- Welcome scholars to Read Write Roar.

Today we're gonna focus on the big question.

How do we care for the Earth?

We're also gonna be working with words with open closed and vowel e syllables.

We're going to study our text to think about character theory, and then we're gonna write long or a lot about our thoughts.

Of course you're gonna need something to write on, like maybe a piece of paper or even an envelope.

And of course something to write with like a crayon or a pencil.

Come on, join us for Read Write Roar.

- [Woman] 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.

(playful music) - Hello raiders.

I'm so glad to see you here today.

When I'm reading a book and I come across a word that's new to me, sometimes I think about the types of syllables I see in that word to figure out the new word.

Other times, I think about a word I already know that is similar or almost the same as that new word by finding patterns and words and thinking about work patterns I already know.

I can figure out a new word.

Today, we're going to do a word search to practice using word patterns and words that we know to read new words.

All of the words that we'll read today, we'll have more than one syllable.

Remember a syllable is a word part with one and only one vowel sound.

The letters, a, e, I, O, u, and often the letter y, usually make a vowel sound.

We're going to sort words into these categories, closed syllables, open syllables and vowel consonant e syllables.

And the closed syllable column, we have the word mistake.

Mistake is in this column because the syllable mis, is a closed syllable.

This is the word program, it's in the open syllable column because the syllable pro is an open syllable.

And finally the word firefly, is the vowel consonant e syllable column because the syllable fire is a vowel consonant e syllable.

Let's start sorting these words and deciding which column we're going to put them in.

Are you ready?

Here's our first part.

When I look at this word, I see that the first syllable is un we split that right between the two consonants we see here.

Un is the first syllable.

Which column should I sort this word into?

I'm thinking that I should sort this word into the closed syllable column because the first syllable un, has a vowel followed by a consonant, just like the syllable mis does, a vowel followed by a consonant.

Let's read this word together, unsafe, unsafe, good job.

Let's try this with a different word.

Here we go.

This is our second word.

When I look at this word, the first syllable I see is side.

I see a pattern in this word that helps me know which column I should sort it into.

Where do you think you would put this word?

This goes to the vowel consonant e column because we have a vowel just like in fire, followed by a consonant followed by an e. Let's read this word together.

Sidewalk, sidewalk.

This word is sidewalk.

Let's keep going.

Here's the new word.

When I look at this word, I see the first syllable fi, looking at that first syllable, which column would you put it in?

Would you put it in the closed syllable, open syllable or the vowel consonant e syllable column?

This word belongs in the open syllable column because the vowel I, is at the end of the syllable.

Just like the vowel o in pro is at the end of the syllable.

Let's read this word together.

Fiber.

This word is fiber.

Let's try another one.

Here we go.

This word has the first syllable of lim looking at that syllable, what column would you put this in?

Based on the pattern you see in that syllable.

This word belongs in the closed syllable column because just like in the syllables mis and un, the syllable lim has a vowel followed by a consonant which ends the syllable.

Let's read this word together, limit.

This word is limit.

We've got another one here are you ready for it?

Here is our first syllable do, where would you put this word?

If you said that you'd put this word in the open syllable column, I agree with you because in all three of these words, we see a first syllable that ends with a vowel.

So, we put those words all together since we see the same pattern.

Here's another word.

Here's the first syllable.

Look at that pattern and decide where would you put that word?

This word belongs in the vowel consonant e syllable column.

The reason that I put it there, is because I see a vowel followed by a consonant and an e, just like I see in these other words.

Let's read this word together.

Lakeside.

This word is Lakeside.

A couple more, let's see if we can do it.

Here's our new word.

Here's the first syllable, we divide between those two consonants.

This is the syllable con, where would you put this word based on the pattern we see in the first syllable?

This word belongs in the closed syllable column because just like these other words, we see a vowel followed by a consonant.

Let's read this word together, contest.

This word is contest, very good.

Two more words.

And then we'll talk about the patterns we've seen.

The first syllable in this word is re, where would you put that word based on that first syllable?

The first syllable matches the open syllable column, where we have a vowel ending our first syllable.

Let's read this word together.

Reuse.

This word is reuse.

And one more word, let's see where this one goes.

Here we have the first syllable so, where would you put that word based on that syllable?

I would put this word right here, in the open syllable column since the syllable ends with a vowel.

Now let's read this word.

Solar.

This word is solar.

Based on what we've seen here and the patterns that we found in each of these first syllables of the words, what can we say about these different syllable types?

Well first we can say that closed syllables have a vowel followed by a consonant.

Vowel followed by a consonant.

We see this in each of the first syllables.

I also noticed that we usually read these syllables using short vowel sounds, a mis, a un, a lim, a con, did you notice that too?

When you notice a word that has a closed syllable at the beginning, you can think about other closed syllable words that you know, and remind yourself of that pattern that will help you figure out new words that start with closed syllables.

What about open syllables?

What do you notice here?

We've already talked about it a little bit.

Each of these syllables ends with a vowel.

Did you notice what vowel sound these words used?

Each of these words use a long vowel sound in their first syllable.

O pro, I fi, o dough, e re, and o so.

By looking at that pattern and noticing that a new words that also start with open syllables, you can remind yourself to use the long vowel sound, that will help you read new words by just thinking about words that are similar that you already know.

What about our final column?

What did you notice here?

Anything interesting?

I noticed that in each of these words, we have a vowel consonant e syllable, where our vowel is followed by a consonant, which is followed by a silent e. I also noticed that the vowel is making its long sound.

I fire, I side, a lake.

By thinking about words that you know that start with the vowel consonant e syllable, you can figure out new words that start with the vowel consonant e syllable.

Great work today finding patterns in words, and using those patterns to read new words.

Remember when you're reading a book, you can practice this too.

Think about the patterns that you see in a word and use that type of syllable to help you read a new word.

(gentle music) - (foreign language) readers!

I'm so excited to continue sharing with you this book "Greta And The Giants" inspired by Greta ThUnberg's "Stand To Save The World."

Of course, it was written by Zoe Tucker and illustrated by Zoe Persico.

Today's focus while we read, is going to be thinking about how we can write a lot on our theory of our character Greta.

Now remember, in order to do that, we need to think about three things.

What's the character's name?

What are our thoughts about what's happening in the story about our character?

And then what's our text evidence?

So name, thoughts, evidence equals a character theory.

We have already identified our character that we're going to be writing long or a lot about Greta.

How does our character act?

Well, in the part of the story that we've already read, we learned that of how Greta loves the forest.

We learned that she's going to decide to help her animal friends.

And then we learned that Greta came up with this really great idea to stand up with her sign.

We kinda talked about this word protest.

And what does that mean?

Protest is when we feel strongly, like or dislike something that's going on, we can do things like protests, like stand and hold a sign.

We can sing.

We can even write letters when we protest friends.

So let's continue reading this book.

Soon more people and the animals saw what they were doing and joined in too.

Oh wow look at all those amazing people that are coming out.

So with the signs saying, we live here, save our forest, our home is on fire.

Oh how horrible.

Help!

We love our and then pictures of the trees Whooo... will help?

Oh how cute is that?

Stop action now!

Listen!

Oh my goodness.

Oh wow I didn't even think about it till right now.

I think Greta is getting people or persuading people to stand with her.

To help fight against the giants and the things that they're doing to the forest.

What do you think?

Are you making connections to things that you know about, or things that you've read?

All right friends, I'm gonna add that to attach Greta's actions are persuading others to join her.

Wow!

Before long, a huge crowd filled the forest, stretching out to the city and the roads beyond.

They stood together and waited.

The crowd was so huge, that the giants were stopped in their tracks.

Please stop!

Greta cried.

Your greedy behavior is spoiling in our home.

You've broken the trees and trampled the flowers and now the bees and birds have flown away.

These animals are homeless.

And our forest is dying.

After Greta had spoken, everything was silent.

But then everyone in the crowd began to shout, this smoke from your fires is choking the air!

And please stop cutting down the trees!

You can help plant some new ones and mend my home!

We need to take care of our forest and live together.

Will you please try?

They all said.

The giant shuffled and fidgeted and stomped their feet on the ground.

They were embarrassed and a little bit sad.

You see the giants were so busy building, they didn't see what they were doing to the forest or the animals who lived there.

The giants felt terrible.

We're sorry, they said and they promised to try harder.

So from that day on, the greedy giants weren't so greedy.

They slowed down and learn to sit quietly.

They stopped working all the time and instead, took up new hobbies.

They stopped chopping down trees and learned all about gardening and living in the forest.

They cooked, repaired tied and shared and before long, the forest became more beautiful than they could ever have imagined.

That is so amazing.

Greta confronts the giants, and encourages them to all work together right.

And what happened because of that?

The forest came back better than they ever could have imagined.

Wow let's go ahead and put that up.

Readers, today we analyze the character in our book.

We had the characters name Greta.

We use some of our own thoughts to think about how amazing Greta is, and then we went through and pulled out all the text evidence.

That's right, we're gonna use all of that text evidence to write a lot about our theory of the character.

Writers, we've been working so hard at thinking about our character then using our own thoughts and then connecting it to text evidence from a book that we've been reading.

Today we're gonna write long by putting those thoughts and ideas into sentences, and of course a lot of sentences.

Are you ready?

I wanna go ahead and get started.

I hope you don't mind.

Well we'll first start with, that's right our characters name.

Good job.

After we have our characters name, Greta, we think about what are our own thoughts about Greta, about her behaviors and the patterns that we've analyzed from the text?

And I use the word compassionate, is precise language to talk about all of the things that Greta did to help the forest and the animals.

So let's read it together.

Greta is a compassionate person.

What do we need now?

That's right.

Our text evidence.

What happened in the book?

What did she do that we can add here?

Well Greta is a compassionate person because she cares for the animals in the forest.

Writers, I've helped us today by making a chart, aha, to give us a tip or an idea on how to help ourselves when we're writing a lot about the theory of a character.

You can use words or phrases like these in your writing.

The phrase, could it be that the word also to add more?

You can also use these phrases to help identify where in the story something happened.

In the beginning, in the middle of the text, later in the text, and of course at the end of the text.

We're gonna use these words and phrases to help us with this next part of the writing.

To continue to write long, we need to think about who was our character Greta and what did Greta do?

Greta decided to help the animals in the forest.

Perfect.

Now let's try to write long or a lot more about what Greta did.

We're gonna use the phrase, could it be that.

Could it be that Greta is a good friend?

Greta also was determined to help her friends by trying to protect them.

So the phrase that we started with, could it be that and then of course also, also we used that to add on as well.

Now writers, let's go ahead and write a lot using the phrases in the beginning.

Maybe even later in the text, and maybe at the end.

At the beginning of the story, Greta probably felt all alone when she was the only one holding the sign to protest to protect her friends.

Hmm.

The end of that sentence doesn't sound right to me.

Let's think about that again.

So we started with at the beginning.

Let's go ahead and underline that, and then now let's think about editing at the beginning of the story, Greta probably felt all alone when she was the only one holding a sign to protest and protect her friends.

I think that sounds better to me.

What do you think?

I started the next sentence with later in the text.

Are you ready?

Later in the story she might have felt... Hmm.

How would Greta have felt?

At first she was all alone.

I think she might've been maybe scared or lonely or sad.

And then later in the story she might've felt happy.

Hmm.

Can we think of another word third graders other than happy?

Let's try.

Happy or thrilled?

She might have felt thrilled.

How would the rest of the sentence go?

Let's say later in the story, she might have felt thrilled that more people were standing with her.

Okay friends, let's go ahead and reread it just to make sure that it makes sense, it sounds good to our ears.

At the beginning of the story, Greta probably felt all alone when she was the only one holding a sign to protest and protect her friends.

Later in the story, she might have felt thrilled that more people were standing with her.

I'm gonna go ahead and underline that prompt that we used.

Later in the story.

Okay.

Next, let's go ahead and finish this up.

We might want to use the words at the end of the text, like we have here, or we could also say, could it be or also to add on to tell more.

Are you gonna start this next sentence with, at the end of the text?

Or are you going to start this next sentence with, could it be that?

I use the prompt to start my sentence could it be that?

And I went along with that train of thought to think about how more and more people stood up to protect the forest.

Are you ready?

Here it is.

Could it be that when more people stood with Greta, that giants began to notice her?

Well friends, I have one last sentence for you to finish all on your own today.

Maybe if more people stood up for the forest and the animals in Michigan, what?

Make sure you write down your thoughts and your ideas about what would happen.

Today writers, you have used the tip using words and phrases to start your writing, to write long about our character theory, using our characters name, our own thoughts about our character, and then of course the text evidence.

Scholars, you've worked as so hard today.

You've been working with those words with open closed, and of course, mh-hm vowel consonant e syllables.

You've also dug deep into the text and help me analyze a character thinking about their behaviors and their patterns.

And we wrote a lot using different words or phrases to help us along the way.

Now don't forget, while you're reading or writing, you can always use those strategies to help solve your words.

And be thinking about the behaviors and the different patterns that you notice in the characters in your stories.

(foreign language) We'll see you next time on Read Write Roar.

- [Woman] 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)