- Hello, readers.

Welcome to Read, Write, ROAR.

Today, we're gonna learn all about the letter B, learn two new high frequency words, and we'll read a story, then find high frequency work that we've already learned.

For our lesson today, you will need something to write on, and a pencil to write with.

So go ahead and grab those things, and then we'll get started.

- [Narrator] 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) - Hello, I'm Mrs. Erfourth.

Today, you are going to be letter heroes.

We are going to learn the name, the sound, and how to write the letter B.

This is the letter B.

This is the uppercase letter B.

This is the lowercase letter B.

Let's practice naming this letter.

When I point to the letter, you say its name.

Ready?

What letter is this?

B.

What letter is this?

B.

And this?

The letter B.

One more time.

What letter is this?

B.

Great job, letter heroes.

The letter B represents the sound, B.

To make that sound, my lips close, and press together.

And then I let out a short burst of air like this, B, B.

Can you try it?

Get your lips ready, press 'em together.

You can even put your hand in front of your mouth to feel that air.

Ready?

B, B, B.

The letter B represents the sound B, like in book, bat, ball, and like bubbles.

Now let's see if we can find the letter B in our sentence.

Let's get out our magnifying glass, letter heroes, and let's look closely at each word in this sentence.

The sentence is from the story that we're going to read today.

Let's look close, and look for the letter B.

The first word is Kip.

Do we see a letter B?

Can.

No, see, do we see a letter B?

I want you to say it really loud when you see that letter, you say I see it.

A, do we see a letter B yet?

Big.

Yes.

There's a letter B, let's circle it.

Kip can see a big, let's keep reading.

Let's look close for that letter B. Rig.

Do you see a letter B?

And.

Big.

Do you see the letter B?

Yes, we see the letter B again.

Let's circle it.

Big.

And let's look at our last word.

Bus.

Give me a thumbs up if you see the letter B.

Do you see the letter B in bus?

Yes.

Let's read that sentence again.

Kip can see a big rig and big bus.

How many letter Bs did we find in that sentence?

Right, we found three letter Bs in that sentence.

Good job, letter hero.

Now let's learn how to write the letter B.

Watch me write the uppercase letter B.

On our paper, we start at the top line, pull straight down, up, around and in, around and in.

Let's practice tracing the uppercase letter B.

Get your finger ready.

You trace it in the air while I trace it on my paper.

Start at the line, pull down, back up, around and in, back around and in.

Good job.

One more time.

Let's trace it with our finger.

Get it ready in the air.

Start at the top line.

Straight down.

Back up, around and in, back around and in.

Yes, all right, we're ready to write it with our pencil.

Can you grab your pencil and your paper?

Let's write it together.

You ready?

Here we go.

Start at the top line, pull down, back up, around and in, and another round and in.

Good job.

One more time.

One more uppercase letter B, ready?

Start at the top line.

Pull down, back up, around and in, back around and in.

Thumbs up.

Great job, letter heroes.

Now let's learn to write the lowercase letter B.

Watch me write the lowercase letter B.

Start in the top line, pull down, back up and around.

Let's trace it with our fingers.

Ready?

Get your finger ready in the air to trace.

And I'm gonna trace mine on my paper.

Start at the top line, pull straight down, up and around.

Great job.

One more time.

Get your finger ready.

Let's trace it in the air.

Start at the top line.

Pull straight down, back up and around.

Great job.

Now we're ready to write it.

Grab your pencil, grab your paper.

Here we go.

Lowercase letter B, we start at the top line, back up to the middle line, and around.

Great job.

Let's do one more.

Start at the top line.

Pull straight down, back up to that middle line, around and in.

Great job writing the uppercase letter B, and the lowercase letter B.

Letter heroes, you did a great job learning to name the letter B, the sound that letter B represents, and how to write the letter B.

What letter is this again?

B.

And what sound does that represent?

B.

Awesome job, letter heroes.

(soft music) Welcome back, readers.

Today, we're gonna learn two new high frequency words.

Remember, high frequency words are words that we see a lot when we're reading.

Let's read this sentence, which is from the story that we're gonna read today.

I have fun in the sun.

This is the word have.

Have is a high frequency word.

Can you say that word?

Have, great.

Listen to me say the sounds in the word have.

H, A, V. There are three sounds in the word have.

What's the first sounds you hear in the word have?

H, the letter for that sound is H. The next sound is A, that's the second sound in have.

What letter do we write for the sound A?

A.

And the last sound we hear in have is V. The letter for that sound is V. And the last letter in the word have is E, and that does not have a sound.

That is a silent E. The word have.

Our second high frequency word is in the sentence from the story that we're gonna read.

Let's read the sentence.

I look at a big rig.

Look is a high frequency word.

Can you say that word?

Look, great.

Listen to me say the sounds in the word look.

L, U, K. There are three sounds in the word look.

Watch me write the word look.

Remember, let's listen for the sounds in the word look to write those letters.

The first sound we hear is L. The letter we write for that sound is L. The next sound, U, there are two letters that make that sound, U. O, O.

Those letters don't make the regular sound in the word look.

Those two letters, O, O, have the sound U.

That's the part of the word we have to remember by heart.

What sound do you hear at the end of the word look?

K, the letter we write for K is K. The word look.

Remember to look for those high frequency words when you're reading.

When we read our story today, we're gonna see those words, and look for them.

Great job, readers.

(soft music) Today, we're gonna read a story about an owl named Kip, who explores his community by flying high in the sky, and seeing the people, the places, and everything they're doing in his community.

The title of our story today is "Kip in the Sun".

The author is Heather Ferguson.

The author is the person who writes the story.

And the illustrator is Meghan Shea.

The illustrator is the person who does the pictures.

While we're reading today, our target or our goal is I can read common high frequency words in a story.

So let's take a minute before we start reading, and remember some of the high frequency words that we've learned so far.

We're gonna see some of these high frequency words while we're reading the story today.

Let's see if you can remember these high frequency words, and say them with me.

We just learned this one.

Have.

Do you remember this one?

Look, great.

And this one.

Up.

And what about this one?

Is.

Do you remember this high frequency word?

And, we see that word a lot while we're reading.

And what about this one?

The, we see this word a lot while we're reading also.

Great.

So in our story, Kip is the character in the story.

The story is fiction.

Remember, fiction is a made up story with fictional characters, made up characters.

So Kip, our character in the story, is going to fly over his community.

What do you think Kip might see in his community?

What are some things you see in your community?

In your neighborhood when you go out?

Yeah, maybe a store.

What else might you see?

Buildings.

Right.

People.

Let's find out some of the things that Kip sees in his community.

This story is read aloud with permission from Beyond Decodables by Julia Lindsey.

Today, while we're reading, we are going to echo read.

Echo means to repeat.

So I'm going to read a sentence, and you are going to echo what I say.

That means you're gonna repeat the sentence.

So we are going to echo read together.

Remember, when you're repeating, echo reading, I want you to keep your eyes on the text, and your eyes on the words while you're reading.

Are you ready?

Let's begin.

"Kip in the Sun".

You say it.

"Kip in the Sun".

Great.

Do you see one of our high frequency words that we mentioned?

Gimme a thumbs up if you see one.

I see the, great job.

Ready to echo.

"The sun is up, and Kip is up.

The sun is up, and Kip is up."

And you see our character Kip.

Do you see any of our high frequency words?

Did you read a high frequency word?

Give me a thumbs up.

Show me with your fingers how many high frequency would you see in that sentence.

I think we have three.

Is, up, and.

Great, let's keep reading.

"I have fun in the sun."

You repeat.

"I have fun in the sun.

I zip, I see a bus."

You repeat.

"I zip, I see a bus."

Do you see any high frequency words?

I think I see one that we may have learned before, maybe that we didn't even mention here.

See, great.

You ready to echo read the next sentence?

"I jet, I look at a big rig."

Ready?

"I jet, I look at a big rig."

I think I see a high frequency word that we just read.

Do you see one?

Give me a thumbs up.

Can you point to it?

Can you point to it?

Look.

Great job, readers.

Let's keep reading.

Let's see where Kip goes next.

Ready to echo?

"I dip, I see a lot of jobs."

Ready?

"I dip, I see a lot of jobs."

Do we see people working in a community, like in this picture?

We sure do.

Where's Kip next?

"I zig, I see a cat on a lap."

Ready?

You repeat.

"I zig, I see a cat on a lap.

I zag, I see a kid run in the park."

Ready?

Your turn.

"I zag, I see a kid run in the park."

Do you have a park in your community?

Kip does.

Let's go back there for a minute.

Do you see some high frequency words?

Give me a thumbs up.

Do you see more than one?

You see a couple?

See, great job.

Ready?

I'll read, then you echo read.

"I zig, I look at a dog wag his tail."

Do you see a high frequency word?

You see another high frequency word.

You are doing a great job, readers, reading our high frequency words in a story.

How many do you see?

Can you point to them?

Good job.

Where is Kip going next?

Ready?

Listen, and then you echo.

"I jet, I see the top of a hill."

Ready?

"I jet, I see the top of a hill."

My turn, then you echo.

"I dip, I see a bug hop.

I see a map, and I see you."

You repeat.

"I see a map, and I see you."

And it looks like they're looking at a map of their community.

A map helps us to find places.

And there is a map.

Where is Kip now in his community?

Over the city, lots of big buildings.

You ready to echo?

"I zip up, up, up."

Your turn.

"I zip up, up, up."

I noticed a high frequency word that we just read.

Did you notice which word that was?

We read it three times.

That's right, up.

And he's so high up.

He can see the community and the city, all the buildings, from a bird's-eye view, which means up in the sky looking down.

And that is the end of our story.

Now remember, high frequency words are words that we see a lot when we're reading.

So when you're reading at home, I want you to remember, and look for those high frequency words, now that you can read them in a story.

Great job, readers.

(soft music) Hello, writers.

Today, we're gonna build a sentence with words from our story, "Kip in the Sun".

A sentence is a complete thought.

A sentence begins with an uppercase letter, and it ends with a punctuation mark, like a period or a question mark.

Our sentence from the story today is I look at a dog wag his tail.

So let's look at our words that we have here to build that sentence.

Let's read those words.

These words are not in order.

They are not a complete thought right now.

Let's read them.

His, at, tail, wag, look, dog, I, A.

Let's think about our sentence.

And we know now, a sentence begins with a capital letter.

And we know a sentence begins with an uppercase letter.

What was the first word in the sentence?

Look for an uppercase letter.

I. I is the first word in our sentence.

I, what was the second word?

A high frequency word that we learned.

I look.

I look, hmm.

What was the next word in the sentence?

Do you remember?

Looking at the words, can you point to it if you remember?

At, great.

I look at, A.

What in the sentence are we looking at?

What word is next?

What was the picture of that Kip saw?

That's right.

Dog.

I look at a dog.

What was the dog doing?

What's the next word, do you remember?

Point to it.

Which word?

Wag, yes.

I look at a dog wag, what word goes next?

Point to it.

Yes, his.

And what is the last word?

And I see a clue.

I see a clue here in our last word after that word.

What clue do you see that tells us it's the end of the sentence?

Right, there's a period for the end of the sentence.

That helps us to know that's the last word in the sentence.

Let's read the sentence to make sure that our sentence is a complete thought, and it makes sense.

I look at a dog wag his tail, period at the end.

Great job, writers.

Today, we learned all about the letter B.

The name, the sound, and how to write the uppercase letter B, and lowercase letter B.

We learned two new high frequency words.

We read a story, "Kip in the Sun", and read high frequency words in the story.

And we used words to build a complete sentence.

Great work today, readers and writers.

Thank you for learning with me.

Remember, when you're reading and writing, all the things we learned today.

See you next time on Read, Write, ROAR.

- [Narrator] 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)