(playful guitar 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 ♪ (cheerful music) - Good morning second grade.

Welcome back to our PBS classroom.

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

Now remember, we, or actually you guys, have become amazing readers and writers and you guys are ready for third grade.

I know, that's so exciting!

So this week I wanted to share some of what I call my chapter books with you guys 'cause some of you guys are ready.

And this is a great one to start with.

So I want to just start off with Mercy Watson and this is a book written by Kate DiCamillo and it's illustrated by Chris Van Dusen.

Now this book is actually part of a series and this is actually book five out of six books.

Can you believe that?

And this is a great book to start off with because it's a great early chapter book to start reading.

So, if you want to read all about Mercy Watson and his adventure with the Watsons, make sure you are checking out these books to read.

And don't worry, you don't have to read them in order.

You can pick up any book in the series and read it and you'll understand what's going on.

So, see if you can find this series on Sora, if you have the Sora app, at your county library or at your school library.

And then tell me what you think about them.

All right?

Awesome.

Now, several ways that you can tell me.

Don't forget boys and girls, you can always write to me here at the studio.

And use the address below, that's how you get a hold of me, write to me or send me an email.

Tell me what you're reading, tell me what you're learning, and I'll send you one of these fun activity books!

All right?

So boys and girls, I can't wait to hear from you guys.

Now don't forget to put your home address or your return address so that I can send these to you.

All right?

Okay, boys and girls.

Now, are you guys ready?

Good job.

Let's get ready to make that brain super strong.

So, our brain have been resting all weekend so let's warm it up by playing a mystery word game.

Remember, this is a review game of all the sounds that we've learned already.

I'm gonna show you some sound spelling cards.

Your job?

Blend it together, guess my mystery word.

If you have a paper or pencil or a whiteboard nearby, make you're writing it down and then we'll check to see how you're doing.

Are you ready?

Okay, get ready to warm up that brain!

Here are my sounds for my mystery word.

Ready?

Okay, first sound.

The piano card.

Piano card says "puh."

Good job.

Next sound is the rose card.

Rose card says "ruh."

So P-R, "pruh."

That's a beginning blend, good job.

Okay, next sound.

Ooh, we have the owl card!

The cow card, excuse me.

The cow card, what does the cow card say?

"Ow," good.

"Prur, "ow".

Are you guessing?

Oh, let's see, last sound.

Dolphin card.

The dolphin card says "duh."

Okay, now blend it together, ready?

"Puh, "ruh" "ow" "duh."

What's my word?

Proud!

Good job.

Proud!

Okay, let's check.

Did you spell proud correctly?

Proud is spelled P-R-O-U-D, proud.

How did you do?

Thumbs up!

Oh, good job, boys and girls.

Don't forget that "ow" was spelled with a O-U.

That was tricky.

Did you guys remember that?

You did?

Awesome job, boys and girls.

Okay.

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

Now remember, high frequency words are words that show up most frequently when we are reading.

So it's important to know how to read them automatically and spell them automatically so we can save all that brain power for those nice longer words that we're gonna be practicing this week.

Okay?

So, every day we're going to focus on two, but all week we have 10 words.

So let's focus on the two that we're going to learn today.

The first word is surprised.

Good job, read it again.

Surprised.

Good job, let's spell it.

S-U-R-P-R-I-S-E-D, surprised.

Remember that -ED means it happened in the past.

Good job.

Next word, alone.

One more time.

Alone.

Okay, let's spell it.

A-L-O-N-E, alone.

Good job.

Now, I have two sentences for us.

Help me read the sentence or the sentences and help me try to figure out which one of these words will go into the sentence so that it will make sense.

Ready?

Let's start with the first sentence.

Read with me.

"She was," mm, "by the loud sound."

Good job.

Let's read the second sentence.

"Nick sang," mm, "on the stage."

Okay, use your context clues to help you.

She was, blank, there was a loud sound.

What do you think she was?

She was surprised.

Good job.

"By the loud sound," that makes sense, good.

So that must mean Nick sang alone on the stage?

Yes, that makes sense.

Good job, boys and girls.

Now, let's practice reading all of our high frequency words that we're gonna be learning this week.

We're gonna start with the two that we learned today.

Ready?

Surprised, alone, suppose, four, large, round, beside, notice, became, and hello.

Good job boys and girls.

Okay.

Now, let's go and, that's right, let's train our ears.

So get those listen ears.

Turn up.

Now that our brain is all warmed up, we've practiced our mystery word, we've practiced our high-frequency words, now let's practice listening to sound.

Ready?

We're gonna play a game called phoneme addition.

And in this game I'm gonna say a word and then I'm gonna add a phoneme, I'm gonna add a sound.

And then it's going to make a new word.

Let's see if you guys can make my new word with me.

Ready?

Okay.

I'm gonna use my white box, or square, and my red dots to help me.

Ready?

Okay.

So, if I said this word, age, say it with me, age.

Now, if I put the "kkh" in front of it what does it say?

"Kkh," age.

Cage.

Good job, you got it.

Okay, let's try another one.

If I said poke.

Say it with me.

Poke.

Okay.

If I add the phoneme, "sss," what's my new word?

Spoke.

Good job.

Spoke.

He spoke up when it was his turn.

Spoke, good job.

Okay, last one, ready?

Okay, race.

Say it.

Race.

Okay, I'm going to add the phoneme, "tth."

What's my new word?

Did you do it?

Awesome, I hear you.

Trace.

How did you do?

Thumbs up?

Oh, you guys are so smart.

Good job, boys and girls.

Okay, now, let's go and practice our focus for the week.

Now remember, we've already learned all the sound spelling patterns that we can learn in second grade.

So now we're gonna be focusing on some, what we call, reading skills.

We're gonna practice how to read fluently.

And to practice reading fluently we are gonna go over how to divide words into syllables.

Because if you can divide words into syllables, boys and girls, that's what we call our foundational skills for dividing or for reading multisyllabic word.

And that's just a fancy word for words with more than one syllable.

All right?

So last week we talked about closed and open syllables.

Looking for those patterns.

Today, or this week, we're really gonna to focus on the silent E pattern.

I'm always looking for patterns.

Now remember, we learned that when we add the silent E after the consonant it makes the vowel a long vowel.

Okay?

And so that follows our consonant-vowel-consonant, silent E pattern.

So when I'm reading I'm gonna be looking for this consonant-vowel-consonant, silent E pattern because it stays together.

We don't divide this pattern, okay?

So let's look at some of my example.

Like here's my word.

Home.

E is gonna make the O say "oh."

Home, that's my consonant-vowel-consonant, silent E pattern.

And that's a one syllable so I wouldn't divide it.

Next one is cupcake.

And I knew how to read that because I saw the pattern.

We keep it together.

Cup is my consonant-vowel-consonant and it's actually a compound word so I divide between the two words, cup and cake.

Same thing for the next word.

You see this?

Vowel-consonant-vowel, silent E, vowel-consonant-vowel... Oh, let's try that again.

Consonant-vowel-consonant, silent E. See?

Looking for my patterns.

They stay together.

I divide where they, well this is also a compound words, so between the two words, pine and cone, okay?

So that's what we're really focusing on this week.

So, let's practice really quick again with my two words that I have on my chart.

Okay, now remember, the first thing we do is we're gonna look for that pattern.

What was the pattern that we were focusing on?

The consonant-vowel-consonant, silent E. I know, sometimes I say it really fast and I mix up those words.

So I want you to be listening and catch me if I do it incorrectly, okay?

So again, what's the pattern?

The consonant-vowel-consonant, silent E. So if I look at my word, just like I'm reading, remember we're going to practice this 'cause your brain does this automatically, good readers do this with their brain.

It's gonna look for patterns and it's going to say, oh, I see the pattern.

Here it is.

Here's my consonant-vowel-consonant, silent E. So in my head I know this goes together and I know this says cite.

So that means the first part of my syllable says ex, cite.

Put it together.

What's my word?

Excite!

You see how that happens?

Awesome!

Let's try with the other word.

Again, when you see a word, look for those patterns.

Here's that consonant-vowel-consonant, silent E. So, I see my pattern, and what was that rule?

We keep it together.

So if I keep it together I know the other part of the word was a suffix.

And we learned suffix already.

So if you need to, this is what my brain is doing, it's going, I'm gonna divide, keep my consonant-vowel-consonant, silent E together.

I know -F-U-L is my suffix, as we learned that last week.

What's my word?

Hope, -ful.

What is it?

Hopeful!

And that's how we can use this pattern to help us read.

And remember from last week, I know -ful means full of, so hopeful means full of hope.

How did you guys do?

Awesome job, boys and girls.

Okay.

Let's see.

We have time for maybe just one or two practice.

So I have my practice reading chart for me, and it's okay if we don't get all through all of it today, we can continue tomorrow.

Okay?

So, let's look at the first word.

Do you see the pattern?

Did you find it?

Always look for that pattern!

Here's my vowel.

Oh, that's right, you guys caught me.

C is not a vowel, C is a consonant.

U is a vowel, S as a consonant.

Here's my silent E. Here's my pattern.

What's that rule?

Keep it together, divide.

And now that I have divided it into two syllables, now let's sound it out.

Ex, "kuh", use.

Put it together.

What's my word?

Excuse.

Good job, boys and girls.

All right, you guys are doing such a great job.

Now remember, continue to come back tomorrow so that we can practice reading fluently.

So we're practicing, all of us, to read fluently.

And did you notice that when I found patterns I was able to chunk them up into smaller, more manageable parts?

And that's what our brain does automatically, so we're really focusing on that.

All right?

So have a good day learning and don't forget to come back tomorrow.

All right?

Have a great day.

Bye-bye.

(enchanted chime music) (playful guitar music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much ♪ ♪ Learning is good for everyone ♪