(playful music) - Hello readers, and welcome to "Read, Write, ROAR!"

Today we will focus on the big question, how can I be a world changer?

We will work with words with an LE ending and we will read about an inventor.

An inventor is somebody who makes something new.

For today's episode, you'll need something to write on, even a scratch piece of paper or an envelope, and something to write with, like a pencil or a crayon.

Come and join us for "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.

(cheerful music) (lion roars) (lion roars) - Welcome, readers.

When I'm reading and I come to a challenging word that I have never seen before, I remind self that I don't have to read the entire word all at once.

Instead, I can break that long word up into syllables or word parts to help me read that word more accurately.

By learning about the different types of syllables, we can learn how to break long words up into syllables to help us read those words more accurately.

Remember, a syllable is a word part that has one and only one vowel sound in it.

The letters A, E, I, O, U, and oftentimes the letter Y, are the vowels that make those sounds.

Sometimes in a syllable, you might see two vowels, but they will always be working together to make one sound.

Our goal today (light airy music) is to learn how to read words when there is a consonant followed by an l-e ending.

These types of syllables always come at the end of words.

(bright playful tune) Let's look at this first word.

This is a word that I don't know how to read.

Let's loop it and swoop it, so we can figure out what this word says.

Our first job is to place a dot under any vowels in this word.

I'm going to place a dot under A and E. Next, I need to scan across my word and see if there are any vowel teams that I should underline in this word.

I don't see any vowel teams, so I'm not going to underline anything.

Now, I need to decide where I'm going to split this word; between two consonants, a consonant and a vowel, or between two vowels.

I think, I'm going to split this word right here, between my first vowel and this consonant.

Are you ready to loop and swoop with me, so we can read this word?

A, blah.

A-blah.

That doesn't sound like a word that I know, but I remember that this l-e at the end of the word says el.

So let me try and read it again.

A-ble.

Able.

That's a word I know.

I was able how to figure out to read this word.

(bright playful tune) Here's our next word.

This is a word I also don't know how to read.

Get your writing tool ready and can you write down on your paper these letters?

G-R-A-P-P-L-E. Do you have them written down?

Great job.

Okay, let's get ready to loop and swoop this word together, so we can figure out what it says.

Now, the first thing we have to do remember is to put a dot under any vowels we see in this word.

On your paper, will you put a dot under any vowels you see and I'll do the same thing up here?

Look up here when you're done and we'll see if we found the same vowels.

Did you put a dot under A and E like I did?

Awesome job.

If you didn't, that's okay.

Go ahead and fix it up really quick.

Next, I need to scan across our word and I need to decide if there are any vowel teams that I should underline.

Can you scan across your word on your paper and look for any vowel teams that you might need to underline and I'll do the same up here?

I didn't find any vowel teams.

Did you?

So, we don't need to underline anything.

Now, we need to decide where we should split this word; between two vowels, two consonants, or between a vowel and a consonant.

Let's see.

I think I'm going to split between my double constant, my two Ps.

Get your pencils ready and let's loop and swoop, so we can read this word together.

Grap-ple.

Grapple.

When you grapple with something, you try and learn how to deal with it.

Maybe it's something hard that you're grappling with, like riding your bike for the first time.

Great job, readers, helping me read this word that ends in a consonant-l-e. We're gonna try one more.

Are you ready?

(bright lively tune) Here is our last word.

Readers, you're getting so good.

I think you can probably try and do this one on your own.

Can you write down these letters on your paper?

M-U-M-B-L-E. Do you have them written down?

Awesome.

Okay, remember, our first step is to place a dot under any vowels we see in this word.

Go ahead and place a dot under any vowels you see in this word on your paper.

I placed a dot under U and E. Did you do the same?

Awesome job.

If you didn't, fix it up really quick.

Now, we need to scan across our word and look for any vowel teams that we might need to underline.

Go ahead and scan across this word on your paper and I'll do the same.

Did you find any vowel teams?

I didn't either.

We don't need to underline anything.

That's okay.

We'll go to the next step.

We need to decide now where we should split this word; between two vowels, a vowel and a consonant, or between two consonants.

I think I'm gonna split I, again, between two constants.

Will you get ready to loop and swoop this word with me, so we can read it?

Here we go.

Mum-ble.

Mumble.

This word is "mumble".

I've heard that word before.

Mumble means to talk so quietly that somebody can't understand you.

Readers, you did a fantastic job, reading these consonant-l-e words with me.

I can't wait to do some more work with you.

(playful music) (lion roars) Readers, now that we understand how to read consonant-l-e words, let's practice reading some of them in the story.

Nathan is writing a story about the sounds in his neighborhood.

He gra-plus.

Graplus.

That doesn't sound right, but remember this l-e at the end of the word says el.

Grap-ples.

He grapples with finding the right words.

He mumbles the sounds quietly.

Now he knows he is a-blah.

A-blah.

Oh, it's that l-e again that says el.

He is able to write a beautiful poem.

Readers, great job using what we've learned about consonant-l-e words to help us read this story accurately.

(bright lively tune) Now that we're getting really good at the consonant-l-e pattern, let's try writing some of these words.

For this activity, you'll need whatever you have to write on and something to write with.

Are you ready?

Let's go.

When we spell words, we visualize and listen for the sounds in those words, and then we think about the letters that represent those sounds.

Are you ready to give our first word a try?

Our first word is "candle".

Can you say that word with me?

Candle.

In the word "candle", I hear two word parts.

So I'm going to write down two lines, one for each of those word parts.

Can-dle.

Now I'm going to think about the sounds I hear in this first word part.

C, a, n. Now, it's time for me to think about the letters that represent those sounds.

C, a, n. Awesome job, readers.

Now, let's think about the sounds in our second word part.

D, l. I hear D for d, and I hear l. Something doesn't look right, though.

But, do you remember that at the end of a word, if I hear el, it's usually a consonant l-e. You're right.

Here is our word.

Candle.

Did you spell it like I did?

Great job, readers.

Let's try another one.

Get your writing tools ready.

Our next word is "title".

Will you say that word with me?

Title.

Like the title of a book.

Now, in the word "title", I hear ti-tle.

Two word parts also.

Let's think about the sounds in each of these word parts.

T, ahy, t, l. It's time to figure out which letters represent these sounds.

T, i, t, l. Hmm, that doesn't look right, though, but you're right.

This el sound has to be l-e at the end of the word and we've got our consonant in front of it.

Here is our word.

Title.

What is the title of your favorite book?

Great job, readers.

Okay, we've got one last word that we are going to try and spell.

Our last word is "turtle".

Will you say that with me?

Turtle.

Tur-tle.

I hear two word parts in the word "turtle".

Let's think about the sounds in our first word part.

T, ur, t, el.

Now, let's think about the letters that represent these sounds.

Are you ready to write them down with me?

T, ur, t, l. You caught me again.

This el sound has to be l-e.

Here is our word.

Turtle.

Are you wondering why I knew to put a U in front of this R?

Do you remember what our rule is about word parts?

Every word part has to have a what?

A vowel.

You're right.

So I decided to put a U in front of that R when I was spelling "turtle".

Painted turtle is our state reptile in Michigan.

Did you know that?

Readers, you did such a fantastic job, working with these consonant-l-e words today.

I can't wait to see what words you might find that are consonant-l-e words while you're reading your own books at home or school.

We'll see you next time.

(bright lively music) - Hello and welcome.

I'm Miss Amy and I'm excited to share some mindful practices with you today.

Mindful practices are tools we can use when we need to pause and take a breath, own what we are feeling, and practice a quick stretch or something that relaxes us.

We call this a Pop Check, and today we're going to stretch.

So, imagine that you are a strong tree and reach your feet down into the earth, like you have roots.

Now inhale, lift your arms up, like the branches.

And as you exhale, your hands will fall, like leaves.

(Miss Amy exhales) Ready?

Take a deep breath in.

(Miss Amy inhales) (Miss Amy exhales) Oh, my leaves fell on my shoulders.

Take a deep breath in.

Where will yours fall?

(Miss Amy inhales) (Miss Amy exhales) Oh, mine are on my head.

Take a deep breath in.

(Miss Amy inhales) (Miss Amy exhales) And relax.

You can practice these Pop Checks anytime, anywhere.

When you're feeling sad, or worried, or angry, you can find a quiet space, like your room, a closet, even a bathroom.

Take a deep breath, stretch, and twist your worries out.

That's what I do and it helps me feel better.

Thank you for sharing these mindful practices with me today.

Let's get together again soon.

(bright lively music) - Aaniin, readers.

Today we are going to be comparing and contrasting a story.

Two different stories, written by the same author and has the same character.

So excited.

Friends, the two books that we'll be reading today are "Genius Gia and the Kid Creators" as well as "Genius Gia and the Safe Streets" written by Julia Lindsey and illustrated by Meghan Shea.

Well, our focus is comparing and contrasting and I was thinking, "Well, what does that mean?"

Well, compare and contrast just means that we are going to be thinking about what is the same and putting that in the middle of our Venn diagram.

And then, we're gonna think about what is different about the book.

And then we put that on the outside of our Venn diagram.

You can see the two books that we are going to be reading today are Gia, "Genius Gia and the Kid Creators" and also "Genius Gia and the Safe Streets".

Are you ready?

Ambe, let's go.

Readers, the book we're going to start with first is "Genius Gia and the Kid Creators" All right.

Hi, friends!

It's me, Genius Gia.

Last week, my mom told me I could make something new, like Mr. Garrett Morgan.

I want to make something, but it is hard.

I work and I write, but... nothing!

I need a good idea!

"Mr. Sanchez, I want to invent and make something new, but it is too hard.

I need an adult to help."

I say.

Mr. Sanchez says, "No, Gia, you do not need an adult.

What are you expecting from an adult?

I think you can do it yourself."

"What?

I am just a kid!"

I say.

"Gia, kids can see and then fix problems, so they can be creators.

You must have some wishes!"

Do you know who Gitanjali Rao is?

She has made lots of new things.

Gitanjali saw that bullying was a problem.

So she made an app that helps kids stop bullying and conflicts online.

Making an app is one way to be an inventor.

How exciting, friends?

We've just learned a little bit about how kids can be inventors.

Hmm.

Let's go ahead and read our next book and see how, once again, our texts are the same and how they're different.

All right.

Ambe, let's read our next book.

"Genius Gia and the Safe Streets".

Beep!

Honk!

Screech!

Oh no, what was that?

Hi, it's me, Genius Gia, and I hear something going on outside.

Time to get to work and check it out.

I look out my window and I see six cars stopped at a stoplight.

Mr. Sanchez is standing in the traffic beside one of the cars.

"Mr. Sanchez, are you okay?"

I say, as I run to the cars.

"Si!

Yes, Gia.

I'm okay."

Mr. Sanchez says.

"But I need this stoplight to get fixed."

I look up and see the stoplight.

It is not red, yellow, or green.

It is just dark!

"We need stoplights to help cars be safe.

The city needs to get this turned on!

says Mr. Sanchez.

I walk home and tell mom what happened.

Mom says, "We need the stoplights to be safe.

Long ago, there were bad stoplights and driving was very scary.

The stoplights did not work to keep people safe.

Mr. Garrett Morgan changed that."

"Who was Garrett Morgan?"

I asked.

"Garrett Morgan was an inventor."

One day, Mr. Morgan was walking down the street.

He saw a car drive up to a green stoplight and keep going.

But the stoplight changed from green to red so fast that another car started to go.

Crash!

Mr. Morgan saw a bad car crash.

It was a big problem.

Friends, let's think of our story and what was the same about them?

Oh, I noticed that in both stories, there were problems.

Yes, okay.

So that can go in our middle.

That's the same.

And I thought also that, well, wait a second.

There was an inventor in both of them.

An inventor that could fix the problem.

Are you making connections to both of those stories right now?

Fantastic.

Now, how are they different?

In "Genius Gia and the Kid Creators", I did notice that Gia thought that inventing was too hard.

Also in "Genius Gia and the Kid Creators", there was a problem, bullying.

Yes, and a kid, a child like you and me.

Oh, not me.

Like you, yes, created an app to solve the problem.

Hmm.

I'm thinking that maybe inventing isn't too hard.

Hmm.

Friends, in our next story, "Genius Gia and the Safe Streets", what happened?

Hmm.

The problem?

Yes, is that the stoplight broke.

Absolutely.

When Gia went to go tell mom about the stoplight problem, she introduced her to a new inventor, didn't she?

Yes, Mr. Garrett Morgan.

Yeah, he's not in the other story, is he?

No, and they're not making an app about bullying in this story, are they?

No.

Friends, remember that when you read a book, that's a part of a series, you can also do the same work.

You can think about how are these two books, the same; same characters, maybe even the same settings, but you can also think about how they're different.

Yes, like maybe different problems and different solutions.

Readers, today we read two books by the same author with the same characters.

And as we read those books, we kept thinking about what was going on so that we could later go ahead and compare and contrast them.

Remember, compare and contrast means, just think about how they are the same and how they are different.

Remember when you're reading your books, you can always pick up a series, two different books, the same characters maybe even the same settings and think about how their problems are maybe different.

(bright lively music) We are getting ready to write about a problem in your community, just like Genius Gia and all of the inventors that we were introduced to.

Our focus today is to brainstorm and think about how we can make our community a better place.

What ideas could you add to this list?

Pick one and take action.

(playful music) (lion roars) Friends, I was chatting with some of my students at school and I wanted to know what were some of the problems that they have, that they think they have, in their lives and in their communities.

And then, I asked them, "Well, what are are some of the problems you think that you can solve to make your world, or community, or your neighborhood a better place?"

And they came up with some fantastic ideas.

And they wanted me to share them with you.

One of the great ideas was that the students thought that they should have a kids community center.

You know, some place where kids could go during the summertime, instead of school, where they could have organized games and events.

I thought that was a great idea.

Another really great idea, especially all the way up here in the Upper Peninsula, is they thought it would be a good idea to have an outdoor ice skating rink, where they could meet up after school during the winter time, when they're, of course, not playing hockey or figure skating.

Right?

Fun.

Another really great idea came from one of my students, whose family fosters baby kittens, and they do this for the animal shelter because sometimes they don't have enough room, or he was telling me about sometimes they really need supplies, in order to take care of the animals in our community.

I thought, "Wow, that's a great idea."

The last thing that our friends came up with was a dog park.

And they thought, "Huh, well, we have lots of parks but we can't take our well-behaved dog off the leash.

We always have to keep them on a leash."

And they thought, "We should have a dog park that's all fenced in, where the dogs can just play and have a good time."

And I thought, "Wow, that's a really good idea too."

Well, my friends, I'm wondering, can you think of one of these items that would maybe take just a little bit of adult help or support?

Something that we could do all by ourselves, or at least mostly by ourselves?

Hmm.

I'm thinking we could round up donations for the animal shelter, right?

That's something that we could talk about with our friends and families, and maybe at school, or at home, and community centers, and we could ask people to donate things to help the animal shelter.

I think that's for probably a problem that we could solve and find a really good solution for.

What do you think?

(playful music) (lion roars) Great work today, scholars.

Howah!

You have worked with the l-e ending as well as compared two stories with the same character.

We have also come up with some great ideas on how we can change and help solve problems in our community.

Now it's time to go find a great series book and see how they are the same and how they are different.

Baamaapii giga-waabamin.

We'll 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 cheerful music)