- Hello scholars, welcome to Read, Write, Roar.

Today, we focus on the big question, how do animals survive in their habitats?

We will read words with more than two syllables or word parts, read a hybrid text about the desert, I wonder what a hybrid text is, and write some amazing sentences.

Come join us for 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.

(cheerful music) (Roaring sound) - welcome readers.

We're becoming such great readers, aren't we?

We've learned about prefixes, which are word parts that we add to the beginning of a word and suffixes, which are word parts that we add to the end of a word.

We've even learned about that tricky schwa sound where a vowel can say a or e instead of making its own sound.

Today, we're going to take everything that we've learned and put it together so that we can read some words that have more than two syllables.

Syllables are word parts that have one vowel sound in them.

Our goal for today is to read words with more than two syllables by chunking the words into syllables to read each part before we put the whole word together.

When we are dividing syllables, the first thing we have to remember is that every syllable has one vowel or one vowel team.

Another way to say that is that every syllable has one and only one vowel sound.

We start by putting a dot under each vowel.

Remember our vowels are A E I O U, and the letter Y is often a vowel also.

Then we underline any vowel teams because of a vowel team can be together in one syllable.

Our vowel teams are two or more letters, usually vowels that go together to make one vowel sound like the EE that says e or IE that can say I, or the OO that can say oo.

Then we have to get down to dividing those syllables.

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

One tip that we like to keep in mind is that if we see diagraphs, we keep diagraphs together always.

Our diagraphs are the T H or the C H. Those are examples of digraphs where you have two letters that make one sound like ph and ch.

We also tend to keep together consonant blends like bl or sn where those two consonant sounds blend together.

Let's get started.

All right, we're going to start by placing a dot under each vowel that we see in this first word.

See if you can find the vowels as I put a dot under them.

Our a is a vowel, and there's another a, and another a.

There are lots of A's in this one.

And I also have the I and the O.

So I have placed a dot under each vowel.

Now I am going to see if there are any vowel teams.

Remember that means that there are two or more letters that work together to make one vowel sound.

Well, I see that these vowels here all of the A's are by themselves.

So they're not part of a vowel team, there aren't other vowels that go together with them to make a sound.

But that I and the O are together side by side.

Usually when I see I and O, I know that those letters tend to make their own sounds.

They don't usually work as a vowel team.

I think of the word lion where both the I and the O have their own sound.

But I'm not sure maybe they are a vowel team in this word.

Let's say that to the end and see what we have to do with the I and O.

Okay, let's start dividing.

We'll go back to the beginning.

Now, I see about here at the beginning of the word and I know that this has to be in its own syllable.

It cannot be in a syllable with another vowel.

Then I see the letter D, which is a consonant.

This is where it gets tricky.

Should I put the D with the A to make my first syllable or should I keep the D with the second A and put it as part of the second syllable?

You know, we can't always be certain if we don't know how to read a word.

So sometimes we have to test this out and then go back and make changes if the word that we've made does not sound like a real word.

So I think, just to try, I'm going to separate between this consonant and this vowel, right here between the vowel, A and the consonant, D because I know that that often happens when I'm making syllables.

Then I'm moving on to my second syllable.

I see the A, the D has to stick with it because it needs a vowel to make a syllable.

And I'm thinking that maybe the P will go with the second syllable.

Why?

Well it's because I see two consonants together, a P followed by a T. And I know that usually when we have two consonants in the middle of a word especially, we split the syllables right between those consonants.

So I think we need to separate the P and the T, especially since they're not a diagraph that worked together to make one sound, they both have their own sound.

All right, now let's look at the next one.

I've got an A here that has to be in a syllable without any other vowel sounds.

And the T has to go with it because we separated it from the previous syllable.

Now, should this T be part of this syllable with the A or do you think it will slide over to be in a syllable with the I?

Do you know what I see?

I noticed something right away.

When I slid this T over I noticed a suffix that I've read before, the T I O N suffix.

And I know that in the suffix the I and the O work together to make the schwa sound.

They are available team in this word.

We pronounce this syllable a little bit like this, shn, shn.

Now that we have separated this word into syllables, let's see if we can loop and swoop the word and see if we separated this correctly.

Now, when I see a vowel by itself or at the end of a syllable like this A here, that vowel usually makes the long vowel sound.

So let's say the long vowel A for both of these vowels here.

Let's get started.

A dap ta tion, adaptation.

Is that a word that you know?

That's not a word that I know.

It sounds really similar to a word that I do know but I think we chunked the syllable here at the beginning, the wrong way.

Let's slide these down a little bit so that we can try this again, because I think that we need to flip the way that we separated the A and the D here at the beginning of the word.

Now I'm going to leave this suffix together at the end because I'm pretty sure the suffix is one syllable but I'm going to flip the D over into the first syllable.

If I do that, I know that this A is not going to say, a anymore, it's going to say, ea.

So let's read this again and see if this sounds like a real word, ad ap at tion, adaptation.

What is this word?

Adaptation.

An adaptation is a change that is made and we often use this describe to the way that animals adapt to their environment so that they can survive.

When I think of the word adaptation, I think of the adaptation that a bison can make.

During the winter, their fur coat becomes thick and warm because they are adapting to the cold weather.

That adaptation helps them stay alive during a very cold winter.

That's pretty cool, isn't it?

Now let's use what we know about dividing syllables to read our next word.

Let's get started by placing it up under each vowel.

A U as a vowel.

Do you see any other vowels?

E and O, we found our vowels.

That's all of them.

So let's get started and see if we need to underline any vowel teams.

Do you see any vowels that go together with another vowel or letter to make a vowel sound?

I don't.

What I say are vowels that make their own sound without any help.

So I don't think there's anything I need to underline in this word.

Now, let's start dividing.

I know that my TH will stay together in a syllable because they're a diagraph that work together to make one sound, th.

They also have to be in a syllable with a vowel because every syllable has to have a vowel sound in it.

Now, here's our question.

Should I put the N and the D in this first syllable, should I put them in the second syllable, or should I split them up like this?

What do you think?

Well, in this word up here, adaptation, when we saw two consonants, we split them apart.

So I'm thinking maybe we need to do that again.

Let's try that.

Now that makes the D part of the second syllable with the E. And I know that the O can't be part of this syllable because it's a different vowel sound.

So I have all of these consonants and we have to decide which syllable they're going to be part of.

Will they all go to one of the syllables or should we split them somewhere?

Do you notice anything?

I noticed something.

I noticed right here the S T blend that says st, st.

So I'm thinking that the S and the T should probably stay together, which would make sense to me than that we split between these consonants here the R and the S. making D E R our second consonant.

And then that means all of these letters would be part of our last syllable, because there's only one vowel left.

Let's see if we have broken this word into syllables correctly to read a real word.

Here we go, thun der storm, thunderstorm.

This word is thunderstorm!

That's a word that I know.

What do you do during thunderstorms?

Do you ever curl up with a good book?

That's what I like to do.

We have seen that we can divide words into syllables using different tips so that we can read words with more than two syllables and read those words accurately.

We've also seen that sometimes if you don't know a word, you might need to change the syllables a little bit, flip some letters back and forth between syllables until you're able to make a real word.

Now that we've practiced splitting words into syllables to read them more accurately, let's read a story that has quite a few words with more than two syllables.

While we read, be on the lookout for these long words and ask yourself, 'Could I split that word into syllables to read it more accurately?'

Read with me.

What an exciting day!

We are going on a field trip to the desert.

My teacher said that conditions will be hot and dry.

He also said we won't be assisting the animals, only observing them.

I really hope we see a jackrabbit.

Did you notice any words that have more than two syllables?

I noticed a few.

The one that jumped out to me was this word, jackrabbit.

Let's see if we can split this word into syllables.

First, let's put a dot under each of the vowels and then let's check for vowel teams.

The A, the, A, and the I are all by themselves with no other vowels.

So I don't think there are any vowel teams in this word.

It's time to start breaking this word into syllables.

The J has to be in a syllable with an A, because it consonant cannot make its own syllable.

Then I see C K R, three consonants in a row.

I'm thinking that we're going to need to split those up.

Hmm, the CK, do you know what that is?

That's a diagraph.

Two letters that go together to make one sound, K, and we know the diagraph stayed together.

So I think that the C and K will stay together and then we'll split right there before the R. Now we put our R with the A, because A is our vowel.

And then we see the B and the B.

Where do you think we need to split this syllable?

Probably between the consonants again, don't you think?

R A B would be our second syllable, which is perfect because it leaves us with this syllable with only one vowel sound.

Let's read this word, jack rab bit, jackrabbit.

This word is jackrabbit.

You could have also read this compound word by reading each word, Jack rabbit.

That would have been another way to discover what this word said.

(cheerful music) (roaring sound) When we spell words, we can listen for each of the syllables in the word and then visualize or see a picture in our minds of how many syllables that word has.

Then we can think about each syllable by itself to see how many sounds and what sounds we hear in the syllable.

We're going to practice that today.

Our first word that we're going to spell together is predator.

Say that word after me, predator.

I hear three parts in the word predator.

Let's draw lines on our papers for each of those parts, pre da tor, predator.

Now we're going to start with the first syllable to see how many sounds we need to show in that syllable.

Pre is our first part.

I hear three sounds, p r e, the blend pr and the vowel sound, e. let's write down the letters that could match those sounds that we heard.

You try while I write on my paper also.

P r e, pre.

This is so interesting.

I noticed that this looks like the prefix, pre, but we pronounced this part, prae.

Now, what do we need to write next?

The word is predator, pre da tor, predator.

Are you ready for our second syllable?

I heard two sounds in this syllable.

Write down the sounds that you heard on your paper.

Pre da, these are the sounds that I heard.

D a, now this sound is a little bit tricky.

You might have written down the U or even that I depending on how you pronounce this word.

But what we actually have here is a vowel making the schwa sound.

The vowel that we should have written is the A, the A makes the schwa instead of making its own sound.

Now, let's think about our final syllable, predator, pre da tor, tor.

write down the sounds that you hear in that syllable.

I'll write them with you, T O R. Now, if you pronounce this word the way that I pronounce this word, you might've heard a D here instead of a T. Some people pronounce this more like a D sound and some people pronounce it more like a T. Oftentimes we see a T. And when it's in the middle of a word not at the beginning or the end, it can sound like a D depending on how you pronounce the word.

The other part that was a little tricky was the O, the or pattern could also be spelled several different ways.

But in this word, the or pattern is spelled with O R. Let's write this whole word together.

Pre da tor, predator.

This word is predator.

A predator is an animal that hunts other animals.

Can you believe that this sleepy owl is actually a predator?

It's true.

Owl eat mice and snakes and other little creatures.

I even learned recently that some owls, one special kind of owl, actually hunts skunks.

Yuck!

Are you ready for our next word?

Our next word is discover.

Say that after me, discover.

Let's see how many syllables we can hear in the word discover, di cov er, three syllables.

Let's write lines for each of those syllables, dis cov er.

Now, we're going to start with the first syllable and write the sounds that we hear in the part dis.

I hear three sounds.

You write down what you hear.

Dis, dis.

Now, we can write our second syllable.

Dis cover, dis cov, that's the next syllable.

I hear three sounds in cov, c o v. I'm wondering if the vowel sound is actually a letter making the schwa sound.

Let's write that down, cov.

Is this what you wrote?

Maybe you wrote the U instead of the O because that schwa sound does sound a lot like the letter U.

But in the word discover it's an O making the schwa sound.

Dis cov, what's our last syllable, er.

Write down the sounds that you think make the er pattern.

I'll write them here, er.

Unlike the word predator, our er pattern in this word is spelled with an E R. Let's write the whole word together.

Dis cov er, discover.

Discover means to find something, sometimes something amazing.

The other day, my daughter discovered this pine cone.

She's one, so she thought that that was pretty special.

I wonder if you've ever discovered something.

Great work today, reading and spelling words with more than two syllables.

This was really tough work, but you have done a great job.

As you're reading and your writing, think about what we've learned today and how syllables can help you read and write challenging words.

I'm sure you'll have so much practice before we meet again.

(tranquil music) - Annie, hi friends.

So glad you're here with us today.

Oh my goodness, have you ever read a book and been so confused?

Well, let me tell you, I have.

So I'm gonna give you some cheat codes, right?

Cheat codes.

Do you know what cheat codes are?

Cheat codes are, that's right.

They're codes that you can jump farther in all your games or you can get the extra strength, or have more health, that's right, to do better in all of those awesome games that you guys play.

Well, did you know that authors and illustrators work together to make cheat codes for you?

Right?

It's so cool.

So today, my friends, we are going to be learning about those changes.

(cheerful music) (roaring sound) The illustrator helps us with those cheat codes by adding more of those details to the characters, to your setting, uh-huh, and then by also adding more details to your mood, my friends.

So sometimes our authors don't use a whole lot of words, but we can always go to the illustrator for those cheat codes.

So today we're gonna focus on looking at those illustrations to help us know more about our characters.

Animals should definitely not wear clothing because it would be disastrous for a?

For what, what could it be?

The author hasn't given us any kind of details to help us with our character.

Today, the character is the animal in our story.

What are we gonna do?

Well, could it be a bear?

It would be disastrous for bear.

Could it be an owl?

Could it be a mouse?

I have no idea.

We're gonna need more help.

Let's get our cheat codes.

Mm-hmm, and here they are.

Oh, my friends, look how crazy that is, this poor little porcupine has sweater on.

This porcupine should not wear clothing, it is disastrous.

Disastrous, what does that mean?

Mm-hmm, in great danger?

That's sweater is in great danger.

It shouldn't be on a porcupine ever.

Why?

Because it's quills poke out in some ruin the sweater and look at it.

It is a beautiful sweater is ruined, my friends.

All right, are you ready?

Let's do it again.

This is so much fun.

Because a blank might wear it in the wrong place.

What could this character be?

I have no idea.

Okay, so a moose, I wonder if it's a moose.

(teacher Ton-A Laughs) That's silly.

It could be your dog or maybe your cat?

Uh-uh, it's got to be your pet bird, it's got to be.

No, none of this makes any sense, my friends.

Are you ready?

Let's go get those cheat codes.

Well, of course, it's a camel.

That makes perfect sense now, doesn't it?

How silly isn't this.

The camel has all of these places where they could definitely put a hat.

Oh, my friends, on the back humps or even on his head, but you know, whatever.

The silly camel, how funny is this?

Oh, my goodness, my friends, all of these silly, fun, amazing senses came from the book, "Animals Should Definitely not Wear Clothing."

Wouldn't you know it.

Remember that as you're reading and writing all of your words, think about breaking them into syllables, writing the sounds you hear.

And then also don't forget to check for what looks right to your eyes.

And then, of course, mm-hmm, always use those illustrations to help you find out more details about your character, your setting, and maybe even the mood of your stories.

Bye my (indistinct).

We'll see you next time on 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)