- Hello, readers, and welcome to Read, Write, ROAR.

Today, we will focus on the big question, who am I?

We will work with words that have an R-controlled vowel.

What does that mean?

And we will look at poems.

Today, you'll need something to write on, even a scratch piece of paper or an envelope.

And something to write with, like a crayon or a pencil.

Come and join us for Read, Write, ROAR.

- [Narrator] 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) - Welcome, readers.

When I'm reading, and I come to a long word that I have never seen before, I remind myself that I don't have to read the entire word all at once.

Instead, readers can break long words up into syllables, or word parts to help them read long words more accurately.

By learning about the different types of syllables, we can learn how to break long words up into syllables.

Today, we will practice reading words with an R-controlled vowel.

An R-controlled vowel is when a vowel sound does not make a long or a short sound, because of the R. Remember, our vowels that make the vowel sounds are A, E, I, O, U, and oftentimes the letter Y.

Sometimes more than one of these vowels will work together, but they still make one vowel sound.

Let's look at this first word.

This is a word I don't know how to read.

Let's loop it and swoop it to figure out how to break this word up into syllables, or word parts.

The first thing we need to do is place a dot under each vowel in this word.

So I'm gonna place a dot under I and E. The next thing I need to do is look and make sure there are no vowel teams in this word that I need to underline.

I don't see any vowel teams, so I'm not going to underline anything.

Now I need to decide if I'm going to break this word between two consonants, a consonant and a vowel, or between two vowels.

I see two consonants right in the middle of this word.

So that's where I'm going to split this word.

Let's loop it and swoop it to split this word.

Dinner, dinner.

Hmm, that doesn't sound like a word that I've ever heard before, but I remember that er is an R-controlled vowel.

So, let me try reading this a different way.

Dinner, dinner.

That's a word that I know, this word is dinner.

Let's look at another word.

Oh, this is a word that I also don't know how to read.

Can you do this one with me?

On your paper, will you write the letters W, O, R, K, E, R?

Great job, readers.

Now remember, the first thing that we do is place a dot under each vowel in the word.

Can you place a dot under the vowels in the word on your paper?

And look at me when you're done, and we'll check and see if we found the same vowels.

Ready?

Go.

Did you place a dot under O and E like I did?

You did?

Great job, readers.

If you didn't, that's okay.

Take a second, and fix it up.

Now the next thing that we need to do is to look for any vowel teams that we might need to underline.

Scan across your word on your paper, and look for any vowel teams that you might need to underline.

Look up here when you're done, and we'll check our work together.

I didn't find any vowel teams in this word, did you?

Great.

Next, we need to decide if we're going to split this word between two consonants, a consonant and a vowel, or between two vowels.

I think I'm gonna split right between my R and K, two consonants.

Get your pencils ready.

Let's loop and swoop.

Here we go.

War, ker, war ker.

Hmm, that doesn't sound like a word that I know either, but this O, R is an R-controlled vowel.

So let's try and say it a different way.

Worker, worker.

That's a word I know.

That word is worker.

Great job, readers.

Let's try one more.

Get your pencils ready.

On your paper, can you write these letters?

P, E, R, S, O, N. Are you ready?

Remember, the first thing we have to do is to place a dot under each vowel in this word.

Place a dot under the vowels in this word on your paper, and look up here, and let's check our work when we're done.

Did you place a dot under E and O like I did?

Great job.

If not, that's okay.

Fix it up quick.

Now I need to scan across my word, and look for any vowel teams that I might need to underline.

Do this on your paper as I scan across my word on my board.

Did you find any vowel teams?

I didn't either.

So we don't need to underline anything.

Finally, we need to decide if we're going to split this word between two consonants, a consonant and a vowel, or between two vowels.

I think I'm gonna split my word again between my two consonants in the middle of my word.

Let's loop and swoop, get ready.

Peer, son, peer son.

That doesn't sound like a word I know, but this is an R-controlled vowel, so let's try and say it again a different way.

Person, person.

That sounds better, I know that word.

That word is person.

Great job, readers.

Remember to be on the lookout in your own reading for words with an R-controlled vowel.

Great job, readers.

Now that we understand how to read words with an R-controlled vowel, let's practice reading some in a story.

Mary is a peer son.

That doesn't sound right, but there's that R-controlled E again.

So let me try that again.

Person, Mary is a person who loves to make food.

She's a special type of worker.

She is a chef.

Mary's favorite meal to make is din near, oh there's that R-controlled vowel again.

Dinner, her favorite meal to make is dinner, because she cooks food from all over the world.

Mary loves to see people smile when she serves them her delicious meals.

Great work reading these words with an R-controlled vowel today.

We used what we learned to help us read these words accurately.

Readers, you are doing such a great job with R-controlled vowels.

Let's try writing some of them now.

For this activity, you'll need whatever you have to write on, and something to write with.

When we spell words, we visualize or see the word parts, and then think about the sounds that go with those word parts.

Let's try the first word.

The first word is dinner.

Can you say that word with me?

Dinner.

When I say the word dinner, I hear two syllables or word parts.

So I'm going to write two lines, one for each of those syllables.

Dinner.

Now I'm going to think about the sounds in this first word part.

D, I, N. When I think the letters that match those sounds, D is for D, I is an I, and I know N is an N. In my second syllable, dinner, I hear the sounds N, er.

N, er.

But I know this syllable needs a vowel in it, so I'm going to put an E with that R. When I put both of these word parts together, I make the word dinner.

Dinner is the last meal of the day.

Some families might call it supper.

Great job, readers.

Let's try another one.

This time, let's try the word worker.

Can you say that word with me?

Worker.

On your paper, let's draw lines for each syllable in the word worker.

Worker.

I hear two syllables in the word worker, so I drew two lines.

I'm gonna think about the sounds in the first syllable of worker.

Were.

In the second syllable, I hear ker.

I'm gonna match letters to these sounds now to start spelling the word.

W, R. I know this R can't be by itself, because each syllable needs a vowel.

So I decided to put an O with it.

In my second syllable, I hear the sound K, R, but this syllable also needs a vowel.

So I'm going to put an E with that R. When I put these two word parts together, I make the word worker.

A worker is somebody doing a job.

Are you ready for our last one?

Get your papers ready.

Let's try the word person.

Will you say that word with me?

Person.

On your paper, draw a line for each syllable in the word person.

I hear per, son.

Two syllables in the word person.

Let's think about the sounds in that first syllable.

I hear P, R. Now I wanna match my letters up with those sounds, R, because this syllable can't have, not have a vowel, I decided to put an E with that R. Let's think about the sounds in my second syllable.

S, U, N. I'm gonna match letters up to these sounds.

S, U, N. When I put these syllables together, I get the word person.

You are a rockstar of a person for doing such great work with your R-controlled vowels today.

(upbeat music) Aanii Boozhoo, readers.

So good to see you today.

Today, we're going to be reading a poem.

A poem that I wrote about myself.

Poetry is just so special.

It's a really unique way to write about the things that we think, see, hear, and even feel, friends.

Our focus today is going to be on analyzing our poem.

We're gonna be thinking about how a poem and a narrative story is the same and different by using this Venn diagram.

Are you ready?

Ambe, let's go.

First, we have to read the poem, off we go.

I am by teacher Tan-A.

I am smart and silly.

I hear the tweet of the gijigijigaaneshiinh.

I see the black capped chickadee.

I feel content.

I am satisfied.

Wow, what do you think?

I was able to write about some of the things that I think, some of the things that I see, hear, and feel.

Awesome.

Poetry, like I said, is so unique.

Let's go ahead, my friends, and now think about analyzing this poem.

How is this poem the same and different from other things that we've read before?

I'm thinking about the stories that we've read, and the stories that we've written.

So, what am I noticing right now?

Hmm.

Well, I'm noticing that I've got short lines, and they don't end in periods.

Did you notice that?

Give me a thumbs up or a thumbs down.

Awesome.

Yeah, so we've got, those are called line breaks.

So, a poem has line breaks.

What else are we noticing about this poem?

Hmm.

You know, I'm noticing it's not kind of like a paragraph.

You know, when we write stories about one time in our life, we can write on many pages, or sometimes we call them chapters, or sometimes we call them scenes?

Sometimes they're just paragraphs, but I'm noticing that that doesn't really look like this.

Hmm, I'm wondering if I can remember something about poetry.

Oh, stanza.

This is called a stanza.

It's one big group of lines in a poem.

Hmm.

What do you think?

That's right.

Do we have stanzas in narrative writing?

No, we don't.

All right, let's go ahead and put this up.

Okay, now you're gonna have to do some remembering to think about the things that you know about stories or narrative writing.

Hmm.

Hey, wait a second.

We just talked about how are they organized?

That's right.

They're organized in paragraphs.

Sometimes they're pages, sometimes they're even chapters, and they might even be organized in a big series of books.

Third graders, you're learning how to do so many things in writing, right?

Okay, so first, they're organized in paragraphs.

And now I'm thinking, well, a story or a narrative has to go in chronological order.

Hmm.

What does that word mean?

That's right, time order.

We can also call that a sequence.

They have to go in order.

First, next, then, finally.

Right?

Okay, so.

All right, my friends, those are some of the things that we know about poems and narrative writing.

What do we know about both of these types of writing?

Hmm.

I'm thinking, I hear the tweet tweet tweet of the gijigijigaaneshiinh.

Hmm.

That's kind of like descriptive writing, isn't it?

Yeah, I'm describing gijigijigaaneshiinh.

(speaking in foreign language) That means black capped chickadee.

(speaking in foreign language) Mhm, so we could put descriptive writing, 'cause that goes in both, doesn't it?

We're always trying to use those sensory (gasps), sensory words and details.

Oh my goodness, I have another one to put up!

All right, let's put those both up.

Hmm, ah, okay.

Who is this poem about?

Yeah, it's about me.

Can I also write a personal narrative about one time in my life?

You better all be giving me the thumbs up right now.

That's right, I sure can.

So, when I write a story about myself, it's called autobiographical.

Whoa.

Have you heard that word before?

Biography, autobiographical.

Yeah, so this is when an author writes their own story, narrative, or poem.

All right.

So, mhm, that goes in both.

Oh my goodness.

Look at all this awesome stuff we're noticing.

Okay.

Hmm.

Hey, you know, I'm thinking about this one time that I wrote a personal memoir.

It's kind of like a narrative writing, isn't it?

Right?

Yeah, it's true things about myself.

Hey, is that kind of like, yes, an autobiographical writing or autobiography?

It sure is.

Oh, that is something we can write down for sure then.

Mhm, these pieces all go together, don't they, friends?

Today, we've looked at analyzing the difference between a poem and a narrative.

We have used our thinking, and came up with some amazing ideas.

A poem has line breaks and stanzas.

Yes, and a narrative.

It's organized with paragraphs, and they're always in sequence, chronological order, or time order we can call it.

Look at all of the amazing things that we can find in both of these different types of writing.

We can find descriptive writing, or using those sensory details to make sensory images.

It's also autobiographical, so we can also call that a personal memoir.

Great job analyzing this poem with us today.

The next time you're looking for something to read, I wonder if you could find a very unique and wonderful poem to enjoy.

(soft music) Writers, we have just gotten done analyzing the difference between a poem and a narrative.

Hmm.

So I thought we might take this opportunity to write a poem about a really special someone.

You!

What do you think?

Well, of course, in order to do this, you're gonna need something to write on, like maybe an envelope, or a scratch piece of paper, and something to write with, like a crayon or a pencil.

Off you go.

Writers, to start writing a poem, an I am poem, a poem about yourself, we need to be able to brainstorm, or think about some things about yourselves.

So I went ahead and I made four categories.

Things that I feel, things that I see, things that I love, and things that I want.

And I thought, hmm, I can also maybe write a couple of words, or describe myself in a couple of ways in order to start brainstorming.

(upbeat music) I am silly, friendly, smart, and kind.

Now I'm gonna brainstorm, and think about these other areas.

I feel, hmm.

Oh, I really like to feel happy.

So, I like to think about happy things.

I like to find the joy or the happiness in even really hard situations.

Yeah, so I'm gonna put down on joy and happiness.

Those are the things that I feel.

Mm.

And I feel those things, happiness and joy, when I get to see these amazing birdies outside my window.

I love to watch the chickadees in the summer and in the winter.

We call chickadees.

(speaking in foreign language) The gijigijigaaneshiinhs, and so I'll put that down too.

Gijigijigaaneshiinh is a chickadee.

Things that I love.

Well, I absolutely love peanut butter and jelly sandwiches, peanut butter and jelly toast, peanut butter and jelly on pancakes, peanut butter and jelly on waffles.

It is one of my favorite things to eat, peanut butter and jelly.

So, I love peanut butter and jelly.

I think I actually heard a couple of our writer friends yell, I do too.

Do you like peanut butter and jelly?

Oh, fantastic.

Another thing that I really like is watching the falling snow.

I think it is just so beautiful when it falls.

It reminds me, are you thinking what I'm thinking?

Uh huh, of a snow globe.

Yes, so I love watching the falling snow.

And this last thing that I love to do is watch cat videos.

I am addicted to watching lovely cat videos.

They can be funny cat videos.

They can be sweet cat videos.

They can, oh, just as long as they're not sad cat videos.

I love watching cat videos.

So, I'm gonna put that down here too.

All right.

This one was a little harder for me to think about.

What do I want?

And then I thought, well, I'm a teacher.

So, really what I like to do is help others.

So I want to help others.

Yeah, that's what I really want to do.

I want to make school easy for you, and for my students back at home.

Now, not only do I want to help others, but because I really do like those cat videos, yeah, I love helping animals.

So I wanna make sure that I put that down too.

What do I want?

I want to help others and help animals.

And I can help myself think about, mm, remember this one time when I might have done some of these things.

So, friends today in writing, we are getting to write that special poem just about you, and in order to do so, we have to brainstorm, and start thinking about different topics, different things that we can think about ourselves.

This is one way that you can brainstorm to get ready to write that poem about you.

As you read, remember to keep an eye out for those R-controlled syllables, and also, I bet you could find some poetry to read.

(speaking in foreign language) We'll 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 W.K.

Kellogg Foundation.

Additional support by, and by viewers like you, thank you.

(upbeat music)