- Hello, readers, welcome back to "Read, Write, Roar" Today we'll be learning about the long E vowel sound and looking at words with the long E sounds, and sentences.

We will get to read our informational texts about frogs from start to finish, and we will work together to provide positive feedback about the text.

Are you ready to learn?

Let's 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.

(cheerful music) (roaring sound) (slow-paced tranquil music) - Hello, amazing learners, my name is Ms.Rodgers.

Today we want to focus on the letter E. Ee, Ee is a vowel.

It has a short vowel sound like in pets, p e t, pet and a long vowel sound like an eat, ea t, eat.

The long vowel sound is when E says his name.

Here we have our long E vowel patterns.

EA, EE, and IE.

All of these make the e sound.

Here's my first word, eat, ea t, eat.

Now, we're going to go through each column and I want you to echo read with me.

Eat, eat, leaf, leaf, beach, beach, teacher, teacher.

Good job.

Now the three are long E sound for EE.

Feet, feet, keep, Keep, tree, tree, green, green.

Finally, our IE.

Chief, chief, shield, shield, thief, thief, fierce.

fierce.

Excellent job.

Now we're going to do some sentences using our nouns, verbs, and adjectives.

Now we're going to sort some words into different categories.

We have noun, verbs, and adjectives.

A noun is a person, place, or thing like a teacher.

The teacher is a person.

Verb is an action word and action word is like eat.

I think of an action word or verb as voom.

Like when you're driving or your parents are driving or you hear something moving like a car and it makes that sound.

So that's a really good way to remember that a verb is action, voom, okay.

So that's a really good technique to remember that.

And then an adjective describe something.

For example, three, I have three pencils.

So I'm describing the number of pencils I have, which would be three.

So again, now there's a person place or thing, verb is voom, action, and an adjective describes something.

So here I have a beach, it's a noun, person, place, or thing.

It's a thing.

Seed, we know that the seed is something that you can plant in the ground.

Verb, eat, sleep, even though sleeping it seems like you're not doing anything, you're actually are.

It's called resting.

So your body is in a state of rest, which is an action.

(Ms. Rodgers sneezes) Sneeze, sneeze is a verb.

It's an action.

Now, don't be worried because I really didn't sneeze.

It was just acting.

And then we have our adjectives, which describe something.

We have three, we have easy, for example, I took the test and it was easy.

So I'm describing the test as being easy or simple to do because I studied.

And then finally we have the word green.

Green can describe grass.

It can describe trees.

It can describe a lot of things.

So remember, now this is a person, place or a thing.

Verb is action.

Adjectives describe something.

Very good.

Now, sometimes a word can be mixed up.

It can be a verb or sometimes it can actually be an adjective.

We're going to look at some sentences that will help us to understand the difference.

So here are my sentences.

I don't like to clean my room.

Clean, is that a person place or a thing?

No, so it has to either be an adjective or a verb.

We know verbs are action.

So is cleaning an action word or is it a describing word?

It's action.

So to clean is action.

Here's my next sentence.

My mom said to put on a clean shirt.

This is clean and this is clean.

So how can they be different?

Let's read the sentence again.

My mom said to put upon a clean shirt.

Well, this is a verb, an action word.

Is this an action word?

No, clean shirt isn't an action shirt.

The shirt isn't doing anything but it is describing the shirt.

So if we're describing something, what is that called?

Yes, it's an adjective.

So this is an adjective and this one is a verb.

Let's try two more sentences.

We helped free the cat from the tree.

We helped free, so we're doing something or are we describing something?

We helped free the cat from the tree.

Yes, they're doing some sort of action, which means it is a verb.

Very good.

So free in this sentence is a verb, it's action.

Now, let's read the next one.

I got a free pencil from my friend.

We're talking about the pencil, right?

So what are they telling us about this pencil?

That it's free.

So is it a noun is an adjective or is it a verb?

I got a free pencil from my friend.

Yes, it's an adjective because it's describing the pencil.

The pencil is three.

Now, let's go ahead and echo read these four sentences.

I don't like to clean my room.

I don't like to clean.

My mom said to put on a clean shirt.

My mom said to put on a clean shirt.

Good, two more.

We helped free the cat from the tree.

We helped free the cat from the tree.

Final one.

I got a free pencil from my friend.

I got a free pencil from my friend.

Excellent job.

I hope he said thank you.

Friends are awesome especially when they share with us.

So we did a great job working together.

Learning about words is a lot of fun, right?

So I wanna make sure that we also use these words and sentences, and writes sentences using adjectives, verbs, and nouns.

I'll see you soon.

(slow-paced tranquil music) - Okay, are you ready?

I'm going to read and you could be my echo.

"I Liked Frogs" by Mrs.

Spear in adaptation, that means they changed it, of Margaret Wise Browns, "I Like Bugs."

Here we go.

I liked frogs, Big frogs, tiny frogs, tree frogs, bullfrogs.

I like frogs, a frog in a Lake.

A frog in a stream, a frog in a pond, Do you know what I mean?

I like frogs, loud frogs, quiet frogs, male frogs, female frogs, I like frogs!

And I it with an exclamation point 'cause I really mean it.

You can practice reading this poem and write your own poem.

(slow-paced tranquil music) Hello there, learners, I'm Mrs.

Spear and I'm so excited because today is the day that we get to read the informational texts that we wrote together about our topic, "Frogs."

I'm so excited about this.

And one of the things that's also very exciting is that you as the audience, you're the listeners of the text today are going to get to do something pretty cool.

The other day, we talked a little bit about things I used as a teacher from this book, "Insight Information" by Dr. Nell Duke.

And one of the things that she's really good about asking us to allow kids to do is give feedback.

So it's important for writers to hear what other people think about their work so they can keep making it better and clearer for the audience that they're writing it for.

Today, while you are listening, I'm gonna have you think about a few things that are part of the things that Dr. Duke recommends in her book.

The first thing is, you're going to think about this, something I especially in like at home.

If you have a piece of paper or pencil, any scrap paper you could write down something that you'd like when I'm reading.

Another thing that you might do as a listener is you might think, Oh goodness, I wish that Mrs.

Spear did blah, blah, blah.

You can get a suggestion.

A suggestion I have, a suggestion is when you tell someone something they could do to make something a little bit better and easier for the reader to understand.

And then another thing is you might have a question.

So if you're listening and you have a question, you could write this down, a question I have and list something that you're wondering that's a question.

So as I'm reading the story to you today, we're linking back to where we started at the very beginning, which was to discover these two things.

What is it?

What are some ways plants and animals meet their needs to be able to survive and grow?

And then how are animal parents or adults and their babies, which are offspring similar and different.

So be thinking something that you, especially like, something that you would say, I have a suggestion, or a question that you have as I'm reading the story to you.

So this is my title page, "All About Frogs" by Mrs.

Spear.

And this is the picture I showed you in a different lesson of a frog right down by the Lake, right near my house.

Here's that table of contents we made the other day.

And we have on our of contents, the Habitat, Body, Communication, Diet, Movement, Protection, Adult and Offspring.

And at the end of the book, you usually have an about the author page, which doesn't necessarily always have a number with it.

But the about the author tells you who wrote the story.

So page one is going to be Habitat.

You're listening for something you especially like, a question you might have, or suggestion.

Habitat.

Frogs live near water.

Frogs can live by ponds, streams, and lakes.

They are amphibians, so they can live in water and on land.

That's the thing we learned about where frogs lived and their habitat.

What might you like, or a suggestion, or a question you have about that?

Here's a little illustration I made about the habitat.

The next page that we wrote was about the body.

And we did a diagram and we showed the life cycle of a frog.

Body.

Frogs change a lot during their life cycle.

They grow from an egg, that's this part here, into a tadpole, right here, with a tail, gills, and a hard mouth.

Their tail shrinks as they grow hind legs.

The hind legs are these legs behind here.

They grow lungs to replace gills and front legs grow where the gills were.

Their tail continues to shrink as they grow into a froglet.

And right here is the froglet illustration.

Young frog is a froglet with a short tail there.

Frogs have a large eardrum that helps them hear over and underwater.

They have long, powerful legs.

Remember we learned about this here, the tympanum and that's their eardrum.

And here's our diagram that shows there are strong legs, hind legs and their front legs, and they had those webbed feet.

Those are the physical characteristics that make a frog, a frog and help it to survive and grow.

And now we're gonna think about communication.

Frogs have large eardrums to help them hear whether they are over or under the water.

Frogs communicate by peeping, squealing, chirping, touching, and dancing.

Male frogs croak to attract the female.

And this is a picture of a male and a female.

And you can see this is called the vocal sac that gets really big on a male when it's croaking to attract the female so that they can have more frogs.

This next part diet.

Do you remember what that's about?

What they eat.

Diet.

Tadpoles have hard mouths to scrape soft plants from pebbles and rocks.

Frogs have long sticky tongues to catch and eat small bugs, worms and snails.

They drink water through their skin.

That's really important.

We know they need water to survive and they soak it up through their skin.

Remember we talked about illustrations can have what's called a caption.

The caption tells you more about what's happening in the picture.

So this caption says "The frog is catching a dragonfly with its long sticky tongue."

There's that little dragonfly, too bad for him.

Well, we've done habitat.

We've thought about their communication.

We've thought about their body and their diet.

Up next is movement.

Movement.

Tadpoles swim with their long strong tails.

Frogs hop, jump, and leap.

They have strong, powerful legs.

They have webbed feet to swim.

And we showed that on our diagram earlier that they have those webbed feet.

Look at this guy, he starts here and he's gonna push up those legs to leap high and land down here.

As you're being my listener to the story, are you thinking about something I especially like, I suggestion I have, a question I have to give some feedback?

Let's see what we're gonna read about next, protection.

We know it's so important that the frogs have to protect themselves.

Protection.

Ways frogs protect themselves.

This first illustration says, with a caption, "Frogs can hop into water."

So there are some water.

This second illustration says, "Croak, chirp, peep, rabbit."

Frogs use sounds to warn each other.

That's one way they can protect themselves.

This is big zoom in on an eye and it says, "Frogs' big eyes help them see in front, the side, behind, and ahead."

Really important that frogs have those large eyes to help them not only to protect themselves, but it helps them to be able to find food and catch it too.

A frog skin helps it to be camouflage.

That's what this picture is.

Can you spy where the frog is?

or is he well camouflaged enough that you can't find him?

Did you see where he is?

Right there.

Camouflage is really helpful for animals.

Here we've made it to this last page where we talked about comparing an adult frog and a tadpole, the Adults and Offspring page.

This the part that tells about what's the same about adults frogs and tadpoles.

Both frogs and tadpoles are amphibians.

Can you say amphibians?

Great.

They swim and need food, water, and air to survive.

All important things and just like us, right?

We need food, we need water, and we need air to survive too.

Let's think about how they're different.

This page says, "Differences Between Tadpoles and Frogs."

Tadpoles go through a great change or metamorphosis to become a frog.

They start out eating plants and algae, using keratin to help them chew.

We learned they don't have teeth.

They have something called keratin that's like what they use like you would use a tooth.

As frogs, they eat small insects, snails, and worms.

Tadpoles breathe with gills at first while frogs only breathe with lungs.

To get around, tadpoles swim using their tail and frogs use their strong legs.

Wow, we learned so much about frogs, how they survive and all those things.

And now we can be experts because we learned so much about frogs in our informational research project.

The very last page in the story is the about the author.

So if you did your own story at home, you should make an about the author page that talks about you.

Mine says "Mrs.

Spear loves teaching children and adults.

She enjoys writing stories and articles.

She lives with her family and two dogs in Northern Michigan."

That's about me, and that's the story that you helped me write.

You should be so proud.

And while you're thinking, you can be trying to discover things you would give me for feedback, a question, or a suggestion, or tell me something that you liked.

And if you share a story that you've written with someone, you can ask them to give you feedback like that too because all it does is help you to become an even better writer.

Thank you so much for your help with this project.

I hope you enjoyed our story and I hope that you'll listen to it and read it again on your own.

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

(slow-paced tranquil music) - Hello, learners.

I have some positive feedback for Annie's book, "All About Frogs," and I would really love your help.

We have some sentence stems here to kind of guide our thinking so that we can share our thoughts in a very good organized manner for Annie to look at them.

So the first thing I have up here is something that I especially like.

So something I really liked about her writing is that she has a lot of text features, which means graphic organizers, she had a Venn diagram, she had illustrations, she had some words that were in bold type.

So I'm gonna write that.

I thought that was really good.

So something I especially like are the text features, features.

Okay, so something I specially like are the text features.

A suggestion I have, everything was so great, but let's see something that could help the readers better understand what she wrote.

So what could that be?

Oh, I know perhaps a suggestion would be to add more colors, to add more colors to the text feature so the text features so things can stand out even more.

So I'm going to write a suggestion is add more colors, just like I'm using this red, it stands out.

So add more colors to highlight more text features.

Okay, so she can highlight the ones that are really important that she wants to stand out for us.

So the question I have, mm-hmm, I have a lot of questions, but I wonder how many other animals go through similar changes?

So a question I have is, or maybe not necessarily how many more, but what are some other animals that go through changes, either or?

So a question I have is, what other animals, animals, a question I have is what other animals go through similar changes or metamorphosis?

And since I asked the question, this dot will become a question mark.

Very good.

So here are some things that I want to ask or share with Annie.

Something I especially like are the text features, two thumbs up.

A suggestion I had is to add more colors to highlight more text features.

A question I have is what other animals go through Similar changes?

I'm gonna put in ellipses, ..., it's almost like suspense.

A question I have is, wait for it.

What other animals go through similar changes?

So it's really important that we provide feedback to help our authors, our illustrators and people who are doing books to help them a better help us to understand what we're reading and writing.

So I think you should have a wonderful day and make sure that you keep reading, researching, and writing.

I'll see you next time or "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.

(enchanted upbeat music)