- Hello readers!

Welcome to "Read, Write, Roar".

Today, we're going to do some word building, learn two new high frequency words and look for rhyming patterns as we read a nursery rhyme.

To get started, 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 those things so we can start learning.

(upbeat electronic music) (lion roars) - [Narrator] 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.

(light upbeat music) - Today, we're going to build a word ladder.

We're going to start at the bottom and make our way all the way to the top just like we're climbing a real ladder.

For each word, we're going to change just one letter, so make sure you're paying extra special attention.

The first word is the word rug.

This is my rug.

Rug.

Let's stretch out that word.

Err-uh-guh.

Rug.

Let's write down the sounds that we hear and start at the bottom of our ladder.

Make sure you're writing along with us.

Err.

Uh.

Guh.

Let's take our finger and check it.

Err-uh-guh.

Rug.

Great job.

Now we're going to change one letter in the word rug to make the word bug.

Look at this little bug.

Isn't it cute?

Bug.

What letter do you think will change to turn rug into bug?

That's right.

The beginning sound.

We're gonna take out the R and add in a B.

Let's say the sounds.

Buh-uh-guh.

Bug.

Let's write them down.

Buh.

Uh.

Guh.

Let's take our finger and check it.

Buh-uh-guh.

Bug.

Good.

Our next word is the word bag.

I can go shopping and use a bag.

What letter do you think we're gonna change to turn bug into bag?

That's right.

The middle sound.

We're gonna take out the U in the middle and make it an A.

Let's listen for the sounds in bag.

Buh-ah-guh.

Bag.

Let's write down the sounds.

Buh.

Ah.

Guh.

Take your finger and let's check it.

Buh-ah-guh.

Bag.

Great.

Let's change one letter in the word bag to make the word bat, like a baseball bat.

What do you think we're gonna change to turn bag into bat?

Yes, the ending sound.

We're gonna take out the G and put in a T. Let's listen for the sounds.

Buh-ah-ttt.

Bat.

Let's write those down.

Buh.

Ah.

Ttt.

Bat.

Take your finger and let's check it.

Buh-ah-ttt.

Bat.

Good.

Our next word, we're gonna turn the word bat into the word cat.

Isn't this cat so cute?

What letter will we change to turn bat into cat?

Yes.

The beginning sound.

We're gonna take out the B in bat and make it a C. Let's listen for the sounds in cat.

Cuh-ah-ttt.

Let's write those down.

Cuh.

Ah.

Ttt.

Take your finger and check it.

Cuh-ah-ttt.

Cat.

Yes.

Great job.

We're almost to the top of our ladder.

Our next word is the word hat.

I love to wear my cowboy hat.

Hat.

What letter do you think we're gonna change to turn cat into hat?

That's right, the beginning sound.

We're gonna take out the C and make it an H for huh, hat.

Let's hear the sounds.

Huh-ah-ttt.

Hat.

Let's write those down.

Huh.

Ah.

Ttt.

Take your finger and let's check it.

Huh-ah-ttt.

Hat.

Great.

Now we're almost to the top of our ladder.

We've got just one last word.

We're gonna change the word hat into the word hot.

I am so hot when I go outside and it's really sunny.

What letter do you think we're gonna change to turn hat into hot?

Yes.

The middle sound.

We're gonna take out the A and put in an O.

Let's listen to the sounds in the word hot.

Huh-ah-ttt.

Let's write those down.

Huh.

Ah.

Ttt.

Take your finger and let's check it.

Huh-ah-ttt.

Hat.

Wow, you did it!

Great job!

Now let's go to the top, take our finger and let's read our words from top to bottom.

Here we go.

Read along with me.

Hot.

Hat.

Cat.

Bat.

Bag.

Bug.

Rug.

Great.

Now let's start at the bottom and read all the way to the top.

Here we go.

Rug.

Bug.

Bag.

Bat.

Cat.

Hat.

And hot.

You did such a good job today, word builders.

You changed just one letter at a time to get to the top of our ladder.

Now go practice these words with someone at home.

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

These are called high frequency words because they show up often in our reading.

Our first word is the word and.

Can you say that word?

I can use the word and when I'm talking about two things, like I like milk and cookies.

Do you?

I know I do.

And.

Let's talk about how this word works.

Let's listen for the sounds in and.

Ah-nnn-duh.

There are three sounds in the word and.

Watch me write the word and.

A. N. D. A-N-D.

There are three letters in the word and.

The first letter is A and it says ah.

The second letter is N and it says nnn.

The third letter is D and it says duh.

When you blend them all together, it spells the word and.

A-N-D spells and.

Let's practice spelling it.

Stand up, shake your body out, let's put our arm up and put our other arm to our shoulder.

We're gonna tap the letters and spell the word and together.

Watch me.

A. N. D. And.

Now you try it.

A. N. D. And.

Great.

Let's try it again.

A-N-D, and.

One more time.

A-N-D, and.

Good job.

Another thing I like to do to help me remember how to spell words is trace them.

So you can put your finger in the air and trace the word and in the air or on your table.

Do it with me.

A. N. D. And.

Do it again.

A. N. D. And.

One more time.

A. N. D. And.

Good.

What word did we just learn?

And.

Great job.

(light music) Our next word is the word up.

You can use the word up when you're talking about waking up in the morning, like I can wake up.

Good.

The word up is easy to spell, so let me show you how it works.

Let's listen to the sounds in the word up.

Uh-puh.

There are two sounds in the word up.

Watch me write the word up.

U. P. Up.

U. P. Up.

There are two letters in the word up.

The first letter is the letter U and it says uh.

The second letter is the letter P and it says puh.

When you blend them together, U-P spells up.

Uh-puh.

Up.

Let's practice blending the sounds together to spell the word up.

Stand up again with me, put your arm out and let's arm tap the word up.

U. P. Up.

Do it again.

U. P. Up.

One more time.

U. P. Up.

Great job.

Now let's put our finger in the air or on our table and trace the word up to help us remember the spelling.

U. P. Up.

Do it again.

U. P. Up.

One more time.

U. P. Up.

Good.

What word did we learn?

Up.

Great!

You did such a good job learning our two new high frequency words.

Let's practice them.

What word is it?

Up.

Good.

What word is this one?

And.

Good.

We call these high frequency words because they pop up often in our reading and our writing.

Go practice these words with someone at your house.

(light upbeat music) It's time for your brain break.

Stand up, move and learn with me.

This game is called run and rhyme.

I'm going to give you a word and you're gonna run as fast as you can and say as many rhyming words that you can that rhyme with the word that I give you.

Remember, rhyming words have the same sound at the end, like the word fox and box both say ox at the end.

Okay?

Are you ready?

Your rhyming word is the word hat.

Run and say as many words as you can that rhymes with the word hat.

And stop!

Did you think of some words that rhyme with hat?

Like cat, bat, sat.

How many words did you come up with?

Great job rhyming with me.

(light upbeat music) First, I'm going to read the nursery rhyme "Jack and Jill" and your job as I'm reading is to look for our two new high frequency words that we learned today.

The word and.

I'm gonna put it right here so that we can remember to look for that word.

And the word up, okay?

So that's what you're gonna be looking for as we're readying the nursery rhyme.

Here we go.

"Jack and Jill", that's the title.

Jack and Jill went up the hill to fetch a pail of water.

Jack fell down and broke his crown and Jill came tumbling after.

Now let's look for our first high frequency word, the word and.

It might be in there more than once, so take a good look.

Take your finger and point to the word and and see how many times you can find it.

Did you find it?

Look, it's right in the title!

I'm gonna use my red marker and circle the word and.

A-N-D, and.

Did we find it again?

There it is again!

And.

A-N-D, and.

Very good.

Did you find more?

And!

A-N-D, and.

It's in there one more time.

And.

A-N-D, and.

Wow, this nursery rhyme had a lot of ands in it.

Let's look for this word now, up.

Can you find the word up?

Up.

Where is it?

Take your finger and point to it.

Did you find it right there?

Went up the hill.

Up.

U-P, up.

Good job finding those two high frequency words.

Now as we read, there were some really tricky words in the poem.

So I'm gonna read and we're gonna look for those tricky words and talk about them.

Jack and Jill went up the hill to fetch a pail of water.

Fetch means to get something.

Jack went up the hill to get a bucket of water.

Let's keep reading.

Jack fell down and broke his crown.

A crown is your head.

Jack fell down and he bumped his head.

He hurt his crown or his head.

(light music) Now I'm going to read this nursery rhyme again and this time, we are going to listen for some rhyming words.

Remember, rhyming words have the same sound at the end.

Let's take a look at our first word, the word Jill.

Jill.

Let's listen to that word.

Juh-ill. Jill.

Do you hear ill at the end of the word?

Yeah.

So any word that has ill at the end of it will rhyme with Jill.

Let's listen for that word.

Here we go.

Jack and Jill went up the hill.

Jill, hill.

Do those words rhyme?

Yes they do.

Jill and hill both say ill at the end of them.

We call them the ill family because they rhyme and they say ill at the end.

Can you think of anymore words that rhyme with Jill and hill?

What about fill, pill or mill?

Let's write those words down and see what's the same about them.

Let's write down Jill because it's in our poem.

And hill.

And pill.

And fill.

Now let's look at all of those words.

What do you notice is the same about all of those words?

They all have I-L-L at the end of them, or ill. Look at that.

Jill, hill, pill, fill.

Those are ill family words and that's what makes them rhyme.

(light music) Let's keep reading.

Now we're going to look for another pair of rhyming words.

Here we go.

Jack fell down and broke his crown.

Down, crown.

Do those words rhyme?

Yes they do.

Down, crown.

They both say own at the end of them.

They are part of the own family words and that's what makes them rhyme.

Can you think of any other words that rhyme with down and crown?

What about down, or brown, or frown?

Those words all say own at the end and they all rhyme.

Let's write those down so we can see what's the same about them.

We've got the word down.

And crown that were in our nursery rhyme.

We also noticed that the word frown has own at the end of it as well.

And brown.

What do you notice that's the same about all of these words?

That's right.

They all say own at the end of them, or O-W-N.

They are part of the own family and that's what makes them rhyme with each other.

You did a great job today listening to "Jack and Jill" and identifying two high frequency words and looking for rhyming patterns.

We learned the ill family and the own family today.

(light upbeat music) How do you think Jack felt after he fell?

Do you think he was sad?

Well, to know what the character feels, you can think about how you would feel.

I think I would feel sad, so that tells me that Jack probably felt sad.

That's called an inference.

Today, we're going to write a sentence about how Jack felt after he fell.

Our sentence is going to be Jack felt sad after he fell.

Let's make sure we have something to write with so we can write our sentence together.

Before you write, let's get ready by clapping out the words in our sentence.

Are you ready?

Jack felt sad after he fell.

(light music) Let's count those words out to get our brains ready to write.

Jack felt sad after he fell.

There are six words in that sentence.

Now get something to write with and let's draw some lines to help remind us that there are spaces between our words.

Jack.

Felt.

Sad.

After.

He.

Fell.

Great.

Let's take our finger and practice reading our sentence before we start writing.

Jack felt sad after he fell.

Good.

Now we're ready to write.

The first word is the word Jack.

Let's listen for the sounds in the word Jack.

Juh-ah-kuh.

Jack.

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

Yes, a J.

Now, Jack is a name and it's also the beginning of a sentence, so it needs a capital J.

Start at the top, go down, make a hook and over to the right.

Juh-ah.

I hear an A next.

Start in the middle, make a C, close it and go down.

Juh-ah-kuh.

There's a kuh at the end of that word.

We need a C and a K for that sound.

Make a C, start at the top, go down, back up, slant in, slant down.

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

Jack felt.

This is a tricky word.

Let's stretch out the sounds in the word felt.

Fff-eh-ul-ttt.

Felt.

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

Yes.

You hear an F. Let's write it down.

Start at the top, curve around, down and slide to the right.

Fff-eh, eh.

That's an E. Start in the middle, over, up and around like a C. Fff-eh-ul.

That's an L. Start at the top, go straight down.

Fff-eh-ul-ttt.

What sound do you hear at the end of the word felt?

Yes, a T. Start at the top, go down and slide to the right.

Great work.

Let's keep going.

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

Jack felt sad.

Let's stretch out that word.

Sss-ah-duh.

Sad.

We hear sss at the beginning, an S. Start in the middle, around like an S. Sss-ah.

We hear an A next.

Make a C, close it and go down.

Sss-ah-duh.

What sound do you hear at the end of the word sad?

Yes, that's a D. Let's start in the middle, make a C, go up, go down.

Let's read what we have so far.

Jack felt sad after.

This is a big word.

Let's stretch it out.

Ah-fff-ttt-er.

After.

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

That's right, you hear an ah, or an A.

Make a C, close it and go down.

Ah-fff.

That's an F. Start at the top, curve around, go down and slide to the right.

Ah-fff-ttt.

We hear a T. Start at the top, go down and slide to the right.

Ah-fff-ttt-er.

E and R work together to make the er sound.

Let's write it.

Start in the middle, slide over, up and around like a C. And let's make our letter R. Start in the middle, go down, back up, then around.

Great job.

Let's read what we wrote.

Jack felt sad after he.

He.

Huh-eee.

He.

This word's easy peasy.

It's spelled just like it sounds.

Huh, that's an H. Start at the top, go down, back up and make a hump.

Huh-eee.

It says its own name.

Start in the middle, slide over, up and around.

Great work.

We're almost there.

Let's go ahead and read our sentence.

Jack felt sad after he fell.

Let's listen to the sounds.

Fff-eh-ul.

Fell.

Let's write them down.

Fff, we hear an F at the beginning of the word fell.

Fff-eh.

We hear an E next.

Slide over, up and around.

Fff-eh-ul.

We hear an L at the end.

This word needs two L's or a double L. We can't forget our punctuation at the end of our sentence.

Let's go ahead and read our sentence before we draw our picture.

Jack felt sad after he fell.

Great work.

Now let's do some thinking.

What would Jack look like after he fell?

Would he have a sad face?

I'm going to draw a picture to show my readers what Jack would look like after he fell.

I think he would look very sad.

I'm gonna draw a picture of him crying.

You can draw a picture to match yours.

(light music) Great job writing a sentence and drawing a picture to match.

You can share it with someone at your home.

(light music) Today, we learned how to build new words, recognize two new high frequency words, listen for rhyming patterns in a nursery rhyme and write a sentence.

Great job learning with me, readers and writers.

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

- [Narrator] This program is made possibly 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 piano music)