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

[cheery lively music]

(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.

[cheery lively music continues]

(Describer) Title: Teaching in Room 9.

(Describer) Titles: Today's Objective. I can make new words by changing the last sound.

(Describer) In a classroom, Julia smiles and waves.

Good afternoon, friends. 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 being here with me today. I'm so excited I get the chance to be here with you. We always love to see our learners following along with us at home. Always feel free to have your grownup take a picture or a video of you following along at home and you can send 'em into the Nine PBS station or post them online: #ninePBS. All right, friends, we're gonna go ahead and get started by doing our mindful moment exercise. We're going to get our bodies and our brains ready to learn. When we do this, it allows our body and our mind to recenter and gives us all the right tools to be able to focus and then we can take in new information. We're going to do that by doing some hot cocoa breathing exercises together. Now, I want you to imagine that you have a nice big, warm cup of hot cocoa in your hands. What does your mug look like?

(Describer) She pretends to hold a mug with both hands.

Do you have marshmallows in your hot cocoa? I have four big, fluffy marshmallows in my hot cocoa. Now we're going to take in slow, deep breaths through our nose and smelling that delicious chocolatey smell. Then we will breathe out slowly onto our hot cocoa to cool it off. We're going to do that by doing three deep breaths here together. Do you have your hot cocoa ready? All right, take a deep breath in through your nose.

[inhales]

And breathe out.

[exhales]

Smells so yummy, take another deep breath in.

[inhales]

And breathe out.

[exhales]

Nice and slow so you don't splash your hot cocoa. Last one, take a deep breath in through your nose.

[inhales]

And breathe out through your mouth.

[exhales]

Nice and slow. Nicely done, friends. Go ahead and set your hot cocoa down. All right, now that our bodies are ready to learn, let's take a minute to talk about getting ready to learn at school. We want to give ourselves all the right tools to be able to learn our best and we're going to start by reviewing a few strategies that we've talked about here together so far. Now, we want to make sure 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? If not, go ahead and get into a smart spot. We also want to try our best to show body basics or it's also called whole body listening. 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, our ears are listening, our mouth is quiet and our heart is ready to learn. Something else that might help us when we're learning at school is to remember to make smart choices. Sometimes these are called green choices and choices that maybe aren't as strong might be called red choices. Green choices might be something like using gentle hands or working together as a team. A red choice might be having an out-of-control body or using mean or unkind words. All right, I want you to repeat after me, learners, are you ready? We are in control of our body and our choices. Let me hear it. We are in control of our body and our choices. Nicely done, friends, I'm so proud of you. All right, now that we 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 are here to talk about letters and sounds. In our time together before we have practiced all our letter sounds and we've practiced lots of skills to help us work with those letter sounds. We are going to be just like reading scientists, looking at all parts of a word to find patterns and sounds that will help us better understand how to read and write new words. Today, our learning goal or objective is,

(Describer) She points to the words.

repeat after me, learners, "I can make new words by changing the last sound." Way to go, learners. Thank you for following along with me so nicely. All right, we're going to go ahead and start by reviewing our letter sounds here together. We did a little song that went along with it. So if you want, just turn those listening ears up. If you feel comfortable, try to jump in and sing along with me if you can.

(Describer) She displays each letter.

All right, ready?

♪ A says ah, ah ♪

♪ B says buh, buh ♪

♪ C says kk, kk ♪

♪ 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 kk ♪

♪ L says ll ♪

♪ And M says m-m-mm ♪

♪ N says nn, nn ♪

♪ O says aah, aah ♪

♪ P says puh, puh ♪

♪ These are letter sounds ♪

♪ Q says kua, kua ♪

♪ R says rr, rr ♪

♪ S says ss, ss ♪

♪ These are letter sounds ♪

♪ T then says tt, tt ♪

♪ U then says uh, uh ♪

♪ V says vv, vv ♪

♪ And w says wuh ♪

♪ X says eks ♪

♪ Y says yuh ♪

♪ And Z says z-z-z-z ♪

♪ Now we're all done with 26 letters ♪

♪ Letters come together to make words ♪

Wow, give yourself a round of applause or a pat on the back. That was amazing. You really are doing a great job with all your letter sounds. Let's go ahead now and take those letter sounds we just practiced and really warm up our brains. Go ahead and tickle those brains, friends. And we're going to practice our letter sounds and working with them. We're going to start with rhyming words and we have a song that goes along with that.

♪ 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, so we're listening to the end of the word to find our rhyme. I'm going to give you two words. You are going to say them back to me and then we're going to shout out the rhyme. Again, that's our vowel sound and the sounds that come after the ending part of the word. All right, are you ready? Let's go ahead and practice. Say these words: "dig, big." Very good. And our rhyme in dig and big is... "ig." "Ig" is the part of the word that's the same in both of those words. That's what makes them rhyming words. Let's practice another one. Say these words: "sum, gum." Very good and our rhyme in both these words is... "um." Very good, let's practice another one. Say the words: "pack, back." Very good, and our rhyme in both those words is "ack." Very good. Try another one: "will, hill." Let me hear it. Very good, and our rhyme in will and hill is... "ill." Very good. Last one, ready? Say these words: "best, nest." Very good, and our rhyme in these words is... "est." Amazing job, learners, I'm so proud of you. All right, now I'm going to say a word, you're going to say it back to me again and this time, you're going to tell me just the beginning sound you hear, that very first sound. All right, let's practice. Say the word: "bike." Good, what's the first sound you hear in bike? Yeah, you're absolutely right-- it is the "buh, buh" sound. Remember, to give me sound and not the letter. All right, let's practice another one. Say the word quilt. Very good. Now, what's the first sound you hear in quilt? Yeah, this one is a little tricky, it's qui, qui. Very good. Say the word game. Amazing job, and the first sound you hear in game? Yeah, it's the "guh, guh" sound. Amazing. All right, a few more. Say the word vine. Yeah, really good. And the first sound you hear in vine is... "vv." Very good, yeah, it kind of tickles the front of your mouth, right? Last one, say the word lamp. Yeah, really good, the first sound you hear is "ll." You see how my tongue is between my teeth? "Ll, lamp." Amazing job. Now, I will say a word, same thing, you're going to say it back to me and then this time, tell me the very last sound you hear. Not the rhyme, just the very last sound. Let's practice. Say the word: "huge." Yeah, really good. What's the last you hear in huge? Yeah, very good, the "juh, juh" is the last sound we hear in huge. Say this word, ready? "Mom." Yeah, and the last sound we hear in mom? Very good, let me hear it. "Mm," see how my lips are pressed together? Let's practice another one. Say the word: "own." Great job. Last sound in own? "Nn," very close to the "mm" sound, but do you see how my mouth changes from "mm" to "nn"? My tongue is on the roof of my mouth. All right, another one, ready? Say the word slip. And the very last sound in slip is "puh, puh." Very good, last one, friends. Say the word: "gas." Great job, and the last sound you hear in gas is... "ss." Very good, you sound like bunch of snakes. I am so proud of you, go on and kiss your brains.

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

You are amazing, you're doing a really great job. All right, then last time we were together, friends, we focused on something called onset-rime. When we were just working with those rhyming words, we were isolating or separating the first sound from the "rime." That's called onset-rime. Can you say that? Onset-rime. Very good, and the song we learned with it was to the tune of "Row, Row, Row Your Boat." You want to try to sing it with me? All right, let's do it.

♪ Onset-Rime are the parts found in a word ♪

♪ Blend the first sound with the rhyme ♪

♪ And tell me what you heard ♪

So if the word is "pup"-- can you say that? Pup. Our first sound is "puh," our rime is "up." Blend it together, "pup." Very good. Now, change your "puh" in pup to "kuh." So the first sound would be "kuh," our rime is up; blend it together, "cup." Very good, friends. Now, we made so many different words last time when we were practicing onset-rime, today we're going to be making new words by changing out the last sound we hear this time, but it's a little bit different. This time, I want us to focus on something called segmenting sounds. Can you say that? Segmenting sounds! Wow, that's a really big word. All it means, is we're going to take a word and stretch it out so that we can hear all the sounds. So we're going to take our same onset-rime song and make it for segmenting sounds. Would you like to try it with me? Okay, let's do it together.

♪ Segmenting sounds is when you take a word ♪

♪ Stretch it out so you can see all the sounds you heard ♪

Let's do it again.

♪ Segmenting sounds is when you take a word ♪

♪ Stretch it out so you can see all the sounds you heard ♪

Very good. Would you like to practice that with me, friends? Amazing, I'm so proud of you. Let's practice with the word "cat." Can you say that word? Cat. Good, I'm going to write the word right out here. Now, take the word cat and stretch it out. Ready, let's do our sounds in the word "cat." Kk, ah, tt. Very good. Give me a me too if you heard those sounds in cat. Nicely done, now I'm going to write them out. Our first sound we hear is "kk, kk," and it is the C that is making that sound. So this is our first sound. My dot is for my sound-- "kk." Our next sound we hear is? "Ah, ah."

(Describer) She writes an a with a dot underneath.

And the letter A is making that sound. Then the very last sound we hear in cat is... "tt, tt."

(Describer) She writes a t with a dot underneath.

And the letter T is making that sound. All right, I'm going to get my finger ready. Let's do our sounds again. Are you ready? Nice and loud, learners. "Kk,

(Describer) She touches each dot.

ah, tt." Blend it together, "cat." Amazing job. Do you hear how "kk" is our first sound, "ah" is our middle sound, and "tt" is our last sound? Awesome job. Now, let's take the "kk, kk" in cat

(Describer) She erases the c .

and change it so we can practice another one, and let's change it to the "buh, buh" sound. Do you know what my new word would be? Shout it out if you know. Amazing job, learners, you're right. Our new word

(Describer) She adds a b .

would be the word "bat." All right, let's do our sounds. "Buh, ah, tt." Blend it, "bat." Amazing job, you're really good at this. Segmenting those sounds, stretching it out and that way we're able to really see the sounds we hear in words. Today, learners, we're going to practice switching out our last sound to make a new word. So let's try one. If we were to change the "tt, tt" in bat to "guh, guh," what would our new word be?

(Describer) She erases the t then adds a g .

Wow, I'm really impressed, you're right. "Buh, ah... guh" is the word. Blend it, "bag." Amazing job. Let's practice some more of those together. I'm going to go ahead and share my screen.

(Describer) A sheet displays pictures with a row of three boxes under each one.

All right, learners. So you can see this here. We're going to start at the top one here. Our very word here is-- say the sounds with me, "kk, uh, tt." Blend it. "Cut," very good. I'm going to go ahead and write our first two sounds in our boxes. "Kuh, uh," 'cause those are going to stay the same.

(Describer) She writes: cu .

Now, we're changing our last sound. What do you think, looking at our picture here, our new word might be? Shout it out if you think you have an idea.

(Describer) It's a tiger cub.

Ooh, I heard some really good guesses and I heard some friends saying "cub." Cub. So here, you're absolutely right, we took our "tt" in cut and changed it to "buh," and we went from cut to cub. Let's try another one. If this is feeling kind of tricky still, that's okay, but let's practice together. The more practice we do, the more progress we'll make. All right, here our word is-- try to do the sounds with me if you can, segment them out. "Huh, eh, mm." Blend it. "Hem." The hem is like the bottom part that's sowed on your shorts or your pants. So I'll put my first two letters in here. "Huh, eh..." All right, now, looking at my picture, what do you think I might change this m from to make a new word?

(Describer) It's a hen.

[gasps] Whoa, you are amazing, you're right.

If I change the "mm" to "nn," my word goes from hem to hen. Wow, let's try another one. Here's our sounds. "Puh, ih, tt." Blend it, "pit." And we see our picture here is showing the pit of a cherry, that seed in the center. Putting my first two sounds, "puh, ih." Okay, now looking at my picture, seeing where my arrow is pointing, what do you think I might change the "tt" to in order to make a new word?

(Describer) The arrow points to a pin.

Wow, you're right! That is a picture of a pin, "nn." So I'm going to change my "tt" to "nn." Very good, wow, okay, let's do another one. Here I have a-- segment it out with me, ready? "kk, aah, tt." A cot. I'm going to put my first two sounds. "Kk, aah." Now, I'm going to change my "tt" and make it a different letter. Looking at my picture, what do you think I'm going to change it to?

(Describer) It's a cop.

Ooh, very good, you're right. This is a picture of a cop, "puh." So I'm going to put that sound there.

(Describer) She writes a p .

Yeah, a cop is another word for a police person. Amazing job, all right, let's look at these bottom ones here. Okay. I see this little friend here. Let's segment our sounds. "Rr, ah, mm." Say it with me, you're doing such a good job. I'm going to put my first two sounds, "rr, ah."

(Describer) She writes ra .

Okay, now, I have to change my last sound here, my "mm," and I see here this looks like some spray that might be used for cleaning and you use spray, but you have to have something that goes with it too to wipe it down when you're cleaning. What do you think that word might be?

[gasps] Yes, way to go, learners, you're right.

A rag. You need your spray bottle and a rag to clean up a mess. So my "mm" changes to "guh, guh." Very good, okay, here we have this little friend and she is looking very, segment it with me-- "ss, ah, duh." Blend it, sad. Aah, she's very sad. So first two sounds, "ss, ah"-- those stay the same. Now what might I change my "duh" sound here that goes along with this picture? What is that friend up top doing? Oh, yeah, it's looking like he sat-- "tt"-- down. So we changed "sad" to "sat" by changing our last sound. Okay, here we go. This friend here has a trophy and a medal. Help me read it. Segment the sounds, "wuh, ih, nn." Win. Very good, first two sounds stay the same. "Wuh, ih." Now, what do we see up here that we think we might change this last sound here to?

(Describer) It's a wig.

Wow, some of you got that really quickly. You're right, this is a picture of a wig-- wig. So we changed our "nn" sound to "guh," and we made the word wig. Last one here, we see this little pirate friend. He has a-- read it with me, "puh, eh, guh." Blend it, "peg leg." A peg leg, those are rhyming words. And then we see this friend up here in a cage has a... let's put our two sounds that stay the same-- "puh, eh." What do you think that word might be? Wow, you're right, yeah. Pet. "Tt." So we changed peg to pet by changing the "guh" to "tt." Wow, amazing job, I'm really proud of you, friends.

(Describer) She presents another sheet of pictures and boxes.

All right, let's practice some more here together. All right, we're going to start in the top corner here. Look at these cute little friends. This is a pea-- read it with me, "puh, aah, duh." Blend it, "pod." Yeah, if you didn't know, peas, the vegetable, come in a little pod together. So we know we're keeping our first two sounds the same-- "puh, aah." Now I'm going to change my d to what? What do you think looking at this picture?

(Describer) It's a pot.

Yeah, if you shouted out pot, "tt," you are absolutely right. Our "duh" turned into a "tt" to make from pod to pot. All right, now I see this, try to read it with me. "Rr, aah, duh." Blend it, "rod." And it's showing us a picture of a curtain rod. I'll write out my sounds, "rr, aah." Those stay the same. Now I'm going to change my "duh" to... what do you see here? It kind of looks like maybe a tomato or a potato and they have kind of stinky, little squiggles coming off of it. What do you think? Oh, wow, I heard someone shout out rot. You're right, these vegetables or fruits are rotting. So our "duh" changes into "tt, tt." Very good. And this one, we just did on the other page, so I'm going to go quickly on this one. "Kk, aah, puh." Blend it, "cop." "Kk, aah..." This time we went backwards from our "puh" to "tt, tt," cot. Like a cot you might lay on for nap time. All right, now we see this picture here. Try to segment it out with me. "Ff, aah, guh." Blend it, "fog." Very good, I can see there's lots of clouds and when the weather is really foggy, there's a lot of clouds out in the sky, it makes it hard to see, right? I'm going to put my first two sounds, "ff, aah," and then I'm going to change my "guh" to make a new word. What do you think my new word might be?

(Describer) It's a fox.

Yeah, you're right, that's a picture of a fox, "ks," and it is the letter X that makes the x sound. Wow, amazing job, learners, I am so proud of you. I'm going to stop sharing my screen. All right, so together today, friends, we did our hot cocoa breathing mindful moment exercise, we talked about getting ready to learn at school, making sure that we're in a smart spot, using whole body listening and making green choices. We reviewed all our letter sounds. We did a warm-up practicing rhyming words, beginning sounds and ending sounds and then today we focused on segmenting sounds, taking our words, stretching it out to see all the sounds we hear and then we're able to take our last sound and change it out in order to make new words. I am so proud of you, friends. Thank you so much for joining me today and I can't wait to see you next time. Bye.

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(Describer) Title: Teaching in Room 9.

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

Accessibility provided by the U.S. Department of Education.

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

(Describer) Copyright 2022, Nine PBS.

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(Describer) Accessibility provided by the U.S. Department of Education.