(Describer) A smiling blue star falls onto blank lined paper. It waves.

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(Describer) Titles: Let's get ready to learn! NINE presents.

(Describer) Practicing

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(Describer) Letters and Sound.

(Describer) A boy runs beneath a colorful parachute.

(Describer) Students and teachers share a smile.

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(Describer) Title: Teaching in Room 9.

(Describer) Titles: Today's Objective. I can understand and hear short vowels in words.

(Describer) Julia smiles and waves both hands.

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. Welcome back, friends. Thank you so much for taking time out of your day to be here with me. I'm so glad I get the chance to be here with you. And I'm excited for us to do some learning here together. Now, as always, we love to see our learners following along at home with us, so always feel free to have your grownup take a picture, a video of you following along at home, post them online: #ninePBS. All right, friends, we are going to start by getting our bodies and our brains ready to learn by doing our mindful moment exercise. When we do this, it allows our body and our mind to recenter and gives us all the right tools in order to be able to focus and really take in new information. We are going to start by doing a five senses gratitude exercise. We'll start by sitting up straight and tall, as we'll be taking some deep breaths together in through our nose and out through our mouth. As we do this, we're going to be using our five senses to really focus our mind on things that we are grateful for. Now, friends, what are our five senses? Go ahead and shout them out nice and loud for me. Yeah, I'm hearing some really great ones. I heard that I use my eyes to see. I heard that I use my nose to smell. I heard that I use my ears to hear. I heard that I use my mouth to taste. And last but not least, we use our hands or our fingers to be able to touch. All right, friends, sit up nice and straight and tall. Go ahead and take a deep breath, in through your nose,

[inhales deeply]

and breathe out through your mouth.

[exhales deeply]

Breathe in through your nose

[inhales deeply]

and out through your mouth.

[exhales deeply]

Again, breathe in through your nose

[inhales deeply]

and out through your mouth.

[exhales deeply]

Great job, friends. Keep taking those deep breaths in through your nose and out through your mouth. Now, what is something that you can hear right now? If you can hear someone in your family, I'd like you to say, "I am grateful for my family." Great job. What can you see right now? If you can see your home, I'd like you to say, "I am grateful for my home." What can you smell right now? If you can smell food cooking, or maybe food that you've eaten already together today, I'd like you to say, "I am grateful for food to eat." Now, what is something that you can feel right now? If you can feel the clothes on your body, I'd like you to say, "I'm thankful for clothes to wear." Finally, what can you taste? If your mouth isn't too dry, I'd like you to say, "I am thankful for clean water to drink." Great job, friends. I'm so proud of you. It's so great for us to take a moment and think about some of the things that we are grateful for to help put us in a really positive mindset to get through our day. 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 want to be able to give ourselves all the right tools to be able to learn our best. We're going to start by reviewing a few strategies that we talked about together so far. Now, we want to make sure that we've chosen a smart spot that's away from any distractions that might take away from our learning. Are you in a smart spot right now? All right. We also want to try our best to show whole body listening or body basics. This might look a little different for everyone, but it might look like sitting up straight and tall, making sure our eyes are on the speaker, that our ears are listening, that our mouth is quiet, and our heart is ready to learn. Something else that might help us when we are learning at school is to remember to make smart choices. Sometimes, these are called green choices. And choices that maybe aren't as smart might be called red choices. Green choices that we've talked about together so far might be using gentle hands, working together as a team, sharing and really working hard and trying our best. Some new green choices might be keeping my hands to myself and always remembering to use my words. Red choices that we've talked about together so far might be having an out of control body, using mean or unkind words, taking all the materials or toys so that no one else can play, or using our hands instead of using our words. Some new red choices might be taking other people's turns when we're playing together, or maybe talking over someone instead of listening with our ears and waiting for our turn to speak. I say, you say, friends, "We are in control of our body and our choices." Great job, friends. Always remember that you are in control. All right, now that we've prepared our bodies and our brains to learn and we reviewed some tools to help us be successful when we're learning at school, now we're ready to learn. As I mentioned, we're here to talk about letters and sounds in our time together before we've practiced all of our letters sounds and we've practiced lots of skills to help us work with those letters sounds. We're going to be just like reading scientists, looking at all parts of a word and looking for any sounds or letter patterns that we know to help us better understand how to read and write new words. Today, friends, our learning goal or objective is, I want you to say this with me, really nice and loud. Ready? "I can..." I think you could be a little louder. Let's try that again. "I can..." Ooh, that was really good, "understand and hear short vowels in words." Great job, friends. So we're focusing our learning all on short vowel sounds this week. But let's go ahead and do a little warm-up here together. So tickle your brains, learners. Get ready. We're going to start by singing our letter sounds. And if you remember our song from before, try to sing along with me, or jump in whenever you feel comfortable. Or if you don't know my song, that's okay. Just try to say any letter sounds that you know. Are you ready, friends? I'm going to try to do my best. I've lost my voice this week, so my voice is a little bit off this week. All right, ready?

♪ A says ah, ah ♪

♪ B says buh, buh ♪

♪ C says ka, ka ♪

♪ These are letter sounds. ♪

♪ D says duh, duh ♪

♪ E says eh, eh ♪

♪ F says ff, ff ♪

♪ These are letter sounds ♪

♪ G then says guh, guh ♪

♪ H then says huh, huh ♪

♪ I says ih ♪

♪ J says juh ♪

♪ K says kuh ♪

♪ L says ll ♪

♪ and M says mm-mm-mm-mm ♪

♪ N and says nn, nn ♪

♪ O says aah, aah ♪

♪ P says puh, puh ♪

♪ These are letter sounds ♪

♪ Q says kwa, kwa ♪

♪ R says rr, rr ♪

♪ S says ss, ss ♪

♪ These are latter sounds. ♪

♪ T then says tt, tt ♪

♪ U then says uh, uh ♪

♪ V say vv ♪

♪ W says wuh ♪

♪ X says ks ♪

♪ Y says yuh ♪

♪ and Z says z-z-z-z ♪

♪ Now we're all done with 26 letters ♪

♪ Letters come together to make words ♪

Oh, amazing job, learners. I'm so proud of you. I could tell some of you really are starting to remember and know your letter sounds. Go ahead and kiss your brains, friends.

[kissing] So proud of you.

(Describer) She kisses her fingers then taps her head.

All right, we're going to keep working with our letter sounds and do a little warm-up, starting with rhyming words.

♪ 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 ♪

Very good, friends. All right, I'm going to go ahead and give you two words. You're going to repeat the words or say them back to me, and then you're going to shout out the rhyme. Again, the vowel sound and the sounds that come after it. All right, are you ready to go ahead and practice? All right, ready? Say the words "peel, feel." Great job. And a rhyme in peel and feel is... yeah, it's "eel." Very good. Let's try another one. Friends, say the words "raise, gaze." Great job. And what is our rhyme in raise and gaze? Yeah, "aze" is our rhyme. Say the words "lace, race." Great job. And our rhyme in those two words is... yeah, "ace." Very good. Say the words "fine, line." Yeah. And our rhyme in fine and line is... Yeah, it's "ine." Very good. One more, friends. Say the words "best, nest." Great job, learners. And rhyme in those two words is... "est." Great job. All right, now this time, I'll say a word, you say it back to me, and tell me just the beginning sound you hear. All right, let's practice here together. Say the word "nice." Great job. And the first sound you hear in nice is... "Nn." Very good. Make sure you're giving me the sound and not the letter. So in nice the letter is "nn," or the letter is N, and the sound is "nn." Make sure you say the sound. All right, say the word "basket." Great job. And the first sound in basket... "buh, buh." Very good. Say the word "fishing." Yeah. And the first sound you hear in fishing... "Ff." Very good. Yeah, that's the first sound we hear in fishing. Say the word "dancer." Yeah. The first sound you hear in dancer is... "Duh, duh." Very good. Last one, say the word "page." Great job. And the first sound you hear in page is... "Puh, puh." Very good. All right, we're going to do the same thing now, but this time, I'll say a word, you repeat it back to me and tell me the very last sound you hear. So this time I'm not asking you for the rhyme, just the very last sound you hear. All right, let's try it. Say the word "goes." Yeah, and the last sound you're hearing goes... "Zzz." Very good. Say the word "dive." Great job. And the last sound you hear in dive is... "Vvv." Very good. That kind of tickles your mouth, doesn't it? Say the word "fed." Great job. And the last time you hear in fed is... "Duh, duh." Very good. Say the word "page." And what's the last time you hear in the word page? "Juh, juh." Very good. Last one, learners, say the word "hope." Great job. And the last one you hear is... "Puh, puh." Very good. I'm so proud of you, friends. Then last week together, we talked all about syllables. So , we'll start by reviewing our syllables and then we'll move on to our short vowel sounds. So we learned last week that.

♪ Syllables are around ♪

♪ a talking vowel ♪

Can you try that with me?

♪ Syllables are built around ♪

♪ a talking vowel ♪

Very good. And we learned a song that went along with it. See if you can remember or try to sing along with me.

♪ 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 a clap ♪

♪ Oh, syllables are ♪

♪ the beats in words ♪

♪ Syllables are built around a vowel ♪

Very good, friends. So we're reviewing those syllables, the beats in words. And they're all around talking or vowels that you can hear. So we'll focus all on our vowel sounds. So we're going to start by looking at this chart right here. It says at the top.

♪ Go shorties ♪

♪ It's your big day ♪

♪ And we just want to hear what short vowels say ♪

Can you try that with me?

♪ Go shorties ♪

♪ It's your big day ♪

♪ And we just want to hear what short vowels say ♪

Great job. And I'm going to teach you some songs that go with each of our vowel sounds. And again.

♪ Vowels are A, E, I, O, U ♪

♪ And then sometimes Y. ♪

All right, so let's go ahead and start with our short A vowel song. And I really want you learners to have your listening ears turned up 'cause you're going to hear some examples of words in our song. Then we're going to add them to our chart here together. So you've really got to be listening. All right, are you ready? Here's our short A song.

♪ Ah ah, a short A that's your sound ♪

♪ Ah ah short A that's your sound ♪

♪ Ah in cat and ah in rap ♪

♪ Ah in map and ah in cap. ♪

♪ Ah ah short A that's your sound ♪

♪ Ah ah short A that's your sound. ♪

Wow. Great job. Who was really listening and heard some of the words in our song? Shout it out for me nice and loud if you heard it. Ooh, great job, learners. I heard a friend at home say,

(Describer) Her sticky note says: cat.

"Ah in cat." Very good. So we're going to add cat to our chart here. Cat has "kk, ah, tt." And it would just be one syllable, "cat," because we just have that short A ah, ah, ah, talking vowel sound. What was the other words you heard in our song?

(Describer) Her sticky note says: rat.

Yeah. If you change the "kk" in cat to "rr," you get the word... "rat." Very good. All right, what else did you hear, learners?

(Describer) She adds the word: map.

Ooh, I can really tell some of my friends at home were listening and following along. Yeah, you're also right. We have the word "map." "Mm, ah, puh"-- map. Has that short A sound. Very good. And then what was our last one?

(Describer) She adds the word: cap.

Yeah, if you change the "mm" in map to "k, k, k," you get the word "cap." Great job. All right, let's sing our song one more time.

♪ 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, learners. All right, same thing. Listening ears turned up so we can add our short E words to our chart. All right, ready?

♪ There we're ten in the bed ♪

♪ And the short E said eh, eh, eh, eh, eh, eh ♪

♪ Bed eh, eh ♪

♪ Red eh, eh ♪

♪ Wet eh, eh ♪

♪ And jet eh, eh ♪

♪ There we're ten in the bed ♪

♪ And the short E said eh, eh, eh, eh, eh, eh ♪

Very good. All right, learners, what song, or words did you hear in her song that had the short E sound? Oh, great job. I can tell some friends are really paying attention. We had bed, eh, eh.

(Describer) She sticks it under the letter e .

And then we took the "buh" in bed and changed it to: "rr, eh, duh." What is the word? Red. Very good. Red eh, eh. What else did we have? Yeah, "wuh, eh, tt"-- wet. Very good. And then you took the "wuh" in wet and changed it to "juh, juh." Very good, to make "jet." All right, let's sing a song again.

♪ There we ten in the bed ♪

♪ And the short E said eh, eh, eh, eh, eh, eh ♪

♪ Bed eh, eh ♪

♪ Red eh, eh ♪

♪ Wet eh, eh ♪

♪ And jet eh, eh. ♪

♪ There were ten in the bed ♪

♪ And the short E said eh, eh, eh, eh, eh, eh ♪

Very good. All right, now we're going to do our short I sound. Here's our short I.

♪ Mary had a little pig ♪

♪ Ih, ih, ih, ih, ih, ih ♪

♪ Mary had little pig ♪

♪ That made the short I sound ♪

Very good. Please forgive my little croaky voice this week. All right, let's do another example.

♪ Mary had a little wig. ♪

♪ Ih, ih, ih, ih, ih, ih ♪

♪ Mary had a little wig ♪

♪ That made the short I sound ♪

Let's do another one.

♪ Mary had a little lip ♪

♪ Ih, ih, ih, ih, ih, ih ♪

♪ Mary had a little lip ♪

♪ That made the short I sound ♪

And last one.

♪ Mary had a little sip ♪

♪ Ih, ih, ih, ih, ih, ih ♪

♪ Mary had a little sip ♪

♪ That made the short I sound ♪

All right, so the words we had here were: "puh, ih, guh." Blend it. "Pig." Very good. That was our first one. Then we changed our "puh" in pig to "wuh, ih, guh." Blend it. Wig. Very good. That was our second one. And then we did...

(Describer) She points to her lip.

Yeah, good memory. "Ll, ih, puh." Blend it. "Lip." And then we changed the "ll" in lip to: "ss, ih, puh." Blend it. "Sip." Very good. All right, we're going to move on to our short O.

♪ The short O has the aah, aah sound ♪

♪ Like dog and long and frog ♪

♪ The short O has the aah, aah sound ♪

♪ Pop goes the short O ♪

Very good. What words did you hear in that song, friends?

(Describer) Her sticky note says: dog.

Ooh, good listening. Yeah. Some of my friends heard the word "duh, aah, guh." Blend it. "Dog." And then we changed the "duh" in dog to "ll, aah, guh." Blend it. "Log." Very good. And we took the "ll" and we put in a blend, "ff, rr, aah, guh." Blend it. "Frog." Very good. And then the other one I thought of when I was doing this in my head, I thought of...

♪ Pop goes the short O ♪

Has "puh, aah, puh." "Pop." Very good. So we can add that to our chart as well. Let's sing our song one more time.

♪ The short O has aah, aah sound ♪

♪ Like dog and log and frog ♪

♪ The short O has the aah, aah sound ♪

♪ Pop goes the short O ♪

Very good. And then last but not least, let's do our short U song.

♪ Found a short U ♪

♪ Found a short U ♪

♪ Short U has the uh, uh sound ♪

♪ Bug and rug ♪

♪ Pup and cup ♪

♪ Short U has the uh, uh sound ♪

Very good. What did you hear, learners? Yeah, I heard a friend at home say "buh, uh, guh." Blend it. "Bug." Now, change your "buh" in bug to "rr." "Rr, uh, guh." Blend it. "Rug." Very good. And then what were the other two? Do you remember? Yeah, "puh, uh, puh." Blend it. "Pup." And then last but not least, change your "puh" in pup, "kk, uh, puh." Blend it. Cup. Very good. All right, let's sing our song one more time, friends.

♪ Found a short U ♪

♪ Found a short U ♪

♪ Short U has the uh, uh sound ♪

♪ Bug and rug ♪

♪ Pup and cup ♪

♪ Short U has the uh, uh sound ♪

Very good, learners. I'm so proud of you. If you are feeling like this might as be a little bit tricky for you and you want to practice some more, don't worry, friends, we'll definitely do some more practicing here together. Let's go ahead and practice a little bit by sorting some pictures and listening for the short vowel sound we hear in those words. So I'm going to go ahead and start by sharing my screen real quick.

(Describer) We view Julia's desk and hands.

All right. [coughs] Pardon me. So you can see, friends, that I have "a, e, i, o, u" here at the top. All right, so I'm going to put down a picture; we'll say what it is, and then we'll put it in the right category for our vowel sound. All right. What do you see here? Yeah, I see a couch. And I see the arrow is pointing to what the couch is sitting on. What is that called? What do you think?

(Describer) It sits on a rug.

Very good. Yeah, that is a rug. Let's do our sounds. "Rr, uh, guh." Blend it, "rug." So "uh, uh, uh" is our short vowel sound. Is that the a, e, i, o, or u sound? Very good. Yeah. That is our "uh," short U. All right, what about this picture here? I can see a person next to a little cat. Looks like that person has on a doctor coat. What is that occupation or job called that takes care of animals when they're sick? Yeah, very good. It is a veterinarian or a vet. Do your sounds, "vv, eh, tt." Blend it, "vet." So I know "eh, eh, eh" is my short vowel sound. Which letter makes the "eh, eh" sound? Yeah, you're totally right. Short E. All right, what about this one here?

(Describer) A pig.

Yeah.

♪ Mary had a little pig ♪

♪ Ih, ih, ih, ih, ih ♪

♪ Mary had a little pig ♪

♪ that made the short I sound ♪

Very good. All right. What about this one here, friends? What is that a picture of?

(Describer) A map.

Yeah, you're absolutely right. It's a map. So our sounds: "mm, ah, puh." Blend it, "map." Very good. And it is a short A sound. Very good. And last but not least, we have this picture right here is a friend; he's using a mop to mop up the mess. So for our sounds, "mm, aah, puh," mop. Which one has the "aah, aah" sound? Yeah, it is the-- whoop, short O sound. Very good, learners. I'm going to go ahead and stop sharing my screen. Like I said, if it's feeling a little tricky for you, no worries. We're going to review our short vowel sounds again together next week and practice even more. And don't forget, practice always makes progress. Today, we had focused on-- we started with our five senses, gratitude, mindful moment exercise. We talked about some red and green choices that help us when we're learning in school. We reviewed our syllables and did a little word warm-up. And then we focused all on our short vowel sounds. Singing our songs, adding the words from our songs to our chart here. And then we practice sorting some words there at the end. All right, learners, thank you so much for all your hard work today. I'm so proud of you, and I can't wait to see you next time. Bye.

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(Describer) Title: Teaching in Room 9.

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(Describer) Nine PBS in partnership with Missouri Department of Elementary and Secondary Education.

♪

(Describer) On Screen Teacher: Julia Knarr, The Soulard School.

(Describer) Copyright 2022, Nine PBS.

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