- 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.

At the end, we'll write a sentence together.

For this 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 those things so we can get started.

- [Voiceover] 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) - Hi, I'm Mrs. Skelley.

Today we're going to learn about a new sound called the S-H or the sh sound.

We'll be using a new tool today called a sound box to help us spell and hear the sounds in S-H words.

We can hear the sounds and words by listening to the sounds first and then writing down the letters that match.

Let's listen and learn about our new sound, the S-H or sh sound.

First, listen to a sentence.

She shined Shonda's shoes.

What sound do you hear at the beginning of each of those words?

That's right, we hear the sh sound at the beginning.

Let's listen.

She shined Shonda's shoes.

We hear at the beginning.

The sh sound is spelled like this S-H. Now, when S is all by itself it just says s. When H is all by itself, it says h. But when they're right next to each other they make a brand new sound.

They say sh.

Sometimes I make that sound when I'm nicely telling somebody to be quiet like this, sh.

Can you make that sound?

Sh.

S-H says sh.

This is a diagraph.

A diagraph is when two letters are put together to make a new sound.

Let's use our new tool, the sound box, to help us build S-H words.

Let me show you how it works.

Let's try the word ship.

Now, before we use our sound box let's stretch out the word ship, stretch it out with me.

SH-I-P.

There are three sounds in the word ship.

Well look at the first sound box, there are three boxes there, one for each sound.

Let's take our finger and practice pushing up the sounds into the sound box.

Push it up with me.

SH-I-P. Good, now that we've practiced, we're ready to write.

Make sure you have something to write with so you can write the words along with us.

The first sound is sh.

Now, remember that spelled S-H. Let's write it down.

Sh.

I is the middle of sound, that's an I. SH-I-P, that's a P. Ship, good let's check it.

Take your finger and check it.

SH-I-P. Good, we just made the word ship.

Great work.

Let's try it with another word.

Let's make the word shop.

I like to shop at the store, shop.

Let's first stretch out the sounds of the words, stretch it out with me.

SH-O-P, shop.

Take your finger and push the sounds up.

SH-O-P, shop.

Now we're ready to write it, write it with us.

The first sound is sh.

Now remember, that's S-H.

The next sound is o, that's an O. SH-O-P, that's another P. Let's take our finger and check the sounds, SH-O-P, shop.

We did it, great.

Let's build another word.

Let's make the word shut.

I can shut the bus door, shut.

Stretch it out with me, SH-U-T, shut.

Good let's push up the sounds with our fingers.

SH-U-T, shut.

Now we're ready to write.

Sh is the first sound, what two letters make that sound again?

That's right S-H. S-H says sh.

SH-U, that's a u. SH-U-T, we here at T at the end of that word.

Take your finger and let's check it.

SH-U-T, shut.

Great work.

Now let's build another sh word.

The next word is the word shed.

I put my shovel in the shed.

Stretch it out with me, SH-E-D, shed.

Take your finger and let's push up the sounds.

SH-E-D, now we're ready to write it.

The first sound is sh, remember that's S-H, write it down.

SH-E, what sound says e?

Yes, that's an E. SH-E-D. That's a D at the end of that word Take your finger and let's check it, SH-E-D, shed.

Great, now we're on our last word.

Our last word is the word shin, like the part of your body that's on your leg right here.

It hurts when I hit my shin.

Shin, let's stretch it out.

SH-I-N, shin.

Push up the sounds, SH-I-N. Shin, now we're ready to write it down.

The first sound is sh, remember that's S-H. SH-I, that's an I. SH-I-N, what sound says n?

Yes, that's an N. Take your finger and let's check it.

SH-I-N, shin.

Great work.

Now we're ready to practice reading our words.

Read them along with me.

Ship, shop, shut, shed, shin.

Great work!

You did such a great job today building S-H or sh words using our new sound tool called sound boxes.

Next time you see an S and an H next to each other when you're reading, you'll know that they're going to say sh.

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

These are called high-frequency words because they come up often while we're reading.

The first word is the word her, can you say that word?

We can use the word her when we're talking about something that belongs to a girl, like she lost her pencil.

She found her pencil.

Her, let's listen to the sounds in the word her.

H-ER, there are two sounds in the word her.

Watch me write the word her.

H-E-R her.

H-E-R, her, there are three letters in the word her.

Let me show you how this word works.

The first letter is an H and it says h. The next two letters are E-R and together they say er.

The word her is spelled H-E-R, her.

Great work, let's practice spelling the word her.

Stand up, shake out your body, put out your arms and let me show you what to do.

We're gonna take our other arm and tap out the spelling of the word her like this.

H-E-R, her, do it with me.

H-E-R, her, do it again.

H-E-R, her, one more time.

H-E-R, her.

Great work.

Another thing I like to do to help me remember the spelling is to trace the word her.

Put your finger in the air and trace with me like this.

H-E-R, her, do it with me.

H-E-R her, one more time.

H-E-R, her.

Great work.

What word is this?

That's right, it's the word her.

Good job.

Our next high-frequency word is the word was.

Can you say that word?

Good.

We can use the word was when we're talking about describing something.

Like the dog was brown, or she was happy was happy, was.

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

W-A-S.

There are three sounds in the word was.

Watch me write the word was.

W-A-S, was.

W-A-S, there are three letters in the word was.

The first letter is W and it says w. The second letter is A, but it says ah, that's the part you're gonna have to remember.

The third letter is S but it says z.

Sometimes letters that end in S make the z sound like news.

Was is spelled W-A-S, was.

Let's stand up again, put out our arm and tap out the spelling of the word was to help us remember.

Here we go.

W-A-S, was.

Do it again.

W-A-S, was.

One more time.

W-A-S, was.

Great work.

Put your finger in the air and let's trace out the spelling of the word was, here we go.

W-A-S, was.

Do it again.

W-A-S, was, one more time.

W-A-S, was.

Great work.

What word is this?

Yes, the word was.

Good job.

We learned our two new high-frequency words today.

The word her, and the word was.

Great work.

Remember, they're called high-frequency words because they come up often while we're reading.

Next time you pick a book see if you can find the words was and her.

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

Stand up, move and learn with me.

Today's game is called rhyming animal riddles.

I'm going to give you some rhyming clues to help you figure out which animal I'm talking about, and then you get to pretend to be that animal.

Remember, rhyming words have the same sound at the end of the word, like the word mouse and house both say ouse at the end of them.

Here's my first rhyming riddle.

Pretend to be an animal that rhymes with funny and has two ears.

Did you hop like a bunny?

Hop with me.

Bunny, funny.

Those words rhyme they both say unny at the end of them.

Here's my next riddle.

Pretend to be an animal that rhymes with heard and has two wings.

Did you flap like a bird?

Flap with me.

Heard, bird.

Those words rhyme, they both say ird at the end of them.

Great work.

Here's my last rhyming riddle.

Pretend to be an animal that rhymes with make, has scales and no legs.

Did you slither like a snake?

Slither there with me.

Snake, make.

Those words rhyme, they both say ake at the end of them.

(upbeat music) First, I'm going to read the nursery rhyme, "Mary Had a Little Lamb," which is all about a little girl that has a lamb for a pet.

A lamb is a baby sheep.

As I'm reading, your job is to be on the lookout for our two new high-frequency words.

The word was, and her, okay?

As I'm reading make sure you're watching for those words.

Mary had a little lamb whose fleece was white as snow.

And everywhere that Mary went, the lamb was sure to go.

It followed her to school one day which was against the rule.

It made the children laugh and play to see a lamb at school.

All right, did you find those words?

Let's take a look, for the word was.

Take your finger and point to the word was.

It might be in there more than once.

Did you find it?

Let's look for it.

There it is.

W-A-S, was.

Let's find another one.

There it is.

W-A-S, was.

There's one more.

There it is.

W-A-S, was.

Great work.

Let's find our next high frequency word, the word her.

Take your finger and point and find it.

Did you find it?

There it is.

H-E-R, her.

Great work.

As we were reading the nursery rhyme there was a new, tricky word.

It's the word fleece.

Let's listen to that part of the nursery rhyme.

Mary had a little lamb whose fleece was white as snow.

Fleece is the hair or the wool on the lamb.

And remember, a lamb is a baby sheep.

Now, I'm going to read the nursery rhyme again.

And this time you're going to be listening for rhyming words.

Now remember, rhyming words have the same sound at the end.

Let's take a look at our nursery rhyme.

This is the word snow.

Do you hear the o sound at the end of the word snow?

So when you're listening, listen for a word that has o at the end of it, and it will rhyme with snow.

Mary had a little lamb whose fleece was white as snow.

And everywhere that Mary went the lamb was sure to go.

Snow rhymes with, go.

Let's take a look at those two words.

Snow, go.

Those two words rhyme.

But take a look at the ending.

Snow ends in ow and go just rhymes with o.

Sometimes words might sound the same at the end but they might be spelled differently.

Let's take a look at those spellings and think of some more words that rhyme with snow and go.

I'm going to make a chart to help us organize our thinking.

On this side of the chart I'm going to write the word snow from the nursery rhyme.

It's spelled S-N-O-W. Look, it has the O-W spelling at the end.

It says o at the end.

On this side I'm gonna write the word go from the nursery rhyme, it spelled G-O .

It just has an O at the end, but it still says o, like in snow.

Do you see all those are spelled differently but they sound the same at the end?

Can you think of more words that rhyme with snow and go?

How about the words low, bow, so, or no?

Let's write those down and see how those ones are spelled.

Let's start on this side.

The words low and bow both belong on this side because they have O-W at the end, like the word snow.

This is the word bow, and this is low.

Do you see how they have O-W at the end, they may say o at the end.

The words no and so belong on this side under go because they're spelled the same at the end as go.

No, and so.

They both have O at the end of them, like the word go.

So remember, sometimes words might sound the same at the end but be spelled differently, but they still rhyme.

Now, we're going to listen for rhyming words again as I read the rest of the nursery rhyme.

Let's take a look at this word, the word rule.

Do you hear the sound ule at the end of the word rule?

You're going to be listening for another word that has a ule at the end of it, and it will rhyme with ule.

Listen carefully.

It followed her to school one day, which was against the rule.

It made the children laugh and play to see a lamb at school.

Rule rhymes with the word school.

Rule, school.

They both say ule at the end, and that's what makes them rhyme.

Let's take a closer look at those words.

Rule has U-L-E at the end of it, and that says ule.

School has O-O-L at the end of it, and that says ule too.

Just like our words snow and go, they sound the same at the end but they aren't spelled the same, but they still rhyme.

(upbeat music) Now that we've read the nursery rhyme, let's talk a little bit about the character Mary.

Mary has a pet lamb that follows her everywhere, even to her school.

Can you imagine that?

So have you ever had a pet follow you around or have you ever seen a pet that has followed someone else around before?

Well when you can think of something that happened to you or someone you know that is the same as something that happened to a character in a story, that's called a connection.

When you make connections to characters it helps you understand the story a little bit better.

Let's talk about pets.

So if you lived in the city, you might have a pet like a dog or a cat, but if you lived in the country, you might have a pet like a pig or a farm animal.

Well Mary's pet was a lamb.

She had a pet lamb.

And so today we're gonna write a sentence about that.

Our sentence is going to say, Mary had a pet lamb.

Are you ready to write with me?

Make sure you have something to write on so you can write that sentence.

Now before we start writing, let's clap out those words to get our brains ready to write.

Here we go, Clap it out with them.

Mary had a pet lamb.

Let's count out those words.

Mary had a pet lamb.

There are five words in that sentence.

Now before we start writing the words, let's draw some lines on our paper to remind us that there are spaces between our words.

Here we go.

Mary had a pet lamb.

All right, now we're ready to write.

The first word in our sentence is going to need a capital letter, because we always start our sentence with a capital.

The first word is the word Mary, the character's name.

Let's stretch it out.

M-AR-Y, Mary.

There are three sounds in the word Mary.

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

That's right, an M. Let's do a capital M. Start at the top, go down, back up, slant down, slant up, slant down.

M-AR.

The next sound is the ar sounds.

A and R work together to make the ar sounds like in the word care.

Let's write it.

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

Let's make an R. Start in the middle, slide down, back up and around.

MAR-Y.

Now it sounds like an E at the end of that word but it's actually a Y.

Sometimes the letter Y says the long e sound.

Let's start in the middle, slant down, back up, then all the way down.

I'm gonna make my line a little bit longer there, it's been a little bit shorter.

Okay, Let's read what we have so far.

Mary had, let's stretch out with the word had.

H-A-D, had.

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

Yes, an H. Start at the top, go down, back up and make a hump.

H-A, that's an A.

Start in the middle, around like a C, go up and go down.

H-A-D. What sound do you hear at the end of that word?

Yes, the D. Start in the middle, make a C, go up and go down.

Okay, let's read what we have so far.

Mary had a.

The word a is just a plain A.

Let's write it Make a C, close it and go down.

All right, let's read what we have.

Mary had a pet.

Let's stretch out that word, stretch it out with me.

P-E-T. What sound do you hear at the beginning of the word pet?

Yes, the P. Let's start in the middle, slide down, back up and around.

P-E, what vowel do you hear in that word?

An E, good.

Start in the middle, slide over, up and around like a C. P-E-T. We hear a T at the end of that word.

Start at the top, slide down, back up and slide to the right.

We're almost there, let's read our sentence.

Mary had a pet lamb.

Let's stretch out the word lamb.

L-A-MB.

The first sound is l, that's an L. Start at the top and go straight down.

L-A, what vowel do you hear in that word?

Yes, an A.

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

L-A-MB.

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

Yes, that's an M. Start in the middle, go down, back up, make a hump, make a hump.

Now the word lamb has a silent letter at the end.

It actually has a B at the end.

Like the word comb, sounds like an M, but it also ends with a silent B.

Let's do that, let's write a B.

Start at the top, go down, back up then around.

Don't forget, we need a punctuation mark at the end of our sentence to tell our readers it's the end.

Let's put a period.

Great work.

Now we're ready to read it.

Take your finger and point under each word as you read.

Mary had a pet lamb.

Great job.

Now we just need a picture to match.

Go ahead and draw a picture to match your sentence.

I'm gonna draw a picture of Mary's cute little lamb that she had.

Great job today.

You wrote a sentence.

Make sure to read it to someone at home.

Today, we learned how to build S-H or sh diagraph words.

We also learned two new high-frequency words, listened for rhyming patterns as we read a nursery rhyme and we wrote a sentence together.

Great work today.

Thank you so much for joining me.

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

- [Voiceover] 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)