- Hello readers, welcome back to Read, Writer, Roar.

Today, we will be learning about the long I vowel sound and the different spelling patterns that make the long I sound.

Are you ready to learn?

Let's get started.

- [Announcer] This program is made possible in part by Michigan Department of Education, the state of Michigan, and the Kresge Foundation.

Additional support for educational programming provided by and by viewers like you.

(cheerful music) (roaring sound) (slow-paced tranquil music) - Hello, amazing learners, welcome back to Read, Write, Roar.

My name is Ms. Rodgers, and today we're gonna be talking about the long I sound.

I, I is a vowel.

It has a short vowel sound like in dig and a long vowel sound like in kind.

The long vowel sound is when the I says says its name.

So I have two columns here.

I have a short I sound and a long I sound.

The short I says i, the long I says I, it says its name.

So some of the words that I have over here for short I are dig, zip, fix, and win.

We're gonna echo read.

So I'm gonna say the word first and then when I do this, it's your turn.

So you're gonna say the word.

So here we go, short I for, d i g, dig, dig, z i p, zip, zip, f i x, fix, fix, w i n, win, win.

Good job!

Now, we want to do the long I sound.

And long I says, I, good job.

Kind, K i nd, kind, kind, my, m y, my, my, light, l igh t, light, light, light pie, p ie, pie, pie, b i ke, bike bike.

Good job!

So we know that the long I says I, the short I says i, like in insect.

Now, did you notice that the I sound for the long I, the spelling is different?

We have I by itself, we have a Y, we have I G H, I E, and I consonant E. Those are a lot of spelling patterns just for the long I.

Let's see how many patterns we have for just the short I.

Look, I it's one, I still just one, I, still just one, I, still just one, I.

So for the short I, there's only one spelling pattern, i.

And for a long vowel sound for I, we have one, two, three, four five that we have on our chart.

Now let's see if we can play a game using those long vowel sounds and short vowel sounds while we are working together.

So we're going to play this game with the long I pattern.

And this is how it goes.

I have five different patterns here.

I also have five different sides of my dice.

Under the one dot I have I, two dots, Y, three dots, I G H, four dots, I E, five dots, I constantly E. Normally we roll this on the table but I'm just gonna throw it up in the air then I'm gonna point it towards you.

And you tell me how many dots it is, but you have to scream loud so I can hear you, okay.

So I'm gonna do, let's do one practice.

Throw it up, I show you.

How many is that?

Five, exactly, so if I have five dots, which spelling pattern am I looking for?

Yes, I consonant E. Let's try another one.

Throw it up, show you.

What's that number?

Can't you hear you, a little louder.

Oh, okay, yes, it's four.

So let's see.

I want you to clap when I get to it.

Ah, I heard you, so four dots would be I E. So that means I need to turn over one of these cards to see what word has the spelling pattern I E. Now let's do a practice one.

I'm gonna show you some words that have the spelling pattern already.

So this spelling pattern, I dropped it, is kind, k i nd.

So the spelling pattern is I.

So I would go here.

My, m y, my.

What's the spelling pattern, can you see it?

Oh, there you go.

Yes, It's a Y.

Did you like that zooming in?

Okay, so my next word is light, l igh t, light.

Now, I have a sentence for this one.

The light was on in the kitchen, ding!

Did you see that light?

I hope you did.

So light, the I G H makes the I sound.

Let's go to another one.

Here I have pie.

I love Apple pie.

Do you like apple pie?

And my spelling pattern is I E. My next word is bike, b i ke, bike.

And that spelling pattern is I consonant E. I rode my bike to school.

Did you see that?

Okay.

How many?

Three, yes.

So here see.

So I need an I G H word.

Let's see what this is, night, n igh t, night.

All right, here we go?

One.

When you see this, I want you to say it loud so I can hear you, all right.

How many is this?

One, good job!

So I need to find a word that has just the I spelling pattern.

Let's see.

Wild, w i ld, wild.

All right.

Eh eh, there'll be nothing.

Okay, let's try another one.

Five, good job!

Five, so now I need a I consonant E spelling pattern.

Ooh, see this.

Time, t i me, it's time to learn, time.

Let's see if we can get three in a row.

Let's see which one will be the first one to get that.

Let's go Two, good job!

Two, spelling pattern is Y.

All right, let's see what our word is.

Sky, I love to look up into the sky, sk, sky, sk y, sky.

All right, here we go.

One, that would be I. Ch i ld, child.

That'd be you or if you're an adult when you were younger, child.

All right.

I just want to see what that other one was.

Okay, here we go.

Five, good job!

So let's see, I E, I consonant E spelling pattern.

Sh i ne, shine.

The sun will shine every day.

Even if it's behind the clouds, it's still shining.

Shine, so we have one, two, three.

Let's see if we can get one more in the book.

Nope, what number is this?

Four, okay.

And that spelling pattern is I E, good.

Let's see what this word is, tie, t ie, tie.

So is that a bow tie or tie your shoes?

Guess what, it's spelled the same way and it means something totally different.

Same word, same spelling.

All right, here we go.

Three, see I G H. So we have, I, light, night, and right, right.

So I will like to make a right turn to the park.

All right, here we go.

Next one.

We have five again.

That's I constantly E and I have bike, time, shine, and life, l i fe, life, I constantly E. So our first called that one if we were doing it by columns would be my I consonant E. So we have bike, time, shine, and life.

We only have a couple more so let's see if we can go really fast and see if we can get these other ones here.

Number three, okay, three.

This will be bright.

Five, we already have five.

One, idea.

Here we go.

Four, four, four, I E, I E, pie, tie, lie, Ooh, always tell the truth.

Here we go.

What is this?

Uh, eh, nothing.

Eh, nothing.

Three, three, three, three.

We already have three.

So since we're already done with this, how about we just flip over the rest of them, okay?

So how about this, our Y pattern?

We have fly and try.

We have one more left and that's under I E. so let's see what it is, flies.

Okay, so let's go ahead and echo read all of these words.

So I'll read it once and then you read it after me, okay.

So for I pattern it is kind, kind, wild, wild, child, child, idea, idea.

Y pattern, my, my, sky, sky, fly, fly, try, try.

I G H, light, light.

How about this, let's see if I point up there and say the word light if the light will appear.

Light.

Did it happen?

I hope so.

Light, light, night, night, right, right, bright, bright.

I E pattern, pie, pie, tie, tie, lie, lie, flies.

For I consonant E pattern we have bike, bike, time, time, shine, shine, and the life.

That was a lot of fun doing our patterns and also looking at how we could play a fun game to just figure out what words have these specific spelling patterns.

I, Y, I G H, I E, and I consonant E. We know that from our chart up here, that I is a vowel.

It has a short vowel sound like in dig and along well sound like him kind.

The long vowel sound is when the I says, it's name.

(slow-paced tranquil music) - Hello there, learners.

Welcome back to Read, Write, Roar.

It's me again, Mrs.

Spear.

And we are continuing on our journey to write an informational text.

I've been studying the topic of frogs.

You might be doing frogs with me or something else at home, but the important thing is we are learning that we need to know the answer to these questions.

What are some ways that plants and animals meet their needs so that they can survive and grow?

And then how are animal parents or adults and their babies or offspring similar and different?

Before we get started today, I wanna talk to you about something that's really important for you to know how to do.

I want you to be able to summarize.

Can you say the word summarize?

Great job!

Here's what it means to be able to summarize.

Summarize, when you summarize, you think about ideas you've learned and describe them by writing or telling in a sentence or a few sentences.

So you'd take a lot of information and make it small to tell someone about it.

We have learned a lot about frogs.

So today we're focused on something new.

We're gonna be focusing on the second question about animals and their babies.

But before we do that, I wanted to show you how I would summarize the things that we've learned about so far.

So here's what I wrote in a sentence about all the things I just told you.

This is my summary.

To understand what frogs need to grow and survive, we have learned about their habitat, body, diet, and ways they communicate and move.

Would you agree?

Great, I took all those big ideas and many different types of learning and put it into this one big sentence.

So now we know what it means to summarize.

We're gonna put some of this into action because we're going to be looking at facts about adults and offspring and trying to write a summary together.

So I'm gonna read this list to you and I want you to give me a thumbs up if it's something you remembered learning about adult frogs.

Here we go.

Adult frogs have lungs to help them breathe.

Adult frogs hop, jump, or leap.

No tail, right?

Adult frog don't have a tail.

Good remembering.

Strong limbs.

That would mean their front and their hind legs.

They're very strong, right?

So that they can?

Right, so it can hop or jump or leap.

Tiny teeth.

That's something new I learned when I was reading.

They're only on their top jaw.

They have tiny teeth to help them to be able to grab their food and put it into their mouth.

So they grab it with their tongue and then they give it a little push with their tiny teeth and their top jaw.

One tongue, we knew that, right?

And that eat bugs, snails, and worms.

Do you remember that?

They make sounds to communicate, which we just talked about a little bit, and they live on land and in water.

Did you remember that as well?

Can you remember the word that we talked about that frogs are this big, long word.

It means they live on the land and water, amphibians.

Nice job.

So now let's think about our tadpoles and how they're different.

Give me a thumbs up when you remember this fact.

Tadpoles have gills.

Do you remember that?

Yeah, the gills helped them to breathe remember.

They have a tail and a fin to swim.

Remember that part too?

They have keratin instead of teeth.

It's something hard that helps them to chew with their mouth.

They eat jelly from an egg and scrape plants or algae.

Okay, so they use that keratin on their mouth and they scrap, there's an algae from rocks and pebbles.

'Cause When they're like swimming around underwater, they're just using that keratin to scrape things.

They don't have big teeth.

They don't have that time to be able to get big things and be able to swallow them.

And lastly, we know live in water.

Did you remember that about tadpoles?

Great remembering.

So now we need to think about and you may already be thinking about how are they the same.

Can you think of something that you think is the same for frog and a tadpole?

Is this something you thought of?

Did you think that they're both amphibians 'cause they're like the same?

Yeah, one is just the baby of the adult.

Do you think they can both swim?

Yeah, both frogs and tadpoles swim.

They both need water.

Is that something that you thought about?

And they both need to breathe.

Did you think about that too?

Yeah, we just know that frogs, when they're adults, breathe with lungs and tadpoles breathe with their gills.

So this is important for us to remember because we're really trying to answer that second question over here about how animals, the adults and the offspring are similar or the same and different.

So our Venn diagram helped us with that.

And as we've been learning and studying, we've been remembering and using our lifecycle here to think about the changes that are happening over time between frogs and tadpoles.

What I'd like to do with you now is take this information that we just did together and bring us back to our new learning to be able to summarize.

So we wanna be able to take all these big ideas and put them into just a couple of ideas for ourselves for our remembering.

Okay, so let's think about that word similar and how adult frogs and tadpoles are the same, thinking about what we learned here.

I'm going to say an idea and I want you to read it with me, okay.

Frogs and tadpoles are amphibians.

Can you read that with me?

Frogs and tadpoles are amphibians.

We came up with that idea based on the chart that we made.

Our next idea, frogs and tadpoles swim, right?

That's another idea that we knew.

Read that with me, frogs and tadpoles swim great reading and stopping at the period.

Third idea, when we go back here, we learned that they need water and the need to breathe.

We also talked about the different food that eat when we were looking at these two sides.

So I wrote this as a summary.

Frogs and tadpoles need water, food, and air to live because what we breathe is air.

Let's read that one together.

Frogs and tadpoles need water, food, and air to live.

Excellent.

Why do we have so much thinking and learning with me today.

Thank you.

What our next step is, is to take these three ideas about them being amphibians, about swimming, and about the things they need, and to write them into some sentences.

So let's that part together right now.

Instead of just writing frogs and tadpoles, I was thinking we might start our sentence with the word both.

Would that work?

We can say both frogs and tadpoles are amphibians.

What do you think?

Okay.

B, letter B, let's start with an uppercase letter.

And here's our little trick we've been using.

That will help me remember start with an uppercase letter, spaces between my words and punctuation at the end.

I'm gonna just put that right here.

So I remember to check it.

I'm starting to write the word both, b o.

Letter O, the th is T H. Both, now I'm wondering, you've done this idea, could we combine idea number two, about them swimming and that they need food, water, food, and air?

Could we put those two together and say something like frogs and tadpoles swim and need food, water and air to survive?

Yeah, we could probably write that in one sentence, right?

When we summarize, trying to use the least amount of words we can.

So let's do that, we're gonna start again.

Frogs.

Let's read that sentence.

Frogs and tadpoles swim and need water, food, and air to survive.

Excellent job.

So now we're thinking about how tadpoles and frogs are different from one another.

So we're gonna think about that.

And then these are the other ideas that I'm going to make sure I include in my writing here.

Here's the first idea I wrote down, Tadpoles breathe with gills at first, frogs breathe with lungs.

And we were able to use our Venn diagram to help us think about those things, right?

So I'm gonna put that idea up here just for now.

The second big idea they want us to think about is this one, tadpoles swim with their tails but frogs swim with their strong legs.

Remember on our Venn diagram we just did, We talked about that, right?

So let's make sure we include that idea.

The third idea I wanna make sure I include is this one, tadpoles eat plants and algae, frogs eat bugs, snails, worms, and etc.

That means et cetera, like things like that.

Let's read this one together.

Tadpoles eat plants and algae, frogs eat bugs, snails, worms, et cetera.

Nice reading.

So now I have a job to do.

These three ideas about the differences between how frogs and tadpoles breathe, how they swim and what they use to swim, and what they eat are things I wanna make sure that I get into my writing.

So I want you to be listening and thinking, did I get those things?

So here we go.

I'm gonna read it.

Tadpoles go through a great change or metamorphosis to become a frog.

They start out eating plants and algae using keratin to help them chew.

Is that one of the ideas that I was thinking about?

Yeah, but they eat plants and algae.

As frogs, they eat small insects, snails and worms.

Did I get that idea?

Yeah, I'm gonna stick this over here 'cause I remembered that part.

Tadpoles breathe with gills at first while frogs only breathe with lungs.

Is that an important idea I needed?

Yes, which one was that one?

Idea number one, okay.

To get around, tadpoles swim using their tail and frogs use their strong legs.

Is that another idea I wanted to get?

It was, this idea of right here.

So what we really learned to do was to use a tool.

The tool we use was our Venn diagram to put all of our ideas, think about how things were different or the same.

We did a summary of ways that frogs and tadpoles were same and then we did a larger summary of the differences between tadpoles and frogs.

You've done so much learning today.

You learned earlier with Ms. Rogers about life cycles.

Then you did informational writing, and you were learning about the letter I today.

Thank you for all your hard work.

I can't wait to see you next time when we do our last page for informational text on Read, Write, Roar.

See you then.

- [Announcer] This program is made possible in part by Michigan Department of Education, the state of Michigan, and the Kresge Foundation.

Additional support for educational programming provided by and by viewers like you.

(delightful upbeat music)