♪ Good morning to a brand new day ♪ ♪ Time to learn and the games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (guitar music) (upbeat playful music) - Good morning, second grade.

Welcome back to our second grade PBS classroom.

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

Now I know you guys are ready for third grade.

And for the last couple of weeks I have been sharing chapter book series with you guys.

This week I'm taking it back and sharing some of my older, also older chapter book series that I read when I was in school just like you guys.

Now, have you heard of these?

These are The Secrets of the Droon book.

Now, again, this is a series about three friends who accidentally discovers a magical world called Droon.

And this is the first book in the series and it's called "The Hidden Stairs and the Magic Carpet."

So do you wanna see what these friends are going to find out in this magical world?

Well if you do, you can pick one of these or pick these books up to read.

Now, again, if you have the store app, you can find, you can try to see if you can find this book on the Sora app, or the series on the Sora app, or at your County library or at your school library.

Now, if you are already reading it, tell me how you like it.

I love these kind of books, all right?

And don't forget you can write to me here in our PBS classroom or you can email me and don't forget to put your home address or your return address so that I can send you one of these fun activity books.

Now don't forget summer's just around the corner and these activity books would be a great way to keep your mind active and strong all summer along with reading all of those chapter books that I have been recommending, all right?

So hopefully I get your email or your letter soon so I can email you one of these awesome activity books.

Okay, boys and girls, are you guys ready?

Let's continue working on becoming amazing readers and writers so that you guys can be ready for third grade.

So we'll start off with, that's right, with our listening skills.

Today we're gonna be practicing some phoneme edition, but we're going to be adding a syllable.

So listen to my syllable part so that we can create new words.

Are you ready?

Alright.

I left my little syllable dividing line here to help us.

Let's see if you guys can make a new word for me with these syllables.

So if I just said the word den, den, good.

Now, notice that's at the end of my syllable I'm going to add in beginning syllable, add gar to it.

What's my word?

Gar-den.

How did you do?

Oh, good job.

You got this, garden.

Okay.

Next set of syllables.

Ready?

Say us.

Us.

Good.

I'm going to add in the beginning chor.

What's my word?

Chor-us.

What is it?

Chorus.

Good job.

Okay.

Last set of syllable ready.

Let's see.

Hmm.

I want to say mat.

Mat.

Add for.

What's my word?

For-mat.

Good job boys and girls.

Listening for those syllables.

Awesome job.

Now, if you were listening, what sound did you hear?

We heard all the R-control vowel sounds.

Now let's quickly review all the different ways that we can say and spell these R-control spelling pattern because this week, remember we are working on the R-control syllable, and that means whenever we see those R-control spelling pattern we are going to keep them together.

When we are reading longer words to divide them into syllables.

Don't forget.

We've also learned five other syllable, what I call rules.

So don't forget about those also to help you read.

Okay.

So let's quickly review.

The star card says 'ar'.

That's an R-control syllable.

The shirt card says 'ir'.

Look at all the different ways I can spell the 'ir' sound.

The corn card says 'or' the chair card says 'air'.

Again, look at all the different spelling patterns.

And the ear card says 'ear'.

Okay, boys and girls.

So let's practice.

If we're reading and we're coming across a word, here's my word.

And if I'm not sure how to divide it and mean how to read it, I can divide it into syllables.

Now I see two of the syllable types here.

I see that EA, which is our vowel team.

We learned that last week.

And then I see the ER.

So remember, we're going to keep those vowels together with so they form a syllable part.

So if I do that and I divide between my vowel and my consonant, now I have the 'ba' 'ee' cause I know EA says E. 'v' 'er' 'ver', put it together.

What's my word?

Bea-ver, just like that.

How did you do?

Thumbs up.

Good job.

Let's continue.

Hmm.

If I'm reading, I'm coming across this word.

Okay.

I'm not sure how to read this.

And remember my, all the remember all that we've learned.

'Ar' is my r-control.

We're going to keep it together.

And guess what?

'Ful' is also a suffix.

You're right, 'ful' means full up.

And remember, we're going to divide the suffix by itself.

And here's my word with the, r-control syllable.

Now I can read this.

Harm-ful.

What's my word?

Harmful.

Just like that.

How did you do?

Awesome.

Okay.

Are you ready?

Let's keep going.

How do I read this word?

Good, divide.

Put the R-control syllable together.

Now we can read it.

Car-pet.

Carpet.

Good.

Next one.

R-control.

Oh, 'ing' by itself.

Divide it.

What's my word?

Mor-ning.

How did you do?

Awesome job, boys and girls.

You guys are doing a great job.

Practicing those syllabic, dividing words into syllables so that we can read those longer words.

Don't forget, it's the same strategy as when we are writing those longer words.

Right?

So like, if I want to write the word re-port, right.

Re-port.

Two syllables.

First part, 're', how do I spell it?

R E says 're'.

Good.

Next part, 'port.'

Right?

Just like how we practiced earlier this week with our listening.

'Pa' 'or', and how do I spell that?

'Or'.

Good job.

It's that O R and then, re-port, what do you hear at the end?

The T. Good job.

So if we were spelling report, we would divide the syllables and then spell it.

Awesome job, boys and girls.

Now I have another story for us to practice reading with our, r-control syllables.

Let's see if you can find them in our story.

Ready?

Okay.

This is a story called Gertrude Reports, Gertrude Reports.

Ready?

Gertrude gives reports about her trips.

She tells about her trips to groups.

Gertrude has become an expert on trips.

She clearly knows what she is talking about.

Gertrude shows pictures of ways to travel.

She shows boats, airplanes, cars, and trains.

The groups clap when the report is over.

They would like to see Gertrude return and tell more about her trips.

I am going on a big trip soon, she says I will not forget.

I will return and tell about that trip.

Your report makes us want to travel too, they say.

How did you do?

Awesome.

What does she report on?

Her travels.

Isn't that amazing?

Now, remember, as we were reading, we were practicing.

There were all of these words with those r-control words.

Did your brain do this quickly?

Like we did Gertrude, Gertrude reports, and we just spell that re-ports.

Right?

Here's my expert was the 'ir', expert.

Good job.

Here's clear-ly.

Clearly.

Do you see how our brains automatically knew how to divide those into syllables so that we can read?

I know.

Awesome job.

So continue reading.

And tonight, let's see.

Can you tell about trip that you would like to take?

Make sure you're writing it and sharing it with you family.

All right.

Okay.

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

Now, remember high-frequency words, pull this around, are words that we see most frequently and these are words that we have to read automatically.

So if there were one or so there's a word that you do not know automatically.

Make sure you are writing it down.

And so that you're practicing.

Okay.

Let's learn the two, or two focused high-frequency words for this week.

Ready?

Help me read and write.

First word is afternoon.

Read it with me.

Afternoon.

Good job.

Spell it.

A F T E R N O O N. Afternoon.

Good job.

It is a compound word, after and noon.

Good thinking.

Next word.

Anyone.

Read it again.

Anyone.

Good job.

Spell it.

A N Y O N E. Anyone.

Another compound word with two syllables.

Good thinking.

Now let's read my sentences.

Let's see if you can put my high-frequency words into the sentence so that it will make sense.

Don't forget to to use your context clues to help you.

Ready?

First sentence, help me read it.

My baby brother takes an 'hmm' nap.

Oh, using those context clues, you are good.

Next word does 'hmm' want to play kickball with me?

Oh, I hear you guys.

And you guys are doing a great job.

Let's go back to the top sentence.

Ready?

My baby brother takes an afternoon nap.

Good job.

So that must mean does anyone want to play with me?

Awesome job, boys and girls learning your high-frequency words.

Okay.

Now let's go and jump down to our structure analysis.

Now this week, we are focused on reading words with three or more syllables.

Now remember, once you get into third grade your third grade teacher is really going to teach you these strategies to become fluent readers with these longer words.

Remember we're going to look for prefixes and suffixes.

We're going to look for vowel patterns.

We're going to be looking for our divider, breaking the words into syllables.

And we know how to do that because we've learned all the six syllable types.

We're going to sound out the word part and then we're going to ask yourself, does it make sense?

Okay.

So here's a sentence.

And as I'm reading the sentence again if you come to a word that you do not know remember this is what your brain should be doing.

We're going to say the 'hmm'.

Ooh, 'hmm' the call.

Okay.

So I knew the and the call, but this word was harder for me.

So if I'm looking, I'm going to look at my strategies and I'm going to think, okay, let's see.

Oh, I see that ER, okay.

I see that OR, 'or'.

Let's see.

Here's how my brain is going to do.

We're going to split it into different syllables.

So the first syllable is we're going to go 'op'.

Okay.

You see that?

We're going to go 'op', put the 'er' by itself.

Put the 'a' by itself.

That's a tricky one.

'op-or-a', and that 'or' syllable.

Keep it together.

'Tor'.

Put it together.

Op-er-ator.

It's a tricky one.

Op-er-ator.

Oh, that doesn't say tour.

See how that didn't make sense?

So I change it to the 'er'.

And it did make sense because the, OR can say 'er' or 'or'.

That was a tricky one, wasn't it?

So remember, one of the steps is to read it and see if it makes sense.

Operator makes sense, not operate-tour.

So the operator, oh, here's that word again.

Okay.

But I see this one.

I know this small one.

I know there's a double letter and I know that's where I divide it.

Okay.

I'm going to divide it right here.

'Con', oh I'm going to divide it right here, 'nect'.

And I see my, I see my ending ED.

Okay.

Now I can read it.

Con-nect-ed, connected.

So the operator connected the call.

How did you do?

Awesome job boys and girls.

Keep practicing, reading those long words.

And don't forget to come back so that we can continue practicing.

Have a great day of learning and I'll see you back 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.

♪