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

Today, we're going to do some word building, learn two new high-frequency words, listen for rhyming patterns as we read a nursery rhyme, come up with our own rhyming words, and we're going to write a sentence together.

For this lesson, you're going to need something to write on, like a piece of paper or a notebook, 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) (roaring sound) (slow-paced tranquil music) - Hi, I'm Mrs. Skelley.

Today we're going to learn about a new sound called the Q U or the qu sound.

We're going to use our tool called a sound box to help us write down words that start with Q U or qu at the beginning.

To build words, we can first listen to the sounds that we hear and then we can write down the letters that match.

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

Queen quietly quilts.

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

That's right, we hear the qu sound.

Listen carefully, queen quietly quilts.

We hear the qu sound at the beginning of all of those words.

That is spelled like this, Q U.

When Q is all by itself, which it really isn't very often, it makes the qu sounds.

When U is all by itself, it makes the a or u sound.

But when we put these two letters together, they make one sound and it says qu.

can you say that sounds?

Good.

We call this a diagraph, when two letters make one sound.

This is the Q U diagraph.

All right, we're going to use our tool, the sound box, to make words that start with Q U.

Because whenever we see a word with Q, there's always going to be a U next to it because Q and U are almost never apart.

All right, let me show you how our tool, the sound box works with our first word, the word quit.

I can't quit playing with my new toy, the Rubik's cube, quit.

All right, let's start out that word qu i t. There are three sounds in the word quit.

Now, notice there are one, two, three boxes in our first sound box.

Let's take our finger and we're going to push up the sounds to practice spelling the word it, quit.

Qu i t. All right, now we're ready to write it.

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

The first sound is qu.

Now, remember how that spelled, Q U.

Remember they worked together to make that one sound.

Let's write it down.

Qu i, we hear an I next in the middle.

Qu i t, we hear a T at the end.

All right, let's take our finger and check the sounds to make sure we spell the word correctly.

Here we go.

Qu i t, quit.

Good.

All right, let's try another word.

Let's write the word quite, like my pet hamster is quite cute, isn't he?

Quite.

All right, let's go ahead and stretch out the sounds in the word quite.

Stretched out with me.

Qu i te, there are three sounds.

Take your finger and push up the sounds, qu i te, quite.

All right, the first sound is qu, how do you spell that again?

That's right, Q U.

Let's write it.

Qu i, we hear the long I sounds.

Qu i te, we hear a T at the ends.

Now, look, it looks the same as quit.

So we need to add something special to the end to make it a different word from quit to quite.

We need to add a silent E to make the long vowel say its own name, I, quite.

Now, notice the E goes outside of the sound boxes because it doesn't make a sound.

All right, let's take our finger and check the word quite to make sure we spelled it right.

Qu i te, quite.

Good.

All right, our next word is the word quack.

I heard the duck quack at the park, quack.

Stretch it out, qu a ck.

All right, take your finger and push up the sounds.

Qu a ck.

Now we're ready to write.

What sound did you hear at the beginning of the word quack?

That's right, qu or Q U. Qu a, we hear an A. Qu a ck, we hear k sound.

In this word, it's spelled with a C and a K together.

So we're gonna put them in the same box because they make one sound together, C K. All right, take your finger and let's check the sounds.

Qu a ck, quack.

Good job.

All right, our next word is the word quick.

I can run very quick.

Let's go ahead and stretch it out.

Qu i ck.

Take your finger and push up the sounds.

Qu i ck.

Now we're ready to write.

The first sound is qu, hand write it down, Q U. Qu i, What sound do you hear in the middle of that word?

That's right, an I. Qu i ck, we hear the k sound again.

In this word as well, we need the C and the K. They work together to make the k sound in this word, C K. All right, let's take our finger and let's check it.

Qu i ck, quick.

Nice.

All right, we're on our very last word.

Our last word is the word queen.

The queen sits on her throne.

Let's go ahead and stretch out that word.

Qu ee n, three sounds.

Take your finger and check it or push up the sounds.

Qu ee n. All right, now we're ready to write the first sound.

It's qu, Q U. Qu ee, We hear the long E sound.

In this word, it's spelled with two E's.

We're gonna put them in the same box because they make one sound, E E. Qu ee n, what sound do you hear at the end of that word?

We hear an N, good.

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

Qu ee n, queen.

Wow, you did it.

We built words that start with the Q U diagraph, which makes the sound qu.

It's time to practice reading our words.

I'm going to read them first and then it will be your turn.

Here we go.

Quilts, quite, quack, quick, queen.

All right, now it's your turn.

I'm gonna start at the bottom and you're gonna read the words all the way to the top.

When I point you can read that.

okay, here we go.

Queen, quick, quack, quite, quit.

Nice job.

We worked really hard today to build Q U diagraph words.

So next time you're reading a book and you see Q there, you know there's gonna be a U right next to it because Q and U are never apart.

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

We call these high frequency words because they come up often when we're reading.

The first word is the word you.

Can you say that word?

You can use the word you when you're giving someone a compliment, like you are so great at reading high-frequency words.

You.

Watch me say the sounds in the word you, y ou.

There are two sounds in the word you.

Watch me write the letters in the word you, Y O U, Y O U.

There are three letters in the word you.

The first letter is the letter Y and it says the y sound.

The next two letters are O U and they work together to make the oo sound in this word.

The word you is spelled Y O U.

Let's stand up and practice spelling the word you to help us remember.

Put your arm out in the air and we're going to tap out the spelling of the word you and then blend it together like this.

Y O U, you, you.

Do with me.

Y O U, you, you.

One more time.

Y O U, you, you.

Nice job.

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

So go ahead and put your finger in the air and let's trace and spell the word you.

Here we go.

Y O U, you.

Trace it again with me.

Y O U, you.

One more time.

Y O U, you.

Nice.

Let's say this word one more time.

What word is it?

That's right, it's the word you.

All right, our second word today is the word go.

Can you say that word?

You can use the word go when you're asking someone to ride a bike with you, like, "Would you like to go on a bike ride with me?"

Go.

Listen to the sounds in the word go.

G o, there are two sounds in the word go.

Watch me write the letters.

G O, G O, go.

There are two letters in the word go.

The first letter is the letter G and it's a letter g sound.

The second letter is the letter O and it makes the long O sounds like in the word so.

G O is how we spell the word go.

Let's stand up again and use our arm to practice spelling the word go like this.

Starting at your shoulder, G O, go.

Do it with me.

G O, go.

One more time.

G O, go, good.

All right, let's put our finger in the air and practice saying and spelling and tracing the word go.

Here we go.

G O, go.

Are you tracing with me?

Do it again.

G O, go.

One last time.

G O, go.

You did it.

What word is this?

Yes, it's the word go.

Today we learned two new high-frequency words, the word go and the word you.

Pay extra special attention to these words because in a little bit, we're going to look for them in a nursery rhyme.

(slow-paced tranquil music) I'm going to read the nursery rhyme.

"Once I Saw a Little Bird," which is a poem all about a little bird that is sitting right outside of a window of someone's home.

As I'm reading your job is to be on the lookout for our two new high frequency words, the word go and the word you.

Now, sometimes words have parts at the end.

So you might see the word go inside of the word going.

So just make sure you're looking out for go and yo.

And the word go might be inside of the word going.

All right, watch for those words as I read.

"Once I Saw a Little Bird" that's the title of nursery rhyme.

Once I saw a little bird Come hop, hop, hop.

So I cried, "Little bird, Will you stop, stop, stop?"

And was going to the window To say, "How do you do?"

But he shook his little tail And far away he flew.

Did you find our two high-frequency words?

Well, let's first look at the word go.

The word go is spelled G O.

That's one of the ones we learned earlier.

Now, the word go isn't in there all by itself, it has an ending at the ends.

Can you find the word that says go in it, it has an ending at the end?

Right there.

Did you see this word, it says going.

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

The word going is the word, go with the ing ending at the end of it.

Let's go ahead and circle the word go.

G O, go, that's inside of the word going.

Our next word is the word you.

Can you take your finger and point to the word you in the nursery rhyme?

They're in there a couple of times.

Go ahead and point to it.

Did you find it?

All right, oh, there it is.

Let's circle it.

Y O U, you.

All right, find it again.

Oh, there it is.

Can you spell it with me?

Y O U, you.

Nice job, you found our high-frequency words, the word you and you found the word go inside of the word going, nice.

Now, in the nursery rhyme, there was a tricky word.

The word shook right here.

It says, "But he shook his little tail and far away he flew."

The word shook is a verb or an action word.

It's the thing that the bird was doing.

The bird was making quick movements with his tail back and forth, back and forth.

That is the meaning of the word shook.

The bird shook his tail.

You might have shook your head before when you're telling someone no.

Can you say that word, shook?

Good.

Now, I'm going to read part of the nursery rhyme.

And this time, your job is to listen for some rhyming words.

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

Do you hear op at the end of the word hop?

Words that say op at the end of them, rhyme with hop.

So as I'm reading, your job is to listen for the word that rhymes with hop.

Once I saw a little bird; Come hop, hop, hop.

So I cried, "Little bird, Will you stop, stop, stop?"

What word rhymes with hop?

That's right, the word stop.

Can you say those two words?

Stop, hop.

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

Words that say op will rhyme with hop and stop.

Can you think of any more words that rhyme with hop and stop?

How about the words top, mop, and pop?

Those all say op at the end of them.

We call that a word family.

They're all part of the op word family, and that's what makes them rhyme.

All right, I'm going to finish reading the nursery rhyme and your job is to be listening for the other two words that rhyme.

And was going to the window to say, "How do you do?"

But he shook his little tail and far away he flew.

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

That's right, do and flew rhyme.

Can you say that?

Do, flew.

Those words rhyme because they both make the oo sound at the end.

Now, if we take a close look at those words, they aren't spelled the same at the end, even though they sound the same at the end.

Sometimes words that sound the same with the end aren't always spelled the same, but they still can rhyme.

Let's write those words down and see what's the same and what's different about them.

Let's write the word do on this side.

I'm gonna put a lines on the middle and then the word flew on this side.

Notice that the word do has an O at the end.

It makes the oo sound.

The word flew has an E w at the end and that also makes the oo sound.

Can you think of any more words that rhyme with do and flew?

How about new, stew, who, and to?

Those words all rhyme with do and flew.

Now, I'm gonna write some of those words down.

On this side, underneath the word do, I'm going to write the word who and to.

Who and to.

Now, I put them in this side because they have the same spelling at the end of do.

They all say oo at the end, but are spelled with an O.

Now, do you remember how we said the words new and stew also rhymed with do and flew?

I'm going to write them on this side because they have the same spelling at the end as flew.

So we have new and stew.

What do you notice that's the same about all of these words over here?

They all have an E W at the end.

It may say, oo, new, stew, flew, do, who, and to.

Remember, words that have the same sound at the end rhyme, but aren't always spelled the same.

(slow-paced tranquil music) Let's talk a little bit about the nursery rhyme.

In the nursery rhyme, the person sees a bird sitting in their window cell and they ask them a couple of questions.

Questions are things that you ask someone or something and they often start with words like who, what, where, when, why, or how.

In the nursery rhyme, the first question the person asks is will you stop?

And the reason why they asked that is because the bird keeps hopping and they want them to stop so they can get a closer look of the birds.

They also ask the question, how do you do?

That means how are you?

Have you ever seen a bird in your neighborhood before?

Well, if you've seen a bird, what kind of question would you wanna ask the bird?

I think I would wanna ask the bird what kind of food that it likes?

I might ask a question like, "Do you like worms?"

What kind of food would you like to ask the bird that they like?

Well, today we're going to practice writing our question.

So I'm going to write the question, "Do you like worms?"

We gonna write our sentence together and when we get to the last word, you could write your own food that you wanna ask the bird about, like, "Do you like bugs or do you like seeds," or whatever kind of food that you want to write about?

All right, now, before we start writing, let's plan out our sentence to get our brains ready to write.

I like to clap out the words to get my brain ready.

Will you clap out the words in the sentence, "Do you like worms?"

Ready?

Clap with me.

Do you like worms?

Let's count out how many words that is.

Do you like worms?

There are four words in that sentence.

All right, before I start writing, I like to draw lines so that I remember their spaces between my words.

You can draw them with me if you want.

Do you light worms?

All right, let's take our finger and practice reading our sentence before we start writing.

Do you like worms?

Nice job, we're ready to write.

Make sure you have something to write on so you can write your sentence with us.

The first word is the word do.

Let's stretch it out.

D oo, the first sound is D, that's a D. We know we're going to need a capital because it's the beginning of our sentence.

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

D oo, now in this word, the oo sound is spelled with an O.

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

Do you, you know that word.

That was one of our new high-frequency words for today.

Let's stretch it out, y ou.

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

That's great, yeah.

That's the Y, start in the middle, slant down, back up and all the way down, y ou.

Now, remember the oo sound in this word is spelled with an O and a U put together.

Let's start in the middle, around like an O, Let's start in the middle, go down, back up and all the way down.

Let's read what we have so far.

Do you like, let's stretch out the word like, l i ke.

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

That's an L, good.

Start at the top and go straight down.

L i, we hear the long I sounds.

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

L i ke, in this word, the k sound is spelled with a K. Start at the top, go down, back up, slant in, slant down.

Now, we need another letter.

We need a silent E because the vowel is a long sound.

We need the E to help the vowel say its own name.

Let's start in the middle slide over, up and around like a C. Let's read what we have so far.

Do you like.

Now I'm going to ask the bird if they like worms.

What kind of food are you going to ask?

Maybe you'll write worms.

Maybe you'll say, do you like seeds?

Or do you like bugs?

If you choose a different word than me, make sure to stretch out the sounds and write down the letters that match.

All right, let's write the word worms together.

Here we go.

W or ms, at the beginning we hear w. That's the w, start at the top, slant down, back up, slant down, back up.

W or, the or sound in this word is spelled with O and R put together to make that one sounds.

Let's start in the middle, around like an O, start in the middle, go down, back up and around.

W or m, we need an M to go with the ends.

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

W or ms, we need an S at the end to tell us there's more than one.

Start in the middle, around like an S. All right, let's read what we have so far.

Do you like worms?

Now, this is a special kind of sentence.

It's a question.

So we need a special kind of punctuation mark.

We need a question mark at the end to tell our reader it's a question.

To make a question mark, we're gonna start at the top, curve around, straight down, and make the dot.

Now, we're ready to read our sentence.

Take your finger and read it with me.

Do you like worms?

Nice job.

Now, we just need a picture to match.

I'm going to draw a picture of worms.

Make sure your picture matches your question.

(marker pen squeaking) Here's my worm.

Great work today.

You wrote a question about what the bird likes to eat.

Next time you see a bird in your neighborhood, you could try asking your bird a question.

Make sure to read your sentence to someone at home and tell them about your picture.

Today, we learned how to build Q U diagraph words.

We also learned how to recognize two new high frequency words.

We listen for writing patterns in a nursery rhyme, and came up with our own writing words, and we wrote a sentence together.

Great work today.

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.

(delightful music)