- Hello, readers and writers welcome to read, write, roar, today, we're going to do some word building, learn two new high frequency words and listen for writing patterns as we read a nursery rhyme, we'll create our own silly nursery rhyme as well for this last thing you need something to write on, like a piece of paper and something to write with like a pencil, so, go get those things so we can get started.

- [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 and by viewers like you.

(gentle music) - Hi, I'm Mrs. Skelley, today, we're going to learn about a new sound, the WH or double WH sound, we're going to use a tool called a sound box, to help us write words with WH at the beginning, you can write words by first listening, to the sounds that you can hear and then writing down the letters that match, let's first listen to this sentence, Whitney whisks while whistling.

(Skelley whistling) What sound do you hear, at the beginning of all of those words?

Yes, we hear WH at the beginning of all those words, all those words have WH at the beginning, that's the way they're spelled at the beginning, let's listen to the words Whitney, whistles while whisking, those sounds are spelled with a WH and that makes the WH sound, when W is all by itself it says W as well and when H is all by itself it makes the H sound but when we put those two letters together, they make a new sound, the WH sound, you can kind of think that the H is silent, that it doesn't make a sound at all in that word, it makes the W sound that's called the digraph, when two letters make one sound, all right, let's use our tool called a sound box, to help us write down some WH or WH words, all right, let me show you how it works, there's a box for each sound in the word, let's try it with the word when, like when is it going to be time to play, when?

Let's first stretch out the sounds in the word when, WH-E-N there are three sounds in the word when, now notice there are three boxes on my sound box up here, so, we can take our finger and push the sounds up, to get brain ready to write the word when, all right, push it up with me ready, WH-E-N when, all right, we're ready to write, the first sound is WH now remember, all these words start with this diagraph WH, let's write it down, WH-E that's an E, WH-E-N there's an N at the end of that word, great job, all right, take your finger and let's check the sounds, WH-E-N when good work did you write it with me?

Awesome, all right, let's try another word the word whale, like the animal that lives in the ocean, whale, let's stretch it out WH-A-LE, take your finger and push up the sounds WH-A-LE, now we're ready to write the first sound is WH and in these words how do we spell that digraph?

WH let's write it down, WH-A-LE, we hear the long A sound, (indistinct) own name WH-A-LE, we hear an L at the end, now, we need a special letter we need a silent E at the end because the A is a long sound it says its own name but notice it's outside of the box because it doesn't make a sound, all right, let's take our finger and check the sounds, to make sure we spell the word whale correctly, WH-A-LE, whale great work, all right, our next word is the word whiz, a whiz is somebody who's really good at doing something, you guys are a whiz at building words, let's stretch out the word whiz, WH-I-Z, take your finger and push up the sounds WH-I-Z, now we're ready to write the first sound is WH, how do we spell that again?

WH, WH-I that's an I, WH-I-Z, what do you hear at the end of that word?

Yes, a Z.

All right, take your finger and let's check it, WH-I-Z, whiz, yes, you're doing great, all right, our next word is the word whine, my dog will whine when she wants to go on a walk, whine, all right, let's stretch it out WH-I-NE, all right, take your finger and push up the sound WH-I-NE, we're ready to write the first sound is WH, WH, WH-I it makes the long I sound, I said, oh, name WH-I-NE, we hear an N at the end of the word, now because we hear the long vowel sound in the middle, we need a silent E at the end and remember we put it outside of the box because it doesn't make a sound, all right, take your finger and let's check the word whine, WH-I-NE, whine yes, good, all right, here's our very last word the word whip, there's an expression that says, you are as smart as a whip and you guys are you're so smart, all right, let's stretch out the word whip WH-I-P good, take your finger and push up the sounds WH-I-P and let's write it the first sound is WH that's WH, what sound do you hear in the middle of that word?

That's an I, WH-I-P we here a P at the end, you did it take your finger and check it, WH-I-P, whip, yes, great, now, it's time to read the words that we wrote, I'm gonna read them first and then it will be your turn, when, whale, whiz, whine, whip, good, all right, now, I'm gonna point to the word, I'm gonna start at the bottom and you are going to read them here we go, whip, whine, whiz, whale, when good, today we built WH words remember this is a digraph, when two letters make one sound, next time you're reading a book and you see WH next to each other, you know that it's going to say WH.

(gentle music) We're going to learn two new words today, we call these high-frequency words because they come up often when we're reading, the first word is the word over can you say that word?

You can use the word over when you're going up and across something and then back down, I went over a bridge and found these beautiful flowers on the ground, over.

Watch me say the sounds in the word over, O-VE-R, there are three sounds in the word over, watch me write the letters O-V-E-R, O-V-E-R, there are four letters in the word over, the first letter's an O and it makes the long O sound, this has its own name the second letter's a V and it says, V and the next two letters are ER and they work together to make the ER sound, the word over is spelled O-V-E-R, over, all right, let's shake out our bodies, let's stand up, we're going to practice spelling the word over, let's put our arm in the air and we're gonna tap out the spelling and blend it together to make the word over, watch me, O-V-E-R push it out over, all right, try that with me O-V-E-R, over, do it one more time O-V-E-R, over, great, another thing I like to do to help me remember, how to spell and write the word over is to trace it in the air so put your finger in the air, we're going to trace and spell the word over, here we go, O-V-E-R, over, do it again O-V-E-R, over, one last time O-V-E-R, over, yes, say this word one more time what word is it?

Over, very good.

All right, our next new word is the word see, can you say that word?

You can use the word see when you're talking about, something that you're looking at, like do you see that bird over there?

See, all right, watch me say the sounds in the word see, S-E-E, see, there are two sounds in the word see, watch me write the letters S-E-E, S-E-E, there are three letters in the word see, the first letter is S and it says, S, the next two letters are EE and may make the long E sound, they work together in this word to say E, the word see is spelled S-E-E, all right, let's practice spelling the E, the word see by standing up and arm tapping, to help us remember how to spell the word see, here we go, S-E-E, see, do it again, S-E-E, see, one last time S-E-E see, all right, let's practice tracing the word see, to help us remember how to spell and write the word, make sure to spell it out loud as you're tracing S-E-E, see, do it again, S-E-E, see, one more time S-E-E, see, yes, say that word one more time what word is it?

Yes, that's right, it's see.

Today, we learned two new high-frequency words, the word see and the word over, next time you're reading a book, see if you can find these words.

(gentle music) We're going to read the nursery rhyme, the bear went over the mountain, which is a nursery rhyme with the bear character in it, as I'm reading your job is to be on the lookout for our two new high-frequency words, the word over and the word see okay, so, make sure you're looking in the nursery rhyme for those two words as I'm reading, "The Bear Went Over The Mountain," that's the title of the nursery rhyme, the bear went over the mountain to see what she could see and all that she could see, was the other side of the mountain, the other side of the mountain was all that she could see, did you find those words?

All right, let's look for the first word the word over, take your finger and point to it in our nursery rhyme, it might be in there more than once, did you find it?

All right, let's look oh, it's right there in the title, O-V-E-R, over, there it is again O-V-E-R, over, nice, all right, let's look for our other word the word see, it might be in there more than once so take your finger and see how many times you can find the word see, did you find it?

All right, let's look right there S-E-E, see, there it is again S-E-E, see, there it is again spell it with me S-E-E, see, where's one more time?

Oh, right there S-E-E, see, nice job finding our two high-frequency words over and see, now in the nursery rhyme the bear went over the mountain, a mountain is a huge piece of land, that sticks up really high over other pieces of land in the nursery rhyme the bear went over the mountain and all the way down to the other side, that sounds like a lot of work doesn't it?

Yeah, all right, now I'm going to read, part of the nursery rhyme again and this time you're going to listen for some rhyming words, now, remember rhyming words have the same sound at the end, so, we're gonna get to a word and we're gonna stop and then think of our own words that rhyme with that word, all right, so, here we go the bear went over the mountain, to see what she could see, all right, we're gonna stop right there, do you hear the long E sound at the end of the word see?

Remember see is our new high-frequency word today, it's spelled S-E-E, the EE makes the long E sound, at the end of the word, words that have the long E sound at the end, will rhyme with see, can you think of some other words that will rhyme with see?

How about tea, flea, three, those all rhyme with see don't they?

Yeah, let's break them down and see how they're spelled because sometimes words that rhyme sound the same at the end but aren't spelled the same let's check out these words.

All right, I'm gonna draw a line right here and I'm going to write the word see from our nursery rhyme, remember it has a long E sound at the end S-EE, now, we also said that the word free and three have E at the end, so I'm gonna write them over here, free, three, what do you notice that's the same, about all of those words?

Yes, they all have EE or the long E sound at the end, EE, free, three, all right, do you remember how we said the word tea, like I like to drink some tea and the word flea, also like a bug that goes on an animal, also say E at the end well I'm gonna write them over here because they're spelled a little bit differently at the end, we've got the word tea like the drink and flea like the bug over here, what do you notice that's the same about these two words?

That's right they both have EA at the end of them, they also make the long E sound but in these words, they're spelled with EA instead, remember words that sound the same at the end rhyme but they aren't always spelled the same at the end.

Sometimes we can change the words in a nursery rhyme, to make them really silly in this nursery rhyme, the bear goes over the mountain like this right, now, can you think of a word, that rhymes with the word mountain?

How about fountain, fountain and mountain rhyme, a fountain is something made by people, that sprays water into the air, you might've seen one of these at a park before or maybe you've seen a drinking fountain, now it would be silly if the bear went over a fountain, wouldn't that be so funny they would get so wet, that wouldn't really happen in real life would it?

That would be silly but this time, instead of reading the bear went over the mountain, we're gonna read the bear went over the fountain, will you read it with me?

That's going to be so silly, the bear went over the fountain, the bear went over the fountain to see what she could see and all that she could see, was the other side of the fountain, the other side of the fountain was all that she could see, thanks so much for helping me make that nursery rhyme silly, you can try this with a favorite nursery rhyme song or poem at home by just swapping out one of the words for something that rhymes.

(gentle music) Did you know that the nursery rhyme we just learned is actually a song?

Would you like to sing it with me?

Stand up and move and dance and sing with me, we're going to pretend our hand is a bear, going over a mountain and then we're gonna make our bodies, into a mountain like this and then when the bear sees what they can see, we're gonna go like this are you ready?

All right, sing with me the song goes like this, ♪ The bear went over the mountain ♪ ♪ The bear went over the mountain ♪ ♪ The bear went over the mountain ♪ ♪ To see what he could see and all that he could see ♪ ♪ And all that he could see ♪ Was the other side of the mountain ♪ ♪ The other side of the mountain ♪ ♪ The other side of the mountain was all that he could see ♪ (gentle music) Today, we're going to practice writing a question, question starts with words like, who, what, where, when or why?

Let's practice asking some questions first, so, who was the nursery rhyme about?

The nursery rhyme was about the bear, the bear was the character, all right, where was the bear going?

The bear was going to the other side of the mountain and what did the bear see?

The bear just saw the other side of the mountain, that's all that the bear saw, so, today we're gonna write that question, what did the bear see?

Now, before we start writing let's practice that sentence, that question by clapping it up so clap it out with me, what did the bear see?

Count it out, what did the bear see?

There are five words in that sentence, all right, now, before I start writing, I like to draw lines on my paper to remind us, that there are spaces between our words, you're welcome to draw lines on your paper as well, all right, what did the bear see?

All right, let's take our finger and read our sentence, our question one more time before we start writing, read it with me what did the bear see?

We're ready to write, all right, the first word is the word what, let's go ahead and stretch it out WH-A-T, the first sound is WH in this word it has the WH digraph, just like we practiced earlier, we need to put a capital W at the beginning because it's the beginning of our sentence, let's start at the top, slant down back up, slant down, back up now we need an H for that WH diagraph, start at the top, go down back up and make a hump WH, it sounds like a U but it's actually an A in this word, start in the middle make a C, close it and go down, what, what sound do you hear at the end of the word?

That's great we hear a T, start at the top, go down, back up then across, all right, let's read what we have so far, what did, let's stretch out the sounds in the word did, stretch it out with me D-I-D three sounds, we hear D at the beginning a D, let's start in the middle make a C go up and go down, D-I what sound do you hear in the middle of that word?

We hear an I good, start in the middle, go down, back up then make a dot D-I-D, we hear another D at the end, start in the middle, make a C go up, then go down, all right, let's read what we have so far, what did the let's go ahead and stretch out the word the, TH-E, the first sound is TH that's another digraph, that is T and H they work together to make the TH sound, start at the top, go down, back up and slide to the right, now we need an H start at the top, go down back up and make a hump, TH-E it sounds like a U but in this word it's actually an E, let's start in the middle slide over up and around like a C, great work, all right, let's read what we have so far, to figure out what comes next, what did the bear, let's stretch out the word bear B-EA-R three sounds, the first sound is B that's a B, start at the top, go down back up then round, B-EA, it sounds like the long A sound this word's tricky, it actually has E and A working together, to make the long A sound, start in the middle, slide over up then around like a C, now we need an A start in the middle make the C, close it and go down B-EA-R, we need an R at the end of that word, start in the middle, go down, back up and round, we're almost there let's read what we have so far, to figure out our last word, what did the bear see?

See is one of our high-frequency words but we can still stretch it out, let's stretch out the word see, S-EE, what sound do you hear at the beginning of that word?

We hear an S start in the middle, around like an S, S-EE, now, remember it's the long E sound and we need two Es to make that sound in this word, start in the middle, slide over up and around like a C, start in the middle, slide over up and around like a C, now, we need a special punctuation mark because this is a question, it's not just a regular sentence it's a question, it's asking something what did the bear see?

So, our punctuation mark we need today is a question mark, you can draw it along with me, start at the top, make a hook, go down and make the dot, that's a question mark, all right, let's go ahead and read our question together, here we go read it with me, what did the bear see?

Nice job, now we just need a picture, to go along with our sentence, so, I'm thinking what did the bear see?

Oh, I remember he saw the other side of the mountain, so that's my picture go ahead and draw your picture, to match your question.

I'm gonna draw an arrow because he saw the other side of the mountain, nice job today writing a question and drawing a picture, make sure to read your question with someone at home and tell them what the bear saw on the other side of the mountain.

Today, we learned how to build WH words, we also learned some new high frequency words, we listened for rhyming patterns and came up with our own rhyming words for a nursery rhyme, great work today thank you so much for learning with me, I'll see you next time on read, write, draw.

- [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 and by viewers like you.

(gentle music)