- 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 rhyming patterns as we read a nursery rhyme.

For today's lesson, you're going to need something to write on, like a piece of paper or a notebook, and something to write with, like a pencil.

So go get your things, and we'll get started.

- [Announcer] 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.

(upbeat music) (lion roaring) (upbeat music) - Hi, I'm Mrs. Skelley, and today we're going to become word magicians!

Are you excited?

I know I am.

Today we're going to learn about the spelling rule called magic e with words with the vowels u and i. in order to build words, we can first listen to the sounds that we hear, and then write down the letters that match.

Now, before we get out our magic wands, we're gonna write down a word.

So make sure you have something to write on and write with, so you can write the words along with us.

Our first word is the word cub.

A cub is a baby bear.

Let's stretch out that word.

Ready?

Cuh, uh, buh.

There are three sounds in that word.

We're gonna write down the letters that match.

Let's write that down.

The first sound is cuh.

In this word, it's a c. Cuh, uh.

That's a short u sound.

Cuh, uh, buh.

There's a b at the end.

Okay, let's take our finger and check to make sure we spelled the word cub correctly.

Cuh, uh, buh.

Cub, we did it.

Great job.

Are you ready to get out your magic wands?

I'm gonna get mine out, and you can get out your imaginary magic wand.

This is a magic e wand.

It's going to change the word cub into a new word.

Let me show you how it works.

The magic e wand flies over the word cub, taps on the middle sound.

Now, in the word cub, the middle sound is a short u, it says uh, but when magic e taps on it, it's going to make the long sound.

It's going to say u, and then it flies to the end of the word.

The word cub becomes the word you cuh, u, buh.

Cube.

A cube is a 3D shape.

Let's write that word, cube.

The word cub becomes cube.

Now we can't forget, we need a magic e at the end of the word to make the vowel say its own name.

The letter e makes the u say the long sound.

Now, when we stretch out the word cube, the letter e does not make a sound, okay?

Let's take our finger and check that word.

Ready?

Cuh, u, buh, cube.

Nice work!

All right, let's build another word.

Our next word is the word cut.

I can cut with my scissors.

Let's stretch it out.

Ready?

Cuh, uh, t. All right, let's write down the sounds that we hear.

Cuh.

In this word, it's a c. Uh.

That's the short u sound.

T. That's a t. Okay, are you ready for magic e to come out and change the word cut?

Get out your magic wand.

Magic e flies over the word cut, taps on the middle vowel sound to make it say its own name, and lands at the end of the word.

The word cut becomes the word... (tinkling music) Cute!

Yes, it becomes the word cute.

My dog is so cute.

All right, let's write down the word cute over here.

Ready?

Cuh.

That's a c. U, that's the long u sound.

It says its own name.

T, you need a t. Now, don't forget, we need our magic e at the end of the word to make the vowel say its own name.

Remember, the magic e makes the u make a long sound in this word.

All right, let's take our finger and check the sounds.

Check it with me.

Cuh, u, t, cute.

Good job.

All right.

Now we're gonna build some vowel i words.

So our first word is the word rip.

My paper has a rip in it.

Stretch it out with me.

Rrr, ih, puh.

All right, let's write down the sounds that match.

Rrr, that's an r. Ih, that's a short i sound.

Puh, that's a p. Okay, take your finger and let's check the sounds.

Rrr, ih, puh, rip!

Are you ready to change the word rip?

All right, get out your magic wand.

Magic e comes, flies over the word rip, taps on the middle vowel sound to make it say its own name or make the long sounds, and go to the end of the word.

The word rip becomes the word... (tinkling music) Ripe!

That's right!

This banana is ripe.

It's ready to eat.

Awesome.

Let's go ahead and write down the word ripe.

Are you ready?

Rrr, that's an r. I, that's long i sound.

It says its own name.

Puh, that's a p. Now we can't forget, we need a magic e, because it helps the vowel say its own name.

The magic e makes the i say the long sound.

All right, let's take our finger and check it.

Remember, when we get to the e, does it make a sound?

Here we go.

Rrr, i, puh, ripe!

Great work!

We've got one more word to build.

Our last word is the word pin.

This is a clothespin, and you can use it to hang up clothes to dry.

Let's stretch it out.

Puh, ih, nnn.

All right, write down the sounds that match.

The first sound is puh.

That's a p. What sound do you hear in the middle of pin?

Yes, the short i sound, ih.

Nnn is at the end, that's an n. All right, take your finger, and let's check the word pin.

Puh, ih, nnn, pin!

Nice work.

All right, are you ready to get out your magic e wand to change the word pin?

Get out your wand.

Magic e flies over the word pin, taps on the middle vowel sound to make it say its own name, and lands at the end of the word.

What word does the word pin become when you add a magic e to the end?

(tinkling music) That's right!

It becomes the word pine!

These are needles from a pine tree.

Very good!

Let's write down the word pine.

Here we go.

Puh, i, that's a long i sound.

Nnnn.

Now remember, we need a magic e at the end of that word to make the vowel say its own name, or make the long i sound in this word.

All right, take your finger, and let's check the word pine.

Remember, when we get to magic e, it doesn't make a sound.

Puh, i, nnn, pine!

Nice work!

You did such a great job building magic e words with vowels u and i today.

Now, remember, magic e flies over the word, taps on the middle vowel sound to make it say its own name, and then lands at the end of the word.

(upbeat music) We're going to learn two new words today.

We call these high-frequency words because they pop up often when we're reading.

Our first word is the word out.

Can you say that word?

You can use the word out when you're moving something from one place to another, like this.

I pulled a letter out of my pocket.

Out.

Listen to the sounds in the word out.

Ow, t. There are two sounds in the word out.

Watch me write the word out.

O-u-t. O-u-t.

There are three letters in the word out.

Let me show you how this word works.

The first two letters are o and u, and they work together to make the ow sound in this word.

The last letter is a t, and it makes the t sound.

The word out is spelled o-u-t. Let's practice spelling the word out.

Stand up, shake out your body, put out your arm, and let me show you how I like to practice.

I put my other arm to my shoulder, and we're gonna tap out the letters to spell the word out, and then blend them together like this.

O-u-t, out.

Do it with me.

O-u-t, out.

One more time.

O-u-t, out.

Nice job.

Another thing I like to do to help me remember how to spell and write the word is to put my finger in the air and trace it and spell it at the same time, like this.

O-u-t, out.

Can you put your finger in the air and trace it with me?

O-u-t, out.

Do it one more time.

O-u-t, out.

Nice work.

Say this word again.

What word is it?

Yes.

It's the word out.

All right, our next high frequency word is the word are.

Can you say that word?

You can use the word are when you're talking about what people are doing, like my brothers are playing the drums.

Are.

Listen to the sounds in the word are.

Are.

There's just one sound in that word.

Watch me write the word are.

A-r-e. A-r-e, there are three letters in the word are.

Let me show you how this word works.

It's a little bit tricky.

The first two letters are a-r, and they work together to say are.

Now, the last letter is an e. It's a silent e. It doesn't even make a sound.

The word are is spelled a-r-e. Let's stand up, put out our arm, and tap out the spelling of the word are to help us remember, like this.

A-r-e, are.

Do it with me.

A-r-e, are.

One last time.

A-r-e, are.

Good job.

Now let's practice putting our finger in the air and tracing and spelling the word are to help us remember.

Here we go.

Do it with me.

A-r-e, are.

Do it again.

A-r-e, are.

One last time.

A-r-e, are.

Good.

What word is it?

Yes.

It's the word are.

Nice work today.

We learned two new high-frequency words, out and the word are.

Now, remember, we call these high-frequency words because they pop up often in our reading.

So next time you're reading a book, see if you can find these words, out and are.

(upbeat music) Have you ever seen a bee buzzing around your neighborhood or maybe even in a garden?

Well, today, we're going to read a nursery rhyme about bees and where they live.

Our nursery rhyme today is called "Here is the Beehive."

Today, your job is to be on the lookout for our two new high-frequency words, the word out and are.

So as I'm reading, make sure you're watching out to see if you can find those words.

"Here is the Beehive."

That's the title of the nursery rhyme.

Here is the beehive.

Where are the bees?

Hidden away where nobody sees.

Watch and you'll see them come out of the hive.

One, two, three, four, five!

Buzz, buzz, buzz, buzz, buzz.

I love that nursery rhyme.

Don't you?

All right, were you on the lookout for our words?

Let's first look for the word out, o-u-t. Can you take your finger and point to the word out in the nursery rhyme?

Did you find it?

I'm going to circle it.

Can you spell it with me?

Here it is.

O-u-t, out.

Good job.

Our next word is the word are, a-r-e. Can you take your finger and find the word are in the nursery rhyme?

Did you find it?

Here it is.

Spell it with me.

A-r-e, are.

Good work finding our high frequency words, out and are.

Now, today, as we were reading the nursery rhyme, there was a tricky word.

The word beehive.

Can you say that word?

Let's find the part that said that word.

Here is the beehive.

Where are the bees?

A beehive is a home for bees.

It's the place where they live.

Have you ever seen a beehive before?

Well, you might've seen it in your neighborhood in a tree or maybe underneath the edge of a roof.

Let's say that word one more time.

Beehive.

Good, okay, now I'm going to read part of the nursery rhyme again, and this time, you are going to listen for rhyming words.

Now, remember, rhyming words have the same sound at the end, so make sure you're listening for rhyming words.

Now, do you hear the ees sound or the long e sound at the end of the word bees?

Words that have the long e sound at the end will rhyme with bees.

So make sure you're listening.

Here is the beehive.

Where are the bees?

Hidden away where nobody sees.

Which word rhymes with bees?

Yes, the word sees.

They both say ees at the end of them.

Let's say those two words.

Bees, sees.

Those words rhyme because they both say the same sound at the end.

They both have ees at the end.

Now, did you know that the word bee and see have other meanings?

Let me show you what I mean.

I'm going to write down the word bee from the nursery rhyme, right here.

That is spelled b-e-e, and that type of bee is an insect that buzzes around.

So I'm going to draw a picture of a bee to remind me what that word means.

Now there's another word that says bee, and it sounds the same, but it's spelled differently.

It's spelled b-e. We can use it in a sentence.

I will be late today.

Be.

Now, that word could mean be late, so I'm gonna draw a picture of a clock to remind you of that sentence.

Do you notice how those words both say bee, but they're spelled differently and they mean different things?

Those are called homophones.

Can you say that?

That's a big word.

Now, there's another homophone in the nursery rhyme.

I'm gonna draw a line right here.

It's the word see, and it's spelled s-e-e. Now, in the nursery rhyme, the word see means something that you can look at.

I can see the beautiful flowers.

So I'm going to draw an eye to remind me of the meaning of that word.

Now there's another word see, and it's spelled differently.

It's spelled s-e-a, and it means the ocean.

I saw dolphins in the sea.

Now, you might hear words that sound the same and have different meanings, and those are called homophones.

(upbeat music) Did you know that the nursery rhyme "Here is the Beehive" can actually be sung as a song?

Would you like to sing it with me?

Stand up.

We're going to sing the song to the tune of "Rockabye Baby."

You might know that song.

We're gonna do some hand signals.

We're gonna pretend like we're holding a beehive in our hands.

So make a fist.

We're gonna start off slow, and then we'll go a little bit faster.

Sing it with me.

♪ Here is the beehive ♪ Where are the bees ♪ Hidden away where nobody sees ♪ ♪ Watch and you'll see them ♪ Come out of their hive One, two, three, four, five.

♪ Buzz, buzz, buzz, buzz, buzz, buzz ♪ Great work, we're gonna go a little bit faster now.

Are you ready?

♪ Here is the beehive ♪ Where are the bees ♪ Hidden away where nobody sees ♪ ♪ Watch and you'll see them ♪ Come out of their hive One, two, three, four, five.

♪ Buzz, buzz, buzz, buzz, buzz, buzz ♪ Great job singing with me.

(upbeat music) Now that we've read the nursery rhyme, let's practice answering a question.

Questions are things that we want to ask, and they often start with words like who, what, where, when, why, and how.

There was a question in the nursery rhyme.

It said, "Where are the bees?"

Now look at the end of that question, there's a special punctuation mark.

That's called a question mark.

That tells your reader that you're asking something.

Now let's do some thinking.

Where are the bees?

What's the answer to that question?

Where were they in the nursery rhyme?

That's right, they were in their hive most of the time, weren't they?

Well, today, we're going to write an answer to that question.

Where are the bees?

Our answer today is going to be they are in the hive.

Make sure you have something to write on and something to write with so you can write along with us.

Before we start writing, let's plan out our sentence.

Let's clap out those words.

Here we go.

They are in the hive.

(hands clapping) Let's count out the words and see how many words are in our sentence.

Count it with me.

They are in the hive.

There are five words in that sentence.

Now, before I start writing, I like to draw lines on my paper to remind me that there's spaces between my words.

You can draw lines too.

As we draw our lines, let's say our sentence so we know where the words go.

They are in the hive.

Now we're ready to write.

All right, the first word in our sentence is the word they.

We know it's going to need a capital, because it's the beginning of our sentence.

Let's stretch out the word they.

Th, ey.

The first sound is th.

Do you know the two letters that make that sound?

Yes, that's t-h.

They work together to make the th sound in this word.

Let's start at the top, slide over, and go down for a capital T. Now an h, let's start at the top, go down, back up, and make a hump.

Th, ey, it sounds like the long a sound, but in this word, it's spelled e-y to make that sound.

Let's start in the middle, slide over, up and around like a c. Now we need a y.

Start in the middle, slant down, back up, and all the way down, nice work.

Let's read what we have to figure out what comes next.

They, are is our next word.

You're an expert at that word, because it's one of our new high-frequency words.

Now, remember, this word's tricky to spell.

Do you remember how to spell it?

It's spelled a-r-e. Now, remember, the a and the r work together to make the r sound.

And then we need a silent e at the end.

Let's write it.

A, make a c, close it, and go down.

R, start in the middle, go down, back up, and around.

Now we need an e. Start in the middle, slide over, up and around like a c. All right, take your finger and read what we have so far.

They are, in is our next word.

Let's stretch it out.

Ih, nnn.

What sound do you hear at the beginning of that word?

An i, good.

Start in the middle, go down, back up, and make a dot.

Ih, nnn.

You need an n at the end of that word.

Start in the middle, go down, back up, and make a hump.

All right, let's read what we have so far to figure out what comes next.

They are in the.

Let's stretch out the word the.

Th, uh.

What sound do you hear at the beginning of the word the?

Yes, it's t-h again.

Just like in the word they, the has the same sound at the beginning.

Let's write a t. Start at the top, go down, back up, and slide to the right.

Now an h. Start at the top, go down, back up, and make a hump.

Th, uh, now, it sounds like u sound at the end of that word, but it's actually an e. That's the part we have to remember by heart.

Let's start in the middle, slide over, around like a c. All right, we're almost done with our sentence.

Take your finger, read it with me so we can figure out our last word.

They are in the, hive is our last word.

Let's stretch out the word hive.

Huh, i, vuh.

What's the first sound in the word hive?

Yes, an h. Let's start at the top, go down, back up, and make a hump.

Huh, i.

We hear the long i sound.

Start in the middle, go down, back up, and make a dot.

Huh, i, vuh.

We need a v next.

Start in the middle, slant down, back up.

Huh, i, vuh.

Now, in this word, the i says its own name.

So we need a magic e at the end of that word to make the vowel say its own name.

Let's start in the middle, slide over, up and round like a c, nice work.

We can't forget a punctuation mark at the end of our sentence.

I'm going to use a period to tell our readers it's the end.

All right, let's take our finger and read our sentence.

Point under each word as you read.

They are in the hive.

Nice work.

Now we just need a picture to match.

I'm thinking that I'm going to draw a picture of a beehive, because the bees are in the hive.

You can draw a picture to match your sentence.

Here's my beehive.

Nice work today.

You wrote the answer to the question, where are the bees?

Make sure to read your sentence to someone at home and tell them about your picture.

(upbeat music) Today, we learned how to build magic e words and recognize some new high-frequency words.

We also listened for writing patterns as we read a nursery rhyme, and at the end, we wrote a sentence to answer a question.

Great work today, readers and writers.

Thank you so much for learning with me.

I'll see you next time on "Read, Write, Roar!"

- [Announcer] 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.

(upbeat music) (upbeat music) (gentle music)