- Hello readers.

Welcome to "Read, Write, ROAR!"

Today, we will focus on the big question.

What makes me a Michigan kid?

We will learn what happens when we add a prefix or a suffix to a base word.

We will read a book about Michigan kids.

And we will work on some narrative writing.

For today's episode, you'll need something to write on, even a scratch piece of paper or an envelope.

And you'll need something to write with like a pencil or a crayon.

Come and join us for "Read, Write, Roar!"

- [Announcer] 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.

(bright upbeat music) - Welcome readers.

When I'm reading, I like to look for word parts in a word to help me read longer words and to help me understand what these words mean.

Today, we're going to look at a base word and see how the meaning of the word changes when we add a word part to either the beginning or the end of that word.

Oh, what is a base word?

A base word is a word that makes sense all by itself but we can add a prefix to the beginning of the base word or a suffix to the end of the root word and it will change the meaning of the word.

Are you ready to give it a try?

What is this word?

P-L-A-Y.

Play, what does this word mean?

You're right, it means to do something fun.

It's a verb, an action word.

When you play, you do something that you enjoy.

Maybe you play a game or a sport.

I like to watch my daughter play softball.

What would happen if we added the suffix ing to this word?

Let's take a look.

Here's my base word, play.

And I'm going to add my suffix ing.

Now this changes the meaning of the word.

Now it says playing.

I still see my base word and I know that play has to do with doing something fun.

And ing changes this into the word playing.

When I add the suffix ing, it still makes this word a verb, an action word.

So I'm going to underline it green.

Playing in Lake Michigan was one of my favorite memories as a kid.

Let's try and build a new word with our base word, play.

This time, what would happen if we added a prefix to play?

Let's try adding the prefix re.

If I add the prefix re to play, I create the word replay.

Replay.

Replay.

I still see my base word play and I know that that has to do with doing something fun.

But now I see my prefix re.

I remember that that means to do again.

So the word replay must mean to play again.

When I add this prefix re, it still makes my word a verb, an action word, to replay is something that I can do.

So I'm going to underline this green too to show that it is a verb.

The beginning of the movie was so funny that I had to replay it.

Let's try adding another suffix to our base word, play, another ending.

This time, let's try adding the suffix ful to create the word playful.

Here's my base word, play.

I know that that still has to do with doing something fun.

And here's my suffix ful.

Do you remember that our suffix ful means full of?

So my word playful must mean full of play.

This is a describing word.

It's an adjective.

So I'm going to underline it blue to show that it is a describing word, an adjective.

My puppy was so playful as he was running up and down the sand dunes.

Our last word readers is a challenge word, are you up to it?

We're going to start with our base word play and we're going to add our suffix ful, we've already made this word.

This word is playful but this time we're going to add one more suffix.

This time we're going to add the suffix ness.

So we've created the word, playfulness.

Playfulness.

I already know what playful means, that means something full of play.

And I wonder what that suffix ness means.

I think it means the quality of having so it's the quality of having playfulness or something is playful.

My puppy was full of playfulness as it ran up and down the sand dunes.

I'm going to underline this word yellow because playfulness is actually a noun, it's a thing.

Readers, we took one base word, play, and we built so many different words out of that one base word.

When you go home today or when you see someone that you love or care about, try and explain to them how you can build multiple words out of just one base word by adding either a prefix or a suffix.

(bright upbeat music) Readers, we've worked so hard learning to read these words with all different kinds of prefixes and suffixes.

Let's try reading some of them in a story.

My parents surprised me with a trip to Mackinac Island.

I was so grateful.

Grateful, that means full of great or thanks.

The day before we left, I was getting restless.

Restless, I couldn't wait.

While on the island, I twisted my ankle, I felt helpless.

Helpless, or not able to help, the rest of the trip.

My sister was thoughtful.

Thoughtful, I know that suffix's ful means full of, so she was full of thought and bought me my favorite type of fudge.

All in all, the trip was unforgettable.

Unforgettable.

Great job readers helping me read the story that had all of these different prefixes and suffixes attached to these base words.

I'm going to read it one more time for fluency so you can hear what the story would sound like from start to finish.

My parents surprised me with a trip to Mackinac Island.

I was so grateful.

The day before we left, I was getting restless, I couldn't wait.

While on the island, I twisted my ankle, I felt helpless the rest of the trip.

My sister was thoughtful and bought me my favorite type of fudge.

All in all, the trip was unforgettable.

Readers, don't forget to be on the lookout for all of these words with prefixes and suffixes in your own reading at home and school.

(soft upbeat music) - Hello and welcome.

My name is Ms. Amy and I'm so excited to share some mindful practices with you today.

Let's start with our pop check.

Pop stands for pause and take a breath, own what we are feeling and practice a deep breath or something that relaxes us.

Let's try it.

Pause, take a breath.

(breathes heavily) Own it, take four steps towards your screen.

One, two, three, four, and now pick an emoji that feels the way that you feel right now, own it.

And now let's take four big steps away from your screen, watch where you're going.

One, two, three, four.

And now let's practice.

Today, we are going to practice balloon breath.

So take a deep breath in and blow up your balloon and a deep breath out.

Deep breath in and a deep breath out.

When we pause for a moment, it helps us to find a deep breath when things get hard.

We can own how we are feeling, face our fears and say, I can do it.

Say it with me, I can do it.

Again, I can do it.

Nice, this is how we develop self-awareness or getting to know how our bodies feel at different times during our day.

What does it feel like in my body when I get angry, mad, or sad?

And most importantly, what we can do to turn our day around.

Nice work friends and remember, you can do it.

I believe in you.

Thank you for sharing this mindful practice with me today.

Let's get together again soon.

(soft upbeat music) - Oni readers.

Today, we're reading excerpts or little parts of this book, "I'm a Michigan Kid" by Gary Bower.

And we have special permission to read it to you today from Storybook Meadow Publishing.

Today, we're gonna be focusing on the kids in this book and we're gonna be thinking about identity, actions, and feelings as we read.

This book is narrated like a poem with a story.

And in between all of the little pieces or maybe stanzas, you can find information on a Michigan kid.

We're not gonna read all of them.

Across the hillside blows a breeze through rows and rows of apple trees.

We are gonna stop on this one.

This is Richie.

I'm Richie, and this is my brother, Jonny.

We're Michigan kids who live on the same fruit farm our grandparents started.

In the late 1800s, farmers realize that Michigan's climate and sandy soil are perfect for growing many kinds of fruit.

Today, our orchards keep us busy with not only apples but also cherries, peaches, apricots, plums, pears, and different kinds of berries.

Our fruit is used for all kinds of products like pies, jams, and jellies, juices, dressings, and even salsa.

Our state is a leading producer of cherries, apples and blueberries.

And Michigan fruit is shipped all over the world.

In fact, the fruit in the last pie you ate might have been grown on our farm.

There's no end to the many chores on a fruit farm.

Jonny helps with some of the chores but as you can see, the older you get, the more is expected out of you.

Wonderful, what did we learn?

Ah, well, here we go.

We have Richie and Richie lives on his family's fruit farm.

Well, what are some of the actions?

Richie is growing and we see him in that picture picking fruit.

Wow, how do you think Richie feels about this?

Well, he's kind of said that he lives on his grandparents farm, the one that they started so I think he's yeah, really proud.

Proud of that heritage to be able to provide not only Michigan but the whole world with some of their amazing fruit.

Kind of makes me proud for him.

Next time you read a narrative book, see if you can find out these kinds of details about your characters.

Their identity, the actions, and the feelings that they have.

You might have to infer and use your schema and background knowledge to find those answers.

(soft upbeat music) Oni, bonjour friends.

Hi, I have got some amazing friends with us today and they're authors, Tracy and Shannon.

And we're gonna chat with them today.

Say, hi, Tracy and Shannon.

- I am Tracy Foster, I'm a kindergarten teacher and I hope that "Benson's Adventures" has inspired you to become the author of your own adventures.

- Ooh, I love that.

Hi, Shannon, could you introduce yourself?

- Hello, I'm Shannon Cooper-Toma and I'm the principal at Big Rock Elementary.

And I'm so excited that you were able to share in our writing journey.

We love to share our travel adventures with you and we hope that you are able to share some of your adventures with us.

- Oh, me wish, thank you.

What were your third grade passions?

- I had so many passions, I love being at school with my friends.

I love to learn.

I love spending time with my family, especially traveling across Michigan but one thing that's always stood out to me about third grade is my teacher was a very passionate writer and through her passion and her love for learning, she really inspired me to become an author.

And so, I think just watching her plan out our writing lessons with purpose and audience, it was just really inspiring to me.

And I also love to read, you know really had a passion for writing and reading definitely in third grade and playing with my friends and just having fun at school.

- Shannon, what about you?

- I would say my passions as a third grade student were definitely my friends and my family but I love to read about the world around me.

So I remember particularly going to the library as a young student and loving informational books, especially informational books about the animals that I was interested in, cats and dogs.

Just anything that would teach me more about the world that I was immersed in - Tracy, what kind of third grade writer were you?

- Well, third grade was definitely a game changer as an author for me.

It was my first time getting a published piece of writing in the local newspaper.

My teacher had submitted all of our classmates writing to the local newspaper and there was a contest, it was creative writing.

I was really nervous but I was really competitive, I wanted to win that contest.

And so I worked really hard on a piece.

I even went to my neighbor's house for her to read it and she was a very creative woman and also she had a big personality and she had a big imagination.

And so, we went through the writing process together and she shared with me ideas on how to revise it and I won the contest.

So I became a published author that year in third grade.

And it definitely changed my outlook on my writing because I really wasn't a confident writer in third grade.

I didn't feel confident in myself, I was nervous to do writing.

Once I won that contest and built a little confidence in myself and realized those important steps in writing, I think that really set the stage for my passion for writing and maybe even my future as an educator and an author today.

- I would say that I spent a lot of time writing informational text.

So I like to do a lot of diary journals, I would write about myself or the things that were happening in my world.

I used to write a lot of friendly letters too so postcards or letters when I would travel.

But anything that I was typically excited to write about would be my world, my family, my friends, things that were happening in my life.

- Now that you guys are amazing authors, what would you tell your third grade self?

- As a third grader, I would've told myself that writing takes a lot of time and the revision process is so critical.

As adults, Tracy and I were so grateful that we had so many friends that would take our writing and read it and make sure that it sounded right to their ear.

And I think as a student, I didn't always enjoy that process but as an adult, that process is so critical.

- I would tell myself to be more confident with my writing and to be creative and to have fun with the writing process.

I know that's hard for students, it was hard for me but I think writing is such a powerful way to express yourself and to have your voice heard.

- What do you think makes Michigan special?

- I think, the reason why we wrote Benson's "Seasonal Adventures in Michigan", we really wanted to highlight the four seasons here in our state.

You know, students who live down south that don't get to experience winter and we just have so many wonderful activities and opportunities in our state that we get to take advantage of and we're really fortunate to live here in Michigan.

Everything from swimming in The Great Lakes to snow skiing or dog sliding in the upper peninsula, we have a wealth of opportunities around us.

We're very fortunate to live in such a magical state.

- Thank you so much Shannon and Tracy.

Guess what friends?

It's time for us to leave, we've gotta go do some writing.

So now it's time to write more.

And I was thinking to myself, I should probably get started first and then you can help me write some more sentences.

So friends, one of my favorite tricks or tips in order to start a personal narrative story is to use dialogue.

So that's how I started.

I thought about what were some of the things that I heard during this story or during this time in my life that I was gonna write about?

So I started with, "Dancers make your way to the arena.

"It's powwow time!"

The powwow MC said over the speakers.

By starting with this dialogue, we know now as the readers that it is time for?

That's right, grand entry.

And I know that I'm at a powwow and I know the specific time which is around one o'clock, whatever that grand entry time is.

So now I'm thinking myself, how can I add more details or write and say more to get my reader into the narrative that I'm writing?

Maybe I should add some more details or maybe do a little explaining about why I'm at this powwow.

Or what this powwow is.

Oh, hey, that's some of my answers.

So maybe I could explain to my readers that I'm where and when.

I'm in Sioux Saint Marie around the July 4th powwow time and now that it's grand entry time, it is one o'clock.

Hmm, what do you think?

How can you answer your, where and when questions next in your narrative?

Umbe, let's go.

It was the July 4th weekend and just like every year, my mom, dad and I drove from Grand Rapids to Sault Ste.

Marie for the annual, that means every year, Sue Tribe powwow.

Friends, look what I've done so far.

I've answered the who, the when, where, one of our what so far, in this narrative story.

What questions will you answer next as you write?

Well, my friends, I think it's time to tell my readers exactly what time it is.

I said up here that the dancers need to make their way to the arena, why?

Guess what?

It's one o'clock, it's grand entry time.

And my readers need to know that.

It was almost 1:00 p.m., exclamation point, that's really important, why?

Well, because everyone in Indian country knows that it's grand entry time.

Now that I have so far answered the who, me.

The when, early July or one o'clock.

Where, the Sault Ste.

Marie travel powwow grounds.

And what, what's going on like I'm gonna be dancing at grand entry.

I think it's now time to kind of maybe add a little more description to where I'm at, right my friends?

I've answered my questions but I've told you what's going on so far.

I haven't been able to add details and descriptive language to show you.

So now I think it's time for that.

So it's one o'clock, it's grand entry time and I'm thinking to myself, what does that look like?

Well, it looks like a lot of dancers, Anishinaabe or traditional fancy dancers, jingle dress dancers, grass dancers, lots of different types of Anishinaabe dancers are lining up.

And we line up from oldest to youngest and of course, by the type of dancing you do.

So what do I know about this time of day so that can help me add some descriptive words to this time in our story.

And I know that the sun is straight up and it's just starting that glorious noon-ish time of sun.

And in Sault Ste.

Marie, it tends to get to the warmest from now until four o'clock.

So I'm thinking to myself, how can I add all of these amazing details?

Okay, what is your story gonna say?

Think about details like what do you see and what do you feel, maybe even, what do you hear or what do you taste and add that to your narrative next?

The sun was straight up in the sky and a light breeze bere tickled my arms.

What do you think?

I've added details, what I can see and what does it look like around me?

And also, what do I feel?

How can I make one last statement about what's happening so far?

Hmm, just to kind of conclude, kinda wrap this section up to be able to move on to the next?

How about this?

It was a beautiful day to dance.

Authors, look what we've done.

We have used the POW, pick our idea, organize our notes and then write and say more strategy to help us think about what it is we're gonna write about.

And then on top of it, we used a graphic organizer called the WWW, two whats and two hows in order to organize those thoughts.

As we say more, we can go through our organizer to think about what have I done and what do I need to do next.

Great job writers, I can't wait to see you next time on "Read, Write, ROAR!"

(Tan-A speaking in foreign language) - [Announcer] 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.

(bright upbeat music)