- Hello readers.

Welcome to "Read, Write, ROAR!"

Today, Mrs.

Spear will share her story that she wrote and we will hunt for some, s blends.

(upbeat music) Yeah (laughs) Let's get started.

- [Narrator] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the WK Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(air whooshing) (uplifting music) (calming music) - Hello, amazing learners.

I'm Ms. Rogers.

Are you ready to have some fun with words?

We are going to work on reading words that have two consonants that blend together at the beginning of a word, but we can still hear both of their sounds.

So we're going to be working on sp, sw and st. Now our first word I have for you is the word spot.

S-p-o-t. S-p-o-t You try.

S-p-o-t. Spot.

Now the s and the p blend together to make sp sound.

So it's sp-o-t, spot.

Now you try.

Sp-o-t. Spot.

X marks the spot on a map.

Usually we would like to find a treasure there.

So the word is spot.

So let's go ahead and put that under sp.

My next word is spin.

S-p-i-n. Now you try.

S-p-i-n.

Spin.

The s and the p blend together and make the sp sound.

So it's in sp-in.

Spin Now you try.

Sp-in.

Spin.

Excellent job.

Now, my sentence for this word is, leaves spin when they fall from a tree.

Spin Now, this word sounds a little bit like the word spin, but it's actually spend with the "d" on the end.

And also the "e" is there instead of the "i".

And it means something totally different, but first let's try to sound it out.

Let's blend it.

S-p-e-n-d. Now you try.

S-p-e-n-d.

Spend.

The s and the p blend together to make what sound?

You got it.

Sp-e-n-d.

Spend.

Or we can do sp-e, sp-e-n, sp-e-n-d, spend So that word again is spend.

I like to spend a lot of time in the pool in the summertime.

Do you like to spend a lot of time in the pool?

(laughs) All right.

So I'm gonna put that here.

So our next word, we're going to work on they're different.

So we're going to replace that, and we're gonna have a sw blend.

So my first word for the sw blend is swim.

I just told you about the pool.

So here we go.

S-w-i-m. Now you try.

S-w-i-m.

Swim.

The s and the w we blend that together and it makes the "sw" sound.

Can I hear you say "sw"?

Good job.

Now let's blend.

Sw-i-m.

Swim.

I like to swim in a cool pool of water.

Swim My next word is sweater.

Now you're going to see something strange with this word once we try to sound each letter.

So here we go.

Sw-ea-t-er.

I thought that e and the a makes the long e sound.

Well, it does.

But in this word, sweater, the e and the a makes a short e sound, which is "ea".

So it's sw-ea-t-er.

And we know that e and r together that makes the "er" sound.

So now let's try to blend this together.

Sw-ea-t-er.

Sweater Let's try it one more time.

Sw-ea-t-er.

Sweater I like warm, cozy sweaters in the winter time.

Sweater.

My next word is swamp.

Okay.

Now I think we have something strange happening with this word, too.

Let's see what it is.

Remember the word is swamp.

S-w-a-m-p.

Swamp.

Now I don't see a letter "o" And we know that all makes the, "a", sound.

That's one of the sounds, the letter o makes, but this is an a, and this word that a makes the, "a" sound.

So our word is swamp.

The s and the w blend together to make the "sw" sound.

And then we have, a-m-p. Now let's try it together.

Sw-a-m-p.

Swamp.

Now a swamp is a place where there is a lot of water and a lot of mud, and usually there's trees or vegetation all around.

And frogs like to play in a swamp.

Swamp Now we change the sp to an sw.

So we're gonna change that second letter one more time.

And this time we're going to change it to a t. Now my first word with a st blend will be stop!

S-t-o-p. Stop.

Now you try.

S-t-o-p. Stop Now the s and the t blend together to make the "st" sound.

Can you say "st"?

Good job.

Good job.

So now we have, st-op.

Now let's do that together.

St-op.

Stop A stop sign is red and white.

Stop My next word I have for you with a st blend is storm.

S-t-or-m Storm.

So in this word, the o and the r are blended together and makes the, "or" sound.

Now you try.

St-or-m. Storm And we know that the s and the t together makes what sound?

One more time.

Yes.

St-or-m. Storm There may be a winter storm soon.

Storm.

Our final st blend is star.

S-t-ar.

The a and the r together, makes the r sound.

So this is a long, a long a sound.

When it's with the r it makes the r sound like the letter r. So let's sound that or blend it together.

Ready?

S-t-ar.

Star Now the s and the t blends together.

So let's blend that, st-ar.

Star.

I really like to see the stars in the sky.

The sun is our closest or largest star.

Star Now we have sp for spot, spin, and spend.

Sw we have swim, sweater, and swamp.

And then finally we have st for stop, storm, and star.

(uplifting music) Okay.

Are you ready to sort our s blends?

We have sp which makes the, "sp" sound great.

We have the sw, which makes what sound?

"Sw" Good job.

And then finally, I think it's our easiest one.

We have the st, which makes the, you got it!

Now we have "sp", "sw", and "st" Can you say that really fast?

Sp, sw, st (laughs).

Good job.

Okay.

So my first word I have here is sweater.

Where should I put it?

Sw very good.

Because sweater has the "sw" sound.

Now this word is storm.

Where should I put this one?

St.

Yes.

Under the st. Oh swamp.

Swamp.

Yes.

It goes under the sw so we have two so far.

Let's see which one will fill up first sp, sw or st.

Here we go.

Spot.

Remember we said x marks the spot on a map, a very special place on the map.

And we're hoping that there will be treasure.

So where does sp, spot go?

Very good.

Now we have one for each of our blends.

Oh.

Remember what this word is?

It is spin!

Yes.

So where should spin go?

Good.

Right under spot.

Oh, amazing learners.

Okay.

So far it looks like we have a tie between sp and sw.

Here we go.

Star.

St-ar.

St. Oh!

We have a tie, we have a tie.

So let's see.

What do you think is going to win sp, sw, or st?

Which one will I have in my hand?

You have three seconds to guess, one, two, three.

(Rogers sighs) Swim.

Swim, swim, swim (laughs) So where should it go?

Yes.

Under sw let's clap it up for the sw blend.

(Rogers claps) A round of applause.

Excellent.

And so let's just go ahead and finish this.

So now we have the words spend.

Okay.

Spend, that goes under sp.

And then finally stop.

St-op.

Stop.

It goes under our st.

So there we have it, our sp, sw, st blends.

Let's see how many blends you can find at your home, in the book, on signs, and even around someplace at your school, on the walls.

All right, I'll see you next time.

(uplifting music) - Hi there learners.

It's Mrs.

Spear.

And it's time to think about writing again today.

We're going to review what we've done over the past few episodes to write a story.

And then we're going to get to hear the whole story that you've helped me to write in all these episodes.

So let's think about what we did.

The first thing is we need to know what topic we were writing about.

So here's what we were supposed to think about.

"A time when the daytime or nighttime sky is an important part of a story in your life".

That's what I had to do.

So the next thing I did after I said, mhm, I know my topic.

I'm going to write a story about an experience that I had that has to do with the daytime or the nighttime sky.

So then I had to brainstorm some ideas.

That's what this part is right here.

And it says, "Topics I can write about connected to the daytime and nighttime sky".

So I brainstormed, as I wrote down a whole list of things that might work to write a story.

And then you helped me to go back through and put x's next to ones that didn't work and check mark next to the one I definitely need to pick.

Now along the way, there were a few that we thought could work, but we picked the one that we thought would be best.

I had to decide which one would be best.

And were are the questions that I had to think about when I chose my topic that you were also thinking about for your topic.

I had to think, do I know the story well?

Do I know who was in the story?

Do I know what happened?

Do know how I really felt during the story?

And that helped me to know which of these I should put a check mark next to.

I also needed to make sure it was connected to that very important question about the daytime and nighttime sky, which it was.

My third thing I wanted to think about was what the story I was going to write.

I said, will it help me share the importance of the daytime or nighttime sky and share a personal story?

These are the questions we thought about before we chose one.

And the last one, which is so important, am I excited to write about it?

Writing is meant to be fun, and it's a lot of hard work, but you're still supposed to feel good about what you're writing about and be excited about what you're writing about for the audience that you're writing for.

So now let's take a look at our story map.

If you can recall, we talked about a story map being just that, a map for your story.

It gives you the directions and the path that you will use when you're writing your story.

It really helps you to stay focused on what you want to write about.

So we used this story map to have the characters written down, knowing the setting of the story.

And one of the things that's really important about this, I think for you to know, is that a setting is both the time and the place.

So our place was at Ostego Lake State Park, but the time of year is summer.

And you've been learning about the seasons.

So when I read today, you could be thinking about clues that help, you know, that this story is happening during summertime.

So again, we had characters and setting.

The goal that we had that day was to cool off in play Our problem was that a nasty storm rolls in when we're at the beach, which is at the state park.

And the rest of this here, this plot, which tells us what happened first and then, and next, and then, and finally all the pieces that happen between when the problem is going to be getting introduced.

And finally to the end where there's a resolution.

Where we make it to safety.

After we'd started hanging out this nasty storm rolls in, and we figure out how to get to safety.

And again, the theme, the big idea, that's connected back to the question of the importance of looking and paying attention to the daytime and the nighttime sky.

This was a daytime sky story.

And what I needed to remember, and the rest of us needed to remember is that it's really important that you pay attention to the sky and weather around you.

So you need to pay attention to what the weather's like and the sky so that it helps you to have a good time and not get caught in a big storm.

So there's our story map and all the things that I wrote on my story map will be in the story that we're about to read.

(uplifting music) So let's think about purpose, right?

I told you the purpose of why I wrote to you, but now you're going to be a listener.

You're my audience for the story.

So you could be thinking back to what Ms. Rogers did for us.

When we were able to get some feedback and think about something I, especially like.

A suggestion I have.

Or a question I have.

These are things that you might write down as I'm writing my story, just to practice so that when you're giving someone else feedback about their story, you've already practiced being the person that gives feedback.

And as I shared just a few minutes ago, you're learning about the seasons.

So another purpose that you might have today, as you're listening to my story to enjoy it, but you also might be looking for the purpose of finding some evidence in my story.

Be a detective to find out what makes it have to be in the summer.

And some clues that tell us that it's a summertime story.

So there's a couple of things.

If you're looking for something you want to focus in on as you're listening to my story today, that you might focus upon doing.

Giving me feedback as you practice or thinking about summertime, things that make those be a story that definitely would happen in the summer.

(upbeat music) Okay.

Let's read our story.

Now, remember we came up with a new title.

The new title is, An Unexpectedly Wild Day at the Park.

Here we go.

If you wanna read along with me, you can feel free to read along at home, too.

Okay. "

It was a hot summer afternoon at our family's favorite beach in town.

We grabbed all our things from the car and headed to the beach.

It was hard to lug it all.

We looked for a spot on the crowded beach.

Finally, we found it!

It was time to find goggles, put on sunscreen, and head down to the cold water".

Here's my illustration.

There's me putting sunscreen on Logan.

There's Matt getting goggles for Amelia.

Here's our beach bag with our things.

And here's our beach towels with goggles and sunscreen.

As there's people out on the lake, doing some water skiing.

Really trying to capture the setting in the picture.

"Then we all went into the water, wading out.

The kids jumped and went under.

They came up fast.

We laughed seeing their faces.

Then Matt went out for a swim.

The kids and I looked at shiny rocks.

They wanted to go out by Matt.

So I had to go under.

It was cold!

We swam and played Red Rover.

What a great time we were having.

Again, here's an illustration.

There's Matt There's me, Logan and Amelia.

We're playing Red Rover.

Red Rover, Red Rover, said Amelia, right over.

Suddenly I felt a bit chilly.

And I noticed dark clouds in the distance.

I turned to Matt. "

Whoa!

Look at the clouds that rolled in ", I said. "

Kids, we need to get going.

Now!

"A storm is coming", said Matt.

AW!

Do we have to?

Logan and Amelia said together.

"Yes!"

Matt and I shouted.

As we headed out of the water.

Other people continued to swim and play.

We ran back to pack up.

We tossed goggles in the beach bag, wrapped towels around us, and put flip flops on.

Sand, was blowing all around.

Pine needles were flying and poking our arms and legs.

Wind was whipping our faces and my hair was blocking my eyes.

We ran".

And this illustration here, Amelia helped me with this, my daughter.

She has such a good memory of this day.

And you can see she really used little lines here to show the wind blowing our hair, we have very shocked looking faces.

And then this right here, this little float that you see, and this little guy hiding right there, you're gonna learn about that on the next page.

"It was getting darker.

The other beach goers started to pack up and run too.

There was a lot of yelling, laughing, and screaming.

We kept running.

All of a sudden a huge popcorn float went flying by us.

A woman was chasing after it.

Logan ducked behind a car.

Finally, we made it to the car.

Matt buckled Amelia in.

I ran to get Logan.

We threw things in the back.

We made it.

We took a deep breath.

(Spear sighs) Then we all laughed at how crazy we looked covered in pine needles and sand.

What a wild day".

And there you have it.

There's our story that we worked on for so long to be able to tell a time when the daytime or nighttime sky was important in the story.

And again, we had to remember, you should pay attention to what the sky is looking like and what weather it might be rolling in.

But the sky is telling us about with the clues that you see, like dark clouds.

Thanks for helping me in this writing.

I hope that you'll keep thinking about this as you do your own writing and you can always go back and watch these videos to help you in your writing process.

(upbeat music) Okay learners.

Now it's time for us to word hunt.

You've been learning about s blends.

Today we're going to focus on these s blends, st, sp, and sw, let's do some hunting.

(upbeat music) We're going to look a very particular sentence from my writing to look for one of the blends above.

Let's go.

"We looked for a spot on the crowded beach.

We looked for a spot on a crowded beach".

Did you find one of the blends that we're looking for?

Which one did you find?

Yes, there is a sp, in the word spot.

Right there is the sp in spot.

Great hunting for that s blend.

(upbeat music) Here we go.

"A storm is coming, said, Matt.

A storm is coming, said, Matt".

Can you bind one of the s blends in that sentence?

What did you find?

Yes.

Great job.

There is an st right here in the word storm.

St-or-m. Storm has an st blend in it.

(upbeat music) Let's look at the very first sentence.

Here we go.

"Other people continued to swim and play.

Other people continued to swim and play".

Did you find whatever s blends in that sentence?

Yes, you've got it.

There's an sw, a sw at the beginning of swim.

Sw-i-m.

Swim.

Wow.

Learners.

You've done such a wonderful job.

(upbeat music) Thanks for joining us today on "Read, Write, ROAR!".

We look forward to seeing you next time.

- [Narrator] This program is made possible in part by the Michigan Department of Education, the State of Michigan and the WK Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

(upbeat music)