- Hello, busy learners.

Welcome to Read, Write, ROAR!

Today Mrs.

Spear will be here to teach you a new digraph sound, ch, and some new high frequency words with digraphs ch and sh.

We are also going to have some fun learning a variation of a traditional clapping rhyme so that we can practice our digraph sounds sh and ch.

So glad you're here to learn with us.

Are you ready?

Let's go.

- [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 roars) (playful music) (lion roars) (playful music) (playful music) - Hey learners, welcome back to Read, Write, ROAR!

We're continuing to think about families and community, how things were in the past, and how they are right now in the present.

Possibly even considering what things might be like in the future.

One of the things that you may have learned in the past is about a special letter sound combination that we're gonna talk about today.

Last time we were together you may have been here when we were thinking about a letter sound combination of S, H. S and H together say, sh.

We discovered that when S and H are together, we can't hear s or the h. They make a whole new sound.

(playful jingle) When we were thinking about S and H, we talked about how this is red by itself, and this is blue by itself.

But when we mix them together, they made like a purple and we can't take the red out or take the blue out.

They have a whole new color.

The same thing happened with S, H and now we're gonna talk about this with a different pair.

This is the letter C. What sound does C say?

C, That's right.

This is the letter H. What sound does H make?

H, that's right.

Well, here's something that's new.

When we put C and H together, they make a whole new sound.

They represent one sound together.

C and H represent the ch sound.

Can you say ch?

Nice.

We can't hear the c, and we can't hear the h, because when C and H are together the new sound they represent is ch.

Let's maybe pretend we're like a train that's trying to go up a hill and go ch, ch, ch, ch, ch, ch, ch.

That's a sound that you wanna think of when you see the letters C and H together.

This is a digraph.

It doesn't matter if you remember the word digraph.

What does matter is that when you see letters C and H together, you say the ch sound, okay?

Do you remember when we sorted for S and H making the sh sound?

We had anchor words.

Those are the words that hold us in place.

And when we're sorting and trying to decide where our words should go we compare to the words that we have as anchor words.

So they hold us in the right spot just like an anchor holds a ship in the right spot.

The first anchor word that I want you to have thinking about the ch sound is the word chip.

Can you say chip?

Nice, I'm holding a chip.

I'm gonna do the sounds in chip.

Ch, i, p, chip.

I hear the ch at the beginning of the word chip, do you?

Yeah, the C and H is at the beginning of the word chip.

This is what the word chip looks like.

This is our first anchor word.

(playful jingle) The second word that's going to be our anchor word to hold us in our place when we're comparing and contrasting is the word inch.

Can you say the word inch?

Nice job.

I'm gonna do the sounds in inch.

I, n, ch, inch.

You do them, i, n, ch, inch.

There were three sounds.

Where did you hear the ch sound?

At the beginning or at the end?

Yeah, at the end of the word inch is the ch sound.

I wanna show you, this is a ruler and an inch is a measurement.

So this right here shows an inch on a ruler which has 12 inches.

Inch is going to be our other keyword with the ch at the end because C and H might be together at the beginning of the word or the end of a word or even in the middle if you're reading bigger words.

So we're gonna do some sorting to make sure that we can hear where the ch sound is and be thinking about listening for that which will help us when we're trying to write words and will help us when we're trying to read words.

(playful jingle) So let's get sorting.

We'll do this first part here.

The first word we're going to do is the word chug.

I mentioned that the ch, ch, it's like a train when it does its chug.

Say chug, chug.

Nice.

I'll say the sounds slowly.

Ch, u, g, chug.

Your turn.

Ch, u, g, chug.

Now we're gonna compare them.

Where should it go?

Chug, chip or chug, inch?

Where's the ch sound?

At the beginning like chip or the end like inch?

Mm, good job.

Chug, chip.

They both have ch at the beginning.

And now I wanna think, huh, does it look right?

Is the ch at the beginning?

Nice, does it sound right?

Ch, i, p, ch, u, g. Yes, the ch is at the beginning.

Nice job, we just sorted the first word.

Let's do the next word.

Same thing we'll do.

Here we go, the next word is the word rich.

Sometimes you can eat a cake or a dessert that's really rich.

It means it's like, whoa, like an explosion.

And it's so sweet.

Or you might think of the word rich with money.

Say rich, rich.

Nice.

I'm gonna say the sound slowly.

R, i, ch, rich.

Your turn.

R, i, ch, rich.

Nice job.

Where should it go?

Rich, chip or rich, inch?

That's right.

Rich and inch.

Both have the ch at the end.

So that would tell us that they sound right.

Rich, inch.

Ch is at the end.

Do they look right?

Is the C, H in the right place?

Nice, okay, next word.

The next word is arch.

Say arch.

Arch, good.

An arch is like a half circle.

You see that in fancy buildings.

Like an arch.

If you also look in your foot, there's an arch in your foot where your foot goes up underneath.

Okay, let's do the sounds.

I'll do them first.

Ar, ch, arch, your turn.

Ar, ch, arch.

Great job.

Arch, chip or arch, inch?

Where's the ch sound in arch?

Oh, inch?

Let's check it.

If I put arch here, inch, arch.

Does it look right?

Yeah, let's see if it sounds right.

In, ch, ar, ch.

Yeah, the ch is at the end.

Wonderful job.

All right, let's try another word.

The next word is chat.

Can you say chat?

I enjoy having a chat with my friends.

I'm gonna say the sounds slowly.

Ch, a, t, chat.

Your turn.

Ch, a, t, chat, nice job.

Where should they go?

Chat, chip or chat, inch?

Yes, chat, chip.

Because they both have the ch at the beginning.

So, ch, ch, it sounds right.

Does it look right?

Nice job.

We're doing all the way down to this part every time.

Good work.

The next word is much.

Say much.

Great, you are so much help, much.

M, u, ch, much.

Your turn, m, u, ch, much.

Hmm, where should it go?

Under chip or inch?

Much, chip, much, inch?

The ch is at the end, very good.

So it looks right.

And if we say inch, much, the ch is at the end.

Well done.

All right, let's do one more together.

Okay, the next word is the word chop.

Say chop.

Nice, I like to chop vegetables for my salad.

Ch, o, p, chop.

Your turn.

Ch, o, p, chop.

Great job.

Where should it go?

Chop, chip, chop, inch?

Yes, chop, chip.

They both have ch, the sound at the beginning but they both look right too, with the ch at the beginning.

Well done.

Okay, now here's what I'm gonna do.

I'm gonna tell you the next three words.

I'm gonna sort them and then you're gonna help me check each column, okay?

The next word I'm gonna do is the word bench.

Say bench.

Maybe you like to sit on a bench and rest.

Sounds in bench.

B, e, n, ch, bench.

Your turn.

B, e, n, ch, bench.

Okay, be thinking where would it go?

The next word after bench is gonna be chin.

Here's my chin.

Point to yours.

Nice.

Say chin.

Okay, ch, i, n, chin.

Your turn.

Ch, i, n, chin.

Be thinking, where should I put chin?

Under chip or inch?

Okay, the last word I'll put up there is gonna be such.

Say such.

Great.

S, u, ch, such.

Okay.

Your turn, s, u, ch, such.

Great, would such go under chip or inch?

Okay, be thinking.

I'm gonna put stuff up here and then you're gonna let me know if I'm right.

(playful jingle) Okay learners, we're on this part.

We're gonna check each column.

This is column one.

This is column two.

I'm gonna go to column one and I'm gonna read down and we need to say if it looks right, yes or no, and if it sounds right, yes or no.

So let's read down.

We've got chip, read with me, okay, ready?

Chip, chug, chat, chop, chin, such.

Hmm.

So, do they look right with ch at the beginning?

And do they sound right with the ch sound at the end?

Go ahead an check me out.

See if I did a good job at this.

Are you saying to have one in the wrong place?

Oh, hold on, let me read it again.

I'm gonna see if I can hear where it's different.

Chug, chip, chug, chat, chop, chin, such.

Wait a minute.

This should have a ch at the beginning, shouldn't it?

So where should the word such be?

Let's try it.

Inch, such, is the ch at the end?

It looks like that.

Does it sound like ch at the end?

Thank you for helping me fix that.

Okay so, you gave me a thumbs down here at first, didn't you?

All right, let's read this column now to see if it's okay.

Ready?

Chip, chug, chat, chop, chin.

Does it look right?

Yes or no?

Yeah.

Okay.

How about, does it sound right?

Yes or no, with the ch at the beginning?

It does.

Okay, great.

So this column's okay.

Now we're gonna check column two under inch.

The ch should be at the end with the C, H. Here we go.

Inch, rich, arch, much, bench, such.

Does it look right?

It's our first one.

Does it look right?

Yeah, I see CHs at the end of each one.

Okay, did it sound right?

Rich, arch, much, bench, such.

Do they all sound like ch at the end, like inch?

Yes.

Thank you.

We just did all this sorting to help us know a couple things.

One, that C an H together say what?

Ch, ch, ch, ch, good job.

And we now know that you might see C, H making the ch at the beginning of a word, like chip, or at the end of the word, like inch.

Well done today, learners.

Thank you so much for your help.

Be on the lookout when you are reading words for C, H and make sure you say, what sound?

Yeah, ch, when you see it and you're trying to read and when you're trying to write a word, if you hear yourself stretching sounds and hear yourself say ch, like if you were trying to write the word check, like check it out, ch.

You'd say, wait a minute.

I know the ch sound is made with what letters?

Yes, C, H. Well done.

(playful music) - Hello learners, I'm Ms. Rodgers.

We learned a lot in our book about schools, "School Days Then and Now" by Bobbie Kalman.

One of the things that happened in schools in the past, long ago, and now, is that children played and continue to play clapping games.

(Ms. Rodger's hands clap) Have you ever played a clapping game with someone?

Today I'm going to teach you a rhyme that is a traditional clapping game song with a little change so that we can practice our S, H and C, H digraphs.

Now, remember the C, H is a digraph and it makes the ch sound and the S, H is a digraph and it makes the sh sound.

They're special sounds because they have two letters and they have their own sounds.

But when we put those letters together they make their own special sound.

So for instance, the C, H in chop makes the ch sound.

The S, H in ship makes the sh sound.

Talking about ships, the title of our clapping rhyme today is A sailor went to sea, sea, sea.

A sailor is a person who works on a ship or a boat.

Let me hear you say sailor.

Excellent.

Now the word sea is spelled S-E-A.

Now that means it's a large area of salt water or ocean.

If you spell the word S-E-E it means that you're talking about your sense of sight.

(playful jingle) Okay, let's get started with our rhyme.

First, I will read it to you and then I'll go back and sing or chant it for you while showing you the motions.

I want you to listen for the sh and the ch sound.

The part that we've changed in the rhyme is when it says shin, shin, shin.

Do you know where your shin is on your body?

Yes, it's at the bottom of the leg, right under your knee.

The original rhyme uses the word knee, knee, knee but we changed it so we could practice the sh sound.

Do you hear the sh sound in the word shin?

Excellent.

Now, where do you hear the sh sound?

The beginning, middle or end?

Shin.

Yes, it's at the beginning.

Okay, let's get started with our rhyme.

A sailor went to sea, sea, sea, adapted by Amy Posey.

♪ A sailor went to sea, sea, sea ♪ ♪ To see what she could see, see, see ♪ ♪ But all that she could see, see, see ♪ ♪ Was the bottom of the deep blue sea, sea, sea ♪ ♪ A sailor went to chop, chop, chop ♪ ♪ To see what she could chop, chop, chop ♪ ♪ But all that she could chop, chop, chop ♪ ♪ Was the bottom of a deep blue chop, chop, chop ♪ (Ms. Rodgers breathes heavily) ♪ A sailor went to shin, shin, shin ♪ ♪ To see what she could shin, shin, shin ♪ ♪ But all that she could shin, shin, shin ♪ ♪ Was the bottom of the deep blue shin, shin, shin ♪ ♪ A sailor went to sea, chop, shin ♪ ♪ To see what she could sea, chop, shin ♪ ♪ But all that she could sea, chop, shin ♪ ♪ Was the bottom of the deep blue sea, chop, shin ♪ Okay, so now we're going to go back and do it again so I can show you the motions.

It works best if you have a partner so that you can do the rhyme and clap with them.

But today I'll just show you what it'll look like if you had a partner sitting across from you or standing across from you.

Remember, a shin is right below your knee, but above your ankle.

So when I bend down like this, I'm going to touch my shin.

It's a lot more exercise and it's a little more fun to do it standing up but you can choose however you would like to do it.

So I'll do the first line and then I want you to do it with me.

Are you ready?

Oh, I also have on my jacket.

That makes sounds, it's almost like the wind blowing.

So use your imagination.

Here we go.

"A Sailor Went To Sea, Sea, Sea," adapted by Amy Posey.

♪ A sailor went to sea, sea, sea ♪ ♪ To see what she could see, see, see ♪ ♪ But all that she could see, see, see ♪ ♪ Was the bottom of the deep blue sea, sea sea ♪ So far so good.

♪ A sailor went to chop, chop, chop ♪ ♪ To see what she could chop, chop, chop ♪ ♪ But all that she could chop, chop, chop ♪ ♪ Was at the bottom of the deep blue chop, chop, chop ♪ I almost said sea.

All right, next.

♪ A sailor went to shin, shin, shin ♪ ♪ To see what she could shin, shin, shin ♪ ♪ But all that she could shin, shin, shin ♪ ♪ Was the bottom of the deep blue shin, shin, shin ♪ Our final stanza.

♪ A sailor went to sea, chop, shin ♪ Going slow.

♪ To see what she could sea, chop, shin ♪ I'm about to go faster.

♪ But all that she could sea, chop, shin ♪ ♪ Was the bottom of the deep blue sea, chop, shin ♪ (Ms. Rodgers chuckles) It's almost a tongue twister, which makes it even more fun.

Great job readers.

That was a lot of fun.

(playful music) Let's take a closer look at our rhyme and we're going to look for letters that work together to make the sh sound and the ch sound.

Now first, let's look for the sh sound.

I think I heard the sh sound every time I read the word she so let's go ahead and underline all of the times that we see the word she.

Are you ready to help me?

All right, let's go.

She.

A sailor went to sea, sea, sea to see what she could see, see, see but all that she could see, see, see was the bottom of the deep blue sea, sea, sea.

Very good, let's see if we can find a few more.

A sailor went to chop, chop, chop to see what she could chop, chop, chop but all that she could chop, chop, chop was the bottom of the deep blue chop, chop, chop.

A sailor went to shin, shin, shin.

We're going to come back and do the shin.

We're going to come back and underline those, but let's keep going because we're looking for she.

To see what she could shin, shin, shin but all that she could shin, shin, shin was the bottom of the deep blue shin, shin, shin.

A sailor went to sea, chop, shin to see what she could sea, chop, chin but all that she could sea, chop, shin was the bottom of the deep blue sea, chop, chin.

So, now that we found all of our words that have the sh sound but it's spelled S-H-E, let's go back and underline every time we saw the word shin.

Now we know shin is spelled S-H-I-N.

So this time we're just going to scan and I want you to clap when you see the word shin and then I'll know to underline it.

Okay, so I'm just going to go through just like this.

We're looking for shin.

I think we're almost there.

Let's keep looking.

S-H-I-N. Let's keep looking.

I think I hear someone saying it's in the third or fourth stanza.

I think you're right.

First stanza, second stanza, third stanza, fourth stanza.

So let's jump to the third stanza and see if you're correct.

There it is.

Shin, shin, shin.

So let's underline that.

Start here.

Shin, shin, shin.

Keep going.

Shin, shin, shin.

Shin, shin, shin.

Now let's do our fourth stanza.

Keep going.

We're looking for shin.

Here's shin.

Shin.

Shin.

See if we can find one more.

Initially, we were listening with our ears.

Now we're looking with our eyes.

Shin.

(playful jingle) Now we're going to find the ch sound.

I've already underlined the words.

So I want you to clap and even say the sounds with me.

Are you ready?

So since we're looking for words that have the ch sound I'm going to start with my second stanza because that's where I noticed that there was a ch sound.

So remember to clap.

Here we go.

A sailor went to chop, chop, chop.

Did you clap, clap, clap?

Let's try it again.

A sailor went to chop, chop, chop to see what she could chop, chop, chop but all that she could chop, chop, chop was the bottom of the deep blue chop, chop, chop.

Now let's skip to the fourth stanza and look for our ch sound.

A sailor went to sea, chop, shin to see what she could sea, chop, shin but all that she could sea, chop, shin was the bottom of the deep blue sea, chop, shin.

Excellent job.

Now that you know a new clapping rhyme you can invite a friend to play with you and teach them the rhyme.

(playful jingle) - I'm really looking forward to seeing you next time on Read, Write, ROAR!

In the meantime, keep reading, writing and roaring!

And Ms. Rodgers and I will look forward to seeing you to learn more about families and communities and do some more word work together.

Take care.

- [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) (gentle music)