- Hello, scholars.

Welcome to Read Write Roar.

Today we're going to focus on our big question, how can self exploration help you find your way?

We're also going to work with words with closed syllables and listen to a story about a turtle who finds his way home.

We're going to learn how important it is for us to pay attention to the events in the story, to better understand it.

So go ahead, get your paper and get something to write with, and let's get ready to read, write, roar.

- 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) - Hello readers.

I'm Mrs. Z-K. Today we are going to practice a new reading strategy.

Yeah.

You know, when you get to a word and you get stuck, what can you do?

You need to have some tools in your toolkit something to pull out and figure out what you can do.

When we start reading longer words with more than one syllable it's important for us to look for patterns in words.

The patterns will help us know how to read these words.

Knowing about syllables will help us find these patterns.

Today we're going to practice something that is called dividing syllables.

We're also going to be practicing closed syllables.

A closed syllable is when a consonant comes right after a vowel in a syllable.

So let's remind ourselves of what a vowel and a consonant are - [Mrs. Z-K] Vowels are A, E, I, O, U and sometimes Y. Consonants are all the other letters in the alphabet that aren't vowels.

So if a letter is not a vowel, then it's a consonant.

- Now let's take a look at a strategy we can use to break up a word into syllables or parts.

It's really important for us to remember that every syllable is only going to have one vowel sound.

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

When we see these vowels, we're going to go ahead and put a dot under every vowel, A, E, I, O, U, or Y.

If we notice that there are two vowels, right next to each other, we have to decide are those two vowels working together as a team and only making one sound?

If they're only making one sound and they are a team then we're going to underline them, to know that it's still only making one vowel sound.

Once we do all this, we're going to split the word up.

So we can split a word in between a consonant and a vowel, or between two consonants, or between two vowels.

But remember, if you split a word and the word doesn't make any sense you can try again and split it a different way.

So we're going to practice that when we get to a syllable and there's a consonant after the vowel, it's going to be called a closed syllable.

I'm going to show you a closed door to show that that syllable is closed.

Usually what happens is the vowel when it's by itself, and there's a closed syllable, the vowel says it's short sound.

We're going to practice.

Let's look at some of these simpler words.

So I have a word here.

- [Mrs. Z-K] I noticed that it has one vowel, so I'm going to put a dot under it.

I noticed that there's a consonant after the vowel, making this syllable a closed syllable.

That makes the, I sound say it's short sound.

What's the short I sound?

- I, You're right.

So we have the word it, what word?

It.

Yeah.

I knew you knew that word.

We're just practicing our strategy.

Here's another word.

- [Mrs. Z-K] I noticed one vowel again, that means that this word has one syllable.

Mhm.

That means all these letters are together in this syllable.

I noticed that there is one consonant or even three consonants after this vowel.

Making it again, a closed syllable.

That a is going to have a short a sound.

What's the short a sound?

A - yeah let's figure out this word.

P - l - ants.

Plants.

Yeah.

See plants outside all the time.

- [Mrs. Z-K] Let's try this last one.

Hmm.

This last one I'm noticing has two vowels.

I noticed something about these two vowels.

They are together.

Let's look at these vowels.

A and I. I know a, and I can say the long a sound, a so that means they're working together.

So we are going to underline the a and the I, because even though there's two vowels it's only making one sound.

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

Mhm.

I also noticed that there is a consonant, after the vowel sound making it a closed syllable.

But you know what?

The a and I aren't going to say short sounds, because the a and I are already working together, to make their own sound.

It's a, so we have the word pl - ai - n. What word?

Plain.

Yeah.

A plain is like a landform.

Really good for farming animals and growing crops.

Mhm Alright.

Well get your paper and your writing utensil ready.

Because we're going to practice some words together.

(music) Alright scholars, let's write our first word.

- [Mrs. Z-K] L, O, S, T. Once you have your word written go ahead and put a dot under each vowel.

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

Did you only put one dot?

I hope so.

Cause there's only one vowel and if there's only one vowel, there's only one vowel sound which means there's only one syllable in this word.

Mhm So let's look at the vowel.

- Is there a consonant after the syllable?

Yes.

That means that the door is closed.

That's a closed syllable.

That O is going to say the short O sound.

What is the short O sound?

O So, we got, l -o - st?

What word?

Lost - [Mrs. Z-K] Alright.

Let's do our next word.

P, O, N, D. Remember to put a dot under the vowels.

I again only see one vowel, just like the other word.

Just one O. I also noticed that since there's only one vowel, there's only one syllable, and there are consonants that are behind that vowel, which makes this a closed syllable.

Mhm So that O says it's short sound again.

What was that sound again?

O Good, so we have p-o-nd.

What word?

Pond.

Yes.

Oh, I think little turtle might have got lost at the pond.

Alright.

Next word scholars.

Z I G Z A G Mhm Go ahead and put a dot under each vowel.

Remember, you're looking for A, E, I, O, U or Y.

You found more than one this time?

(laughter) The I, and the, a, nice!

I noticed that these two vowels are separated, meaning that they're both going to have their own vowel sound.

If there are two vowel sounds, there are two syllables.

So we have two consonants in between these 2 vowels.

We need to figure out where they go.

I remember one of our rules is that we can divide in between the two consonants.

So let's do that.

Let's draw a line in between the G and the Z.

Do you also see that there's a consonant after the vowel?

Making that closed, consonant after the vowel, making that closed.

So both of these vowels will say their short sound.

What is the short I sound?

I And what is the short A sound?

A Alright, well, let's go over this word again.

Zig- zag, Zigzag.

What word?

Zigzag.

Yeah you might zigzag!

It's just going back and forth.

Alright.

One more word scholars.

- [Mrs. Z-K] We have R, A, B, B, I, T. Remember to put your dots under the vowels.

I see two again also.

And I also see that those two, are not together.

So there are two vowel sounds.

Meaning there are two syllables.

I also noticed that there are double consonants here in this word.

I'm going to split the word between the double consonants.

Let's draw a line between the double B's.

Do you see it as well?

There's a consonant after the vowel, making it closed.

Consonant after the vowel, making it closed.

So the A and the I are both going to say their short sound.

A and I.

Let's figure out this word.

- R-ab- b-it.

What word?

Rabbit.

Nice work.

Oh, we could almost make a sentence out of these words.

The rabbit got lost at the pond, and was traveling in a zigzag pattern.

Maybe you can make your own sentence.

Scholars, I hope you had fun playing with words today as much as I did.

Paying attention to syllables or word parts can help you read and spell words.

How many syllables are in your name?

Are any of them closed syllables?

Can you find out who in your house has the most syllables in their name?

(music) - Hi scholars.

I'm Mrs. Ziegler.

Let's get ready to read, Where should turtle be?

By Susan ring illustrated by Laurie Allen Klein.

While listening, pay attention to the characters, setting and events to help enhance your comprehension or understanding of the story.

- [Mrs. Ziegler] Late one night when you couldn't hear a sound, there came a cracking and a popping something moving on the ground.

Inch by inch a turtle slowly broke away, from its nest on the beach and headed for the bay.

Guided by the lights, He knew they were the key to finding his new home, wherever that should be.

But the lights weren't stars and the lights weren't the moon.

They were houses and cars, and he turned too soon.

Look at that light.

It kind of looks like the moon light but it's a lamp.

Little turtle, our main character here got confused by that, and went the wrong way.

When turtle stopped to rest by an old and crooked tree, he said, I think I'm lost, this isn't where I ought to be.

Little turtle cried and with his tiny voice he said, I'm not where I should be.

I am in the woods instead.

A bear came out when he heard the turtles plea, he said, a box turtle!

That's what you could be.

This word plea means like a cry for help.

- The bear heard the turtle and heard his plea, and came to help.

- [Mrs. Ziegler] Little turtles in a forest.

This is a type of habitat.

Bear says you wouldn't have to swim, you could feast on fruit.

you could crawl around the forest and sleep a lot to boot.

Turtle tried it for a while, but he couldn't stick to it.

He was not a box turtle and he just couldn't, do it.

No, thank you said the turtle.

It's just not me.

I really don't think that's what I'm supposed to be.

And so he walked on.

When turtles stopped to rest by a cat tail in the sun, he said, where am I now?

Can you help me anyone?

Here's little turtle looking just sad and tired, near a cat tail.

This cat tail is a plant, grows by water.

Little turtle cried.

And with his tiny voice, he said, I'm not where I should be.

I am by this pond instead.

A frog jumped down when he heard the turtles plea, he said a painted turtle, that's what you could be.

You could sun on logs.

You could munch on bugs.

You could stroll around the pond and slurp down slugs.

- To stroll means to just move nice and slowly, relaxing.

Do you think turtle would want to do that in the pond?

I don't think so either.

- [Mrs. Ziegler] Turtle tried it for a while but he couldn't stick to it.

He was not a painted turtle and he just couldn't do it.

No, thank you said the turtle.

It's just not me.

I really don't think that's what I'm supposed to be.

And so he walked on.

Turtle was unhappy trudging through the salty marsh.

Trudging means - Moving with a lot of effort.

Can you imagine little turtle tried trudging to get out of that mud?

Yeah, it's a lot of effort.

Isn't it?

- [Mrs. Ziegler] The sun was hot.

The mud was deep.

This habitat was harsh.

This marsh is another type of habitat or home to different kinds of animals.

He pulled and yanked and flailed around in the icky, sticky, muddy ground.

Turtle tried without much luck, but sat there stuck in gobs of muck.

A beetle flew down when he heard that turtles plea.

He said a diamondback terrapin!

That's what you could be.

You could crawl on the mud.

You could crunch salty snails.

You could also eat clams and WAIT!

the turtle shouted.

I won't try it for a day.

I am not a terrapin and I must get on my - way!

Good rhyming.

Then the turtle whispered, - [Mrs. Ziegler] you know, it's just not me.

I really don't think that's what I'm supposed to be.

Then, beetle tickled turtle's shell.

The turtle laughed so hard that POP - he flew out from the mud about a mile and a yard.

- A yard is three feet, - [Mrs. Ziegler] Little turtle cried and with his tiny voice, he said I was looking for my home and ouch, my head is sore instead.

- Hmm.

Look at the picture.

What habitat do you think the turtle landed in when he flew that far?

- [Mrs. Ziegler] What do you see?

Kind of looks like sand to me.

I see a crab.

I think he's back in the beach.

Let's see A crab scurried down.

Scurry, scurry, scurry, scurry.

When he heard the turtles plea, he pointed and he said, oh, there, that's where you ought to be.

Oh, there little turtle, it's well within your reach, then turtle looked around and saw he had landed on the beach.

That's right.

Inch by inch.

He headed out that way from the soft and sandy beach to the salty silver bay.

Then turtle slid and he shouted, This is me.

Cause I'm supposed to be a turtle in the sea.

- Wow, what a fun story.

Now, let's see how much you can remember the details from the story, as we fill in this cloze passage.

- [Mrs. Ziegler] A cloze passage is simply a short amount of text with words missing.

That helps us to better understand what we read.

First we'll read the whole thing, all the way through.

And as we read, think about what word might make sense in the blank.

Then we'll go back through and fill in the blanks, using the words from the word bank Read along with me.

In the beginning, a turtle broke away from its nest on the blank.

He was looking for his new blank, but he followed the wrong blank and got lost.

First, he met a bear in the blank that told him he could be a box turtle.

Next, he met a frog by the blank that told him he could be a painted turtle.

Last turtle got stuck in the muck on the salty blank.

A beetle blank turtle's shell.

He blank so hard and flew back to the beach.

Turtle had found his home in the blank.

Let's go back and see if we can figure out which of these words make sense.

Read the words in the word bank with me.

Forest, sea, tickled, beach, pond, home, laughed, lights, marsh.

Alright, let's do this together.

In the beginning, a turtle broke away from its nest on the what do you think makes sense?

I can go back in the story and look for where he crawled from.

Hmm.

Here it is.

He broke away from its nest on the beach.

That's the word that goes in that first blank.

Go ahead and write it down.

He was looking for his new blank but he followed the wrong blank and got lost.

Ah, I see it here on these pages.

He was trying to finding his new home.

There's the word home.

That's in our word bank.

Go ahead and write home on the blank.

But he followed the wrong hmm and got lost.

Ah, here it is that the lights weren't stars and the lights weren't the moon.

I bet it's supposed to be lights.

Go ahead and write lights.

And you can cross off the words we've used already.

First, he met a bear in the blank that told him he could be a box turtle.

Do you remember where that bear was?

What habitat was he in?

That's right, here it is.

He said you could crawl around the forest.

That's one of our choices.

Write forest on the line.

Next, he met a frog by the blank.

Where was that frog?

I found it here on this page.

I am by this pond.

The frog was by the pond.

There he is.

Go ahead and write pond.

That told him he could be a painted turtle.

Last, turtle got stuck in the muck on the salty blank.

Ooh, this is that muddy icky bank that he got stuck in.

I'm looking for that word where he got stuck.

Ah, here it is, trudging through the salty marsh.

That's one of our choices.

Write marsh on that line.

And our last paragraph.

A beetle blank turtle's shell.

What did the beetle do to the turtle's shell?

That's right.

And here's the word, Beetle tickled turtle's shell.

Go ahead and write tickled.

He blank so hard and he flew back to the beach.

What did he do so hard?

There's the word, right here.

That turtle laughed so hard.

Go ahead and write laughed on that line.

Turtle had found his home in the blank.

What is that last word supposed to be?

Do you remember?

How many choices do we have left?

Just one word.

Does it make sense?

Here it is in the book.

He was supposed to be a turtle in the sea.

There it is.

(upbeat music) - Wasn't that a great story.

I just love how the author used rhyming words and repeated phrases over and over again.

It sure made it fun to read.

Did it make it fun to listen to?

I think so too.

In the beginning, we were introduced to our main character, turtle and he got lost and wandered through a lot of different habitats.

Along the way we got to learn about some different kinds of turtles and how they lived in their habitat.

And through a lot of self-exploration our friend the turtle realized that none of them were right for him.

Do you remember what happened in the end that was kind of funny?

How he got back to where he was supposed to be?

That's right.

The beetle tickled him on his shell and he flew back to where he was supposed to be on the beach where he crawled out to sea.

You did a great job of using the events in the story and the setting to help you fill out that cloze passage, which really helped you work your brain muscle and enhance your comprehension or understanding of our story today.

Excellent job readers and writers.

Thank you so much for joining me.

Keep reading, stay curious, and get outside to explore.

And I'll see you again on the next read, write, roar.

- The 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)