♪ 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.

Welcome back to our PBS Classroom.

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

And I know you guys are becoming amazing readers.

So the last couple of weeks I've been sharing lots of chapter books series with you guys.

So, remember this week is a oldie but goodies week, 'cause I'm going all the way back to the books that I read when I was in school.

One of my favorite series that I introduced to my second graders was "The Adventures of the Bailey School Kids".

Now, if you're like me, I like all these, I like all the supernatural, unexplainable things.

So that's why I love this series, because in this series the kids from Bailey Elementary are trying to figure out if the grownups are monsters or if they're just really weird.

And that's why this book is called "Aliens Don't Wear Braces", since the new art teacher is pretty far out.

Isn't that something that you'll want to read about?

Because it was something I wanted to read about.

So if you want to read any of the series from the Bailey School Kids, you can try to see if you can find it on Sora, if you have the Sora app.

You can go to your county library and check it out, or you can go to your school library to see if they have this series.

Now remember a series is a book, there's a couple of books with the same characters.

And again, you can look at the spine to see what number this book comes in the series.

And I can tell this is book number seven.

And, because they're chapter books, they are a little bit longer.

And so I always like to quickly open it up to see if I can read some of these words.

I like looking at the pictures to see if this is a book that will be interesting to me, or I like to read the back of the book so I can get a little bit of information of what this book is about and see if I'm interested.

So all good strategies to see if you'll enjoy chapter books because chapter books are longer.

All right.

And summer is a perfect time to start reading chapter books because you'll have more time to read.

So don't forget just because it's summer, don't forget that you still need to keep your brain super smart and strong and reading will help you do that.

All right.

Okay.

So if you are reading books, and you want to share with me, make sure that you're writing to me here in our PBS classroom, or you can email me books that you're reading or what you're learning, and I will love to hear from you guys.

Now don't forget to put your return address or your home address, and I'll send you one of these fun activity books.

So if you don't have one make sure you write to me so that I can send one out.

'Cause these are another great way to keep your mind super sharp and strong over the summer.

All right.

Okay, boys and girls, are you guys ready?

That's right.

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

Let's start with our lessons for today.

We always start off with, that's right, our listening skills.

So get your listening ears.

Turn them up nice and high because we need to be able to hear sounds in order to read and write sounds.

So today we are going to be practicing our phoneme substitution.

Okay.

This is where I'm going to say a word.

I'm going to substitute out a sound, and I want you guys to see if you guys can make a new word for me.

Are you ready?

Okay.

I'm going to use my red and yellow dots here to help me.

Ready?

Okay.

The first word is, darker.

I'm just going to say the whole word for you.

Darker.

Okay.

Now change that D to a M. What's my new word if I change the D to a M, what is it?

Marker.

Good job.

Marker.

Awesome.

Okay, let's start again.

I'm going to say a word.

I want you guys to listen.

Chuck.

Okay.

Chuck.

Now change the CH to a ST. That's our blend.

What's my new word?

Stuck.

Good job.

Stuck.

Okay.

Last one.

Ready?

Here's the word.

Forty.

Say it.

Forty.

Now I'm going to change that TY sound at the end, and I'm going to add the EST.

So keep that beginning, for, add the EST, what's my new word?

Forest.

Good job.

What is it?

Forest.

Good job, boys and girls, listening for those sounds and substituting it.

Okay.

Now remember, now that we're moving into our phonics instruction, remember we have already learned all the sound spelling, sounds and spelling patterns for second grade.

So now we're getting ready for third grade and we are practicing how to divide these multi-syllabic words into syllables to help us.

And we've learned lots of different types of syllables.

This week, we're going to end it with our R-controlled syllable.

So remember here, our sound spelling cards, when we would learn the R-controlled syllable.

We learned the star card that says AR, the shirt card that says IR, the corn card that says OR, the chair card that says AIR, and the ear card that says EAR.

Now look at all the different spelling patterns that we've learned.

Now, we're going to practice dividing those into syllables.

And with the R-controlled syllables we are going to keep the R-controlled spelling pattern together.

We're going to then divide it into syllables and then we will segment the syllable and then sound out each syllable, put it together so that we can read those longer words.

All right.

So let's practice.

So here's my first word.

As you can see, I already pointed out, or I color-coded, the R-controlled vowel for you.

It's the O-R, and the O-R says, OR.

Now remember, we're going to keep those together.

So when I divide, I'm going to divide it right after the R, keep the last syllable, 'cause the E-R, and I forgot to highlight that the ER is also a R-controlled syllable.

So if I divide it, we can now say C-OR, cor.

The next syllable says N-ER, put it together, What's my word?

Corner.

Awesome.

Thumbs up.

Got it.

Good job.

Let's keep going.

Here's my word.

If I'm reading and I come across this word, what is going to happen in my brain?

Oop, I know.

The A-R says ar, keep that together, divide it into syllable.

I know this word.

That says vest.

Now put har-vest together.

What's my word?

Harvest.

How did you do?

Awesome job, boys and girls.

Okay.

Now let's practice writing some words with R-controlled syllables.

Now writing is very similar to reading.

When we write, we're going to divide the word into syllable, sound out each syllable and then write it together.

So let's write the word, compare.

Compare.

So if I'm writing, I want to write the word compare, because in second grade we compare and contrast a lot.

So if I want to write the word compare, firstly divide the syllables, com-pare, two syllables.

Now sound out the first syllable.

Com, good.

How do I spell it?

C-OM.

Good.

Pare, next syllable, pare.

Now, if I look, the air, lots of different spelling.

So if you need to, try the different spellings.

Check to see if it looks right, but pare, compare, is the A-R-E.

Check it with mine.

Compare.

That was a tricky one.

Good job.

Okay, quickly.

The next word I want us to write, birthday.

This is a word that my second graders love to spell.

Let's divide it into syllables.

Birth-day.

First word or first syllable, birth.

Spell it with me, B-IR, there's that IR, there's that shirt card.

Check your shirt card.

IR is the I-R, birth.

That's my first syllable.

Next syllable, day.

Oh, we know how to spell day.

And we know that a Y is a vowel team and it stays together.

Birthday.

How did you do?

Awesome job.

Don't forget, boys and girls, write your sentence.

Pick compare or birthday, write a sentence.

Share it with your family tonight.

Yes, share, my sentence was, this morning was perfect.

How did you like it?

Thumbs up.

Good job.

Okay.

Now let's go and learn our high-frequency words.

So let me get my chart and move it around because remember, knowing how to divide words into syllable is a great strategy.

But if you know your high-frequency words, then you can save all of that skills for dividing those longer words, because high-frequency words show up the most frequently and we should know them automatically.

So today we have two words that we're gonna focus on.

Help me read and write.

Ready?

First word.

Everything.

Help me read it again, everything.

Good.

Let's spell it.

E-V-E-R-Y-T-H-I-N-G. Everything.

Good job.

Next word.

Ahead.

Read it again.

Ahead.

Good.

Spell it.

A-H-E-A-D.

Ahead.

Good.

Now let's read my two sentences and see if we can put my words into the sentences so they all make sense.

Ready?

First sentence.

Read it with me.

Mm is white after the snowstorm.

Hmm.

Are you thinking using your context clues?

Let's do the second sentence.

Ready?

Max pulled Mm in the race.

Okay.

So here's my clue.

Something is white after the snow storm.

What is?

Everything is white.

Good job, and don't forget, if everything starts the sentence, let's put the capital E. So that must mean Max pulled ahead in the race.

Good job, boys and girls.

Okay.

Now, now that we know our high-frequency words, don't forget, if one of them is too hard, make sure you're going and writing it down so that you're practicing these high-frequency words daily.

We're going to move on to our structure analysis.

This week we're going to be working with words with three or more syllables.

I call it reading longer words.

And I know Mrs Nix has already taught you all these strategies on how to read longer words.

Remember, one of them is dividing them into syllables.

One of them is looking for prefixes and suffixes.

One of them is looking for vowel patterns, right?

Those are great strategies to divide words into syllables.

Dividing words into syllables is a great strategy.

So if I see this long word, guess what I'm going to do.

I'm going to look for some prefixes, suffixes, or vowel patterns, and then I'm going to divide them into syllables.

I know UN, right?

Here's my E-R, DER, that stays by itself, remember, and this last one, the last syllable, will be by itself because we divided the R-controlled syllables together.

So if I break it up into syllables now let's sound it out.

UN-DER-STAND.

What was that long word?

Understand.

You see how that works?

Awesome.

Let's practice with this long word, okay.

Remember all the syllables that we've learned.

Here is my R-control, right here.

Now this is a, could, it could, MENT is a suffix, but guess what?

Here's how I would divide it.

And this is how we will read it.

AR-GU, here's my open syllable, MENT.

Put it together.

What is it?

Argument.

That's how we read this long word.

And don't forget if you were spelling, that's how you would also spell it, by dividing it into syllables.

Okay.

Let's keep going.

Ready?

Again, here's, uh, it could be a prefix.

Here's my, here's the tricky one, here's my vowel-consonant-silent-E-syllable that we're going to put together.

Let's see if we can read this word.

Are you ready?

IN-TRO, that says TRO because it's an open syllable, DUCE.

What's my word?

Introduce.

How did you do?

Awesome job, boys and girls?

Don't forget all of these strategies when you are coming across those longer words with more than three syllables.

Boys and girls, you guys are doing such a great job.

Don't forget to come back tomorrow so that we can continue practicing.

All right.

Have a great day of learning.

I'll 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 ♪ (energetic guitar music)