- Hello, amazing learners.

Welcome to "Read, Write, ROAR!."

Today, I'm so happy to be here with you.

We will be reading another book about school in the past and present.

We will do some word building and writing a sound poem with Mrs.

Spear.

Meet me right back here so we can get started.

- [Reporter] 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.

(frame crinkling) (playful music) (lion roaring) (slow music) - Hello learners, I'm Ms. Rogers.

I'm looking forward to reading another informational book about schools.

It's similar to a book that we've already read, as it compares schools from the past to schools now, or in the present.

The name of our book is, "Schools Then and Now," by Robin Nelson.

We're reading the book with permission from Learner Publishers.

Just like what we did with our last book, while I'm reading, I want you to think about what you know about schools and if it's the same or different to the books that we're reading, and the information that you hear in the book that I'll share with you today.

So here we go.

"We go to school to learn and see friends.

School has changed over time.

Long ago, children had to walk many miles to school.

Now, children take buses to school.

Long ago, schools had only one room.

Now, schools are large buildings with many rooms.

Long ago, children in your class were many ages.

Now, children in your class are all the same age.

Long ago, students had to share a desk.

Now, students have their own desks.

Long ago, students wrote on slates or blackboards.

Now, students write in notebooks.

Long ago, students wrote with chalk.

Now, students write with pencils.

Long ago, students learned reading, writing, and arithmetic."

Arithmetic is math with numbers.

"Now, students also learn science and social studies."

Now, here is a school's timeline.

A timeline is something that tells us something that happened that took place at a certain time, or a date, or a year, and it ends at a certain date.

So this timeline starts at 1565.

Whoa, that was a long time ago and it ends 1943.

So that's still a little bit in the past but that is a timeline that they're giving us about schools.

Let's see what 1565 says.

Pencil is invented.

Wow, now let's jump down to 1943.

Computer is invented.

Wow, did you know that a computer was once the size of two rooms or maybe even one room in your classroom?

Now we can hold a computer in the palm of our hand, it's called the cell phone.

Wow, things have really changed.

School facts.

Let's read a few of these.

The first teachers in America were men.

Most of these teachers started teaching at 16 years old.

From 1775 to 1783, there was a war going on in America.

During this time, many schools were closed because the teachers were fighting in the army.

Long ago, some schools had paper windows instead of glass.

Ooh, what would that be like if we had paper windows now?

Oh boy, that would be a challenge.

Okay, so now we're going to do something really special.

We are going to sort using my chart here.

It says past, both and present.

So I have some things that happened in the past in a book that we read, and also in the previous book that we read.

So I'm gonna put those things in the past.

Also present, what we read in our books that take place now, in schools.

And then both is what happened in the past and we also see in the present.

So that'll go in our middle column.

So the first thing is one room, that will go in the past.

So I'm gonna put that there.

Now, this says many rooms, that would go in the present.

Walked to school.

Our book said that students walked to school in the past and they had to walk for many miles.

Our book also said, in the present, children ride the bus to school.

Well, we know that children ride the bus to school, some of them take a cab.

Some of them ride their bicycles.

Some of them even still walk but they didn't have to walk long distances like the people in the past.

Used slates and chalkboards, that would be in the past.

Use computers and tablets.

That's the present.

Many ages in one single class, that's the past.

And now mostly the same age in one class.

That would be the present.

Wrote with chalk.

That is the past.

But you can still purchase chalkboards, if you want, ours are more like dry erase boards like the one that I have here.

Write with pencils, that is in the present.

Now, let's do what is the same about both in our center column.

In the past and in the present there was a teacher, yes.

Teacher in the classroom.

They both had recess and time outside.

So here we have recess and we play games outside.

School gardens.

Yes, they had school gardens in the past and in the present.

Here's another one, learn about many subjects.

Both did.

In the present, we just learned about a lot more variety of things that we could do, or that we can learn, or even help other people to learn.

And then finally, end of the year celebrations.

That took place in the past and in the present.

So school we know is a place for us to learn and grow together.

Whether it's a homeschool, whether it's in a school building, or whether it's watching the learning channel like you're doing right now.

So, I thank you for joining us today.

And I want you to remember that learning about the past and present helps us to understand ourselves, and the world around us.

As you go to new places think about those places that existed in the past and how they may be different even now.

(soothing music) - Hi there learners, it's Mrs.

Spear again, and I'm really excited.

We're going to be word builders again today.

You probably noticed that we're doing something with building 'cause I'm wearing my construction outfit today.

And what's under construction is going to be sounds and letters.

And then we are going to be writing those down together.

You might notice, I have a ladder here, or kind of looks like a ladder, right?

It's got the two sides and then the rungs on it.

If you remember, a ladder is something that we climb up.

You start at the bottom and go to the top.

And that's what we're going to do.

Start at the bottom here and climb up each rung of the ladder, listening for sounds and words.

And then matching letters to the sounds that we hear and writing them down.

So let's get started on this part of our, "Read, Write, ROAR!"

episode.

So, word builders, the first word that we are going to listen for the sounds in, is the word chop.

Say chop, nice.

Like with an ax, you can chop wood, chop.

Let's listen for the sounds that we hear in chop.

Here we go.

CH-O-P, chop.

CH-O-P, chop.

Now, let's think about the sounds and let's think about the letters that we can think about that go with the word chop.

The CH, CH, CH, CH, CH.

What two letters make that sound?

Aha, you got it, C and H. So I'm gonna write those right down here at the bottom of my word ladder.

I'm starting at the bottom and working my way up.

So CH, that's my C-H. CH.

O.

That's a letter O, very good.

CH, O, P. Chop.

CH-O-P, chop.

Let's do those sounds in sky writing.

CH-O-P, chop.

And now let's say the letter names.

C-H-O-P, chop.

Nice job.

We're gonna do another word connected to chop but a little different.

We're gonna change one letter 'cause one sound is different.

The next word we're going to do is the word chip, say chip.

Great.

Like, sometimes you might like to eat a chip or two with a sandwich.

Let's do the sounds that we hear in chip.

Here we go.

CH-I-P, chip.

CH-I-P, chip.

Hmm, to go from chop to chip, I still hear the CH, at the beginning, do you?

Yeah, so what letters?

I mean, it's gotta be C-H again, right?

That always says the CH.

No other two letters are making that sound.

CH, I, I. Hmm, that's a letter, I. CH, I, P. That P stays the same, 'cause remember, we're only changing one letter.

CH-I-P, chip.

Let's do sounds, CH, I, P, chip.

And now let's say our letter names.

C-H-I-P, chip.

Great job.

Well, we're gonna change one sound, which means one letter in this case.

For us to change from chip to chap.

You might hear someone say that word like maybe like a British word over in England.

Like, oh, what a jolly old chap?

Like a guy, a chap, kind of an interesting word.

Say chap.

Nice.

I'm going to say chap again with you ready, chap.

And now let's listen for the sounds.

CH-A-P, chap.

CH-A-P, chap.

Good job saying those sounds with me.

Okay, let's go from, CH-I-P, to CH-A-P. CH, you knew it, C-H is the CH.

Now I hear an A, what do you think that is?

Yeah, I think that's a letter, A too.

CH-A-P. We know that P, is at the end just like in the chop, chip, chap.

We only had to change the middle sound, the vowel in each of those, nice job.

Well, this time's a little different 'cause we're gonna go from chap to chin.

So we're gonna change two sounds, like, this is my chin, can you point to yours?

(laughs) Nice, say chin.

Okay, let's listen to the sounds in chin.

CH-I-N, chin.

CH-I-N, chin.

Hmm, let's do those sounds.

Two sounds are changing and two letters.

The, CH, we know is going to be C-H again, right?

CH.

What about that I, sound?

Hmm, that's letter I. CH-I-N. Great job, that's A letter N that says, N. CH-I-N, chin.

Let's sky write those sounds, ready?

CH-I-N, chin.

And now let's spell them saying the letter names.

C-H-I-N, chin.

Great.

All right, this is a little tricky.

We're not only gonna change one sound but we're gonna add a sound.

Okay, let's say, the word is chant.

Can you say chant?

Nice.

When you chant something, you kinda say it over and over in a rhythm.

Like when the Olympics are on, you hear people going, "USA, USA."

Or, if they're from another country, they're screaming out the name of their country, right?

So let's say chant one more time, chant.

Okay, and now we're gonna listen for the sounds in chant.

CH, A, N, T, chant.

CH, A, N, T, chant.

Hmm, well that CH, is still at the beginning, right?

So I'm gonna put that, C-H again.

What about the, A, CH, A.

Good job, that's under A, you're doing great.

I kind of switched around the vowel a bunch to give you some practice with those.

CH-A-N, nice.

That N, gets to stay.

What do you hear at the end?

CH-A-N-T, T. Yes, there's letter T, letter T. Chant, CH-A-N-T, chant.

Let's sky wite it.

CH-A-N-T, chant.

You did that by saying the sounds.

Now let's say the letter names.

C-H-A-N-T, chant.

Great job.

Okay, now, we're gonna take away a sound.

We're actually gonna take away two letters.

We're gonna go from chant to rant.

When someone's kinda going on and on and on about something, you might say, "They're having a rant."

Say rant.

Nice, let's hear the sounds in rant and listen.

R-A-N-T, rant.

R-A-N-T, rant.

What do we have to change in this one to go from chant to rant?

Hmm, there's no CH at the beginning.

So we're just going to change this to an R. R, A, N, T, rant.

Look, it kept the same endings but that beginning sound changed, and so did the letters.

Let's just spell it out loud.

R-A-N-T, rant.

Nice.

Okay, the next word is the word, ranch.

Say, ranch.

Great.

Now you might think of the place a ranch with like a big barn and horses and stables, or you might think about ranch dressing that you can dip carrots and celery in.

Either way, it's still the word ranch.

So let's hear the sounds in ranch.

Here we go.

R-A-N-CH, ranch.

That's a bunch of sounds.

Let's do those sounds together.

R-A-N-CH, ranch.

Great job.

So let's look up here.

R, we know that's letter, R, R. Whoopees.

R, A, N, CH.

Oh, we know that sound, that's made with what letters?

You got it, CH, so look at that.

There's four sounds, but we actually have five letters.

R-A-N-CH, ranch.

Let's spell that out together.

R-A-N-C-H, ranch.

Great job everybody.

Okay, well let's think again.

Hmm, what's another word that I could do?

Oh, I was thinking of ranch dressing, dipping your carrots.

That's making me think of the word lunch.

Say, lunch.

Nice, lunch.

Let's listen for the sounds in lunch.

L-U-N-CH, lunch.

Wow, we have to change two sounds and two letters to go from ranch to lunch.

What's the first sound we hear?

Yeah, ooh, that's letter L, right?

L. A, A, letter U. L, A, N. But you don't have to change that.

N-CH, C-H again.

Look at that, C-H can be at the end or at the beginning and either way it still says, CH.

Let's do the sounds in lunch and check 'em, L-U-N-CH, lunch.

Great job, now let's spell it.

L-U-N-C-H, lunch.

Well, when I think about the word lunch, I think about how I like to munch on things when I'm eating my lunch.

Can you say munch?

Great, let's listen to the sounds in munch.

M-U-N-CH, munch.

M-U-N-CH, munch.

Huh, to go from lunch to munch, I only have to change one letter 'cause there's only one sound that's different.

Yeah, you knew it, there's not L, at the beginning.

It's a, M, so that's gonna be letter M. M, U, N, CH, munch.

Great job.

M-U-N-CH, munch.

Let's spell the word.

M-U-N-C-H, munch.

Great job.

Again, it has five letters.

One, two, three, four, five.

There's only four sounds.

M, U, N, CH, munch.

'Cause that C-H says, CH.

Well, our last word for our word letter today is gonna stay within that, thinking about eating lunch at school.

And this is something that you might drink at lunch.

The word is punch.

Can you say, punch?

Nice, let's listen for the sounds in punch.

P-U-N-CH, punch.

Nice job.

Now, let's do the sounds, P-U-N-CH, punch.

Great job, now we're gonna go from munch to punch, that final word at the top.

What do we need to change, the one letter 'cause one sound changes?

Yes, let's match our letters and sounds.

P, U, N, CH, punch.

Thinking about like a fruit punch, that drink you can have.

Let's check it.

P-U-N-CH, punch.

We got it, let's say the letter names and spell it, P-U-N-C-H, punch.

Wow, everybody, what a nice job that you did today being a word builder with me, making a word ladder.

We started at chop and then we're all the way up to punch.

Let's read from the bottom up and see how we changed.

Let's read together, ready?

Chop, chip, chap, chin, chant, rant, ranch, lunch, munch, punch.

Nice work everybody.

If you notice, we really focused on C and H together that say, CH.

And now we realize that the, CH, might be at the beginning or it might be at the end of a word.

But either way, when you hear the, CH, you're gonna write the letters, you got it.

C and H. (soothing music) - I have a wonderful poem to share with you, written by Amy Posey.

We're going to read the poem and then we're going to look for words that have the, CH sound at the end.

Let's begin.

"School" by Amy Posey.

"A place to learn and play, I love to go every day.

Pencils, papers, and books I need, so I can write, draw and read.

Reading, writing, learning so much, we even get to eat our lunch."

Hmm.

"Each day I get to show all the things I know, because school is such a great place to learn and grow."

(playful music) So now we're going to go through and find words that have the, CH sound at the end.

Once we find them, I will underline them so that we can spot them when we read again.

Okay, here we go.

"School" by Amy Posey.

"A place to learn and play, I love to go every day.

Pencils, paper and books I need, so I can write, draw and read.

Reading, writing, learning so much."

Did you hear the, CH sound?

Okay, so let's underline the word much.

M-U-CH, much.

"We even get to eat our lunch."

The, CH sound again.

Here we go, lunch.

L-U-N-C-H, L-U-N-CH, lunch.

"Each day I get to show all the things I know."

Did you hear a CH sound?

Yes, it was at the very beginning, it's our first word each.

So let's underline it.

EA-CH, each.

Now let's go to our final line.

"Because school is such, a great place to learn, and grow."

Such, S-U-CH, such.

Very good.

So we found one, two, three, four words that have the CH sound at the end.

Excellent job working with me, reading our poem and identifying words that have the CH sound.

(playful music) - Thank you so much for being with us today, on "Read, Write, ROAR!."

We can't wait to do some more word building or story reading or writing, the next time that we come back together.

In the meantime, keep reading, writing and roaring wherever you are.

See you soon.

- [Reporter] 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) (slow music)