- Hi, scholars, welcome to Read, Write, ROAR.

Today, we're gonna be focusing on two big questions.

How do people's actions affect the environment, and what choices can people make to reduce their impact on the environment?

Today, you're gonna be making words, and solving the mystery word.

And we're also gonna be writing a type of a poem called a limerick.

So scholars, go ahead and grab your paper, and something to write with, and let's get ready to 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) - Hello, scholars.

I'm Mrs. Z-K. And today we are going to make a mystery word.

We are going to build words that will build up to our mystery word.

Our mystery word today has lots of letters.

So go ahead and get your paper, something to write with, and let's get these letters down.

So, scholars, we're just gonna go ahead and jump right in.

Our first word that we're going to build is going to be the word out.

What word?

What sounds do you hear?

Out.

Nice, ou is a vowel team.

Do you know what two vowels make ou?

O and U, it's a possibility, it's one way to make ou.

Out.

And our word is out.

Go ahead and write your word down.

(marker grinding) Nice job, we're going to add to this word.

We're going to write the word pout.

Where are we adding to the word at?

In the beginning, the middle, or the end?

In the beginning, nice work, scholars.

So we are going to put the P at the beginning of our word out to create the word pout.

Go ahead and write it.

(marker grinding) Nice, so scholars, pout is to be sad, right?

You might pout if you don't get your way.

But we're going to change our word pout to be the word spout.

Where are we adding the sound at?

Spout.

In the beginning again, correct.

What sound are we putting at the beginning of our word now?

S, nice.

So now I'm gonna put the S here, and we have the word spout.

A spout is like a faucet.

(marker grinding) We're going to change our word spout by adding another sound.

Our word is now going to be sprout.

When a plant begins to grow, it will sprout.

Oh, that one's tricky.

Where's the sound being added at?

In the beginning, the middle, or the end?

Sprout.

We have spout.

We need sprout.

In the middle, nice work.

So I'm going to move some of my letters over.

Now my blend at the beginning is changing from a sp to a spr.

And our word is sprout.

Go ahead and write that one down.

(marker grinding) Sprout.

You're doing awesome, scholars.

I'm gonna go ahead, and start putting some of my letters away.

'Cause we're going to rework the word that we are working with.

All right, clear your board, starting brand new.

We are going to write the word doors.

When there is more than one door to lock in the house, you need to lock all of the doors.

Now, what sounds do you hear in doors?

D, or, S. Okay, so D, let's get that in there.

Or is made with a O, R, and then S. The one thing about doors is it's actually spelled with double O's.

That's why I saved a space there.

D, O, O, R. All right, we have the word doors.

Go ahead and write that down.

(marker grinding) Doors.

Now, if we wanted to only talk about just one door, making it singular, what do we have to do to our word?

We have to drop the S, right?

We have to take the S away, 'cause that's, what's making it a plural.

So now our word is just door.

Yes, go ahead and write that word down.

(marker grinding) Okay, we're going to make a new word, and this word is the opposite of rich.

You might say it's poor.

Okay.

What sound are we going to change in door to make it to poor?

The beginning sound, we're gonna change the D to a P, poor.

Go ahead and write that word down.

(marker grinding) We're going to make a new word, but it's going to sound the exact same as this word.

This word is poor as well, but we are going to pour something to drink.

Mm, and the letter that changes here is our O, and it's going to change to a U.

And now we have the word pour, meaning something you might pour, like liquid.

Go ahead and write that word down, pour.

(marker grinding) And once you get that word down, scholars, go ahead and clear your letter tiles again.

We're gonna start brand new.

All right, scholars, you're doing great.

Our next word is going to be the word man.

What sounds do you hear in man?

M, A, N, man.

M, A, N. Nice, once you've built it, go ahead and write it.

Man.

All right, we are going to change our word man to be the word pan, something you cook with in the kitchen.

What sound are we changing?

Beginning, middle, or end?

The word is man, we need the word pan.

You're right, we're going to change the beginning sound.

We're going to change the M to a P. And now we have the word pan, go ahead and write it.

(marker grinding) All right, scholars, we're going to change the word pan to be the word tan, which is a light colored brown.

Tan.

All right, what sound are we changing?

We're going from pan to tan.

You're right, we're gonna change that beginning sound again.

That P is going to change to a T. Nice, once you've built it, you can go ahead and write it.

(marker grinding) And now I have a little bit of a tricky word for you.

We're gonna change the word tan to be the word stand.

When you get up, and stand on your feet, right?

You stand up.

What are we adding to tan to get the word stand?

Okay, we're gonna add in the beginning.

We're gonna add a S, you're right about that, but that only makes the word Stan.

We need the word stand.

We need to add to the beginning and the end of the word.

So we are going to add a D at the end, and now we have the word st, and, stand.

Go ahead and write that down.

(marker grinding) All right, great work, scholars.

Go ahead and clear your board.

And we're going to start brand new one more time.

We are building up to our word, don't worry.

There's so many letters, so many choices.

All right, scholars, our new word is going to be the word ship.

Like another word for a boat, ship.

What sounds do you hear?

Sh, I, P. Okay, what letters make sh?

S, H, all right, let's get those down, sh.

And then I, I, and then a P, P, ship.

Nice work.

Once you built it, go ahead and write it.

(marker grinding) All right, scholars, we're going to change the word ship to the word rip, like if you rip your paper.

What sound are we going to change?

Beginning, middle, or end?

Ship, change it to rip.

We're changing the beginning sound.

And since we have sh making one sound, we have that diagraph at the beginning, sh, we need to remove both of them, and then put our R down, there we go.

Rip, go ahead and write it.

(marker grinding) All right, with our word rip, we're going to change it to the word drip, drip.

Oh, that sounds kind of hard.

So we're gonna keep rip, we're just gonna add a sound, but what sound is it?

Drip.

Kind of sounds like a J, but don't have a J.

Do you know?

It is a D, it's the D, D and R coming together to make that dr sound.

Drip, let's write that down.

There might be some water that might drip from our spout.

Remember that one?

(Z-K laughing) All right, scholars, nice work.

Now we're going to change the word drip to be the word trip.

Oh, that's another tricky one.

So we're changing the dr sound to a tr sound.

And a lot of people always think it's the ch, ch, but it's not chip, it's tr.

Yeah, that one's tricky too, you're right.

That one's gonna be a T, R, trip.

Trip, like we are going to go take a trip, and then you go out somewhere.

Go ahead and write down the word trip.

(marker grinding) Nice work, scholars.

All right, let's start building up to this mystery word.

I'm gonna go ahead and put these letters back.

Go ahead and clear your board.

We're gettin' ready.

All right.

So we're going to start with the first word that we made, out.

Okay, I'm gonna build that, out.

Now we're going to add another word to this.

We're going to add doors.

All right, scholars, by joining two words together to make one bigger word, we have a compound word.

Out and doors makes the word outdoors.

(marker grinding) Out.

Plus doors.

(marker grinding) Outdoors is like if you're going outside, right?

Usually it's used as an adjective to describe something that might be outside.

All right, we're going to add another word to outdoors.

We're going to add outdoors plus man.

Oh, okay, let me add man here.

M, A, N. Outdoors man, outdoorsman.

Okay, outdoorsman.

And it doesn't have to necessarily be a man, but this is someone who likes to spend time outside doing outside activities, an outdoorsman.

We're going to add one more word to our already three word compound word.

We're going to add ship to outdoorsman.

All right, let's try it.

Sh, to our graph, I, P. Nice.

Nice, outdoorsman, ship.

(Z-K laughing) And outdoorsmanship is just the quality, or how someone feels about doing things outside, right?

They really like to do those things outside.

They have outdoorsmanship, and you know what you can do outside?

Is help to reduce, reuse, and recycle.

(upbeat music) How many words are joined together here to make this one compound word?

Out, doors, man, ship.

Four, four words make up this compound word.

That was pretty tricky.

Scholars, amazing job on finding out our mystery word.

(soft music) - Hi, scholars, I'm Mrs. Fuller.

Today, we're gonna be focusing on our two big questions.

First, how do people's actions affect the environment?

And our second big question, what choices can people make to reduce their impact on the environment?

We're gonna be working together today to write a type of a poem called a limerick.

And we're gonna write our limerick, and have it focus on protecting the environment.

Let's get started.

We're gonna be writing a type of a poem called a limerick.

A limerick can be funny or silly.

Each stanza has five lines, and a stanza is a set of lines that are grouped together to make a unit.

Lines one, two, and five rhyme.

Lines three and four rhyme.

So, in our poem, we're gonna have two different rhyming patterns.

Let's listen to an example.

There was an old man named Clark, who liked to go to the park.

He sat in the sun, and had a lot of fun.

He stayed until it got dark.

Let's read through that again, and I'm gonna have you read it with me, and we're gonna underline the words that rhyme.

There was an old man named Clark, who liked to go to the park.

What words do you hear that rhyme?

That's right, Clark and park.

(marker grinding) Let's keep reading.

He sat in the sun, and had a lot of fun.

What do you hear that Rhymes?

Sun and fun, that's right.

(marker grinding) The last line, he stayed until it got dark.

Dark rhymes with Clark and park.

So let's check this poem to make sure it has everything it needs to be a limerick.

It can be funny or silly.

It has five lines.

One, two, three, four, five, yes.

Lines one, two, and five rhyme.

Clark, park, dark.

Do those all rhyme?

They do.

Lines three and four rhyme.

Sun and fun.

So this is a great example of a limerick.

Now scholars, we're gonna write our own poem.

We're gonna write a limerick that talks about protecting the environment.

I'm went ahead and I wrote the first line for us.

It's important to keep our planet clean.

So our first line ends in the word clean.

So our second line is gonna need to end with a word that rhymes with clean.

What word could I use?

I heard the word mean.

Let's see.

What if we said, it's important to keep our planet clean.

Polluting the environment is very mean.

Let's do that.

(marker grinding) Polluting the environment is very mean.

So we have our first line ends in clean.

Our second line rhymes, it ends in mean.

Now our third and fourth line need to rhyme by themselves separately from clean.

What could we put?

Something that has to do with the environment, protecting the environment.

Good idea, I heard something about throwing our trash away.

So let's write, pick up our trash, and throw it away.

Pick up your trash, and throw it away.

So picking up our trash and throwing it away is a way that we can help keep our planet clean.

So next we need a line that has a word that ends in something that rhymes with away.

What do you think?

Today.

So let's talk about, we could reduce, reuse, and recycle today.

Reduce, reuse, and recycle today.

So we have today and away that rhyme, and both of those are ways that we can help protect the environment.

We need one more line on our poem, and that fifth line needs to rhyme with clean and mean.

Right, I heard someone say, we can work to keep our planet green.

Keeping it green means we're keeping it healthy.

So let's say, we want the Earth to be nice and green.

(marker grinding) We want the Earth to be nice and green.

And green rhymes with clean and mean.

Let's go ahead and read our poem together.

It's important to keep our planet clean.

Polluting the environment is very mean.

Pick up your trash, and throw it away.

Reduce, reuse, and recycle today.

We want the Earth to be nice and green.

Let's also take a look at our poem, and make sure it has all the parts.

So first, a limerick can be funny or silly.

Our limerick is not funny or silly, but we did write it about our two big questions, about the topic of polluting, and that's okay.

Each stanza has five lines.

So our limerick is one stanza with five lines, and poems can be more than one stanza.

And remember, a stanza is a group of lines.

Lines one, two, and five should rhyme.

Clean, mean, and green.

And lines three and four should rhyme.

Away and today.

That's a great limerick.

So writing the poem like a limerick can be a lot of fun.

You can write it to be funny or silly.

You can write it about a topic like we did, like protecting the environment.

Remember, a limerick is a type of a poem that has five lines.

The first, second, and fifth line need to rhyme.

The third and fourth line need to rhyme.

(upbeat music) I have one more limerick that I want to share with you today.

Our lessons will help you explore.

Each episode we will learn more.

Reading and writing is fun.

Our adventures have only begun.

Keep learning on Read, Write, ROAR.

Thank you so much for learning with us today.

I'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) (upbeat music)