- Hello there first grade learners, welcome back to read, write, roar.

Today, we are going to be learning more about our control vowel patterns, thinking about the r sound.

We're also going to be listening to a story and finding the important parts of the story.

And lastly, we're going to be doing a sort using what we know about letters and sounds.

Are you ready?

Let's get started with read, write, roar.

(bright upbeat music) - [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, (bright upbeat music) and by viewers like you.

- Hello there first grade learners, we've been talking a lot about r-controlled vowels where the r takes control of a vowel, and makes it change it sound.

Last week, you might remember that we were thinking about the r and car.

Can you say car?

Do you hear the r sound in car?

We're gonna keep thinking about the r sound in car.

And today what we're going to start thinking about is another r controlled sound.

The sound is r, can you say r?

Great.

Just like in first here's a picture of like, a medal with first on it.

So what we're gonna do right now is I'm going to say a word.

We're going to think about the sounds in that word, and we're going to decide if that word would belong under car because it has an r sound in it, or if it would belong under first because it has an r sound in it.

The first word we're going to do is the word yard.

Can you say yard?

/Y/ /a/ /r/ /d/, yard.

Yard, car or yard, first, which one?

That's right.

Yard and car both have the r sound in them.

Let's try another one.

The next word is dirt.

Can you say dirt?

/D/ /i/ /r/ /t/, dirt, car or dirt, first?

What sound do you hear in the middle?

Right, r, dirt, first they both have the r sound in them.

And this is how we spell dirt, d, i, r ,t, dirt.

The next word I want you to think about is the word large.

Can you say large?

Large, /l/ /a/ rge, large.

Large, car or large, first.

Which one?

Yes, large, car they both have the r sound in them.

And here is how we spell large, l, a, r, g, e. The next word is shirt.

I'm wearing a black shirt.

Can you say shirt?

/S/ /h/ /i/ /r/ /t/, shirt, shirt car or shirt first?

Yes shirt first they both have the r sound in them.

Great work first graders you're really doing a wonderful job hearing the sound that's usually in the middle and deciding if it's r or r. The next word is bark, like my dog likes to bark at cats.

/B/ /a/ /r/ /k/, bark, bark, car or bark first.

Yes bark and car they both have the r sound in them.

The next word is nurse.

Can you say nurse?

The nurse might take your temperature.

Nurse, /n/ /u/ /r/ /s/ /e/, nurse, car or nurse, first, which one?

Right, nurse, first, they both have the r sound in them.

Our next word is purple, my favorite color.

Red and Blue together can make purple.

Can you say purple?

Purple, /p/ /u/ /r/ /p/ /l/ /e/, purple.

Do you hear it sounding like car or first?

Purple car, purple first.

Yes purple and first they both have the r sound in them.

Blurt.

It's really hard not to blurt out an answer when you know it.

Blurt and car or blurt and first?

/B/ /l/ /u/ /r/ /t/, blurt, blurt first, they both have the r sound.

Wonderful listening for that sound.

Next word, farm.

The horse was on the farm.

Farm car or farm first?

/F/ /a/ /r/ /m/, farm and car both have the r sound in them.

The next word is barn.

The horse ran to the barn.

/B/ /a/ /r/ /n/, barn, barn car or barn first, which one?

Yes, barn with car because they both have r. Let's read our words together.

Are you ready?

These should all sound like the r in car.

Yard, large, bark, farm, barn.

Do they all sound like r?

They sure do, wonderful job.

They are saying r. Now let's read all the words that should sound like first.

Dirt, shirt, nurse, purple, and blurt.

Do they all have the r sound in them like in first.

Yes, wonderful job.

Did you notice all of these here that sound like r, have ar in them?

Did you notice something different about our column that's under the picture first.

Yes, these don't all have the same middle letters making the r sound.

In dirt it's ir, and in shirt, it's ir, but in nurse, purple, and blurt the r sound is made with ur.

That tells us first grade learners that the r sound can be made with ir or ur.

Wonderful job listening and sorting by sound today.

Now we're going to just review what we learned, and that's more words to attract.

Well, now that we've done such a wonderful job thinking about sorting words by the sound, we are going to connect that back to the work we've been doing with r-controlled vowels on our anchor chart.

R-controlled vowels, remember when something controls something, it takes it over.

When a vowel is followed by the letter r, the r makes the vowel change it's name.

It changes its sound.

Like ar to car, and or to fort.

We just learned that there's an r sound and we noticed the r sound could be made by two different patterns.

We're gonna think about a bird when we think about the ir pattern for the r-controlled pattern, ir.

I'm gonna put our little bird right here, and let's write the word bird.

Can you do the sounds in bird with me?

Say bird, great, now let's do the sounds in bird.

/B/ /i/ /r/ /d/, bird, the r sound in bird is made with letter b.

We know the r sound is going to be ir.

And then the d sound.

What letter would that be?

D, very good.

B, I, r, d spells bird and bird is going to be our key word to remember the ir pattern.

Let's think about the ur pattern.

Our key word for that is going to be purse.

I carry a purse and put my keys in it, and my wallet, and some gum.

Can you say purse?

Great, purse.

Let's do the sounds together in purse, /p/ /u/ /r/ /s/ /e/.

Wonderful job.

I'm gonna hang the picture of the purse up here, and now let's do the sounds we hear the /p/, what letter would that be?

Right letter P. The r sound in this word is made with, what letters?

Right, u and r. And the /s/ sound, that's letter s. There is a silent e at the end of purse.

P, u, r, s, e, spells purse, and the ur is making the r sound.

So now we thought about ar, /ar/, ir, /ir/ like in bird, or, /or/ like in fort, and ur, /ur/ like in purse for r-controlled vowels.

The next thing we're going to do is write some more words up here.

So let's see.

Let's read our list of ir in ur words.

Dirt, purple, nurse, shirt, and blurt.

Dirt, where are we gonna put that?

Would that go under the bird of the purse?

Right, that's gonna go under the bird.

Let's spell dirt, d, i, r, t. D, i, r, t. How about purple?

Where would purple go?

Yes, purple is going to go under the purse, because the r sound is made with a ur.

Let's spell purple p, u, r, p, l, e. P, u, r, p, l, e, and they both have the ur.

Did you notice that purse and purple both start with the pur?

That's a good thing to notice when words have sounds that are the same and when they look alike.

It helps you to spell them.

How about nurse?

Yes nurse is going to go into purse because the r sound is made by the ur.

N, u, r, s, e, nurse, like the nurse will take your temperature with a thermometer.

Shirt, where should shirt go?

Would we put shirt with bird or shirt with purse?

Yes, we're gonna put it under bird.

Some of you might be writing this at home, if you're not you can practice skywriting.

These words as we are spelling them.

S, h, I, r, t spells shirt.

/sh/ the s, h makes that one sound together.

/ir/ is irt, /s/ /h/ /i/ /r/ /t/, shirt.

The last word.

It's hard not to blurt the answer when you know it.

Where would blurt go?

Yes, where it's gonna go with purse.

The /bl/ says the bl, the /ur/ is ur, and finally the t sound is letter t. B, l, u, r, t spells blurt.

Let's just read our list one more time.

We have a bird, dirt, shirt where the r sound is made by ir.

Under ur like purse, we have purse, purple nurse and blurt.

You've done a wonderful job today first grade learners, thinking about the sounds that you're hearing in the middle of the word, remembering our control patterns and that the r makes the vowel sound change, and then using what you know after we did sorting to help us put the r sounds that we learned today into the right columns, whether they're spelled by ir or ur, wonderful job.

I'm gonna look forward to seeing you next time, for more sorting, and word building and fun.

(bright upbeat music) Hello there learners, we're going to do a little sound play today.

I'm going to read this poem to you about the weather has two different kinds of weather words in it.

Every time you hear me say whether you're going to hop.

Are you ready?

Here we go.

Whether the weather be fine, or whether the weather be not.

whether the weather be cold, or whether the weather be hot.

We'll weather the weather, whatever the weather, whether you'd like it or not.

How'd you?

Did you hop?

Great job listening for weather, and hopping every time you heard it.

(bright upbeat music) - We're gonna do an activity called slow down, calm down.

When we're feeling overwhelmed or feeling like we need a little bit of a break, we can do this activity.

Our first thing we're going to do is the number five.

We're going to look for five things that we can see.

So look around where you are.

Can you find five things that you can see?

I can see the carpet, I can see a chair, I can see a pillow, I can look up and see the ceiling, I can see my window.

What five things can you see?

Our next number is four.

You're going to find four things that you can feel.

Can you find four things that you can feel?

I can feel my shirt feels smooth, I can feel my skin, I can feel my hair, I can feel the carpet it feels rough.

What can you feel?

Our next number is three.

We're going to listen for three things that we can hear.

I can hear the air conditioner, I can hear birds chirping.

What can you hear?

Our next number is two.

We're going to think of two things that we can smell.

I can smell some yummy food cooking, I can smell the candle.

What can you smell?

Our last number is one.

We're going to look for one thing that we can taste.

I can't wait to taste some apple pie.

What do you wanna taste?

Remember, this activity is called slow down, calm down.

We can do this activity when we're feeling like we need some time to calm down.

(bright upbeat music) - Hello, amazing learners, welcome back to read, write, roar.

My name is Ms. Rogers, and we're going to be reading a book about the Invisible Boy.

But before we do that, have you ever felt invisible?

Well, we're going to take a look into this story and see what happens to a little boy who felt that way.

I want you to pay very close attention to the illustrations.

If you notice, the little boy starts off with just being two colors, black and white.

But everything around him and even his friends, they're full of color, like what you see behind me.

So pay close attention and notice when he changes color if he changes color, and what happens to cause those things to occur in the story.

Are you ready?

Let's begin.

(bright upbeat music) The Invisible Boy by Trudy Ludwig, illustrated by Patrice Barton.

Can you see Brian, the Invisible boy?

Even Mrs. Carlotti has trouble noticing him in her classroom.

She's too busy dealing with Nathan and Sophie.

Nathan has a problem with what Mrs. Carlotti calls, volume control.

He uses his outside voice inside too much.

Sophie whines and complains when she doesn't get her way.

Nathan and Sophie take up a lot of space.

Brian doesn't.

When the bell rings for recess, Micah and J.T take turns choosing kids for their kickball teams.

The best players got to pick first.

Then the best friends of the best players.

Then the friends of the best players.

Only Brian is left, still waiting and hoping.

J.T glances, which means to take a quick look, in Brian's direction, and just as quickly looks away.

"We've got enough players for each team," he tells the others.

"Let's play ball."

In the cafeteria, Madison and her friends talk about her birthday party.

"The rope swing over the pool was awesome," says JT.

"Yeah, so was the waterslide," adds Fiona.

"That was the best pool party ever."

"I'm so glad you guys had fun," says Madison.

Everybody did except Brian.

He wasn't invited.

At Choosing Time, while the other kids play board games and read, Brian sits at his table doing what he loves to do best.

He draws fire breathing dragon scaling, which means to climb, tall buildings, space aliens locked in intergalactic battles, greedy pirates digging for treasures, and superheroes with the power to make friends everywhere they go.

On Monday morning, Mrs. Carlotti introduces Justin, a new student to the class.

Brian smiles shyly at him.

Some of the other kids sneak looks at Justin, trying to figure out if he's cool enough to be a friend.

They haven't quite made up their minds yet.

At lunch, Madison and J.T watch Justin, eat with chopsticks.

"What's that?"

Asks Madison as she points at Justin's food.

It's Bulgogi.

Bul what?

Bulgogi, it's Korean barbecued beef.

My grandma made it for me.

It's really good.

Do you want to try some?

There's no way I'd eat Booger-gi.

And the kids laugh all of them, that is except Brian.

He sits there wondering which is worse, being laughed at, or feeling invisible.

The next, day when Justin goes to his cubby to put away his backpack, he notices a piece of paper with his name on it.

Justin, I thought the bulgogi looked good.

Brian.

Do you notice anything about Brian?

At morning recess, Brian finds a piece of chalk on the ground and starts drawing away.

"Hey, Justin," Emilio calls out from the tetherball court, "you're up next."

"Sorry, I gotta go," says Justin.

"By the way, that's a really cool drawing," he adds before taking off.

What do you notice now about Brian's color?

Back in class, Mrs. Carlotti asks the kids to team up in twos or threes for a special project.

The kids scurry, which needs to hurry, around the room to pair off.

Brian heads towards Justin.

"I'm already with Justin," says Emilio.

"Find someone else."

Brian looked at the floor, wishing he could draw a hole right there to swallow him up.

Mrs. Carlotti said we can have three people in our group, we're only two.

Come on Emilio, let them work with us.

Okay, I guess.

Mrs. Carlotti gives the class directions for the project.

"Your assignment is to work together" "to write a story about what you see in the photograph."

"Use your imagination and have fun."

"Whoa, cool," says Emilio.

"What kinds of people do you think" "would live in these houses?"

"I don't know, but I bet Brian could draw them" "to go with our story," says Justin.

Brian smiles and he takes out his lucky pen.

It's lunchtime again, Brian's least favorite part of the day.

Another 20 l-o-n-g minutes of kids talking and laughing with everyone else, but him.

"Brian," he hears someone shout.

"Hey, Brian over here."

Brian runs and sees Justin waving him over.

Emilio nods at Brian as he makes room for him at the table.

Cookie?

Thanks.

Look at Brian's color now everyone.

Maybe, just maybe, Brian's not so invisible after all.

(bright upbeat music) So how did the illustrations change in the story?

Did you notice that more color happened when Brian felt that he was a part of something?

Yeah.

Also, who was a good friend to Justin?

You're right.

So it's really important that we are good friends to anyone who needs help on a playground, in your classroom or anywhere you go.

So any act of kindness let us help people to feel like they are seen.

(bright upbeat music) Now we're going to take a quick look at our story elements to give us a summary of what the story was about.

So I'm gonna start up here.

The characters in the story.

Brian, Justin, Mrs. Carlotti, and the other children.

The setting where did the story take place?

It took place at the school, on the playground, and in the lunchroom.

The problem was Brian felt invisible because his classmates ignored him.

The solution, Brian noticed Justin, and made him feel welcome.

Brian and Justin became friends with other students.

So I want you to take time right now to grab a sheet of paper, and I want you to draw a picture of you and a friend and something that you can do that will help your friend feel special too.

see you next time on read, write and roar.

(bright upbeat music) - [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, (bright upbeat music) and by viewers like you.

(bright upbeat music)