- Hello, amazing learners.

Welcome to Read Write Roar.

Today we will be working with words that have beginning blends then look for them in a rhyme and learning some high frequency words.

We will also be planning how to write a personal story with Mrs.

Spear, about an experience with day and night sky.

- [Announcer] 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 playful music) (lion roaring) (lion roaring) (calm mid tempo music) - Hello, amazing learners.

My name is Ms. Rogers and we're going to do some word work.

We're going to do some work with learning about how to read words that have two consonants that blend together at the beginning of words, but we can still hear each individual sound.

So let's take a look at some blends.

We have D R, G R and T R. Our first word, we're going to sound out together, okay?

De, er, ip.

Now you say it, de, er, ip.

Now the two letters here, the D and the R, they're going to blend together to make the dr sound.

This word is actually drip, okay?

So my ice cream cone will drip when it melts.

Do you still hear the D and the R sound?

Yeah!

So let's try another one.

I'm going to switch the D to a G, okay?

So we're going to start here.

I'm going to say it and then you're going to say it, we're going to say it a little faster.

Ge, er, ip.

Now you try, ge, er, ip.

Now the G and the R blend together and it makes the grr sound.

And when I put it together, this word becomes grip.

I have a tight grip on this index card, so I won't drop it on the floor.

So this word is grip.

Now let's try another one.

I'm going to change to G R to a T R. Let's sound it out, te, er, ip.

Your turn, te, er,ip.

Now the T and the R together that makes that trr sound.

Tr-ip, trip.

I would like to go on a trip before summer is over (laughs) or before winter comes or before a new season comes.

A trip, okay?

Now I have some more words that we're going to work on that have the blends and I would like you to help me.

We already know that D and the R blended together makes the drr sound.

This letter is a Y and it makes the long I sound, so this word would be dry.

After it rains, the sun comes out and everything becomes a little more dry.

So this would go with which blend?

D R, G R, or T R?

That's correct, D R, so let's put that on our board.

My next word is?

Yeah, let's sound it out first.

Dr-op, drop.

Oh, I'm so glad that I had a tight grip on this index card that I will not have to worry about dropping it or that it will drop.

And this will go here, no, maybe here.

Yes, because it's D R. My next word, Ooh, grr, ill, grill.

I love to put hamburgers on the grill, okay?

And that will go with our G R blend.

The next one is a T R blend.

Is it tr or chr?

Yes, it's tr and E E makes the long E sound, so it's tree.

I love to see a tree grow, tree.

And that should go right under trip.

My next blend is G R, gr, that long E, E, nn, green.

Sometimes green can be a very bright or dark color, depending on what type of green, okay?

(giggles) So that's gonna go under G R. My last word, T R blend, trr, that long Y, the long I, which is the Y, sound so it's tr-y, try.

I always try to do my best, and I know you do too.

So here's the word try.

Now let's go through everything really quickly.

Our D R blend, drip, dry, drop.

(laughs) Drop the mic.

G R, grip, grill and green.

And our last column, we have T R. Trip, tree, try.

High five in the air, ah, You did a grr, great job.

- Hello and welcome.

My name is Ms. 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.

We call this a pop check.

Sometimes I feel sad and worried.

When I feel sad and worried, my stomach aches or my head hurts.

Do you sometimes feel sad and worried?

When you do feel sad and worried, does your stomach ache too, like mine?

Well, when we feel sad or worried, we can stretch and twist our worries out like you're twisting water out of a towel.

Bye bye water, bye bye worries.

Today, we are going to twist our worries out with the washing machine twist, and you are the washing machine.

So bundle up all your worries inside, close the door, boop.

And now let's twist.

Take your hands to your shoulders and breathe and twist.

Hmm chh, hmm chh, hmm chh, hmm chh.

A little faster.

Chh, hmm chh, hmm chh.

Beep, I think it's done.

Let's take them out and now let's dry everything out in our big dryer.

Can you make a big dryer with your hands?

And take deep breaths in, and out, ahh.

That's it, deep breath in, and out, ahh.

Can you go faster?

Deep breath in, and out, ahh.

Beeep and stop.

Take your clothes out and your worries out and just put anything left of your worries on a shelf.

Twist your body to one side and put them on a shelf.

And maybe twist your body to the other side and put them on the shelf.

And take a deep breath in and out, ahh, and relax your body.

Thank you for sharing this mindful practice with me today.

Let's get together again soon.

(calm mid-tempo music) - Now let's read this rhyme about the sky.

Now over the next couple of lessons, we're going to be talking about how the sky changes during the night and day.

But I want to know if there are any blends in this poem.

So we're going to be detectives and find them while we're learning about the day and night sky.

Look up at the sky.

What do you see?

Is it wet or is it dry?

Is it black, blue, gray, or pink?

Give it a try and tell me what you think.

So now we're going to read it together and I'm going to look for those blends.

Once I find them, I'm going to circle them, so help me to find them, okay?

Here we go.

Sky, look up at the sky.

What do you see?

Is it wet or is it (gasp) dry?

Dr-y, dry.

And there's a question mark so they're asking us a question.

Maybe we should answer it.

(laughs) Here we go.

Is it black, blue, (gasp) gray, gr-ay, gray, or pink?

Give it a try, tr, T R, tr-y, try, and tell me what you think.

So we found three of our R blends in our poem.

So let's just read it quickly, one more time, okay?

Noticing those blends.

Sky.

Look up at the sky.

What do you see?

Is it wet or is it dry?

Give it, oops, is it black, blue, gray, or pink?

Give it a try and tell me what you think.

Excellent job everyone.

(calm mid tempo music) - We're going to play a game called what's the weather like today?

I'm going to give you different types of weather, and you're going to pretend to put on different weather gear so you're prepared for that type of weather.

Stand up so you can play along with us.

All right, what's the weather like today?

Let's look out the window.

Our first weather today is rainy.

What should we wear?

Hmm, I think we need to put on our raincoats.

Go ahead and put on your raincoat, zip it up, put the hood up so our heads don't get wet.

We need some rain boots too.

Put on your rain boots.

Oh, we need an umbrella.

Put up your umbrella.

We're ready to play in the rain.

All right, here's our next weather.

What's the weather like today?

Let's look out the window.

Our next weather is hot and sunny.

Ooh, how fun!

What should we wear?

Well, we need to protect ourselves from the hot sun so let's put on our sunglasses.

Let's put on a hat and we can't forget our sunscreen.

Can you put on some sunscreen?

Put it all over so your skin's nice and protected from the sun.

Looks like we're ready to play in the pool.

All right, let's check out our next weather.

What's the weather like today?

Let's look out the window.

Our next weather is snowy and cold.

What should we wear?

We're going to need a nice warm winter coat so put on your winter coat, zip it on up.

Let's put on a hat.

Let's put on our winter boots so we can play in the snow.

Oh, we can't forget, we've got to keep our hands warm.

Put on your gloves.

I think we're ready to build a snowman.

What do you think?

Thanks so much for playing What's the weather like today with me.

Now next time you're getting ready for the day, look out your window and check out the weather and make sure that you're prepared for the day by wearing the right gear.

(calm mid tempo music) - Hello there learners.

It's Mrs.

Spear again.

I'm really excited because today we are going to be word builders.

We are going to be learning about high frequency words.

High frequency words are words that you're going to see a lot when you're reading and you're going to be able to use them when you're writing.

So you need to know how to be able to recognize them in reading and know how to spell them when you're writing.

Today, we're going to learn two new words.

The first word we're going to learn is the word try.

Can you say try?

Great.

I feel proud when I try my best.

Here's how the word try works.

Try has three sounds; te, er, I, try.

Try also has three letters.

so here are the letters that go with those sounds.

The first sound in try, te, is spelled with letter T. We do a straight line down and a small straight line across.

The second sound in try is er with letter R. And the third sound is I which is spelled with a letter Y. T R Y spells try.

Three or five letters though?

Three, T R Y, try.

Wonderful job.

I am going to ask you to spell it with me now.

You can either sky write it in the air or write it on a piece of scrap paper.

Here we go, let's write try.

T, R, Y, try.

Well done, learners.

The next word that you want to know, because it's a high-frequency word, is the word great.

When we have a clear sky, it's a great night to be able to go and look at the stars.

Great.

Here we go.

There are four sounds; ge, er, a, te, great.

There are five letters though so here's how great works.

The ge is with letter, you got it, letter G. The er is with letter R. The A sound in great is actually spelled with two letters, E and A.

It's not what you would expect.

And the last sound we hear in great, is letter T. Did you help me with that where you are?

Thanks.

G, R, E, A, T spells great.

Now you spell it with me, skywriting or on your scrap paper.

Here we go.

Great, G, R, E, A, T, great.

And here's what it looks like.

You did a wonderful job today learning the word try and learning the word great.

And now we're going to play a little game with those words to help you practice recognizing them and spelling them.

Let's do it.

(calm mid tempo music) Okay, here's how our game is going to work.

You see the word try and you see the word great.

I'm going to say the word, and then you are going to point at it, on your screen.

So I'll say point, you'll point, and then I'll say spell it, and then you're gonna spell it.

Are you ready?

Here we go.

Great.

Point.

Now let's spell it, great, G, R, E, A, T, great.

Try.

Point.

Spell it.

T, R, Y, Try.

Well done.

Try.

Point.

Yes, spell it.

T, R, Y, try.

How about great?

Point.

Spell it.

G, R, E, A, T, great.

Wonderful job!

We've learned the words try and great today.

See if you can find them when you're out and about, or when you're reading.

If you're writing, think about the words that you know, and think about the sounds that you know, put them together to write the words try and great.

Have a great day, see you soon.

(calm mid tempo music) Hi there, learners, welcome back.

It's Mrs.

Spear again.

We've done writing before and today, we're gonna do some more writing together.

We've been thinking about what we notice about the daytime and the nighttime sky.

And so we're going to have a chance to think about this science topic and write our own stories about a time when the daytime or nighttime sky is important in the story.

That is our topic.

Anytime you're going to write anything, there are a couple of questions that you need to think about.

The first question is who.

Who am I writing this story for?

That's your audience.

Every writer needs an audience.

My audience is you.

I want to be able to show you how to write a story about an experience, a narrative story, and then connect it to the science topic.

The other who for my story is Ms. Rogers.

She's going to read the story that I write and give me some feedback.

It's really good to share stories and get feedback from others.

And then there's the what.

What am I writing about and why?

I've given you some information about that already.

I want to be able to tell you and show you how you can write a narrative story.

And again, it's connected to our science topic of the daytime and the nighttime sky, how it changes and why it's important.

As I was thinking about doing some writing, I had to do brainstorming.

When you brainstorm, you just think about all the things that would have to do with your topic.

So I wrote this list here, topics I can write about connected to the daytime and nighttime sky.

When you can write down a list and then choose from it, it helps you as a writer.

So here are some topics I've thought about so far.

The first topic I thought about was a time when I was in Mount Pleasant, Michigan with my kids and the sky was like, okay and then all of a sudden it got really dark and there was a downpour, just tons and tons of rain coming down.

That was one story I thought that would be connected to the topic.

Another story, my number two topic I thought was I wrote for the sentence, for the idea, mother-son blizzard.

I went to a dance with my son and when we left, there was a blizzard outside.

We couldn't even see anything, it was crazy.

The snow was just falling so hard and so fast.

Another time was thinking about a sunrise that I saw at the cabin.

I love being at a cabin that we go to up in the upper Peninsula in Rudyard and watching the sunrise.

It's a really beautiful experience of the daytime sky.

When I was little, my mom would always talk about cows laying in a field and she said, when you see cows laying in a field, that's going to mean rain.

So I was thinking like, maybe I could write a story about that.

We'll see.

Are you starting to think about things you could write about that have to do with the daytime and nighttime sky in a story you've experienced?

Be thinking as I am thinking of my ideas and sharing with you.

Idea number five was lightning strike on vacation.

One time my family was on vacation in the state of Maine and all of a sudden a storm came and there was a lightning strike.

The last topic I put so far, it says pedal boat disaster on Otsego Lake.

Otsego Lake is a lake in Gaylord, Michigan in Northern Michigan and we went on something called a pedal boat.

It's pretty cool.

You peddle it around like a bicycle, except you're on the water.

Okay, I was thinking some more and two ideas popped to my head.

One is that when I first moved to Michigan, I noticed that it stayed light out really, really late.

I always wondered how do people get their kids to bed?

So that's something in the summertime.

There is so much daylight late, late, late into the night.

It can almost be 10 o'clock before it's dark.

So I think I'm going to write that idea down.

I'm gonna put a number seven and maybe as I'm writing mine, you're thinking about ideas and jotting them at home.

Just make sure you put them someplace where you'll be able to find your brainstorming list later.

Okay?

So I'm going to put late, L, A, te, bedtime.

That's a compound word, it's two words put together.

Late bedtime, bed, time, in.

Do you notice how I'm putting spaces between my words?

And I'm going to write the month June.

I need to start that with an uppercase J because it's the name of the month.

Late bedtime in June.

That's something that has to do with daytime and nighttime sky and changing over the year.

And the other thing I thought about was a special day that my family had at Otsego Lake State Park.

So that's the next one I'm going to put down.

I had Otsego written here, Otsego Lake, so I can even copy it from there.

Writers do that.

They look at what they have already, and then they copy it.

Ot, see, go, lake.

It's the name of the place so I'm putting uppercase letters still to write state, st, a, te.

And the last word is park, pa, ar, k, p-ark.

Otsego Lake State Park.

This is kind of a title I'm putting.

So again, this last word, I'm going to write the word day.

Can you spell day?

Yeah, spell it with me, D, A, Y. Otsego Lake State Park day.

Wow.

I put down several ideas that I could write about for my story.

What I'd love for you to do is keep thinking about what you might write about if you were going to write in a story about an experience that has to do with the daytime and the nighttime sky.

Something that you know a lot about that you would be able to tell someone about and be excited to write about.

The next time we meet, I'll be showing you how I take my brainstorm topics, think about them and choose which one fit the best for what I'm trying to do as a writer.

(calm mid tempo music) Hey there, learners.

We're going to learn about something called word choice.

When you are writing, you want to choose your words really carefully.

We just learned the word great.

What's this word?

Great.

I want you to think about if you're writing a story, you might use the word great.

It's a great word, but there might be some other words you might use besides great.

If I want to talk about my day, instead of just saying, my day was great, I could make it more interesting.

Writers want their readers to be interested in what they're reading about.

So let's think.

Hmmm.

What other words could we use besides great?

These would be synonyms.

Words that also mean great, but they might be just a little bit more fancy or exciting.

Let's think, words for great.

Shout them out.

What else could it be?

Instead of my day was great, my day was fabulous.

My day was awesome.

My day was amazing.

My day was fantastic.

My day was phenomenal.

My day was extraordinary.

My day was fabulous.

Any of those words could be words that you would use instead of the word great.

Thanks so much for coming today.

You did a lot of learning.

We learned about some blends, we learned some high frequency words, read a story, and now we're learning about how to write a narrative story connected to our science topic.

Can't wait to see you next time.

Keep thinking until then, what story you might want to write about.

See you soon.

- 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.

(upbeat guitar music) (upbeat guitar music) (upbeat guitar music) (upbeat guitar music) (piano chime outro)