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

Today, we will focus on the big question.

How can I be a world changer?

We will practice words with the L-E ending, and we will read a biography, which is a story about somebody's life.

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

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) - 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 entire word all at once.

Instead, I can break that word up into syllables, or word parts, to help me read the word more accurately.

By learning about the different kinds of syllables, we can learn how to break long words up into syllables.

Remember, a syllable has one and only one vowel sound.

The letters make these vowel sounds are A, E, I, O, U, and oftentimes the letter Y.

Today, our goal is to learn how to read words that have a consonant followed by an L-E.

These types of syllables always come at the end of a word.

Are you ready to look at our first word today, readers?

Here is our first word.

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

Let's loop and swoop this word to figure out how to read it together.

Remember, the first thing we have to do is to place a dot under any vowels in this word.

I see the vowel I and the vowel E, so I placed a dot under both of those vowels.

The next thing I need to do is to scan across my word to see if there are any vowel teams that I should underline.

Watch as I scan across my word to look for those vowel teams.

I don't see any vowel teams in this word, so I don't need to underline anything.

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

And remember, I know that this L-E always comes at the end of a word.

So I'm going to split before that.

Are you ready to loop and swoop with me so we can figure out what this word says?

Sim plah, sim plah.

That doesn't sound like a word that I've heard before, but I do remember that this L-E says the sound l. So let me try and read this word again.

Simple.

Simple.

I've heard of that word before.

That word is simple.

Like looping swooping can be simple with lots of practice.

Great job, readers.

Are you ready to try our next word?

Here we go.

Can you write down the letters B-U-G-L-E?

Now we need to go through and we need to place dots under any vowels in this word.

Can you place dots under the vowels in this word on your paper, and I'll do the same.

When you're finished, look up here, and let's see if we found the same vowels.

Did you place a dot under U and E like I did?

Great job.

If you didn't, that's okay.

Fix it up really quick.

Now we need to go through and scan across our word and see if there's any vowel teams that we should underline.

Can you scan across the word on your paper and see if you spot any vowel teams in this word?

And I'll do the same.

Did you find any vowel teams?

I didn't either.

So we need to underline anything in this word.

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

I think that we should split our word between a vowel and a consonant.

Let's try it.

Are you ready to loop and swoop with me?

Here we go.

Bu-gle.

Bugle I've heard of that word before.

A bugle is like a small trumpet.

Great job, readers.

Let's try one more.

And you're getting so good at this, I think you can try this one on your own.

Here's our last word.

Will you write these letters down on your paper?

D-R-I-B-B-L-E.

Okay, you know what to do, readers.

Go ahead and place a dot under any vowels that you see in this word.

Did you put a dot under I and E like I did?

Great job.

Now, we need to scan across our word and see if there are any vowel teams that we should underline.

Go ahead and scan across your word on your paper, and underline any vowel teams that you might find, and I'll do the same.

Did you find any vowel teams to underline.

Neither did I.

That's okay.

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

I see a double consonant right in the middle of this word.

And I know oftentimes that's where we would split a word, right in between that double consonant.

Well, let's get ready to loop and swoop.

Here we go.

Dribble.

Dribble.

Like the boy was excited to dribble the basketball.

Readers, you did such a great job working with these consonant L-E words today.

Be sure to keep a lookout for these types of words in your own reading.

Readers, you are doing such a great job working with these consonant L-E words.

Let's try reading some in a story.

Nathan always sits on his front porch.

He listens to his neighbor dribble a basketball.

He hears the man upstairs playing the bu-gluh.

That doesn't sound right, but I remember that this L-E at the end of a word says l, so I'm going to try and read it again.

Bugle, bugle.

It is a simple song that feels calm.

Nathan loves his neighborhood.

(bright music) Readers, you're doing such a great job reading some of these L-E words.

Let's practice writing some of them.

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

Are you ready?

Our first word is bugle.

Will you say that word with me?

Bugle.

I hear two word parts in the word bugle.

So I'm going to draw two lines.

Bu-gle.

Now, let's think about how many sounds we hear in each of those word parts: b, uh, g, l. Now let's think about the letters that match those sounds: b, U, g. And I remember that that old sound at the end of a word is L-E. We made the word bugle.

The boy was so excited to play his new bugle for his parents.

Great job.

Let's try our next one.

Our next word is simple.

Can you say that word with me?

Simple.

Let's think about how many word parts we hear in the word simple.

Simple.

Now let's listen for those sounds in each of the word parts.

I hear s, i, m, p, l. Okay, the letters that match those sounds.

Here we go: s, i, m, p, and that L-E again at the end of the word.

We built the word simple.

That was pretty simple if you do the work step by step.

Great job readers.

We've got one last word we're going to spell today.

Our last word is dribble.

Will you say that word with me?

Dribble.

I hear two word parts in the word dribble.

Dri-bble.

Now, let's think about the sounds that we hear in this first word part: d, er, i, b.

What letters represent these sounds?

D, er, i, b.

Great job.

Now let's think about the sounds we hear in the second word part: dri-bble.

I hear an L, but I know that that old sound is actually L-E, like we've been learning about.

I also know that this has to have a consonant before it, but what other sounds do I hear in the word dribble?

I don't hear any other sounds.

So I'm going to actually put another B with that.

And I think that the word dribble must have a double consonant right in the middle of it.

Two Bs.

Dri-bble.

Great job, readers, working with our L-E endings.

(bright music) - (speaks Ojibwe) Readers.

Today, we're going to continue reading the book "Jazz Age Poet: A Story about Langston Hughes."

This was written by Veda Boyd Jones and illustrations by Barbara Kiwak.

We have special permission to read this to you from Lerner Publishing.

We have been working really hard on determining or deciding the meaning of unknown words.

We have used things that we've learned, like literal language, non-literal language, and our context clues, to help us figure out the meaning of these words in our text.

Literary language is, well, words that mean exactly what it is that they mean.

Non-literary language is non.

So that means not.

Meaning the same thing.

Hmm.

So that means that it means one thing, but it's used to describe something else.

And our context clues are words within the text that help us make meaning of our stories.

Are you ready?

Let's do a quick review.

So far in the book, we have been invited into Langston Hughes' world.

We've learned that Langston felt like a passed around boy.

That means that he didn't really feel like he belonged anywhere, because sometimes he lived with his mother, and sometimes he lived with his grandmother.

We also learned that grandma and mom got on a train to Mexico to go meet up with his father.

He was really hoping that his family would come back together and that he would have a good life with all of his family.

Shortly after he had arrived, there was an earthquake.

Mom and grandma did not like that.

They got on the next train outta town.

We also learned that in Langston's life that blacks couldn't go into some restaurants where white people ate.

We also learned that this was called the Jim Crow laws.

Other things like blacks drink from certain public drinking fountains.

And that blacks could only sit in the balcony at some movie theaters or not even attend other movie theaters.

This meant that black people were separated from white people during this time in our history.

When Langston was old enough for school, his mother took him to the nearby elementary school, but the principal said he could not attend the all-white school.

He would have to go many blocks away to the black school.

Carrie Hughes said this was not fair.

She took her fight to the school board, and Langston was finally admitted to first grade at the white school.

At the white school, Langston sat at the end of the last row, even though the other students were seated in alphabetical order.

His teacher didn't want him in school.

And she made hateful comments about his color.

She stirred up the students with her remarks, such as warning them not to eat black liquorish or they'd turn black like Langston.

Some of them chased him home through alleys.

He dodged the stones and tin cans they threw at him.

One boy always defended Langston.

And a few other classmates stood up for him.

Their kindness taught Langston that people could be good regardless of the color of their skin.

Before school was out, Carrie took Langston back to live with his grandmother in Lawrence.

And she moved to Colorado.

Langston's grandmother lived near the University of Kansas in a tiny house, in a mostly white section of town.

She was fiercely proud.

Fierce means like, I don't know.

This doesn't make sense to me.

So I'm gonna need to stop for a minute.

Fiercely.

Hm.

Fiercely.

Fiercely proud.

Context clues.

Does that mean really proud?

Hmm, what do you think?

I'm gonna put very proud.

All right, friends, let's keep reading.

She refused to cook, clean, or wash for white people.

The main jobs open to black people.

Instead, she made money by renting out a room of her house to black students.

Langston's grandmother was over 70 and rarely left home.

She made Langston stay home too.

She didn't want him to play with the white boys in the neighborhood.

He could hear the boys laughing and see them playing ball and marbles and tag, but he had to sit on the porch beside his grandmother rocking in her chair.

She told him stories about people who spoke out to make sure black people had the same rights that white people did.

Spoke out.

That means to talk loud, right?

Hmm.

I think that's a phrase I'm not sure about.

Let's stop and think.

Okay.

Spoke out.

And our context clues are.

People who spoke out.

Now, what could that mean?

Hmm.

Oh!

I think I remember something like an up-stander, like somebody who stands up for other people.

Right?

Huh.

What do you think this means?

I think it's somebody who helps others.

She told him about his grandfather, who had been an editor at an African American newspaper and started a literary society for blacks.

She told him about his great uncle who was elected to Congress from Virginia.

Langston felt he was expected to be like his ancestors, to achieve something, to do something special with his life.

But what special thing could he do?

He and his grandmother were very poor.

Each month they struggled to find enough money to make the house payment and buy food.

When things were really bad, they ate salted pork and wild dandelion greens.

Langston lived in fear that they would lose the house and have nowhere to live and nothing to eat.

Every once in a while, Langston's mother would come for him.

He visited her in Colorado.

When she moved to Kansas City, Missouri, he sometimes rode the train to see her.

He loved listening to the sounds of street life in the city.

I don't think I know.

What are the context clues?

The sounds of street life.

Hmm.

So I'm thinking to myself, I have some friends that live across the street, and their children like to ride their bikes, play hopscotch, jump rope.

And they have a lot of fun.

And I think that's what this might mean.

The people and the sounds that Langston is hearing.

What do you think?

Life with his grandmother was lonely once he ran away from home.

Another time, he cried for his mother to come get him.

He filled his spare time with reading and pretending he was the hero in stories.

He wanted a life in which everything was perfect.

On long summer evenings when he wasn't reading, he'd sit on the porch with his grandmother and listen to more tales of black history.

In her stories, people triumphed or they failed, but they never cried.

They worked, they planned, they tried new things.

If they didn't succeed, they tried something else.

They did not cry.

So Langston learned to cry tears for his mother on the inside, but not on the outside for his grandmother to see.

Langston liked school because he wasn't so alone and could be around other children.

When he entered seventh grade in 1914, his teacher placed the few black students in a separate row.

Langston, who was known for his easy laugh and pleasant ways, snapped Snapped.

Let's add the context clues.

Fury inside him.

Hmm.

If there's fury inside him, and he's angry maybe, and he snapped, I don't think he broke in half.

I think he just got, oh my gosh, I think I heard you, really mad.

Yeah.

That makes sense.

Today, friends, we have taken words that we weren't really sure about, and we determined, that means we decided the meaning, of what those words were by thinking about what is the literal language, what was the non-literal language, and what the context clues were.

Today we're going to be editing and revising.

So you can see that I went ahead and added an ending for our story using MDOD.

As we go through, we're looking for things to edit, like maybe spelling, capital letters, periods, or maybe even areas where it doesn't sound right to our ear, so that the reader can get a real good picture in their mind.

The first thing we're gonna need to do is reread: My heart shined like the sun inside my chest as I carried a box for my tribal elder.

I smiled as I put the heavy box of food inside Charlie's car.

Today was a big day.

This was the day I would get to help with the Feed America Food Truck.

Charlie smiled at me.

"Miigwech," he said as he waved.

I think it's okay.

We should move on to the next page.

I started the day by bagging Red Delicious apples.

Next, look what I noticed.

Did you notice that too?

This needs to be a capital N. Next, we had to set up the tables.

We made a big rectangle in the middle of the school gym.

This is where we set the food for our friends to shop from.

Hmm.

It seems a little too wordy.

I think I'd like it, this is where we set the food Set the food.

I'm gonna put a period here.

And then one line through the rest of it.

I was assigned the job to help carry out the boxes of food for our elders who needed help.

Whoa, I think we need to chop this up.

I was assigned the job to carry out the boxes of food for our elders.

I think it's kind of already implied.

We can infer that if I'm carrying the box for the elders, they need help.

So I don't think we need those words.

Let's go ahead and cut 'em out.

I was assigned the job to carry out the box of food for our elders, period.

And then I thought to myself, "This is awesome.

I'm going to have so much fun."

I like that part.

Yes.

Okay.

Here's the ending where we wrap up the story.

The time went by and suddenly.

Well, mm, I think it's missing something.

How did the time go by?

The time went by fast, and suddenly.

I think that sounds better too.

Okay.

Let's put it in.

Now, to do this, you can add a carrot and then write the word fast.

All right, there we go.

The time went by fast, and suddenly I was helping my last elder.

Granny June had me carry the heaviest box.

I grunted, "Oh man, Granny June.

My arms might not be able to carre."

Oh no, that doesn't look right, does it?

Oh, are you thinking what I'm thinking?

Yes, I need to fix that.

It should be a Y.

Okay.

She giggled, putting her hand on my back.

Okay, I think that sounds good.

Of course you can.

I believe in you.

You've got this.

It's always nice to hear that somebody believes in you.

Lucky for me, she was parked close.

We edited some of the mistakes that I made while we were writing.

And we also revisioned.

So that means we took out some of those extra words in the sentences that made 'em kind of clunky and extra long.

Scholars, you have done a wonderful job.

Today, you worked really hard on L-E words.

You also helped me, ah-huh, make connections to our context clues and figuring out our unknown words.

We also made some changes is in our biography, looking for capital letters, periods, misspelled words, and we even did a good job of taking out or revising our sentences.

We'll see you next time on "Read, Right, ROAR!"

(speaks Ojibwe) - [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.

(bright music) (gentle music)