(upbeat ambient music) - 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 work with words with an 'le' ending and we will read about the invention of the stoplight.

For today's episode you'll need something to write on, even a scratch piece of paper or an envelope will do.

And you need 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.

(upbeat ambient music) (cab roaring) - Welcome readers.

When I'm reading and I come to a challenging 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 that word more accurately.

Readers can also think about words that they already know to help them figure out new words.

That's actually what we're going to be practicing today.

Our goal today is to think about words we know to help us read other words.

To start, let's think about analyzing or breaking apart and looking at three words.

Our first word that we're going to look at is our keyword for the r controlled vowel pattern.

This word is letter.

Let-ter, letter.

In the word letter, this 'er' is an r-controlled vow' because this e is not long or short.

Let's think about our next word which is our keyword for our vowel team's pattern.

This word is tiptoe.

Tip-toe, tiptoe.

In the word tiptoe, the o and e work together, but they only make one sound o.

Our last word is our keyword for our consonant 'le' pattern.

And our word is simple.

Sim-ple, simple.

In the word simple, the le at the end works together to say the sound 'o', and remember our constant le pattern is always at the end of a word.

Readers, we're going to use these three key words today and I need your help to sort some other words that have these patterns in them.

Are you ready to help me?

Here is our first word.

Our first word is worry.

When I see the word worry, and listen to the sounds in it, do you think that I have an r-controlled vowel pattern in this word?

Do I have a vowel teams pattern in this word?

Or do I have a constant le pattern in this word?

Which one do you think I have?

You're right, I have an r-controlled vowel.

In my word letter, my e doesn't make a long or short vowel sound because of the r, and in my word worry, my o does not make a long or short vowel sound because of the r. Sometimes before a big test, I worry, do you?

Great job readers, helping me figure out where to sort this word.

Let's try another one.

This word is after.

After.

Now, do you see in the word after, do you think think that I have an r-controlled vowel, a vowel team, or a consonant le pattern?

What do you think?

Where should I sort this word?

I think that you are right again, I think that this should go under my r-controlled vowel, because just like in my word letter, where e doesn't make a long or short sound again, in my word after, my e also doesn't make a long or short vowel sound because of my letter r. Great job readers.

Let's try our next word.

Our next word is puzzle.

Will you say that word with me?

Puzzle.

My puzzle has 500 pieces.

When I look at the word puzzle, do you think that I have an r-controlled vowel pattern?

Do I have a vowel team pattern?

Or do I have a consonant le pattern?

Where should I put my word puzzle?

I think you're right, I see a constant le pattern in puzzle just like I do in simple.

I can use my keyword simple where le at the end of the word says, "Le," to help me read my word puzzle, where I also have an le at the end of the word which says, "Le, puzzle."

Great job readers.

Let's try our next word.

This word is relief.

It was such a relief to be done with my doctor's appointment, relief.

When I look at the word relief, what do you think?

Do you think I see an r-controlled vowel pattern in this word?

Do you think I see a vowel team's pattern in this word?

Or do you think I see a consonant le pattern in this word?

Where would you help me sort this word?

Where should it go?

You're right, in relief I see a vowel team ie that works together to say 'e,' just like in tiptoe, I see my vowel team oe work together to say, 'O.'

I can use this word tiptoe to help me read the word relief because of the vowel team.

Readers you're doing fantastic.

Let's try another one.

This word is cable.

Can you say that word with me?

Cable.

When you look at the word cable, what pattern that we've learned about do you see?

Do you see, do you think it should go there, or think it should go, where do you think it should go?

Think about this one.

I think you're right, I think it should go under our consonant le because I see a b followed by le at the end of the word, just like in simple.

We can use these key words to help us read words with the same patterns in them.

Readers, we have one more word to look at.

Are you ready?

Here's our last word.

I need your help sorting, our word is maintain.

Maintain.

The electrician had to maintain the stoplights so that they were always working.

Maintain.

When you look at our word maintain, do you see an r-controlled vowel?

Do you see a vowel team?

Or do you see a consonant le?

Where should I put my word maintain?

Where should I sort it?

I think you are correct also, I actually see two vowel teams in my word maintain, both sets of my ai work together to say a, just like in tiptoe, my oe works together to say, o.

Maintain, maintain, Readers, you did a fantastic job helping me sort these words based on the patterns that we've been learning about.

Now, when you go to read and you come to a challenging word that you've never seen before, you have two strategies, you could loop and swoop the syllables to help you figure out that word, or you could think about other words and the word patterns that you know to help you figure out those words.

Readers now that we've gotten so good at using words that we know, to help us read other words that we might not know, let's try reading some of these word patterns in a story.

Are you ready?

"The care pet, care pet."

It doesn't sound right to me.

But I remember that we learned that r' controlled vowels won't have a long or a short vowel sound.

So let me try reading that again.

"'The carpet, carpet is so dirty!'

I heard my mom exclaim.

I didn't want to clean it.

So, I grabbed a pea-nut, peanut," That doesn't sound right either, but I do see this vowel team in here and I know ea can work together to say e', so I'm going to try and say that word again.

"I grabbed a peanut, peanut snack and my notebook.

I started to doodle, doodle."

(Friend scoffs) That doesn't sound right either.

But we learned that le at the end of a word says le, let me try this again.

"I started to dood-le, doodle a carpet cleaning invention.

I drew a machine with bubbles and a handle.

Perfect!

Now I wish my drawing would turn into a real machine."

Great reading today readers, we found so many words in this story of these word patterns we've been learning about, and we worked through everything we learned about those word patterns to help us read this accurately.

(upbeat ambient music) - (indistinct) reader's.

Hi, it's so good to see you.

Today, we are going to continue reading the two books, "Genius Gia and The Kid Creators," as well as "Genius Gia and The Safe Streets."

These books are written by the same author and they have the same illustrator.

Our author is Julia Lindsey and our illustrator is Meghan Shea.

Remember today, our focus is thinking about how are our books the same?

How are they different?

Another way that we can say that using our academic vocabulary is compare and contrast.

We need to back up a little bit and remember what happened so far in "Genius Gia and the Kid Creators."

I'm making connections and thinking about how Genius Gia really did didn't think that she could do anything, invent anything.

It was just too hard.

And through this book, we are now getting to know that, kids are very powerful, they can invent things too.

We have one inventor who made an app to stop bullying.

Now in "Genius Gia and The Safe Streets," we have another problem that needs an inventor.

This problem was that the stoplight stopped working in her neighborhood.

And yeah, it was about to cause a big problem.

Well, mom introduced her to the inventor, Garrett Morgan.

Garrett Morgan got a fantastic idea when he noticed that the green and the red light from a stop light was too quick because, more car crashes were happening.

Back to "Ggenius Gia and The Kid Creators."

Or Marley Dias.

Marley wanted to read more books with black girl characters.

In fifth grade, she started the #1000blackgirlbooks.

She insisted that all kids and adults should be reading more books with black girl characters.

Starting a movement is one way to make something new and to be a creator.

See Gia, you can be just like (indistinct) and Marley but first you need to think what is a problem I see?

Could I work to fix it?

"Thanks Mr. Sanchez!

I think I can do that!"

I say.

I am going to keep a lookout for problems that I can fix.

What problems could you help fix?

What will you invent or create?"

Okay, let's keep reading the next book.

"Genius Gia and The Safe Streets."

"Mr. Morgan had a great idea to fix this problem.

What if we added yellow?

That way people in cars would not get confused.

Mr. Morgan's idea was so great that a big company paid for the idea and put up new stop lights all around.

Mr. Morgan made a lot of new things.

Mr. Morgan was black.

At that time, it was hard for a black inventor to sell products because of racism, even today, racism still impacts black inventors but he did not give up making new things.

Mr. Morgan helped others with his inventions and he paved the way for other black inventors to sell their products!

Garrett Morgan did not just invent products, he also made a newspaper called the 'Call and Post.'

The newspaper had stories by and about and for, the black community in the city of Cleveland.

He showed us that there are so many ways to be an inventor.

'Now it is safe to drive when the stoplights are turned on,' says, mom.

'Wow.

Mr. Morgan helped us so much,' I say.

'Yes, Gia.'

says mom.

Just like Mr. Morgan, when you see a problem you can come up with a fix for it.

You can keep coming up with ideas, even if it hard."

I learned so much in those two amazing books.

Friends, now let's think, what were some of the things that were the same when we compared them and then contrast to find out what is different?

Oh, I know something!

There were solutions to the problems.

So first we had a problem at the beginning and then we had solutions.

Of course now remember, we wouldn't have had those solutions without an inventor.

That's right.

And that inventor I was noticing has to be persistent.

Do you know what persistent means?

Oh, I see some of you do, fantastic.

Persistence means that you have to try until you get it right, because you remember mistakes are good, mistakes help us learn.

And in order to get through the mistakes, we have to be persistent.

I'm thinking that in "Genius Gia and the Kid Creators," we were introduced to another creator and that creator now has started a whole movement of diverse books.

So my friends, I'm proudly putting this one on our different side.

Another difference I noticed of course was that, what did Mr. Garrett do that was so important with that light?

Yeah, he made a change to something that wasn't working very well.

And he added a yellow.

We also learned some other really amazing things about Mr. Garrett Morgan, and how important he was as a black inventor.

Friends, remember as you read a book or a series, you could do the same thing that we did today, we can focus on how is the series, how are these two books, the same and how they are different.

(upbeat ambien music) Friends, when we brainstormed, we came up with a lot of great ideas on how we can help, not only the world, our community and the neighborhood in which we live in.

And the idea that we decided to go with was, how can we help the animal shelter?

Local animal shelters always need donations in order to help take care of the pets that they serve.

I called the local animal shelter and I asked them what were some of the things or donations that people could give to help the shelter?

And you know what they told me?

Animals at their shelter could always use extra food, they could use collars and toys, as well as cleaning supplies to help keep their environment clean and to keep the animals healthy.

So my friends, I think we've got some great ideas on what we could write a persuasive letter about, or a persuasive piece of writing.

Friends, in order to get people to help us make improvements or make changes in our community, we're gonna have to persuade them.

So let's get writing.

(indistinct) One of the ways that we're going to do this is that we're going to use the TREE graphic organizer to help us think about what has to be in our essay.

First, our paragraphs have to be constructed in a certain way.

We've got to have a topic, we've got to have reasons, we've got to have evidence, and then don't forget, we've gotta wrap it all up with a really strong ending friends.

So that is what we're gonna do today.

Now in order to go ahead and give a really strong persuasive start to this, we need to tell our reader why it's so important that they help animal shelters.

And that is also the topic of our writing.

I've gone ahead and thought of some really good ideas I hope that you'll like that we can go ahead and get started writing with.

My first idea was to tell the reader why it's, or that it's important to donate.

"The local animal shelter needs donations to help take care of the animals they have for adoption."

We're telling them what it is that local animal shelters need.

Now this is the ask, I think we should say, "It's important that we donate supplies."

Hmm, where?

Oh yeah, to the local animal shelter.

Here we go.

Let's reread.

"The local animal shelter needs donations to help take care of the animals they have for adoption.

It is important that we donate supplies to the local animal shelter."

There we go.

We've just identified our topic and we've told our reader what we need to do.

Next, we need to think of all those awesome reasons, TREE the R, reasons why we need to donate.

What are some of those things they need?

Oh, I remember, let's see, collars and toys and food.

Ooh, that's an important one.

Maybe we should start with that one.

Food and oh, of course, yeah, cleaning supplies.

Okay.

So let's get started with our next paragraph.

Let me think.

Well, we can always use the transition one reason and then think about what it is that we wanna do next.

So one reason to donate, is that animals need food?

Let me try again.

One reason to donate is that it is important.

Yes, to donate, oh no, we don't wanna use donate again, give food, maybe to help the animals?

Help the shelter take care of the animals?

Or just to help take care of the animals?

We've got lots of choices.

One reason to donate is, that it is important to give food to help take care of the animals.

Ooh, that sounds good to my ear.

Let's write that.

Writers let's reread and think about T and R, T, topic and tell, and also R, our first reason.

All right, let's go.

"The local animal shelter needs donations to help take care of the animals they have for adoption.

It is important that we donate supplies to the local animal shelter.

One reason to donate is that it is important to give food to help take care of the animals."

What do you think friends?

Wow, we've definitely gotta start, don't we?

This is great.

Okay scholars, it's time again.

We need to think of another transition phrase that we could use at the beginning of this sentence to start our second reason.

Well we could use that, the second reason.

Is there something else that we've used before maybe?

What about, "Another reason is."

You could choose one of those for your writing today.

Let's go ahead and think, another reason is that, without donations or without our help, some animals might not have collars or toys?

(Tan-A gasps) Can you imagine what it would be like to not have toys?

I can't imagine that.

I think we should write that.

I think that we should maybe ask them a question at the end too, what do you think?

All right.

I'm thinking, "Another reason is that without our help, some animals might not get collars or toys.

Can you imagine that?"

Let's write it.

Okay, let's review, reread, and think to ourselves, did I tell or have a topic sentence?

Did I have at least the two reasons why it would be a good idea to donate to the animal shelter?

Are you ready?

Let's make sure that as we read, we're thinking about T and R, off we go.

"The local animal shelter needs donations to help take care of the animal animals they have for adoption.

It's important that we donate supplies to the animal shelter.

One reason to donate is that it is important to give food to help take care of the animals."

Right.

"Another reason is that without our help, some animals might not get collars or toys.

Can you imagine that?"

I think we've done a great job so far scholars.

Let's keep thinking about what are some reasons why we should go ahead and persuade others to donate to their local animal shelter.

(upbeat ambient music) What a great work today scholars, you did amazing sorting those words.

You also helped me organize our thoughts and compare and contrast a story, two stories actually.

And don't forget, we used the acronym TREE to get started on writing our persuasive piece about the animal shelter.

Now it's time to dive right in to an amazing book series to figure out how they are the same and different just like we are.

(speaking 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.

(upbeat music) (gentle music)