(bright upbeat music) - Good afternoon learners.

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

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 letters and sounds.

All right, we always love to see our learners following along with us at home.

So if you would like to follow along better with us today, go ahead and get a piece of paper and something to write with and then head right back.

All right, I can tell my learners are making their way back.

If you ever wanna have your grown up take a picture or a video of you following along at home, you could always post them online and #ninePBS.

Okay, learners.

We're gonna go ahead and start with our mindful moment exercise.

This will help get our bodies and our brains ready to learn.

Today, we are going to make a beautiful rainbow to help us with our breathing.

This will help focus our brains only on our breathing and allow us to be present in the moment.

Okay, we're gonna start by pushing our hands together in front of our chest, just like this.

And then as we breathe in, you're gonna slowly lift your hands and then when you breathe out you're gonna make a beautiful rainbow in front of you.

Are you ready to try?

Go ahead and sit up nice and straight and tall, hands together.

Breathe in through your nose and breathe out.

Great job.

Let's do it again.

Hands together, breathe in and breathe out.

Great job, one more time.

Breathe in, up, up, make it count.

Breathe out.

Wow, I love seeing all of your rainbows at home learners.

Great job.

All right, now that our bodies and our brains are ready to learn, let's take a minute to talk about getting ready to learn at school.

We wanna give ourselves all the right tools to be able to learn our best.

We're gonna start by reviewing some strategies that we've talked about together so far.

These are called red and green choices.

I'm gonna go ahead and share my screen.

All right learners, remember, green choices are really strong choices that help us to learn our best.

Say this with me.

I can make green choices!

Good job.

So ones we've talked about together were, I can be a buddy or a friend.

It's important to be a buddy or a friend to those around you and really help to fill their buckets with kind words.

I can trade.

This is a great way to solve a peer conflict.

I can use my walking feet.

This one's really important to make sure that your body is being safe.

Some new words are, I can answer the question.

Participating, sharing your learning and your thoughts or asking questions at the right times, these are great ways for you to learn even better.

And then lastly, I can learn at group.

I can tell that this teacher has a small group of kiddos next to them.

And it is really important when you are learning in a small group like that to really be ready to listen and to learn.

Then some red choices we talked about together were, spitting, oh, this one's so yucky.

It's important that we do not spit because then that way we might spread germs and that way we're not taking care of our class family.

Laughing at someone, this might really dip into their bucket and it really might make someone feel sad.

It's important that we don't try to hurt anybody's feelings on purpose.

And if we do, it's important to check in with that friend and try to work through it together.

And then some new ones are invading others space, it's important to protect your bubble and make sure that you are not going into somebody else's bubble either.

It's important that when we get close to someone else's body that we ask before we get too close.

And then lastly, I cannot lay on the floor.

This might be something that you could do at an appropriate time but I can see that this friend is feeling really upset or might be working through some big feelings.

It is not safe to be on the floor rolling around like this friend and to try to go to a safe space or a calm corner in your classroom to work through those big feelings.

All right learners, I wanna stop sharing my screen.

Great job.

Say this with me friends.

I can make smart choices.

Good.

I am in control of my body, my feelings and my choices.

Great job learners.

All right, now that we've prepared our bodies and our brains to learn.

We've reviewed some tools to help us be successful when we're learning in school.

Now we're ready to learn.

As I mentioned, we're here to talk about letters and sounds.

In our time here together, we've practiced all of our letters sounds and lots of different skills that help us work with those letter sounds.

Today, we'll look at the sounds and patterns that we know to help us be better readers and writers.

So today our objective or our learning goal is, repeat it after me learners.

I can.

Good job.

Segment.

That means to break apart.

And map, sounds in sight words.

Very good.

So we're gonna break apart words and look at the letters that match the sounds that we know.

Some letter sounds might be ones that we have to know by heart.

But before we do that learners I wanna warm up our reading and writing brain.

So go ahead and tickle that brain.

Turn on that reading, writing brain of yours.

And we're gonna start by reviewing our letter sounds here together.

Now we're gonna go quickly so that way we can really make sure we're knowing them automatically, right off the bat.

So just do your best, jump in whenever you can.

Are you ready learners?

Okay.

A says a, B says b, C says C, D says d, E says e, F says f, G says g, H says h, I says i, J says j, K says k, L says l, M says m, N says n, O says o, P says p, Q says q, R says r, S says s, T says t, U says u, V says v, W says w, X says x, Y says y, and Z says z. Wow, that was amazing learners.

Kiss your brains.

That was incredible.

I hope you're able to jump in with some of those letter sounds.

If not that's okay.

Practice will make progress and we'll practice here together.

All right, we're gonna go along with our word warmup and we're gonna move on to rhyming words.

Let's see if you remember my rhyming words song.

♪ Rhyming words are words that have the same sounds ♪ ♪ They have to end in the same way ♪ ♪ Rhyming words have the same vowel sounds ♪ ♪ And the same sounds at the very end ♪ Great job learners.

I can tell some of you knew that.

All right, I'm gonna give you two words.

You're gonna say them back to me.

If those two words rhyme, you're gonna give me a thumbs up.

And if they do rhyme, we're gonna shout out the rhyme, the vowel sound, and the sounds that come after it, the ending part of the word that sounds the same.

If they don't rhyme, you're gonna gimme a thumbs down and say, eh, and we'll move on to the next one.

All right, let's practice.

Say the words, move made.

Yeah, do those words rhyme?

Eh, they do not rhyme.

They start with the same m sound but the end of the word doesn't sound the same.

Let's try another one.

Say the words seem team.

Great job.

Do those words rhyme?

Yeah and the rhyme is em, very good.

Say the words, wide work.

Good, do those words rhyme?

Eh, no, they don't.

They start with the same w but the end of the word doesn't sound the same.

Say the words, ring king.

Good job.

And do those words rhyme?

Yeah, they do, ing is our rhyme.

Say the words, hard hand.

Good job, do those words rhyme?

Eh, they do not rhyme.

They start and end with the same sounds, the h in the beginning and the d at the end, but the vowel sound is different, so they don't rhyme.

Say the words, dunk sunk.

Good job.

Do those words rhyme?

Yeah and the rhyme is unk.

Very good.

Last ones, say the words, nerve serve.

Good, do those words rhyme?

Yeah, they do.

And the rhyme is erve.

Very good.

This time learners, I'm gonna say two words.

You'll say them back to me and then tell me just the very beginning or first sound you hear.

Okay.

let's practice.

Say the words, does door.

Good and the first sound is d. Very good.

Say the words, nest nose.

Good and the first sound is n, very good, that's one of our nasal sounds.

All right, say the words, juice just.

Good, do those words rhyme?

I'm sorry, what's the first sound you hear?

J very good.

Say the words, zoom zap.

Good job.

And what's the very first sound you hear?

Z, very good.

That one's like tickles your teeth.

That's right in the front of your mouth.

Last one, say the two words, voice vet.

Good and the very first sound is v. Good job.

Now this time learners, I'm gonna say a sentence.

You're gonna really listen.

Turn those listening ears up and tell me just the last sound you hear in the sentence.

Are you ready to try?

Okay, so here's our sentence.

Sad Ted cried.

What's the last sound?

D, very good.

Sorry, another one.

Pete ate fruit.

What's the last sound in those words?

T, t, very good.

Make sure giving the letter sound and not the letter name.

Right our next one is, can, can run in?

No, that's a question.

And our last sound is, n, very good.

Okay here's your sentence.

Gus likes snacks.

Good and the last sound is, s. Very good learners.

Couple more.

Work Mike work.

Good, those end in what sound?

K, k, good job.

Really getting good at this learners.

The next sentence is, Liz finds prizes.

Yeah, what's the last sound you hear in those words?

Z, very good.

Last one, Pat sat first.

And the last sound?

T, t, very good.

I'm so proud of you friends.

All right, we're gonna move on and review some of the things we talked about together.

We also talked about syllables.

Good, gimme a yes if you remember learning about that before.

Yeah, I can see some of my friends remember.

And if you don't... ♪ Syllables are the beats ♪ In words ♪ Syllables are built around ♪ A talking vowel A vowel that we can hear.

We learned a song.

♪ Syllables are the beats in words ♪ ♪ Syllables are built around a vowel ♪ ♪ Vowels are A E I O U ♪ And then sometimes Y ♪ But you must hear the vowel ♪ And each vowel gets the clap ♪ Oh, oh, syllables are the beats in words ♪ ♪ Syllables are built around a vowel ♪ Very good.

All right, friends.

Now that we're talking about vowels, let's review this one here.

All of our short vowel sounds.

Are you ready learners?

Wanna start with this first one?

Do this with me.

A says a, a, my mouth is nice and wide.

My tongue is flat a, good.

Together, E says e, e. Good, my mouth closed a little bit.

My tongue is still pushing against my teeth.

I says i, i. O says o, o, how wide my mouth dropped down, o and my tongue is really down low too.

Last one, U says u, u, my jaws relaxed.

I'm not quite as wide as when I was making the a, o, sound.

Good job.

All right friends, now I'm gonna go ahead and share my screen so that way we can review some of the consonants we've learned together so far.

All right learners.

Here is our Consonants Sound Wall.

All right, our first one here is, I say, you say stops.

Good, stops.

Stop short.

When we say the letter sound, we push the sound out with one quick breath.

Okay, ready?

B says b, T says t, C and K both make the ck sound.

P says p, D says ed, G says g. Very good.

Now we're gonna come down here.

I say, you say nasals.

Good, touch your nose and you say them 'cause you can feel the letter sound vibrate in your nose.

And these sounds also go on and on.

Say your first sound.

Nn, very good.

Can you feel it in your nose?

Nn.

Very good.

Now see this other one here.

M says m. See how my mouth is closed now, my lips are touching.

M, very good.

I say, you say liquids.

Good job learners.

These are called liquids because they kinda float in your mouth when you're making the sound.

They also go on and on.

R says wr, feeling my tongue is kind of floating, wr.

L says ll, ll, very good.

I say, you say affricates.

Wow, good job.

That's a big word.

These ones are a stop sound because our mouth is blocking the sound.

And I can see right here.

J says dge, dge.

My kind of mouth is pushed forward but my teeth are kind of stopping the sound, dge, dge.

The sound comes from the back of my throat.

All right.

Okay friends.

I say, you say fricatives.

Good job.

I love that word, it is so fun to say.

These sounds are because our mouth is stopping the sounds but they still go on and on.

F says ff.

You feel my teeth and my lips are stopping the sound, ff.

The sound goes on and on.

V says ve.

Good.

S says ss.

Good, yeah, your teeth are really stopping the sounds.

H says h, h. And lastly, here Z says z.

Good job.

I say, you say glides.

Good.

These ones are called glides because the sound glides in your mouth, it sounds, it feels like it's going down a slide.

Okay, ready?

Y says y, feel it sliding out?

Y.

Good.

W says w, w. Very good.

And then lastly, here we have our extras that don't follow the normal patterns.

Q is always paired with U and says, qu, qu.

Good.

And then lastly, X is the only consonant that makes two sounds, k, s. If you really stretch it out, k, s. Blend it, ks.

Very good learners.

I am so proud of you.

All right, now, we are going to look at and review some of the sight words we have looked at together so far.

All right, now remember, well, when we do this, we are going to, here we go, I think I got.

Okay, we are going to make sure that we draw a heart above any letter sound that doesn't follow the patterns that we are used to.

So let's review the ones that we've done together so far.

Okay and then I hope that you're writing along with me at home.

First one is the letter I, when I is by itself it gets a capital letter.

Touch the sound.

I, I, like I am so proud of you.

It makes the long vowel sound 'cause it's saying it's letter name.

Okay, let's do another one.

Am, a, m. And remember when I'm doing this, each sound gets its own box.

So if some letters come together, they'll be together in the box if they make one sound.

Here, you have a, m, touch your sounds, a, m, blend it, am, I am so proud of you.

All right, now we're doing the word the, okay?

Th.

Okay, that is two letters that come together to make a voiced sound, th.

T, H comes together to make that sound.

I'm gonna put a heart above it 'cause we haven't really worked with two letters coming together or voiced and unvoiced sounds.

Th and then the last sound is, e, e is the E that makes that sound.

We're not used to E making that sound.

So it also gets a heart.

Okay, ready?

Touch your sound, th, e, blend it, the, very good.

Okay, now you're gonna write just the letter a but when you say it, it sounds a, like bring me a book or a pencil.

Since we're not used to A making that sound we're gonna put a heart above it to show we need to know it by heart.

All right, ready?

Touch your sound, a, a.

Very good.

Now write the word he, h, h. That's pretty regular.

We know that H makes the h sound but now I've got this E making the long e sound.

I'm gonna put a heart above it because we haven't really worked with that long vowel sound.

Okay touch your sounds, h, e blend it, he, now take your h in he and change it to sh.

Okay, maybe you know this and maybe you don't, that sh sound can be made with the s, h coming together.

But since we haven't really worked with that we're gonna give it a heart to remember that we need to know it by heart.

Touch your sounds sh, e, blend it, she, very good.

Now change your sh to b.

What letter makes the b sound?

You said B says b.

You're absolutely right, b, e blend it, be, this is like, I will be here for you.

Not like the insect.

Okay, then change your book to w, what letter says w?

Yeah, W says w, w touch your sounds, w, e, blend it, we, very good.

These are all the words we've worked together with so far.

Some new ones are why, not the letter, but like why are you doing that?

Why starts with wh, which can be made with W, H. Again, we haven't really worked with that so much.

So it's gonna get a heart.

So we remember it by heart.

And then the I sounded y, h is made with a Y. Wh, y, we're not used to the why making the long y sound.

So it also gets a heart.

Touch your sounds, wh, y, blend it, why.

Very good.

Okay, I'm gonna erase this, but I'm gonna keep my wh.

Now, your new word is when, when, okay?

So wh is the same, gets the wh, gets the heart, e, short E, n. Okay, touch your sounds.

Wh, e, n, blend it, when.

Very good.

All right, erase.

We're gonna do a new word.

The word is will.

Stretch it out.

W, just a W this time.

It is a short i, ll, okay.

Now I've got two Ls there.

I'm not used to that just yet.

So I put a heart above it to remember.

I need to know it by heart.

Touch your sounds.

W, i, ll, blend it, will.

Last word learners.

This is the word there, like over there.

Our first one is, th, if you remember it from the, it was T, H coming together to make that voiced sound but we're gonna give it a heart 'cause we haven't learned that so much yet.

Th, e, re.

This is tricky.

E makes the e sound here.

Well, that is a tricky one.

We will always need to know by heart.

And then R is actually re.

Okay, and I'm even going to put a little swipe through my E to show that we don't hear that sound.

Okay, touch your sounds friends, th, e, re, blend it, there.

Wow, you are amazing learners.

Stop sharing my screen.

I am so proud of you.

We did our mindful moment, rainbow breathing.

We did red and green choices.

We reviewed all our letter sounds and did our word warmup.

We looked at our Consonant Sound Wall and practiced short vowels and then we segmented or broke apart and mapped out sounds in sight words.

I'm so proud of you.

I'll see you next time.

Bye.

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

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