- Hello readers welcomed to Read, Write, Roar.

Today we're gonna do some word building, learn two new high-frequency words and listen for writing patterns as we read a nursery rhymes, and we'll write a sentence together.

For today's lesson you're gonna need something to write on like a piece of paper and something to write with like a pencil.

So we get those things we can 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.

(delightful music) (alarm beeping) (roaring sound) (slow-paced tranquil music) - Today, we're gonna learn about a new sound called the C H or the ch sound.

we'll use a tool called a sound box to help us build C H words.

You can build words by first listening to the sounds that you can hear, and then writing down the letters that match.

All right, first, let's listen to the sentence.

Charles chops cherries.

What sound did you hear at the beginning of all of those words?

That's right, ch, we hear the ch sound.

That's the C H diagraph.

That's the sound that that makes.

Now when you have C all by itself, it says either c or s. When you have H all by itself, it says h, but when you put those two letters right next to each other, they work together to make a whole new sound, the ch sound.

That sound can be a little tricky to make.

Can you try to make it with me?

Ch, ch, good.

This is called a diagraph.

That's when two letters make one sound, a diagraph.

Good.

All right, let's practice making the C H sound 'cause again, it can be a little bit tricky to make.

All right, What sound does the train make?

Can you make that sound?

That's right, it says choo choo.

That's the ch sound at the beginning of that word, ch, ch.

Choo choo, good.

What sound do you make when you sneeze?

You say achoo!

Now the C H sound is at the end of that word, a choo.

Here's our last question.

What sound do you make when you hurt yourself?

Do you say ouch?

You hear that at the end of the word, ouch is the C H as the end.

Let's use our tool, the sound box, to help us build some words with C H in them.

Okay, let me show you how it works.

There's a box for each sound.

Let's practice together with the first word chip.

I like to eat chocolate chip cookies.

Yum, that sounds so good, chip.

Let's stretch out the word chip.

Ch i p. There are three sounds in the word chip.

How do you notice how there's three boxes in my sound backs up here?

So there's a box for each sound in that word.

Take your finger and we're gonna practice making the word by pushing up the sounds with our finger like this, ch i p, good.

Now we are ready to write.

Make sure you have something to write with so you can write the words along with us.

The first sound is ch.

Now, remember how that's spelled, C H. Ch i, that's the I sound.

Ch i p, we hear P key at the end of that word.

All right, take your finger and let's check the sounds in the word chip.

Ch i p, chip, great work.

All right, our next word is the word chase.

The cat likes to chase the mouse chase, chase.

All right, let's stretch it out.

Ch a se.

Take your finger and let's push up the sounds.

Ch a se.

All right, now we're ready to write it.

The first sound is ch.

Remember that's C H, ch a that's the long a sound.

A says its own name in this word.

Ch a se, what sound do you hear at the end of that word?

Yes, and S. Now we need a special letter at the end of this word because the vowel in the middle is a long sound.

It says its own name, it says a.

So we need a silent E at the end of the word to help the vowel say its own name.

Now notice that e is not inside the box because it doesn't make a sound, it doesn't say anything.

All right, let's take your finger and check the sound in the word chase.

Ch a se, chase, good.

All right, our next word is the word chime.

Let me show you a time that I have.

This is called a triangle chime.

Whoop!

(metallic rod chiming) Do you hear it?

Sound so pretty.

All right, let's go ahead and stretch out the word chime.

Ch i me.

Take your finger and push up the sounds.

Ch i me.

All right, let's write it down.

The first sound is ch, that's C H. Ch i, that's the long I sound.

I says it's own name.

Ch i me.

What sound do you hear at the end of that word?

Yes, an m. Now again, because the vowel says the long sound, because it says its own name, we need another silent e. And remember it goes outside of the box because it doesn't make a sound.

Take your finger and let's check the sounds.

Ch i me, chime.

Yes, good.

All right, our next word is the word inch.

My eraser is one inch long, inch.

Let's stretch it out, ready?

I n ch, inch.

Now we hear that ch sound at the end of that word.

Take your finger and push up the sounds, I n ch.

Now we're ready to write.

What sound do you hear at the beginning of the word inch?

We hear an I, i, good.

I n, we hear an N next.

I n ch, we hear that sound at the end, the C H sounds.

Okay, let's take our finger and check the sounds.

I n ch, inch, good.

We've got one more word to go.

Our last word is the word such.

This is such a cute puppy, such.

Let's stretch it out.

S u ch.

Take your finger and push up the sounds.

S u ch.

All right, now we're ready to write.

What sound do you hear at the beginning of that word?

We hear s or an S. S u, We hear a U in the middle.

S u ch, what sound you hear at the end of that word?

A C H. All right, take your finger and let's check the sounds.

S u ch, such, nice work.

All right, now it's time for us to read the words that we wrote.

I'll read them first and then it will be your turn.

Chip, chase, chime, inch, such.

Now it's your turn.

I'm gonna point to the words.

I'm gonna start at the bottom and you're gonna make your way to the top.

Here we go.

Such, inch, chime, chase, chip.

Nice work.

Well today, we learned all about the C H diagraph.

What sound does this make again?

Ch, good.

Next time you're reading a book and you see C and H right next to each other, you know that it's gonna make the ch sound.

(slow-paced tranquil music) We're gonna learn two new words today.

We called these high-frequency words because they pop up often when we're reading.

Our first word is word come.

Can you say that word?

We can use the word come if we're asking if something will arrive, like did the mail come yet?

Come.

Listen to the sounds in the word come, c o me.

There are three sounds in the word come.

Watch me write the letters in the word come.

C O M E, C O M E. There are four letters in the word come.

The first letter is a C and it says c. The next letters an O and it makes a sound.

That's the part we're gonna have to remember.

The next letter is an M and it says m, Now there's also a silent E at the end of the words.

That's another tricky part that we have to remember in the word come.

The word com it's spelled C O M E, come.

Let's go ahead and shake out our bodies.

Let's stand up.

We're gonna practice spelling the word come.

So watch me.

I'm gonna show you what we're going to do.

We're gonna put our arm in air.

We're gonna take our other arm and put it by our shoulder.

And we're gonna tap out the letters in the word come to practice spelling it like this.

C O M E, come.

Do it with me.

C O M E, come.

Do it one more time.

C O M E, come.

Great work.

Another thing that I like to do to help me remember how to spell and write the word is to trace it in the air.

So let's put our finger in the air.

We're going to trace it and say the letters as we trace.

Here we go.

C O M E, come.

Are you tracing with me?

Do it again.

C O M E, come.

One last time.

C O M E, come.

All right, what word is this?

Yes, that's the word come.

All right, our next high-frequency word is the word who.

Can you say that word?

You can use the word who if you're asking what someone likes like who likes chocolate chip cookies?

I know I do.

Who.

Listen to the sounds in the word who, h u, there are two sounds in this word.

All right, watch me write the letters.

W H O, W H O, there are three letters in the word who.

Now the first two letters are W H. This is kind of tricky because usually W H makes the w sound like in the word whale.

But in this word, we just hear the H the W is silent.

So in this word, we hear h not W sounds.

So this part we have to remember by heart.

Now, the O is the next part and it says u in this word.

So this is a really tricky high-frequency word.

The word who is spelled W H O.

Let's arm tap this word to help us remember how to spell it.

So make sure you're standing up putting out your arm, and let's tap out the spelling to help us remember.

W H O, who.

Do it with me?

W H O, who.

One last time?

W H O, who, nice.

All right, let's put our finger in the air and trace and spell the word who together.

Here we go.

W H O, who.

Do it again.

W H O, who.

One last time.

W H O, who.

What word is this?

Yes, that's who.

You did such a great job today learning our two new high-frequency words.

The word who and the word come.

Now pay extra special attention because pretty soon, we're going to be looking for these words in a nursery rhyme.

(slow-paced tranquil music) First, I'm gonna read the nursery rhyme, Little Boy Blue, and your job will be to look for our two new high-frequency words that we just learned, the word come and the word who.

I'm going to put them right down here so you know what to look for in our nursery rhyme.

All right, look for them as I'm reading.

Little Boy Blue, that's the title of our nursery rhyme.

Little boy blue Come blow your horn, the sheep's in the meadow, the cows in the corn.

But where is the boy who looks after the sheep?

He's under a haystack, fast asleep.

All right, let's look for our first high-frequency word, the word come.

Take your finger and point to it.

Did you find it?

All right, let's look for it.

Oh, there it is.

Spell it with me, C O M E, come.

All right, let's look for our other high-frequency word.

The word who.

Take your finger and point to it.

Did you find it?

Oh, there it is.

Spell it with me, W H O, Who.

Nice work, you found our two words, come and who.

Now in this nursery rhyme, the sheep are in the meadow.

So it says right here, the sheep's in a meadow.

The meadow is a place that you might have heard of before.

It's a big open field with grasses.

This nursery rhymes sheep are in the meadow, but the meadow can be a habitat for other animals.

The red box can live in a meadow or a grassland.

Can you say that word?

Meadow, good.

All right, now I'm gonna read part of the nursery rhyme again.

And this time we are going to listen for some rhyming words.

Now, this is the word horn.

Do you hear the on sound at the end of the word horn?

Words that have on at the end will arrive with horn.

So make sure you're listening to see if you can find the word that rhymes with horn.

Little boy blue come blow your horn.

The sheep's in the meadow, the cows in the corn.

Which word rhymes with horn?

That's right, corn and horn rhyme.

They both say orn at the end of them and that's what makes them rhyme.

Can you think of any other words that rhyme with horn and corn?

How about torn, worn, or thorn?

Those all ride with horn and corn because they say orn at the end of them.

Let's write them down and see how they're spelled.

All right, I'm going to write the word horn from the nursery rhyme and corn from the nursery rhyme.

But we also said the word torn and thorn, and there's was one other one but we'll skip that one for now.

I'll have the orn sound at the end.

What do you notice that's the same about all of those words?

That's right, they all have O R N at the end of them.

Look h orn, horn, c orn, corn, t orn, torn, and th orn, thorn.

They all have O R N or the orn sound at the end.

We call this the orn family because they all say orn at the end words.

When sound the same at the end, rhyme.

Okay, now I'm going to finish reading the nursery rhyme and this time, it will be your job to listen for the two rhyming words.

Are you ready?

Okay.

But where is the boy who looks after the sheep?

He's under a haystack, fast asleep.

Which two words rhymed in that part of the nursery rhyme?

Did you hear sheep and asleep rhyme?

Say those two words, sheep, asleep.

Yes, they both eep at the end of them and that's what makes them rhyme.

Sheep, asleep, very good.

Can you think of any other words that say eep at the end of them?

Those will run with sheep and asleep.

What words can you think of?

How about beep, sweep, or deep?

Those words all rhyme with sheep and asleep because they say eep at the end and that's what makes them rhyme.

(slow-paced tranquil music) Today, we're going to take some words from our nursery rhyme and clap out each syllable that we hear.

Syllables are the parts of words that you can clap out or move to.

So today I'm going to give you a word and then we'll clap the syllables first, and then we're gonna do a jumping Jack for each syllable.

Doesn't that sound fun?

Make sure you're standing up so you can learn and move with us.

All right, the first word from the nursery rhyme is the word haystack.

Let's clap out the syllable, hay stack.

All right, let's do some jumping jacks to those syllables.

There are two, hay stack.

Great work.

Our next word is the word meadow.

Let's clap it out, mea dow.

Now let's do our jumping jacks.

Here we go, mea dow.

There are two syllables in that word.

All right, our next word is the word cow.

Let's clap it out, cow.

There's just one syllable.

Let's do our jumping jacks, cow.

Good (slow-paced tranquil music) Let's answer some questions about the nursery rhyme.

Question start with words like who, what, where, when and why.

All right, our first question is who is the character in the nursery rhyme?

Yes, the character is a boy.

And in this nursery rhyme, the boy is actually a shepherd.

He is in charge of taking care of the sheep.

All right, here's another question.

Where are the sheep in the nursery rhyme?

Well, the sheep were actually in a meadow.

Remember, a meadow is a big field with grasses.

All right, here's our last question.

What is the boy doing in the nursery rhyme?

Well, the boy is sleeping.

That's a problem, right?

Because he's a shepherd.

He's supposed to be taking care of the sheep but instead he's just sleeping.

That's the problem in the nursery rhyme.

Well, today we're going to write a sentence about the problem and the nursery rhyme.

Our sentence is going to be, the boy is sleeping.

All right, before we start writing, let's plan out our writing.

So get your hands ready and we're gonna clap out the words in that sentence.

Clap it out with me.

The boy is sleeping.

All right, let's count it out.

The boy is sleeping.

There are four words in that sentence.

Now, before I start writing, I like to draw lines on my paper to remind me that there's spaces between my words.

All right, you can draw lines too if you would like.

The boy is sleeping.

All right, we're ready to write.

Oh, we're gonna actually read our sentence one time before we start writing.

Read it with me, ready?

The boy is sleeping.

Now we're ready to write.

All right, make sure you have something to write on so you can write the sentence along with us.

The first word in the sentence is the word the.

Now, we have to make sure to give it a capital letter at the beginning because it's the beginning of our sentence.

All right, let's stretch out the word the.

Th e. All right, the first sound is th.

Two letters make the sound, it's called a diagraph.

That is T H says th.

We're gonna need a T. So start at the top, go across and down and an H as well start at the top, go down, back up, and make a hump.

Th e, it sounds like a U, but it's actually an E in this word.

Start in the middle side, over, up and around like a C. All right, let's read our first word.

The boy comes next.

Let's stretch out the sounds in the word boy.

B oy, what sound do you hear at the beginning of that word?

That's right, a B.

Let's make a B, start at the top, go down, back up, and around.

The boy.

Now this is tricky.

In this word the oy sound is spelled O Y let's write it.

Start in the middle, around.

Let's start in the middle, slant down, back up then all the way down.

Let's read what we have so far, The boy is, let's stretch out the sounds in the word is.

I s. All right, What sound do you hear at the beginning of that word?

Yes, an i sound, a short i sound.

Start in the middle, go down, back up and make a dot.

All right, i s. Now it sounds like a Z, but it's actually S, like in the word news has an S at the end as well.

Start in the middle, around like an S. We're almost there.

Let's read our sentence to figure out what word goes last.

The boy is sleeping.

Now this is a really long word, sleeping.

We can break it up into two parts to help us spell it.

Like this, sleep ing.

The first part of the word is sleep.

Let's stretch out the sounds in the word sleep.

S l ee p. What sound do you hear at the beginning of the word sleep?

Yes, that's an S. Let's start in the middle, around like an S. S l, we hear an L next.

Start at the top, it goes straight down.

S l ee, now this is a long e sound.

In this word, we need two e's to make that sound.

Start in the middle, side over, up and around like a C. Start in the middle, side over, up and around like a C. Sleep.

What sound do you hear at the end of that part of the word?

A P, good.

Start in the middle, go all the way down, back up then around.

All right, we've done the first part of the word, sleep.

Now we need to do the second part to turn sleep into sleeping.

The last part is ing.

This part's tricky, let's stretch it out, i n g. There are three sounds in that part.

I is the first downs, that's an I. I n, the next parts an N. Start in the middle, go down, back up and make a hump.

And our last part i n g, there's a G at the end.

That part's a little tricky to hear.

Start in the middle, make a C, close it and make a tail.

All right, we need a punctuation mark at the end of our sentence to tell our readers it's the end.

I'm going to squeeze a little period in there.

Are you ready to read our sentence?

All right, let's get our finger ready.

Read it with me as you point to each word.

The boy is sleeping.

Great work.

Now we just need a picture to match.

So go ahead and draw a picture to match your sentence.

I know that the boy is sleeping on a haystack.

So here's my haystack and here's the boy.

He's fast asleep on a haystack.

He's not very comfortable, right?

But he's still asleep and those Z's are for him snoring.

All right, great work today.

Make sure to read your sentence to someone at home and tell them about the problem in the nursery rhyme that the boy was sleeping.

Today, we learned how to build C H or ch words, we learned how to recognize two new high-frequency words, and we created our own rhyming words from a nursery rhyme, and we wrote a sentence together.

Great work today, readers.

Thank you so much for learning with me.

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.

(enchanting upbeat music)