♪ 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 ♪ (soft music) - Good morning second grade.

Happy Friday.

Welcome back to our second grade PBS classroom.

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

And I know you guys have become amazing readers.

So all week, I went and found some chapter books series that I wanted to share with you guys.

Now remember, I haven't read the series, I've just skimmed through them, but I knew they would be perfect to recommend for you guys.

Today, I wanted to recommend the Humphreys series.

Now, Humphrey is a class pet in room 26.

And guess what?

He sees a lot of things, and when they forget to lock his cage, he goes out and have lots of fun adventures.

So if you want to read all the adventure that Humphrey does, check out his books to see what's happening in room 26.

So, again, when you're reading chapter books, first thing you want to do is kind of look through the book, skim through it, see if it's a book that you'll want to read.

Okay.

If you notice this one, the pages are smaller, the words are a little bit bigger, there are more pictures.

This might be a perfect beginning book for some of you.

Remember, if you look inside the book jacket, it gives you a quick summary of what the book is going to be about.

Or, if you look there might be, here it is on the back, all the other Humphrey books.

So, if you want to start this series, make sure you are checking this book out, either on Sora, if you have the Sora app, at your county library, or at your school library.

Don't forget also, if you look at the spine, I'll tell you what book it is in the series.

And this is number one.

So this is the first book in the series, and this is the fifth book in the series.

Okay.

So, if you have read these Humphrey books and you enjoy them, write to me and let me know.

Or, if you have another series that I didn't mention and you want me to recommend it to the other second graders, make sure you are writing to me and letting me know all about the books you're reading.

But don't forget boys and girls to put your return address or your home address so that I can send you some fun activity books.

Okay, so you see the address below?

Yep, that's it.

Or you can email me your letters, and I'll send you one of these fun activity books.

Remember, summer's just around the corner and these will be perfect to keep your brain super strong.

All right.

Okay boys and girl, now speaking of Sora, for those of you that have the Sora app and have been checking out those books and are reading, and if you go to school in Fresno Unified, let's see if your school came in on number one on our Sora countdown.

Ready?

Okay, are you ready?

Fingers crossed it's your school.

Okay, the school that came in number one is Heaton.

Awesome job Heaton Elementary.

You guys are doing a great job picking out those books and reading.

Way to go.

Good job Heaton.

Now, if you didn't see your school here, all you have to do is, that's right, check out those books on Sora and read it, and encourage your classmates to check out those books and read it also.

So, good job to our top five schools this week.

Awesome job.

Okay boys and girls, are you guys ready?

Let's get started with our lessons for this week.

We're gonna close up because we have done a lot of learning.

So, we're going to start off with, that's right, training our ears.

So turn your listening ears up.

We have two skills that we're going to be practicing.

We've been practicing two skills a day, because you guys have been doing an amazing job.

So, we're going to practice with it our phoneme, addition and deletion.

Addition means we're going to add a phoneme to make a new word.

Deletion means I'm going to take away a phoneme and then we'll have a new word.

So you guys ready?

Let me get my dots here to help us.

Alrighty.

Okay.

So, we're going to first try some phoneme addition.

I'm going to give you my word.

My word is ruffle.

Say it, ruffle.

Good.

Now add a T to it.

What's my new word?

Truffle.

Good job.

You guys got it.

Okay, let's try another one.

Ready?

Eagle.

Say it.

Eagle.

Okay.

Now add the R. R. What's my new word?

Regal.

Did you get it?

Regal.

That was a tricker one, good job for those that got it.

Okay.

Now, let's practice some phoneme deletion.

So, I'm going to say a word, and I want you guys to delete this first sound.

Ready?

If I said crumble.

Okay, crumble.

It's tricky.

Delete the first sound and you get rumble.

Good job boys and girls.

Good job working on those listening skills.

Okay.

Now, let's go and practice our reading skills, you're right.

We've been practicing how to read fluently, because we are done learning all the spelling patterns.

So we've been practicing all the different syllable types.

So this week we are practicing what we call the consonant plus L-E syllable.

Now, we also learned that that LE syllable, the L-E, can also be spelled with a A-L and with a E-L, they all say LE.

Now the rule is when we see it at the end of a word, we keep the consonant with it to make the last syllable.

Now, if you keep the consonant to make the last syllable, that's where we would divide a word, and then now we have two or more syllables, we just read those small, what we call, we're going chunk those small parts so that's more manageable for us to read.

So let's practice.

Here's my word.

If I'm coming up to it, here's what my brain is doing.

I see the L-E.

I know that I'm going to keep the consonant, which is the T with it.

I'm going to divide that into its own syllable.

Now I have two syllables.

Oh, I know how to read this word.

This word says rat.

This just says tle, 'cause I know the L-E says LE.

Put it together, what's my word?

Rattle.

What is it?

Rattle.

Good job.

Let's continue.

Okay.

If I come across a word, here's my E-L, keep the C with it.

Divide it.

Now I can read, and don't forget that C-E makes that soft C, so it's going to say cel.

Cancel.

What's my word?

Cancel.

Good job.

Okay, let's continue.

If I'm coming across this word, you know there's a L-E, keep that consonant divided.

Now read the two small syllable bubble.

What's my word?

Bubble.

Good job.

Okay, let's continue.

Here's the L-E. Keep the consonant.

Oh, I can hear you guys.

Good job.

Divide it.

Staple.

Staple.

The A is an A because it's an, you got it, open syllable.

Staple.

Okay, let's keep going.

Here's my A-L. Keep the consonant.

Divide.

Now sound it out.

Signal.

What's my word?

Signal.

Awesome job.

Okay, last practice.

Ready?

We see the A-L. What's that rule?

Keep the consonant with it.

Divide.

Now I have an open syllable.

The O is going to say O.

Local.

What's my word?

Local.

How did you do boys and girls?

Awesome job reading.

Now, let's quickly practice building a word, or writing a word.

So if I'm writing and I'm coming across this word sandal.

Sandal.

Now I want to spell it.

First thing I'm gonna do is split into syllable, sandal.

Okay, first syllable part san.

I know how to spell that.

San.

Next syllable part was dal.

Okay, so I know it has the dal, and here's the tricky part.

Is it the E-L, sandel, the L-E, sandle, or the A-L, sandal?

This is where it gets tricky when you're writing.

And if you've been reading and writing, and I've been writing them all on with my fingers.

Did you see that?

It's the A-L that makes it spell the word sandal.

Okay.

So be careful with writing when you are writing with that LE sound, it is tricky with those three different spelling.

Okay.

I do have a story for us to read because it's Friday.

And as we read boys and girls, remember, we always go through our fluency checkoff list.

Are you reading accurately?

Reading the words correctly?

Are you reading at a correct rate?

Meaning not too fast, not too slow.

Are you using expression as you're reading?

And paying attention to those punctuation?

Okay, so as you're reading this story, this is story called "Jamal and Rachel's Camping Trip."

I want you to read and find out how their perception or perspective of camping changes in the story.

Are you ready?

Let's read it together.

- [Narrator] Jamal and Rachel's camping trip.

Dad took Jamal and Rachel camping in a local desert for several days.

"I don't like it here," Jamal grumbled.

"It's above 90 degrees."

"I can't see a single living thing," said Rachel.

"Just rocks, pebbles, and sand blowing in the wind."

"I miss home too," Jamal whined.

"Who's hungry besides me?"

asked dad.

Dad made a simple supper of hot dogs, pickles and apples.

They ate by the light of a lantern until there was not a morsel of food left.

Then, Jamal and Rachel crawled into their sleeping bags.

In the middle of the night, an odd sound filled the tent.

Rachel grabbed dad's flashlight.

"Listen!"

she said.

Rachel trembled.

"I hear something.

"It sounds like a howling giggle."

"What is it?"

her brother asked, huddled in his sleeping bag.

"I think it's a coyote," said dad.

"They live in the desert.

"Some animals make their home here, "even though we haven't seen any animals yet."

The next day, the kids and dad went on a hike.

The kids' water bottles were filled with cold water.

Rachel's big hat kept the hot sun off her face.

"Look at these marks in the sand," said dad.

"I think snakes made them."

"Follow me!"

yelled Rachel.

"Come and take a look at these mouse footprints."

Jamal saw a lizard scramble up a rock.

A hawk soared above them.

That night they watched the stars sparkle like shiny nickels.

One star looked like a jewel up in the sky.

A soft wind ruffled their hair.

"I like the desert now," said Rachel.

"So do I," said Jamal.

"Dad, can we come back here next month?"

"We'll see," said dad, humming a little song.

- How did you guys like that story?

So, what do they think of camping?

You're right, in the beginning they didn't like it, but at the end, they sure did enjoy.

Now, we'll look at all the words that I found in that story that had that consonant plus L-E. And by knowing that, I could read some of these words.

Morsel, scramble, grumble, animals, right?

Single.

You see that?

Did you find all of those words?

Awesome job boys and girls.

And look what happened, I found all of our high-frequency words in that story also.

So, let's quickly go and finish up our high-frequency words for this week.

So, we're going to end off with our last two words for the week.

Help me read and spell it.

Ready?

Who's.

Let's spell it.

W-H-O apostrophe S, who's.

Which is a contraction for who is.

And wind.

W-I-N-D, wind.

Good job.

Okay, let's read the sentence and let's see if we can figure out which one will go into the sentence so that it'll make sense.

Ready?

Mm coat is this?

What do you think it is?

Whose coat is this?

Good job.

Whose coat is this?

Okay, but don't forget it's the beginning of the sentence, so let's put that capital W. Okay, let's see if wind goes in this next sentence.

Ready?

The strong wind knocked over the tree.

Does that make sense?

Yes it does.

Good job boys and girls, practicing your high-frequency words.

Don't forget, if one of these was hard for you, make sure you're writing them down and that you are practicing.

Okay, we're going to end it quickly with our contraction and possessive.

Remember contraction, two small words put together with that apostrophe.

Possessive noun shows ownership.

So, it is changes to it's.

It's a nice day.

The cat's, there's that apostrophe S, there's that apostrophe S. You see how this is a contraction?

That's a possessive.

Let's see if you can write a sentence for it.

All right.

Boys and girls, you have done a lot of learning this week.

Have a great weekend, I'll see you next week.

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 ♪