- Hello, readers and writers.

Welcome to Read, Write, ROAR.

Today, we're going to be learning about the letter P. We're going to have some fun with sounds.

We're going to learn that print and words are all around us.

We'll learn two new high frequency words, and we'll read a story.

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, readers, I'm Mrs. Erfourth.

Did you know that letters and words are all around us?

They're in our homes, all around in our communities.

Today, we're going to have some fun exploring words and letters around in our communities, and in our homes.

Let's think about in our community.

Do you recognize this picture?

Do you recognize the word?

If you know the word, say it.

You're right.

Stop.

We see this sign in this word in our neighborhoods, in our communities, in our cars when we have to come to a stop.

Do you recognize some of the letters in that word?

Tell me a letter you recognize.

The S. At the end of the word is a P. Say that word one more time.

Stop.

There are many, many words around us in our communities.

Do you recognize this next picture?

Do you recognize the words?

Say it out loud if you know it.

School and bus, school bus.

You might see this word often if you go into a school, if you ride a school bus.

The word school starts with the letter S. Do you recognize some other letters in that word school?

H, yes, we've learned about the letter H. O, do you recognize the last letter?

L, what about the word bus?

Do you recognize some letters in that word?

I see another S. Let's keep moving through our community, and see what other words we might recognize.

Let's look at the next sign, exit.

You might see this word often.

You might see this word in a store.

You may see this word in a school.

Let's look at the letters in exit.

Do you recognize any of those letters?

Tell me what letters you recognize.

E-X-I-T.

Readers and writers, we learned that letters and words are all around us.

You did a good job finding them today.

Remember, keep paying attention, and notice the letters and the words that are all around you, and keep reading.

(soft music) Now, let's think about sounds.

I have four pictures here.

This is a picture of an igloo, lamp, moon, pie.

Point to the picture of the igloo with me.

Igloo starts with the sound I.

Point to the picture of the lamp.

Lamp starts with the sound L. Point to the picture of the moon.

Moon starts with the sound M. Point to the picture of the pie.

Pie starts with the sound P. Now let's think about beginning sounds.

I'm going to say a word, and we're going to match the beginning sounds of the word that I say with the picture.

Let's try one.

Say the word park.

Let's match the beginning sound of the word park with the picture.

Park igloo, park lamp, park moon, or park pie.

Which picture has the same beginning sound as park?

Point to it.

Say it.

You're right.

Pie, park, pie both begin with P. Say the word lap.

Let's match the beginning sound.

Lap igloo, lap lamp, lamp moon, or lap pie.

Point to the picture with the same beginning sound.

You're right.

Lap, lamp.

Say the word pot.

Pot igloo, pot lamp, pot moon, or pot pie.

Point to the picture with the same beginning sound.

You got it, pot pie.

Say the word mouse.

Let's match the beginning sound, M, mouse igloo, mouse lamp, mouse moon, or mouse pie.

Point to the picture.

Say it.

You're right, mouse moon both begin with M. Say the word ill. Ill igloo, ill lamp, ill moon, or ill pie.

Point to the picture.

You're right, ill igloo both begin with I.

Say the word man.

Man igloo, man lamp, man moon, or man pie.

Point to the picture.

You're right, man moon both begin with M. Say iguana.

Iguana igloo, iguana lamp, iguana moon, or iguana pie.

Point to the picture.

You're right.

And you are getting pretty quick at this.

Iguana igloo both begin with I.

Say the word lock.

Lock igloo, lock lamp, lock moon, or lock pie.

Point to the picture.

You got it, lamp lock both begin with L. Great job thinking about beginning sounds, and matching the word with the picture.

(soft music) Today, readers, you are going to be letter heroes.

We are gonna learn about the letter P. These shapes are letters named P. What is the letter?

P. This is the uppercase P, this is the lowercase P. What is the letter again?

P. You've been learning other letters, let's take a look.

These shapes are letters named L. This is the uppercase L, this is the lowercase L. What is the letter?

L. These shapes are letters named M. This is the uppercase M, this is the lowercase M. What is the letter?

M. These shapes are letters named I.

This is the uppercase I, this is the lowercase I.

What is the letter?

I.

Let's have some fun identifying the letters.

I'll say a letter, and you point to it.

Are you ready?

P. M. L. M. I.

Great.

You really know your letters.

P. L. P. I.

And point to the letter P one more time.

Great job, readers.

These letters all have sounds.

These letters say P. Can you say the letter P, and say the sound P?

Great.

These letters say L. Can you say the letter and the sound?

L, L. These letters say M. Can you say the letter in the sound?

M, M. These letters say I.

Can you say the letter in the sound?

I, I.

Now I will say the sound, you point to the letter.

P. M. You're right.

I.

Great job.

L. P. You're right.

M. That's right.

I. P. One more.

L. Fantastic work today, readers.

You did a great job identifying the letters and the sounds.

(soft music) Let's think about words.

Today, we're going to learn two new high frequency words.

We call them high frequency words, because we see them often, or a lot when we're reading.

Our first word is be.

Let's take a look at our sentence.

Our new pet will be a cat.

This is the word be.

Can you say that word?

Be.

Listen as I say the word be.

B, E. There are two sounds in the word be.

Watch as I write the word be.

I'm gonna think about the sounds in the word as I write the letters.

B.

The letter B, E. What's the word again?

Be.

The next high frequency word is are.

Let's take a look at the sentence, and read it.

My eyes are brown.

This is the word are.

What's the word?

Are.

Listen as I say the word are, are.

There's one sound in the word are.

Watch me as I write the word are.

I'm gonna think about the sounds in the word as I write the letters.

The first two letters say R, A, R. And the last letter in the word does not have a sound, the letter E. We remember those by heart, because they don't say their regular sound.

What's the word again?

Are.

Great job learning the two new high frequency words, and remember, keep looking for those high frequency words as you're reading.

Let's take a look at some of the high frequency words we've been learning.

I'll point to the word, and let's say it together.

And.

It.

Was.

Are.

Am.

Be.

I'll say a word, and you point to it.

Be.

Yes.

Am.

You got it.

It.

And.

Right.

Was.

Great job.

Are.

Be.

And.

Was.

Great job, last one.

Are.

Great job identifying our high frequency words.

Remember, continue to look for these high frequency words, and the other words that you learned when you're reading.

(soft music) Now, let's think about a sentence.

This sentence says, can we get a pet?

Repeat that sentence.

Can we get a pet?

Let's count how many words are in that sentence.

Can we get a pet?

There are five words in that sentence.

Now watch me as I show you how I read the sentence.

Notice how I track each word with my pointer, or with my finger.

Can we get a pet?

Now it's your turn.

Let's read it together, and I want you to track with your finger each word as you read the sentence with me, ready?

Can we get a pet?

Great job reading that sentence today, readers.

(soft music) Let's have some more fun with sounds.

I'm going to say a word, and then I'll say the word again slowly.

Then watch as I say it, and move it.

The first word is hat.

What's the word?

Now I'll say the word slowly.

H, A, T. Now watch as I say it, and move it.

I'll move one of these red circles for each sound in the word.

H, A, T, hat.

Let's do our words together.

When I say the word, you repeat it, then say it slowly, and then say it, and move it along on the screen.

The next word is mit.

What's the word?

Mit.

Now say it again slowly.

M, I, T. Now say it, and move it.

M, I, T, mit.

The next word is pat.

What's the word?

Pat.

Now say the word again slowly.

P, A, T. Now say it, and move it.

P, A, T, pat.

The next word is Tim.

What's the word?

Tim.

Now say the word again slowly.

T, I, M. Now say it, and move it.

T, I, M, Tim.

The next word is pit.

What's the word?

Pit.

Now say the word again slowly.

P, I, T. Now say it, and move it.

P, I, T, pit.

Last word.

Say the word mat.

Say it again slowly.

M, A, T. Now say it, and move it.

M, A, T, mat.

Great job, readers.

You did a fantastic job thinking about sounds in the word, saying it slowly, and saying it and moving it for each sound.

(soft music) Today, readers, we're going to read a story about a classroom of students who want to get a pet.

They're trying to decide what kind of pet they might get.

Before we read, let's take a look at the features on the front cover of the book.

The title is at the top.

"Can We Get a Pet?"

The author's name is also on the front cover.

The author of this story is Julia Lindsey.

The illustrator's name is also on the front cover.

The illustrator is the person who draws or creates the pictures or illustrations.

The illustrator's name is Meghan Shea.

This story is a decodable book.

Decodable means that most of the words in this story are words that we can sound out, and know the letter patterns.

Today, I want you to echo read with me.

That means I'll read a sentence, and then you repeat it after I read it.

Pay attention as I read, as I move across the words in the sentence, and move across the page.

Let's get started to read.

"Will you let us get a pet?"

Do you think their teacher will let them get a pet?

"We will take it to the vet."

A vet is a person who takes care of animals.

In the thought bubble, we can see a picture of a dog, and the vet is holding the dog.

Do you think a dog would be a good class pet?

"We will let it play and run."

Let's look at the picture.

We see a cat playing.

Do you think a cat would be a good class pet?

"With our pet, we will have fun."

There's a picture of a bunny in the thought bubble.

Hm, would a bunny be a good class pet?

"We will check that it is fed."

I see a picture of a hamster in the thought bubble.

Would a hamster be a good class pet?

Maybe.

They have to take care of the pet, play with the pet, feed the pet.

"We will say, go to bed!"

And we see the cat sleeping in the picture.

"We will even scrub the pen."

A pen could be a cage or something similar that the animal is kept in.

"It will be a happy hen."

And we see a picture of a hen.

Would a hen be a good class pet?

Hmm.

What kind of pet would you want?

That would be fun.

(soft music) Hello, writers.

Today, we're going to look at different types of sentences.

In our story that we read today, we noticed there were different types of sentences, and different types of punctuation at the end of the sentence.

Let's take a closer look.

The first type of sentence is the most common.

Let's read the sentence.

I have a pet dog.

At the end of a sentence is a period.

This is the most common type of sentence that we see when we're reading.

Another type of sentence that we see when we're reading is a question.

The title of the story that we read today was a question.

Let's read it.

Can we get a new pet?

I'm gonna read it again, and I want you to listen and notice my voice when I read a question.

Can we get a new pet?

Did you hear my voice go up a little bit at the end?

At the end of a question is a question mark.

Our third type of sentence that we noticed in the story that we read today is an exclamation.

An exclamation is a sentence that we say, or read with feeling or strong emotion.

Let's read this sentence.

Go to bed!

At the end is an exclamation mark.

I'm gonna read that sentence again, and I want you to notice my voice when I read it.

Go to bed!

Did you hear my voice raise up a little bit?

When we read an exclamation, we're reading it or saying it with some feeling or stronger emotion.

Let's look at those three types of sentences one more time, writers.

A sentence, we have a period at the end of the sentence.

A question with a question mark at the end.

And an exclamation with an exclamation mark at the end.

Great job, readers.

As you're reading, pay attention to the punctuation marks at the end of those sentences, and the different types of sentences that we learned about.

Fantastic work today, readers and writers.

Thank you for learning with me.

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)