- Hello, amazing readers.

Welcome back to Read, Write, Roar.

Today, we will learn about the letter O and the long o vowel sound.

You will read a story about plants and animals that live in pond, learn about research and collect the animal facts.

You will need a paper and something to write with.

Go ahead and gather your supplies and let's get started with read, write, you guessed it, roar.

- [Narrator] 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 (delightful music) (roaring sound) - Welcome back.

Today, we're going to review the long O sound.

My chart up here says that the O is a vowel.

It has a short vowel sound like in hop and a long vowel sound like in toad.

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

So I'll have to columns here.

I have my short O and my long O.

The first word is hop, h o p. So the O is a short O and it says a.

Over here I have my long O which is toad, t o a d, toad.

So my oa is saying the long O sound.

Well, I'm wanting to say a couple of words and I want you to help me figure out where I should put them.

Should it go under the short O sound for a, or the long O four O as in toad?

So my first word is suck, s u ck.

Where should I put it, under hop or toad?

You think it should go under hop?

Well, let's see if it is under hop, let see.

You are correct, suck, s u ck.

It has a short O sound.

My next word is mom, m o m. A, a as in suck?

Let's see, there it is, mom, m o m, mom.

I have two o words.

Now, let's see if you can tell me where you think it should go.

Long O or short O.

How about snow, s n o w, snow?

Do you hear O sound as in toad or an a as in hop?

Okay, let's see.

Guess what, it wasn't snow bu the word was grow.

(Ms. Rogers laughs) But you're right, it goes under the long O sound.

So we have g r o w, grow.

That was my mistake, but guess what?

You figured out where it should go.

And that actually runs to long O, grow.

All right, so my final word, my final word is cold.

Like it's freezing outside, c o l d, cold.

Where do you think it should go?

I think like before, some of you are thinking it should go on this side simply because I'll have any more tabs over here and you may be correct.

So let's see.

(Ms. Rogers mimics a bell ringing) Yes, it is here cold, c o l d, cold.

So that word is under the long O sound.

And it goes with toad and grow.

Here we have our long O anchor chart.

So we have oo, oe, ow, and o as a long o spelling patterns.

Our first word is toad, T O A D, toad, t o a d, toad.

Our second word is toe with the oe spelling pattern, t o e. Our next word with the ow spelling pattern is grow, g r o w, grow.

And our final word with just the O is cold, c o l d, cold.

Now I have some words that I want us to put on our chart to go underneath the spelling patterns.

So my first word is boat.

We went fishing on a b o a t, boat.

Boat has a long O sound like in toad and it has the oa pattern.

So let's put that right under toad.

The next word I have is doe.

Doe is a deer, it's a female deer.

D o e, doe.

It has the oe pattern as in toe.

My next word is snow, s n o w. This also has the ow pattern and it makes the O sound.

And we're going to put that right under grow.

My final word is sold, s o l d, sold.

It has the long O sound but it only has the letter O. so I'm gonna put that right under cold.

I have a few more words that I would like your help with and show me where it should go.

So guess what, my first show, sh o w. Where should it go?

Yes, the spelling pattern is ow.

So should go right under snow.

My next word is toast, t oa st. What's the spelling pattern?

Oa, and oa is over here right by boats.

My next word is foe, f oe, foe.

Now foe is the opposite of a friend.

It's almost like being an enemy.

So what spelling pattern do you see here?

Oe, that was pretty easy, wasn't it?

All right, and then my final word for now is both, b o th, both What's the spelling pattern?

Just the O, very good.

Now I have one more row of words that I would like your help with.

And I'm like, I thought earlier, I knew you would want to help me.

Well, actually, I was hoping you would want to help me with this, so let's go ahead and try it.

Soap, s oa p, soap.

Spelling pattern?

Oa, very good, you're getting really good at this.

All right, my next one is most, m o st, most.

Spelling pattern?

O, okay.

Let me hurry up, let me hurry up, most.

And then my next word is know.

Now this word is not just like the word no, like you no, you can't do anything, this is a special word, know.

It means to have knowledge or understanding of something.

So the K and the N makes the n sound, okay.

So it's not no, as in N O, like if you asked your parent or you're a trusted adult or your big sister or brother, could you have candy bars for breakfast, lunch, and dinner, they would probably say what?

No.

So this word is to know, have information about something, know.

And the spelling pattern is ow.

So let's put that right under grow, snow, show, and know.

And my final word is woe.

Now you may think I'm talking about the dance, the wo, but I'm not.

This word woe means to be in very deep grief or sadness about something.

So it's like, woe, okay.

So what is the spelling pattern for this one?

You guess it, you're really good, oe, very good.

So now we're going to use our anchor chart to review all of the things that we learned today.

Remember, Oo is the vowel.

It has a short vowel sound like in hop and a long vowel sound like him toad.

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

So for short O it says a, so we have hop, sock, and mom, and then a long O says, oo, very good as in toad, grow, and cold.

And we also learned that the long O has patterns.

We have oa, ow, and o sound.

And over here, I wrote down, we have some other ones too.

We have also oe.

So all of these patterns make the long o sound.

So I want you to take this time to look around your house, look in books in anything that you're reading and see if you can find the long O sound as well.

See you next time.

(slow-paced upbeat music) Hello, amazing learners.

Welcome back to Read, Write, Roar.

My name is Ms. Rogers, and I have a special book for you today and it's entitled, 'Over and Under the Pond.'

And it's written by Kate Messner with art by Christopher Silas Neil.

So let's discover together what they will discover in the book.

Over the pond, we slide, splashing through lily pads, sweeping through reeds.

The water's mirror reflecting the sky, sunshine and clouds- then a shadow below.

"What's down there," I ask.

"Under the pond?"

Mom says.

"Under the pond is a whole hidden world of minnows and crayfish, turtles and bullfrogs.

We're paddling over them now."

Over the pond, we skim past tall rushes, whirligig beetles loop in twirl, skaters on a warm summer surface.

Under the pond, minnows dart through waving forest grass While the brook trout lurks, ready to lunge.

Lunge means to move really fast, to go after something.

So if he's lunging, what do you think he's lunging for?

Yeah, diner.

Over the pond, we lived and dip and pull past the row of painted turtles on a waterlogged tree.

One, two, three, they slip off and away.

Splash, gargle, sploosh under the pond.

Over the pond, cattails rustle and shush in the wind.

Listen close, cuck-la-ree!

Red-winged blackbirds raced by.

One has grass for her nest.

Under the pond, the caddisfly larva builds a home of her own, a secret shelter of pebbles and sand.

Over the pond, the shadows of trees lean up from the shore.

Now I'm looking at this word, lean out.

Lean out is something that a person would do, right?

So it's kind of giving the characteristics of a person to a tree, and that's called personification, okay.

So it's leaning out.

We coast under a low-hanging branch.

A moose looks up with a mouth full of water lilies.

We've interrupted his lunch.

Under the pond, beavers dive deep.

They pump with powerful tails and rise to the surface with the delectable roots from the mud.

Over the pond, the wind gives us a push and stirs the light-dabbled leaves on shore.

There on a branch, a new goldfinch teeters, finally ready to fly.

Teeter needs to kind of rock back and forth.

Under the pond, tadpoles are changing, learning to hop.

They're losing tails, growing legs, growing up.

Remember we talked about tadpoles.

Wow!

Over the pond, there at the shore, tall and silent and still, a great blue heron stares down into the deep.

It tenses, takes a long-legged step.

What do you think it's about to do?

It strikes.

Oh my goodness, it catches a wiggling quick silver minnow from where it was hiding under the pond.

Oh wow.

Over the pond, we drift, heads tipped up to the sun and woodpecker clings to a teetering pine, digging for ants.

Under the pond an otter claws for fresh water mussels.

Over the pond, a sleepy dragonfly lands for a rest.

His spindly legs tickle my knee.

under the pond, dragon fly larvae watch what swims by.

They catch minnows in monster-fast jaws Over the pond, the shadows stretch.

Osprey circle on quiet wings.

Raccoons and minks stalk the shoreline for supper.

Under the pond, with the flip of a tail, a crayfish disappears in the dark.

So there's a lot happening over the pond and in the pond.

Over the pond we head for home.

We glide, swish, bump, right up onto shore, as a far off loon calls good night.

The sky turns from sunset to dusk to dark.

Night settles over the pond.

The prowling catfish and drowsy turtles, the scuttling crayfish and tadpoles-turned frogs.

Waiting herons and stalking raccoons.

And the hidden world under the pond.

The end.

Did you enjoy understanding all of the things that happened or actually some of the things that happen over and under the pond?

Were there a lot of things that you didn't expect?

I know when I read this book, I was really surprised about how many things happen while you're looking, while you're not looking.

So there are a lot of things we can understand just by reading a book.

(slow-pace upbeat music) - Hello, there learners.

It's me again, Mrs.

Spear.

I'm so glad to be back with you again today.

Last time we met we started writing an informational text doing a research project on a topic.

And our topic is frogs.

You may choose to do a different topic at home.

Do some researching and then write your own story, but I'll show you how to do it and then you can take what I show you and do it with whatever topic you choose, or you can just choose frogs with me.

So the last time we met, we talked about two important things that we wanna find out.

And the reason we're doing this is because we need to answer these questions.

We're going to discover what are some ways that plants and animals meet their needs so they can survive and grow.

And for this, we're focusing on an animal, we're focusing on frogs.

The other thing we want to discover is how our animal parents or adults and their babies or offspring, similar, the same, and indifferent.

I've been doing some more reading and some more researching, jotting down some ideas.

Because the next thing that we want to learn about is communication.

Are you ready for that word?

This says communication.

Can you say communication?

Wonderful.

Communication has to do with how frogs are able to talk to one another, not in words like humans, but they have a special way that they're able to talk, which is important to how they survive.

So when I did my research, one of the things that I found out is about this ear drum that I labeled.

I learned that the eardrum has a special name.

That your drum is called a tympanum.

Can you say tympanum?

Kind of a fun word to say.

And I even wrote out how I pronounce it because it's not a word I would usually know.

I also found out that males are the ones that croak.

So males actually have a larger tympanum, and males are the ones that are going to croak.

Very rarely a female crook, usually the male.

But there are other noises and things that frogs can do to communicate.

They can peep, they can ribbit, they can squeal, and they can chirp.

So these noises plus a croak are noises that we can hear a frog make.

The other thing I found out is that some frogs communicate through touch and some frog even communicate through dancing and do a certain dance for each other.

This is very important to know these things.

And it's especially important to know about how males do a special kind of croak 'cause they want to attract the female so that they can have more frogs.

Now, remember we were talking me about the eardrum and the tympanum that helps for us to be able to hear whether they're over or under the water.

So that's the first sentence that I wanna put.

I'm going to talk it out with you, ready?

Frogs have large eardrums to help them hear whether they are over or under the water.

I'm going to write that down.

You can write it at home if you'd like, or you can just help me remember the word and help me spell.

Shout it out if not , spell it at home.

Frogs, F, Frogs have large, through what we said, they have large eardrums.

I'm writing that fast so I can get these words out.

They have large eardrums to help them hear to h, h, help, that's letter H, h, help them hear.

Now this word is whether you may have learned this with me in a poem we did a few weeks ago.

It's the W H whether, not the weather like the weather outside.

Whether they, I bet you're knowing how to spell they right now.

Frogs have large eardrums to help them hear whether they are, remember it whether they are over, over, we've learned that too two weeks ago, didn't we?

The er sound, or under, it's gonna have the er sound.

Under the what?

It's on the gray sentence and I'm just telling you something.

So what should I put there?

Yeah, period.

It means stop.

Okay, let's read it from the beginning.

Communication.

Frogs have large eardrums to help them hear whether they are over or under the water.

And we need that fancy word, tympanum, you don't have to remember that but it's kind of fun to know fun words like that.

The next part we wanna say is how they communicate.

What do they do?

Do you remember?

We talked about that males can croak.

They can peep, and squeal, ribbit, and chirp.

Hmm.

They also can touch or dance.

So we're gonna use this word or a part of this word to help us write the sentence that's going to say frogs communicate, which has a lot of sounds like the sounds in communication.

Again, we can spell frogs, frogs.

Now communicate is really connected to communication.

It's gonna start the same way.

Let's clap it out, communicate.

Write that down, communicate.

There's that pattern we've talked about, the e making the a say it's name in communicate.

Frog communicate by the why?

They can peep, so by peeping, peeping, we have a lot of ing chumps at the end of our words now.

The other one is, you can say peeping, squealing, squ, S Q U, squealing, or chirping.

Hmm, frogs communicate by peeping, squealing, chirping.

And let's add these two touching or dancing.

Touching, did you get that part down?

And they also might communicate by dancing.

Well, that's a lot of words that we did.

How we end that sentence we're telling?

Yes, that's for the period.

Frogs communicate by peeping.

I put a comma 'cause this is a list of things, squealing, chirping.

Whoops, I forgot my comma.

Touching, and dancing.

And the last thing we know that's really important is about male frogs.

What a male frogs do?

What sound do they make?

Yes, male frogs croak to attract the female.

There's our last sentence we wanna write.

Male frogs croak.

I better move this so I can go right to the end of my page.

Okay.

Male frogs croak to attract the female.

Let's write it.

Male, M beginning of the sentence.

The A is gonna say a 'cause of the silent e, male, We know how to spell frogs, male frogs croak to attract, it means that it's their way of saying, "You should come and hang out with me."

Male frogs croak to attract the female.

Very good.

Wow!

Writers, that was a lot to write.

Let's read from the beginning what we know about communication that we gathered from reading and books and writing down some ideas.

Communication.

Helped me read it, okay.

Frogs have large eardrums to help them hear whether they are over or under the water.

Frogs communicate by peeping, squealing, chirping, touching and dancing.

Male frogs crook to attract the female.

You did a lot with me today being excellent writers of an informational text.

You also read a book that was called 'Over and Under' about how animals are over and under the water.

So we've worked on habitat, body, and now communication for informational text.

Keep reading and researching and jotting down notes so that you can write your own books at home.

I'll see you next time on Read, Write, Roar.

- [Narrator] 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)