- Hello, readers and writers.

Welcome to Read, Write, Roar.

Today, we're going to do some word building, learn two new high-frequency words, listen to a nursery rhyme and create our own rhyming patterns.

And at the end we'll write a sentence.

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 those things so we can get started.

- [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.

(upbeat music) - Hi, I'm Mrs. Skelley.

Today we're going to learn about a new sound called the th sound.

The th sound can make two different sounds.

We call these the hard and the soft th sounds.

When you say the word think, your tongue sticks out a little bit.

When you say the word this, your tongue sticks out a little bit less, and your tongue vibrates in between your teeth.

Let's practice making those two sounds, the hard and soft th sound.

Put your hand underneath your chin and say the word, think.

Think, it's kind of a tricky sound to make, isn't it?

Think.

Do you feel your tongue in between your teeth?

Okay, now let's make the word this.

Go ahead and put your hand under your chin and say this.

Your tongue sticks out a little bit less and it vibrates in between your teeth.

All right, today, we are going to work on building th words using a tool called a sound box.

We can listen to the sounds that make words and write down the letters that match.

Let's first listen to the sentence.

Theo throws three thimbles.

What sound you hear at the beginning of all of those words in the sentence?

That's right, we hear th or the soft th sound.

When we have t all by itself, it makes the t sound.

When we have h all by itself, it makes the h sound.

But when we put them together, they make a new sound, that's called a diagraph.

The sound that it makes is th or th, the th sound.

All right, we're going to use our sound box to help make words.

The first word we're to make together is the word thud.

My book makes a thud when it falls on the floor.

(loud thud) A thud is a loud sound, thud.

Let me show you how our sound boxes work.

Let's first stretch out the sounds in the word thud.

Stretch it out with me, th-u-d.

There are three sounds in the word, thud.

Now notice there are three boxes up here.

There's one box for each sound.

Let's take our finger and push up the sounds into the boxes to make the word thud.

Here we go, th-u-d, thud.

Now we're ready to write our word, now that we've practiced.

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

All right, what sound do we hear at the beginning of that word thud?

Remember, th says th, that's the soft sound.

Th, th-u.

That's a u, let's write a u in the middle.

Th-u-d, that's a d at the end.

Okay, now let's take our finger and check to make sure it says all the right sounds.

Th-u-d, thud.

Great work, you did it.

All right, let's do another word.

The word that, like that is my toy, that.

Let's stretch it out, th-a-t, that.

Take your finger and push up the sounds, here we go.

Th-a-t, that.

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

That's the hard th sound, th, th, good.

Th-a, we hear an a. Th-a-t, we hear a t at the end.

Great work, take your finger and let's check the sounds.

Th-a-t, that, good job.

All right, our next word is the word thin.

This marker is thick and this marker is thin.

Let's stretch out the sounds, th-i-n, thin.

Take your finger and push it up, th-i-n, now we're ready to write.

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

That's right, th or th.

Th-a, we hear an i in the middle.

Th-i-n, we hear an n at the end.

Great work, take your finger and let's check it.

Th-in, thin, good job.

We've been making words that begin with th, now we're gonna make words where we hear a th at the end of them.

Our word is the word path.

I was walking down a path in the woods and I found this beautiful plant, path.

Let's stretch it out.

P-a-th, path.

Take your finger and let's push up the sounds, p-a-th, path.

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

Yes, that's a p. P-a, we hear an a in the middle.

P-a-th, what do you hear at the end?

Yes, th.

Take your finger and let's check it, p-a-th, path.

Great work, we're onto our very last word.

It's the word both.

I like both cats and dogs, both.

Let's stretch out the sounds, b-o-th, both.

Take your finger and push them up, b-o-th, both.

Now we're ready to write.

B, b, we hear a b at the beginning.

B-o, what sound do you hear in the middle?

That's an o, it says its own name.

B-o-th, we hear a th at the end.

Good work, take your finger and let's check it.

B-o-th, both.

Good job.

Now it's time to read our words.

I'm going to read them first and then it will be your turn.

Thud, that, thin, path, both.

Now it's your turn.

I'm gonna start at the bottom, and you're gonna make your way all the way to the top.

Read as I point to the word.

Both, path, thin, that, and thud.

Wow, you did such a great job writing words that have th at the beginning and the end.

Remember, th is a diagraph which means two letters that are put together can make a new sound.

So next time you're reading a book and you see t and h next to each other, you know that it's going to say th or th.

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

We call these high-frequency words because they come up often in our reading.

Our first word is the word this.

Can you say that word?

We can use that word when we're talking about something that's nearby like this is my toy car, this.

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

Th-i-s, this.

There are three sounds in the word this.

Watch me write the letters in the word this.

T-h-i-s, t-h-i-s.

There are four letters in the word this.

The first two letters are th, you're an expert at that sound.

That's the one we just learned about.

This is the hard th sound that goes th, th.

The next letter is an i, and it says i.

And the last letter is an s and it says s. The word this is spelled t-h-i-s. Let's practice spelling this.

Stand up, shake your body out, put your arm out in front of you.

We're gonna tap out the spelling of the word this and blend it together.

Watch me.

T-h-i-s, this.

Do it with me.

T-h-i-s, this.

Do it again.

T-h-i-s, this.

One more time.

T-h-i-s, this.

Great work.

Another thing that I like to do is practice tracing the word in the air to help me remember how to spell it.

So put your finger out and trace the word with me.

T-h-i-s, this.

Do it again.

T-h-i-s, this.

One more time.

T-h-i-s, this.

Great work.

What word is this?

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

Okay, now our next high frequency word is the word had.

Can you say that word?

We can use the word had when we talk about something that belonged to someone like she had a cute cat, had.

Listen to the sounds in the word had, h-a-d.

There are three sounds in the word had.

Watch me write the letters in the word had.

H-a-d, h-a-d, there are three letters in the word had.

The first letter is h and it says h. The next letter's a and it says a.

The next letter is d and it says d. The word had is spelled h-a-d. Let's stand up again, put out our arm and practice spelling the word had like this.

H-a-d, had.

Do it again.

H-a-d, had.

One last time, h-a-d, had.

Great work.

Put your finger out and let's trace the word had.

H-a-d, had.

Again.

H-a-d, had.

One more time.

H-a-d, had.

what word is that?

Yes, it's the word had, great job.

Today we learned the two new high-frequency words, had, and this.

Remember, we call them high-frequency words because they come up often when we're reading.

So next time you're reading a book, see if you can find the words had and this.

(upbeat music) First I'm going to read the nursery rhyme, "This Little Piggy," which is the nursery rhyme about five little piggies.

And as I'm reading, your job is to be on the lookout for our two new high-frequency words, the word this and the word had, okay?

I'm gonna put them down here so you can be on the lookout for those words.

"This Little Piggy," that's the title of our nursery rhyme.

This little piggy went to market.

This little piggy stayed home.

This little piggy had roast beef.

This little piggy had none.

And this little piggy cried wee wee wee, all the way home.

That's a fun one, isn't it?

Okay, now let's look for the word, this.

This, take your finger and point to it.

It might be in there a few times, this.

I'm gonna circle it in red.

Oh, it's right there in the title.

T-h-i-s, this.

Now, this one looks a little bit different, it has a capital T at the beginning, because it's a title but it's still the same word, it still says this, all right?

Can you find another one?

There it is, this.

T-h-i-s, this.

Find another one.

Oh, there it is, this.

There it is again.

It's an there so many times, isn't it?

T-h-i-s, this.

There it is again, t-h-i-s, this, and there's one more.

Oh, there it is with the lowercase t at the beginning just like this, t-h-i-s, this.

Okay, now you're going to look for the word had.

Take your finger and point to it.

Had, might be in there a couple of times.

Did you find it?

H-a-d, had.

It's in there one more time.

H-a-d, had.

Great work, finding this and had.

Okay, now, as we were reading the nursery rhyme, there was a tricky word in there, the word market right here.

The nursery rhyme says this little piggy went to market.

A market is a place that you go to buy or sell things.

I might go to the market to buy some fruit or some vegetables or some bread.

What would you like to buy from the market?

Okay, now I'm gonna read this nursery rhyme again.

And as I'm reading, we're going to stop and come up with some rhyming words, okay?

So listen carefully and I'll let you know which word we're going to rhyme.

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

All right, here we go.

This little piggy went to market.

This little piggy stayed home.

This little piggy had roast beef.

This little piggy had none.

Okay, this is the word none.

Do you hear on at the end of the word none?

Words that have on at the end of them will rhyme with none.

Can you think of some words that rhyme with none?

How about done, fun or sun?

Those words all have on at the end of them.

Now, words that rhyme sound the same at the end, but they aren't always spelled the same at the end.

Let's write those words down so we can check them out and see how they're spelled.

I'm gonna draw a line down the middle of my board.

And on this side, we're going to write the word done.

Oops, we're gonna write the word none, actually, none from our nursery rhyme, none.

Okay, now, underneath the word none, I'm going to write the word done now, done, has a d at the beginning.

But it has the same spelling at the end.

Both of the words have o-n-e at the end, and they make the on sound, none, done, they both say on at the end.

Do you remember the words fun and sun also rhyme with the word none?

Let's write those words down.

I'm gonna put them on this side because they're spelled differently at the end This is the word fun.

There's an f at the beginning, and this is the word son.

What do you notice about both of those words?

What's the same?

That's right, we see un at the end of both of them, and that says on as well.

So done and none both have o-n-e at the end, and say on and fun and sun have un at the end and no say on as well.

So sometimes words might sound the same at the end but be spelled differently.

(upbeat music) Okay, I'm going to read the rest of our nursery rhyme, and then we'll stop and come up with some more rhyming words.

And this little piggy cried wee wee wee all the way home.

This is the word home.

Do you hear om at the end of the word home?

Yes, words that have om at the end of them will rhyme with home.

Can you think of some words that rhyme with home?

How about dome, roam or foam?

Those all say om at the end of them.

Now remember, words that have the same sound at the end rhyme, but they don't always have the same spelling at the end.

Home and foam sound the same at the end.

They both say, om, but are spelled differently.

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

The characters are who the story is about.

In our nursery rhyme, "This Little Piggy," who are the characters?

Yes, the characters are the pigs.

There are five of them, five little piggies.

All right, so now let's think about how the characters might be feeling.

In the last line of the poem, it said, and this little piggy cried wee wee wee all the way home.

How do you think the last little piggy felt?

Well, I think that little piggy felt sad because the author wrote that he cried wee wee wee.

I know that when people cry sometimes they might be upset or sad or frightened.

I think this piggy was sad.

Today we're gonna do some writing about how this little piggy felt.

Our sentence today is going to be, this pig was sad.

Before we start writing, let's clap out that sentence.

Clap it out with me.

This pig was sad.

Count it out.

This pig was sad.

There are four words in that sentence.

Now, I like to draw lines on my paper to remind me there are spaces between my words.

So let's draw some lines for that sentence.

This pig.

Oops, was sad.

Okay, now take your finger and let's read our sentence.

This pig was sad.

All right, the first word in our sentence is going to need a capital because it's the beginning of our sentence.

Our first word is the word this.

Let's stretch out the sounds in the word this, th-i-s, this.

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

That's right, it's th, you're an expert at that sound.

It's the hard th sound, th.

Let's do a capital T, start at the top, slide over and go down.

Now in h, start at the top, go down, back up and make a hump.

All right, let's listen to the next sound, th-i, we hear an i next.

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

Th-i-s, we need an s at the end.

Start in the middle around like an f. Great work, let's read what we have so far.

This pig, let's stretch out the sounds in the word pig.

P-i-g. Good, we hear a p or a p at the beginning, start in the middle, go all the way down, back up and around.

P-i, what vowel do you hear in the middle of the word pig?

Yes, that's an i.

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

P-i-g, we hear a g at the end.

Start in the middle, make a c, close it and make a hook.

Great, let's read it so far, this pig was.

Let's stretch out the sounds in the word was, w-a-s, was.

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

Yes, the w. Start in the middle, slant down, back up, slant down, back up.

W-a, it sounds like a u, but it's actually an a in that word, that part of the word that we have to remember.

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

W-a-s, it sounds like a z, but it's actually an s. Sometimes words that end in s make a z sound like a news.

Start in the middle, around like an s. All right, let's read what we have so far.

This pig was sad.

Sad, let's stretch it out, s-a-d, sad.

We hear an s at the beginning of that word.

Start in the middle, around like an s. S-a, what vowel do we hear in the middle of that word?

An a, good.

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

S-a-d, we hear a d at the end.

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

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

Let's put a period to remind our readers it's the end of our sentence.

Great work.

All right, let's take our finger and read what we wrote.

This pig was sad.

Great job, now we need a picture to match.

Well, I think I'm going to draw a picture of how I think the paint would look feeling sad.

You go ahead and draw a picture too, to match your sentence.

My pick, it's feeling very sad.

Maybe it has a little tear drop coming down, it's crying.

Great work, let's read our sentence one more time.

Here we go, this pig was sad.

Great job.

Read your sentence to someone at home, and tell them about how the pig was feeling in this story.

Today, we learned how to build th diagraph words.

We learned two new high-frequency words, we listened to a nursery rhyme and created our own writing words, and we wrote a sentence.

Thank you so much for learning with me, readers.

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

- [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.

(upbeat music)