- Hello, amazing learners, welcome to "Read, Write, Roar!"

Today, we will build a word ladder with Mrs.

Spear.

You will also read a poem and search for high frequency words in the poem.

So grab something to write with and something to write on, so that you can be ready for our time together.

- [Spokeswoman] 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.

(gentle music) - Hey there, learners, it's Mrs.

Spear again.

Welcome back.

Today we are going to be word builders.

We will use what we know about sounds and letters to change words.

So we're gonna do a word ladder today.

This is going to be our word ladder.

And just like a regular ladder that you start at the bottom and climb up, we will start here at the bottom and climb up to the top, starting with one word, using what we know about letters and sounds to change one or two of them at a time, and then keep building words until we get to the very top.

So my trusty tools for this job is going to be my pointer and I have a marker.

You'll want something to write with and something to write on.

Let's get word building.

Okay, so let's get started with our word ladder.

The very first word that we are going to do today is the word had.

I had a banana with my breakfast, had.

Can you say had?

Excellent.

Now let's listen for the sounds in had.

Ready?

H, A, D, had.

Let's think about what we know about letters and sounds to write the letters that we hear in had.

Ready, here we go.

We're matching letters to the sounds we hear in had.

And we're going to say the sounds as we write the letters.

Had.

H, A, D, had.

Now we are going to point and check to make sure that we have the right sounds.

Here we go.

H, A, D, had.

Well done, we just found spelt had.

Well now, we're going to change one letter so that we can change the word had into the word hand.

This is my right hand.

Can you say hand?

Excellent.

Now our next job is to listen and say the sounds that we hear in the word hand.

Ready, let's listen and say hand.

H, A, N, D. Did you hear those sounds?

Great.

Well now, we're going to look at had and think how do we change H, A, D into H, A, N, D?

Which sound do you hear that we need to add?

Yes, we need to add a N. What letter makes the N sound?

You've got it, letter N. So now we need to decide where does the N go to change the had to hand?

Yes, that's right.

We're going to add an N between the A and the D. Let's say the sounds as we write them to write hand.

Here we go.

H, A, N, D, hand.

And now we'll point and check to make sure that we have the right sounds and the right letters, here we go.

H, A, N, D, hand.

Well done.

Hey, did you notice we've been learning about the nd blend at the end of words?

There it is, right in the word hand.

Well now, we're gonna do another word and keep climbing up our ladder.

The next word is sand.

Can you say sand?

Excellent.

I love to put my feet in the sand at the beach, sand.

Let's listen and say the sounds in sand.

Here we go.

S, A, N, D, sand.

Did you hear those sounds?

Now let's look at hand and think how will we change H, A, N, D into S, A, N, D?

What letter do we need to change?

Just one letter.

Yes, we need to change so that we get the S sound in the word.

What letter would that be?

You've got it, letter S says S, so we are going to take out the H and have a letter S there instead to make S, A, N, D. Let's write it, and say the sounds as we write, here we go.

S, A, N, D, sand.

Now we'll point and check.

S, A, N, D, sand.

Okay, so now we are going to change the word sand into the word stand.

Let's all stand up, here we go, stand.

Okay, let's sit down now.

Let's listen for the sounds that we hear in stand, here we go.

S, T, A, N, D, stand.

Now what letter do we need to add to change our word from S, A, N, D to S, T, A, N, D?

You've got it, we need to add a T sound.

Where should we add that?

Yeah, st, it's going to be right next to the S, it's a blend that we've been working on.

So let's write stand.

What letter makes the T sound?

Yes, letter T represents the T sound.

So let's write stand.

Here we go, we're gonna say the sounds as we write it.

S, T, A, N, D, stand.

Let's check and make sure that we have the right sounds and the right letters.

S, T, A, N, D, stand.

Well done.

Okay, now we're going to do another one.

This time we are going to get a little bit fancy.

We're going to be changing the word stand into the word stamp.

And we're going to have to take out some letters and add in some letters.

We put a stamp on a letter that we are mailing, stamp.

Say stamp.

Great job.

Now let's say the sounds that we hear in the word stamp.

Are you ready?

S, T, A, M, P, stamp.

Let's think, we are going to have to look at the word S, T, A, N, D and really think about changing it to be S, T, A, M, P. What do you hear for sounds that we need to change?

Yeah, are you noticing that we need to change the ending here?

We need to take out the nd blend and instead another blend we've been working on is the mp blend, M and P. So let's change stand into stamp and say the sounds as we do it.

Here we go.

S, T, A, M, P, stamp.

Let's check the word that we just made.

S, T, A, M, P, stamp.

We made stamp from the word stand by taking out the nd blend and adding the mp blend.

Well done, everybody.

So now we are going to change just one letter to change stamp into stump.

When a tree is cut down a stump is left behind.

Say stump.

Great.

Now let's think about the sounds we know in stump.

Listen and let's do them.

S, T, U, M, P, stump.

How will we change S, T, A, M, P into S, T, U, M, P, stump?

There's one sound that's different, right?

Where do you hear that difference?

Yes, in the middle.

There's not an A sound in stump, there's an U sound.

What letter represents the U sound?

You've got it, that's letter U, so let's do the sounds and change stamp into stump.

Here we go.

We've got our blend at the beginning, st, st, U, M, P. So let's check our sounds for the word stump, here we go.

S, T, U, M, P, stump.

Well done making the word stump.

And now we are going to change two letters to change stump into lump.

I was looking and I saw a lump of ice floating in the water.

Can you say lump?

Great, let's do the sounds.

L, U, M, P, lump.

How would we change S, T, U, M, P into L, U, M, P?

We need to take away some letters.

What sounds would we take away in stump?

Yeah, we're gonna take away the st, what two letters represent the blend st?

Yeah, we need to take out the S-T and instead what's the sound at the beginning of the word lump?

It's a L, what letter represents the L sound?

You've got it, the letter L, so let's write lump.

Remember to say the sounds as you're writing with me, here we go.

L, U, M, P, lump.

And let's check it, here we go, point and check, L, U, M, P, lump.

Great job.

Again we have that mp at the end, the M-P blend we've been working on.

And now we're going to change lump into limp.

If you twist your ankle you might have to limp.

Why don't we all try limping around for a second?

Stand up and pretend you have to limp.

Having a limp.

Okay, so lump to limp, let's do the sounds.

Can you say limp?

Let's listen for the sounds, here we go.

L, I, M, P, limp.

How do we change L, U, M, P to L, I, M, P?

What letter do we need to change?

Yes, the vowel is not right in lump to say limp.

What sound do we need instead in the middle there?

We need an I, what letter says the I sound?

You've got it, the letter I can say I, so let's write limp, here we go.

L, I, M, P, limp.

And let's check our sounds, L, I, M, P, limp.

Well done.

This our very last word that we need to make.

The last word we're going to make on our word ladder is the word lamp.

When I want to read in bed, I turn on the lamp.

Can you say lamp?

Great.

And now let's do the sounds that we hear in lamp.

L, A, M, P, lamp.

Now how will we make L, I, M, P into L, A, M, P?

Where do we need to change the sound?

Yes, the sound in the middle is different, right?

When we say L, A, M, P it's a different vowel.

What vowel says the A sound?

Yes, letter A can represent the A sound.

So let's write our very final word lamp, here we go.

L, A, M, P, lamp.

And let's check it with our pointer.

Say the sounds as you touch each letter, here we go.

L, A, mp, lamp.

Phew, we just climbed a very tall ladder and we went all the way from had to lamp.

We used what we know about letters and sounds to be able to change things around and make new words and we got to practice using what we know about the blends, st, mp, an nd.

Well done, word builders.

I'll look forward to the next time we can do some construction at the Word Builders making a word ladder.

See you soon, keep listening to those sounds, and when you're reading, when you're writing, be thinking about all the things you know about letters and sounds and thinking about those blend sounds knowing that you can quickly put those two sounds together to make a st, mp, or nd.

(upbeat music) Hi there, learners.

We've been talking a lot about the daytime and the nighttime sky.

And now we're gonna think about a sunrise and then be our only little sun rising people.

I have some photos that I wanted to share with you of a sunrise that I took when I was looking out over a field.

See what things you notice from one picture to the next.

Here's the first picture.

This all happens in just a few minutes.

Here's the next picture.

What do you notice about the sunrise?

What about in this one, what changes?

These are just happening one minute to the next.

Are you noticing what's happening in this one?

I see that sun really peeking out.

Check that out.

Look at that gorgeous sun rising up.

There it is, getting up into the sky, sending out beautiful light.

So let's think about that sunrise.

We know that really what's happening is the earth is the one moving, right?

Not the sun.

But we call it a sunrise.

(upbeat music) Okay, so let's crouch way down and be a sunrise, here we go, crouching down and then slowly rising up and bringing sunlight and happiness to the world.

(gentle music) - We have been learning about some words that have the M-P and N-G blends at the end of words, like ramp and long.

Now let's do some reading so we can practice these words and then we'll go on a hunt for some high frequency words.

Now our hunt will include the word when, or, and finally what.

So pay attention.

Here we go.

"The Noise" by Amy Posey.

"Clang, clap, bump!

"What is it?

"Stomp, ding, thump!

"Is it the cat or the dog?"

What do you think it is, the cat or the dog?

"Yes, that is when I saw the cat jump on the lamp.

"What a bang!"

So it really was the cat.

So if you said cat, you are correct.

But if we change this poem around, we could change it to dog.

Yes, that is when I saw the dog jump on the lamp.

But let's keep it like it is.

Now remember those blends we were talking about, the M-P and N-G blends?

Well, I want you to clap really loudly and fast when you see it.

Now this is what I want you to do.

(clapping) Almost like a seal.

(clapping) I want you to do that as soon as you see M-P or N-G, okay?

So I'm gonna start with the first one, clang.

(Ms. Rodgers claps) Let's be silly, it's okay.

All right, clap, bump.

(Ms. Rodgers claps) What is it?

Stomp.

(Ms. Rodgers claps) Ding.

(Ms. Rodgers claps) Thump.

(Ms. Rodgers claps) Is it the cat or the dog?

Yes, that is when I saw the cat jump- (hands clapping) On the lamp.

(hands clapping) What a bang!

(hands clapping) Good job, give yourself a round of applause.

Excellent job, detectives.

Now we're going to go on a search for those high frequency words.

Or, when, and what.

So now when you see these words what I want you to do is jump or if you're sitting down, you can just move your shoulders so it looks like you're jumping.

Remember, jump your shoulders up, hunch your shoulders up, or just jump when you see the high frequency word.

So the first word we're going to try to find is... Let's do this one, when, when.

Okay, "Clang, clap, bump!

"What is it?

"Stomp, ding, thump!

"Is it the cat or the dog?

"Yes, that is when I saw the cat jump on the lamp.

"What a bang!"

Good.

Now let's try to find the word or.

So this time instead of jumping, let's wiggle our shoulders like that.

Let's practice, get our exercise in.

Okay, ready?

"Clang, clap, bump!

"What is it?

"Stomp, ding, thump!

"Is it the cat or..." Hey, hey!

"The dog?

"Yes, that is when I saw the cat jump on the lamp.

"What a bang!"

Excellent job.

Our final word is what.

Now I can feel that my heart rate has increased, so now let's bring it down.

So now when we find the word what, we're going to inhale and exhale and say what.

Like when you're trusted adult, you keep asking them a question and they might say, "What?"

Let's practice, what.

Okay, here we go.

"Clang, clap, bump!

"What..." What?

"Is it?

"Stomp, ding, thump!

"Is it the cat or the dog?

"Yes, that is when I saw the cat jump on the lamp.

"What..." What?

"a bang!"

Excellent job, everyone.

Awesome sauce, rootie tootie, pumpkin fruity, excellent, excellent, excellent.

Now what, or, and when are our high frequency words, words that you'll see very often as you are reading.

So I want you to pay close attention and see if you see those in any of the books or magazines or even television shows have words on the television screen, so pay attention and continue to learn how to read.

You did a good job thinking today.

Thank you for learning with us, it was so much fun working with you, and I can't wait to see you back on Read, Write, and my favorite part, put your hands up, Roar!

- [Spokeswoman] 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)