♪ Good morning to a brand new day ♪ ♪ Time to learn and the games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone.

♪ (upbeat music) - Good morning second grade, welcome back.

I'm Mrs. Vang and I'm so excited to have you join me this morning so that we can become amazing readers and writers.

I'm gonna start off with my favorite part of the day by recommending a book.

Now I love these books.

These are "There's an Old Lady" book and this one is actually called, "There Was an Cold Lady Who Swallowed Some Snow."

And I love reading these because I like guessing what's gonna happen at the end of the book.

So, in this story, she's gonna swallow some snow a pipe, some coal, a hat and a stick.

What do you think is gonna happen at the end?

Oh, I hear some of you guys shouting it.

If you wanna see what happens at the end of the book make sure you are checking this book out or the series at your county library or on Sora.

Are you ready to get started?

Awesome, let's get started 'cause remember we need to make that brain super strong.

So we're gonna start off by training our ears.

So get your listening ears, turn them up, so that we can practice our phonemic awareness with a game called Guess My Word.

We haven't played this for a while.

Now this is where I'm gonna say some sounds.

Your job, blend them together and guess my word.

You guys are really good at this.

Let's see how you guys do, ready?

Lesson for my set of sounds.

Guess my word.

First sound is /h/, next sound is /u/ last sound is /g/.

'h/ /u/ /j/, what's my word?

Huge, good job boys and girls, huge.

Like, my brother bought a huge TV, he did.

Now, what about these set of sounds?

What's my word, ready?

/c/ /u/ /b/, /c/ /u/ /b/, what is it?

Cube, good job.

I knew you guys are good.

Okay, last set of sounds, ready?

/f/ /ew/, what's my word?

Few, good job, few.

Awesome job boys and girls.

You guys are doing awesome.

Now, that our ears are warmed up let's go into our sound of the week.

This week we are learning the long /u/ sound and that's why we have our cube card.

So if you look at our cube card look at all the different ways we can spell the /u/ sound.

Now, remember the long vowels are easy because they say their own name but they're tricky because they're spelled differently especially the long /u/ sound 'cause it says /u/ and there's another sound that sounds very similar to this as /u/ and it has the same spelling pattern.

So once we get to it we'll look and see which is the difference between these sounds and spelling patterns.

So if you look at my cube card you'll see that you could be spelled with a U by itself, like in the word unit U consonant silent E with like the word cube.

E W can say /u/ like in the word few and U E also says /u/ like in the word fuel.

Now, let's practice reading or blending some letters together with our long /u/, ready?

Here's my first set of letters.

Now, if you notice something, I notice that there are two vowels.

Now, remember we have been learning a lot about syllables also.

So because there are two vowels and I'm thinking there might be two syllables because remember every syllable has a vowel sound.

So if I'm reading this, I know this is a vowel and this is a consonant, vowel, consonant and guess what?

This U by itself is what we call an open syllable.

And remember when it's an open syllable it makes that long vowel.

So if I was to divide this word, to sound them out I'm gonna put my low divider and say this is actually how we would divide it.

So to sound it out, I would say /u/ and then because the I is closed in.

Remember how we learned that was a closed syllable.

It makes a short vowel, you're right.

So that I actually makes the /i/ sound.

So this is nit.

So now let's blend them all together with the two syllables, ready?

/u/ /n/ /i/ /t/, unit, so unit is unit.

That's the way that we can sound it out or unit.

And actually boys and girls if we just cooperate unit is actually just one syllable.

So I thought there was, or unit would be two.

Okay, now let's look at the next set of words, ready?

This one says, good, remember there's that bossy E and that bossy E just makes the U say U.

So, /h/ /u/ /ge/, huge.

And remember we learned that when the G and the E are together, it makes that soft G sound, it makes it /j/ sound.

So don't forget to make the /j/ when we get to the G and the E, huge, good job.

Now let's practice building a word together.

Now what if I wanted to spell the word clue, clue.

Say mantra with me /c/ /l/ /ue/, clue.

So I know it has three sounds.

Help me build it, ready?

The first sound we hear is /c/ which is the C. /c/ /l/ is the L and good.

C L is a blend, clue, Now remember I have four different ways that I can spell the /u/ sound.

Okay, is it the U constant silent E?

Is it the U by itself?

Is it the E U or is it the E W?

So if I'm lucky and guess what, if I just put the U by itself, let's see.

Does this say clue?

Does that look right?

It does not.

What if I just, what if I put the U E?

Clue, yes it does.

So clue is spelled C L U E, clue.

How did you do?

Awesome job, now let's practice reading and sorting some words with the long U.

Now remember my four different spelling patterns, the U by itself, the U consonant silent E, the U E and the E W. Practice saying those sounds, remember they all say /u/, ready?

Help me read.

The first one says unit, good.

Unit is the U by itself, good job.

Help me read the next word, cute.

Cute has that silent E at the end, good job, cute.

Next word says, few.

Good, it has the F, I'm sorry the E W. This says humid, did you that /u/?

That was the U by itself, humid.

Fuel, we learned the E U.

Yes, says the /u/ sound.

Next word, help me read it, mule, good.

And there's that silent E at the end making the U say /u/.

Music, well, that we practice yesterday.

It has the U by itself right here.

Cube, good, another word with the silent E pattern.

Pew has the E W like few and they do rhyme, few and pew.

How about cue?

Good, cue has the U E. How did you do?

Awesome job boys and girls practicing those long /u/ sound, okay.

Now let's go and practice our high frequency words.

So let me move my chart, turn it around and let's practice our high frequency words.

Remember all week we're gonna practice 10.

Today we're gonna really focus on two.

So help me read and write our two words for today, ready?

My first word is the word come.

Help me read it, come.

Good job, help me spell it, C O M E, come, good job.

My next word is country.

That's a hard one, isn't it?

Country, good job.

Help me spell it, C O U N T R Y, country.

Good job, boys and girls.

So our two words today, come and country.

Now I have two sentences for you.

Help me try to figure out which one of these words would go into the sentence so they will make sense, ready?

Help me read the first sentence.

It says, what is the name of that on the map?

The second sentence says I will over to your home.

Let's see, are you using clues?

Now, the first one gets a clue I saw in here.

I saw map and guess what?

There are lots of countries on a map.

So I think the word country goes in the top one, first sentence, so that must mean come goes to the second sentence.

Let's read to make sure it makes sense, ready?

What is the name of that country on the map?

Yes, that does make sense.

And I will come over to your home.

Awesome job, boys and girls.

Let's practice reading all of our high frequency words that we are learning this week.

We'll start with the two that we learned today, ready?

Country, come, didn't, give, live, turned, America, beautiful, climbed and began.

Good job and as you're reading see if you can spot these high frequency words and how many times they show up because you remember they show up the most frequent.

Now let's go into our structural analysis.

And this week we're working on comparative endings.

And that is just the E R that says /er/ and the E S T and adding them to the N of adjectives.

Remember adjectives are describing words.

So if I wanna add the ER, the /er/ to the end of an adjective, it means I'm only describing two nouns.

Like David is taller than Xiong.

So just two nouns, two boys.

When I add the E S T and it says /est/ to an adjective, I'm comparing more than two nouns.

And that's why my sentence says Alex is the tallest in the class.

So let's practice reading that /er/ sound and the /est/ sound, ready?

So if I have sweet and I'm gonna add /er/, sweet /er/ becomes sweeter, good job.

If I have fast plus /er/, it becomes faster.

Good, and big plus /er/ becomes bigger.

Awesome job, boys and girls saying that.

Remember we will only use these with two nouns.

And look at bigger, you notice because I added an ending we had to double that constant.

Just like when we add the E D and the I N G. Okay, now let's practice with sweet.

Sweet plus /est/ becomes sweetest, all right?

Fast plus /est/ becomes fastest, good job.

And big becomes, say it, biggest.

Good job and don't forget when you're writing to double that consonant.

So remember, E R, when we're comparing two nouns E S T says /est/ when we're comparing more than two nouns.

So I want you to try to see if you can put some of these into sentences and share those sentences with your family.

Along with, as you're reading, looking for high frequency words and looking for our sound spelling this week which is the long /u/ spelling pattern.

Good job with all the different ways that we can spell the U.

So boys and girls, don't forget to come back as we continue our learning tomorrow.

We'll leave with our positive message of the day.

And today it is, "it is challenging but I will not give up."

So tell yourself if something is challenging or hard, tell yourself I will not give up because I know you can do it 'cause you can do hard things.

You guys have been doing such an awesome job and I hope you guys are continuing your learning.

I'll see you back here tomorrow, bye bye (upbeat music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (upbeat music)