- Hello there first-grade learners.

Welcome to Read, Write, Roar.

Today, we are going to be working on learning our controlled vowel patterns.

We'll be looking at the word car and thinking about the AR in car and fort and thinking about the OR in fort.

We'll also be reading a text to look for more words that have the AR and OR pattern.

And finally, you'll be thinking about how to use your voice to read in a strong, smooth voice that sounds like talk.

Lastly, we're going to practice writing really great sentences.

Are you ready to get started with Read, Write, Roar?

(Upbeat music) (Lion roaring sound) (Music in the background while narrator speaks) - [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 (pause) and by viewers like you.

- Welcome back first grade learners.

Now, we are going to do something different.

We are going to do something called sorting.

We'll be learning again about R-controlled vowels.

When a vowel is followed by the letter R the R makes the vowel change its name.

That happens with all the vowels, AR "are", ER "er", IR "er", OR "or" and UR "er."

The vowel is controlled by the letter R. For today, we're going to be really thinking about the R sound and using the word CAR, C A R, to help us think about the R sound.

Can you say car?

Great!

(Sounds our car: "k"-"are") The ar sound is in there.

We're also going to be thinking about the or sound today which is made by O R like in the word fort.

Can you say fort?

(Sounds out fort: "f-or-t") Great!

What we're going to be doing with our words today is we're going to sort.

When you sort things (Sounds out sort: "s-or-t") Look, it has an OR in there, you put things into groups by something that they have that's the same.

So for the word sort, I would put that over here with fort because they both have the "OR" sound and O R in them.

I'm going to say a word now, and then we're going to compare the word I say with car or fort, and you're going to tell me where I should put it.

(Beep beep beep) Now we're going to use our keywords to think about sorting.

I'll say a word, and we're going to compare that word to car and fort.

The first word we're going to think about whether it has the "AR" or "OR" sound in it is the word storm.

The weather man said a storm might be coming.

Storm car or storm fort?

which sound do you hear in the middle?

Right!

Storm and fort, because they both have the "OR" sound in them.

And look, they also both have the O R in them.

The next word that we're going to think about is the word farm.

Can you say farm?

The horse lives on the farm.

Let's think about those sounds.

(Sounds out "f-ar-m") What sound you hear in the middle here?

Farm car or farm fort?

That's right.

Farm car, because they both have the "AR" sound in them.

The next word we're going to think about is the word hard.

The cement was very hard.

Can you say hard?

Great!

(Sounds out "h-ar-d") Hard car or hard fort?

Right!

Hard and car.

They both have the "AR" sound and they both have A R in them.

The next word that we're going to think about is the word more.

I'd like more ice cream please.

More.

(Sounds out "m-or") More car or more fort?

Which sound?

Great!

More goes with fort because they both have the "OR" sound in them and they have O R in them.

The next word is torch.

I lit a torch so I could see at night.

Can you say torch?

Great, let's do the sounds.

(Sounds out "t-or-ch") Torch.

Hmm?

Torch car or torch fort?

Right, torch goes with fort, because they both have the "OR" sound and they both have O R in them.

This is the last word.

And the last word we're going to sort today is the word bark.

Can you say bark?

(Sounds out "b-ar-k") Bark could mean the bark on a tree or it could mean the noise that your dog makes.

Bark.

(Sounds out "b-ar-k") Which one?

Bark car or bark fort?

You've got it.

Bark and car, because they both have the "AR" sound and they both have A R. You did a wonderful job listening for your sounds and sorting them.

Now, we are going to take these words and we're going to write them.

(Beep beep beep) Okay.

First grade learners, we are going to keep on sorting, but you are going to need a piece of paper and something to write with.

Any piece of paper, anything to write with.

I'm going to give you 20 seconds.

Ready, set, go.

(Upbeat music) (Upbeat music) Great job going and getting your supplies so we can do some sorting.

But this time, instead of just thinking about the words and putting them into columns what we're going to do is write the words.

First, let's review the words that we just sorted.

All of our AR words are under car.

Let's read those words together.

Are you ready?

Car, farm, hard and bark.

They all have the AR sound and the AR pattern.

Our next column has fort, store, more and torch.

With your piece of paper, and whatever you have to write with, you're going to make, what's called a T chart.

I'm going to find the middle of my paper and draw a straight line down.

As straight as I can make it.

And then not quite at the top but just a little bit down from the top, I'm going to do a line across and I'm going to write my keyword car on the left side.

C A R. Car.

Underline my AR.

And my key word of fort - can you say fort?

Great!

On the right side.

F O R T Fort.

That has the OR.

Now let's write our words that we've already sorted.

Farm.

If you can, try not to look at them when you write them.

(Sounds out "f-ar-m") I'm going to write farm under car, F A R M, under AR for farm.

The next word that we're going to write is hard.

Hard.

H A R D And the last AR word that we're going to write is bark.

Like my dog likes to bark.

B A R K Bark.

Car, farm, hard and bark.

They all have AR in them and "AR" is making the "AR" sound, because it's controlled by R. The next column is all the words that sound like the "OR" in fort.

First word I want you to write is the word storm (Sounds out "st-or-m") Again, you don't have to look.

Don't look, see if you can spell it without looking.

S T O R M - storm.

The next word is more.

I'd like more ice cream (Sounds out "m-ore") This one's tricky.

There's two sounds, but there's four letters.

And the last one we're going to write today is torch.

Now this one's interesting.

Let's think about the sounds in torch.

(Sounds out "t-or-ch") There's five letters, only three sounds that we hear.

(Makes sound "t") That's our letter T. OR - that's our O R. and then the (Makes sound "ch") CH.

making the the "ch" sound together.

Fort, storm, more, and torch.

You did a great job sorting today.

You did a wonderful job writing down your words that have the AR "AR" sound and OR "OR" sound because they're controlled by the letter R. As you go through the rest of the day, think about if you can think of other words with AR and OR, or search around and see if you find more words around you or out and about that have the OR or the AR sound.

Wonderful sorting and wonderful writing.

Have a great day, First Graders.

(Upbeat music) Welcome back first grade learners!

Today we are going to be reading a poem.

As we're reading this poem, we're going to be thinking about those AR "AR" patterns and those OR "OR" patterns that we've been talking about.

Before we even try and look for these patterns, doing word hunting, first, we're going to read our poem.

This poem is about my friend Oscar here, Who's a horse, who is going to make a big change in his life.

So we're going to read about Oscar, who is called, this poem is called "Oscar The Charming Horse."

When you're charming, it means you're nice and really easy to like.

So let's read about Oscar.

I'll read this through one time first and then you'll read it with me.

Here we go.

"Oscar The Charming Horse," written by Shannon Fuller.

Oscar was a charming horse.

He used to live in the city.

His family moved to a farm up North where the yard was very pretty.

Oscar love the large new barn.

It was full of corn and hay.

He pulled a cart to a local store and went to the park to play.

You probably do that too, right?

Oscar saw a garden full of beautiful flowers to munch.

A lady started yelling that ... her garden was not his lunch.

Oscar smiled and tipped his hat Oscar for ran back to the farm.

He was a very charming horse and he didn't mean any harm.

Oscar stayed out of the garden unless it was dark, of course.

Great reading or listening, because I was reading.

And now you're going to be reading with me.

Did you notice that I was reading in a strong, smooth voice and I wanted to point one thing out to you.

You probably noticed how I paused here.

There's three dots.

That's called an ellipsis.

Can you say ellipsis?

You don't need to remember that but it means you're going to do a really big pause.

So we're going to read again together and make sure we do a big pause at that part.

Here we go.

"Oscar The Charming Horse," written by Shannon Fuller.

Oscar was a charming horse.

He used to live in the city.

His family moved to a farm up North where the yard was very pretty.

Oscar loved the large new barn.

It was full of corn and hay.

He pulled a cart to a local store.

Local means nearby.

And went to the park to play.

Oscar saw a garden full of beautiful flowers to munch.

The lady started yelling that ... her garden was not his lunch.

Oscar smiled and tipped his hat.

Oscar ran back to the farm.

He was a very charming horse, and he didn't mean any harm.

Oscar stayed out of the garden unless it was dark, of course.

Wonderful reading with me that time, first grade readers.

As we're thinking about our poem hopefully you're thinking about Oscar and he made some changes going from the city, into the country and all the things that he had to figure out moving to his new place.

Now, what we're going to do is we're going to think about this story and about the sounds that have O R and A R. So we're thinking about the sounds O R and A R and we're going to look for words with those, doing word hunting.

Are you ready?

(Beep beep beep) Okay first grade learners.

Now we're going to do something called a word hunt.

I brought my trusty magnifying glass to help me out, looking for words.

We've been focused on AR and OR patterns.

At home, on your paper, you're going to make what's called a T chart.

I'm going to just draw one straight line down.

Did you notice I found the center of my paper, as much as possible, to do that.

Then I start at the top and go down just a bit and make a line across.

It kind of looks like a letter T. And at the top I'm going to write AR which makes the "AR" sound, and OR which makes the "OR" sound.

Do you remember we were talking about car and we talked about fort.

So now we're going to look in our poem about Oscar.

(Beep beep beep) Okay.

Now we're going to be looking for those AR and OR works.

Oscar was a charming horse.

I'm noticing that Oscar has an AR in it, right there, in the very first word in the sentence of our poem.

I'm going to add Oscar onto my chart.

O S C A R. Notice that my O is big because we need to put an uppercase letter.

Oscar is a name.

Oscar, we learned he's charming.

He's nice and easy to like, and look at that.

(Sounds out "ch-ar-m-ing") Charming has an AR sound.

Let's add charming to our sort here.

If we're not sure how to spell a word we can always look right back at our poem.

It's right in there for us.

(Sounds out "ch-ar-m") And the "ing" chunk?

I N G Here's one more word.

Just even in the first sentence.

Oscar was a charming horse.

That has OR in it, right?

Let's write horse under OR.

(Sounds out "h-or-se") You're doing a great job finding these words and spelling them at home, when you write them down.

Let's read the next line.

He used to live in the city.

I don't hear any in that line.

His family moved to a farm up North.

Ooh, I heard one, did you?

And I saw it.

Farm.

Farm has the AR sound in the AR pattern.

Let's write farm.

(Sounds out "f-ar-m") There's one more word right here.

Do you see it?

North.

It's talking about the place that he lives and they're naming like kind of a big place up North in a state.

So they put an uppercase N in our poem.

Let's do that too.

North.

(Sounds out "n-or-th") There's only three sounds.

Let's look at how that works.

(Sounds out "N", "OR", "TH") because my TH work together to say the "th" sound.

Okay, I'm going to have us read this last sentence now.

Where the yard was very pretty.

Did you hear one?

That's right.

There's an AR in the word yard.

You can see it and hear it.

Let's write yard.

(Sounds out "y-ar-d") Just reading this very first stanza we've found all these words that have AR and OR.

Keep thinking about other words that you could find that have AR and OR.

Let's read our list.

AR words: Oscar, charming, farm, yard.

They all look right with the AR and sound bright with the AR.

Let's read our OR words on our T-Chart: horse, North.

Do they look right?

And they sound right because they have a "OR".

You were wonderful word hunters today, first grade learners.

Keep doing your great reading with a strong, smooth voice, and thinking about the patterns that you're learning to be able to read them when you're reading something new and be able to find them when you're reading and then use what you know, to be able to spell them.

I hope you have a great day.

(Upbeat music) Hello, amazing learners.

Welcome back to Read, Write, Roar.

My name is Ms. Rogers and I'm here to help you write a complete sentence.

I heard that you did an amazing job reading about Oscar and also reviewing AR and OR words.

Well, like I said, I want you to help me with writing a complete sentence.

In order to write a complete sentence, We need a subject.

The subject is who or what the sentence is about.

Well, when I read this sentence down here it says: the horse ran to the barn.

So who or what are we talking about in this sentence?

Yes, that's right.

It is the horse.

We also need a predicate, which is simply the action that's taking place.

What is our subject, the horse, doing?

Well, what did he do?

The horse ran to the bar.

Very good.

So I'm going to underline ran to the bar.

We also need a capital letter at the beginning of our sentence.

If I go to the beginning of our sentence I can see that the word the has an upper case T. Finally, for writing a complete sentence, we need punctuation.

Punctuation can be a period, (honking noise) which is a statement.

It can be a question mark, (Comic voice says what?)

which is you asking a question, or it can be an exclamation mark (voices make oooh sound) that shows excitement.

Do we have punctuation at the end?

Yes, we do.

We have a period.

(honking noise).

So let's read our sentence together.

The horse ran to the barn.

That looks pretty good to me.

How about to you?

Okay, so let's try another one.

He played at the park.

I need a subject.

Who or what is the sentence talking about?

He!

He is a pronoun.

It takes the place of a noun, which is a person, place or thing.

So we know that our subject is he, whoever he is.

Next, we need a predicate.

Yes.

That's the action.

What is he doing?

Or what did he do?

He played at the park.

So I'm going to underline that too: played at the park.

I like wiggly lines.

We also need a capital letter.

Where?

That's right!

We need a capital letter at the beginning of our sentence.

Do we have the capital letter?

Yes, he, the letter H. I'm going to put my little Mark there.

And then finally, I want to say drum roll.

We need punctuation at the end of our sentence.

Here's the beginning of our sentence.

Boom, here's the end.

We have punctuation right there, and that is a period.

(Honking noise) So let's read our sentence together.

He played at the park.

Looks good to me.

Give me a thumbs up if this is a good sentence.

Yeah.

I have an idea.

Let's write a sentence of our own.

Since we've been talking about Oscar, let's use Oscar as our subject of our sentence.

Are you ready to write with me?

Let's begin.

Oscar wanted to eat the beautiful flowers.

Oscar... wanted to eat... the... beautiful flowers.

Okay, so, do I have a complete sentence here?

My subject is Oscar.

So I'm going to underline Oscar.

My predicate, the action that he took: he wanted to eat the beautiful flowers, so eat the beautiful flowers.

And also my capital letter.

I have a capital letter at the beginning of my sentence which is the O, and also because Oscar is his name.

And then finally I have my punctuation at the end of the sentence.

(Honking noise) That looks like a complete sentence to me.

Good job, everybody.

(Beep beep beep) You did a great job learning how to write a complete sentence.

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

Bye bye!

(Music in background) - [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 (pause) and by viewers like you.

(Upbeat music)