- Hello, readers, and welcome to "Read, Write, ROAR!"

Today, we will focus on the big question, what is special about my community?

We will read a text about an important name, learn about the prefixes over and mis.

And we'll also work on some narrative writing about a special person in your community.

For today's episode, you'll need something to write on.

Even a scratch piece of paper or an envelope.

And something to write with, even a pencil or a crayon.

Come and join us on "Read, Write, ROAR!".

- [Narrator] This program is made possible in part by the Michigan Department of Education, the state of Michigan and the WK Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(playful children's music) - Welcome readers, when I am reading, I like to look for word parts 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 think about how that word changes when we add word parts to the beginning or end of the word, how it changes the meaning of that word.

Oh, what is a base word?

A base word is a word that can stand all on its own and has its own meaning.

We can add prefixes to the beginning of the word, or suffixes to the end of the word, and it will change the meaning of that word.

Are you ready to give it a try, here we go.

Readers, what is this word?

Think, think.

This word is think, this is going to be our base word today.

Today, we're going to practice adding some prefixes and suffixes to this word, and think about how those change the meaning of our word.

Are you ready to give it a try?

Do you know what it means to think?

That's right, it's when you connect ideas in your mind.

Here we go, let's try our first word.

Let's put our base word up here, think.

But what would happen to this word when we add our er suffix?

What word did we create now?

Thinker, I know my suffix tells me that a thinker is someone who thinks.

My uncle tells me I'm a thinker because I'm constantly asking questions.

I'm going to underline this word yellow because it is a noun, a person, a thinker.

All right, are you ready to try our next one?

This time, I'm going to put our base word up again.

Think, but this time, what happens when I add the prefix, over?

What word did I create now, overthink, overthink.

I know my prefix over tells me that this is something to do again, so I'm thinking again.

To overthink means to think again, or to think too much.

I always overthink what I want to order off a menu when I'm at a restaurant, I think too much about it.

I'm going to go ahead and underline this word green because it is a verb, it's something we do, an action word.

All right, readers, let's see what other words we can build with our base word, think, by adding some more prefixes and suffixes.

I'm gonna put our base word, think, back up.

What happens this time when we add our prefix re?

Rethink, rethink, do you remember what our prefix re means?

That's right, to do again.

So to rethink means to think again.

I had to rethink my choice of not cleaning my bedroom, my mother told me, rethink.

I'm going to underline this word green also, because it's another verb, an action word, something we do.

Are you ready for our next word?

I'm gonna put our base word up.

Think, and this time we're going to add a suffix.

Let's add our suffix, ing, what word did we build?

Thinking, thinking, I'm going to underline this word green because it's another verb, an action word, something we do.

I was thinking all day about what I wanted for dinner that evening.

Let's try one more, are you up for a challenge, word readers.

I thought you would be, this time we're going to add both a prefix and a suffix to our base word.

So let's get our base word up first.

Here's our base word, think.

Let's add our prefix first, un.

We know un means to not do something, or to undo something.

And let's add our base word, ing, unthinking, unthinking.

Hmm, unthinking means not thinking about your behavior carefully, or maybe somebody who's just rude.

The children's unthinking behavior was really starting to upset their parents.

I'm going to underline this word blue because it's an adjective, a describing word.

Unthinking described the children's behavior.

Readers, when we think about thinking in the past, how would we say that word is?

Normally, if we want to make a verb past tense, we would just add ED to the end of it.

But if we were thinking yesterday, or last year, we would say, "We thought."

"I thought I wanted to order vanilla ice cream.

"but when I got to the counter "I actually thought chocolate sounded better."

So thought is the past tense of think if we did it in the past.

I'm going to underline this word green because it's another verb, something we can do.

Readers, great work helping me fill out this web.

Look at all of these new words we made from our base word, think, just by adding prefixes and suffixes to that word.

Readers, you've done such an amazing job learning how to read all of these words with so many different prefixes and suffixes attached to them.

Let's try and read some of these words in a story.

Are you ready?

"Kinsley was a thinker", thinker.

I see my ER suffix, that means someone who thinks.

"She thought about questions all day long "and then would even rethink."

Rethink or think again, "Them.

"Sometimes they were unimaginable."

Unimaginable, or not imaginable, "Questions about outer space.

"Other times they were uncommon."

Uncommon or not common, "Questions about animals "that live in Antarctica.

"She wanted to be a scientist when she grew up, "and she knew that thinking, thinking about all types "of questions would help her reach that goal."

Readers, now that we understand how to read these words and what they mean, listen to me read the story one more time for fluency, without stopping.

"Kinsley was a thinker.

"She thought about questions all day long, "and then would even rethink them.

"Sometimes they were unimaginable questions "about outer space.

"Other times, they were uncommon questions "about animals that live in Antarctica.

"She wanted to be a scientist when she grew up, "and she knew that thinking "about all types of questions would help "her reach that goal."

Reader's, great job helping me read this story, and read these words with prefixes, and suffixes, and help me understand what they meant.

(cheerful children's music) - For this spring break, you're going to need two things, something to write with and something to write on.

You only have five seconds to get what you need.

I'll wait right here, go.

(playful children's music) You should be back by now, so I'm going to explain this activity.

We are going to be drawing self-portraits.

Portraits are pictures of people.

So a self-portrait is a picture of yourself.

That doesn't sound too terrible, right?

We've all drawn pictures of ourselves before.

Well, here's where it gets hard.

Instead of looking at the paper and drawing ourselves, you're going to take your paper and put it on your head.

Now we're going to draw self-portraits as quickly as we can, ready, go.

Start with your head, that felt like a circle.

And now, here are my eyes, probably a nose and a mouth.

What else, oh, I probably need hair on the top of my head.

And I'll draw up my shoulders.

Well, my neck first, I guess, and then the shoulders, and part of my arms, and that should be all for now.

I wonder how we turned out, are you ready, here's mine.

Oh, look at me, doesn't it look just like me?

We are such great artists, thanks for drawing with me today.

(cheerful children's music) - (speaks foreign language) Readers.

Today, we are reading a very special book with a very special name.

It is called, "Teach Us Your Name", by Huda Essa.

And she has given us special permission to read this book to you today.

(speaks foreign language) Thank you.

Today, friends, our focus is to think about how things change throughout stories.

We start with our problem, then the actions, and how then those actions from our problems create different effects.

As we go through the story, we can do this at the beginning, middle and end.

Or honestly, with any action from your characters.

All right, my friends, so let's go ahead and read.

(speaks foreign language) So far in our story we have our character, and she doesn't like her name.

Her teacher pronounced her name wrong.

She didn't correct her teacher, and then we kind of did some inferring, thinking that the teacher is always going to call her by that incorrect name.

We then went to the middle of our story, and she hates our name still.

Brother was a tattle tale, and he told mom, mom was very disappointed.

So we inferred that, and then we were able to confirm on the next page that we were right, that was pretty cool.

Well, readers, we know that our character, Kareemalayaseenadeen, has been going through class, and she talks about how her name is as large as the alphabet on the board.

And how she tried to get a bracelet with her name on it, but because there were so many extra letters, it turned into a necklace, lots of other things.

And her experiences with her name.

Even the fact that she started going by a nickname, and she doesn't like it, but it's just easier.

We left off right here, okay.

"Then in one wonderful summer, "Mama and Baba took us on an overseas trip to visit family.

"We spoke a different language there, "and got to see new places and friendly faces.

"Every day felt like a new adventure.

"My grandma, Sittee, was one of my favorite people there.

"Everyone loved listening to her stories "which always seemed to hold a valuable lesson.

Hmm.

"One afternoon, in a matter of fact voice, she said, 'My dear, your mother tells me you're having troubles with your name.'

"It was only then that I realized "I hadn't thought about my name once the entire trip.

"Everyone there seemed to have already heard of it, "and most people had nice things to say about it.

"Her voice was soft as she asked, 'Do you know what your name means, Kareemalayaseenadeen?'

"I thought about it for a moment and then shook my head.

"With a tender smile, she said, 'Your name is a beautiful word that means excellent guidance.

And it is a big part of who you are.

If you hate your name, you are hating an important part of yourself.'

'But where I live, it's so hard for people to say my name, "I replied.

'Maybe so, but your name means guidance.

So why don't you guide them on the proper way to say your name?'

"She leaned in and gave me a big kiss on the cheek.

Mm, so, my friends, I think we're at a point right now where we should stop and think what happened.

Well, she still doesn't like her name, and mama told grandma.

So this is kind of still in the middle, isn't it, of our story.

So next, what are the actions?

Yeah, she talks to grandma about it and she tells her.

Well, after she tells grandma, what does grandma do?

What are the effects of that?

Grandma feel sad, I think, for her, do you think that?

Yeah, and then grandma tells her to what?

Well, there were a couple of things, yeah, do you remember?

first grandma told her what her name meant, and then after that, I think she gave her some advice, especially about what that name means, right?

Yes, so grandma tells her what her name means and how it's a part of her, and kind of like the job she has to do.

Okay, let's keep reading, friends.

"I thought a lot about what Sittee said.

"On our long flight returning home, "I brainstormed a plan for how I could guide others "to correctly say my name.

"Use guidance to teach my name."

And then she's got a long list of things, right?

"I stuck to my plan "and kindly corrected anyone who mispronounced my name.

"Teaching them how to pronounce it "the way I wanted it to be said.

"I started to think that maybe I really was good "at this guidance stuff, "which made me want to do it even more.

"And that is exactly what I did.

"I became a teacher, "and every year on the first day of school "I asked my students to teach me their names.

"Guiding people to take pride in who they are was "so important to me that I even wrote a book about it.

"You're reading it right now.

"And my lovely, meaningful, unique name "is finally in a book that I want to read."

There she is reading her book.

"So now it's your turn, how will you teach the world "your wonderful, amazing, terrific name?"

Wow, isn't this amazing, it gives me the chills.

Okay, well, what kind of events happened at the end of this?

Well, the problem is people don't know how to pronounce her name correctly.

So what does she do, she takes time to teach others her name.

And now she loves her name.

Yes, that's the kinda effect it has.

Yes, and now she loves her name.

So my first name is Tan-A, T-A-N, dash, capital A.

And nobody knows how to say my name either.

Tan A, or they just think my name is Tan.

And then I have to tell them, I have to teach them.

I have to guide them.

My name sounds like the end of Montana, Montana.

My name is Tan-A, and that's how I teach people my name.

How do you teach people your name?

(playful children's music) Writers, today we're gonna continue writing about our special person in our special communities.

Now, our focus today is going to be writing a thoughtful conclusion.

The great thing about this is, if you've been using our cheat codes, MDOD, movement, dialogue, onomatopoeia and description, you might have something that you can use, or revise, or revision, in order to quickly write a thoughtful conclusion.

When I think about how I craft a thoughtful conclusion, I wanna think about what haven't I used, or what would I like to continue using in order to get to the heart of this story.

In order to remember to tell about how the character feels, and maybe that lesson that they learned.

So I'm thinking to myself, hmm, I've used movement.

We've used dialogue, and when we used movement and dialogue, we added a little bit of description, but now I think it's time to use?

Yes, onomatopoeia, sound words.

Okay, so how's this gonna start, hmm.

I'm thinking to myself, oh, so remember my story starts at the pow wow on the last day of the last song.

That's where mine ends too.

So I go back to the pow wow one year later, with our little girl, Benichi, with full regalia, and auntie proudly standing there with her.

And I'm thinking to myself, okay, it's the last song, what am I gonna hear?

Oh, that's right, the sounds of the drum.

So I'm gonna use sound words like boom, boom, boom.

Yeah, that's how a drum kind of sounds.

And let me think, oh, remember that sound is our heartbeat.

Okay, so maybe I could add something about boom, boom, boom.

Went to the drum, the heartbeat of our community.

Hm, and I could say something about, oh, how it sounded.

Oh, maybe it sounded full, just like my heart.

Remember, 'cause I wanna say that she was proud and she felt loved.

We have to go back of course, to the WWW, to what's and two how's, in order to make sure we end this properly.

So what am I going to write, hmm, boom, boom, boom went the drum.

Hmm, it sounded, it beat, it beat on the last day, no.

Hmm, it sounded strong on the last day of the last song of the next, or of the July 4th pow wow.

Hmm, Benichi stood confident in her new regalia that auntie helped her.

Ooh, stood proud, Benichi stood proud in her new regalia that auntie helped her make.

Hmm, and don't forget those moccasins from Nokomis.

How could I write that?

Okay, friends, what is yours going to sound like?

You try using an onomatopoeia, a sound word.

Close your eyes and think to yourself, where are you in your story and what sounds might you hear.

Writers, this is what I have so far.

"Boom, boom, boom of the drum, our heartbeat, "sounded on the last song on the last day "of the July 4th pow wow.

"The evening sky faded with pretty pink and purple stripes.

"Auntie and I stood in honor of our veterans "who would be dancing the flags out of the arena."

I have a secret, do you wanna hear it?

It's about authors craft.

When an author repeats things over and over, that means they're important.

It's okay to do that, doesn't that make it cool?

It kind of wraps it back to the beginning of our story, and it helps us come back to the place and use that same image in our mind for the end or the conclusion.

This is just one way that you can write a thoughtful conclusion.

Okay, I'm gonna keep going and thinking about what else could I write?

What else would happen right now?

Don't forget I've gotta add how does my character feel, okay.

So authors, I've gone ahead and added a little more information to add how does your character feel at the end of the story.

"I reached over and grabbed Andy so tight.

"My heart was thankful and full of love "that she'd spent the winter with me making "my beautiful regalia, and for the gift of her moccasins."

Writers, how does your character feel at the end of your story?

Writers, don't forget your cheat codes.

Whenever you want to add, or to write and say more, you can always use MDOD, movement, dialogue, onomatopoeia or description, to help you get started.

Oh, wow, scholars, you've done an amazing job today.

You've been working so hard on those base words, prefixes and suffixes.

We were reading a book, and we were thinking about the character's actions, right?

And then we sometimes had to infer on the effects of those actions.

And don't forget, oh my goodness, our conclusion.

We have thoughtfully written a conclusion together.

How exciting.

Well, it's been fun, and I can't wait to see you next time on "Read, Write, ROAR!"

(speaks foreign language) - [Narrator] This program is made possible in part by the Michigan Department of Education, the state of Michigan and the WK Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(playful children's music)