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

[bright music]

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

(Describer) Practicing

(Describer) Letters and Sound.

[bright music continues]

(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 make new words by changing the first sound.

(Describer) In a classroom, Julia sits near a letter chart. She 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 learners. Thank you so much for taking time outta your day to be here with me, and I'm really excited I get the chance to be here with you. As always, we love to see our learners following along at home, so always feel free to have your grownup take a picture or a video of you following along and send them in to the Nine PBS station or post them online and hashtag: #ninePBS. All right, friends, we're going to go ahead and start by doing our mindful moment exercise here together. This will 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 in order to be able to focus and take in new information. We're going to do that by doing some snowman breathing exercises. Now I have a snowman picture all ready to go right here, but if you'd like, you can grab a marker and some paper to draw your own snowman. We'll also be reading and writing some words together later, and feel free to write along with me. I'll give you a moment to get what you need. All right, friends, if you are drawing your own snowman at home, I'm going to go ahead and draw one here too with you. I'm going to start by drawing my snowman's head by making a circle, just like this. Now I'm going to give my snowman some coal eyes, a carrot nose, and then a coal smile,

(Describer) Dots create a smile shape.

just like that. Now I'm going to give my snowman one big round snowball for the body, just like that. Now, in order for your snowman to look like mine and for us to do this exercise together, go ahead and give your snowman four coal buttons, ready? One, two, three, four. Great job. All right, I'm going to go ahead and share my screen so you can see my snowman.

(Describer) We view her picture and hands.

All right, friends, you can see my snowman here. It says "snowman breathing" at the top. And what we're going to do is we're going to point, take our pointer finger to the very first button here. Then we'll slowly take a deep breath in through our nose and breathe out through our mouth. And we'll do this for all four buttons. Are you ready to try? Okay, let's go ahead. Point to your first button. Breathe in through your nose,

[inhaling]

out through your mouth.

[exhaling]

Move on to the next. Breathe in through your nose,

[inhaling]

out through your mouth.

[exhaling]

Again, in through your nose

[inhaling]

and out.

[exhaling]

Last one, breathe in through your nose,

[inhaling]

and out.

[exhaling]

Fantastic job, friends. I'm so proud of you. Another way that you can use your snowman picture for a mindful moment exercise is we're going to take our pointer finger, and we're going to trace the outline of our snowman while we take those same slow, deep breaths in through our nose and out through our mouth. Let's go ahead and try it together. I'm going to start at the bottom of my snowman. Okay, are you ready? Breathe in,

[inhaling]

and out,

[exhaling]

(Describer) She traces up one side to the head.

in,

[inhaling]

out,

[exhaling]

(Describer) She traces around the head.

in,

[inhaling]

out,

[exhaling]

(Describer) She traces down the other side of the body.

in,

[inhaling]

out, and stop when you get back to that starting spot. Amazing job. I'm so proud of you. I'm going to stop sharing my screen here, and I'm going to go ahead and erase my snowman friend here. 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. We're going to start by reviewing a few strategies that we've talked about together so far. Now we want to make sure that we have chosen a smart spot that's away from any distractions that might take away from our learning. Go ahead and check in with your body. 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 whole body listening. This might look 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. Go ahead and turn those listening ears all the way up. Our mouth is quiet so that way you can hear the words and our heart is ready to learn. All right, now that we've prepared our bodies and our brains to learn, and 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 together before, we have practiced all our letter sounds. We're going to be just like reading scientists, looking at all parts of a word to find patterns and sounds that we know that will help us to better understand how to read and write new words. So today, our learning goal, or objective, is...

(Describer) She points to the words on a whiteboard.

"I can." Can you say this along with me, learners, nice and loud? "I can..." Ooh, great job. "...make new words "by changing the first sound." Very good, friends. All right. So we're going to go ahead and start by reviewing all our letter sounds. If you think that you know some of your letter sounds, try to say or sing them along with me. Jump in whenever you feel comfortable. All right, are you ready, learners? Let's go ahead and try and we'll sing a little song here together.

(Describer) She displays each letter.

♪ A says ah ah ♪

♪ B says buh buh ♪

♪ C says k k ♪

♪ 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 mm ♪

♪ N says nn nn ♪

♪ O says o o ♪

♪ P says puh puh ♪

♪ These are letter sounds ♪

♪ Q says qua qua ♪

♪ 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 ♪

♪ W says wuh ♪

♪ X says kss ♪

♪ Y says yuh ♪

♪ And Z says zz ♪

♪ Now we're all done with 26 letters ♪

♪ Letters come together to make words ♪

Wow, amazing job friends. Go ahead and kiss your brains.

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

That was amazing. I could tell you knew some of your letters sounds. I'm super proud of you. We're going to go ahead and warm up our brains even more to work with some of the letter sounds that we just practiced. So go ahead and take all those brains, get 'em ready to roll, and we're going to start by practicing rhyming words. And we have a little song that went with our learning 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 sound ♪

♪ And the same sounds at the very end ♪

Nice, I can tell some of my friends remember that song from before. So now I'm going to go ahead and give you two words. You're going to repeat or say those words back to me, and then you're going to shout out the rhyme. Again, that's the vowel sound and the sounds that come after it. All right, let's go ahead and practice, friends. Are you ready? Okay, say the words: "cat, mat." Very good. And our rhyme is? "At," very good. "Ah" is our short vowel sound, and "tt" is the sound that comes after. So "at" is our rhyme. Let's practice another one. Say the words: "mad, had." Very good, and our rhyme is... "ad." Fantastic. Say: "red, bed." Great job. And our rhyme is... "ed." Amazing. All right, say the words: "hope, rope." Yeah, and our rhyme is... "ope." Great job, last one. Say: "wet, jet." Yeah, and your rhyme is... "et." Fantastic. Now I'm going to say a word. You'll repeat it, or say it back to me, and then tell me just the beginning sounds. You're really listening for the very first sound you hear. All right, let's go ahead and practice. Say the word: "candy." Great! And the first sound you hearing candy is? "K k," amazing. Give me a "me too" if you love candy.

(Describer) She signs "me too".

Yeah, me too for sure. Alright, say the word: "food." Great job, and the first sound you hear in food is? "Ff," yes, amazing. Practice another one. Say the word: "watch." And the first sound you hear in watch is? "Wuh wuh," very good. Make sure you give me the sound and not the letter. All right, say the word: "home." Yeah, and the first sound you hear in home is? "Huh huh," very good. Last one. Say the word: "melon." Yeah, and the first sound you hear melon is? "Mmm," very good. Now, I'm going to say a word. Same thing, you're going to say it back to me, or repeat it. Then this time, you're going to listen and tell me just the very last sound you hear. So this time you're not telling me the rhyme, just the very last sound you hear. Let's practice. Say the word: "keep." Great. What's the very last sound you hear in the word "keep"? Yeah, you're right, it's "puh puh." Good, let's practice another one. Say: "vase." And the last sound you hear in "vase" is? "Ss," very good. Let's practice another one. Say: "hot." Yeah, and the very last sound in "hot"? "Tt tt tt," great job. If this is still feeling kind of tricky for you, that's okay. It'll get easier the more we practice here together. All right, say the word: "does." Yeah, and the last sound you hear in "does"? "Zzz," very good. Last one. Say the word: "knob." And the last sound you hear in "knob"? "Buh buh," very good. I'm so proud of you, friends. Alright, so now we're going to be working with changing out the first sound we hear in words and keeping the rhyme the same. And this way we can make so many new words. This is called "onset rime." Can you say that? I say, you say, "onset rime." Nice, very good. And we learned a little song that went along with it.

♪ Onset rime are the parts found in a word ♪

♪ Blend the first sound with the rime ♪

♪ And tell me what you heard ♪

Sing it again with me.

♪ Onset rime are the parts found in word ♪

♪ Blend the first sound with the rime ♪

♪ And tell me what you heard ♪

Very good. Okay, now we're going to go ahead and start practicing this together. So we're starting with

(Describer) She points to her chart.

short U sound here, "up." We have "puh," then we have "uh, puh" for "up" is our rime. If you want to go ahead and write it with me, go ahead. I'm going to write mine here. So we start with a "puh" and then "up" is our rime.

(Describer) Letter p.

(Describer) She writes up.

"Puh uh puh." Okay, now I'm going to go ahead and touch each sound. Feel free to do it with me if you wrote yours down too. "Puh uh puh." Blend it all together-- "pup." Very good. That's our word up here. Now I'm going to take the "puh," and I'm going to change it to a "kk kk." So go ahead and write your new word.

(Describer) She writes a c.

Okay, touch the letter or the sounds. "Kk uh puh." Blend it, "cup." So we went from "pup" to "cup." Amazing job, friends.

(Describer) She looks down.

All right. Now let's come down to this one right here. This one, our rime is "un"-- uh, nn. Okay, so I'm going to write that here. Short U sound, and then "nn" at the end-- "uh, nn." That's our rime. The first sound we hear is... "ss ss." Okay, take these down.

(Describer) She writes an s.

All right. So here we are, right here. I'm going to make my "ss." All right, touch your sounds. "Ss, uh, nn." Blend it-- "sun." Very good. Now I'm going to take my "ss," and I'm going to put in an "ur, ur." Go ahead and write your new word.

(Describer) She writes an r.

"Ur, un," "ur uh nn," blend it-- "run." I turned "sun" into "run." Okay, now I'm going to change my "ur" and put in a "buh buh."

(Describer) She writes a b.

"Buh, uh, nn." "Buh, un"-- blend it. "Bun," very good. Like a hamburger bun. Amazing, I'm so proud of you. Okay, let's keep going friends, you're doing a great job. This time-- so we still got our short U, but now we have a "guh guh" sound at the end. Letter G makes that "guh guh" sound. So now our rime is "ug." Very good. And I can see from my little picture here and my "buh, buh," I'm going to go ahead and put that in here.

(Describer) She writes a b.

Okay, touch your sounds. "Buh, uh, guh." Blend it. "Bug," very good. So "ug" was my rime, and "buh" was the first sound I heard, or the onset. Now I'm going to make a new word by changing "buh" into...

(Describer) She writes an m.

the "mm" sound. What letter says "mm"? Yeah, the letter M, very good. Touch your sounds. "Mm uh guh." Blend it, "mug." So I kept my ug rime the same, but I turned "bug" into "mug" by changing my first sound. Now, I'm going to make it into a new one. Change your "mm" into "rr rr."

(Describer) She writes an r.

Touch your sounds-- "rr, uh, guh." Blend it-- "rug." Very good. One more. This time change your "rr" into the "juh juh."

(Describer) She writes.

Yeah, letter J makes the "juh" sound. Touch your sounds-- "juh, uh, guh." Blend it-- "jug." So my "ug" rime stayed the same, and I made "bug, mug, rug, and jug." Wow! So many different words. Okay. All right, I'm going to erase these. We're going to start with a new rime. Now we're looking at "ih" is our short I sound-- "ih." And my first rime is "it"-- "ih, tt"-- it. Go ahead and write that down. Short I, "ih, tt, tt, tt." Sound that comes after, and I'm putting my dots right underneath.

(Describer) She writes it .

Okay, my first sound is "kk kk." Okay, I'm going to use a K to make the "kk" sound, and "it" is my rime. Go ahead and touch your sounds. "Kk, ih tt." Blend it-- "kit." Very good, like a first aid kit. Now I'm going to change my "kk" to "sss sss."

(Describer) She points to letter s.

Yeah, the letter S makes the "ss" sound. Okay, go ahead and touch your sounds. "Ss, ih, tt." Blend it, "sit." Very good. All right, change it again. Change your "ss" into "huh huh."

(Describer) She writes an h.

Yeah, letter H makes the "huh huh" sound. Go ahead and touch your sounds. "Huh, ih, tt." Blend it, "hit." Very good, Here it looks like a baseball player was going to hit the ball. Amazing. Okay, now we're going to come down here, and this time we're keeping our vowel sound the same, "ih," but our rime is "guh," "ig." I've got that "guh" at the end to make "ig" for our rime.

(Describer) She writes a g.

Okay, and our first sound is "puh, puh." Go ahead and write it if you're writing along with me.

(Describer) She writes a p.

Do your dots for your sounds. Okay, are you ready? Touch your sounds. "Puh, ih, guh." blend it, "pig." "Puh" is our onset, our first sound; "ig" is our rime. Let's switch it out. Change your "puh" to "duh, duh." Right, what's our new word? What do you think? Shout it out for me nice and loud.

(Describer) She writes a d at the beginning.

Yeah, you're absolutely right. "Duh, ig"-- dig. Touch your sounds- "duh, ih, guh." Blend it, "dig." Very good. Now change your "duh" to "wuh, wuh." What letter makes the "wuh, wuh" sound? You're absolutely right, W makes the "wuh, wuh" sound. Touch your sounds. "Wuh, ih, guh." Blend it, "wig." Very good. All right. Okay, we're keeping our short I, "ih, ih, ih." But this time, we're switching out the "guh" for a "puh, puh" sound. So instead of "ig" being our rime, "ip" is our rime-- "ip." "I P" if you're writing it along with me. And our first sound here, we're right down here-- is "ll, ll." Letter L makes the "ll" sound. So "ll" is our first sound; "ip" is our rime. Touch your sounds with me, ready? "Ll, ih, puh." Blend it, "lip." Beautiful. Change "ll" to "tt tt."

(Describer) She writes a t.

Ready? Touch your sounds. "Tt, ih, puh." Blend it, "tip." Very good. Change your "tt" to "rr rr."

(Describer) She writes an r.

Yeah, letter R makes the "rr" sound. Okay, ready? Touch your sounds. "Rr, ih, puh." Blend it, "rip." Amazing. It was our last one there, so "ip" was our rime, and we made "rip, tip, and lip." All right, now we're coming to the bottom here. We're keeping our short I says "ih, ih, ih." But this time, change your "puh" to "nn nn."

(Describer) She writes an n.

Okay, so now here is our rime is: "in." Say that, "in." Very good. And our first sound here is "buh, buh." What letter says "buh"? Yeah, B says "buh, buh." All right, in is our rime, "buh" is the sound that comes first. "Buh, in"-- bin. Touch your sounds-- "buh, ih, nn." Blend it, "bin." Change your "buh" to "puh, puh, puh." And what's your new word? "Puh, puh." Yeah, letter P there. "Puh, ih, nn." Blend it, "pin." Amazing. Now when you play a game, you really want to "wuh, in," win. Very good, you knew what word I was thinking of. Touch your sounds. "Wuh, ih, nn." Blend it, "win." Wow, you're doing such a fantastic job. Can you believe how many words we've made together so far? All right, we're gonna switch our vowel sound this time to short A, and our rime is "ah, nn"-- "an." Okay, so "A N" is our rime, and I'm going to make my dots. "Ah, nn." And our first sound this time is "v v." Yeah, V makes that sound. Okay, ready? "Vv, ah, nn." Blend it, "van." "Vv" is our onset, "an" is our rime. Okay, change your "vv" to "puh, puh." Okay, so I'm going to write a P right here, "puh, puh." Because I know the letter P makes the "puh" sound. Go ahead and touch your sounds. "Puh, ah, nn." Blend it, "pan." Change your "puh" to "t t." What letter should I write? "T t." Which letter makes that sound? Yeah, you're right. Letter T makes that sound. Touch your sounds, ready? "Tuh, ah, nn." Blend it, "tan." Very good. Change your "tt" to "ff ff." I'm just going to turn my T into a "ff ff." Go ahead and touch your sounds. "Ff, ah, nn." Blend it, "fan." Very good. Last one on this one. Change your "ff" to "mm mm." Yeah, letter M makes that sound. Okay, go ahead and touch your sounds here. "Mm, ah, nn." Blend it, man. Yeah, "mm" was our onset; "an" was our rime. "Mm, ah, nn." Man. Wow, we made so many words here together today, readers and writers. I am so proud of you. Thank you so much for taking time outta your day to be here with me. We practiced all of our letter sounds, we practiced rhyming words, listening for the beginning and the ending sounds, and then we practiced onset rime, and we changed out our onset and kept the rimes the same to be able to make so many new words. You did an incredible job. I'm so proud of you and I'll 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.

♪

(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.