- Hello, readers and writers.

Welcome to Read, Write, Roar.

Today, we're going to learn all about the letter H. We're going to learn one new high frequency word.

We're going to play with some sounds and words and read part of a story.

Are you ready to learn with me today?

Let's get started.

- [Announcer] 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) - Hello, readers and writers.

I'm Mrs. Erfourth.

It's alphabet time.

Did you know that readers and writers use all 26 letters of the alphabet to read and write a lot of words?

Today, we're going to practice the alphabet by singing.

I want you to sing along with me.

Are you ready?

Stand up and sing along with me.

Ready?

♪ A, B, C, D, E, F, G ♪ ♪ H, I, J, K, L, M, N, O, P ♪ ♪ Q, R, S ♪ ♪ T, U, V ♪ ♪ W, X, Y, Z.

♪ ♪ Now I know my ABCs ♪ ♪ Next time, won't you sing with me ♪ Great job readers.

Now let's practice the alphabet again.

When I point to the letter, you repeat the letter name and sound.

There are two shapes for each letter, an uppercase and a lowercase.

When I point to the letter, you repeat the name and the sound.

Are you ready?

Okay, listen to me and then repeat.

A, ah.

A, ah.

Great job.

Let's keep going.

B, buh.

C, kuh.

Let me hear you.

Let's keep going.

D, duh.

E, eh.

Great job repeating after me.

F, fff.

Let me hear you.

G, guh.

H, huh.

Nice and loud.

I, ih.

Your turn.

Next letter, J, juh.

K, kuh.

L, ull.

Great job.

Nice and loud.

Next letter.

M, mmm.

Let me hear you.

N, nnn.

O, ah.

P, puh.

Q, que.

R, rrr.

Do you know the next one?

S, sss.

Let me hear you.

T, tuh.

U, uh.

V, vvv.

W, wuh.

X, xss.

Let me hear you that one.

Let me hear you.

Y, yuh.

And the last one, let's make it the loudest, ready?

Z, zzz.

Let me hear you.

Great job readers and writers.

When you're reading and writing, pay attention to all of the letters that make up our words and words that make up sentences.

(upbeat music) Now, we're going to think about sounds.

Here is a picture of an apple and a tent.

Point to the picture of the apple.

The word apple starts with, ah.

Point to the picture of the tent.

Tent starts with the sound tuh.

Let's listen for beginning sounds and match the word that I say with the same beginning sound as either apple, ah, or tent, tuh.

I'll say the word, you point or say which has the same beginning sound.

Let's try one.

Say alligator.

Alligator, apple?

Or alligator, tent?

Which has the same beginning sound as alligator?

Right?

Apple.

Alligator, apple.

Let's keep going.

Say top.

Top, apple?

Top, tent?

Which has the same beginning sound?

You pointed to tent, that's correct.

Top, tent.

You say that.

Top, tent.

Say apple.

Apple, apple?

Or apple, tent?

Which has the same beginning sounds?

Apple, apple, ah.

Say 10.

10, apple?

10, tent?

Which has the same beginning sounds?

10, tent.

Say ant.

Ant, apple?

Ant, tent?

Which one has the same beginning sound?

Ant, apple, ah.

Great job.

Let's do a few more.

Say astronaut.

Astronaut, apple?

Astronaut, tent?

You say it or point to it.

That's right.

Astronaut, apple, both start with, ah.

Great job.

(playful music) The next word, say time.

Time, apple?

Time, tent?

Which has the same beginning sound?

Point to it or say it.

Time, tent.

Let me hear you say that.

Time, tent.

And the last one, say Africa.

Africa, apple?

Africa, tent?

Africa, apple.

Great job.

(playful music) Let's take a look at this letter first.

These shapes are letters named H. This is the uppercase H, this is the lowercase H. Point to the letter H. What is the letter?

H. Let's review a few letters that you've already learned.

These shapes are letters named A.

This is the uppercase A, this is the lowercase A.

Point to the letter A.

What's that letter?

A.

These shapes are letters named T. This is the uppercase T, this is the lowercase T. Point to the letter T. What is the letter?

T. When I say a letter, I want you to point to it.

Are you ready?

Let's stand up and do this.

Ready?

H, point to the letter H. Right.

A, point to the letter A.

Right.

Point to the shapes or letter T. Great.

Point to the letter A.

Point to the letter H. Last time, point to the letter H. Great job.

These letters have sounds.

These letters say ah.

Point to the A and say that sound, ah.

These letters say tuh.

Point to the letter T and say that sound, tuh.

These letters say the sound huh.

Point to the letter H and say that sound.

Huh.

Great.

Now, I'm going to say the letter sound and you point to the shape or the letter.

Ready?

Ah, point to the letter that says, ah.

You're right.

Point to the letter that says huh.

Right.

Point to the letter that says tuh.

You're right.

Point to the letter that says huh.

Great job.

Great job readers and writers.

Remember, we use our letters to make words and we use our words to make sentences.

Great job being letter heroes today.

(playful music) Now, let's think about words.

We're going to learn a new high frequency word today.

High frequency words are words that we see frequently or often when we're reading.

The word today is my.

Can you say that word?

My.

We can use that word when you say something is yours.

My hair is brown.

Let's read our sentence, which is from the story that we're gonna read today.

I have four people in my family.

What's the word again?

My.

Listen to me say the sounds in the word my.

Mmm, I.

There are two sounds in the word my.

The first sound, mmm, is the letter M. The next sound, I, is the letter Y.

The letter Y in my makes a long I sound.

I, mmm, I, my.

Now, let's take a look at words, high frequency words, that you've been learning And let's say them together.

(playful music) Ready?

Let me hear you repeat after me.

The.

A.

And.

And what's our word that we just learned today?

My.

When I say a word, I want you to point to it.

Ready?

And.

You're right.

And.

Point to the word, the.

A, you're right.

And, good job, My, point to the word my.

The.

My.

Point to the word and.

Great, last time.

I'm gonna point to the word, you say what it is, ready?

The.

A.

And.

My.

Great job readers.

(playful music) Now let's think about a sentence.

Repeat the sentence after me.

My hat is red.

How many words are in that sentence?

Let's say it again.

My hat is red.

There are four words in that sentence.

Let me show you how we read that sentence.

When I read, I'm going to point to each word and track it with my finger.

Watch, as I read again.

My hat is red.

Read it again with me, ready?

Point to each word as you read it with me.

My hat is red.

Great job readers.

I want you to keep practicing.

When you read a sentence, use your finger, read each word just like we did.

(playful music) Now, let's have some fun with rhyming words.

Remember, words rhyme when they have the same ending sound, like mat, cat.

Mat and cat rhyme because they both have at.

I'm going to say three words and I want you to repeat the two words that rhyme.

Ready?

Bad, sad, bed.

Which two words rhyme?

Bad, sad.

They both have ad.

Men, pen, pan.

Which two words rhyme?

Men, pen.

Good.

Hog, log, run.

Which two words rhyme?

Hog, log.

They both have og.

Roll, hill, pill.

Which two words rhyme?

Hill, pill.

Great job.

Map, lip, hip.

Which two words rhyme?

Lip, hip.

Great job readers.

(playful music) Let's have some more fun with words.

Next, we'll practice breaking words into syllables.

Syllables are parts or chunks of words.

The word pencil has two syllables.

Pen-cil.

Let's practice.

I will say the word, you repeat the word, and then say the two syllables.

We're gonna use our hands and chop or break those words into the syllables.

Ready?

Say the word purple.

Break it into the syllables pur-ple.

Good.

Say the word recess.

Break it into the syllables, re-cess.

There are two syllables in recess.

Say the word baby.

Break it into syllables, ba-by.

How many syllables?

Two.

Say the word turtle.

Break it into syllables.

Tur-tle.

How many syllables?

Two.

Say the word winter.

Break it into syllables.

Win-ter.

How many syllables?

Two syllables.

Say the word teacher.

Break it into syllables.

Teach-er.

How many syllables?

Two syllables.

Great job breaking our words into syllables.

And if you notice, all of our words today had two syllables.

Great job readers.

(playful music) Hello, readers.

Today, we're gonna read a story about animal babies and their families.

Let's take a look at the features of this book.

This is the front cover of the book.

The title is on the front cover.

Let's read the title, "Meet My Family: Animal Babies and Their Families".

The author's name is on the front cover.

The author is Laura Purdie Salas.

The author is the person who writes the story.

The illustrator's name is on the front cover, also.

The illustrator's name is Stephanie Fizer Coleman.

The illustrator is the person who draws or creates the illustrations in the story.

This story is read aloud with permission by Millbrook Press.

This story is a narrative non-fiction story.

Narrative means story.

Non-fiction stories give us information.

As I read the story, I want you to think about how your family might be similar or different from the animal families that we're going to meet.

Let's start reading.

My parents take care of me.

My mother and father stay close to our nest.

They keep me and my brothers and sisters safe from foxes and other hungry creatures.

They also teach us to find tasty grains.

I've never met my dad.

My dad's not part of my family.

He's never even seen me.

He lives off by himself somewhere and I live with my mom in our den.

Their den is the home that they live in and the baby raccoon is called a raccoon kit.

I'm the only kid around.

I wish I had a brother or sister my age.

Having mom all to myself is great, but I sure would like someone to chase and race with.

A baby horse is called a foal.

That doesn't sound so bad.

You are so lucky.

I have to climb over all my brothers and sisters just to get dinner.

A baby pig is called a piglet.

I'm in charge of all my meals.

I find my own food below sunny skies.

I graze for grasses and plants just like Amai and Baba and all the elders do.

And that's a rhino.

A baby rhino is called a calf.

Mi madre brings me lunch.

I spent all my day in my nest.

When I was very small, mi padre used to throw up entire fish into my mouth.

Now, I grab that fish right out of their bills.

The wood stork baby is called a chick.

We've lived in one place since I was born.

I've lived in my family lodge for almost two years.

When walls need fixing, I hunt for sticks.

Yippee!

I paddle and nibble and gnaw, then I drag a stick back and poke it in place.

Soon, I'll build my own lodge.

A baby beaver is called a kit, just like the raccoon baby is called a kit.

We move around a bunch.

Each night, my ibu builds us a new nest high in the branches of a tree.

I never know where I'll be, but I always know she'll be right beside me.

This is an orangutan infant or baby.

What animal family do you see next?

Ladies all look after me.

My mama takes care of me, but my grandma, my aunties, and wakina mama wote in the herd also take care for me.

No boys are allowed here except for calves like me.

When I'm all grown up, I will live on my own.

And you see, the elephants and the baby elephant is called a calf.

Dad holds me 'till first light.

Mamae only comes at dinner, but papai stays nearby always.

I sleep snuggled up on him and his hair is like a thick, warm blanket.

And this is a South American titi monkey, infant or baby.

Every family's different.

Each family is just right.

We live in every kind of family you can think of.

Our families are unique and special, just like the animal families we met today.

Thanks for reading with me today.

(playful music) Today, we practiced the alphabet, learned about the letter H, learned a new high frequency word, my.

We practiced beginning sounds, rhyming words and syllables.

We also read a story called "Meet My Family".

Great job.

Great work today.

Thank you for learning with me.

See you next time on Read, Write, Roar.

- [Announcer] 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) (piano music)