- Hello, scholars, welcome to second grade on "Read, Write, Roar!"

We're going to focus on our big question, why is it important to work with others when learning something new?

Hmm, today we're also going to work with words that have a vowel-consonant-E pattern, and listen to part of a story about a hungry groundhog that learns his lesson.

So go ahead, get your paper and pencil, and let's get ready to "Read, Write, Roar!"

- [Announcer] This program is made possible in part by: Michigan Department of Education, the state of Michigan, and the Kresge Foundation.

Additional support for educational programming provided by, and by viewers like you.

(upbeat music) (lion roars) - Hello, scholars, I'm Mrs.Z-K, and today we are going to be working on a reading strategy.

You know, when we get to those bigger words or words with more than one syllable?

This strategy will help us break that word up into parts or syllables, so we can figure out what that word says, yeah.

Before we look at our strategy, let's remind ourselves about what vowels and consonants are.

Can you say vowels?

Vowels are the letters A, E, I, O, U, and sometimes Y.

Today in our reading strategy, we're going to be focusing on the long sounds that those vowels make.

The long sounds sound just like their letter name.

Yeah, so the letter A's long sound would be A.

The letter E would be E. I's long sound is I. O's long sound is O.

And U's long sound is U or OO, mmmhmm.

Y doesn't really have a long sound, but when it acts as a vowel in a one-syllable word, like the word cry, it makes the long I sound.

But when Y ends in a two-syllable word like baby, it ends with a long E sound, yup.

(laugh) (upbeat music) Consonants are all the other letters in the alphabet.

If they're not a vowel, then they are a consonant.

Yeah.

So today we need to know that because we're going to be looking for patterns in our words that have a vowel, a consonant, and then the letter E. So if we see a vowel and then a consonant that follows with the letter E, then we know it's going to follow this pattern.

We're going to be dividing syllables today.

One thing to remember is that every syllable only has one vowel sound.

That vowel sound can be made by one vowel or a vowel team.

What we're going to do is put a dot under each vowel that we see in the word.

Remember, vowels are A, E, I, O, U, and sometimes Y.

If we do notice that there are two vowels together, working as a team, we call that a vowel team.

And if we see that, we're going to go ahead and underline them, because we know, yeah, there may be two vowels, but they're only making one vowel sound, mmhm.

Once we figure all this out, then we can decide how to split our word up.

We're going to split our words into parts or syllables.

We can divide between two consonants, we can divide between two vowels, or we can divide between a consonant and a vowel.

After we split a word up and we try to read it all together and it doesn't make any sense, we can try splitting it a different way.

Let me show you an example.

Here's a one-syllable word.

I noticed that this word has two vowels, the vowel O and the vowel E. But what happens is if you notice, this follows our pattern.

The O is the vowel, the M is the consonant, and then the letter E. E is sometimes known as a magic E or a silent E. Yeah, what happens is this E isn't making a sound, but what it does is makes the O say its long sound.

So there's only one vowel sound in this word.

So if this is saying a long O sound, we have huh, oh, mmm.

Home, yeah, and that's the only one syllable, 'cause only one vowel sound.

Let's look at our next one.

Let me go ahead and put dots under the vowels, A and E. I am noticing that this as well follows our pattern of vowel, consonant, and then the letter E. That means that that E is not going to make a sound, but it's going to make the A say its long sound.

Yeah, so that means this word also only has one syllable, because it only has one vowel sound.

Let's figure out this word.

Rrr, a, kuh, rake.

In our story later with Groundhog, I bet he'll use a rake.

(laughs) We also need to notice that vowel-consonant-E, this spelling pattern usually comes at the end of words, except if it's in like a compound word like this one.

Oh, but you know compound words are just made up of two smaller words, right?

Let's look at this.

I'm going to put dots under every vowel.

I, E, I, E. (gasps) I am noticing that there is a vowel, consonant, and then the letter E. Again, vowel, consonant, and then the letter E. Oh, so it must follow our same pattern.

That E's not going to make a vowel sound, but it is going to make the I say the long I sound, same thing over here.

So when it does happen to be in the middle of a word, like a compound word, we know that we'll split the word right after our pattern, right after the V-C-E pattern.

So I'm going to split that word right there.

Let's figure this word out.

Ull, I, ff, life.

T, I, mmm, time!

Lifetime, (laughs) a whole lifetime from when you're a baby until you're an old person.

I hope you have your paper and something to write with ready, 'cause we're going to practice the strategy together.

(upbeat music) (lion roars) All right, scholars, let's write our first word.

Ready?

M-I-S-T-A-K-E.

Remember, once you have your word written down, go ahead and put a dot under each vowel, A, E, I, O, U, or Y. I see an I, an A, and a E. Remember, scholars, we're looking for this pattern where there's a vowel, a consonant, and then the letter E. So I see a vowel here and a consonant, but not the letter E. I see a vowel here, a consonant, and the letter E. So our pattern does fit over here.

I'll move that up.

So let's see, we know this part will stay together, because we know that that E isn't going to make a sound, but it is going to make the letter A say its long sound, yeah.

All right, well, let's look at between this vowel and this vowel.

(gasps) I see two consonants.

And remember, one of our tips is that we can divide it in between two consonants.

So let's split the word there.

Go ahead and draw a line with me in between the S and the T to split the word.

Now, as I look at our first syllable, I see that it is a closed syllable because there is a consonant that follows the vowel.

So we know this I is going to have a short sound.

Are you ready?

Let's figure this word out.

Mmm, iss, miss.

T, a, kuh, take.

Mistake, make it sound like a real word.

Mistake, yes!

You know, sometimes we make mistakes and that's okay.

Did you know when you make a mistake, your brain grows?

Absolutely!

(laughs) All right, scholars, let's try and write our next word.

Our next word is going to be I-G-N-I-T-E.

Remember, after you write it down, we're going to go ahead and put dots under every vowel we see in the word.

How many vowels did you find?

Three?

Well, let's see if that means that there's going to be three syllables.

Are you seeing our pattern?

Do you see a vowel followed by a consonant and then the letter E?

I see it.

Did you find it at the end?

(laughs) Vowel, consonant, E. I's our vowel, T's our consonant, and then the letter E. Well, we know this is all going to be in one syllable, because the E does not make a sound.

It makes the I say its long sound.

Yes.

So this is only saying one vowel sound, I.

Now remember, every syllable only has one vowel sound.

Okay, well, in between this I and this I, again, we got two consonants.

Let's try to split it right there to start with, and remember, if it doesn't sound right, we'll just split it a different way.

Yeah, so let's draw a line in between your G and your N. All right, that makes our first syllable a closed syllable, because the consonant follows the vowel.

So that's going to be a short I.

Let's go ahead and figure out this word.

Ig, ig, nnn, ite, nite.

Ignite.

Ignite!

Nice job.

Have you ever watched one of your adults barbecue, and they put the coals in the barbecue, and then they use a lighter to ignite the fire?

Yeah, to start it!

It's pretty cool.

Oh, and barbecue is so delicious.

(laughs) Let's write our next word.

R-E-D-U-C-E. What do we do after we write our word?

Yes, we put dots under the vowels.

Go ahead and find the vowels that are in your word, and let's put dots underneath them.

How many vowels did you find?

Me too, three of them.

Do you remember the pattern that we're looking for today?

We are looking for that vowel, consonant, followed by the letter E. Do you happen to see that in this word?

I do too, at the end of the word, and remember we talked about how it usually comes at the end of the word, right there.

Our vowel is U, our continent is C, and then there's the letter E. Now, with this pattern, we know that the E's not making a vowel sound, but what it's doing is making the U say its long U sound.

Remember, U has two long sounds, so we're gonna have to try both.

We're gonna try U and OO to see which one makes sense.

There's also something else in this syllable right here.

This C is followed by the letter E, which means it's going to make its soft sound.

So no hard cuh, but a soft sss, yeah.

Such tricky letters.

Okay, well, let's look in between these two vowels.

There's only one consonant.

We can't split between two consonants this time.

We're going to have to decide whether this D should go with the first syllable and make it a closed syllable, or if it should go with the second syllable and make our first syllable an open syllable.

Hmm, what do you think?

Let's try both.

It could be rrr, ed, red, uce, reduce?

Or it could be rrr, e, reduce.

And you know what, re is a prefix that we add to the beginning of words.

Let's split in between the E and the D. We can split in between a vowel and a consonant sometimes too.

So our first available is re, our second syllable is duce.

What word?

Yes, reduce.

I'm sure you've heard of this word.

Reduce, reuse, recycle.

Reduce just means to cut back or to do something less.

Yeah, all right, scholars, we have one more word we're gonna practice together.

(upbeat music) (lion roars) Let's write our last word.

A-T-H, yup, that's a diagraph.

We're gonna make sure it stays together.

What sound does that T-H make?

Th, yeah!

L-E-T-E. Nice job.

Now, remember, we're looking for those vowels.

Let's get the dots underneath the vowels.

All right, are you seeing our pattern, vowel-consonant-E?

Right at the end, our vowel is E with a consonant, and then the letter E again.

So we know this is going to make one vowel sound, right?

This E isn't going to make a sound, but our first E will make the long E sound.

Okay, well, we have a diagraph and a consonant in between these two vowels.

I think we can split in between the diagraph and the consonant.

Let's try that.

Remember, if it doesn't sound right, we can try to split it in a different way.

We made our first syllable a closed syllable, adding a consonant to the end of the vowel.

So this will have a short A sound.

You ready?

A, th, lll, ete.

Ath, lete.

What word?

Athlete!

Nice job.

An athlete is someone who plays sports.

What's your favorite sport to play?

Really?

Hmm.

I like that one too.

(laughs) (upbeat music) Scholars, I hope you had as much fun as I did working with words today.

You were amazing.

Yes.

Next time you see words that have that vowel followed by a consonant and then the letter E, hopefully you'll remember that that vowel is going to make its long vowel sound.

Hopefully that helps you decode words when you're trying to read books at home, or even when you're trying to write a story.

(upbeat music) - Hi, scholars!

I'm Mrs. Ziegler.

Let's get ready to read "How Groundhog's Garden Grew," by Lynne Cherry.

While reading, we will pay attention to the characters, the setting, and the plot to help us better understand the message of the story.

So get settled in, and let's get ready to read.

(upbeat music) Now, let's take a look at a graphic organizer that will help us get organized as we read.

This is called a story map.

A story map includes all of these pieces.

We have the characters, or the people or animals that are in the story, the setting, which is where the story takes place.

The problem is what the characters need to solve.

It's a problem that they have, something that they need to find a solution to.

The problem usually comes at the beginning of the story.

Then we have main events, or the most important parts of the story that go on as we read.

The solution is how the characters solved their problem.

What solution did they come to?

And lastly, the moral, which is simply the lesson of the story.

The story map will help us stay organized and keep us on track, and gives us a purpose for our reading today.

So listen for all of those things as we begin our story.

"How Groundhog's Garden Grew," by Lynne Cherry.

"Little Groundhog was hungry.

'Beautiful!

Scrumptious!

Irresistible!'

he exclaimed as he crept into a neighbor's lovely vegetable garden.

He was nibbling (munches) on some fresh green lettuce when Squirrel rushed down from her tree.

'Little Groundhog!'

Squirrel scolded.

'This food does not belong to you.

If you take food that belongs to others, you will not have a friend in the world!

Why don't you plant your own garden?'

'I'm sorry,' Little Groundhog told her, embarrassed, 'but I don't know how.'

'Well, then,' replied Squirrel, 'I will show you.'"

Okay, readers, I think we have a few things to add to our story map already.

So get your pen, and let's do some writing.

Here we go.

Who are the main characters in our story so far?

That's right, we have Little Groundhog and Squirrel, who scolded Groundhog.

Where is the setting?

That's right, a vegetable garden.

Vegetable garden.

And we already have been introduced to the problem.

What would you say the problem is?

Go ahead and write that down.

Or you can write what I say.

Little Groundhog eats food from other gardens because he doesn't know how to plant his own.

I wonder if Little Groundhog is going to figure out how to do that on his own.

Let's keep reading and see.

"'First, you will need seeds,' said Squirrel.

Little Groundhog helped Squirrel and her friends pick beans and peas from pods, and seeds from a sunflower's drooping head.

They collected seeds from inside peppers, cantaloupes, cucumbers, and tomatoes.

Squirrel chewed a hole into a pumpkin and handed Little Groundhog the gooey seeds, saying, 'We'll dry these in the sun.

Then we can plant them in the spring.'

A chill breeze blew in.

'It's time to dig up potatoes,' Squirrel said.

Little Groundhog watched Squirrel and thought, 'That looks like fun!'

and so he took a rake and poked around for potatoes, too.

When they were finished, Squirrel added composted leaves to her garden as fertilizer for the coming year.

Squirrel put aside a few potatoes and the tops of onions in a burlap sack.

She put the seeds they had collected in tins to keep them dry and put the tins into her sack.

November's snow flurries told Squirrel that winter was on its way.

'Sweet dreams, Little Groundhog!'

Squirrel said as she curled up in her tree hole.

'See you in the spring,' Little Groundhog said, snuggling into his deep earthen burrow."

Here he is in his hole underground.

"As winter snows blew, Little Groundhog and Squirrel slept.

In February, Little Groundhog awoke, and drowsily ambled up to the burrow entrance."

Can you imagine what he looked like, moving really slowly, ambling up?

"The wind made him shiver.

He saw his shadow and hurried back inside."

It must've been Groundhog's Day.

"'Oh my,' he said.

'This will be a long winter.'"

Well, I think that's a good place to pause.

While they're taking a nap during the winter, we can take a break too.

Let's make a prediction.

What do you think is going to happen when they wake up and they come out of their burrows or their holes in the tree?

What do you think they'll see?

What do you think they'll do?

And why do you think that?

Those are all great predictions.

I'm excited to see what happens next.

You did a great job of using these fantastic illustrations and the words to help you understand the important parts of the story.

So far, we know the characters and the setting and the problem.

The next time we jump into this book, we'll keep track of those main events and see if Little Groundhog is able to solve his problem.

Will he keep eating plants from other people's garden, or will he learn how to do something from his friend Squirrel, and make a better choice?

Well, I want you to keep reading, and keep eating those yummy foods and predicting where they came from, and keep finding peaceful solutions to your problems as they arise throughout your day.

Great job, readers.

Thank you so much for joining me, and I'll see you again on the next "Read, Write, Roar!"

- [Announcer] This program is made possible in part by: Michigan Department of Education, the state of Michigan, and the Kresge Foundation.

Additional support for educational programming provided by, and by viewers like you.

(upbeat music) (gentle music)