- Hello scholars.

Welcome to Read, Write, Roar!

Today we focus on the big question.

How do plants and animals grow?

We will read words with two or more syllables read a nonfiction text about a seed and write sentences with linking words.

For our activities today, you'll need a paper, any paper will work, and something to write with go get your materials and join us for Read, Write, Roar!

- [Announcer] 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.

(soft music) - Welcome readers.

We're becoming %such great readers, aren't we?

We have learned so many ways to read words with more than one syllable.

Today we're going to continue to decode or read words with more than one syllable.

One way we can attack these long words is by breaking the words into syllables and then putting the syllables back together to read the full word.

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

The words that we're going to read today will have the same spelling pattern at the end of each word.

It's the suffix A-G-E. Now, when we look at this suffix A-G-E it looks a lot like the word age doesn't it?

Like your age could be eight or nine or 10.

Those are examples of what your ages could be.

But when we read the suffix A-G-E it is usually pronounced this way.

- age.

Say that with me -age.

As we read our words today you'll notice that this suffix sounds like -age in these words.

You'll probably also notice that when we read that syllable -age in these words we're going to say it more quietly or less strongly than the other syllables in the words that we're reading.

That's because -age is usually what we call an unaccented syllable.

An unaccented syllable is said more quietly and more quickly than the other syllables in a word.

We are going to loop and swoop these words with the suffix A-G-E. Read with me cab -bage, cabbage.

This word is cabbage.

What did you notice as we read this word?

Well, first you probably noticed that the A-G-E suffix sounded like -age in this word.

Did you notice which syllable we said most loudly or most strongly?

Listen to the word again.

Cabbage, cabbage.

The syllable that we say more most strongly is the first syllable.

That's because A-G-E is usually unaccented in a word.

So we say it more quietly than the other syllables.

Cabbage, cabbage is a plant.

And it looks a lot like lettuce.

It grows from a seed just like lettuce does.

Now let's read our next word.

Read with me, ad van tage advantage.

This word is advantage.

What did you notice as we read that word?

Did you notice our suffix at the end of the word?

How did we pronounce it?

Age.

With the T it sounded like this the last syllable T-A-G-E. What else did you notice as we read that word?

Did you hear one syllable that we said more loudly than the other syllables?

Listen again.

Advantage, advantage.

This syllable van is the accented or the strong syllable in the word.

And then our suffix at the end is unaccented.

In this final syllable it's said more quietly than the middle syllable.

Listen to the word again, advantage.

An advantage is a good result that you get from something.

For example, two advantages of growing your own garden are that you get great exercise and you have so many delicious fruits and vegetables for the summer.

Let's read our final word, read with me voy, age.

Voyage.

This word is voyage.

What did you notice about that word?

Once again you probably noticed our suffix which we pronounced -age.

Did you hear which syllable was accented or said more loudly?

It was the syllable voy, when we pronounced it we said it like this voyage.

That means that -age, the A-G-E suffix was unaccented because we said it more quietly.

A voyage is a journey usually by water or by space.

Willow trees have seeds that can float on water for a long voyage before they find dry ground again.

Isn't that pretty cool?

Great work today.

Reading words with the -age suffix.

Now that we've read these three example words let's see if we can read more words like this in a story.

(gentle music) As we read, see if there are any words that you might need to split into syllables to be able read these words more accurately.

Read with me.

I planted the seeds my grandpa gave me.

Some of them were cabbage seeds!

When the seed started to sprout, I drew an image of my garden to share with grandpa.

Now that we've read this, did you notice any words that were maybe challenging for you that you could have read more easily by looking for the syllables?

One word that stuck out to me was the word that I read as cabbage.

If you saw this word while reading a book and you weren't sure how to read it you could look for the syllables in the word to be able to read the word more accurately.

Remember each syllable has one and only one vowel sound so let's start by putting a dot under each vowel so we can make sure there's only one vowel sound in each syllable.

Now let's look for vowel teams two letters that work together to make one vowel sound.

I don't see two vowels that are side by side.

So I'm thinking there's not a vowel team in this word.

That makes me think that there will be three syllables in this word.

We'll have to check that out, as we separate this into syllables and see if we need to make any changes.

Now I know the syllable has to have the letter a because it's our first vowel.

That means the letter C is part of that first syllable because the letter C cannot be a syllable by itself.

Since it's a consonant and not a vowel then we have to decide what to do with the B and the B.

Since they're both consonants and they're side by side within a word, I remember that we can often split syllables between those two consonants that would make the second B part of the next syllable that would put the B and the A together.

And look what I noticed at the end!

It's the -age suffix.

We pronounce that as -age -age that only has one vowel sound, doesn't it?

But there are two vowels.

And I was thinking there would be two different syllables here.

Why is there only one that will sound with those two vowels?

I see the silent e in this second syllable doesn't make its own vowel sound.

That's why they can both stick together and only make one vowel sound in that suffix -age.

So I think all four of those letters will work together.

Even though there are two vowels here there should only be one vowel sound.

Let's loop and swoop this word together, cab -bage cabbage.

This word is cabbage, great work using the -age suffix to read words with more than one syllable.

Now that we practiced reading these words let's see if we can spell some words with the -age suffix.

Now that we've had great practice reading words with the unaccented, -age suffix.

Let's see if we can spell some of these words.

When we spell words with more than one syllable we like to visualize the number of syllables in the word.

Then we can think about each syllable and listen to those sounds and find the letters that match the sounds.

Let's practice that, our first word is garbage.

Say that with me garbage.

Do you have your paper ready?

How many parts do you hear in the word garbage?

I hear two syllables in garbage.

Gar -bage.

On our paper, lets draw two lines, one for each syllable.

Now let's start with this syllable, Gar, Gar.

Stretch out that syllable and write the letters that match the sounds that you hear in gar, I hear gar, gar does your syllable match mine?

This is the syllable gar.

Now we just need to write the syllable -bage, -bage.

What do you hear in the syllable -bage?

I hear the B and then the -age suffix which we've been practicing reading that.

So we should know how to spell it also.

First, let's start b.

And now let's add the -age suffix.

Do you remember how it's spelled?

-age.

Now that we have both parts, let's put them together to make the whole word, gar bage.

Garbage.

This is the word garbage, great job.

Let's try this again with the word shortage.

Say that with me, shortage.

How many parts or syllables do you hear in, shortage?

I hear two syllables, short -age, short -age.

Let's draw two lines on our paper for each of those syllables.

Now let's start with the first syllable short.

What sounds do you hear in short?

I hear, sh or t, I hear four sounds.

Let's write down the letters that match the sounds that we hear.

Sh or t, short.

Did you match my spelling?

This is the syllable short.

Now to finish this word we need the suffix -age short -age.

Let's write that -age suffix using the letters we've learned.

- age Now that we have both of our syllables written let's put them together to make the whole word.

Shortage.

Shortage is our word.

A shortage is a situation where there is not enough of something.

In the summer there is never a shortage of tomatoes in my garden.

There are always so many tomatoes.

Now our last word for today is advantage.

Advantage.

Say that word with me.

Advantage, how many syllables do you hear in the word advantage?

I hear three.

Ad van -tage advantage.

Let's draw three lines for each of those syllables.

Now let's start with the first syllable.

The word is advantage.

The first syllable is ad, ad.

Write down the letters that you think match the sounds in that syllable.

I'll write them down here.

Now that first vowel might have tricked you because the A is making the schwa sound in this syllable it's not making the A sound that we expect.

Instead, it sounds like this.

Ad ad, just like that.

Now let's move on to the next syllable.

Advantage ad van as the next syllable.

Let's stretch that out.

Van I hear three sounds in van van Write down the letters that you think match those sounds.

V-A-N. Now we have an van and we need our last syllable.

- tage.

I hear t and then the -age suffix.

Let's write that down.

- tage.

Does your word match mine?

Let's put it all together to make our word, advantage, advantage.

Here is the word advantage.

Great work today with reading and spelling words with the -age suffix.

Remember when you come to these long words that are difficult to read you can look for the syllables to be able to read the word more accurately.

You also chunk words into syllables while you're trying to spell them so that you spell words more accurately.

Until we meet next time practice these strategies while you are reading and writing.

I'm so glad we get to meet again soon to learn more words together.

(soft tranquil music) Hello readers.

I can't wait to continue reading this book with you today.

Oh, my goodness.

"A Seed is Sleepy."

We've been working really hard and learning tons of information.

That's right about seeds.

So that means that this must be a nonfiction book.

Great job.

All right.

Remember, we're going to be continuing our revision possibly about our main idea.

And what does main idea mean?

Yes, what the text is mostly about.

It could be a story or it could be non fiction text as well.

So my friends are you ready?

Let's go!

A seed is inventive.

To find a spot to grow as seed might leap from its pod or cling to a child shoestring or tumble through a bear's belly.

A seed hopes to land where there is plenty of sunlight soil and water.

A seed is generous.

It gives the baby plant or embryo.

A seed coat to keep it warm.

The embryo's first meal comes from its seed leaves or cotyledons.

Seeds with one seed leaf like corn are called monocots.

Seeds with two seed leaves like beans are called that dicots.

Monocots huh?

That must mean one, mono.

Dicots two.

These are those prefixes that we've been working really hard on.

Fantastic, let's keep reading.

Some seeds are ancient.

Not all seeds are eager to germinate.

Some, have laid dormant or slept undisturbed for more than a thousand years.

The oldest known seed to sprout came from an extinct date palm tree after it was unearth from a long ago king's mountaintop palace in Israel, a scientist planted it.

Four weeks later, it sprouted.

A seed is thirsty and hungry.

Parts of the seed, the root, feels the tug of gravity and digs down deep.

Once the seed has shed its coat it drinks in the rain, the dew and yesterday's icicles.

It feasts on minerals in the soil.

Another part of the seed, the shoot sensitive to light.

So it reaches for the sun.

A seed is clever.

Plants make their own food through a process called photosynthesis.

Inside plant leaves are cells containing chemicals that absorb sunlight.

Light gives them the energy, They need to turn water and carbon dioxide, I guess in the air into food.

It knows to seek the sunlight to push itself up, up, up through the soil, but it must wait a while before that happens.

A seed is sleepy, but only until it has found a place in the sun and it has had its breakfast and a drink of water then a seed is- You're just going to have to wait.

Maybe you can check out a seed is sleeping at your own local library and see how this story ends my friends, all right, okay.

So I'm not gonna tell you the end you go find out but we need to think about this.

Well, look at all of the cool details that we had before.

I don't think that the main idea about this story is about a seed house, do you?

Oh, I hope not.

We need to revise our thinking on this, for sure.

So let's think back.

What did we learn today about a seed?

Remember, non-fiction text gonna give us real facts about seeds.

So I think we learned that when they leave the parent plant they have to find some place to grow where they can find good soil and sunlight and lots of space.

So let's go ahead and put that up.

What else?

Ooh.

We learned that before the plant or while it's deep in the soil, it needs two things.

Two things.

It needs two things, it needs rain and minerals from the soil.

Doesn't it, my friends, because it's thirsty and hungry.

All right, so we learned that a seed needs rain and minerals.

We also learned that it is super clever and that not only can it use the rain and the minerals from the dirt, the soil that its found but when it gets to be a little bit bigger and it shoots out of the ground That's right!

It can make its own food through photosynthesis.

Remember friends, we have to always be thinking about that academic vocabulary.

All right, so let's make sure we put this in there too.

(soft music) Well, friends, I'm noticing that we have all of these new amazing facts about a seed is sleeping and it is not about a seed house but I'm thinking that we start inside the fruit as a seed and then we leave the parent plant and then we go find a place to grow.

And then we start making our own food.

I think that this text, the main idea what it's mostly about the life cycle of right, a seed!

Do you agree?

Oh my goodness.

We have some revision to do so watch this.

I'm gonna cross this out.

It is not about that anymore.

Revising our thinking.

We now know that it's about the life cycle of a seed, right?

That makes way more sense, my friends.

We have the life cycle of a seed.

And inside that book, we have the seeds inside the fruit the seeds on cones it's on pods.

It leaves the parent plant.

It finds a place to grow, uses the rain and minerals to start growing shoots out of the ground.

And then it makes its own food through photosynthesis.

How amazing is that?

Look at all these cool facts that we've found in our nonfiction text.

And we were able to revise our thinking about, that's right.

Our main idea, what our text is mostly about.

(soft music) The author did such a wonderful job my friends making those sentences sound so beautiful.

And I'm so excited to share with you.

The one that I wrote down real quick after we got done last time.

So my friends remember today we're taking the details from our Venn diagram and we are then using the linking words in order to add more so that the reader knows that I still have more to say in my sentences.

(soft music) You can see that I put our sentence together already about the first three items.

You can find seeds inside fruit, on cones and in pods.

All right.

So now let's think about we're working with leaves and finds a place to grow.

So they leave the parent plant and then they have to find a place to grow, huh.

They have to leave the parent plants more find a place to grow.

That doesn't really sound good.

They have to, the seed leaves, the parent plant another finds a place to grow?

Now that doesn't sound good either, does it friends?

How about this, seeds also leave the plant to find a place to grow.

What do you think?

We added more didn't we, using that word also.

Fantastic.

Alright.

Let's keep going.

We've got more to do.

Rain and minerals and photosynthesis.

Oh my goodness, how can we put that one together?

A plant no a seed, a seed must have rain and minerals.

Another photosynthesis?

That's not gonna work.

Okay, let's see what I have under here.

Seeds need rain, and minerals but can also create their own food through photosynthesis.

So my friends, we have taken all of the amazing facts that we've learned in "A seed is Sleepy" which of course is a non-fiction text.

We then use our transition words to put the sentences or put our ideas together into sentences to help our reader know that we had more to say.

We use the words and, also, but, and also, and again.

In order to create a variety of different sentence types.

Keep an eye out friends for all of these amazing transition words as you read your own books.

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

- [Announcer] 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.

(bright upbeat music)