♪ 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 ♪ (bright upbeat music) - Good morning 2nd 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.

And I know you guys are ready for 3rd grade because you guys are becoming amazing readers.

So I have a bit of a challenge book for you guys.

It is a chapter book, it's a little bit more challenging so those of you that are up to a challenge try to pick up this book to read.

This is a chapter book called "Nubby's Story" and I knew I would love this book because first, I looked at the picture, it was a real photograph and then I read a little writing on the paw, it says, "The true story of how one special dog beat the odds."

And I went, "Oh, how sweet," and then I started flipping through the book and I went, oh, it's a little bit hard.

There's not a lot of pictures.

I know it's gonna be challenging.

And then I saw some real photographs and I thought, I think this is a book that I wanna read.

So these are strategies that you can use when you're trying to pick out a book to read.

And then the last thing I did was, I went to the back of the book and I quickly just kind of read was this a book that will be interesting for me to read.

And it says, when Nubby the boxer was born there was something different about him.

That's because Nubby was born without his two front legs.

He was so small and sick that the humans who rescue him weren't sure he wouldn't make it.

And I went, "Oh, I do wanna read this book."

So that's how I decided I would want to read this book.

So you see all the strategies that I had to do to try to see if I wanna read this book.

So use that when you are picking up a book to read.

Now, if you thought that sounded interesting, you wanna read this book.

You can check in Sora to see if the story is available on Sora for you to borrow, if you have the Sora app.

Or you can check at your County library or at your school library.

And don't forget, I got this at the Scholastic Book Fair.

So if your school is having a Scholastic Book Fair that's another place that you can check to see if there are books that you wanna buy to read, all right.

Okay, boys and girls.

Now don't forget that I am still waiting for you guys to write me letters.

Tell me what you're learning.

Tell me what you're reading.

If you have books that you wanna recommend to the boys and girls, make sure you're writing to me.

Use the address you see below and tell me about what you're learning or reading, and I'll send you one of these, lemme get them, awesome activity books.

If you don't have one that's how you get one by writing to me.

So don't forget to put your home address or your return address so I can send one of these awesome activity books out to you.

All right.

Okay.

I'm gonna check my mailbox to see if I get letters from you next week.

Hopefully there will be some letters there.

And don't forget you can also email me.

Okay, boys and girls, are you guys ready?

Let's get ready to?

That's right, make our brain stronger.

So we're gonna start with our listening ears.

So turn up your listening ears so that we can practice our listening skills.

And we're gonna be practicing our full name segmentation today.

And all that is is I'm gonna say a word, your job, segment it, break it up into the different phonemes, tell me how many phonemes you hear.

Are you guys ready?

Okay, I'm gonna use my dots to help us again.

Let's see if you guys can do this.

First word is loose.

Say it, loose.

How many phonemes did you hear?

Oh, let's check, ready?

Loose.

L-OO-SE.

How many?

Three good job.

Loose.

Okay.

That was a good warmup.

Okay, let's continue, ready?

What about this word?

Treat.

Treat.

How many phonemes in the word treat, segment it, let's check it.

Ready?

T-R-EA-T. How many was that?

Four.

Four phonemes in the word treat.

Good job segmenting.

Okay, last word.

Ready?

Chase.

Chase.

Okay, segment it out.

How many phonemes did you hear?

Chase.

Let's check.

CH-A-SE How many?

Three.

Good job boys and girls.

Good job using those listening ears.

Okay.

Now let's go into our focus of the week.

Now, remember we are done learning all of those spelling patterns.

So now we've got to use that when we read so that we can become fluent readers, and to do that we're gonna be practicing how to divide our words into syllables to help us because our brain does this automatically.

That's what good readers do, okay.

So last week we practiced the open and closed syllable pattern.

This week, we are practicing the silent E syllable pattern.

And you guys already know the silent e. We call it silent e, the bossy e, the magic e. We know that its job is to make the long, I mean the vowel say a long vowel sound, right?

So as you're reading, this is what our brains going to do.

It's kinda look for that pattern, that consonant vowel, consonant silent e pattern.

And our brain knows, we're gonna keep that together when we read, so that we can divide words into syllables, so that we can?

That's right, practice being a good fluent reader.

So let's practice.

I have some words for you.

So if I was reading and I come across this word.

I'm gonna think, "Okay, how am I going to sound this word out to read."

First thing, because I know my constant vowel constant silent e pattern I'm gonna look for it, and I see it right here.

My C-I-D-E pattern, my consonant vowel, consonant silent e pattern.

So in my brain, I'm thinking, okay, so this is by itself.

So I'm gonna look at the first pattern.

And I know there's no constant in there, so it's an open vowel, so the e is gonna say e. So help me be the first syllable, D, all right.

Now the second syllable, I know this is gonna say I, but here's the tricky part.

The C-I don't forget, it's my soft C. So that's makes the C sound.

So that's actually says cide, cide Put it together.

Decide.

What's my word?

Decide.

Oh, that wasn't too bad, was it?

You guys are getting so good at reading and becoming fluent reader.

Decide.

Now what if I was writing?

So if I'm writing and I come across this word, advise or advise, I wanna spell that.

I'm gonna first divide into syllables.

Advise, okay.

Advise.

First syllable was ad, how do I spell that?

Ad, ad, A-D. My next one is vise, advise.

Okay, so that's my second syllable vise.

We know that.

How do I spell vise?

V-ISE There's my consonant, I, silent e, what makes the last consonant sound S. Advise.

So if I was spelling, that's how I would spell advise.

A-D-V-I-S-E. Just like that, boys and girls.

You got this.

So we'll continue reading words with the consonant E consonant silent e pattern.

So today I have a story for us to we call, Rabbits.

And I want you to read along with me and see what our brain does as we're reading.

We're gonna look for those patterns.

Our brain is gonna know that it's a constant vowel constant silent e pattern.

And then it's going to read it correctly by dividing those words into syllables, okay.

So practice reading along with me.

Ready?

We'll start with the title, rabbits.

Good.

If you go outside on a fine day, you may notice rabbits.

Rabbits live under the ground.

They often come to the surface of the grass.

They hop about looking for food.

You could conclude that they have an easy time.

This is not always true.

Rabbits need to be aware when they are out.

There may be danger like reptiles.

Rabbits make good pets.

Before you decide to purchase a pet rabbit you must learn about them.

You need to know where the inside rabbit will live.

You need to know what it will eat.

Ooh, interesting story all about rabbits.

Now, did you notice any of those words with that constant vowel, consonant silent e pattern?

There was a few in there, right?

Like here, here's my word, outside with my side, you see that.

Conclude, you see what my brain did?

Here's my pattern keeping it together.

And reptiles, did you see that?

There's that tiles, keeping those syllables together.

There are a lot more boys and girls but you guys did a great job reading that.

Now, tonight, I want you to write about a pet you will like to have, share that with your family tonight or write it and send it in to me so I can read what pet you would like.

All right.

Okay, boys and girls.

Now let's go and practice our high-frequency words because we are practicing being a fluent reader, right.

And part of that is knowing how to read your high-frequency word automatically, because these are words that we should know how to read and write because they show up so often.

That's why we call them high frequency words, 'cause they show up most frequently.

All week we had 10 words.

Every day, we're gonna focus on two.

So let's focus on the two for today.

Ready?

Let's read and write.

First word, beside.

Read it again.

Beside.

Spell it, B-E-S-I-D-E, beside.

And there's that constant vowel, constant silent e pattern, right there beside, good.

Next word, notice.

Again, notice.

Let's spell it.

N-O-T-I-C-E, notice.

Good job.

Let's read my two sentences so that we can try to figure out which one of these words are going to the sentence so that it will make sense.

Ready?

My dog walks me.

Second sentence.

Did you the bird in the tree?

Okay, use your context clues.

Help me.

My dog walks.

Good job, I hear you, beside me.

And did you notice the bird in the tree?

How did you do?

Awesome job, boys and girls.

Good job.

Let's practice reading our high-frequency words that we're learning this week.

Ready?

Beside, notice, became, hello, surprise, alone, suppose, four, large, and round.

If you are noticing that you're having trouble with one or two of them, make sure you're writing them down and practicing them daily.

Okay, let's go into our structural analysis.

This week we're gonna be focusing on prefixes and suffixes.

And this is a skill that we have already learned.

So we're gonna review the skill.

Remember prefixes, come in the beginning of a word to change its meaning.

Suffixes are added to the end of a word to change its meaning.

And we learned re-, un-, and dis- and -full and -less as a prefixes and suffixes.

So I want you to read a sentence and then we're gonna refine our word with a prefix or suffix, and then we're gonna try to define it.

Ready?

It is unwise to bother Sam while he is reading it.

Did you find a word with a prefix or suffix?

Good job, here it is, unwise.

Now what does unwise mean?

Well, let's see.

So if I was reading and I'm not sure what that word means I know I can look at my prefixes to help me' cause un means not.

So that must mean it is what?

Not wise to bother Sam while he's reading.

See how I use my prefix and suffix to help me define that word.

Okay, one last one, ready?

I will like to revisit the zoo.

What's my word with a prefix or suffix?

Revisit, you got it.

Now, what does revisit me?

I wanna revisit.

You got it.

Revisit means visit again.

Awesome job, boys and girls.

You guys are doing such a great job at becoming smarter and making that brain stronger.

So don't forget to come back tomorrow so that we can continue reading 'cause I have a fun story to share with you guys.

So have a great day learning and I'll see you back in our PBS classroom tomorrow.

Bye-bye.

(bright guitar music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun learning.

♪ ♪ Learning is good for everyone.

♪ (bright guitar music)