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

Today we focus on the big question, how do our actions affect the animals in our environment?

We'll learn about the -ous and -en suffixes, read a non-fiction text about salmon and brainstorm ideas for our narrative or story writing.

For our activities today, you'll need something to write on like a piece of scratch paper or even an envelope.

You'll also need something to write with like a pencil or a crayon.

Come join us for 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) - Welcome readers.

Today we're going to work with suffixes.

Do you remember what a suffix is?

We've learned that a suffix is a word part that we add to the end of a word to change that word and its meaning.

Our goal today is to read and understand words with the -ous and -en suffixes.

When we look at these suffixes, we notice that there are different vowels used to spell each suffix.

This first suffix has the vowels O U and the second one has the vowel E. Now you might think that we're going to use the O and U and E sounds to read these suffixes.

That would make sense, but actually when we read these suffixes, we're going to read them using the same vowel sound.

It will sound like this e, e. So this first suffix will sound like s and the second one will sound like n. S, n. Read with me s, n. Now the -ous suffix means full of or having.

And the -en suffix means to cause to be or have.

Let's look at some example words so that we can practice reading and understanding what words with these suffixes mean.

Here's our first word.

Read with me, quicken.

This word is quicken.

Remember, when you see a word with a suffix, you can read that word by taking the suffix off, reading the first part that you see quick, and then adding the suffix -en, quicken.

When you put those two parts together, you get the word quicken.

Now let's use what we've learned about these suffixes to understand what this word means.

I see the -en suffix, which means to cause to be or have.

Let's test this word to see what it means based on the suffix.

To cause to be quick.

We know that quick means fast.

So quicken means to cause something to be quick or fast.

When I think of this word, I think of geese.

Geese are birds that migrate really long distances to look for food and water.

One way that they quicken their journey is by flying when the air is calm or by flying when there's a tailwind that can help push them along.

Let's read another word.

Read with me, dangerous.

This word is dangerous.

Again, we can read it in two parts by looking at the word and taking away the suffix, danger S. By adding that suffix on, we get the word dangerous.

We see that this word has which suffix?

The -ous suffix, which can mean full of, or having.

So dangerous means full of danger.

Danger is something that could harm you or make you be hurt.

So something dangerous is full of things that could hurt you.

You know geese can be dangerous when they think that you are threatening their eggs or their goslings.

So it's good to give them a lot of distance.

Let's read another word.

Read this word with me, frighten.

This word is frighten.

Now, when we look at this word, we can remember that it's okay to read this in two parts, by taking away the suffix, reading the base word that we have fright, and then adding the suffix later -en, frighten.

Frighten has the -en suffix, which can mean to cause to be or have.

So frighten must mean to cause something to be fright.

Fright is like being afraid.

So I think that this must mean to cause something to be afraid.

You know one time a goose had to frighten me away from its nest because I was getting too close.

I did not realize that they were there.

So the goose had to frighten me away.

Let's read one more word together.

Read this word with me, courageous.

This word is courageous.

Now, when we read this word in two parts, first taking off the suffix, you'll notice something interesting.

We pronounce this base word, courage, courage.

Then we have the -ous suffix.

When we put it together, we don't say courageous, we say courageous.

Sometimes you'll notice that when we add suffixes the way that we pronounce some of those vowel sounds changes.

So we have to listen closely and make sure that the word that we're saying sounds like a real word, courageous.

Now, what could courageous mean?

We know that the -ous suffix means full of or having.

So courageous must mean full of courage.

Geese are really full of courage.

They're courageous birds, because they will protect their family when they feel frightened.

So it's always best to enjoy geese from a distance.

Great work, reading words with the -ous and -en suffixes.

Now, let's see if we can read words with these suffixes in a text.

We are getting good at reading words with the -ous and -en suffixes.

Now, let's see if we can find more examples of words with these suffixes in this text.

Read with me.

When visiting a lake, you might see a Ring-billed Gull.

Although these birds eat fish and insects, you should tighten your grip on your sandwich.

Let's pause right there.

Did you hear a word that has the -ous or -en suffix?

I did, this word right here, tighten.

Which suffix do you see in that word?

It's the -en suffix, isn't it?

Remember that this suffix can mean to cause to be.

So this word means to cause to be tight.

The sentence says you should tighten your grip on your sandwich.

That means to make your grip on your sandwich tight.

Let's keep reading and see if we can find another word with a suffix that we know.

These adventurous gulls might feast on your leftovers.

Did you hear another word with the suffix that we've been practicing?

It's this word right here, isn't it?

Adventurous.

Which suffix does the word adventurous have?

It's the -ous suffix, which means full of.

Full of adventure.

This word describes someone who is full of adventure or has adventures.

So, this word in the sentence describes the gulls.

It says that they have a lot of adventures.

These adventurous gulls might feast on your leftovers.

Let's finish this off.

Cleaning up your snacks encourages gulls to eat their natural foods.

Now that we've read this and found words with suffixes that we know, let's read it again so that we better understand what it is we just read.

When visiting a lake, you might see a Ring-billed Gull.

Although these birds eat efficient insects, you should tighten your grip on your sandwich.

These adventurous gulls might feast on your leftovers.

Cleaning up your snacks encourages gulls to eat their natural foods.

Great work, finding words with the -ous and -en suffixes.

Now, let's see if we can spell some words with these suffixes.

Are you ready to spell some words with the -ous and -en suffixes?

You're going to need whatever you have to write on and something to write with.

When we spell words, we try to visualize or make a picture in our minds to see how many word parts the word has that we're spelling.

Then we think about each of those word parts and listen for the sounds in each part so that we can spell one part at a time and then put them together to make an entire word.

The first word that we're going to practice with is the word sharpen.

Say that word with me, sharpen.

When I say that word, I hear two parts, the base word, sharp, and the suffix -en.

On your paper, draw two lines with me.

We're going to draw one line for each part.

Sharp -en, sharpen.

Now, let's start with that first part and listen for the sounds that we hear.

Sharp, sharp.

How many sounds do you hear in sharp?

I hear four sounds sh-ar-p. Those two sounds in the middle kind of slide together.

Sh-ar-p. Now, just because there are four sounds does not mean that there are four letters.

Let's write the letters that match the sounds that we heard.

Sh is one sound, but two letters.

Ar those two sounds slide together ar, and then, p. Does your word part match mine?

Good work.

Now we just need to write the second part, the suffix -en.

Be careful with the vowel as you write that suffix.

En.

Now, the vowel sound here does sound a little bit like I, so you might've written that i sound instead the letter I for that sound.

But remember we talked earlier and said that in this suffix, the E is not making its own sound and instead it's saying, eh.

Now that we have the two parts sharp, en, let's write them together to make one word.

Sharp, sharpen.

Here is the word sharpen.

That suffix -en means to cause to be, or to have.

So this word means to cause something to be sharp.

Did you have to sharpen a pencil to write the word sharpen with me?

Maybe you did.

Let's try another word.

This word that we're going to write is famous.

Say that word with me, famous.

I hear two parts in this word, fam ous.

Let's draw a line for each of those parts, fam ous.

Now, let's start with the first part and stretch it out to resemble the sounds, fame.

How many sounds do you hear in that part?

I hear three sounds, f-a-m. Now the base word fame, you might know, is spelled with a silent E at the end.

It helps that a make the long a sound.

But, since we are adding a suffix that starts with a vowel, we drop that E before we write the suffix.

So here we have fam and we've dropped that silent E. Now we just need to write -ous.

I hear two sounds in -ous, but I remember that that vowel sound is written with two vowels and not just one vowel.

Let's write down -ous.

Does yours match mine?

Just like we talked about with the -en suffix, in -ous the O and the U are not making the sounds that we expect them to make.

Instead, they're saying a -s. When we put these two parts together, we get the word fam ous.

Let's write them together to make it one word.

Famous.

There it is.

We remember that the -ous suffix can mean full of or having.

So this word means full of fame or having fame.

What would you like to be famous for?

I'd like to be a famous author someday.

Now let's move on to our last word.

Say this word with me, brighten, brighten.

How many parts do you hear in brighten?

I hear two word parts, bright en.

Let's write down two lines so that we can write each part on the line.

Let's start with the first part, bright.

How many sounds do you hear in bright?

B-r-igh-t.

I hear four sounds, b-r-igh-t.

But I think there are more than four letters.

Let's write down the letters that match those sounds.

Br, those slide together, br br.

Now this is the sound that has more than one letter, even though it's only one sound, br igh, the long I is spelled with those three letters igh.

Bright, does your word match mine?

Good work.

We have the part bright.

Now we just need to add the second part -en.

Do you remember how to spell that suffix?

En, two sounds e n, en.

Now, when we put these two parts together, what do we get?

Write it with me, brighten.

We have the word brighten.

Remember that the -en suffix can mean to cause something to be.

So if you brighten something you cause it to be bright.

You can brighten somebody's stay by saying something kind to them.

Great work today reading and spelling words with the -ous and -en suffixes.

While you're reading, see if you can find either the suffixes in some of your favorite books.

When you look for these suffixes and think about what they mean, you're going to learn new words and become a better reader.

(gentle music) - (speaking in foreign language) Today we are going to be reading an amazing informational book called, "Swimming salmon."

It's written by Kathleen Martin-James, and we have the rights to read it to you from Lerner Publishing.

So my friends, while we read today, we're gonna be focusing on sequence.

What is that you say?

Sequence is the order of events.

That's right.

We're gonna be thinking about the order of events about the book, "Swimming Salmon."

This fish is a salmon.

How are salmon like other fish?

Most fish have fins.

Most fins are shaped like triangles.

Where are the fins on these salmon?

Can you find them?

Fins help fish swim and steer in the water.

Fish are covered with scales.

Scales protect the fish.

Right now I'm noticing readers that there hasn't been a sequence of events.

Now, when I think about sequence, I think about our transition words, first, next, then.

Scales can be many different colors.

All fish have narrow openings on each side of their head.

The openings are called gills.

Fish use their gills to breathe under water.

Can you find the gills on this salmon?

A salmon begins its life at the bottom of a fresh water stream.

Fresh water is water that is not salty.

I think we found a clue.

Did you see me stop and think friends?

Yeah.

Begins, a salmon begins its life in a fresh water stream.

I think we have our very first sequence of events.

Are you ready?

Let's put it down.

First, first, a salmon's life begins in a stream.

Let's read and see what happens next.

These salmon are ready to spawn.

The female uses her tail to dig a nest at the bottom of a stream.

The male watches over her.

Nest, that means, I think I know what's coming next, do you?

The female salmon lays her eggs in the nest.

Salmon eggs are the size of peas.

Baby salmon hatch from the eggs.

Look carefully, can you spot the eyes of the baby salmon in these eggs?

Okay friends, I think we can add something else to our order of events, our sequence.

Are you ready?

Next.

Next, the female lays her eggs in a nest, and soon the baby salmon will hatch.

Oh, goodness gracious.

I wonder what happens after that?

A salmon uses its tail to wiggle a lot of the egg.

The yolk from the egg hangs from the belly of the baby salmon.

The yolk is food for the salmon.

The yolk becomes smaller and smaller as the salmon grows.

I think we have our next event, right?

Then, while the fish grows, it uses that sack of food that hangs off its belly.

Oh my goodness, friends.

Look at all the amazing things that we've learned about salmon and the sequence or the order of events.

Now, remember, while you're reading your books at home, you can always think about what is the sequence of my story.

Writers, we have a vertical chart that you will add to for the next three episodes.

It's an acrostic.

P, pick apart the prompt and plan.

O, organize, w, write.

Everybody get ready.

Pow.

So my friends today, we're only gonna be working on P, pick apart the prompt and plan.

Our prompt is, identify a problem in the environment around you.

Identify a possible solution.

Tell it like a story from an animal's point of view.

We've got some work to do, friends.

I hope you don't mind, but I've done some brainstorming to kind of help us along.

I thought about one of the books that we've read in our past episodes and I thought maybe we could use it to help us think about some problems that we read about in that book.

So I remember reading problem, dirty river, and that the solution was that the people around in the community cleaned it up.

So now, I'm thinking about another do or problem that I've maybe read about in the paper lately.

And that was line 5 pipeline.

People are kind of worried about it.

Some people are and then what could the solution be?

Well, maybe wind and solar.

We can find more ways to add wind and solar energy in Michigan.

Another tell, do, or identify that we've read about in a past episode would be, an invasive species.

One that's been in the news is Asian Carp.

Well, what could be some solutions or things that we have to think about?

Well, we have to think about early detection of that species and then we have to think about, oh goodness, where do they come from?

So that we can stop them from going.

Then, we need to think about, how do we catch them?

And send them back to where they're from.

And the last thing that we're gonna be thinking about, if we choose this one, is of course new technology.

Technologies have been increasing with helping with invasive species.

So friends make apart the prompt, we've done that.

We've identified a problem, a possible solution.

Now we have to pick one of these tells or identifies to write a story about, which one do you wanna do, the dirty river, line 5 pipeline or the invasive species?

Wow friends, you have really worked hard today.

Don't forget to always be looking for those -en and -ous suffixes in your books.

And of course, telling the sequence or the order of events in the stories that you're reading my friends, we'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)