- Hello, amazing learners.

Welcome back to "Read, Write, Roar."

Today, we'll be learning about the long U vowel sound and the different spelling patterns that make the long U sound, We'll be learning about the writing process, and what an author does when writing a story.

We will hear a very special story written by Mrs. Spears.

I can't wait to hear it.

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 and alarm beeping) (roaring sound) (slow-paced tranquil music) - Hello, I'm Ms. Rogers.

Today, we want to focus on the long U vowel sound.

U, U is a vowel.

It has a short vowel sound like in mud, m u d, mud and long vowel sound like in glue, g l ue, glue.

The long vowel sound is when the U says it name.

I have two columns for U, I have the short U and also the long U.

My short U says a.

So this first word is mud, m u d, mud.

My second word is bus, b u s, bus.

Now, I have drum and thumb.

So let's echo read our short U words.

Mud, mud, bus, bus, drum, drum, thumb, thumb.

Good job.

So that we're going to go through our long U sounds, and along you says you U, okay.

So my first word is glue, just like we have up here.

G l ue, glue.

Cube, it looks like a square but it has a lot of different sides to it.

So it's a cube, c u be, cube.

Then we have fruit, f r u it, fruit.

And then finally we have new, n ew, new.

Now, I'm gonna go through these words one more time but we're going to echo read, my turn, your turn for a long U sounds.

Glue, glue, cube, cube, fruit, fruit, new, new.

Did you notice anything special about our long U patterns?

Yeah, it has you UE.

We also have U consonant E, UI, and EW.

For our short U sound, we only have the letter U and it all makes us a sound.

So we're going to take a closer look at our U sound in our anchor chart, and we're going to organize some words.

Here's our anchor chart.

We're going to sort through our long U sounds, UE, U consonant E, UI, and EW.

My first row of words I have glue, cube, fruit, and new.

So let's add some more words to our chart.

This word is suit.

I wore a suit yesterday, suit.

Now this pattern is UI.

So it will go right under fruit.

My next word is true.

The story was true.

Now, this spelling pattern uses UE, very good.

So that would go right under glue.

This word is chew.

Well, you should chew with your mouth closed, right?

So this word is chew.

I like to chew gum.

What spelling pattern is this?

EW.

So that would go under new.

And finally for this row, I have the word dune.

Now, what does it dune?

Well, I've heard of something called a sand dune.

It's like a big hill that's filled with sand.

And some people like to walk over them.

Some people like to drive over them, but my sentence for this word dune is I ran down the sand dune, d u ne, dune.

So this word will go right unde cube because it has the U consonant E pattern Let's try to sort some more words, just four more, okay, I promise only for more.

So this word is grew.

The plant grew taller.

What spelling pattern is this EW, very good.

Let's put that under chew.

Ooh, some of you have this during your lunchtime, juice.

This spelling pattern is UI, very good.

And if you notice the spelling patterns, I try to put them in a burgundy or a fuchsia color just so we can identify them.

So that would be go under suit, right there.

Ah, this word is rescue.

So the UE at the end is saying the U sound.

Where do you think this should go?

Under which word?

Should it go under true, dune?

Well it can't go here and I can't go here because we don't have any space for it.

So let's put it under true.

And then finally we have huge, okay.

So that means something is large even greater than large.

It's gigantic, okay.

So this word is huge.

And what is the spelling pattern for this one?

U consonant E, very good.

And we're gonna put that right under dune.

So now that we have all of our words categorize, let's echo read them.

So for UE, it make the U sound.

And the first word is glue, glue, True, true, rescue, rescue.

Now, let's do our U consonant E and it makes the U sound.

So here we go.

Cube, cube, dune, dune, huge, huge.

Awesome sauce.

So let's try our UI and it makes the U sound.

So we have fruits, fruit, suit, suit, juice, juice.

Excellent.

And then finally, our last column EW, new, new, chew, chew, and grew, grew.

Excellent job sorting those words.

Now, we're going to go ahead and do another activity and we're going to work on homophones.

Homophones are words that have the same sound, they're spelled differently and they have different meanings.

I have three sets of homophobes for you.

My first word is blew.

My second word is blue.

Now we have to figure out what's the difference because they sound the same.

So this word, blew, I'll put it in a sentence.

I blew a huge bubble, okay.

And that means like I'm using my mouth to make a breath, okay.

So blew like you blow a little bubbles or big bubbles.

And then here is a word.

My favorite color is blue.

So this blue is a color, this blew is an action or verb, okay.

So I'm going to put that here under homophobes.

My second set, flew and flu.

Now, they sound the same, right?

But we know that this flew can be used in a sentence.

For example, the airplane flew into the clouds, rights?

So flew, it disappeared into the clouds.

This one, she was sick with the flu.

So this is like a cold or a virus, right?

And this one right here is also a verb, an action word that we're doing something, okay.

So this word we'll go here and this word will go here.

My final set due and dew.

Hmm, I kinda think that you may not have seen either of these words, but let's put them in a sentence.

My homework is due tomorrow.

Now, you've probably heard a teacher or someone say that but you probably never seen the word.

So due is D-U-E and then this word right here is also dew, but let's put this one in a sentence; there was dew on the grass.

Now, you may be wondering what is dew.

Well, it looks like a little bit of rainwater that has settled on top of grass.

For instance, when you get up in the morning and you look outside, you may see a layer of clear water across your grabs or on your plants.

So that's dew.

So we have different homophones here.

We have blew, blue, flew, flu, dew, and due.

So again, homophones are words that sound the same but they have different meanings and different spellings.

So when you're reading and writing, it's important to know that about the homophones because it helps you to understand what you're reading and writing.

So if you use the wrong word in a story that you're reading, it may not make sense.

But you did an awesome job today sorting short and long U sound, and also helping me with homophones.

I'll see you soon.

(slow-paced tranquil music) - Hello and welcome.

My name is Ms. Amy, and I'm so excited to share some mindful practices with you today.

Let's start with our POP check.

POP stands for pause and take a breath, own what we are feeling, and practice a deep breath or something that relaxes us.

Let's try it, pause, take a breath, (Ms. Amy exhales) Own it, take four steps towards your screen.

One, two, three, four.

And now pick an emoji that feels the way that you feel right now, own it.

And now let's take four big steps away from your screen.

Watch where you're going.

One, two, three, four, and now let's practice.

Today, we are going to practice owning our feelings with a song.

First, what is a mindful practice we can do if we're feeling really angry?

Lion's breath?

Yeah, let's do it.

Breath in (Ms. Amy inhales then exhales loudly) Now, what's a mindful practice we can do if we're feeling kinda sad?

Maybe take a breath (Ms. Amy inhales then exhales smoothly).

And what's a mindful practice we can do if we're feeling really excited?

Maybe star pose?

Let's try it, reach out.

And now, let's put all of those practices together in a song, sing with me.

♪ If you're angry and you know it, be a lion.

♪ (Ms. Amy inhales then exhales loudly) ♪ If you're angry and you know it, be a lion ♪ (Ms. Amy inhales then exhales loudly) ♪ If you're angry and you know it ♪ ♪ And you really wanna own it ♪ If you're angry and you know it, be a lion ♪ (Ms. Amy inhales then exhales loudly) ♪ If you're sad and you know, it take a breath ♪ (Ms. Amy inhales then exhales smoothly) ♪ If you're sad and you know, it take a breath ♪ (Ms. Amy inhales then exhales smoothly) ♪ If you're sad and you know it ♪ ♪ And you really wanna own it ♪ If you're sad and you know, it take a breath ♪ (Ms. Amy inhales then exhales smoothly) ♪ If you're happy and you know, it'd be a star ♪ ♪ If you're happy and you know it be a star ♪ ♪ If you're happy and you know it ♪ ♪ And you really wanna own it ♪ If you're happy and you know it be a star ♪ Thank you for sharing this mindful practice with me today.

I'm glad you were here.

See you again soon.

(slow-paced tranquil music) - Hi there learners, it's Mrs.Spear.

Thanks for coming back today to "Read, Write, Roar."

We've been doing a lot of writing over the last few weeks.

We wrote an informational text to be able to tell people about a topic.

Our topic was frogs that we did together, maybe you did something else on your own.

There are lots of books that you can read or write.

One of them I want to talk to you about today is called "A Narrative" book.

It tells a story.

Some books are narrative books that are completely made up books that really wouldn't happen in real life.

And some are realistic.

It means they could really happen in real life.

The story that I wanna talk to you about today and the kind of book we're gonna write is a realistic fiction book.

I've always loved to write.

And the book I'm gonna share with you today is something that I started writing a really long time ago, back in 2004.

I have gone back and I've done revising, just like we did together with our book where you think about the words you have and think, do I want a different word there?

Did I say that right?

Is this the best thing for the reader?

I've also done editing where I had to check my spelling, make sure I had commas in the right places, make sure I spelled the words right.

So the one I'm gonna share with you today really is as close as it's going to get to perfect and published for now.

There's a few reasons I wrote this particular book that I wanna tell you about.

I was a first grade teacher and I grew up in the city.

I did not grow up in the country, which I kind of live in the country more now.

I knew about animals but there are a lot of things I didn't know about animals.

And I didn't know special names about adults and offspring.

And I thought, wow, I'd love there to be a book that would be able to help kids learn about animal adults and offspring and their names.

So I'm going to talk to you a little bit more about the author's purpose.

Others write with a really specific reason.

Sometimes they just want to entertain you.

Sometimes they want to persuade you and get you to think a certain way.

Sometimes they want to inform you about something just like we did when we wrote about frogs.

In this story, I had a couple of purposes.

I wanted you to have a story of entertainment, but it also, I wanted to learn about animals because we're gonna learn about adult animal names and the offspring names.

The other thing is I wanted you to be able to hear rhyming words in text.

It's really important to be able to hear when words rhyme, that helps you with your reading and your writing.

And then I also use what's called repetition and rhythm in the book.

So you kind of get into a pattern.

As you listen to this story, words are repeated and lines are repeated.

Another piece that's important for all learners is to understand that stories have a setting where the story is happening.

That's oftentimes important to the story, which it is in my story.

There are characters which can be people or animals.

And in my story, there's both.

And then the plot, like what happens in this story.

How's the beginning and middle and end work together.

What's the sequence of the story, and why does that matter in the story?

The last thing kind of a fun thing that I wrote this story about was the letter Z.

Z is not in a lot of books.

And so Z gets to shine in the story that I'll read you today.

So here we go.

This is my story, and it's called "Nuzzles."

Can you say nuzzles?

So nuzzles kind of go like this.

You see animals give nuzzles.

And that's what we're gonna read about today.

"Nuzzles" by Annie Petrozzelli Spear.

This story has photographs or illustrations.

So you'll notice that I added some things to a few of them to help them match the words a little bit better.

on a cool spring night, the moon shines bright.

It likes the farm below with it's soft glow.

After a day of fun, animals gathered each little one.

But it is not a hug or kiss or a wave or a wink that bids these little ones goodnight.

It is a nuzzle they're given, that's just right.

Did you hear rhyming words.

Practice you nuzzle now, so you can see how to do those when we're reading the story.

Without arms to hug or lips that kiss, think of what little animals could miss.

Animals give nuzzles and show they care.

Just watch on the farm as these animals share.

So the farm is there a setting for the story that we're reading.

In the quiet shadows, here's my ellipses, tells you something's coming, horses nuzzle their foals and tickle them with their wet noses.

There's the adult and here's the offspring.

Did you hear the name or an offspring of a horse?

Foal, nice job.

Cows nuzzled their calves as they rest in beds of grass.

In this story, the picture is showing one calf but more than one, we would say calves.

That's a baby cow.

Just getting ready to nuzzle her little calf.

Geese nuzzle their goslings with their beaks.

And here are the goslings.

All those babies about to get a nuzzle with the beaks.

And sheep nuzzled their lands in their cozy beds of straw.

Did you hear that word for a baby sheep?

Lamb, good job.

They do a quiet code, do you think?

Deep in the woods beyond the farm, other nuzzles aren't given by animals large and small.

Because nuzzles are good for animals any size at all!

Behind the farm, a mother deer curls up beside her little spotted fawn and gives her a nuzzle, Nuzzle, nuzzle and sweet dreams little fawn.

I wanna show you something I did as the author of this book, these words are italicized, can you see that?

That's supposed to be, 'cause they're like talk.

If the mom are saying words, that's what she's saying.

The mother deer would be saying to her fawn, "Nuzzle, nuzzle and sweet dreams little fawn."

Where the farm meets the forest, a mother fox glides up to her kit wrapped in its bushy tail to keep it warm in the cool grass.

Nuzzle, nuzzle, and sweet dreams little kit.

Did you notice it's repeating?

Did you figure out the name of a fox that has a baby?

The baby's name is a kit.

Nice job.

In a den out of sight, a mother Wolf looks at her litter of pups.

She scoots towards them and nuzzle each one, quickly and gently.

Nuzzle, nuzzle and sweet dreams little pups.

There's a lot of pups in that den.

Over a hill and near a stream in another den, an enormous mother bear tenderly nuzzles her two Cubs with her long nose.

Nuzzle, nuzzle and sweet dreams little cubs.

So baby bear's called a cub.

Another word you might hear for a nose would be a snout.

You might hear snout for a muzzle.

Sometimes people say that.

Along the mountain side, a mother elk moves her large nose into her little calf's neck.

Nuzzle, nuzzle and sweet dreams little calf.

That's interesting.

We learned another animal that's called a calf was a cow.

And guess what?

A little elk is called a calf and a mother elk is called a cow.

And a father elk is called a bull.

As the animals are saying goodnight outside, back in the farm house, the family is getting ready for bed too.

A young boy who spent all day watching the animals lies in his soft, warm bed waiting for his mother to tuck him.

Suddenly he gets an idea.

Do you know what his idea might be?

Do you have any predictions on that?

Let's see if you're right.

When his mother comes into his room to say goodnight, he gives her a hug and a kiss.

But before letting go, he buries his head in her neck.

Softly he moves his head back and forth.

"Nuzzle, nuzzle, mom, goodnight," He says.

Surprised, his mother smiles and giggles.

Then she whispers, "Nuzzle, nuzzle and sweet dreams my little one."

Maybe you'll try and give someone a nuzzle in your house.

As the little boy closed his eyes and falls asleep so to the foals and the lambs, the goslings and the calves, the kits and the cubs, the pups and the fawns.

Farm is now silent as all the little ones sleep peacefully in their beds.

Nuzzle, nuzzle and sweet dreams little ones.

There you go, learners.

That's my story for you today, "Nuzzles."

I hope that you enjoyed it.

I'm going to be asking you to give me some feedback about my story just like we've done before with other things that we read together.

Hopefully you can name some animal adult and some offspring names.

You heard the z sound a lot, heard some rhyming and learned about things that authors do like putting words in italics and doing repetition to help them entertain when they're telling a story.

Thanks for joining me, I'll see you next time.

(slow-paced tranquil music) If you're still here with me after listening to the book, it'd be really great to hear some feedback that you might get me about it.

Last time when we were talking about the book "Frogs," we thought about this book, "Inside Information" by Dr. Neil Duke and you gave some feedback about the frogs book, Ms. Rogers talked to you about that.

Here's some things that Dr. Duke helps us to think about when we wanna give feedback to someone, to an author, either an offer in your class or an author like Mrs.

Spear, or an author of a book that you like to read.

You can tell the author some things that you like about it or some wishes that you have.

So here's one thing that you might say to me about "Nuzzles" or to anyone about a book that you've been reading.

Something I especially like- and then you would write what you especially like.

Let's read that together.

Something I especially like- You would tell me what you especially like.

Another thing you might say is hmm, I liked what you wrote, but I have a suggestion.

I wanna tell you something that could make it even better.

A suggestion I have- and you would write that.

Let's read that together.

A suggestion I have- Great.

Lastly, sometimes when we read books, especially books when we're learning, we have questions.

So here's the last thing that you might ask.

A question I have- Let's read that one more time.

A question I have- I would love to hear anything that you would liked, questions or suggestions, share them at home with a trusted adult, and it would be great to know what you think about "Nuzzles."

I hope you have a wonderful day.

Keep on doing some great learning and reading and writing.

Think about what you might wanna write about, and a story you might wanna tell to entertain or to inform or to explain to someone.

I'll see you next time on "Read, Write, Roar" - [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)