- Hello, readers.

Welcome back to "Read.

Write.

Roar!"

Today we will be learning about the long E vowel sound and the different spelling patterns that make the long E sound.

We will be reading a book about baby animals that hatch from eggs.

We will write a table of contents for our informational text and work on editing and revising our writing.

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.

(playful music) (lion roaring) (lion roaring) (upbeat electronic music) - Hello, amazing learners.

My name is Ms. Rodgers.

Today we're going to focus on the letter E sound.

E, E is a vowel.

It has a short vowel sound like in pet, puh, eh, t, pet, and a long vowel sound like in eat, e, tuh, eat.

The long vowel sound is when the E says its name.

I have two columns here, the short E column and the long E column.

In this column, the short he says eh.

Here's my first word, pet.

Puh, eh, t, pet.

Next I have shed.

Sh, ed, shed.

My final word is ten.

T, en, ten.

Now let's echo read those words together.

My turn, your turn.

Pet, pet.

Shed, shed.

Ten, ten.

Excellent job!

Now let's try our long E sound.

We have eat, ee, tuh, eat.

Feet, fuh, ee, t, feet.

And finally, we have chief.

Ch, ee, ff, chief.

Now I want us to echo read those words together.

Eat, eat, feet, feet.

(sniffing) Are those your feet I smell?

Or maybe they're mine.

But anyway, our next word, chief, chief.

Very good, now, did you notice that the long E sound has different spelling patterns?

Over here for short E, we only have a letter E. But over here for long E, we have E-A, E-E, and I-E for the E sounds.

That's a bit strange, but I have another anchor chart just for you that will help us to organize those ideas and to help us to better read the long E sound.

(playful music) Okay, so now we have our anchor chart set up, so let's take a look at it.

So we have E-A, E-E, and I-E. All three of those make the E sound.

Very good.

So my first word is eat, ee, tuh, eat.

My second word is feet.

Fff, ee, t, feet.

And my last word is chief, ch, ee, fff.

Chief.

Now I'm going to put up some more words up here that will help us to organize our long E sounds.

I have the word keep.

I like to keep track of all of my work.

Keep, kuh, eep.

Keep.

So this one should go under feet, because it has the spelling pattern E-E. My next word is shield.

Sh, eeld, shield.

So this spelling pattern is I-E, so it should go under I-E where chief is.

My next word is leaf.

Ull, eaf, leaf.

Now this is one leaf, but if I had more than one leaf, the word would be leaves, spelled with a V. What's the spelling pattern here?

E-A, so I'm going to put that right here under E-A.

Now I have a couple more words that I would love to get your help with sorting.

So let's get started.

This word right here.

Tree.

What's the spelling pattern?

E-E. My next word is thief.

Where do you think that should go?

Ah, it's a I-E spelling pattern, so it should go under shield.

The next word I have is t, ea, ch, er, teacher.

That's me!

(laughs) So teacher, what do you think the spelling pattern is?

E-A, very good, and that will go right under leaf.

Now I have three more, and I want you to notice also that I have the spelling patterns in a different color.

So that helps us to also organize our words.

Now here's a word.

Beach.

I love to go to the beach.

Where do you think it should go?

Under E-A.

The smartest class ever.

Fierce, like as in strong or powerful.

The waves were fierce on the beach.

I-E, it's an I-E pattern.

And finally, we have the word green, and it's a color.

What spelling pattern is this one?

E-E, good job.

(playful music) I want to show you something very tricky about the I-E pattern.

Today we learned that the I-E can make the long E sound like in field, and it can also make the long I sound, like in lie.

Now, that's pretty weird, so what do you think we can do in order to make sure that we are spelling the words correctly?

Well, when you're reading, you can use the word in a sentence.

For example, here's one for "The Baseball."

So I have the word field.

Now, if I didn't know that the word was a long E sound, I could say, I wanted to play baseball in the filed.

Filed?

No, so let's try the long E sound.

I wanted to play baseball in the field.

Hear the difference?

Let's try another one.

Hmm.

I do not want to tell a lee.

What's a lee?

So it can't be the long E sound, let's try the long I sound.

I don't want to tell a lie.

(gasps) So do you see how we can use those spelling patterns to actually put them in sentences in order to make it sound right?

So again, vowel sounds can be tricky, so switching a vowel sound to see what sounds right is a strategy that you can use when you're reading words that you don't know.

Great job, learners, listening for the short E and long E sounds, and for sorting words with different long E patterns.

And as you're reading, try different vowel sounds to see what sounds right.

(gentle music) Today, we are going to read a story called "Guess What is Growing Inside This Egg," by Mia Posada.

Mia Posada is the author and illustrator of this book.

This book gives us clues, and we will need to guess what baby animal will hatch from the eggs.

Each clue sounds like a poem, so listen for the words that rhyme.

We will also learn important facts about each animal.

Are you ready?

"Guess What is Growing Inside This Egg," by Mia Posada.

"This egg sits snugly upon its father's feet.

He warms it with his body's heat.

Under his feathered belly, it's cozy and warm.

Safe from the icy Antarctic storm.

Can you guess what is growing inside this egg?

A penguin!

This baby penguin, or chick, lives in Antartica, one of the coldest, windiest places on Earth.

When it is hatched, its mother returns from the sea to help care for it.

Now its father needs to hunt for food.

He hasn't eaten in the two months that he's cared for the egg.

The mother and father penguins take turns holding the little chick on their feet to keep it warm, and going to the sea to hunt for fish and squid to feed it.

Once it grows its waterproof feathers, the chick will be able to swim and hunt on its own.

This mound of dirt and sticks piled high makes a safe nest for these eggs to lie.

Predators of the swamp had better keep back.

This sharp-toothed mother will attack!

Alligators!

These baby alligators will grow to be nine or more feet long.

They spend most of their time in the swamp water, floating on the surface or diving below like a submarine.

They use their long tails as paddles to push themselves through the water.

They hunt for birds, turtles, snakes, and fish to eat.

Alligators cannot chew their food.

They grab their prey with their strong jaws and swallow it whole.

Tall lakeshore reeds help hide the nest where these eggs lie under their mother's breast.

Can you guess what is growing inside these eggs?

Ducklings!

As soon as their feathers are dry, they will be able to follow their mother to the nearby lake.

The brother and sister ducklings walk in a line, one after the other.

Ducklings do not need swimming lessons.

They are born already knowing how to swim.

With their webbed feet, they paddle through the water.

Soon, they learn to feed on worms, water plants, and insects just below the water's surface.

Their mother crawled from sea to land to bury these soft eggs in the sand."

Hmm.

I see some more rhyming words.

I see the word land and sand.

They're also spelled A-N-D at the end, which makes them rhyme.

"Can you guess what is growing inside these eggs?

Sea turtles!

The tiny baby turtles hatch under the sand.

They use their flippers to push themselves up to the surface of the beach.

Leaving the nest at night, they must find their way to the water on their own.

It is a dangerous journey, as crabs and birds like to eat the tiny turtles.

Once they have made it safely to the ocean, the baby turtles swim far out to sea and feed on small sea animals called plankton.

As they grow, they begin to feed on larger things, such as jellyfish and seaweed.

When the female sea turtles are grown, they will return to the beach to lay their own eggs.

This round sack of silk thread is packed full of tiny eggs.

Their mother spun it with her eight long legs."

Hmm.

I wonder what has eight long legs?

"Can you guess what is growing inside these eggs?"

Let's see.

(gasps) "Spiders!"

Oh, such beautiful things.

"Hundreds of baby spiders called spiderlings hatch from their eggs inside the egg sac.

Then they tear open the sack and crawl out.

Like their mother, the spiderlings have eight legs.

They also have eight eyes, but they do not see very well.

Each spiderling must find a new home.

It sends out a thread of silk from its body into the air and lets the wind catch it.

The wind carries the tiny spiderling away until it lands in a new place where it will build its web.

This is called parachuting.

The spider's web traps insects for it to eat."

Wow.

"Can you guess what is growing inside these eggs?

Hidden in a rocky cave, deep beneath the ocean waves, their mother wraps her long arms around to keep these eggs safe and sound."

Around, sound.

Those are rhyming words, too.

"Octopuses!

You can actually see the baby octopuses inside their eggs.

They're only about the size of a grain of rice when they hatch, but they are able to take care of themselves.

The tiny octopuses float in the water, feeding on plankton.

When they grow bigger, they use their eight arms, called tentacles, to catch crabs, fish, and clams.

The octopuses hide from predators by changing their color to look just like the sand or rocks around them.

The baby octopuses grow quickly.

In about one or two years, they will be full grown."

This was a really interesting book.

I hope you take the time to read some books on your computer at your home, or even at the library.

(gentle music) - Hello there, learners!

Welcome back to "Read.

Write.

Roar!"

I'm Mrs.

Spear, and I'm really excited because we're getting so close to being finished with the informational text that we've been writing together on the topic of frogs.

Now, you've been helping with frogs, and maybe you're doing something else at home, writing about your own animal topic.

One of the things that we haven't talked about yet but that's really important to talk about is that when we are writers, we always want to keep in mind the people that are going to read our stories, the audience, and we want to do things in a way that makes it really easy to read what we're writing.

Part of the work we have to do is to be able to check our work to make sure that it makes sense and to check and do some what's called editing and revising.

So we're gonna do that today, and the other thing we're going to do today is add something called a table of contents, which is a text feature that you might see in an informational text, and it supports readers when they're reading the book.

So let's get started.

The first part today is we're going to think about revising.

You may remember the other day when I was writing, I realized that I misspelled a word.

That happens all the time with writers.

So we're gonna be thinking about what do we do when that happens, and then how do we check our work with that?

Now, in the past, we've done some editing work where we've thought, "Hmm, are we remembering to put an uppercase letter at the beginning, put spaces between words, and then make sure there's punctuation at the end?"

That's a strategy that we have used with this symbol in our lessons.

Something else that you might have used in your classroom is this strategy called CAPS, where you check for capitalization, make sure it all makes sense, and the appearance is good.

Also that you have punctuation and spelling.

Those are two things that you could do as a writer to check your work.

(gentle music) So we've used these other strategies as writers to help us with our editing, and today we're gonna use something new.

What we're gonna use today comes from this book, "Inside Information" by Dr. Nell Duke, who happens to be from Michigan.

She has generously allowed us to be able to use her checklist as we're doing our work today.

And she designed checklists that are made exactly for the age that you are in, and the grade that you are in.

So we're going to be really carefully today checking for these things because they're what we're expected to do as first grade students.

For spelling, we're going to check and make sure that we've spelled correctly words that we've been taught.

So you still want to be doing that good sounding out and stretching and thinking how you think you spell the word, but then when you back and reread, did you spell the words that you know correctly?

And then here's that second part, did you use, it says used letter sounds to spell words I have not been taught.

So you're really stretching sounds and putting down what you know about letters and sounds to spell those words that are harder that you don't know yet.

Besides spelling, capitalization, we've talked about that.

We're gonna make sure we capitalize the first word of each sentence.

We know that, right?

The second thing, we capitalized dates and names of people.

So those are things that you're looking to do as a student in first grade.

This last part, this section is about punctuation.

Here's what you'll be checking.

Use a period, which is like stop, a question mark, I don't know, or exclamation point, I really mean it, at the end of each sentence.

So you find the one that makes the most sense, period, question mark, or an exclamation point.

And the other thing we're starting to do in first grade, used commas in dates and after words in a list.

So as I'm reading my work today, and doing some of my editing, those are things that I'm looking for.

Also want to make sure that it makes sense.

(gentle music) I made a mistake when I was in the middle of writing this page on protection.

I was realizing as I was spelling, I'm not spelling camouflaged right.

I used the letters and sounds that I knew, but I looked it and I'm like, that doesn't look right.

So as a good reader, I know I can look in the book, and I knew that I saw that word here on this page.

And if you remember, I found the right spelling, and the word camouflaged was in bold print.

So because I'm doing my final copy, and I want it to look really nice, I don't want to have to remake the whole page.

That would be hard, right?

I mean, I could, but that's a lot of work.

I could just leave it crossed out.

It doesn't look quite as polished and a final product that I want, though.

So what I was wondering is what else could I do?

Do you have any ideas?

Here's what I was thinking.

I thought, well, could I put a piece of paper over that part?

What do you think?

Would that work?

I think that would be okay.

So I'm gonna do that.

I'm gonna put a piece of tape over just this part for this word and line it up, and then I'm going to rewrite the word camouflaged.

A frog's skin helps it to be camouflaged.

And again, if I want to really double check myself, I can have my book open with the word camouflaged right there.

C-A-M-O-U, camou, fl, aged.

A frog's skin helps it to be camouflaged, period.

So what I just did, learners, is I was checking my spelling, one of the things on my checklist.

(gentle music) Okay there, learners.

So the next thing we're doing today is thinking about a part of a book called a table of contents, which supports us as readers when we are going to read a book about an informational topic, such as frogs.

Now, remember, everything we're doing about frogs or the animal you're studying is because we are trying to answer two big questions.

We're discovering what are some ways that plants and animals meet their needs so they can survive and grow, and we're also discovering how animal parents, or adults, and their babies, or offspring, are similar and different.

And so all the ideas we're going to put in our table of contents will be talking about those big ideas, survival and growth, and differences between adults and their offspring.

And I wanted to show you in this book that we've used a couple of times, "Frogs and Toads," a Bobbie Kalman book by Crabtree publishers.

In this book, there is a table of contents, and it literally says, "What is in this book?"

And there's a little phrase for each part, and then it tells you the page number.

So for instance, if I wanted to learn about what frogs are doing in winter, it says "Winter Sleep," and I would turn to page 22, because that's what this book is telling me is where I can find that answer.

So we want to make something for our readers as writers of the book so that they can find where they're going.

Now, here are the big topics that we learned about when we were studying about frogs.

Habitat.

Can you say habitat?

Great.

Do you remember what that is?

It's the where, right?

The next part that we talked about was body.

What is the body of a frog like, and how does it help that frog to survive and grow?

And we know that a body of a frog is a little bit different than the tadpole, right?

This next word is communication.

Can you say communication?

Great.

Communication, how they're going to talk, and we learned about them dancing and peeping and croaking, all kinds of different noises that they make to communicate.

Diet.

We learned that the diet, can you say the word diet?

The diet is what they eat, right!

So we learned all about the different things that a tadpole eats versus a frog.

Movement.

Can you say movement?

Great, we learned that they're both good at swimming, both tadpoles and frogs, and that frogs have those really strong legs to be able to jump, right?

How about this word?

Protection.

Can you say protection?

Yeah, protection.

That's how they keep themselves safe from predators, things that might want to eat them, and how they keep others safe, they communicate through some of their sounds that they make, too.

The last part, adults and offspring.

Can you say adults?

What's this word?

And.

And this other word is offspring.

That's our last topic.

So for people that are going to want to read our book that we made, these are the different parts that they would get to read about.

And so we help them by putting a page number next to the word so they know what page they need to go to.

This will help them, and they'll know what page to go to to read about each of these parts.

So the first part is habitat.

We're gonna put number one.

The next part's body.

We'll put a number two.

Communication, number three.

Diet, we'll put four, 'cause it's gonna be on page four.

Movement, that's going to be page five.

Protection, that would be page six.

And the last page will be spread over, or the last part, adults and offspring, will be over two pages, but it will start on page seven.

We don't have to write the two pages that it's on, we just know that if you go to page seven you'll start learning about adults and offspring.

Well done!

So writers, you've helped me today to be able to revise my work and make it sound better for the reader.

You've helped me to really think about how do you use an amazing editing checklist to go back and check for spelling, capitalization, and punctuation.

And now we've written a table of contents page.

So the next thing we'll do, the next time we're together, is we'll read the whole book.

I can't wait to do that with you.

Keep reading, keep researching, keep writing, and 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.

(upbeat music) (gentle music)