- Hi, learners.

Welcome back to Read, Write, ROAR.

I'm Mrs.

Spear, and I'm excited to think some more about some parts and words that we can learn about, and it's going to help you when you're reading, and when you're writing - [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.

(upbeat music) (soft music) - Now, in the last couple of times that we've been together, we were thinking about digraph sounds.

We thought about SH, which says the sh sound, and CH, which says the ch sound.

What we decided and what we realized together as a group is that when you have these digraphs, they start out where S has its own sound like S, and H has its own sound like H, but once we put them together, they represent a new sound, sh.

The same things happens in CH with C saying C, H saying H, but once they're together, they represent a new sound, which is CH.

And we thought about that.

Like, if we mixed red with blue, this is red and this is blue, but once you mix them and they become purple, we can't separate them out.

Well, today, we're gonna talk about a new kind of time when letters can go together and blend together, but you can still separate them out.

They can still have their own sound by themselves.

So we're gonna be thinking about that with the letter L and letters that it can blend with.

So we're thinking about letter L. What sound does L make?

L, that's right, L says L. We're gonna see what happens when we add this letter.

What letter is this?

Right, C, what sound does C make?

C, well, we can put letter C right next to letter L, and it says cl, like cling, or clown, or clay, cl.

Can you say cl?

Very good.

So this is a blend, right?

Because I can still hear C and L in the blend cl.

But as a reader and writer, it's so much faster to just know when I hear cl, it's a C-L together.

It helps you to do your reading and writing even easier than it is.

So we know that C and L together say cl, what letter is this?

Letter B, and letter B says B, that's right.

Well, when I add an L next to B, now it says bl, like in black.

Can you say bl?

Nice.

Bl is another blend that you're gonna wanna know.

Okay, there's one more letter blend that we wanna think about today.

What letter is this?

Right, that's letter F. What sound does F make?

F, well, F makes F, but when I put it right next to L, to say it quickly, we say like fl, like fly, flute, fling, fl, nice work.

What we're gonna do is really think and listen about cl, bl, and fl, and see if we can do some sorting, and put these words in the right spot.

This is gonna help us to be really concentrating, and thinking about sounds in words, and then we're going to look at them, and make sure that we can read those words, and that we put them in the right place.

So let's get thinking about sorting.

Okay, everybody, we're going to be word builders right now by doing some sorting.

So when you sort, you put things into groups, right?

So what we're gonna do is we're going to think about the bl, like in black, here's a black crayon.

We're gonna be thinking about this bl blend at the beginning of black.

Can you say black?

Nice, let's do the sounds that we hear in the word black.

Bl, A, C, black.

There are three sounds, but we have five letters for that.

So we're gonna be using the word black to be what's called our anchor word for the bl pattern.

Anchors hold ships in place, and when you're sorting, it's really good to have some words that you can think about that you keep comparing things to, so that way you make sure that you're putting the words that you're thinking about in the right spot.

So today, we're gonna use the word black, and we have a picture of a black crayon, that's gonna be our anchor word.

That's going to be the word that we look at to compare when we're trying to decide if the word that we're thinking about has bl at the beginning.

Let's think about the word black and do the sounds in that.

I'll say black, black.

Now you say black, black, good job.

I'm gonna do the sounds in black.

B, L, A, C, black.

There are four sounds, but there are five letters.

The B and the L can still be heard on their own.

That is different.

The C and the K, they just say one sound.

So when we hear bl, we're gonna think of black.

Now let's look at the word clap.

Let's do a little clap.

You're doing a good job.

Might as well give yourself a clap.

Clap.

Say clap for me.

Nice.

Clap has the cl blend at the beginning.

Here's all the sounds in clap.

C, L, A, P, clap.

There's four sounds and four letters, because the C and L, you can still hear each of their sounds, even though we try and blend them together to make that sound go faster, cl.

Instead C, L, we can go cl, A, P, clap.

This last word that's gonna be our keyword, we have a flash, like a flash of lightning.

Can you say flash?

Nice.

I'll do the sounds in flash.

And then you'll do them.

Here I go.

F, L, A, sh, flash.

Here that sh in there?

Okay, there's four sounds, but five letters, 'cause we know that fourth sound is made by the two letters SH.

Do the sounds with me.

F, L, A, sh, flash.

Nice work.

So when we hear fl, we'll be thinking of flash.

The first word is the word flap.

Say flap.

Nice.

I'll say the sounds.

F, L, A, P, flap.

You do them.

F, L, A, P, flap.

Now let's compare flap.

Flap black, flap clap, flap flash.

Where should flap go?

Yes, flap, I think should go here.

Now, let's check it.

Does it look right?

FL, FL, that's right.

Let's see if it sounds right.

Flash, flap.

Do they both have fl?

Aha, they do, nice work.

All right, let's do the next word.

The next word is clam.

If you like seafood, you might like to eat a clam once in a while.

Those are found in the ocean, clam.

Say clam.

Nice.

Now I'll do the sounds.

C, L, A, M, clam.

Your turn.

C, L, A, M, clam.

Clam black, clam clap, clam flash.

Where should it go?

That's right.

Clam and clap both have the cl at the beginning, and they have CL, the letters match too.

So they look right, and they sound right.

Clap clam at the beginning is the same sound.

The next word is flip.

Some kids are really good at doing a flip.

Flip.

Say flip.

Nice.

I'll do the sounds.

F, L, I, P, flip.

Your turn.

F, L, I, P, flip.

Nice job.

Now, flip black, flip clap, flip flash.

Where should flip go?

Did you say here under flash?

Look, they both have the fl at the beginning, so that would mean they look right.

And it sounds the same, right?

Flash, flip, the beginning sounds the same, nice work.

Okay, let's do another word.

The next word I have here is ooh, block.

Say block.

Nice.

Now I'm gonna say the sounds.

B, L, O, C, block.

Your turn.

B, L, O, C, block.

Great job.

Block black, block clap, block flash.

Yeah, block and black, hmm, let's see, do they look right?

They do.

But do they sound right?

Black block.

I heard the bl at the beginning.

Really great.

Okay, let's do another word.

The next word is clip.

Sometimes you have to clip your hair up if it's long, clip.

Nice, I'll do the sounds.

C, L, I, P, clip.

You do them.

C, L, I, P, clip.

Hmm, clip black, clip clap, clip flash.

Where should clip go?

Yeah, clip and clap.

They both have the cl sound, and they have cl at the beginning.

Well done.

Now here's what I'm gonna do.

I'm going to do a few more words, and assort them.

There's three columns here, and then you're gonna help me check.

We will check each column to see if it looks right, and we're gonna say, does it sound right?

And you'll give thumbs up or thumbs down, okay?

Okay, learners, here's what we're gonna do.

It says we will check each column, and we're looking for two things.

Does it look right?

And does it sound right?

Here we go.

Let's read down our column with the word black, and let's make sure that it looks and sounds right.

Black, block, blink, blush.

Hmm, do they all look right, and have a BL at the beginning?

Thumbs up, thumbs down.

I think so.

They all have a BL right at the beginning, very good.

Do they all sound like bl?

Let's just read 'em again, and make sure it all sounds like bl, ready?

Black, block, blink, blush.

Is that okay?

Yeah, great job.

Thanks for checking with me.

It's really helpful to have, to check your work over like this, or even have a buddy check with you, like you're helping me.

All right, now our next word that's our anchor word is clap for the cl blend.

We're gonna read it, and check it for looking and sounding right.

Clap, clam, clip, flat.

Thumbs up, thumbs down.

Does it look right?

Thumbs up, thumbs down.

Wait, oh, wait, are you telling me maybe something?

Oh, and let me if it's, well, let me just check the sounds.

Let me see if they all sound the same at the beginning.

Clap, clam, clip, flat.

Oh, wait a minute.

One of those doesn't sound the same at the beginning.

Oh goodness.

What's that word?

Flat.

What's the sound at the beginning of flat?

Yeah, F, but with the L, it makes what sound?

Fl, it's a, oh my goodness.

So flat shouldn't be under clap.

Those don't look the same at the beginning, and they don't sound the same.

Where should flat go?

Oh, over with flash.

Okay, so I'm gonna move it over here.

Let's check this column.

Read it again.

Clap, clam, clip.

Do they look right?

Okay, yeah.

Do they sound right?

Clap, clam, clip.

Do they have cl?

Thank you, oh my gosh, great.

Okay, so let's do this last one, ready?

Flash, everything should sound like fl, and have an FL.

Flash, flap, flip, flat.

Do you think they look right?

Okay, they look, let's make sure they sound right.

Flash, flap, flip, flat.

Are they okay?

Great job.

So what we just did is we learned that there are going to be letters at the beginning, sometimes, of words that blend together.

We can still hear their sounds separately, but it helps with our reading and our writing if we blend those sounds together, and letter L is a letter that is often used in blends at the beginning of words.

Ah, thank you for all this hard work.

As you're reading and as you're writing, be listening for more L blends.

(upbeat music) Hello, amazing learners, it's Ms. Rodgers here, and I'm ready to read and learn with you.

We have been learning about when two letters work together to represent one sound, and they're called digraphs.

We have learned that SH represents the sh sound, like in ship.

Let me hear you say sh.

Excellent.

We also learned about CH, and it represents the ch sound, as in cheese.

Let me hear you say ch.

Awesome.

Our final digraph is TH, and it represents two sounds.

Th and th.

Let me hear you say th and th.

Yes, so one sound, for instance, th is in thumb, and th is in that.

Wow, well, we're doing a really good job trying to remember those things.

So I would like to read a poem with you that will help us to understand, and find these sounds.

I'll read it first, so that you can listen, then we're going to echo read, which means I'll read first, and then you'll read.

Then we'll go on a search to find those words that have SH, CH, and TH digraphs.

Are you ready?

All right, let's get started.

"Math in the Bath" by Amy Posey.

"Beth can do math in the bath.

She had three toy ships in the bath.

Then she put in three shells she got at the beach.

She counted the ships and shells.

She had six.

Beth thinks math in the bath is fun."

Now let's echo read.

"Math in the Bath".

"Beth can do math in the bath."

Your turn, "Beth can do math in the bath.

She had three toy ships in the bath.

She had three toy ships in the bath.

Then she put in three shells.

Then she put in three shells.

She got at the beach.

She got at the beach.

She counted the ships and shells.

She counted the ships and shells.

She had six.

She had six.

Beth thinks math in the bath is fun.

Beth thinks math in the bath is fun."

Okay, I have my special marker.

We're going to look for words that have the ch sound.

So let's get ready to see if we can find those.

Here we go.

"Math in the Bath".

"Beth can do math in the bath.

She had three toy ships in the bath.

Then she put in three shells she got at the beach."

Found one.

"She counted the ships and shells.

She had six.

Beth thinks math in the bath is fun."

Excellent job.

So now we're going to look for the sh sound.

"Math in the Bath".

"Beth can do math in the bath.

She had three toy ships in the bath.

Then she put in three shells she got at the beach.

She counted the ships."

Ah, "and shells."

There are a lot of sh words.

"She had six.

Beth thinks math in the bath is fun."

Awesome sauce.

Now we're going to look for words that have the TH ending or beginning.

So let's see if we can find those.

"Math", there it is, "in the Bath."

"Beth can do math in the bath."

Wow.

"She had three toy ships in the bath.

Then she put in three shells she got at the beach.

She counted the ships and shells.

She had six.

Beth thinks math in the bath is fun."

Whew!

(soft music) - Hi, learners.

We've been practicing hearing the sound sh, and then reading and writing it in words.

So now let's see how you can take what you know about sh to write your own story about you.

So I'm going to show you today how you might write a short story about you.

And I'm going to share my thoughts with you today.

So you are my audience, and you can think about who you would want to share your story with.

So let's get thinking about this.

We're going to think about things that make us shine.

Do you hear a sound that you know in the word shine?

Yeah, you hear the sh in that.

And I wore a shiny shirt, and shiny earrings, and a shiny necklace today, because I wanted you to really think about when something shines, it stands out and it glows, and there are things about you that make you shine, and glow, and stand out to others, and that you are really good at.

So what I'm gonna do right now is I'm going to think about things that make me shine.

So, hmm.

Let me think.

I have some ideas actually.

So I'm gonna share my ideas with you, but I'm actually gonna show you how I put these ideas on paper.

So you might notice I have one, two, three, four, five pieces of paper.

I'm gonna come up with five things that make me shine.

I'll put one idea on each piece of paper that I have here.

One of the things I wanna remind you about as we're starting out our year together is that we always write from left to right when we're writing in English.

So what I'm gonna do is put a green dot right here, 'cause green means go.

And then I am going to put a red dot on this end, because red means stop.

That will remind me that when I write my words, I'll start way over here by the green dot, and right across my page until I get to the red dot.

Okay?

Now here's what I would like my sentence to say.

The thing I thought about that makes me shine is that I shine when I am teaching.

So I'm going to write that down here.

I shine when I am teaching.

This tells me I am going to need two lines, 'cause I marked out my words, so I'm going to do a second line as green and red dots.

And now I'm going to write the first word, I.

When we write the word I, and we're talking about ourselves, we always use an uppercase I for that, because it's about you, and you are special.

It's about me, and I am special, so I'm gonna put an uppercase I, I, and now we're gonna do that word shine.

What sound do we hear at the beginning of that?

Sh, nice, here's what I hear.

Sh, I, N. I know that I wanna write that sh sound.

I'm going to leave a finger space between the word I and my next word.

So, sh, sh, I, ooh, that's letter I. I shine.

Oh, that's letter N. Now I know there's an E at the end to make this say shine.

The E helps I say I. I'm gonna write the word when.

I shine when I, uppercase I again, finger space, am.

Okay, I shine when I am.

Do you remember what I said when I shine?

When I'm teaching, teaching kids, just like you.

So if I were hearing the sounds in teaching, I would hear this.

T, E, ch, I, N, G, teaching.

I would hear six sounds.

I'm going to write what that looks like up here for you.

T, ea says the E, ch, and ch, which we've also been learning about.

And now this says, I shine when I am teaching.

I can put a period or because I'm excited, I'm actually gonna put an exclamation point.

So it says, I shine when I am teaching.

What I'm gonna do right now is I'm going to write down other ways that I shine, and then show them to you.

If you like to sing like I do, because singing makes me shine, you might be interested in learning the song, This Little Light of Mine by Harry Dixon Loes.

This song has been used throughout our history in America, and was something that was really important when people were fighting to make sure everybody has a right to be able to shine during the civil rights movement.

So if you're interested in that, and learning more about it, you can look up, This Little Light of Mine by Harry Dixon Loes.

Thank you so much for joining Ms. Rodgers and me today on Read, Write, ROAR.

We look forward to seeing you really soon.

In the meantime, keep reading, and writing, and roaring, and also shining.

See you soon.

- [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.

(upbeat music)