- Hello, readers!

Welcome to "Read, Write, ROAR!"

Today, we're gonna focus on a big question, how do our actions affect our environment?

We're also going to be reading words with more than one syllable, and we're gonna meet an amazing author!

Of course, you'll need something to write on like maybe scratch piece of paper or an envelope, and you'll need something to write with like maybe a crayon or a pencil.

Come on, join us for "Read, Write, ROAR!"

(bright upbeat music) (lion roars) (lion roars) - Welcome, readers.

When I'm reading and I come to a tricky word, I like to remind myself that I don't need to read the entire word all at once.

Instead, readers can break words apart into syllables, or word parts, to read more accurately.

By learning about the different types of syllables, we can more easily break words into syllables.

That helps us read challenging words.

Our goal today is to understand the vowel-consonant-E syllable.

We'll also practice reading words that have this syllable type when the word has more than one syllable.

Let's start by reminding ourselves what a syllable is.

A syllable is a word part with only one vowel sound.

Remember, the letters A, E, I, O, U and often, the letter Y, usually make a vowel sound.

Now, when you see a written syllable, you might see more than one of these letters written in that syllable.

That can only happen if the letters are working together to make one vowel sound.

We see this when we have vowel teams like O-U where the letters work together to make the ou sound.

There are more than one letters here, there are two, but there's only one vowel sound.

Now, we've learned so far about closed syllables where we have one vowel followed by one or more consonants.

We've also learned about open syllables where we have one vowel that is not followed by one or more consonants.

What's a vowel-consonant-E syllable?

In a vowel-consonant-E syllable, we will also see one vowel, just like in these other syllables.

We won't see vowel teams in these vowel-consonant-E syllables.

We'll only see one of these written vowels in the syllable.

That vowel will be followed by a consonant, which is a letter that doesn't make a vowel sound, and a final E. Maybe you already know this, but that final E will be silent in the vowel-consonant-E syllable.

Now, you might be wondering, why is it important to know this?

Well, first, it's important to know this because when we see this pattern in a word, we can split the word into syllables right after that final E. It's also important because that final silent E gives us a hint about the sound that the vowel in that syllable is making.

Sometimes we call that final E the bossy E because we say that it bosses the vowel around, and what it tells us the vowel to do is to make its long vowel sound.

That means in vowel-consonant-E syllables, we'll usually see an A that says ey, the long vowel sound, E will say ee, I will say aye, O will say oh.

U has two long vowel sounds, you or oo, and in these vowel-consonant-E syllables, we'll mostly see the Y making the long aye sound.

Now, let's use what we've learned so far to find one of these syllables in a word.

I have already split this word into syllables.

Here's our first syllable, and here's our second syllable.

This word is reduce.

Read it with me, reduce.

Now, look at the syllables that you see here.

Which of these syllables is a vowel-consonant-E syllable?

This first one ends with a vowel E at the end.

After the vowel, do we see a consonant?

Well, we do see a consonant, but this consonant is part of the next syllable, so in the first syllable, do we see a vowel followed by a consonant?

We don't.

This syllable ends with a vowel, so this is not an example of a vowel-consonant-E syllable.

Let's look at the second syllable.

Do you see a vowel?

What is it?

The letter U.

Now, is that letter U followed by a consonant?

It is, it's followed by the letter C, which is not one of our written vowels.

Is that consonant followed by an E?

It is.

In this syllable here, it gives us the hint that the U is going to be making a long vowel sound.

In this word, the long vowel U says oo, deuce.

This word is reduce.

Great work today finding this vowel-consonant-E syllable.

Now that we've practiced that, let's look at a new word and see if we can split it into syllables, and then read it using what we've learned about vowel-consonant-E syllables.

(playful music) As we start to use the vowel-consonant-E syllable to read longer words, there are some tips that we can follow to split these words into syllables.

First, we have to remember that every syllable has one vowel or vowel team.

Another way to say that is that there is only one vowel sound in a syllable.

We can keep track of the vowel sounds we have in the syllables we're separating by first placing a dot under each vowel.

Then, we check the vowels that we have to see if any of them are making a vowel team.

If they are, and they're working together to make one vowel sound, we underline that vowel team.

That way, we can check each syllable and make sure that we only have one vowel sound in a syllable.

After we do that, we have to decide how to divide the word into syllables.

We could divide between two consonants and split the syllable right between those consonants.

We could divide between a consonant, split the syllable off, and then a vowel that comes after it would be the beginning of the next syllable, and sometimes those letters are reversed.

First, we have our vowel, then we split the syllable, and the next syllable will start with a consonant.

And finally, we sometimes split words into syllables right between two vowels, and we pull those vowels apart to keep them in their own syllables.

One more thing to have in mind is that when we see digraphs like T-H or C-H where two letters work together to make one sound, we have to keep them together in the same syllable, and consonant blends often stay together in the same syllable also.

Now that we've got these tips in mind, let's use them to read this word.

First, we're going to place a dot under each vowel.

What vowels do you see here?

E, U, E. Those are the vowels that I found in this word.

Now that we found the vowels, let's see if there are any vowel teams.

Well, I do see two vowels side-by-side.

They could be a vowel team because I do know some words where E-U works together to make one vowel sound, but I'm thinking that in this word, both of those vowels might be making their own sounds and not working together in a vowel team.

I'm going to try to split this word into syllables between those two vowels, moving them to their own syllables, and if that doesn't work, we'll go back and we'll put them together in the same syllable to try to fix the word.

All right, here we go.

I'm going to slide over the R and the E and make that the first syllable.

E has to be in the first syllable because it's our first vowel.

R can't be a syllable by itself because it's a consonant, and every syllable has a vowel or a vowel team.

Now, let's look at what's left.

We have two vowels left.

Do you think that means that we're going to have two more syllables?

It might, but I'm thinking that it doesn't in this word because what I see here is a vowel-consonant-E syllable, and when we see the vowel-consonant-E syllable, we know that this E is silent.

It's not making its own vowel sound.

Instead, it's giving us the hint that the vowel here is going to be making its long vowel sound.

So I think that this will be our second syllable there, and I think this U will make one of the long U sounds.

Let's try to read this word and see if we've done this correctly.

Read with me, re-use, reuse.

This word is reuse.

In this second syllable, that E told me to say you, one of the long U sounds for that letter U.

That's why the E and the U can be in the same syllable because they're working together to make one vowel sound.

The word reuse means to you something again.

When I was done with the paper that I used to make these charts today, I reused the scraps, and I put them into these paper beads.

Pretty cool, huh?

I wonder if you could think of a way to reuse paper and turn it into an art project.

Good work today finding vowel-consonant-E syllables.

Remember to be on the lookout for these while you are reading.

The more that you pay attention to the different types of syllables in a word, the better you'll be able to read longer and challenging words.

(playful music) Now that we've learned so much about vowel-consonant-E syllables, let's read a text that is full of this type of syllable.

Read with me.

One way we can protect the planet is to reduce how much paper we consume.

When we save paper, people cut down fewer trees.

We also save energy when fewer trees are turned into paper.

When you do use paper, try to write on both sides of the page.

You can even reuse old paper by turning it into an art project.

Did you notice any vowel-consonant-E syllables while we were reading?

I noticed them a lot in one-syllable words, but there were a couple of two-syllable words that also had this pattern.

One of the words that stuck out to me was this one right here.

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

Here we go.

Remember, we're going to start by looking for our vowels and vowel teams so that each syllable has only one vowel sound.

What vowels do you see?

First, we have the O.

Then, what's next?

The U, and finally, we have the vowel E. You're right.

Good work.

Now, we need to decide how to split this word into syllables.

Where do we divide this word?

Well, I know that the C has to be in the syllable with the O because O is our first vowel, so it will be our first vowel sound.

C can't be a syllable without a vowel sound.

Then I see two consonants in a row, and then our next vowel.

I know this next vowel is going to be in a different syllable than the O because they're not working together to make the same sound, so I need to decide what to do with these consonants.

Well, I know that when we see two consonants side-by-side, we often split them by putting them in separate syllables.

Let's try that.

Then we have the U in the syllable, and I see another vowel E. Do you think that this E is going to make its own vowel sound in this word?

I don't think that it is.

I think that this is an example of a vowel-consonant-E syllable where the E doesn't make its own sound, but it gives us a hint to use the long vowel U to read this syllable.

I think we have found our syllables.

They have one vowel sound each.

Let's try to read this and see if we made a real word.

Con-sume, consume.

This word is consume.

It means to use something like how much paper we use or consume.

Great work today separating words into syllables and looking for vowel-consonant-E syllables.

The next time you're reading, remember you don't have to read a long and complicated word all at the same time.

Look for those open syllables and closed syllables and vowel-consonant-E syllables to read those tricky words correctly.

(upbeat music) - Today, we have a special guest reader.

Cecelia LaPointe is going to read their book to us, "Ajijaak, the Crane."

Ambay, let's go!

(playful music) (lion roars) - (speaks foreign language) My name is Cecelia LaPointe, I am the author of "Ajijaak Crane."

Sandhill Crane is at the marsh.

The feathers of the Crane are a nice color.

Crane listens to the frogs, quiet, calm, peaceful.

- Today of course while we read, we're gonna be focusing on some questions that we can ask ourself while we read to help deepen our comprehension and understanding of the story.

The questions are who, what, where, when, why, and how?

Think about those as we read today.

I have a question already.

(paper rustling) How does Crane feel right now?

- [Cecelia] Crane wakes up.

Crane looks up towards the sky, waking up as the sun rises, as the sun shines and spreads rays of light through the forest in the land beneath the trees in Michigan.

- I have another question, and I think you might know the answer.

Where does this story take place?

(paper rustling) - [Cecelia] Crane wakes up to see mole, red squirrel, chipmunk, robin, crow, painted turtle, dragonfly.

- [Teacher] Hmm?

Who does Crane see?

Wow, all these questions we can ask and answer about our text.

Wow, let's keep going.

- [Cecelia] They are busy digging, collecting things, harvesting things.

They are noisy.

They are preoccupied.

They are rambunctious.

On a cool autumn day, Robin lands in a tree near Crane.

Robin speaks to Crane.

Crane listens to Robin.

They talk near the marsh.

Crane walks quietly.

Crane loves this marsh near the great sea.

Crane travels to the creek today, rising and flying upward.

Crane flies around.

Crane flies above the treetops.

Crane sees Eagle by the creek.

Crane lands right next to the creek.

Eagle and Crane talk.

Crane wades in the water.

Eagle sits in a tree over the water.

The creek has no more salmon.

- Why does the creek have no more salmon?

So why can't Crane find salmon in the creek?

Let's keep going.

- [Cecelia] The creek has no more salmon because of a big factory polluted the water.

The factory hurt the salmon.

Our salmon friends are gone.

There is no food for Eagle or Crane.

"What happened," asks Crane.

"The salmon cannot live here," says Eagle.

- "The salmon cannot live here," says Eagle.

Ooh, that's a good question.

Well, what did the factories do?

What did the factories do to the salmon and all the other animals?

Let's keep reading.

- [Cecelia] There was so much sickness.

There is pollution.

There is continual greed.

The factory has hurt the water.

- Hmm, wow.

Crane has a big problem, and so do all of the animals.

What are they gonna do?

What's gonna happen?

Remember readers, as we read any book, you can always think about these questions to help deepen your understanding about text.

So writers, let's get started.

One of the very first questions that we had was how does Crane feel right now.

On the text or in the story, it says that that Crane was listening to the frogs.

He's feeling quiet and calm and peaceful.

So how could we put that in our own words using a sentence-starter?

The book says that Crane feels calm and peaceful.

Thumbs up or thumbs down, what do you think?

Okay.

The next question we need to write about to have some text evidence is where does this story take place?

Where does this story take place, and the text says the land beneath the trees in Michigan.

So, we can say the story takes place in?

Yeah, Michigan, where we live!

(paper rustling) All right, let's go to the next one.

Who does Crane see?

On the very next page, it says Crane wakes up to see mole, red squirrel, chipmunk, robin, crow, painted turtle, and dragonfly, whoa!

My friends, that's a whole lot of writing.

So I was thinking to myself can you help me put that in a shorter sentence?

There's two ways that we can write the answer to this question.

We could say on page three, Crane sees, hmm.

A lot of animals?

Many animals?

Yeah, of course we can!

We don't have to name them all.

We can just say that Crane sees many animals.

That's one way we can do it.

Is there another way?

There sure is, my friends.

So, who does Crane see?

Crane sees many animals.

You could also, my friends, go ahead and add all the animals listed in the book if you wanted to.

So, we could say Crane sees a mole, red squirrel, chipmunk, robin, crow, painted turtle, and dragonfly.

This is another way that we can add.

All right scholars, on to the next question we had.

Why can't Crane find salmon in the creek?

All right, are we gonna say in the text, in the book, in the story, or on page?

All right, let's find the answer first, and then we'll decide.

Okay, on the next page, they were talking about all the animals getting busy, and then Crane was gonna listen and chat with Robin.

Do you see how I'm retelling, looking at the pictures and remembering?

Crane then quietly goes off and travels to the creek.

When he gets to the creek, he sits and talks with Eagle, wades in the water, and then he realizes the creek has no more salmon, and it's because, they say, the text says because a big factory polluted the water.

How do we put that in a sentence?

Crane can't find that salmon in the creek because the factories polluted the water?

Sure, absolutely!

That's one way to do it!

If we're sticking to citing the book, we would say the text says that Crane can not find salmon because the factory polluted the water and hurt them.

Do you see how I added that extra over here, and hurt them?

Was that on that page?

It sure was.

It was in the next line.

The factories hurt the salmon.

I took it right out of the book and I put it in my sentence, friends.

Now, we have one more, one more question to answer with our text evidence.

What did the factories do to the salmon and all the animals?

(sighs) All right, here we go.

All right, I remember they hurt them, they're gone, and all their friends are gone.

There is no food.

"What happened," asked Crane.

"The salmon cannot live here," said Eagle.

"There is so much sickness.

There is pollution.

"There is continuable greed.

"The factory has hurt the water."

So, what did the factories do to the salmon and all the animals?

The factories made the animals sick?

Sure, that's one way to put it in our own words.

The factories, hmm.

There it is.

That's right, there's our text evidence.

The factories made the animals sick.

All right.

So, my friends.

(paper rustling) Scholars, you have done a fabulous job.

(speaks in foreign language) That means good job in Anishinaabe.

Now remember, you can always look for syllables in the words that you're reading and ask and answer questions.

We'll see you next time on "Read, Write, ROAR!"

(speaks in foreign language) - [Narrator] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the W.K.

Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

(upbeat music)