(upbeat music) - Good afternoon, campers.

Welcome back to Teaching In Room 9, our region's largest classroom.

This is our Teaching In Room 9: Summertime Edition.

Welcome back, learners.

All right, as you know, my name is Julia.

I'm a second grade teacher at The Soulard School, and here for Teaching In Room 9, my lessons focus on phonemic awareness.

Now, all you need to follow along with me today, learners, is that big, beautiful brain of yours.

We're going to be singing some songs here together.

So try your best to follow along or jump in whenever you can, and then we're going to look at some of those songs and the rhyming pairs.

We're going to kind of start dissecting some of those words and really working with those letter sounds.

Now, I mentioned my lessons focus on phonemic awareness.

So, again, what is phonemic awareness?

We know that phonemes are the smallest units of sounds that letters make.

We know how letters have sounds and we know that they come together to make words, and we've really been practicing being reading scientists here together, where we're dissecting words, looking at all those individual letters, the sounds they make, the different letter patterns, and how they come together in many ways to make the words that we can say, read, or write.

Now, let's go ahead and start by reviewing all the things that we've learned together here so far this summer.

We started, campers, if you remember, by focusing on rhyming words.

We know that rhyming words have the same ending sounds.

Then we took it a step further and we looked at the rhyme, those same ending sounds and the onset, the letters and sounds that come before the rhyme.

We were able to kind of change out some of those onsets, the beginning parts of the word, and using those rhymes to make so many new words.

And we also reviewed how words that have the same ending sounds, those same rhymes are all part of word families.

We practiced that stretchy snake decoding strategy.

A decoding strategy is a technique or a tool we might use when we're trying to figure out a word that we don't know how to read, and one strategy that you may already have heard of is that stretchy snake, where we stretch out a word to look at all of the letters and sounds.

We really looked at the sounds that come in the beginning, those middle vowel sounds, and the sounds that come at the end as well, and we practiced really kind of segmenting or breaking apart the words into different sounds.

And then we also talked about long and short vowels, as you can see from my chart here that we used last week.

We focused on short vowel sounds, long vowel sounds.

We sorted some of them as well.

So, now, this week, friends, we have a really awesome rainforest theme.

Can I get a "me too" at home if you maybe have heard some things about the rainforest or if you enjoy learning about the rainforest?

You know, I definitely do.

rainforests are really cool.

You have so many wonderful animals and creatures that can live inside them.

So we're going to be talking about the rainforest and we are going to be singing some songs, obviously, and then we'll really look at some of the rhyming words that are found in those songs, and then we are going to really work at manipulating or changing around some of the sounds that we hear in the words, and we might be manipulating or changing them by adding on a sound, by taking away a sound, or by changing a sound altogether to make new words.

All right, friends.

So that takes us to our learning goal for today is, "I can."

Say it nice and loud with me, okay?

"I can work with words by adding, changing, or taking away sounds to make new words."

Very good, learners.

So, again, we're working with manipulating or changing sounds, and we might add a sound on, we might take away a sound altogether, or we might change it to a new sound.

So I wanted to go ahead and warm up your brain, friends, by reviewing some of our short vowel sounds, because before we can really be reading scientists and start dissecting words and changing around some of the sounds that we hear, we really need to make sure that we know and we're ready to hear these sounds and that we can tell the difference between some of these sounds, and one of the main things that we have to practice when it comes to making new words is our vowel sounds, because every word in the English language has a vowel or else it wouldn't be a word.

So it's important for us to know our vowel sounds.

So before we sing our short and long vowel song, let's sing our, this is a vowel song we did from last week, to the tune of "B-I-N-G-O."

All right, ready, friends?

Let me hear you sing along, nice and loud.

♪ The vowels of the alphabet ♪ I know them all by name-o ♪ A-E-I-O-U ♪ A-E-I-O-U ♪ A-E-I-O-U ♪ I know them all by name-o Very good.

Do you remember singing that with me before?

Yeah, I could tell some of my friends were singing along so nicely.

Let's sing it again.

Nice and loud.

Are you ready?

♪ The vowels of the alphabet ♪ I know them all by name-o ♪ A-E-I-O-U ♪ A-E-I-O-U ♪ A-E-I-O-U ♪ I know them all by name-o And you can see, here are all of our vowels.

♪ A-E-I-O-U ♪ A-E-I-O-U ♪ A-E-I-O-U ♪ I know them all by name-o Then we also focused on our short and long vowel sounds.

So, of course, let's go ahead and start with our short vowel sounds that we can see on our chart here.

The short A song that we're going to start with goes to the tune of "Baa Baa Black Sheep."

If you remember this one, try to sing along with me, nice and loud.

♪ Ah, ah, short A, that's your sound ♪ ♪ Ah, ah, short A, that's your sound ♪ ♪ Ah in cat and ah in rat ♪ Ah in map and ah in cap ♪ Ah, ah, short A, that's your sound ♪ ♪ Ah, ah, short A, that's your sound ♪ Very good.

I can tell my friends are remembering some of these songs from before.

Then we're going to our short E sound, which says "eh."

So our A said "ah."

You can see my mouth is open nice and wide.

"Ah," and E says, "Eh, eh."

So my mouth closed quite a bit there.

And our tune is "Ten In The Bed."

♪ There were 10 in the bed ♪ And the short E said, "Eh, eh, eh" ♪ ♪ Eh, eh, eh ♪ Bed, eh, eh, eh ♪ Red, eh, eh, eh ♪ Wet, eh, eh, eh ♪ And Jet, eh, eh, eh ♪ There were ten in the bed ♪ And the short E said, "Eh, eh, eh" ♪ ♪ Eh, eh, eh Very good, campers.

You are doing such a great job.

All right, we're going to go on to, now, our short I sound here.

So, before we had "ah."

Let me see you make your nice wide mouth with your short A. Ah, ah.

Then bring it down a little bit.

E, eh, eh.

Now we're gonna bring it down even more.

It's gonna go, "ih," "ih."

Look how close my teeth are now.

"Ih," "ih."

And our tune is "Mary Had A Little Lamb."

All right, ready?

Sing loud, nice and loud.

♪ Mary had a little pig ♪ I-I-I, I-I-I ♪ Mary had a little pig that made the short I sound ♪ ♪ Mary had a little wig ♪ I-I-I, I-I-I ♪ Mary had a little wig that made the short I sound ♪ Very good.

All right, now, we're going to go into our short O sound.

So, before it was "ah" for A.

"Eh" for E. "Ih" for I.

And "oh," oh," for our O sound.

See my mouth?

Oh, oh, oh.

My mouth is really wide now, and my tongue is flat, and the sound is coming from the back of my throat, and our short O song was to the tune of "Pop Goes The Weasel."

♪ The short O has the "oh" sound ♪ ♪ Like dog and log and frog ♪ The short O has the "oh" sound ♪ ♪ Pop goes the short O Very good!

All right, learners, as you can see, we're on U now, our last short vowel sound, and short U says, "Uh."

So my mouth is just kind of lazier, relaxed.

It's "uh," "uh."

My tongue is just kind of floating there.

It's not real low or flat.

It's not all the way in the back.

Uh, uh.

All right, and we're going to do this song.

It's to the tune of "Oh My Darling."

♪ Found a short U, found a short U ♪ ♪ Short U has the "uh" sound ♪ Bug and rug, pup and cup ♪ Short U has the "uh" sound Very good, learners, so again, A says "ah," "ah," E says, "eh," "eh," I says, "ih," "ih," O says, "oh," "oh," and U says, "uh," "uh."

Very good, and then now we're gonna come down to our long vowel sounds, and we talked about, last week, how one of the main ways that we hear the long vowel sound is from a magic, super-sneaky, and super-silent E at the end of a word, and it makes the vowel say its name.

So, our long vowel sounds are the letter name sounds.

So, A says, "A", "A," E will say, "E", "E," I says, "I," I," "I," O says, "O," "O," "O," and U says, "U," or sometimes, it'll kinda sound like "ooh," "ooh."

Okay, and the magic E song that we learned together, to the tune of "Twinkle Twinkle."

♪ Magic E, magic E ♪ The end of a word is where I'll be ♪ ♪ I don't say "eh" or "E" ♪ I just sit there, silently ♪ But the vowel that I'm around ♪ ♪ Gets to make their long, long sound ♪ Very good, learners.

You are absolutely amazing.

So we reviewed our long and our short vowel sounds.

We talked about magic E making the long vowel sound, and we reviewed our songs from last week.

So, I'm going to go ahead and share my screen, so that way, I can show you our rainforest songs that we're going to practice this week, and then I've got some counters for you as well.

So, as we're really working with those letter sounds, it helps to give you a visual so you can put the sound with each little counter that we're going to use.

So I'm going to go ahead and share my screen here, friends.

All right.

So, as you can see, we've got this cute little friend here, and clearly, they are in the rainforest, and our song is actually called "Rainforest" as well.

Okay, so we're going to actually start at the top, and I'm going to show this to you, so that way, you can really follow along with me.

Okay, and as you can see, this is our tune here.

"Take Me Out To The Ballgame."

All right, you want to try singing this with me?

Nice and loud, learners.

All right, let's do it.

♪ What's a forest with tall trees ♪ ♪ It's always rainy and warm ♪ Its canopy has lots of branches and leaves ♪ ♪ And critters that live all the time in the trees ♪ ♪ And this forest has different layers ♪ ♪ From the ground up, oh so high ♪ ♪ It's the rainforest, yes, you're right ♪ ♪ Is there one nearby Very good, learners.

That was awesome.

So this is our song that we're focusing on right now.

I'll turn the light up just a little bit so you can see it better.

All right, what were some of the rhyming words we heard in this song, friends?

You can just shout them out for me, nice and loud.

Ooh, very good listening, friends.

I heard a friend say "trees."

You can see me highlight it right there.

Trees and leaves.

Trees and leaves are our rhyming words that we have here in the song.

So let's start by segmenting the word "trees."

So I'm going to move this out of the way for just a second.

So, the word "trees" is...

I want you to make the sounds nice and loud, okay?

Tch, tch.

Er, er.

E, that long E sound, and then Z at the end.

Okay, let's do the word "trees" again, ready?

We're going to do our sounds.

Tch, er, E, Z.

Trees.

Very good, friends.

How many syllables are in the word "trees"?

Can you clap it with me?

Trees.

Very good.

You're right, there is only one syllable, 'cause we just have that one talking vowels, and it is this long E sound.

All right, now, let's change it up.

Let's take out the "tch" and the "er", and we're going to change it.

Oh, I'm sorry.

We're going to change it to, "F", "Ul".

So our other two sounds are the same.

Tch, er, E, Z.

But now we change these first two sounds to "F," "Ul."

What is our new word?

What do you think?

Shout it out for me, nice and loud, if you think you know.

Very good.

I heard a learner at home say "fleas."

Like, my dog has fleas.

Let's do our sounds on our fingers.

"F", "ul", "E," "Z."

Go ahead and blend that for me all together.

Say the word, "fleas."

So we have the same number of sounds.

We just changed that "tch, er" in "trees" to "F, ul" to make "fleas."

Very good.

All right, now, let's totally switch it up.

We're going to change these first two sounds and the new sounds are... "S, n." But we leave the last two sounds the same, the long E vowel and that last "Z" final sound there, that final consonant.

All right.

What do you think my new word is?

You got it.

If you said, ah-choo, "sneeze," you're absolutely right.

So here's our sounds on our counters.

"S, nn, E, Z."

So, "sn," that is our blend.

That is our onset.

It comes before the rhyme.

Then we have "E," long E sound, and then our final sound is "Z" to make the word "sneeze."

All right, now, we're going to take the word sneeze.

We're gonna actually take one sound out of it.

So now we've just got three sounds.

We're going to change it to a digraph, which is two letters that come together to make one sound, and it is W-H.

It comes together to say, "wuh, wuh."

Okay, but we're gonna leave the vowel E and the final sound "Z" the same.

What do you think my new word is?

I can not get anything past you.

You are absolutely right.

"Wheeze."

"Wuh, E, Z."

Blend it, "wheeze."

Put it on your fingers.

"Wuh, E, Z."

Blend it, "wheeze."

Very good.

If it is not feeling very comfortable for you just yet, friends, as we're working through some of these sounds and these words, that's okay.

We're here to practice it together.

Practice makes progress, and the more we kind of get used to being these reading scientists that move around and change some of our sounds in words, it's going to make us so comfortable and confident as we begin to read new words.

So just stick along with me, friends.

Keep practicing.

You're doing a wonderful job.

All right, so the other word in the song we heard was "leaves," okay?

So we had "trees" and we made the word "fleas," "sneeze," and "wheeze."

We could also make the word "bees," "buh, E, Z," with the same three sounds.

Let's put that on my fingers, or on our fingers.

"Buh, E, Z."

Blend it, "bees."

Now we're gonna take the word "leaves."

"Ul, E, V." Now I've got that "V," V. And then it still ends with "Z."

So now we're back up to four sounds.

"Ul, E, V, Z."

Blend it, "leaves."

We've got a lot of that kind of voiced sounds where we can feel it on our tongues and our teeth and on our throat as well.

All right, now, if we take that "ul."

Whoa.

In "leaves" and we change it to "wuh," "wuh," what new word do we have?

Very good.

You're getting so good at this.

"Weaves."

Put it on your fingers.

"Wuh, E, V, Z."

"Weaves."

Okay, and then we also take one of these sounds off and make "E, V, Z."

"Eaves," like "eavesdrop," if we take one of those sounds away.

Very good, friends.

All right, let's sing our song one more time before we move on to the next song.

Okay, here we go.

This is our rainforest song.

"Take Me Out To The Ballgame" is our tune.

♪ What's a forest with tall trees ♪ ♪ It's always rainy and warm ♪ Its canopy has lots of branches and leaves ♪ ♪ And critters that live all the time in the trees ♪ ♪ And this forest has different layers ♪ ♪ From the ground up, oh so high ♪ ♪ It's the rainforest, yes, you're right ♪ ♪ Is there one nearby Very good, friends, and to answer the question in the song, unfortunately, there's not a rainforest that's super close to us.

Here, we are in the Midwest.

We are in a totally different habitat and climate zone.

So we're going to switch our rainforest song to a new rainforest song here.

Okay, so as you can see, this one is called "As Different Can Be," and the tune is "Have You Ever Seen A Lassie?"

Okay, try to sing along with me.

Nice and loud, friends.

♪ The ground, the understory ♪ The canopy, emergent ♪ The layers of the rainforest ♪ As different can be ♪ From bottom to top ♪ From the ground to the tree tops ♪ ♪ The layers of the rainforest ♪ As different can be Very good, friends.

All right, so as we can see, this song is kind of teaching us about the layers of the rainforest, and I've got a poster to show you more information about that, but first, what rhyming words did you hear in this song?

Very good, learners.

You're right.

So, it says... "Be" and "understory" in this one.

So we've got "understory."

That Y makes that long "E" sound, and it matches with "be," "be."

♪ As different can be So we've got that "E," long E sound, is the rhyme that we have here, "understory" and "be."

Okay, so now, let's do...

"Be."

This should be pretty easy for your brains.

Let's see if we can figure this out.

How many sounds do we have in "be"?

"Buh, "Ee."

Did you say two sounds?

You are so smart.

I knew you'd get this one.

"Be," "buh, ee," "be."

Okay, let's put the sounds on our fingers.

"Buh, ee."

Blend it, "be."

Just two sounds.

We've got a consonant as our onset and then an open syllable, a long vowel sound.

That is that "E" sound down there.

Now, what if we changed the "buh" right here to "wuh"?

What new word would we have?

Shout it out for me, friends.

Yeah, "we."

"Wuh, ee," "we."

Very good.

What if we change the "wuh" in "we" to "mm, mm"?

What new word do we have?

Yeah, "mm, ee."

"Mm, ee," "me."

Very good.

We can also change the "mm" to "S, S." So, we have, "S, ee."

"See," very good.

Last one on this one.

Let's change the first sound here to "F." Good, yes, so now we have the word, "F, ee," "fee."

Like, I need to pay a fee when I go in somewhere like to a movie or to a concert.

Very good, friends.

Now, what if we take "fee"?

We've got "F, ee."

We're gonna stretch it out a little bit.

We're going to add a sound in right here.

So, now, we had, "F, ee."

And now we're gonna add in "ul" right here.

So, now, we have, "F, ul, ee."

What's our word?

Blend it for me, friends!

"Flee," very good!

And then we can also... Do, "tch, er, ee," to make "tree."

Similar to some of the rhymes we were just making.

You are absolutely amazing.

All right, our next ones in this song here was... We've got "top" right here and it rhymes with "tree tops."

Okay, so we've got the word "top."

"Top" is a CVC word, meaning it is a consonant, "Tch, tch, tch."

Then we have a short vowel sound, "oh, oh, oh."

Last sound, final consonant.

"Puh, puh."

Okay, let's do our sounds on our fingers.

"Tch, oh, puh."

Blend it, "top."

Very good.

Now, what if we changed the "tch" to a "kuh"?

What new word would we have?

Shout it out for me, nice and loud.

"Cop," exactly right, like a policeman.

Now, what if we changed that "kuh, kuh" initial sound here to "mm, mm"?

What new word would we have now?

Yeah, "mop," very good.

What if we changed the "mm" to a "puh, puh"?

What new word would we have now?

Yes, "pop," very good, friends.

You are doing such an amazing job.

As you can tell, I'm starting to go a little bit quicker because I really want to stretch your brains and see if you can follow along with me.

Let's go ahead and sing our song one more time.

All right, "As Different Can Be."

♪ The ground, the understory ♪ The canopy, emergent ♪ The layers of the rainforest ♪ As different can be ♪ From bottom to top ♪ From the ground to the tree tops ♪ ♪ The layers of the rainforest ♪ As different can be Very good, friends.

Now I'd like to give you a little visual for kind of the layers of the rainforest we were just talking about here, friends.

You can see my label on my sort of diagram.

Here, it has the rainforest layers off to the side.

If you want to start at the top, there's that emergent that I was talking about.

That's these tree tops that emerge or poke through all the way to the top.

Then, underneath that, we've got our canopy right here, also formed with tree tops, and then we move our way down to the understory.

The understory, kind of like the story of what is under all of those animals and those creatures that are under the emergent and canopy layers.

Then, finally, we have the forest floor as well.

Let's sing a song about the forest floor.

Look, who's on our forest floor here.

We've got, what is that?

Yeah, a gorilla.

Let me hear your best gorilla sound.

Ooh, ooh, yeah.

Oh, good job, gorillas.

Amazing job, friends.

All right, here's our tune, "Jingle Bells."

I wanna hear you signing along nice and loud.

♪ It is dark, it is damp ♪ On the rainforest floor ♪ Gorillas live here, leopards too ♪ ♪ Plus leaf-cutter ants and more ♪ ♪ It is warm, insects buzz ♪ The wind here does not blow ♪ Plants and leaves will break down here ♪ ♪ To help the rainforest grow Very good.

All right, friends, shout out for me.

What are some of the rhyming words you hear?

Yeah, I heard a learner say "floor" and "more."

Real quick, let's put those sounds on our fingers.

"F, ul, or."

"Floor," only three sounds there.

And then "mm, or."

Only two sounds there, "more."

So, our rhyme is the "or," and the onset was the "F, ul" blend, or the "mm" in "more."

Very good.

What else did you hear for writing rhymes in the song?

Yeah, very good, friends.

We also have "blow" and "grow."

Real quick, let's put those sounds on our fingers.

"Buh, ul, oh."

"Guh, er, oh."

Can you hear how those first two sounds change, but this long O, the vowel at the end, stays the same?

Very good, learners.

All right, I'm gonna go ahead and stop sharing my screen.

So, again, just to review for your brain, friends, we reviewed rhyming words, onset rhymes, segmenting words into sounds, and then we reviewed our long and short vowel sounds, and this week, we really worked with those segmented sounds, those broken-apart sounds, and we changed some of our letter sounds in the beginning and at the end to make new words.

And again, really looking at these words and being reading scientists helps us to be better readers and writers and to understand new words even better.

I'm so super proud of you, friends.

Thank you so much for all of your hard work.

See you next time.

Bye.

(upbeat music) - [Narrator] Teaching In Room 9 is made possible with support of Bank of America, Dana Brown Charitable Trust, Emerson, and viewers like you.

(upbeat music)