- Hello, readers.

Welcome to Read, Write, ROAR!

Today, we're going to learn about the letter O, have some fun with sounds, learn two new high frequency words, and read a story.

For today's lesson, you will need something to write with and something to write on.

So go ahead and grab those things and we'll get started.

- [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.

(bright music) - Hello, readers.

I'm Mrs. Erfourth.

Today, we're gonna start thinking about letter sounds.

We need letters and sounds to help us read stories like the story that we're gonna read together in a little while.

Let's take a look at the pictures we have here.

This is a picture of an octopus, a lamp, a moon and a pie.

Point to the picture of the octopus.

The word octopus starts with the sound ah.

Can you say that sound?

Point to the picture of the lamp.

The word lamp starts with the sound L. Can you say that sound?

L. Point to the picture of the moon.

The word moon starts with the sound M. Can you say that sound?

M. And point to the picture of the pie.

The word pie starts with the sound P. Can you say that sound?

Great.

Now, let's match beginning sounds with the pictures here with a word that I say.

I will say a word and you point to the picture that has the same beginning sound.

Say the word pig, which picture has the same beginning sound as pig?

Pig octopus, pig lamp, pig moon, or pig pie?

You're right.

Pie, pig pie have the same beginning sound.

Let's give it a try.

You ready?

Say the word pan.

Pan octopus, pan lamp, pan moon, pan pie.

Point to the picture that has the same beginning sound.

You got it.

Pan pie.

Say the word ox.

Ox octopus, ox lamp, ox moon, or ox pie.

Point to the picture that has the same beginning sound.

You're right.

Ox octopus both have the same beginning sound.

Say the word milk.

Milk octopus, milk lamp, milk moon, or milk pie.

You got it.

Milk moon.

Say the word leg.

Leg octopus, leg lamp, leg moon, leg pie.

Point to the picture with the same beginning sound.

You got it, leg lamp.

Say the word purple.

Purple octopus, purple lamp, purple moon, purple pie.

You got it.

Purple pie.

Say the word otter.

Otter octopus, otter lamp, otter moon, otter pie.

Otter octopus, both have the same beginning sound.

Say the word olive.

Olive octopus, olive lamp, olive moon, olive pie.

You got this, olive octopus.

Last one.

Say the word lamb.

Lamb octopus, lamb lamp, lamb moon, or lamb pie.

You're right.

Lamb lamp have the same beginning sound.

Great job matching those beginning sounds with the word and the picture.

(bright music) Readers, today, you are going to be a letter hero.

You'll be learning a new letter.

These two shapes are letters named O.

This is the uppercase O.

This is the lowercase o. what is the letter?

Let's sky write that letter.

Uppercase O.

Your finger in the air, and around.

Uppercase O.

Let's try lowercase o. Sky write with your finger.

Lowercase o.

Good job.

You have been learning other letters.

Let's review.

These two shapes are letters named L. This is the uppercase L. This is the lowercase l. What's the letter?

These two shapes are letters named M. This is the uppercase M. This is the lowercase m. What's the letter?

Great.

And these two shapes are letters named P. This is the uppercase P. And this is the lowercase p. What's the letter?

Great.

Now, I will say a letter and you point to it.

Ready?

O. M. L. Good job.

O.

Where is that O?

Great.

P. M. P. L. Great job.

Last one.

O.

Great job, readers.

These letters have sounds.

The letter O makes the sound ah.

Can you say that sound?

Ah.

These letters make the sound L. Can you say that sound?

L. These letters make the sound M. Can you make that sound?

M. And the last letters make the sound P. Can you make that sound?

I'm going to say a sound and I want you to point to the letters.

Are you ready?

M. Point to the letters that make the sound M. M, you're right.

Ah.

You got it.

P. Great job.

L. L, great.

M. Ah.

P. M. Good job, last one.

Ah.

Great job, readers.

You did a fantastic job identifying letters and the sounds.

Remember, letters and sounds help us read, and together, we're gonna read a story later.

(bright music) Now, let's think about words.

Today, we will learn two new high frequency words.

These words are called high frequency words because we see them a lot when we're reading.

The first high frequency word is the word you.

Can you say that word?

You.

Let's read the sentence.

You are my friend.

This is the word you.

Listen to me say the word you and listen for the sounds.

Yoo-u.

There are two sounds in the word you.

Now, watch me write the word you.

I'll think about the sounds and the word as I'm writing the letters.

Yoo-u, you, can you say that word again?

You.

(soft music) Now, let's look at the next word.

The next high frequency word is me.

Can you say that word?

Me.

Let's read the sentence.

Will you play with me?

This is the word me.

What's the word?

Listen to me say the word me and listen to the sounds.

M-E.

There are two sounds in the word me.

Now, watch as I write the word me.

I'll think about the sounds in the word as I write the letters.

M... M-E, me, can you say that word again?

Me.

We have been learning other high frequency words.

Let's review.

Let's take a look at our high frequency words we've been learning, and let's say them together.

Ready?

Was, am, be, are, and our two new high frequency words we just learned today, you, me.

I'm going to say a high frequency word and I want you to point to the word.

Ready?

Am.

Was.

You.

You got it.

Are.

Great job.

Me.

Be.

Was.

You.

Am.

Are.

Me.

Last one.

You.

Great job identifying those high frequency words.

(bright music) Now, let's think about a sentence.

This sentence says I like to play with my friend.

Can you repeat the sentence with me?

I like to play with my friend.

Let's read it again and count how many words are in the sentence.

Ready?

I like to play with my friend.

How many words are in the sentence?

Right, seven words.

Now, I want you to watch as I read it again and point to each word as I read.

I like to play with my friend.

Now, it's your turn.

Let's read the sentence again together and I want you to use your finger to track and point to each word as we read, ready?

I like to play with my friend.

Great job, readers.

You can do the same when you are reading at home.

(bright music) Now, let's have some fun working with sounds.

I'm going to say a word and then, I'll say the word slowly to listen to the sounds and the word.

Then watch as I say it and move it.

I'll move one red dot up for each sound in the word.

Then you will say it and move it along on the screen.

Let's try one together.

Say the word tan.

Listen, as I say it slowly, T-A-N. Now watch as I say it and move it.

T- A- N. Tan.

Now, you say it and move it along on the screen.

T-A-N. Tan.

Great.

Let's practice some more words.

(soft music) Say the word am.

Listen as I say it slowly, Ae-M. Now watch as I say it and move it, Ae-M. Am.

Now, you say it and move it along on the screen.

Am, great job.

Say the word pot.

Listen as I say it slowly and listen to the sounds, P-ah-T. Now watch as I say it and move it.

P-ah-T. Pot.

Now, it's your turn to say it and move it along on the screen.

Great job.

(soft music) Say the word van.

Listen, as I say it slowly, V-A-N. Now watch as I say it and move it.

V-A-N. Van.

Now it's your turn to say it and move it along on the screen.

Say the word hot.

Listen as I say it slowly, H-ah-T. Watch as I say it and move it.

H-ah-T.

Hot.

Now you say it and move it on the screen.

(soft music) Say the word it.

Listen as I say it slowly, I-T. Watch as I say it and move it.

I-T.

It.

It, now you say it and move it.

Last one.

Say the word, Tom.

Now listen as I say it slowly, T-ah-M. Watch as I say it and move it.

T-ah-M. Tom.

Now it's your turn to say it and move it.

Great job readers.

You did a great job working with sounds.

(bright music) Hello, readers.

Today, we're gonna read a story about two kids who are walking along and meet for the first time and become friends.

Before we start reading, let's take a look at the features of the book.

This is the front cover.

On the front cover is the title.

The title of the story is "Yo!

Yes?"

The author and the illustrator is also on the front cover.

The author is a person who writes the story, an illustrator is the person who draws or creates the illustrations or pictures for the story.

The author and the illustrator is the same person, Chris Raschka.

This story is read aloud with permission from Orchard Books, and imprint of Scholastic.

(soft music) In our story, you'll notice punctuation marks like in our title.

Yo has an exclamation mark.

Yes has a question mark after it.

Let's start reading.

"Yo!"

"Yes?"

"Hey!"

"Who?"

"You!"

"Me?"

"Yes, you."

"Oh."

"What's up?"

"Not much."

"Why?"

"No fun."

Look at the character's face.

How do you think he feels?

I think so too.

He looks a little sad when he said, "No fun."

"Oh?"

"No friends."

And let's look at the character again.

How do we think he's feeling?

Really sad.

I think so too.

"Oh!"

says the boy.

"Yes."

"Look!"

You notice how I read that word with our exclamation mark after it?

"Hmm."

The boy says, wondering.

You notice the question mark there?

"Me!"

"You?"

"Yes, me!"

"You!"

"Well?"

"Well."

He's wondering with the question mark above him.

And can you say it with me?

What does the boy say?

"Yes!"

"Yo!"

"Yes!"

"Yow!"

And with a few simple words back and forth, the boys become friends.

I hope you have fun with your friend and maybe, you'll meet a new friend soon.

Just like our characters in the story.

(bright music) Today, we read a story about two boys who meet and become friends.

Can you think of a friend you have?

What's your friend's name?

Can you tell me?

(soft music) Today, writers, we're gonna write a sentence about our friend.

We can use a sentence starter that we have.

Let's read it.

I like my friend... My friend's name is Mere!

Notice the punctuation mark at the end of the sentence.

Remember, writers, we can use this punctuation mark, it's called an exclamation mark, when we want to show strong feelings or emotion.

Listen as I read the sentence again.

I like my friend, Mere!

I want you to read the sentence again with me and I want you to say your friend's name.

Ready?

I like my friend...

I like how you read that with a little bit of emotion and expression.

Now, writers, I want you to watch as I write my friend's name.

When you write your friend's name today, we're going to stretch out the word and listen to the sounds in the word that we know to help us write.

The first letter in a name is an uppercase.

It's capitalized.

So the first sound I hear in Mere is M. I'm gonna write the letter M. M-er.

I know there's an E and there is an R that makes that er sound, and an E that doesn't make a sound at the end.

Her name is Mere.

I want you to say your friend's name.

Say it slowly and listen to the sounds in the word.

Ready?

Say your friend's name slowly.

Stretch it out.

Do you hear those sounds in the word?

All right, writers, grab something to write with.

And I want you to write your friend's name.

And when you're done writing your friend's name, you can draw a picture of you and your friend doing what you like to do together.

(soft music) Today, we learned about the letter O, we learned two new high frequency words, we had some fun working with sounds, and we read a story and wrote a sentence about a friend.

Great work today, readers and writers.

Thank you for learning with me today.

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.Kellogg Foundation.

Additional support by... And by viewers like you.

Thank you.

(bright music) (gentle music)