- Hello, readers and writers, welcome to "Read, Write, Roar."

Today, we're gonna do some word building, learn two new high-frequency words, and listen for rhyming patterns as we read a poem.

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 go get those things and 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.

(cheerful music and alarming beeping) (roaring sound) (slow-paced tranquil music) - Hi, my name is Mrs. Skelley.

And today we're gonna become word magicians, and learn about a new spelling rule called magic E. Are you excited?

Today, we're going to make words with the vowel sounds A and O.

We can build words by first listening to the sounds that we hear and then writing down the letters that match.

Now, before we get our wands out, we're gonna build a word first.

The first word that we're gonna build is the word can like a can of soup.

So stretch out the word can with me, c a n. Okay, now let's write down the sound to that match.

Make sure you have something to write with so you could write along with us.

The first sound is C, that's a C in this word, a, that's A short sound.

C a n, we hear an n at the ends.

Okay, let's take our finger and check the sounds to make sure we spelled correctly, c a n, can.

The word can has a short A sound.

It says a in this word.

Okay, now it's time to get out our wand.

You can get out your imaginary wand.

Do you notice how my wand has an E on it?

This is a magic E wand.

Let me show you how it works.

Magic E flies over the word can, taps on the vowel sound and makes it say its own name.

And then it lands at the end of the word.

Now, instead of seeing can with the a sound, it now says the word cane.

It says the long a sound or e, c a ne.

The magic he changed the word can into the word cane.

Let's write it down.

The first sound is c, C, c a, there's an a next, the long a sound.

C a n, and N. Now we can't forget to put our magic E at the end because remember our magic E makes the vowel say its own name or make the long sound.

That's what that mark at the top means, the long sounds.

Okay, let's take our finger and check the word to make sure we spelled it correctly.

C a ne, cane.

Nice work word, magicians.

Are you ready to build another word?

All right, our next word is the word tap.

I can tap my hat with my wand.

And you're gonna see a magic trick in a little bit.

Let's stretch out the word tap, t a p. Let's write it down.

T, that's a T, a that's a short A, p that's a P. Take your finger and let's check the sounds.

T a p, tap.

Great work.

All right, get out your wands, magic E is coming.

She's going to fly over the word tap on the middle vowel sound to make it say its own name, and then land at the end of the word.

The word tap becomes the word?

(sparkling chime) That's right, it becomes the word tape.

Wow, great work.

Let's write the word tape.

Here we go.

T, letter T, a, that's the long A sound, p, that's a P. Now, we can't forget we need our magic E at the end, because remember the magic E makes the vowel say the long sound or say it's own name.

Let's take our finger and check the word, t a pe, tape.

Nice work.

All right, let's build another word.

Our next word is the word hop.

Do you remember how I tapped on my hat?

Look, magic happened, a bunny appeared.

The bunny can hop.

Let's stretch out the word hop.

Here we go, h o p. Let's write it down.

H, that's an H, a, that's a sort O sounds, p, that's P. Take your finger and let's check it.

H o p, hop.

Nice work.

All right, get out your wand, we're gonna change the word.

magic E is flying over the word hop, tapping on the vowel sound to make it say its own name and then landing at the end of the word.

The word hop becomes word?

(sparkling chime) That's right, it becomes the word hope.

I hope that you're writing down these words.

Hope, let's write it down.

H is our first sounds, o, that's the long O sound, p, that's a P. Now we can't forget our magic E at the end to make our vowel say the long sound or say its own name, O.

Take your finger and let's check the word.

H o pe, hope.

Nice job.

Are you ready to build one more word?

All right, our very last word is the word not.

It is not sunny today.

Let's stretch it out, n o t. Write down the sound to the not.

The first sound is n, that's an N, a, that's a short O, t, that's T. All right, take your finger and let's check the word.

N o t, not.

Good.

All right, get out to your magic E wand.

Magic E flies over the word not, taps on the middle vowel sound to make it say it's own name and lands at the end of the word.

The word not becomes the word?

(sparkling chime) Note, that's right.

Like a pad of sticky notes.

Note.

Let's write down that word.

Not becomes notes.

N, that's an N, o, that's a long O sound, t, that's a T, and we can't forget our magic E at the end because it makes the vowel say its own name or the long O sound.

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

N o te, note.

Wow, you did it.

You used your magic wand to build magic E words.

Now, remember when magic he flies over the word, it taps on the vowel and makes it say its own name, and then lands at the end of the word.

Great job word, magicians.

(slow-pace tranquil music) We're going to learn two new words today.

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

Our first word is the word on.

Can you say that word?

Yes, we can use the word on when we're describing the position of something like I put the hat on my head, on.

Let's listen to the sounds in the word on.

On, there are two sounds in that word.

Watch me write the word on, O-N, O-N.

There are two letters in the word on.

The word on is easy to spell.

Let me show you how it works.

The first letter is an O and it makes the a sound, the short O sound.

The next letter is an N and it makes the n sound.

The word on and spell O-N. Would you like to practice spelling the word on with me?

Stand up, let's shake out our bodies.

Put your arm out, and we're gonna tap out the spelling and then blend the letters together to make the word on like this.

O N, on.

Do it with me.

O N, on.

One more time.

O N, on.

Nice.

All right, let's practice tracing the word on to help us remember how to spell and write the word.

So put your finger in the air and trace along with me and say the spelling of the word on as the trace.

Here we go.

O-N, on.

Are you tracing with me?

Do it again.

O-N, on.

One last time.

O-N, on.

Good.

What word is this?

Yes, it's the word on.

Our next high-frequency word is the word down.

Can you say that word?

You can use the word down when you're moving to a lower position.

Like I climbed down the ladder, down.

Listen to the sounds in the word down, d ow n. There are three sounds and that word.

Watch me write the word down.

D-O-W-N, D-O-W-N.

There are four letters in the word down.

The first letter is a D and it says d, the next two letters are OW and they work together to make the ow sound.

The last letters an N and it makes the n sound.

The word down is spelled D-O-W-N. Let's practice spelling the word down.

So stand up again, put your arm out and let's tap out the spelling of down and blend it together like this, D-O-W-N, down.

Do it with me.

D-O-W-N, down.

One more time.

D-O-W-N, down.

Nice.

All right, let's put our finger in the air trace and sell the word down.

Here we go.

D-O-W-N, down.

Do it again.

D-O-W-N, down.

One last time.

D-O-W-N, down.

Nice job.

Say this word one more time, down, good job.

Today, we learned two new high-frequency words, the word on and down.

Next time you're reading a book, see if you can find these words.

(slow-paced tranquil music) Have you ever been outside on a windy day?

Well, today, we're going to read a poem about that.

The poem we're going to read is called "Little Wind" and it's written by Kate Greenaway, she's the author.

She's the one that wrote the poem.

Now, your job as I'm reading is to be on the lookout for our two new high-frequency words that we learned today, the words on and down.

So make sure you're looking in the poem as I'm reading the poem to you.

"Little Wind," that's the title of the poem.

Little wind blow on the hill top; little wind blow down the plane; little wind blow up the sunshine; Little wind blow off the rain.

All right, as I was reading, did you look for our high-frequency words?

All right, let's find the word on first.

Take your finger and point to the word on in the poem.

Did you find it?

All right, let's spell it together.

There it is, O-N, on.

Nice job.

All right, let's look for our other word, the word down.

Take your finger and point to the word down in the poem.

Did you find it?

There it is.

Spell it with me, D-O-W-N, down.

Great work.

Now, as we were reading the poem, there was a tricky word.

The word plain.

Can you say that word?

Let's read the part of the poem that has the word plain.

Little wind blows down the plain.

A plain is a flat area of land with very few trees.

This is what a plain looks like.

Now, this type of plane is different than the plane that flies up in the sky.

Can you say that word one more time?

Plain, great work.

Now, I'm going to read the nursery rhyme or the poem again.

And this time you're going to be listening for rhyming words.

Now, remember rhyming words have the same sound at the end.

So do you hear the ain sound at the end of the word plain?

Words that have ain at the end will rhyme with plain.

So make sure you're listening as I'm reading to listen for the rhyming word that rhymes with plain.

Little wind blow on the hill top; Little wind blow down the plain; Little winds blow up the sunshine; Little winds blow off the rain.

What word rhymed with plain.

That's right, rain rhymes with plain.

They both say ain at the end of them.

Let's practice saying those two words.

Ready?

Plain, rain.

You say it.

Those words rhyme because they both say ain at the end of them.

Now, can you think of any more words that rhyme with plain and rain?

How about the words train, mane, lane, and crane?

Those words, all rhyme with the words, plain and rain.

Now, sometimes words that rhyme, they all have the same sound at the end but sometimes they aren't spelled the same at the end.

Let's write those words down so we can see how they're spelled.

I'm going to draw a line down the middle of my board.

And on this side, I'm going to write the two words from the poem.

Plain and rain.

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

Yes, they both are spelled the same at the end.

They have A-I-N, A-I-N.

The A and I worked together to make the long A's sound in those words.

Now, do you remember how we said the word train rhymed with plain and rain?

Well, it belongs on this side because it's spelled the same at the end, train.

It also has an A-I-N at the end.

Let's say those three words, plain, rain, train.

They all say ain at the end and they all rhyme.

Do you remember how we also said that the word mane, lane and crane all say ane at the end as well?

Well, they belong on this side because they're spelled differently at the end.

This is the word mane.

And this word is like a horse's mane.

A horse's mane is the hair that goes in the back of their neck, mane.

We also said that lane and crane say ane at the end.

A crane is like a big type of machinery.

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

That's right, they all are spelled with A-N-E at the end, mane, lane, crane.

In these words, they have a magic E at the end to make the vowel say it's own name.

You guys are experts at that.

They make the long a sound.

Let's say those words, mane, lane, crane.

Great work.

You did such a good job thinking of rhyming words for plain and rain.

Now remember, rhyming words all sound the same at the end but sometimes they aren't spelled the same.

(slow-pace tranquil music) Now that we've read the poem, let's practice answering a question.

Now, questions are things that you wanna ask and they often start with words like who, what, where, when, why, and how?

So our question today is where was the wind blowing?

Do you remember where the wind was blowing in the poem?

Yes, the wind was blowing on the hill top.

It was blowing down the plain.

It was blowing up the sunshine and off the rain.

Do you remember that?

Well, today you're going to write a sentence to answer our question, where was the wind blowing?

Our sentence today is going to be, it was blowing on the hill and we're going to use one of our new high-frequency words that we learned today.

Now, before we start writing, I like to plan out my sentence.

So let's get our hands ready and we're going to clap out our sentence to get our brains ready to write.

Here we go.

Clap it out with me.

It was blowing on the hill.

All right, let's see how many words we need to write.

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

Count it with me.

It was blowing up on the hill.

There are six words in that sentence.

All right, before I start writing, I like to draw some lines in my paper to remind me that there are spaces between my words.

So let's say our sentence as we're drawing our lines to make sure we have the right amount of lines.

Ready?

It was blowing on the hill.

All right, we're almost ready to write.

Now, before we write let's point to our lines and say our sentence one more time to make sure that we've got our plan.

Here we go.

It was blowing on the hill.

Nice work.

Now we're ready.

Do you have something to write on?

Make sure you're writing along with us.

Our first word is the word it.

Now we're gonna need a capital letter at the beginning of that word, because it's the beginning of our sentence.

Let's up the word it, i t. The first sound is i, that an I.

Let's start at the top, slide over, go down and slide over to the right.

I t, we hear a T at the end of that word.

Start at the top, go down, back up and slide to the right.

Great, let's read what we have so far.

It was, stretch out the word was with me.

W a s, what's the first sound in the word was?

Yes, a W. Let's draw a W. Start in the middle, slide down, back up, slide down, back up.

W a, now this sounds like a U, but in the word was, it's actually an A.

Let's start in the middle, make a C, close it and go down.

W a s, now it sounds like a Z at the end of that word, but it's actually an S. This word's a little bit tricky.

Let's start in the middle and around like an S, Great job.

Let's read what we have so far to figure out what comes next.

It was blowing.

This is a big word.

We can break it into two parts like this, blow ing.

The first part of the word is blow.

Let's stretch it out, b l ow.

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

Yes, a B.

Let's start at the top, go down, back up and arounds.

B l, we hear an L next.

Start at the top, come straight down.

B l ow, we hear the long O sound.

And in this word, we need an O and W to make that sound.

Let's start in the middle around like an O.

Now let's write a W. Start in the middle, slide down, back up, slide down, back up.

All right, we have the first part of the word blow.

Now we need the part ing.

Let's stretch out the part that says ing, ready?

I n g, there are three sounds.

The first sound is i, that's an I.

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

I n g, this is a hard part to hear, but there's n. Start in the middle, go down, back up and make a hump.

At the end, we need a G for the g sound.

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

You're doing a great job.

Let's take our finger and read what we have so far.

It was blowing, on is our next word.

You were an expert at that word.

That's one of our high-frequency words.

Now, remember we can stretch it out.

Stretch it out with me, o n. What sound do you hear at the beginning of that word?

Yes, an O.

Start in the middle around like an O. O n, we hear an n at the end.

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

All right, let's read what we have so far.

Take your finger and read along with me.

It was blowing on the, the is our next word.

Let's stretch it out.

Th e, th is our first sound.

We need two letters to make that sound.

T H, let's start at the top, go down, back up and slide to the right.

Now an H, start at the top, go down, back up and make a hump.

Th e, now it sounds like a U, but in the word the it's actually an E. That's a tricky part we have to remember by heart.

Start in the middle side, over, up and around.

We're almost there.

Take your finger and let's read what we have so far to figure out our last word.

It was blowing on the hill.

Stretch out the word hill with me, h i ll.

What sounds you hear at the beginning of that word?

Yes, an H. Start at the top, go down, back up and make a hump.

H i, we hear an I next, start in the middle, go down, back up and make a dot.

H i ll, we need L's to make the ll sound at the end of this word.

Let's start at the top, go down, start at the top, go down.

We can't forget our punctuation mark at the end of our sentence to tell our readers it's the end.

Let's put a period at the end of our sentence.

Nice job.

All right, let's read our sentence, take your finger and read it along with me.

It was low wing on the hill.

Nice work.

Today, we learned how to build magic E words.

We also learned how to recognize high-frequency words and we listened for writing patterns in a poem.

And at the end, 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.

(enchanted upbeat music)