- [Teacher] Hello.

amazing learners.

Welcome to "Read, Write, ROAR".

Today we will be working with words that have S blends.

Then looking for the new rhyme and learning some high frequency words.

We will also connect the story map to our writing of Mrs.

Spear.

So grab some paper and something to write with and we'll see you soon.

- [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.

(soft upbeat music) - Hi, amazing learners, I'm Ms. Rodgers.

We're going to work on reading words that have two consonants that blend together at the beginning of words but we can still hear each of their sounds.

Kind of like a strawberry and banana smoothie.

You can taste the strawberries and the bananas.

Well, I don't have any strawberries but I do have a banana and an apple.

So banana apple smoothie?

Probably not.

So let's go ahead and get to our SC and SK blends.

My first word is spelled S-C-A-N.

I'm going to sound out each letter and then I'm going to blend together to make a word.

So let's start with the first letter.

S-C-A-N Now you try, S-C-A-N.

Excellent, so when we put those letters together, we blend them like that smoothie.

We have S-C-A-N, scan, the S and the C together makes the SC sounds, so the word is scan.

The sales clerk will scan my purchase.

My next word, S-C-O-O-P. Two letters, OO, make the OO sound.

Can you say, OO, yeah, OO.

So let's blend this together.

S-C-O-O-P, scoop.

I love large scoops with an S of ice cream, scoop.

My next word is spelled S-C-A-B.

I have a bandaid right here, that's kind of a clue.

Let's sound it out.

S-C-A-B.

Blending these together, S-C-A-B.

You try, S-C-A-B, scab, S-C, SC, A-B, scab.

I have a scab on my arm.

My final word is a S-C-A-L-E, scale.

Now I sound up the word together or blended it because I see that I have an A consonant E which means that E sound A to say its name.

It's a long vowel sound.

So since we know that SC makes the SC sound, I know that this is scale, scale.

I like to balance things on a scale.

Okay, so I have scale, scan, scoop and scab.

Now let's go to our words that have the SK blend.

So I'm just going to change the second letter from a C to a K. So let's see.

S-K-I-P, wait a minute, this K sounds a lot like the C. So if I put the S and the K together and I blend them, what sound do you think it'll make?

Yes, just like the SC, S and C, the SK makes the SK sound.

So we have S-K-I-P, skip.

I like to skip.

Sometimes my coordination is a little off but that's okay, I still know how to skip.

S-K-I-P, S-K-I-P, skip.

Do you know how to skip?

My next word is spelled S-K-Y.

We already know that SK makes the SK sound.

What about this Y?

Ah, you see the clue here.

I have the sky right here, so this has to be the word sky.

S-K-Y, sky, excellent.

Here's that SK blend, S-K-I-N. You try, S-K-I-N, skin.

Babies have really soft skin, soft, soft, soft skin.

All right.

And our final word, something that I did see almost every card, well, actually every card, I drew a S-K-E-T-C-H. you try, S-K-E-T-C-H.

The TCH makes the chi sound.

So this word is sketch.

A sketch is a drawing.

So I like to sketch on paper.

So as you can see, we have SC and SK blends.

Scale, scan, scoop, scab, sketch, skip, sky, and skin.

What are some other words that you can find or think of that have the SK and SC blend?

Well, we're going to take a look at a poem that I have just for you.

So get ready.

(soft upbeat music) Now, let's read this poem together and see if we can find any of those words that have the SC or SK blend.

Changes in the Sky by Ms. Rodgers.

That's me.

Look up at the sky, do you see the clouds skip?

Sketch the night sky.

Do the stars seem to flip?

I have my book in hand to sketch what I see.

Scoop up your markers or crayons and join me.

Now, did you hear any SK sounds?

I'm gonna read it again and what I want you to do is clap as soon as you hear the SK sound and I will underline that word, ready?

All right.

Changes in the Sky, oh, (kid claps) by Ms. Rodgers.

Look up at the sky.

(kid claps) Do you see the clouds skip?

(kid claps) Sketch, (kid claps) Good job.

The night sky, sketch the night sky.

Do the stars seem to flip?

I have my book in hand to sketch (kid claps) what I see.

Scoop (kid claps) up your markers or crayons and join me.

Excellent job.

Now let's try reading this together.

All right, here we go.

Changes in the sky, changes in the sky by Ms. Rodgers.

By Ms. Rodgers.

Look up at the sky, look up at the sky.

Do you see the clouds skip?

Do you see the clouds skip?

Sketch the night sky, sketch the night sky.

Do the stars seem to flip?

Do the stars seem to flip?

I have my book in hand, I have my book in hand.

To sketch what I see, to sketch what I see.

Scoop up your markers, scoop up your markers.

Or crayons and join me, or crayons and join me.

Excellent job.

(soft upbeat music) - Who's ready for a brain break?

We've been working really hard.

Now, it's time to give our brains a break.

Today for our brain break, we're gonna do something that I love to do in the snow.

We're gonna build a snowman, are you ready?

Stand up with me, great.

The first thing we're gonna do is we're gonna push, push, push our snowballs.

Do that with me, push, push, push your snowball through the snow.

Now let's get ready to stack them.

We've got three snowballs to build our snowman, ready?

Take the big one and stack it.

Let's do the middle, ready?

Stack.

What do we need that top?

A head, that's right.

Get the smallest snowball and stack it.

One, two, three.

Now we need to give our snowman some arms.

Stick in the arms, great.

What else does a snow man need?

A face.

Let's put on two cool eyes.

Now we need a carrot nose, get your carrot and stick it on.

Great, finally, let's do a smile.

Smile, smile, smile, smile.

Your snowman needs a scarf, grab a scarf and wrap it around.

And the last thing we need on our snowman is a hat.

Find a hat and put it on top.

That's a great snowman.

Thanks for brain breaking with me today friends and for building a snowman.

(soft upbeat music) - Hi learners, this Mrs.

Spear again, let's write together.

We're going to look at the story map we made the other day.

Remember this organizer helped us to brainstorm our ideas.

Now we'll take the ideas that are brainstormed and we'll put those ideas into sentences to write a story over here.

Remember, I'm writing a story that's important to me.

You're going to think of a story there's important to you.

And what really matters is that for this story that we're writing, it has to be something connected to the daytime or the nighttime sky.

As I'm getting ready to think about my story, I need to think about an opening sentence.

The sentence that starts our story is called the lead sentence.

Can you say lead sentence?

Yeah.

The lead is what starts out the story and hooks the reader, gets him excited to wanna read it.

So I need to look at my story map and think about the important parts that I need to make sure I mention to hooking my reader when they read my story, the opening line of it.

So we talked about writing a lead sentence to hook in the reader.

I have a few examples to share with you today.

This one is from "Over and Under the Pond" by Kate Messner.

And we thank Chronicle Books for letting us use this.

This lead sentence says, over the pond we slide, splashing through lily pads, sweeping through reeds.

Right away, I know they're at a pond so I know the setting.

There's a reed, so there's a couple of characters that are gonna be in this story.

And it must be kind of nice 'cause they're out, and the picture we can tell they are out on a boat.

But if they're out in the pond, it must be kind of nice if they're splashing around.

So I have a sense and it hooks me in to find out, ooh, what are they going to do when they're out of that pond?

In this book, "Who Will Plant a Tree" by Jerry Pallotta and thank you to Sleeping Bear Press for giving us permission to use this book.

Jerry Palotta's opening sentence, his lead sentence says, I wonder who will plant a tree.

Right away, we can tell that the author's asking us a question and the what is about planting the tree.

So the setting I would think is going to be some place that's out and about in nature.

So in those first two lead sentences, I'm curious to find out who will plant a tree.

I'm curious to find out what they're gonna do out on that pond.

This third book, "a Bad Case of Stripes" by David Shannon and thank you to Scholastic for letting us read this.

The lead sentence says, Camilla Cream loved Lima beans, but she never ate them.

Wow, I wondering why, are you?

We know the character Camilla and in the picture it shows us the setting.

We don't really know much more but we know the what.

It's gonna be something about who, which is Camilla and the what, something about Lima beans.

So in each of these lead sentences that we read, the hook in the reader to what to find out more.

And we find out a little bit of the what, we find out about characters and in two of three of them, we know about the setting.

That's gonna help me to write my story by using other author stories as mentor texts.

I'm looking at the characters and then looking at the setting.

And I want readers to know who was with me at the beginning.

I want them to know where I am and actually that it's a nice day out but I also wanna have a little bit of a hint that something out of the ordinary is going to happen.

So I need to think about how to get those ideas altogether that these people, by family, Matt, Logan, Amelia, and myself, were all at the beach.

We're at Otsego Lake State Park and it's summertime, it's a nice day.

Very cool, let them play but a nasty storm is going to roll in.

Hmm, I don't wanna write a huge sentence, I want it to be just long enough to be able to get all those ideas together.

That my family's with me, it's a summer day and at the park, I'm ready to have a good time.

Share some ideas about what I could write for that.

(soft upbeat music) So I'm thinking something like this, it was a hot summer afternoon at our family's favorite beach in town.

If I say that we know, it's the season of summer, We know it's in the afternoon.

We know the characters, the big word describing characters is family.

I think that maybe that could work, what do you think?

Let's read the sentence together.

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

I'm looking at that, I know that it's summer.

Again, I know it's the afternoon.

My family is included in that and I also know the where is going to be at the beach.

That hopefully makes you excited to hear my story and wonder, hmm, I wonder what will happen on this hot summer afternoons at the local beach.

So you start thinking now, what could your lead sentence be?

If you got your organizer, what characters do you wanna make sure are in your lead sentence?

Do you have a setting?

Think for a moment and what might you write for your lead sentence, telling us where you are and who was there and any other important detail, the daytime or nighttime sky.

If you've thought about your sentence, say it out loud.

Ready?

Go.

Great.

Now, if you think you like your lead sentence, go ahead, grab some paper to start to jot your idea down.

Remember we're doing a draft so you can always fix your story later, does not need to be perfect.

Just do your best job that you can, say your idea out loud, write it down on your paper, going from left to right.

Just like I did.

Leaving spaces between your words that you're writing.

Take a moment and write down your lead sentence.

(bright upbeat music) So now you have a sentence and I have a lead sentence.

And now we're gonna go back to the story now because now I need to think about what I'm gonna put next to my story.

When you look right here and we talked about the plot, that's the action of our story, I'm gonna write here where it says first and on that, I have a few things that I put down.

It's a hot summer day, which guess what?

I already put that in my story, right?

It says going for a swim, lugging pails, buckets and a towel bag and setting up.

Hmm, I think those are the things I'm going to have to write about next.

What we wanna do is think about how did that feel?

It's a hot summer day, I've gathered up all my things, how are we feeling at that time?

'Cause I might be able to think about that as I'm writing my story to make my story more interesting for readers like you to read later.

So I think for my next sentence, I wanna say something like, we grabbed all our things and headed to the beach.

Let me mark that up.

We grabbed all our things and headed to the beach.

That's the next sentence that I'm going to write in my story.

So I wrote down some of my ideas.

I wanna start from the beginning and read everything I have.

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

We grabbed all our things and headed to the beach.

It was hard to lug it all.

I remembered it over here and I was brainstorming.

I put the word lugged and I thought that's a really good word to describe it.

I remember feeling it was hot and I was getting tired.

So I put, it was hard to lug it all.

We looked for a spot on the crowded beach.

Again, I see about how I felt, it was a little bit overwhelming 'cause there was so many people, we needed to find an empty spot.

So I made sure to add that in to the story.

The next part I wanna write about is getting ready to go in the water.

And I wanna make sure that we talk about finding our goggles, these are things they have over here and putting on sunscreen before we head to the water.

I'm going to start a whole new page for that, then we run down here so I can do an illustration later that matches the words that I wrote.

You're gonna want to think about that too.

Well, you want to leave room for illustration?

If you wanna draw pictures or cut pictures out and paste them on your story, whatever you might wanna do, be planning for that writers, okay?

So let's start a brand new page and write the next part of the beginning of my story.

Okay, so now is time for those goggles and that sunscreen and getting ready for that.

That's what I'm going to write next.

It was time for sunscreen, that's a compound word.

So when I write it, I'm gonna make sure I can fit it all on the same line.

It was time for sunscreen, finding goggles and heading to the cold water.

That's what I'm going to write next.

I'm going to remember to start with an upper case letter at the beginning of my sentence and the first word I'm going write is, it.

It was, leave a finger space, time, finger space, to find goggles.

It was time to find goggles.

Put on, this next word is sunscreen.

Sunscreen, can you say the word sunscreen?

Let's do the sounds.

S-U-N-S-C-R-E-N, sunscreen.

S-U-N spells sun.

Now I wanna do the part screen.

You just worked on that SC blend sounds earlier with Ms. Rodgers.

It can be a SK for SK or an SC for SC.

In this one, it's SC.

Sunsc, sunsreen.

What letter?

Yeah, letter E. But to me that E sound, it needs another E with it.

Sunscreen.

It was time to find goggles, put on sunscreen, I'm gonna put another comma because I'm pausing and last part is and head to the cold water.

And head not meaning this head but means you're gonna go there and head, I'll say head down, head down meaning going down the beach and head down to the, I'm adding in a describing word, is adjective, cold.

We're heading to the cold water, like we know we actually wanna be there to cool off that day, right?

So it's good to describe that water as cold.

As the end of the sentence, tell me something, so what should I put there?

A period, that's right.

Let's read it one more time together everybody.

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

Thank you for helping me write that sentence.

I've been working from my story map today to write the beginning of my story.

And that's what you're going to do with your story.

Use your story map that has your characters and your setting, has your plot with everything that happens in order first then next.

And then, and finally, we're at this part here first, and then I have a little bit more, I'm gonna add before the next time I come back and see you about these ideas about us laughing and playing in the water as we started to wade out.

So we move our way out into the water, a little bit deeper and then do some diving and playing some games.

I'll work on that before we meet up again next time.

Well, learners, you did a lot today.

We learned about SC and SK blends.

You wrote a poem about the sun up and the sun down and we kept working on our narrative story that we're writing about a time when the daytime or the nighttime sky matters in your story.

Be on the lookout for SC and SK words.

Keep thinking about your ideas that you can use for writing your narrative story and we will see you next time.

I'm really ready for it.

- [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.

(bright upbeat music)