- Hello, readers and writers.

Welcome to Read, Write, Roar.

Today, we're going to learn all about the letter I, play with some sounds in words, learn a new high-frequency word, and sing a song.

For today's lesson, you will need something to write with and something to write on, so go ahead and get those things and we'll get started.

- [Narrator] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the WK Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

(paper rustling) (bright upbeat music) (lion roaring) (music fades) (light upbeat music) - Hello, readers, I'm Mrs. Erfourth.

It's alphabet time.

Let's have some fun reviewing all 26 letters of the alphabet.

Remember, readers and writers use the letters in the alphabet to read and write.

Let's sing along together.

Are you ready?

♪ A-B-C-D ♪ ♪ E-F-G ♪ ♪ H-I-J-K ♪ ♪ L-M-N-O-P ♪ ♪ Q-R-S ♪ ♪ T-U-V ♪ ♪ W-X-Y-Z ♪ ♪ Now I know my ABCs ♪ ♪ Next time, won't you sing with me?

♪ Great job, readers!

Now, let's take a look at the alphabet again.

These letters have names and sounds.

I'm going to point and say the letter name and sound and I want you to do it along with me.

Are you ready?

A (makes short-A sound), B (makes B sound), C (makes hard-C sound), D (makes D sound), E (makes short-E sound), F (makes hard-F sound), G (makes hard-G sound), H (makes H sound), I (makes short-I sound), J (makes J-sound), K (makes hard-C sound), L (makes L sound).

Are you with me?

M (makes M sound), N (makes N sound), O (makes short-O sound), P (makes P sound), Q (makes Q-U sound), R (makes R sound), S (makes hard-S sound).

Let's hear it.

T (makes T sound), U (makes short-U sound), V (makes V sound), W (makes W sound).

Three more.

X (makes hard K-S sound), Y (makes Y sound), and say it nice and loud, Z (makes soft S sound).

Great job, readers.

We had fun singing the alphabet, and saying the names and sound for each letter.

(light upbeat music) Now readers, let's think about sounds.

There are four pictures here: a picture of an igloo, apple, tent, hat.

Point to the picture of the igloo.

Igloo starts with (makes short-I sound).

Point to the picture of the apple.

Apple starts with (makes short-A sound).

Point to the picture of the tent.

Tent starts with (makes T sound).

Point to the picture of the hat.

Hat starts with (makes H sound).

Now, let's match the beginning sounds of the pictures to the word that I say.

I will say a word, and you point or say the picture that has the same beginning sound.

For example, alligator.

Alligator igloo, alligator apple, alligator tent, or alligator hat?

Point to the picture or say the picture that has the same beginning sound as alligator.

Alligator apple, right.

Next word: ask.

Ask igloo, ask apple, ask tent, ask hat?

Right, apple.

Ask, apple.

Both start with (makes short-A sound).

Next word: house.

House igloo, house apple, house tent, house hat?

Point to the picture or say the picture that has the same beginning sound.

Right, hat, house.

Both start with (makes H sound).

Let's try a couple more.

Iguana.

Iguana igloo, iguana apple, iguana tent, or iguana hat?

Right, igloo and iguana both start with (makes short-I sound).

Let's do another one.

Tape.

Tape igloo, tape apple, tape tent, tape hat?

I see you pointing.

You're right.

Tent, tape, both start with (makes T sound).

And last one.

Act.

Point or say the picture that has the same beginning sound as act.

You got it.

Apple, act.

Both start with (makes short-A sound).

Great job listening for those beginning sounds and matching the word with the picture.

(light upbeat music) (music fades) Today, you are going to be letter heroes.

We have a new letter to learn today.

These shapes are letters named I.

Can you point to the letter I?

This is the uppercase letter I.

This is the lowercase letter I.

What is the letter?

I.

Let's review some of the other letters you've been learning.

This is the letter A.

This is the uppercase letter A.

This is the lowercase letter A.

What is the letter?

A.

This is the letter T. This is the uppercase letter T. This is the lowercase letter T. What is the letter?

T. And this is the letter H. This is the uppercase letter H. This is the lowercase letter H. What is the letter?

H. Let's have some fun naming our letters.

When I say a letter, I want you to point to the letter.

Are you ready?

Get your finger ready.

I want you to point.

A.

Right.

I.

Good job.

T. A. H. I. T. Good.

H. T. Great job.

A. T. Last time.

H. Great job identifying those letters.

These letters have sounds.

These letters, I, say (makes short-I sound).

These letters, A, say (makes short-A sound).

These letters, T, say (makes T sound).

These letters, H, say (makes H sound).

When I say the sound, you point to the letter.

Ready?

You point to the letter, I say the sound.

(teacher makes short-A sound) Right.

(teacher makes short-I sound) Good job.

(teacher makes T sound) Good job.

(teacher makes H sound) (teacher makes short-A sound) Right.

(teacher makes T sound) Great job, letter heroes!

You did a great job naming the letters and listening for the sound and identifying which letter it was.

(light upbeat music) Now let's think about words.

Today, we're going to learn a new high-frequency word.

Remember, high-frequency words are words that we see a lot or often when we're reading.

Let's take a look at our new word.

Our new word today is I.

What's the word?

I.

We can use that word when we say something about ourself.

"I like chocolate ice cream," or "I am a reader and writer."

Let's take a look at our sentence.

"I like dogs and cats."

This is the word, I.

Let's circle it.

Listen to me say the word.

I.

There's one sound in the word, I.

The word, I, is one letter and one sound.

What's the word again?

I.

Now let's take a look at some of the high-frequency words you've been learning.

Do you recognize these words?

Let's take a look.

Say them with me.

The, a, my, and, and what's our new word today?

I. I'm going to say a high-frequency word and I want you to point to the word.

Are you ready?

Get your finger ready.

I want you to point.

My.

You're right.

The.

You got it.

And.

I.

A.

You're right.

My.

The.

You got it.

Great job, readers.

We learned a new high-frequency word today.

What's that word?

I.

You did a great job reading our high-frequency words that we've been learning.

Remember, keep looking for those high-frequency words when you're reading.

(light upbeat music) Now let's think about a sentence.

Let's read this sentence.

"I have a pet cat."

You repeat that sentence with me.

(speaking slowly) "I have a pet cat."

Let's count how many words are in that sentence.

(speaking slowly) "I have a pet cat."

How many words is that?

Five.

Watch as I read the sentence and point to each word.

"I have a pet cat."

I want you to follow along with me and point to each word as we read it together.

Ready?

(speaking slowly) "I have a pet cat."

Great job, readers.

You did a great job reading each word and pointing to it as you read along.

(light upbeat music) Today, readers, we're gonna have some fun with rhyming words.

Remember, words rhyme when they have the same ending like sit, hit.

Sit and hit rhyme.

They both have it.

I'm gonna say a word and I want you to think of a word that rhymes.

Let's try one together.

Say the word "sit".

Can you think of a word that rhymes with sit?

Hit.

What else rhymes with sit and hit?

Lit, mitt.

Great job.

Let's try it.

I'll say a word.

You think of a word that rhymes with it or think of more than one word if you can.

Say the word, "sat."

Can you think of a word that rhymes with sat?

I hear a lot of great ones.

That's a great one.

Hat, sat.

Mat, sat.

Bat, sat.

Great job, readers.

Let's try one more.

Say the word, "pot."

Can you think of a word that rhymes with pot?

That's a great one, "hot."

Hot, pot.

Good job.

Lot, shot.

Spot.

Great job coming up with rhyming words, readers.

Let's have some more fun with words.

A compound word is a word that is made up of two parts.

Let's practice breaking apart a compound word into the two word parts.

I'll say a compound word and you say the two words.

For example, if I say the compound word, "playground," the two words in playground are play, ground.

Playground.

The first word is football.

Say "football."

Say the two word parts.

Foot, ball, football.

Great job.

Say "skateboard."

Say the two word parts.

Skate, board, skateboard.

Great job.

Say "sunlight."

Say the two word parts.

Sun, light, sunlight.

Say "snowman."

Snow, man, snowman.

Say "baseball."

Base, ball, baseball.

Great job, readers, breaking those compound words into the two word parts.

(light upbeat music) Do you like to sing?

I like to sing.

Today, we're going to sing a fun and silly song called Down By the Bay.

Down By the Bay is a silly song about watermelons that grow by a bay.

A bay is a body of water.

When we sing the song, you're gonna hear many rhyming words.

I'll sing the song first and when you hear a pair of rhyming words, I want you to put your hands on your shoulders.

Everybody stand up, listen as I sing the song, and put your hands on your shoulder when you hear those rhyming words.

♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a goose kissing a moose?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a frog dancing on a log?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a bee climbing a tree?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a cat wearing a red hat?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ Great job listening for those rhyming words.

There were quite a few rhyming words, weren't there?

Let's take a look at those rhyming words and I'm going to underline them, and then we'll sing along the song again together.

"Did you ever see a goose kissing a moose?"

Goose and moose rhyme.

"Did you ever see a frog dancing on a log?"

Did you hear two rhyming words there?

Frog and log.

"Did you ever see a bee climbing in a tree?"

Did you hear the rhyming words there?

Bee and tree.

And we have one more pair of rhyming words.

"Did you ever see a cat wearing a red hat?"

Cat, hat rhyme.

Remember, when you sing those rhyming words, put your hands on your shoulders.

Let's start singing.

♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a goose kissing a moose?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a frog dancing on a log?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a bee climbing in a tree?

♪ ♪ Down by the bay ♪ ♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ ♪ For if I do, my mother will say ♪ ♪ Did you ever see a cat wearing a red hat?

♪ ♪ Down by the bay ♪ Last verse.

♪ Down by the bay where the watermelons grow ♪ ♪ Back to my home I dare not go ♪ Great job, readers and singers.

(light upbeat music) Writers, grab something to write with and something to write on.

Today, we had fun singing a song called Down By the Bay that had many rhyming words.

Today, you are going to write a pair of rhyming words from our song and draw a fun picture to go along with 'em.

Let's take a look.

Let's take a closer look at our rhyming words from our song.

Goose, moose.

You say those two words.

Frog, log.

You say those words.

Our next pair of rhyming words.

Bee, tree.

You repeat.

And cat, hat.

You say those words.

Cat, hat.

Writers, I want you to choose one of the pair of rhyming words.

Which one are you going to choose?

You're going to write each word and draw a fun silly picture.

I'm going to choose cat, hat.

I'm gonna write those two words on my lines.

C-A-T, H-A-T. All right, writers, you're ready.

Go ahead and write your pair of rhyming words on your two lines, and then go ahead and draw an illustrated picture, a fun silly picture to go along with your words.

Today, we practiced the alphabet, we learned the letter I, we learned a new high-frequency word, I, we sang a fun and silly song with rhyming words, and we wrote our own pair of rhyming words and drew a picture with it.

Great work today, readers and writers.

Thank you for learning with me.

See you next time on Read, Write, Roar.

- [Narrator] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the WK Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

(light upbeat music) (music continues) (music ends) (piano music)