- Hello, amazing learners.

Welcome to "Read, Write, ROAR!," Today, we will finish reading a book about school communities, and we will do some writing to organize our thinking about all that we've learned about schools.

Mrs.

Spear will be here to build a mystery word.

A hint about the word is, it's about school.

So, let's 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.

(playful music) (lion roaring) (gentle music) - Hey, there.

Are you here to help me with this mystery word that I have?

I'm so excited.

Thanks for coming to help me out.

You probably know this already, but I'm Mrs.

Spear.

And when we do this special project called Mystery Word together, we have to use what we know about letters and sounds to unscramble all of these letters and put them back together to make one big word.

(quirky music) The first letter that you're going to need is letter A.

A can say a, A can say ah.

So write an A down.

You'll need an O. O can say oh, O can say ah.

You'll need a U. U can say yu, and U can say uh.

You'll need a D. D says duh.

You'll need a G. G says guh.

And G can also say juh.

You'll need a letter L that says ull, a letter N that says unn, a letter P which says puh, a letter R that says urr, and a letter Y, which, when it's acting like a consonant, makes the yuh sound.

But sometimes, it's going to act like vowel.

And we'll talk a little bit about that today as we solve our words.

(quirky music) First word we're going to spell is the word "and."

Can you say "and"?

Nice.

Let's listen to those sounds.

Ah, unn, duh.

And.

Now let's match those letters.

There's three letters and three sounds.

Ah.

You got it, letter A. Unn.

Yes, letter N. Duh.

You got it, letter D. Now, you'll notice I'm putting these letters close together.

We don't want too much space between letters when we're writing.

And you're gonna write A-N-D where you are, and it's gonna go here under the three letter column.

Let's sky write "and" together.

A-N-D, "and."

Well done, everybody!

Well, now that you've written the word "and" under three letters, we are going to take what we know about "and," because if we can spell "and," then we can spell another word.

The next word that we can spell is the word "land."

Can you say "land"?

Ull, ah, unn, duh.

Land.

What sound do you hear at the beginning?

Yeah, an ull.

And what letter goes with that?

Yes, we need to put a letter L here.

If we can spell "and," we can spell "land."

Let's sky write that.

L-A-N-D. Land.

Now, you're gonna write it where you are, and because it has four letters, put it right here.

(quirky music) So now we have land.

And guess what?

If we know how to spell land, we can put a letter at the beginning to make a blend, like we've been working on, we've been thinking about those blends, to say gland.

Can you say gland?

Nice.

Let's listen for the sounds in gland.

Guh, ull, ah, unn, duh.

Gland.

Now a gland, we all have glands in our bodies.

They create substances and things that help our bodies run.

So, gland.

What letter do I need to add to the beginning?

'Cause we already have ull, ah, unn, duh.

What letter here?

You got it.

G-L says gul.

Let's spell gland.

G-L-A-N-D. Gland.

If you didn't write gland already under five letter words, that's where you're gonna write it right now.

And I'm gonna put the word gland right there.

(quirky music) All right.

We're gonna take the word gland, and we actually just need to remove one letter to go from gland to the word "glad."

Can you say "glad"?

Great.

Let's do the sounds in glad.

Guh, ull, ah, duh.

Glad.

Hmm.

So we have the guh, ull, or gul, and then the ah.

What's the last sound in glad?

Duh.

Yes.

So we actually want letter D here, and we can take out that letter.

And G-L-A-D spells glad.

G-L-A-D, glad.

And it has four letters, so we're gonna put it under the four letter column.

(quirky music) The next word is a word you know and you probably see all around you in your classroom when you're writing things.

The word is "day."

Can you say "day"?

Nice!

Day.

Let's think about the sounds in "day."

Duh-ay.

Day.

There are two sounds in the word day.

There are actually three letters.

Let's think about sound number one.

Duh.

What letter do we need for that?

Yes, we need letter D. Now, let's think about the second sound.

Duh, ay.

I hear an A sound.

Do you?

Yeah.

So if I put my A here that says, "da."

We want to say duh, ay.

Here's a trick I'll teach you.

You might know this, but when you put A and Y together, they say ay.

So D-A-Y is how you spell A, but A and Y together make one sound of ay.

Let's spell day.

D-A-Y, day.

Well done.

It has three letters and again, only two sounds, but we're gonna put it right here under the three letter column.

Now, here's something fun.

If I can spell day, then I can spell "lay."

Say "lay" for me.

Great.

Let's do the sounds in lay.

Ull, ay.

Lay.

So instead of a duh at the beginning, there's a ull.

What letter do we want here at the beginning?

Ull.

Yeah, we're gonna take out this D and we're gonna replace it with an L. And then we know A-Y says ay.

Ull, ay.

L-A-Y spells lay.

Let's sky write it.

L-A-Y, lay.

And lay also has three letters, so you're gonna write it where you are.

I've written it down and I'm gonna add it here under my three letter column.

(quirky music) The next word.

If we can spell lay, guess what?

We can add a letter to the beginning that makes a blend to spell the word "play."

Say, "play."

Nice!

Puh, ull, ay, play.

(quirky music) We need to add what to the beginning here?

We have lay.

How do we make it say play?

Yeah, we're gonna add that P to this front.

And then we have the blend.

Pul, and then we have ay.

Play.

Puh, ull, ay, play.

P-L-A-Y, play.

Nice work.

It has four letters.

So the word play will go here, under my four letter column.

(quirky music) Okay, we're gonna change the word "play" into the word "plan."

Say "plan."

Nice.

Let's do the sounds in plan.

Puh, ull, ah, unn.

Plan.

Well, let's check up here.

We have puh, ull, ah, but we need a unn at the end, and we don't want this to say ay, and we know, if Y is there, it's gonna say ay, so I need to take this Y away.

What do we need at the end to make it say "plan"?

Yeah, I need a letter N. Good job.

P-L-A-N spells plan.

Let's sky write that.

P-L-A-N, plan.

And plan has four letters, so yet again, we're gonna put it here under the four letter column.

(quirky music) All right, the next word we're going to do is the word drop.

Say "drop."

Great.

Let's do the sounds in drop.

Duh, urr, ah, puh.

Drop.

You might think about a tear drop or a rain drop, or you might think about when you drop something on the ground.

Oops!

Drop, duh, urr, ah, puh.

What letters do we need at the beginning that blend together to say dur?

We can hear each sound.

Yeah, we can put D and R together, and we know that they're going to say dur, but we can still hear duh, urr.

And now we need an ah sound.

What letter would that be?

Mm-hm.

You got it.

We need a letter O. Dur, ah, puh.

Letter P. Drop has four letters and four sounds.

Please write drop down where you are, and sky write with me.

D-R-O-P for drop.

(quirky music) We're gonna make the word gray.

Say "gray."

Nice.

Let's do the sounds in gray.

Guh, urr, ay.

Gray.

Three sounds, but four letters.

But you know that ending sound, ay, is made with A-Y.

So now, let's think about the beginning.

We've been thinking about blends.

What two letters say the gur?

Yes, you got it.

G and R. So if we go through, it's guh, urr, ay.

Gray.

G-R-A-Y spells gray.

Let's sky write.

G-R-A-Y, gray.

(quirky music) The last word we're going to make together is the word "ground."

Say "ground."

Great.

Let's do the sounds in ground.

Guh, urr, ow, unn, duh.

Ground.

Ooh.

Five sounds, but there's actually six letters in the word ground.

Let's think about the beginning sounds.

Guh, urr.

What two letters make gur?

Yeah.

That's G and R. And we already have those up here, so let's keep those there.

All right.

I'm gonna actually move 'em this way.

Okay.

Now, I'm gonna tell you something.

When you hear the ow sound, there's different letter combinations that can make that, but for what we're doing together today, the only letters up here that are going to really make that sound for you are gonna be O and U.

So we have gur, ow.

What do you hear after that?

Gur, ow, unn.

What letter is that?

Yes.

That's your N. (quirky music) Ground.

What's the final sound in ground?

There's a duh.

What letter is that?

Yes.

That's gonna be our letter D. Wow, this is a really tricky word for us to be spelling, the word ground.

Let's spell it by saying this letter names as we go from left to right.

Here we go.

G-R-O-U-N-D. That spells "ground."

Well done.

And this has six letters in it, the word ground.

So guess what?

It goes here under six letters.

Our mystery word, again, has something to do with where you meet up with your community at school, where you might hang out to have a good time.

And it's a compound word.

What that means is it's two words put together to make one word, like cup and cake make cupcake, or sun and set, make sunset.

Well, some word can go with ground to make a word.

One big word.

Hmm.

Do you see a word up here that could help us to solve this mystery?

A word we've already made that I can actually make with these letters here that would go with ground to make a new word?

(quirky music) It actually begins with the P-L blend.

Let's see.

Hmm.

Pul something, ground.

Pul ground.

Playground!

You got it.

And we know A and Y go together to say ay.

So check that out.

We just used what we knew about letters and sounds to unravel some letters, put 'em back together, and make the word "playground," a place in your school community where you can go to hang out, learn more about people in your community, get to share things you like about yourself, and play.

Playground.

Let's spell playground out loud.

P-L-A-Y-G-R-O-U-N-D. (quirky music) Way to go, mystery word solvers.

You were great helpers.

I appreciate you very much.

You used what you know about letters and sounds to build one big word, and work on making lots of small words out of the letters in that big word.

(gentle music) - Hello, amazing learners.

It's Ms. Rodgers here.

We're going to continue to read the informational text titled My School Community.

Remember, a community is a place where people live, work, and play.

Last time, we learned that a school can be a community, a group of people who work and play at school.

But before we read the rest of our book, let's take a look at some words that will help us to understand what we're reading.

Our first word is "education."

Now, education is when you learn new information and have new experiences.

You can have an education at school.

(quirky music) The next word is "culture."

Let me hear you say "culture."

Excellent.

A culture is a way of living and beliefs of a group of people.

Many different things make up a group's culture, like food, language, clothing, tools, music, arts, beliefs, and religion.

Now, let's take a look in our book.

"Jobs at school."

So this heading is telling us that there's some jobs that we can have in our schools.

So let's read.

The title is My School Community by Bobbie Kalman.

We have permission to read this book from Crabtree Publishing Company.

"My teacher has a good education.

"You need a good education to be a teacher.

"My teacher earns money for doing his job.

"Our job is to learn as much as we can!

"Our librarian lends books to teachers and students.

"She also helps us find information "in books and on the computer.

"Our principal runs the school.

"She makes sure that everyone follows the rules.

"Communities have laws or rules.

"We have rules at school, too.

"We follow rules to help ourselves and others."

Let's take a look at these rules, and let's see if some of them are similar or different from the rules that you have at your school.

"Rules.

"Be kind and helpful to others.

"Show respect to teachers and students.

"Share books and other school supplies.

"Keep your area neat and clean.

"Put your hand up to answer questions.

"Act safely with yourself and others.

"Do your best every day."

Now, were some of those rules similar to some of the rules you have at your school?

Yeah, I noticed some of these were the same as well.

"Different cultures.

"Culture is how people live.

"History, music, food, religion "and clothing are parts of culture.

"How people celebrate is also part of culture.

"Children from many cultures go to my school.

"We learn about one another's cultures."

Now let's read the captions to better understand the photographs.

"I play Polish music on my accordion.

"I eat Japanese food with chopsticks.

"I am a Muslim.

"I always cover my head.

"We are wearing shirts that show our African culture.

"Fun at school.

"Communities are places to have fun.

"My school community is a fun place.

"We paint, play music and dance.

"We play sports too.

"At school, we learn to play musical instruments "such as trumpets and tambourines."

Now, they also have some captions here to help us understand what these photographs are.

There, the word is "tambourine."

So the little girl is playing a tambourine.

"Trumpet.

"We play soccer and other sports.

"We talk, laugh, and have fun with our friends.

"Keeping healthy.

"Communities try to keep people healthy.

"It is hard to keep healthy at school, "because many children sit close together.

"These are some things we can do to help keep healthy.

"We can wash our hands with soap many times a day.

"While we wash, we sing the Happy Birthday song.

"We can stay at home when we feel sick."

Hmm.

"We can sneeze into our arms and not into our hands.

"If we feel sick at school, "we can visit the school nurse.

Wow, that's a lot of excellent information that we just read.

(quirky music) We learned a lot of wonderful information about different parts of our school community.

Let's review by doing some writing or labeling of a school community circle map.

(gentle music) We learned so much about what and who makes up our school community.

I thought we could make a map to review what we learned.

Circle maps are tools used to help define a thing or idea.

It's used to brainstorm ideas and for showing prior knowledge about a topic.

(quirky music) In the middle, I wrote "Our school community."

So I'm going to go ahead and circle that, and then on the outside of our circle, we're going to label or write about some things that relate to our community.

So let's start thinking, what are some things that we do at our school, or who are some people at our school?

What do we do?

We share.

So how about I write the word share?

Share.

What are some other things we do?

Play, play.

We have recess outside, or even indoor recess.

So we play.

Let's try to think of four or five more things.

What are some other things we do?

We read books.

Read.

There's that long E sound with the E-A.

Read books.

Okay.

A little louder so I can hear you.

(Ms. Rodgers laughing) Yes, you write.

Okay.

That's a good one.

Now, what are some things you do in your school community?

Oh, I heard someone say share again.

That's good.

So what are some things we share?

Pencils.

We share pencils.

So let's put that over here.

Pencils.

That's a good idea.

We share pencils and paper.

Pencils, paper.

Okay.

What are some other things we do?

Yes.

You learn about math.

Very good.

Let's try one more.

Learn math.

Either something we do or someone in our school community.

(Ms. Rodgers chuckles) I just heard someone yell "Teacher, teacher."

Okay, so let's go ahead and write "teacher."

Teacher.

So we have our long E sound, and we have our E-R, err.

Teacher.

Oh, I heard someone say, "friends, friends, friends."

I hear you, I hear you.

So, friends.

(quirky music) Have fun.

Okay.

We can put that in there.

Have fun.

Oh, I just heard someone say "librarian."

Okay.

So maybe your librarian comes to your school classroom building, and also, probably, you have a couple librarians in your school.

So let's go ahead and put "librarian."

Librarian.

Okay.

Now, I just heard somebody say "Principal."

Okay, librarian.

How about principal right here?

Principal.

Okay.

Very good.

Anything else?

Any, any more ideas?

Oh, yes.

Parents.

Sometimes our parents come in and volunteer.

Parents or guardians Parents.

How about family members?

Family members.

Okay, so now let's review our chart, our circle map.

Have fun, share pencils, paper, play, librarian, write, principal, learn math, teacher, friends, family members, parents, books, and that we read those books.

Very good.

So we're not quite done with our circle map.

Since we have our ideas on the outside of our circle map, now we need to draw a circle to close those ideas up, right?

Like that.

Now, it looks a little sloppy, but it's okay.

We know that it's a circle map, and it's something that will help us to understand our ideas as we organize even additional thoughts.

So we're all done with this, and that was wonderful!

Thank you for helping us to think about all the things we learned about our community.

(quirky music) - Well, readers and writers.

Thanks so much for being here with Ms. Rodgers and me as we continued to learn about communities and schools, and thanks for how hard you've been working on learning about blends, like P-L, pul or C-L, cul.

And our diagraphs, like S-H, which says shh, or T-H, which says th and thuh, or C-H that says chuh, chuh, chuh.

Keep thinking about these things as you're doing your work where you are, and keep it in mind as you read and write and roar, wherever you are.

We'll look forward to seeing you sometime 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.

(gentle music) (intense music)