(upbeat music) - Hello there learners.

It's Mrs.

Spear, and welcome back to "Read, Write, Roar".

Today, we will be learning some new patterns words.

We'll also be really starting to dig in think about the differences which mean the daytime and the nighttime sky that you can get ready for a writing project with Ms. Rogers.

And finally, we're going to read a story that has a really special space adventure in it.

Are you guys ready to get roaring?

Let's go!

Grab something to write with and something to write on and meet me right back here.

- [Announcer] This program is made possible in part by The Michigan Department of Education, The State of Michigan, and The W.K.

Kellogg Foundation.

Additional support by... And by viewers like you!

Thank you!

(upbeat music) (soft music) - Okay learners, as we're ready for our read aloud today, we need to think about some really important words.

I want you to say the word dream.

Great job saying the word dream.

What do you know about the word dream?

What does it make you think of?

Wow, those are some great ideas that are connected to the word dream.

When I think of the word dream, I think of it in a few ways.

One thing about the word dream is when you're thinking about something that you want to be able to do.

For instance when I was little, my dream was to be a teacher.

And hey, here I am, I'm a teacher.

That's what I decided I wanted to be from a very young age and worked in school and made choices to help me to be able to reach my dream.

Another way you might think of the word dream, is thinking about when you go to sleep at night.

Sometimes you might wake up and say, "Whoa, I had a really exciting dream!"

Which is full of images and pictures that go through your mind when you're sleeping.

Those are both sort of the nouns of dream, they're the things for the word dream.

But the word dream can also be a verb, the action of the word dream.

So, I am going to dream when I go to bed tonight, right?

That can be something.

Dream big, that's telling you to do the action to dream.

In our story today, we will be having an experience going on a space adventure that has to do with a dream.

The other word that I really want you to know today is a really important words also connected to our story, and that word is astronaut.

Can you say astronaut?

Excellent!

What's really interesting is that the word astronaut comes from two Greek words.

And the Greek words that it comes from actually mean space and sailor.

So when we think of the word astronaut, we think of NASA, right?

In another episode when we read the book, it came from out space.

We talked about NASA.

And that's where the government has all of the energy and efforts and resources that get put together to be able to do the studying about space and putting people into space.

So when we think of an astronaut, in terms of the United States, that means someone that has gone through NASA and their job is to travel on a spacecraft, getting ready to orbit into space and beyond.

(upbeat music) And last word; it's not in the story we're reading, but it's a fun word to know.

It's the word onomatopoeia.

Can you say onomatopoeia?

Great, those are like sound words like splat, bam, kaboom.

Can you think of sound words like that?

Shout them out for me.

Nice, well when I read the story to you today, be thinking and listening for words that are onomatopoeia words, that are sound words.

All right, let's get ourselves ready to start reading our great story.

Today we are thankful to Boyds Mills Press, for giving us permission to read "Astronaut Training" by Aneta Cruz and illustrated by Olivia Aserr.

Look for some clues today, because I'm gonna tell you that there's a lot of clues about Astrid wanting to be an astronaut and loving space.

So as I'm reading, see if you can find the clues that we have that tell us that she loves space and really wants to be an astronaut.

(upbeat music) Let's start reading!

"Astronaut Training", written by Aneta Cruz, illustrated by Olivia Aserr.

Astrid's dream was to be an astronaut.

There's Astrid, look at this great illustration she made.

She's even labeled it rocket, me.

See that?

At play time, she built a space ship.

Wow, she looks like she's quite busy.

What do you notice about her dad?

He looks a little bit concerned, doesn't he?

Would you be a little concerned if that was going on in your backyard?

Someone in your family, an adult in your family might be concerned.

At dinner time, she made astronaut food.

Whoa, holy moly, it looks like she's having quite the adventure making astronaut food.

What do you think her dad might be yelling to her in this picture?

Those are some great ideas like, "wait, stop, Astrid no!".

Things like that 'cause she's making quite the mess, isn't she?

At bath time, she practiced floating in space.

Wow, she's really trying to float isn't she?

Yet again, check out her dad.

He's looking a bit concerned, isn't he?

Can you see why?

Yeah, she can be causing a flood, but she's pretty excited about space, isn't she?

At bedtime, she counted stars, but there were too many, and Astrid soon ran out of all the numbers she knew.

I love looking at stars at night, don't you?

Do you try and count them all?

Astrid looks so happy staring up at the stars and the sky, doesn't she?

"Why aren't you sleeping, Astrid?"

her father asked.

"I'm getting ready for my astronaut mission."

She explained.

"You'll be an astronaut when you're big, "but how about a little mission for tonight, go to sleep."

That sounds like something I might say sometimes to my kids, time to go to sleep now.

Sleep, Astrid had trained all day!

She was ready to soar into space, wasn't she?

She pressed her eyelids shut so tight, the stars outside her window appeared.

Oh, let's try that let's press our eyelids together so tight that maybe we can have the stars appear outside.

Did you find the stars when you pressed your eyes together?

She chose the biggest one, made a wish, and Astrid was an astronaut!

ZZZIIP, She took off in a spaceship.

Flying far, far away, until she landed on a planet where everything and everyone was big.

And I wanted to make sure I remembered to tell you to take a look at the word big on this page.

Notice how the B-I-G are all uppercase.

The author did that on purpose, 'cause everything is so big!

The Bigs had never seen anyone like Astrid.

They were amazed and wanted to be astronauts too!

Look at her on her spaceship.

She's getting them all excited about wanting to be astronauts with her.

At playtime, Astrid tried to show them how to build a spaceship, but their tools were too huge.

Holy cow, poor Astrid, she can't lift anything up because she's so little and because it's the Bigs and they're so big, right?

At dinnertime, she tried to show them how to make astronaut food, but their meals were too huge.

Goodness gracious, that looks like a piece of fruit and it's much bigger than Astrid.

At bath time, she tried to show them how to float in space, but their tub was too huge.

At bedtime, Astrid and the Bigs counted stars, just like she had done at her house, right?

But when they ran out of all the numbers they knew, Astrid looked around and said, "This isn't right."

She glanced up at the stars, chose the smallest one, and set her course.

Let's pretend we're Astrid, look up, pretend there's a sky full of stars, point to the smallest one, and then set our course.

That means we're gonna get on a path to get there.

Astrid took off, flying far, far away, until...

There's an ellipsis of ... Until, something is coming.

She landed on a planet where everything and everyone was little.

They do look little don't they?

The Littles had never seen anyone like Astrid.

They were amazed and wanted to be astronauts, too.

Can you show me an amazed face, when you're amazed?

Hear that huh, when you're amazed.

The Littles were amazed.

At playtime, Astrid tried to show them how to build a space ship, but their tools were too tiny.

At dinnertime, she tried to show them how to make astronaut food, but their meals were too tiny.

At bath time she tried to show them how to float in space, but their tub was too tiny.

She can't really do anything at the Littles place either.

At bedtime, Astrid and the Littles counted stars, just like Astrid and the Bigs, now the Littles, they're all counting stars.

But when they ran out of all the numbers they knew, Astrid looked around and said, "This isn't right."

She glanced up at the stars, chose the one she knew best, and fired up her engines.

Hmm, what do you think would be the star that she knows best?

Do you think that star will lead her home?

Let's find out!

ZZZOOP, that's star words.

Astrid took off, flying far, far away, until she landed on a planet where everything and everyone was the way she'd always known them to be.

Remember what planet we're on?

Planet Earth that's right.

And look there's her dad!

She ran to hug her father.

"Daddy, Daddy" Astrid cried.

"Last night I was an astronaut, "but everything I did on my mission went wrong.

"Can you help me get it right?"

Her father nodded.

At playtime, he helped Astrid build a spaceship.

Whoa, that's quite the spaceship, and look it even says launch here, right on her play house.

At dinnertime, he helped Astrid make astronaut food.

Look at that, looks like they're making some yummy food.

And he looks much happier.

That's hidden at the begging of the of the story.

At bath time, he helped Astrid float.

Look at that, she has her swimmers and her snorkel, and even some flippers.

At bedtime, he and Astrid counted stars, and though her father hadn't run out of all the numbers he knew.

Astrid was starting to yawn.

"Good night, starshine."

her father whispered as he tucked her into bed.

"Goodnight, daddy."

Astrid replied.

She drifted off, dreaming of all the wonderful world's she would explore.

After a bit more training, of course.

Because what's she training to be, an astronaut.

I hope that you enjoyed listening to the story about Astrid, and even thinking about what you dream about being.

And also maybe you found some evidence because remember, you're being a detective, trying to help me find some clues about things they told us that Astrid really was dreaming of being an astronaut and things she thought she would need to do to help others to know how to be an astronaut.

You can think about your dreams, and think about, hmm, this is my dream, what would I need to do to get to that dream, and what would I want to teach others.

Keep on dreaming everybody, and I'll look forward to seeing you next time on "Read, Write, Roar" (soft music) - Hello learners, it's Ms. Rodgers to talk about high frequency words.

We learn these words because they're going to show up a lot when we are reading and writing.

If we can understand how these words work, and learn how to spell them, it will help us when we read and write them.

Here we go.

The first word I have for you is the word one.

I have one marker.

One, one has one sound, but it actually has three letters.

It's spelled O-N-E, one.

Now, I'm going to write this on the board, but I want you to try writing it as well.

But when you write it, you can write it on a sheet of paper, you can sky write it in the air, or on the table with your finger or in the palm of your hand.

So many choices.

So I'm going to go ahead and put the word one right here on the board and I'm going to start with the letter O, then the letter N, and then E. This word spells one, quite unique.

One sound, three letters, one.

The next word I have for you today is the word do.

Do you like ice cream?

(gasps) I do.

So let's think about that, do.

Do, so it has two sounds and guess what?

It has two letters.

Do is spelled D-O.

When we learn how the words work together, and the words are made up of letters, then we can understand how to read and to write them.

So again, this word is do.

The letter D makes the D sounds and the single O by itself in this word says O.

Now let me hear you say it, do, very good!

Now let's write it.

D-O spells do.

Now I want you to try sky writing it in the air, writing it in the palm of your hand with your finger, or on the table.

D-O, do.

Now we have two words: one and do.

These are our high frequency words and I want you to try practice writing them and try to see if you can find them in the books that you read today.

(upbeat music) Hello learners, I'm Ms. Rogers.

Lately we've been learning a lot about our science focus, the daytime and nighttime sky.

Today, we will talk about things we see in the day and night sky and then put them in a special organizer called a Venn diagram.

This helps us to visualize our thinking and it shows the relationship between different things or a set.

Now, using a Venn diagram allows you to sort things into two or three circles which overlap in the middle.

I will show you my Venn diagram.

Here's my first circle which represent day time, my second circle represents night time and in the middle where both of the circles overlap, I have both daytime and nighttime.

So let's get started.

Oh, my, what a sky, daytime.

What would you see in the daytime sky?

Something that's really obvious, it shining very brightly?

Yes the Sun!

We can see the sun in the day time sky.

Just make sure you're not looking directly on it or you don't damage your eyes.

So I'm going to write the word Sun, S-U-N, sun.

Now, I put an uppercase S because it's the name of our closest or nearest star, so it should have an uppercase letter.

Now, what else would we see in the daytime sky?

Something on a string blowing in the wind?

A kite.

So I'm going to write kite, K-I-T.

So my E is silent to say it's name, so it's K-I-T-E, kite.

Hmm, something else I could see in the daytime sky.

Something that flies and flaps it's wings.

A bird or birds!

So let's go ahead and write birds.

B-R, R makes the A sound, birds.

Let's think of one more thing that we can see in the day time sky.

(gasps) How about clouds?

C-L-O-U-D-S, clouds.

So we have Sun, kite, birds, and clouds.

Now let's try our nighttime sky.

What do we see in the sky that some people said it was cheese?

(chuckles) Yes, the moon, some people think it's a gigantic light bulb.

It's actually the moon.

So I'm going to write moon, M-O-O-N, moon.

Now, when we're looking at the night sky, sprinkled around the moon, what do we see?

Stars, (gasps) stars, that's our ST blend.

R, AR makes the R sound, stars.

Now what's something else we might see in the night sky?

I know I can hear them in the night sky, and sometimes I see flashing lights on them.

How about airplanes?

An airplane is a compound word.

Two words put together to make one word, air and plane.

So let's go ahead and write the word air and then plane.

There's that A sound again, airplane.

I need one more, one more thing that I can see at night in the nighttime sky.

(gasp) Those little things that flash and they're actually alive.

Some people put them in a jar and then let them go.

Fireflies, fireflies that's another compound word.

Fire and then flies, fireflies.

So in the nighttime sky we have the moon, stars, airplane and fireflies.

So we did both our daytime and our nighttime sky.

now let's see what we can put here that will be from both that we can see in the daytime and nighttime sky.

Let's at least try to find two.

Sun, Kite, not really.

Birds, they're usually in their nest by that time.

What about clouds?

I think I can still see clouds in the nighttime sky.

So let me pull this up, and I'm going to put a little more tape on there and I'm going to put it right here.

Now, daytime sky can I see the moon?

Sometimes!

So since it's sometimes how about we put that there anyway.

Doesn't have to be all the time just sometimes we can see the moon.

Now I want you to take a close look in the sky and see the next time you can spot both the moon and the sun in the daytime and nighttime.

Or actually just the moon.

What about an airplane?

Can we see airplanes at night and in the daytime?

Yes we can.

So I'm going to take this and I'm going to put it... How about I put it on top of moon because sometimes we can see it and sometimes we don't.

(chuckles) So we're going to put that over there as a mystery, that's something we're going to try to figure out when we can see it at the same time.

So there we go with our Venn diagram.

We had so much fun organizing our ideas in a Venn diagram, remember two ideas or topics and what's in the middle is what's the same about both.

So we had fun organizing our ideas and I hope to see you organize some more of your ideas.

(upbeat music) Thank you for learning with us today!

We had so much fun reading about and imagining being an astronaut in training and writing about our day and nighttime sky.

I hope you will join us again (upbeat music) on "Read, Write, Roar".

- [Announcer] This program is made possible in part by The Michigan Department of Education, The State of Michigan, and the W.K.

Kellogg Foundation.

Additional support by... And by viewers like you!

Thank you!

(upbeat music) (calm music)