♪ Good morning to a brand new day ♪ ♪ Time to learn and new games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone.

♪ (cheerful upbeat music) - Good morning, second grade.

Welcome back to another great day of learning in our 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 are becoming amazing readers.

So, I have another chapter book series to share with you guys.

Now, remember all this week, I'm going back and picking books that I used to love reading when I was young, just like you guys.

Now, this is a series call The Ghostville Elementary.

And guess what?

This series is written by the same authors as The Bailey School Kids.

Remember I shared that series yesterday.

So if you like those series, you're gonna like this series because it's from the same author, Marcia Thornton Jones and Debbie Dadey.

Now, again, when you're starting a chapter book, the first thing you want to do is look through the chapter book to see if you can read some of these words, okay?

Another thing you can do, because it's a series, so you can go to the spine and see where this book comes up in the series.

This is book number three.

And you can also go to the back and read a quick little summary or info about what this book is about.

And it says, "The new kid in Gina, Jeff, and Cassie's class "is strange.

"He's see-through, he floats above his chair "and he never seems to leave the classroom.

"Could the new boy be a ghost?"

Ooh, doesn't that sound interesting?

So if you want to read this book or this series, you can try to see if you can find this on Sora.

If you have the Sora app at your county library or at your school library.

Pick it up, read it and tell me what you think.

Now, if you are already reading a different type of book or different series, let me know what you're reading.

I would love to find out what you're reading so that maybe I can share with the other boys and girls.

If you could write to me here in our PBS classroom, put your home address or your return address and I will send you one of these fun activity books.

So if you don't have one of these one activity books, make sure you're writing to me so that I can send it out to you because these are great for summer.

Since summer's coming up, great to keep our brains active and strong.

All right?

Okay, boys and girls.

Now, are you guys ready?

Let's get started with our learning for today.

We have lots of learning to do.

Remember making that brain super strong, even though I know it's so close to summer break.

We're going to start off with our listening skill.

You're right.

So get your listening ears, turn them up nice and high, and let's practice our phoneme segmentation.

Now, here's the tricky part.

We're going to divide words into syllables and then segment each syllable.

I know you guys can do that.

And remember, this is a great skill because now that we're learning how to read and write those longer words, it's a great skill to have.

Okay, so let's practice.

The first thing is I'm gonna say a word.

We're going to divide it into the syllables and then we're gonna segment each syllable.

Are you ready?

Okay, so how many syllables in the word carton?

Say it, car ton.

How many syllables?

Two, so car ton.

Here, I'm gonna put my divider there so we know that's two syllables.

First syllable part is car.

How many sounds in car?

C-ar.

Good job.

Two syllables in the first part.

Now next syllable.

Ton, carton.

Let's, let's segment that syllable.

T-o-n. Oops, where does it go?

It's hiding, there you go.

Ton, how many syllables?

Three syllables in that last, or three sounds in that last syllable.

Awesome job, boys and girls.

And remember, this is going to help with your reading and writing.

Good job.

Okay, let's practice with another word.

Remember, remember we're gonna divide into syllable first.

So here's my word, ready?

Thirsty.

Thirsty.

How many syllable?

Thirs ty, two syllable.

Thirst y, okay.

Thirst y, ready?

First, let's divide.

Not divide.

Let's segment the first syllable, ready?

Th ir, let me move my dividing stick, th ir st y.

That was a long first syllable.

How many sounds?

Four in thirst.

Now the last syllable, E, E. How many syllables?

Just one.

How did you do?

Awesome job, boys and girls.

Okay, last one.

You guys are getting good at this.

Okay, say my word.

Starlight.

Starlight.

How many syllables?

Star light, two syllables.

Let's take the first syllable star.

Segment the first syllable for me.

S t ar.

How many syllables?

Star, good job.

Light.

Light.

Segment the word light for me.

L I t, light.

How many syllables?

Three.

Now say it all together.

Starlight.

Did you see that?

Three syllables, three sounds in the first syllable, three sounds in the second syllable.

Starlight.

Good listening, boys and girls.

Okay, remember this is a great skill to have because as we are coming to those longer words, we should be able to divide words into syllables and then segment each syllable.

All right.

Now, remember all week, we are learning how to read by dividing words into syllables.

This week, we're really focused on the R-controlled syllable.

What does that mean?

That just means that we're going to keep our R-controlled spelling patterns together in a word when we are dividing into syllables.

Now, remember, this is the sixth syllable types that we've learned.

So don't forget all about the other syllable types that we've learned because we'll see them in the words that we are reading.

So let's quickly review our R-controlled syllable.

I mean, let's say that again, the R-controlled spelling pattern.

Look at all the different ways we can spell.

All of these, all of these spell R-controlled sounds.

First we have the star card that says ar, the shirt card that says ir, look at all those different spellings, the corn card that says or, the chair card that says air and the ear card that says ear, right?

So thinking about all the different spelling patterns.

Now, as you're reading, when you come across a word, remember, we're going to keep those R-controlled spelling patterns together.

So, let's practice.

I'm gonna read.

I'm coming across this word right here.

Okay, I see my E R E, that's my ear, good.

Keep that together, right?

And if I divide that into syllables, then my first syllable is sin.

Remember that c e together makes a soft c sound.

You're right, S, sear.

Put it together.

What's my word?

Sincere.

Did you just see how that, did you see what I did to read that long word?

Awesome.

Let's continue.

Here's another R control.

And that says air.

You're right.

And it's a word by itself.

And I know this word says plane, here's my silent E pattern.

Divide it, what's my word?

Air plane.

Just like that, boys and girls.

You see how easy that was?

Keep practicing because the more you practice, the more your brain will automatically do this.

All right?

Okay, now let's practice some more by reading a story.

Today, I have a story for you called Merlin Makes a Sash.

As we're reading, there are a couple of R-controlled syllables in here as well as other syllables that we have learned.

Remember, we practice slowly, but as we're reading, our brain is doing this automatically for us.

Okay?

And the more you practice, the better your brain will get at dividing those words into syllables to read.

Okay?

So help me read.

Ready?

We're gonna start with the title.

Merlin makes a sash.

Merlin is an artist.

He makes things for people to wear.

Merlin made a red sash for Jill.

She is a person he admires.

Merlin heard that Jill lost the sash.

I don't know that Jill would like me to restore that sash.

I will make one just like it.

Then Merlin saw that he had no more red to use.

I will have to make the new sash purple, he said.

Merlin works hard to make the sash.

Jill is clearly happy with the new sash.

It is a cheerful color, she says.

Awesome job.

How did you do boys and girls?

Thumbs up?

Good.

Did you see all of those words with our syllables that we've learned, especially that R-controlled syllable, right?

Like here's the er in Merlin.

You see how I divided that, Mer lin?

Here's ar tist, that's how I read it, ar tist, right?

Here's per son, person.

Did you see that?

Good job, boys and girls.

And I know there are more on here and I know your brain was using all of those skills that we've learned.

Now don't forget tonight, write about what you can make for a friend.

That will be a great writing to write and share with your family.

Okay, boys and girls, now let's continue with practicing our high-frequency words.

So let me get my chart and turn it around because, remember, high-frequency words are words that show up most often.

It's important to know how to read these words automatically 'cause look at how much skill that took us with our brain reading those longer words and dividing them into syllable.

So our two words for today, help me read and write it, some how.

Read it again.

Some how, good.

Let's spell it, S O M E H O W. Somehow, good.

Next word, pretended.

Oh, let's read it again.

Pretended, good, let's spell it.

P R E T E N D E D, pretended.

Don't forget, there's that ed at the end so that means it's an inflectional ending.

It means it happened in the past.

Good job, pretended.

Now, let's look at my sentences.

Help me figure out which one of these words would go into my sentence so that it will make sense.

Ready?

First sentence.

Mm, we need to fix this bike.

Are you looking?

Okay, let's do the second sentence.

We mm we were pirates.

Oh, I saw you guys say it because you guys are using, or I heard you say it 'cause you were using all those context clues.

Good job.

What's the first one?

Somehow we needed to fix this bike.

Good job.

And don't forget if it starts in the beginning, always capitalize the first word.

And we pretended we were pirates.

Good job, boys and girls.

Okay, now quickly, remember, this week, our structural analysis, we're gonna be practicing how to read words with more, with three or more syllables.

And I know that once you get into third grade, your third grade teacher will be teaching you strategies for reading longer words.

I'm gonna quickly go over some which is you're looking for prefixes and suffixes, looking for vowel patterns, breaking the words into syllables, we're gonna sound it out, and then we think in our mind, does it sound right?

So if I come to this word, I'm gonna think, oh, hey, how am I gonna read this?

Oh, I see a suffix.

I know ly.

Let's see, here's my consonant vowel consonant.

I know that when I see that I divide after the vowel.

And so I know that I is going to be a long vowel.

So if I, if I now split my word into syllables, I have three syllables and now I can blend it together.

Si lent ly.

Oh, that wasn't that bad.

What's my word?

Silently.

Did you see how we do that?

Awesome job, boys and girls.

I do have three more words on here.

Let's see if you guys can try to sound those words out by dividing them into syllables or looking for those prefixes or suffixes and then, you're right, reading it again to make sure it makes sense.

Awesome job, boys and girls.

Don't forget to come back tomorrow so that we can practice all of these skills.

Have a great day learning with your teacher.

Don't forget to pick up a book and we'll see you tomorrow, bye-bye.

♪ Good morning to a brand new day ♪ ♪ Time to learn and new games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪