♪ 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) - Good morning, second grade, I didn't see you there.

I was just flipping through this book that I wanted to share with you guys.

Welcome to our PBS Classroom.

My name is Mrs. Vang, I'm so excited to have you guys join me, so that we can become excellent readers and writers, so that, you're right, so that we can be ready to be third graders.

You guys are almost there.

So, all this week I wanted to share some of my daughter's favorite chapter books with you guys.

And again, this is a book that's part of a series.

This is the "Diary of an Ice Princess" series.

And so, if you want to read about Princess Lina and her adventures, make sure you check this series, out on Sora, we have the Sora app, or at your county library or at your school library.

And don't forget, just like the books with a book jacket, if you're unsure about the book, you can always turn to the back and read a little bit about what the book is going to be about before you decide to read the chapter book.

Or again, what my favorite thing to do is to flip through it, just quickly read it, I can make sure I can read some of these words and see if I'm interested in the book.

'Cause remember, chapter books are a little bit harder because you have to keep more information in your brain.

So, if you want to check out this series called "Diary of an Ice Princess," again, see if your school library has it, your county library, or if you have the Sora app, on your Sora app, all right?

Now, if you have read before and you do enjoy, make sure you tell me.

Or if you have other series that you want me to share with all the other second graders, you guys can write to me here in our PBS Classroom and I can share all that information with all the boys and girls out there who want to read different types of series books.

So, you see the address on the screen?

Use that address to write to me.

Don't forget to put your home address, so that I can send you one of these awesome activity books.

If you don't have one, that's how you can get one.

That's all you have to do.

Write me a letter, tell me what books you're reading, tell me what books I should be sharing with other boys and girls, so that they can read all these amazing books, all right?

Okay, boys and girls, hopefully I get your letters soon, so I can start sharing books for everybody to read.

Now, are you guys ready?

I know you guys are.

You guys are becoming amazing readers and writers, so let's start with, that's right, training our ears.

'Cause remember, we need to hear sounds in order to read and write sounds.

So, turn your listening ears up, we're gonna be practicing our phoning substitution today.

Are you guys ready, I'm gonna use my little chart here to help me with my red and yellow dots.

So first thing I'm gonna do is I'm gonna say some sounds, your job, blend it, I'm gonna substitute one of the sounds, I'm gonna change it up and then I want you to blend and tell me the new word, are you ready?

Okay, let's see, I'm gonna go fast, 'cause you guys are getting good at this, ready?

Okay, ready, R, I, ght, what is it?

Right.

Good job.

Now change the R to a L, what's my new word?

Light.

Good job, oh, you got this.

Okay, next word, ready?

Get my colors ready.

W, E, ak, what's my word?

Weak.

Substitute that W for a B, what's my new word?

B, eak, beak, awesome job, boys and girls, beak.

You got this, okay.

Last set of sounds, ready?

S, A, il, what's my word?

Sail, good.

Substitute the S for a N, what's my new word?

N, ail, nail, good job, boys and girls, how did you do?

Two thumbs up, awesome job, I knew you guys could do that quickly.

Now are you guys ready?

We're gonna go into our focus this week.

Now don't forget we have already finished learning all of our spelling patterns, so we're just gonna be looking for those spelling patterns as we're reading.

And we're really gonna be practicing how to become a fluent reader, and to do that, I'm gonna show you some of the strategy that our brain is doing all the time.

One of them is to divide words into syllables.

And there are six syllable types that we are learning.

Last week we learned open and close syllables, looking for that vowel, consonant, consonant, vowel, and that vowel, consonant, vowel pattern.

This week are we focused on what we call the silent E pattern.

And you guys already know this 'cause we've learned this already, right?

We know that when there is a silent E or sometimes your teacher might have called it a bossy E, or the magic E, they all mean the same thing.

That E makes the vowel say its name, it's a long vowel.

So that's the pattern I'm going to look for when I read.

That consonant, vowel, consonant, silent E, because that pattern stays together, and that's how I'm going to use that syllable to help me or that spelling pattern to help me divide the words into syllables.

Okay, so I have some letters here, let's see if I can find that pattern in my words.

So if I was reading and I came across this word, this is what my brain is going to do, it's going to look for that pattern, so that's why we need to know all the syllable patterns.

And I see it right here, here's a consonant, here's a vowel, consonant, silent E. So my brain is gonna label it just like this, and it's gonna say that's the consonant, vowel, consonant, silent E pattern.

And then this is what my brain's gonna do, okay, so I'm gonna keep them together, and I'm gonna divide it into two syllables.

So here's my first syllable.

Oh, I know this, this is an open syllable, there's no consonants there.

D, O, do.

This one says N, ate, nate.

Put it together, what's my word?

Donate, you see how my brain did that?

And that's what your brain should be doing as you're reading looking for those patterns.

Now what if I'm writing?

Same concept, okay.

We're gonna divide a word into syllable and then see what pattern we see.

So if I was writing and writing and I wanna write the word complete, say that with me, complete, oh, I know, complete, two syllable word, so I'm gonna divide it into syllables so that I can spell it.

First syllable is com, oh, I know that one, c, om.

Help me spell it, how do I spell it?

C, O, M, you got it, good job.

What's my second syllable?

Plete.

Oh, we know that, pl is my... That's right, that's my blend.

And ete, I know that, that's my E, consonant, silent E. Pl, ete, what's my last consonant?

The T, good job.

So if I was writing complete, you see how I did that?

Complete, put it together and I spell complete with a C-O-M-P-L-E-T-E, complete.

You see how that happened?

That's right, dividing words into syllables, thinking about those syllable patterns.

Now let's continue practicing with that pattern, okay?

So I have a practice book page here to help us.

So it says, "A syllable that has a vowel, consonant, E pattern "often has the long vowel sound."

We know that.

Here is my direction, we're gonna circle four words in the box that has the vowel, consonant, E syllable, then we're gonna write the syllables in each circled word.

Okay, so let's look at this one.

Do you see the pattern, here it is.

So this is a word with that consonant, vowel, consonant, silent E. Can I divide into syllable?

Yes.

This is com, pete, compete.

How do I divide it?

Between com and pete.

You see that?

Good job.

Let's look at the next word.

What does that say?

Oh, there's an E-R. No consonant, vowel, consonant, silent E. And this actually says tiger, it doesn't have the consonant, so I'm not gonna divide it.

Okay, how about this word?

There it is, do you guys see it?

There's my consonant, vowel, consonant, silent E. That says place, right?

How do I divide it?

Between the re and the place.

So let's write that in, replace.

How are you doing?

Good job.

Let's look at this word, do you see the pattern?

Nope, I see a vowel, a consonant, a consonant, and a vowel, but guess what, not a consonant, vowel, consonant, silent E, so I'm not gonna divide that word.

Which is zebra, okay?

What about this word?

We did that on Monday if you were paying attention, here's my consonant, vowel, consonant, silent E pattern.

Keep it together, divide A-R is my vowel team, ar, rive, good job.

And my last one, there's my consonant, vowel, consonant, silent E, how do I divide it?

Right here, pol, lute.

How did you do?

Good job, boys and girls.

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

Oh, there it goes.

It's dead.

So becoming a great reader, so looking for those patterns is gonna help us and knowing your high frequency words, 'cause high frequency words are words that shows most frequently when we are reading.

All week we have 10 words that we are learning.

Every day we're gonna focus on two.

So help me read and write the two that we're gonna learn today, ready?

First word, large.

Read it again, large.

Good job, let's spell it, L-A-R-G-E, large.

Good job.

Next word, round.

One more time, read it, round.

Good job, spell it.

R-O-U-N-D, round.

Good job.

Okay, I have two sentences, help me read the sentences and help me try to figure out which word would go into the sentence, so that it will make sense.

Don't forget to use those context clues in the sentence to help us, ready?

Okay, let's read the first sentence together, ready?

Do they live in a, mm, city?

Are you thinking?

I hear you, good job.

Let's do the next sentence.

Draw a, mm, shape on the paper.

Okay, and I hear you guys, you guys are using your context clues, good job.

The second sentence, I saw the word draw, I saw shape, what's a shape, round.

Let's read it, draw a round shape on the paper, does that make sense?

Good job.

So that must mean large goes in the first sentence, read it with me.

Do they live in a large city?

Good job, that does make sense and it was a question, awesome job, boys and girls.

Let's quickly read all the high frequency words that we are learning this week.

Let me get my reading finger to help us, ready?

Large, round, beside, notice, became, hello, surprised, alone, suppose, and four.

Now we're gonna quickly go over our structural analysis and this week we're gonna be practicing our suffixes and prefixes.

And this is a skill that we've practiced many times already.

Remember prefixes are added to the beginning of a word to change the meaning, suffixes are added to the end of the word, to change its meaning.

So I have my little visual here to help us.

The P's in the front, the S is in the back, the base word is in the middle, and I call my elephant to help us.

So quickly, unhappy.

If I know un means not, unhappy means... Good job, I hear you, not happy.

Rewrite, I know re means again, what does rewrite mean?

Write again.

And hopeless, less means without.

Hopeless means without... Oh, not help, without hope.

I'm gonna take that out.

How did you do?

Awesome job, boys and girls.

If you have your paper or your white board you can write what distrust means, and what useful means, and then check it with an adult.

Boys and girls, you guys are doing such a great job, continue learning, don't forget to come back, so that we can continue our learning.

Have a great day, see you tomorrow, bye bye.

♪ 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 ♪