- Hi there, learners.

Welcome to Read, Write, ROAR.

Today, we are going to learn a new ending.

The I-N-G ending that says ing, and find out what that's all about.

We'll also be learning more about communities with Ms. Rodgers, and then we're going to write a poem.

So grab something to write with, and something to write on, and meet me right back here, so we can start to Read, Write, and 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) (soft music) - Hi, learners.

I'm really excited today.

We're going to learn about a new type of ending that we can put at the end of words that are called verbs.

Verbs have something to do with an action, and every sentence needs a verb in it.

The ending we're going to talk about today is I-N-G, that says ing.

I-N-G, you can blend together, I, N, G, ing to say ing.

When we add I-N-G at the end of a word, it means we're trying to show that something is happening right now in the present tense.

So, I'm going to start with you by acting out some things, and you can do them with me too.

And I want you to tell me the actions that I'm doing.

Are you ready?

Okay, learners, help me now, what am I doing?

(Mrs.

Spear clapping) That's right, I'm clapping.

Okay, now, what am I doing?

You got it, I'm jumping.

Okay, last one.

What am I doing?

(Mrs.

Spear snapping) Yes, I'm snapping.

Let's take a look at those words, and check out that ending with I-N-G. (upbeat music) Okay, here's the things that we just did.

We were clapping.

We were jumping.

And we were snapping.

Clapping, jumping, snapping.

Do you notice they all have that I-N-G, ing, at the end.

Let's read them together.

Clapping, jumping, snapping.

So let's take a look at the words that we would've started with.

We would've started with clap, and jump, and snap before adding the I-N-G to be showing that this is happening right now in the present.

When I take these off, do you notice something different about clapping and snapping?

Yes, we actually had to add another P here.

After clap, instead of just adding I-N-G, we added a P, and then I-N-G.

But we didn't have to do that in jump.

We kept jump, and then added I-N-G. Again, with snap, we had to double that P, we had to add another P, and then add I-N-G. And here's how we can remember that.

If it starts out as a one syllable word, like clap, with one vowel, ending in one consonant, you double that last consonant before you add the I-N-G. And that's why we doubled it in clapping and snapping.

So we can call this our one-one-one rule, one syllable, one vowel, one consonant means you double that last consonant before you add that inflected ending of I-N-G. And now we're gonna have some fun thinking about I-N-G words, and getting ready to write a poem.

Let's do it.

(soft music) So we've been doing a lot of brainstorming, thinking about all the words that we can think of that have to do with winter that have the I-N-G ending.

I-N-G, which when we blend those three letters, it says ing.

Let's think about all the different I-N-G words that we thought of that have to do with winter.

This gets us ready to write a poem.

Here we go.

Winter is skiing.

Winter is sledding.

Winter is shoveling.

(shovel grinding) Winter is brushing.

(brush grinding) Winter is also layering.

With a scar, with a hat, with a jacket, with mittens.

Layering is important in winter.

Winter is drinking.

Winter is reading.

All these words end with the I-N-G chunk that says ing, and we're going to be using these words in a poem that we're going to write.

You'll be able to think about out words that make you think of the season of winter, and then you can write your own poem.

Let's get going, and let's write.

(upbeat music) Now that we have this list poem, we are going to take all the words brainstormed about winter, all of these are action words or verbs, and they have the ing chunk at the end.

So we're going to use some other words to help us to be able to make our writing more descriptive.

That means it will be more interesting to those reading it, and it will give them more details, so they can picture it in their minds.

We are going to use some words that begin with wh to help us with this.

You may be familiar with many of these words.

The first one is who.

Can you say who?

Nice.

The second word that begins with wh is what.

Can you say what?

Excellent.

The third word is when.

Can you say when?

The next word is where?

Can you say where?

Finally, the last wh word is why.

Can you say why?

Well done.

So, as we're thinking about this list of words, we'll think about these wh words, and see if they can help us to make the writing that we're doing a little bit more interesting, and descriptive for those who are reading it for us.

So here we go.

Let's write.

My first word says skiing.

Hmm.

I'm thinking where would help me here.

Where would I be skiing?

Did you think like down something, maybe down a steep hill?

That could be a place where I would be skiing.

I'm going to write that.

Okay, I've got my first phrase here.

Winter is skiing down a steep hill.

I hope you can picture that really well in your mind, because I used some describing words for that hill being really steep.

How about shoveling?

Hmm.

Which of the wh words might help with that?

I could say shoveling what?

What would I be shoveling in the winter?

Sure, I'd be shoveling snow.

And I'm also thinking I might be able to add a who into that.

Sometimes I help, and shovel snow for people.

That's part of being a member of a community, and being a community helper.

So I think what I'm going to write is shoveling snow for my neighbor.

So shoveling snow for my neighbor.

I used what, and I used who to help me with that one.

Now let's look at the word sledding.

Hmm.

I could use a where, where might I be sledding?

But I also could use a who.

Maybe I'm sledding with friends.

I'm going to write that one.

My next one is brushing.

Do you remember what I was brushing when I was outside?

Yes, what I was brushing was snow.

So, I could say brushing snow, hmm.

What do you see people brush snow off of a lot in the wintertime?

Yes, they brush it off of cars, brushing snow off my car.

Now let's look at the next word in my list here.

Layering.

Remember I was saying, I have to layer what?

Yeah, lots of different clothes.

And why?

Because it's so cold.

I love how these wh words are helping me to remember what I should write.

I'm going to write layering clothes, because it's cold.

Here I go.

Let's read from the beginning.

So far, we have winter is, read with me, okay?

Skiing down a steep hill, shoveling snow for my neighbor, sledding with my friends, brushing snow off my car, layering clothes, because it's cold.

How's it going?

Are you liking this list poem?

What I'm gonna do now is I'm gonna take this part up here.

Winter is, and I'm gonna put it down here again, and say, winter is also, that means, here's other things that are all about winter.

And because I had this period ending here, I'm starting that phrase over, winter is, and adding also.

Winter is also reading.

I love to read.

Reading a book by the fireplace.

Now you might notice I have uppercase letters.

When you're writing poems, you can do different styles like that.

Reading a book.

So that's my what, and now I'm telling you where, reading a book by a fire.

And because it's my last sentence, I'm gonna put an and here.

And drinking, what might we drink in winter to keep warm?

What?

Cocoa, and why?

To keep warm.

And drinking cocoa to keep warm.

And I'm going to end this with an exclamation point.

Okay, learners, the very last thing that all writers do is you read your of work from the beginning.

So, let's read the whole thing together.

Are you ready?

Here's something I'm thinking about.

We know these are all action words, skiing, shoveling, sledding, brushing, layering, reading, and drinking.

So as I'm reading, you can read with me, and you can even act out the words, okay?

Let's do it, here we go.

Winter is skiing down a steep hill, shoveling snow for my neighbor, sledding with my friends, brushing snow off my car, layering clothes, because it's cold.

Winter is also reading a book by the fire, and drinking cocoa to keep warm.

Thank you, learners.

It was such a pleasure to be with you today, do all this great work with you on writing.

Keep writing at home, and be using words like these wh words to help you when you're stuck, to think about things you can write, and make your writing more descriptive, see you soon.

(soft music) - Hello, amazing learners.

It's Ms. Rodgers here.

We're going to learn more about community helpers.

We're going to do that by reading a few pages from the book "Community Helpers Then and Now", by Bobbie Kalman, with permission from Crabtree Publishing.

Before we get started, I have a chart here, present and long ago.

We're going to fill in the present side with things that we notice about school helpers now.

And on the long ago side, we're going to fill in things that we notice about schools long ago, and then we're going to compare them.

So let's get started with our first page, school helpers.

"Most of the people who work at your school are teachers, but some school workers help you in other ways.

The principal is the head of the school.

The librarian shows you how to find the books you need."

Now, this paragraph mentioned three people.

It mentioned teacher, principal, and librarian.

So, let's go ahead and write that on our chart.

Teacher, teacher, teacher, principal, principal.

And finally, the librarian.

So, let's go ahead and write librarian.

Librarian.

Now, most schools have all three of these people in their school, but sometimes there's more than one teacher of a grade level.

So you may have two teachers that teach third grade, or five teachers that teach third grade.

So, let's make this plural by adding an S. Teachers.

Now, the school that I work with, we have more than one principal.

So I'm going to write principals.

So just in case.

Now, let's take a look at the photographs.

At the very top, we see someone holding a stop sign, and we also see two children.

Now, who do you think that person is, and what is that person doing?

Yes, this is the crossing guard.

The crossing guard has a stop sign, which tells the cars to stop, because students are trying to cross the street safely.

So let's go ahead and write the word crossing, and then guard.

Crossing guard.

Crossing, there's our I-N-G ending, crossing guard.

Now crossing guards are very important, very important part of keeping our schools safe.

Now let's look at the photograph at the bottom.

Now, this young lady has something wrong with her arm, and the person is taking care of her.

Would do you think she is?

Yes, probably the school nurse.

So, let's go ahead and write nurse on our chart.

We have a school nurse at our school.

Do you have a school nurse?

Now, if you don't, I'm sure your teacher tries to take really good care of you.

Let's look at our next photograph.

This is a young lady who has on a book bag.

It looks like she's going down the stairs.

Behind her is someone who has their hand on the wheel.

Now, it looks like a big bus.

Now, who's in charge of driving the bus?

The bus driver.

The bus driver's job is really important.

He or she makes sure that we're safe when we're traveling to and from school, so let's go ahead and write bus driver.

Bus, and then driver.

Driver.

Okay, so, so far we have teachers, principals, librarian, crossing guard, nurse, and bus driver.

It looks like we have two more photographs that we can look at on this page.

Now, next to that, we see, it looks like a gentleman holding a book, and perhaps talking about this book to one of the students.

Now behind the gentleman, there are several books on the shelves.

So, where do you think they are?

Yes, they're in a library.

So possibly, this man is the librarian.

So let's go ahead and add librarian to our.

(Ms. Rodgers gasping) We already have librarian up here.

Oh, I did that so fast that I forgot that I wrote it the first time.

So we have librarian right here.

Thank you for checking me, and making sure that I have this all correct.

So, let's look at the top photograph.

Now, this lady has children around her, and they're looking at a globe.

Now, that's pretty easy.

Who do you think she is?

She's the teacher, and we have teacher at the top already.

Now there are two people who are not on this list that the book didn't necessarily mention yet.

Now, think about you being in your classroom, and your teacher has student jobs, right?

Like the classroom line leader, the person who's in charge of the table captains.

So can we say that students are also community helpers?

Yes, so let's go ahead and add students.

I remember having several student helpers in my class.

So students, plural, more than one.

Now, sometimes we have people who come into our classroom to help that are the parents of those students.

So, let's add parents also.

A lot of schools have parent volunteers, and they're really special.

Parents.

Okay, so now let's take a look at our list for present in our classrooms.

Teachers, principals, librarian, crossing guard, nurse, bus driver, students, and parents.

Now, if we think about it, there's so many more, like paraprofessionals.

Those are people who work with students in small groups.

We also have the electrician, the person who makes sure that the lights are on.

We have so many people, even janitors, that we haven't added to this list.

We're trying to stay true to what we see in the book.

So, let's go ahead and listen to what I'm going to read next about the past, or long, long, long ago.

Are you ready?

All right, here we go.

"Who were the helpers?

Long ago, many schools had only one room and one teacher.

Not only did teachers plan lessons, and teach their students, they also had to keep the school clean.

Students helped them sweep the floor, wash the blackboard, and bring in water from the well.

The parents of the students paid the teacher's salary."

Now the salary is not a salad that you eat.

Salary is pretty much the pay that a teacher receives for doing work.

Now, let's see what they mentioned, and who they mentioned in the classroom.

So, when I first read this, I saw that they mentioned teacher.

So, let's add teacher to our list for long ago.

Teacher.

Now, if you notice, they said that there was one teacher who taught several students.

So, it could be a group that had first graders and fifth graders, first graders, second graders, and fourth graders all in one room.

So, that was a little intense, right?

All right, so let's look at our next one.

Our book mentioned next that there were students who helped sweep the floor.

So, the students, just like in the present, were helpers to the teacher.

Students are very important.

Students.

So, more than one.

And then finally, long ago on this page, it mentions parents.

So, let's go ahead and add parents.

Now, just by looking at this list, we see that there are more helpers in the present time than there are in the past, but the same amount of work had to be done.

So, what we're going to do now, I'm just going to circle.

What's the same?

So again, we have for the present, teachers, principals, librarian, crossing guard, nurse, bus driver, students, parents.

There's so many other things that we didn't write.

And on the long ago side, we have teacher, students, and parents.

So let's see, what's the same, what has not changed?

(Ms. Rodgers gasping) Teacher.

Okay, so even though there's more than one teacher, we still have teachers in the present and long ago.

Let's see another (gasps), students.

Students are the same.

And then finally, parents.

Wow.

Community helpers are truly important.

(upbeat music) Thank you for learning with us today.

I hope you will go out into your community, whether it's your school community, home community, your city community, and recognize all the different helpers that make our communities work together.

Now think about how you can be a community helper too.

I'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 music) (upbeat music)