- Hello readers and welcome to "Read, Write, ROAR!"

Today we will focus on the big question.

Who am I?

We'll work with words with an r-controlled vowel.

What does that mean?

And we will work with poems.

For today's episode, you'll need something to write on, even a scratch piece of paper or an envelope, and something to write with, like a crayon or a pencil.

Come and join us for "Read, Write, ROAR!"

- [Announcer] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the W.K.

KELLOGG FOUNDATION.

Additional support by, and by viewers like you.

Thank you.

(cheerful music) (lion roars) (lion roars) - Welcome readers.

When I'm reading, and I come to a long word that I have never seen before, I remind myself that I don't have to read the whole word all at once, instead, readers can break a long word up into syllables, or word parts, to help them read the long word more accurately.

Today, our goal is to learn how to read words with an r-controlled vowel.

In an r-controlled vowel, the vowel sound is not long or short, because of the r. Remember, vowel sounds are made by the letters: a, e, i, o, and u, and oftentimes the letter y.

Sometimes two vowels work together, but they will only make one sound.

Let's look at this first word.

This is a word that I don't know how to read.

Let's loop it and swoop it, to figure out how to break this word up, into word parts.

Remember, the first thing we need to do, is to place a dot under each vowel in the word.

I placed a dot under a and e in this word.

Next, I need to see if there are any vowel teams that I should underline in this word.

I don't see any vowel teams, so I'm not going to underline anything.

Now, I need to decide if I'm going to split this word between two consonants, a consonant and a vowel, or between two vowels.

I see two consonants right in middle of my word, so I think I'm going to split it right there.

Let's loop it and swoop it to figure out where to split this word.

Fair meer, fairmeer.

That doesn't sound right to me, but I noticed that ar and er, are both are both r- controlled vowels.

So let me try and say them a different way, far mer farmer.

That sounds like a word I know this word is farmer.

Let's try another word.

Can you do this one with me?

Get your pencils and scrap paper ready?

Can you write down the letters?

H- A- R- V- E- S- T on your paper?

Great.

Now let's remember our first step.

We need to place a dot under each vowel in this word.

Can you place a dot under the vowels in your word on your paper and all do mine up here?

Look up here when you're done and we'll check our work together.

Did you place a dot under a and e like I did?

You did?

Great job readers.

If you didn't that's okay.

Take a second and fix it up.

Now, our next step is to look for any vowel teams in our word that we might need to underline.

Scan across your or word on your paper and I'll do the same.

Let's look for any vowel teams.

I didn't see any vowel teams in this word.

Did you?

We don't need to underline anything.

Finally, we need to decide if we're going to split this word between two consonants, a consonant and a vowel, or between two vowels.

I see two consonants right in the middle of this word also.

I think I'm gonna split this word between my r and v. Get your pencils ready, loop and swoop with me, to see where we are going to split this word.

Hair vest, hairvest.

Doesn't sound right to me, but because this a is an r-controlled vowel I'm gonna try and say it a different way.

Ready?

Har vest harvest.

That sounds like a word I know.

That word is harvest.

(gentle music ) Great job readers.

Let's try one more.

Can you write these letters on your paper?

S -U- R- P- L- U- S. If you're like me you're thinking this is a word you don't know how to read.

Let's follow our rules to figure out where we should split this word, so that we can read it accurately.

The first thing we need to do is to place a dot, under each vowel in this word.

Can you place a dot under the vowels in this word on your paper and look up here when you're done and we'll check our work?

Did you place a dot under u and u like I did?

Great job.

If not, that's okay take a second and fix it up.

Now I need to scan across my word, to see if there are any vowel teams that I should underline.

Can you scan across your word while I'm doing that and see if you can find any vowel teams in this word?

I didn't find any vowel teams did you?

Then we don't need to underline anything.

Finally, we need to decide if we should split this word between two consonants a consonant and a vowel, or between two vowels.

I think I'm gonna split between the two consonants right in the middle of the word, because I know that's often times where we would split a word.

So let's loop and swoop.

Get your pencils ready.

Sur plus surplus.

This word is surplus.

Surplus is when you have extra of something or too much.

The farmer had a surplus of milk, so he donated some to the homeless shelter.

Readers, you did a great job, working with r-controlled vowels in these words today.

(gentle music) Readers.

Now that we've gotten so good at reading r- controlled vowels, let's practice reading some in a story.

Mary knew a fair meer.

That's not right, but there's that r- controlled vowel.

I'm gonna practice reading it again.

Farmer , Mary knew a farmer named Carl.

Carl grew cherries on his farm.

This year, there was perfect weather.

So Carl had a surplus of cherries.

Carl is a very generous farmer.

So he gave some of his hair vest.

No, I'm gonna try that again.

Harvest, some of his harvest to Mary.

Great work readers.

Using what we learned today, about r-controlled vowels, to help read this story accurately.

(gentle music) (lion roars) Now that we're getting so good at r -controlled vowels, let's try writing some of these words.

For this activity, You'll need whatever you have to write on and something to write with.

When we spell words, we think about visualizing, or seeing the word parts in the word.

And then we think about the sounds that go with those word parts.

Let's give it a try.

Our first word is surplus.

Can you say that word with me?

Surplus.

When I say the word surplus, I hear two word parts in that word.

Sur plus in the first word part, I hear the sounds s u. I know that S makes a s sound and r makes an r sound but because this is a syllable, it needs a vowel in it.

So I'm going to put a u with that r. Sur, now I need to think about the sounds in plus, the second syllable.

P l u s. Now I'm gonna match letters up with these sounds.

P l u s. Now it's time to put both of these word parts together to build the word.

S u r p l u s, surplus.

Surplus is when you have too much of something.

Maybe you have a surplus of old clothes at home that you could donate to children in need.

Get your papers ready.

Let's try another word.

Our next word is farmer.

Can you say that word with me?

Farmer.

When I say the word farmer, I also hear two word parts in that word.

I hear far mer in the first word part, I hear the sounds f a.

And in the second word part I hear m a.

Now it's time to match some letters to these sounds.

F r but this is a syllable, so it needs a vowel with it.

I'm gonna put an a with that r far.

In my second syllable, I hear m r. Same problem though, I need a vowel in the syllable too.

So I'm going to put an e with that r. Now it's time to put both of these word parts together.

F a r m e r, farmer.

A farmer is someone who grows crops or raises cattle.

Maybe you know a farmer.

Guys you're doing such a great job.

Let's try one more word.

Get your papers ready.

Our last word is, is harvest.

Can you say that word with me?

Harvest.

In the word harvest.

I hear har vest.

Now let's try and think about the sounds we hear in each of these word parts h a r v e s t, harvest.

It's time to match those sounds up with some letters, so we can spell the word in har, I hear h a r here's that same problem though.

We need a vowel in this first syllable.

So I'm going to put an a with my r har is my first syllable.

Now I need to think about the sounds in vest.

V e s t harvest.

let's put them together to spell the word.

The farmer was very busy during harvest season, combining all of his corn.

You did a great job spelling these words today readers.

(gentle music) - Hello, and welcome.

My name is miss Amy, and I'm so excited to share some mindful practices with you today.

Mindful practices are tools we can use when we need to pause and take a breath, own what we are feeling and practice a quick stretch or something that relaxes us.

Today we are going to practice five finger breath.

Have you ever traced your hand on a piece of paper with a pencil?

Well we are going to trace our hand with our finger, and take deep breaths.

a deep breath in as we go up, and out as we go down, to help us find focus.

Let's begin.

First, shake your hand and stop.

Now starting with your thumb.

♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Now take your hand and shake it out ♪ Nice focusing, other side.

♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Deep breath in deep breath out ♪ ♪ Now take your hand and shake it out ♪ Take a deep breath in and relax.

(exhales) Thank you for sharing this mindful practice with me today.

(gentle music) - (speaking in foreign language) Readers today.

We're gonna continue analyzing this poem.

Not only this poem, but we're also gonna be thinking about other poems that we might have read before.

And comparing and contrasting them, with narrative writing.

We gonna continue to make connections, and think about the things that we already know friends.

Are you ready?

(Speaking in foreign language) Let's go.

So my friends I'm gonna reread the poem with you again.

So we can think about, how is this different from a narrative writing?

"I am by Teacher Tan-A."

I am smart and silly.

I hear the tweet of the gijigijigaaneshiinh.

I see the black capped Chickadee.

I feel content.

I am satisfied.

Remember poems are really unique ways, to write about the things that we think, the things that we see, hear or even feel.

So how is this the same or different from narrative writing?

What are some other things that you might have thought about?

Hmm.

I'm noticing that it's really small, it's size or it's shape, isn't the same as maybe a story or a narrative writing.

Thumbs up or thumbs down?

All right.

Let's go ahead and put that up there.

I'm also knowing that kind of has this poetic language to it.

I'm not writing in complete sentences.

I feel content.

I feel satisfied.

Although those are complete simple sentences in themselves, we usually need to add some more details, in narrative writing to help the reader, right?

Make a movie in their mind.

In poetry, we can do that in different ways.

What do you think?

Thumbs up or thumbs down?

All right.

Let's go ahead.

Poetic language.

All right.

Now I was reading a book the other day.

And one thing that I noticed as I thought about, what makes this narrative different or what makes a narrative different?

Is that, uh huh authors make our characters talk don't they?

Yes.

So in a narrative we would dialogue between two characters.

I'm not sure if that happens in poetry.

I haven't seen it before.

Have you?

Let's go ahead and just put it on our narrative side then.

Friends I'm thinking about something else, I remembered in the book that I'm reading.

I'm remembering that in my book, there is a problem and a, I think I heard you solution.

That's right friends, in narratives, we have a problem in a solution.

Does that always happen in poetry?

I don't think so.

But that's always one way that we can make a very good story.

Okay.

Let's go ahead and put that on our narrative side.

As I was rereading this poem...

Remember writers, you're never done.

We always revise to make things better and better.

So, as I was rereading, How could I not tell you so many things but maybe help you imagine, or use more of that descriptive writing?

And I was thinking, (exhales) There's uh huh.

Some language, some different things that we can use in order to make our writing more interesting.

One of them is a simile.

A simile is when I use the word, like or as, to describe something.

So I was thinking about maybe adding a simile.

The next type of literary language, I was thinking of using, would also help me describe things just a little differently.

It's called a metaphor.

And when we use a metaphor, we say that something is, something else.

All right?

Okay.

Like you are the apple of my eye.

So, I wonder if I can add these things, and revise my poem.

I bet you, I could.

Might have to think about that.

(gentle music) Great job today readers, today you helped me analyze the difference between a poem, and a narrative piece of writing.

Now, of course remember, as you're reading you can be thinking of different ways that poems and narrative writing are the same, and how they are different.

And don't forget, maybe try to pick up a book of poems, the next time you head to the library.

(upbeat music) Writers, today I wanna to teach you, how to take the organizer or the brainstorm that we did, and turn it into a poem.

Are you ready?

(in foreign language) Let's go.

You can see that I got started with the first part and I thought to myself, well, now it's time, with your help of course, to go ahead and continue writing.

So I'm gonna think about taking the I am, two of my I am words.

I used smart and silly.

So I think I'm going to use maybe friendly and kind.

Okay?

So I am, I am friendly and kind.

Thumbs up?

Okay.

Let's write that.

So, now we have a new line.

Here's our first stanza, and now we're starting our second stanza.

I am friendly and kind.

(gentle music) Now it's time write our next line.

We have our first stanza, and we've started our second stanza.

It's now time to add another line.

I was thinking something about the falling snow.

I love the falling snow.

I see the falling snow.

Both of them sound good to me.

Which one do you wanna write?

Okay, go ahead and write that down on your paper right now.

Okay.

I see, I see the falling snow.

I wonder if I could use a simile, the word like, or as to describe it.

The falling snow, or if I could use a metaphor, if I could just call it something.

I see the falling snow.

(gentle music) Writers we've started our second stanza.

I am friendly and kind.

I see the falling snow.

Love watching the falling snow.

You know, it reminds me of just being so free, that it just falls from the clouds, and follows the wind.

And it just goes wherever it wants to.

I wonder if I could put that in our poem here today, my friends.

I am friendly and kind.

I see the falling snow.

Oh, I feel free.

Like a snowflake.

I feel free like a snowflake.

There it is.

What do you think?

I feel free like a snowflake.

I just used a simile.

Oh, we can do this look.

Okay.

I feel free like a snowflake.

Let's do it.

(gentle music) Friends.

What have we written in so far?

I am friendly and kind.

I see the falling snow.

I feel free like a snowflake.

I am Joy.

I like that.

I am joy.

And that's how we can end it.

How are you gonna end the poem that you've just created about you today?

Writers, great job.

Today we have taken our brainstorm, another way to organize your thoughts and ideas and we've put them into phrases or sentences to create an I am poem, all about you.

Great job today.

Scholars you've done such an amazing job today.

You have worked really hard with your r- controlled syllables.

You've also took that brainstorm that we worked on, and turned it into a poem about somebody really special.

That's right.

You!

Now remember when you are reading or writing you can always think about, Hmm.

Is this an r- controlled syllable?

And of course, make sure you read some poetry.

(speaking in foreign language) We'll see you next time on "Read, Write, ROAR!"

- (Announcer) This program is made possible in part by the Michigan Department of Education, the State of Michigan and the W.K KELLOGG FOUNDATION.

Additional support by, and by viewers like you.

Thank you.

(cheerful music)