- Hello, scholars.

Welcome to second grade on Read, Write, ROAR!

Today we are going to focus on two big questions.

How do people's actions affect their environment?

And, what choices can people make to reduce their impact on the environment?

Today we are going to work with simple compound words.

We're also going to write a persuasive letter about helping our environment.

So scholars, go ahead and get your paper, get something to write with, and let's get ready to Read, Write, ROAR!

- [Announcer] 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!

(cheerful music) - Hi, scholars.

I'm Mrs. Z-K. And today we are going to be working with simple compound words.

Do you know what a compound word is?

Okay.

All right, a compound word is made up of two smaller words.

So you have a word here that we can use all by itself, we have another word here we can use all by itself, but when we put these together, they can make a new word.

This new word is called a compound word.

We're going to practice right now.

I have a word here.

What word is this?

Sun, absolutely.

So I'm going to be adding some other words to the word sun and we're going to make compound words.

The first word we're going to add is set.

So we have sun, set.

What word do we have?

Sunset, nice.

And this is when the sun is going down in the sky, right?

We're going to change the word set to the word rise.

What's our new word?

Sunrise.

And that is when the sun appears to be coming up in the sky.

Nice.

Let's change the word of rise to the word shine.

What's our new word?

Sunshine.

I love when there is sunshine outside, just brightens my mood.

Let's change the word shine to the word rays.

We now have the word sunrays, absolutely.

And sunrays are the rays of light that are coming from the sun.

Let's change the word rays to the word burn.

Ooh, what word is that?

Sunburn, ouch.

Yeah, that means you've been in the sun too long and you might've gotten a little red, huh?

Sunburn.

Let's change the word burn to the word screen.

What's our new word?

Sunscreen.

Yeah, you should probably put on some sunscreen to protect your skin from those sunrays so you don't get sunburned.

See what I did there?

(Mrs. Z-K laughs) Well, did you notice that all those compound words used one of the same word?

They all had the word sun in it.

But every time I changed the second word, the meaning of our compound were changed.

Pretty interesting, huh?

(cheerful music) All right, scholars.

Now that we've done a little bit with simple compound words, I have some more for us up here.

We are going to practice splitting or dividing these words into parts so that they will be easier to read.

When we are working with simple compound words, the rule is just to divide or split after the first word.

So that's what we're going to do here.

We're going to find the first word, split it apart, figure out what the two word parts are, and then we will know what the compound word is.

You ready?

(cheerful music) All right, scholars.

So we are going to look through the word.

When you see a word together, we're going to stop, split it apart, and then figure out what the word is.

All right.

So, as I look, I can see the word rain.

Rain, so I'm gonna split that apart.

I have rain, storm.

What word is that?

Rainstorm.

Oh, that was easier, okay.

Let's look at our next word over here.

All right, I'm gonna follow until I can find a word.

Dust, I see the word dust, so I'm gonna split it after dust.

Okay, so now we have dust, pan.

What word?

Dustpan.

Yeah.

(Mrs. Z-K chuckles) All right, let's go over here.

I'm gonna go until I find my first word.

I see the word car.

All right.

So I have car, duh, buh, db.

That doesn't go together well, does it?

I know dbuh, dboard is not a word by itself, so I'm gonna have to move that d over because I know if I move the d over, that'll make the word card.

That makes more sense.

So our first word wasn't car, it was card.

Now we have card, board.

What word?

Cardboard, yeah.

(Mrs. Z-K chuckles) All right.

Follow until we find our first word.

House, first word is house.

We have house, work.

What word?

Housework.

Yeah, like doing your chores.

And then until you see your first word.

Boom, there it is foot.

I have foot, ball.

What word?

Football.

Nice job, scholars.

Looking for parts of a word that you know within a larger word is a reading strategy you can use when you get stuck on a word.

You did a nice job finding word parts that you already know within these compound words to be able to read them.

(cheerful music) Okay, scholars, do you have your paper and something to write with ready?

All right, let's go ahead and draw a line down the middle of our paper.

Like so.

Giving yourself two columns.

One side, we're going to write compound word.

On the other side, we're going to write not a compound word.

All right?

So compound word and not a compound word.

Your paper should look something like mine.

All right, remember we are working with simple compound words today.

A simple compound word means that the word, the compound word is only made up of two syllables.

One, two, right?

Like sunset, sun, set.

But we're going to sort out two-syllable words that are and aren't compound words.

Because every two-syllable word is not a compound word.

All right, scholars, I have a list of words for us to work through.

These words are all two-syllable words, simple compound words are two-syllable words, but they're words that each part is its own word and then it comes together and make a compound word.

We're going to be sorting these words into columns and saying whether the word is a compound word or is not a compound word.

Are you ready?

Let's go.

All right, here's our first word.

The word is hang, ing, hanging.

Is hang a word all by itself?

Yes, it is.

Is ing a word all by itself?

No, it is not.

So can hanging be a compound word?

No, it can't, because both parts need to be a word by itself.

Hang is a word, but since ing is not a word, this is not a compound word.

I'm going to hang it up on the not a compound word side.

Let's try another one.

Here's a word.

Wheel, chair.

What word?

Wheelchair.

Okay.

Is wheel a word all by itself?

Yep.

Is chair a word all by itself?

Di-di-ding!

Yes, it is.

So, is wheelchair a compound word?

Yes, it is, absolutely.

Because of both parts are words by themselves, but when they come together, it makes a compound word.

All right, I'm gonna speed this up.

Are you ready?

We have pro, tect.

What word?

Protect.

Nice.

Is pro a word all by itself?

Is tect a word all by itself?

No, it is not.

So since they are both, remember both of the parts have to be words.

Pro is a word, but is tect a word?

So is this a compound word?

No, it is not.

Remember, both parts have to be words in order for it to be a compound word.

All right, here we go.

Mail, box.

What word?

Mailbox, nice job.

Is mail a word all by itself?

Yes, it is.

Is box a word all by itself?

Yes, it is.

Is mailbox a compound word?

Ding, ding, ding!

(Mrs. Z-K chuckles) Yes, it is, because both parts are words by themselves, and so it's a compound word.

All right, here we go.

We have base, ball.

What word?

Baseball, nice job.

Is base a word all by itself?

Yes, it is.

Is ball a word all by itself?

Yes, it is.

Is baseball a compound word?

Ding, ding, ding!

(Mrs. Z-K chuckles) Yes, it is.

Nice.

All right, here's our next word?

Re, port.

What word?

Report, okay.

Is re a all by itself?

Eh.

Is port a word all by itself?

Yes, it is.

Is report a compound word?

No, it is not, because re was not a word all by itself.

Report needs to be on not a compound word side.

Report, not a compound word.

All right.

I have sun, day.

What word?

Sunday.

All right, is sun a word all by itself?

Yes, it is.

Is day a word all by itself?

Yes, it is.

Is Sunday a compound word?

Yes, it is.

(Mrs. Z-K chuckles) Sunday is a compound word.

All right, here we go.

I have thun, der.

What word?

Thunder, ooh.

Is thun a word all by itself?

Is der a word all by itself?

No.

Is thunder a compound word?

You're right.

No, it is not.

Neither one of those parts was a word all by itself, so thunder is not a compound word.

All right, scholars.

We got pud, dle.

What word?

Puddle, okay.

Is pud a word all by itself?

(Mrs. Z-K chuckles) No.

Is dle a word all by itself?

Is puddle a compound word?

No, it is not.

Neither one of those were words by themselves.

It's not a compound word.

All right, scholars.

Here's our last one.

We have back, pack.

What word?

Backpack, okay.

Is back a word all by itself?

Yes, it is.

Is pack a word all by itself?

Yes, it is.

Is backpack a compound word?

Ding, ding, ding!

Yes, it is.

Backpack.

Each part is its own word, but together it's a compound word.

Nice work, scholars.

(upbeat music) - Hi, scholars.

I'm Mrs. Fuller.

Today we're gonna focus on our two big questions.

First.

How do people's actions affect the environment?

And our second big question.

What choices can people make to reduce their impact on the environment?

I need your help today to write a letter to my friends and neighbors, asking them to reduce their impact on the environment by creating less garbage.

Let's get started.

(cheerful music) The letter that we're gonna write today is a type of writing called persuasive writing.

Persuasive writing is used to convince or persuade a reader that your opinion of a topic or cause is correct and something that you feel is right.

In this case, we want to persuade our readers, which is my friends and neighbors, to reduce, reuse, and recycle paper, plastic, and metal to help protect the environment.

To write a persuasive letter, we're gonna use the TREE writing strategy, T-R-E-E.

The T is for tell.

We want to persuade our readers, so we need to tell them why we think our topic is important.

In our letter, we're gonna tell my friends and neighbors why we think it's important to reduce, reuse, and recycle our garbage.

The tell is in the topic sentence, so our topic sentence is gonna tell the reader why we think this is important.

The R is for reason.

We're gonna give our readers three reasons why we think this is important.

So we're gonna have our reason why we think it's important to reduce, our reason why we think it's important to reuse, and our third reason why we think it's important to recycle our garbage.

The first E is for ending.

We're gonna end our letter by restating our opinion and telling the reader why this is important.

And the last E is for evaluate or examine.

We're gonna go back and look over our letter and make sure that we have all the important parts.

If you have paper and something to write with, you could go ahead and write your own letter along with me.

To start a letter, we're gonna need a topic sentence.

And the topic sentence needs to tell why we think this is important.

So we said it's important.

We want our friends and neighbors to reduce, reuse, and recycle to create less garbage and help protect the environment.

So let's go ahead and write that.

It is important to reduce, reuse, and recycle to create less garbage and help protect the environment.

So next, we need to give three reasons.

And we said our first reason would talk about why it's important to reduce.

So what do you think is a good reason that we can tell our friends and neighbors to reduce?

Go ahead and say your answer out loud.

That's right.

I heard, if you reduce, it means you buy less paper, plastic, metal.

If you use less paper, plastic, and metal, you create less garbage.

So let's go ahead and write that.

If we can reduce the amount of paper, plastic, and metal, we will have less garbage.

Our second reason, we wanted to talk about why it's important to reuse.

So what would we say is a good reason to reuse?

Good answer.

So you talked about, if we take the items that we might throw away and we use them for something else or we create something new out of those items, we don't throw them away and we have less garbage.

So let's go ahead and write.

It is fun to create new things from items we might throw away.

We can create new useful items and we will make less garbage.

All right, scholars, we need one more reason.

We need to tell our friends and neighbors why we think it's important that they recycle.

What should we say?

That's right.

I heard you say, by taking items to the recycling center, we use less resources and our old items can be made into new, useful items.

Let's write that By taking items to be recycled, our old items can be made into new, useful materials.

We've got our T for tell.

We've got our three reasons, so now we need an ending.

And for our ending, we need to restate our opinion or tell them again why we think this is important.

So we think it's important to protect the environment.

We want them to reduce, reuse, and recycle.

If we do our part, we'll have less garbage and we'll help protect the environment.

So let's write that.

It is important to reduce, reuse, and recycle.

If we all do our part, we will create less garbage and help protect the environment.

Our last E is for evidence and evaluate.

So we need to go back over our letter and make sure we have all the important parts.

So I'd like you to read the letter out loud with me.

Dear Friends and Neighbors.

It is important to reduce, reuse, and recycle to create less garbage and help protect the environment.

If we reduce the amount of paper, plastic, and metal, we will have less garbage.

It is fun to create new things from items we might throw away.

We can create new useful items, and we will make less garbage.

By taking items to be recycled, our old items can be made into new, useful materials.

It is important to reduce, reuse, and recycle.

If we all do our part, we will create less garbage and help protect the environment.

(cheerful music) Thank you, scholars, for helping me write my letter today.

And maybe you'd like to write your own persuasive letter, trying to convince or persuade someone to help protect the environment.

Thank you for learning with us today.

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

- [Announcer] 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) (lively music)