- Hello, amazing learners.

Welcome to Read, Write, ROAR.

Today, we will have some fun wrapping up our learning about communities and citizenship.

We will also finish reading our book about how we can make a difference in our communities.

We will learn some high frequency words, and guess what?

Mrs.

Spear will be here to do some word sorting with you.

Sounds like fun, right?

All right then, let's 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, learners, it's Ms. Rodgers here.

Today, we're going to finish reading our informational text, "I Can Make a Difference" by Jessica P. We have permission to read this book by Crabtree Publishers.

Now, last time we read about ways that we could make a difference by being respectful and kind.

Today, we will read about some examples of how kids have taken action to make a difference in their community.

Before we get started, I would like to look at some words that will help us understand the book.

The first word is volunteer.

Let me hear you say volunteer.

Excellent.

Well, volunteer has three syllables or sound parts.

Volunteer.

A volunteer is when you offer help, and you don't expect to get paid for your services.

You may volunteer at work or at school, or some people come and help librarians.

The next word we have is fundraiser.

Let me hear you say fundraiser.

Here's my word fundraiser.

Now let's do the sound parts.

Fundraiser.

I hear three syllables.

Let's clap it out again.

Fundraiser.

Good job.

A fundraiser is a gathering or an event that is held to raise money for a special cause, or someone that needs help.

Sometimes schools have fundraisers to help raise money for special supplies, or trips at your school.

We're going to begin reading where we left off last time.

"Neighborhood watch.

There are people in your community who need help.

Some kids need clothing.

Others need school supplies to start school.

Some seniors need help with yard work, or shoveling snow.

There are many groups that help people in your community.

You can donate money, or volunteer to help with these groups."

Now we see our heading, and we also see our bold word volunteer.

So that's a really important word for us to know.

"What do you think?

Olivia and Mark want to help people in their community.

They decide to find a group they can volunteer with.

Olivia and Mark plan to find the groups that are in their community by number one, using the internet.

Number two, looking up information at the library.

And number three, asking their teacher or school principal."

Sounds like they have a great plan.

Let's read the caption.

"How else can Olivia and Mark find groups to volunteer with in their community?"

That's a good question.

Let's think about that as we read our book.

"Going global.

You can make a difference for people around the world.

You can hold a fundraiser, and use the money to help a community in Africa get clean water.

You can help refugees who come to your country by being their friend.

Refugees are citizens who must leave their own country, because of war or severe weather.

Those are another two additional bold words that are very important to understanding this book.

How do you decide how to help others?

You can suggest to your teacher that your whole class should make a difference.

Each student in your class can discuss a way to help others.

Everyone should get a chance to speak, and share an idea.

Your teacher can write all the ideas on the board.

Then everyone in the class will vote for the idea they like best.

How would you like to make a difference?"

Are you still thinking about that?

Good.

"Kids make a difference."

Now this heading is going to give us some ideas as to what kids can do to make a difference.

So this page should be a really good helpful hint for us.

"Sometimes you can make a difference doing something you love.

Abigail Lupi loves to sing and dance.

She began performing at a local senior home.

Her shows made the senior citizens so happy that Abigail decided to start a group called CareGirlz.

CareGirlz sing and dance at different senior homes and children's hospitals.

Now Abigail is making many people happy.

Do you love working on computers?

How can you use this skill, or one of your other talents to help others?

This is what making a difference looks like.

Students in Solio learn math in a newly built classroom."

Wow, so this caption is explaining this photograph here.

Let's continue reading.

Sometimes you can make a difference on the other side of the world.

Students from Ottawa, Canada learned there were students in Solio, Kenya who only had dusty tents for classrooms.

This made it hard for the students in Solio to do their schoolwork.

The Canadian students decided they wanted to help."

I think that's a great idea.

"They held a fundraiser, and earned enough money to build classrooms for Solio students."

Wow, so even children like you can make a difference all around the world.

"Let's make a difference."

Another heading.

"Citizens decide how to take action in their communities by speaking up and listening to other people's ideas.

It is important to respect what everyone has to say.

Even if you do not agree with an idea, you may still learn something from it."

Hmm, I think that's very important to know.

"You have seen that kids can make a difference in their communities and in the world.

Making a difference is part of being a good citizen.

Whether helping to water your family's garden, or raising money to buy books for a school in another country, there are many ways that you can help others.

How will you make a difference?"

Think about that.

How can you make a difference in your home, at your school, in your neighborhood, in your city, in your state, in your nation, and even around the world.

I know you can, and I know you will.

(soft music) Hello, learners.

It's time to work on some high frequency words.

If we can understand how these words work, and learn how to spell them, it will help us when we read and write them.

Here we go.

My first word for you today is many, many.

There are many things you can do to make a difference in your community.

Many.

Let me hear you say many.

M, E, N, E, many.

Do that with me.

M, E, N, E, many.

There are four sounds.

Let's take a look at our word.

Many.

One, two, three, four, four letters.

The M represents the M sound.

The A represents the E sound, the N represents the N sound, and the Y represents the E sound.

Many, M, E, N, E, many.

Now we can write this word on our board.

You can write the word on your palm as a pretend pencil, or you can write it on a sheet of paper.

So I'm going to put this word on my board, and then I'm going to grab my marker, and I'm going to write the word a little bigger, so you can see it better.

Many.

M, E, N, E. M-A-N-Y, many.

My second word for you today is about, about.

Let me hear you say about.

Good.

Now we have learned about citizenship.

About.

U, B, ow, T. About, say that with me.

U, B, ow, T, about, four sounds.

Let's take a look at our word.

About.

One, two, three, four, five letters.

This word has five letters.

The A represents the U sound.

The B represents the B sound.

The ou represents the ow sound, and the T represents the T sound.

U, B, ow, T, about.

Five letters, four sounds.

Now let's get ready to sky write this word.

You can write on your palm with a pretend pencil, or on a sheet of paper.

So let's go ahead and put our word up here on the board, and I will write it out.

U, B, ow, T, about.

A-B-O-U-T. We have two new high frequency words.

Many and about.

Now that you know how these words work, you can easily learn how to read and write them.

Now that we have learned two new high frequency words, let's use those words in sentences.

So let's start reading first to see what we have.

We read a book about frogs.

Frogs can be many colors.

Frogs can do many things.

Frogs can jump.

Now I want you to echo read, meaning I'll read first, and then you read after me, ready?

We read a book about frogs, your turn.

We read a book about frogs.

Frogs can be many colors.

Your turn.

Frogs can be many colors.

Frogs can do many things.

Frogs can do many things.

Frogs can jump.

Frogs can jump.

Now let's go on a search for our high frequency words.

The first one we're going to look for is the word many.

So when you see the word many, I want you to clap.

Okay?

So when we see the word many, just clap for me.

Here we go.

We read a book about frogs.

Didn't see it.

Frogs can be many colors.

Frogs can do many, good, things.

Frogs can jump.

Good job.

Now we're going to look for the word about.

So when we see the word about, I want you to jump, and maybe you can either say ribbit (giggles).

Ribbit, ribbit, ribbit.

Ready?

Here we go.

We read a book about, ribbit, ribbit, ribbit, ribbit, frogs, good job.

Frogs can be many colors.

Frogs can do many things.

Frogs can jump.

Good job helping me to find the word many, and the word about.

Now we echo read our sentences.

How about you read the sentences with me, ready?

We read a book about frogs.

Frogs can be many colors.

Frogs can do many things.

So far so good.

Frogs can jump.

Now we read that pretty smoothly.

Let's see if we can increase the speed at which we read those sentences.

Ready?

Here we go.

We read a book about frogs.

Frogs can be many colors.

Frogs can do many things.

Frogs can jump.

Thank you so much.

You did a great job working with me finding those high frequency words.

We also had an opportunity to echo read, read together, and search throughout these sentences for our high frequency words, and reading them more fluently.

(soft music) - So now we're going to play our little game.

I'll say a sentence, and you'll decide if it's a fact, something you can prove, or an opinion.

Here we go, first one.

Medical workers are community helpers.

Is that a fact or an opinion?

That medical workers are community helpers.

Fact, opinion.

That's a fact.

We've just been reading all about that, right?

That they help the community.

That's part of their job.

Well done.

Let's think of another one.

Firefighters all like the color red.

Would that be a fact, or an opinion?

Firefighters all like the color red.

Yeah, we know that's an opinion, right?

We don't know that all firefighters like the color red, though some might.

You're doing great with your facts and opinions.

Let's try another one.

Police officers, firefighters, and paramedics are all part of a group called first responders.

Is that a fact, or an opinion?

Police officers, firefighters, and paramedics are all part of a group called first responders.

Yes, that is a fact.

Those are all first responders.

First responders, paramedics, firefighters, police officers, well done.

Here's another one for you.

Hospitals are scary.

Is that a fact, or is that an opinion?

Hospitals are scary.

That would be an opinion.

You might think hospitals are scary, but that's just how you think, or what you feel, or your belief.

It's not a fact that we can prove.

Okay, here's another one.

It is fun to ride in a police cruiser.

Is that a fact, or an opinion?

A police cruiser would be the car that a police officer drives.

Would that be a fact, or an opinion that it's fun to ride in it?

Yes, that that would be an opinion.

Not everyone is going to think that it's fun to ride in a police cruiser.

Let's try another one.

You should tell a community helper thank you.

Is that a fact, or an opinion?

You should tell a community helper thank you.

That would be an opinion.

That's someone's belief that you should thank people.

It's not a fact, but it is great to thank our community helpers.

I actually brought a special letter with me today.

In 2020, when the pandemic started, and we had all these community workers helping out, my daughter wrote a thank you note to them, and illustrated it.

It says thank you, hospitals, and police, and firefighters.

And inside, she wrote them a note.

You might decide to thank a community helper where you are.

That's something you can do, but you don't have to do that.

(soft music) Hi, learners.

Today, we're going to continue to learn all about a couple of patterns that we've been looking closely at.

We've been taking a good look at consonant vowel consonant patterns that we see like here in the word cat, C-A-T, and in the word pig, P-I-G.

In these consonant vowel consonant words, we hear a short sound of the vowel in the middle.

Like in C, A, T, cat.

The A says the A sound.

And in the word pig, we hear the P, I, G, pig.

The I says the I sound.

Now a difference is when we have a consonant vowel consonant E, this final E at the end helps the vowel to say its name, like in the word cake.

Can you say cake?

Nice.

We hear a C, A, K, cake.

The E is silent, that final E. In the word kite, it's the same thing.

The final E is helping letter I, like in K, I, T, kite.

Can you say kite?

Nice.

So now we're going to think about two more patterns that are with two other vowels.

Let's think about letter O.

We know that letter O can make a few sounds.

But the two we're thinking about today is the O sound, like in the word dog.

Can you say dog?

Nice.

Let's do the sounds in dog.

D, O, G, dog.

Great.

This is what the word dog looks like.

D-O-G spells dog.

I'm gonna put it right here under the CVC pattern, because it has a consonant, vowel, and a consonant.

And I drew a little picture of a dog to go with it.

Okay, what's this word?

Dog, very good.

Now the other word I want you to think about is the word bone.

Can you say the word bone?

Nice.

We know that a dog might want to chew on a bone, and this is what the word bone looks like.

I know my dogs love to chew on their bones.

Let's do the sounds in the word bone.

Here we go.

B, O, N, bone.

Three sounds, but four letters.

Bone is spelled B-O-N-E, bone.

And that is going to go over here, because it's a consonant vowel consonant E, consonant vowel consonant E. And I'll add my picture of a bone.

Okay, what's this word?

Dog, good job.

What's this word?

Bone.

And it's that final E helping the O to say its name.

Okay, learners.

We've already done some sounds for letter O.

Now let's think about sounds for letter U.

Today, we're going to focus on two sounds, the U sound you can make, like umbrella.

You push up, up, up.

And the U sound for letter U, let's get going.

We know that U can say different sounds, but the two we're gonna focus on today are the U sound and the U sound.

Here's the first word.

Sun, can you say sun?

Let's do the sounds that we hear in sun.

S, U, N, sun.

Great job.

And here's what it looks like.

S-U-N, S, U, N, sun.

Where do you think I should put sun?

If I were going to sort it up here, would it go under consonant vowel consonant, or consonant vowel consonant, final E. Yes, it's going to go over here, under consonant vowel consonant.

S-U-N, sun.

Great job.

And you might have guessed, I drew a picture of a sun.

Okay, so now we have another pattern that we know.

This consonant vowel consonant with letter U, where it says U, U, like you're pushing up, U, U, sun.

Now let's think about this last sound that I want us to focus on today.

I'd like you to say the word cube.

Can you say cube?

You might see a cube when you're doing math.

It's a three dimensional shape.

Let's say the word cube.

Ready?

Cube.

Okay, let's do the sounds in cube.

C, U, B, cube.

Nice job.

This is what the word cube looks like.

C-U-B, final E, cube.

C, U, B, cube.

All right, cube is gonna go over here, right?

Because it has that final E, consonant vowel consonant, final E. And here is my picture of a cube.

So we've had a chance to look at all of these different patterns, and think about what happens when we add this final E at the end, and how it helps the vowels in the middle to say their name, or their long sound.

So let's read down our list of CVC words, and then let's read down our list of CVCe words.

Here we go.

Cat, pig, dog, sun.

Nice work.

Those are the short vowel sounds that we heard in the middle of all those words.

Now let's look at our CVCe column, and read these words.

Cake, kite, bone, cube.

In each of these words, each vowel says its name.

- You did a great job working with me and Mrs.

Spear, as we continue to learn about our community.

Thank you for joining me, and I hope that you continue to learn, and 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)