very similar to things we see in nature?

Yeah.

Inventions can be like what we see in nature in many ways.

First, we talked about cheetahs.

Then we talked about birds being like airplanes.

And last we talked about solar panels.

Great job.

I think you can come up with some as well.

So, we've had a great day hanging out with you.

- Yes, we have.

- Have you heard of the invention of the shovel?

- No, what about it?

- It's groundbreaking.

- Oh my golly.

You guys, thanks so much for hanging with us at Valley PBS.

Have a great one.

- Bye.

- I love your jokes.

- So silly.

(bright instrumental music)