- Hello, scholars.

Welcome to Read, Write, Roar.

Today we focus on the big question, how to plants and animals grow?

We will read words with more than one syllable, or word parts, read a non-fiction text about a butterfly, and write sentences with linking words.

For our activities today, you'll need a paper, any paper will do, and something to write with.

Go get your materials and join us for Read, Write, Roar.

(upbeat music) (lion roars) (lion roars) Welcome readers.

We are becoming such great readers, aren't we?

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

Today, we are going to continue to decode words with more than one syllable.

One way we can attack these longer words is by breaking them up into syllables.

We read one syllable at a time and then put them back together to read the entire word.

Remember, a syllable is a word part with one vowel sound.

Today we will focus on words whose final syllable includes the suffix A-T-E. Now when we see the suffix A-T-E, it looks like the word ate, doesn't it?

Like I ate my breakfast this morning.

Well, when we read the syllable A-T-E in a word with more than one syllable, and that word is a verb or an action word, we do pronounce the suffix as ate.

Read that with me, ate.

When we read the A-T-E suffix in words with more than one syllable, and that word is a noun, a person, place, or a thing, we pronounce the syllable this way.

It Read that with me, it.

Something special happens when we read the A-T-E suffix in nouns.

We say the syllable that includes this suffix more quickly and quietly than the other syllables in the word.

We call that an unaccented syllable.

An unaccented syllable is said less strongly, more quickly, more quietly than any of the other syllables in the word.

You're going to hear that as we read nouns today that we will pronounce it more quietly then the other syllables in the word.

Let's get started with any word that has the suffix A-T-E. We're going to read this word by looping and swooping it.

And let's try the first time to rate this word by pronouncing it as a verb, ate.

We will pronounce the suffix as ate.

Read with me.

Cli-mate, climate.

We said climate.

Does that sound like a word that you know?

When we are reading, if we hear a word that sounds wrong, that doesn't sound like a word that we know, we should try it again in a different way.

Let's try this word in a different way.

Instead of reading A-T-E as ate, let's pronounce it as a noun and read this suffix as it.

Read with me.

Cli-mit, climit.

This word is climate.

Did you hear the way I pronounced that word?

When I pronounced this word I said the second syllable less strongly than the first syllable.

Listen.

Climate.

Climate.

That's because the A-T-E in the second syllable makes the syllable an unaccented syllable we say it more quietly than the other syllable in the word.

Climate is the word that we use to describe the usual weather in a place.

For example, if you live in a snowy climate, you would need to have really good winter gear, like a good pair of gloves.

Let's read another word together.

Here's our next word.

Let's read this word first, pronouncing the suffix as ate, and then we will test it as it to see which sounds like a word that we know.

Read with me.

Pol-li-nate.

Pollinate.

This word is pollinate.

Does that sound like a word that you know?

It does sound like a word that I know.

So let's slide it over here because that is a real word.

Let's try it one more time quickly with the it pronunciation to see if that's a word that we might also know.

Read with me.

Pol-li-nit.

Pollinit.

I don't recognize the word pollinit, but I did recognize the word pollinate.

Pollinate, pronouncing A-T-E as ate.

Pollinate means to move pollen from one flower to another flower so that the plants are able to produce seeds.

Honeybees pollinate so many flowers in their lifetime.

Since we heard that pollinate is a word that we know, we can be confident that we should pronounce the suffix as ate.

Let's read another word together.

Read with me first using ate.

Il- lu-mi-nate.

Illuminate.

This word is illuminate.

That sounds like a word I know.

So I'll slide it over here because when we read it with ate, it does sound like a word that we know.

Let's try it one more time with that it pronunciation to see if maybe that sounds right too.

Read with me.

Il-lu-mi-nit.

Illuminit.

I don't know that that sounds like a word that I'm familiar with.

Are you familiar with that word?

Well, I know that illuminate, illuminate as a verb, means to light something up or too brighten something up.

Like you could illuminate a room with a flashlight.

Since we were able to recognize the word illuminate with that ate as our pronunciation, we can be confident that this is a verb and that we pronounced it the correct way.

Let's try another word.

Read with me.

Es-ti-mate.

Estimate.

We read the word estimate.

That sounds like a word that I know.

Have you heard that word before?

Let's slide this over to the ate column because we were able to make a word that we know.

Let's test it one more time.

This time we'll read it with it to see if that could possibly be a real word too.

Read with me.

Es-ti-mit.

Es-ti-mit.

That sounds like a word that I know too.

Let's put another card up here that's spelled the same way because I think that these are both real words.

We can pronounce this word with ate, and we can pronounce it with it.

Es-ti-mit.

Estimate.

Well, the word estimate as a verb means that you make a good guess about the amount of something or how much something is worth.

For example, I was trying to estimate how many sunflower seeds are in this teeny tiny jar.

Look how small one sunflower seed is.

You can barely see it in my fingers.

If I had to estimate, to make a good guess about the number, I would say there are 700 sunflower seeds here.

Now, we also said that estimate is a real word.

Estimate is a noun.

It is the guess that you make when you're making a good guess about the amount of something.

So I would say my estimate is 700.

I wonder if you had the same estimate or if you have a different estimate for the number of seeds and this jar.

Really good work today, readers, reading words with the A-T-E suffix.

Now that we've practiced reading words with this suffix, let's see if we can read more words like this in a story.

(animated chime) As we read this story, see if there are any words that we could separate into syllables to read these words more easily.

Read with me.

When my seeds turned to flowers, I noticed so many butterflies visiting my garden.

I watched them fly from flower to flower.

I learned butterflies pollinate the flowers.

My estimate is that I've seen 20 butterflies.

Did you notice any words here that we could separate into syllables to read these words?

One word that I noticed was this, the word that we read as pollinate.

Now, if I saw this word in a story, and I wasn't sure how to read it, I could separate the word into syllables to read it more accurately.

Remember, we can start by putting a dot under each vowel because every syllable can only have one vowel sound.

Then we look for any vowel teams or vowels that work together to make one sound.

I see that most of these vowels are by themselves.

They're not next to another vowel, which makes me think that we might have four different syllables in this word.

We'll have to check and see if there are any vowels that work together as we start separating this word.

Now, we have to decide how to separate this first syllable.

We have the vowel O, so we know that our first syllable has to have the letter O in it, since it's our first vowel.

That means that the P has to be part of the syllable because it's a consonant.

It can't be a syllable all by itself.

So the P and the O will stick together in this syllable.

Now, we have to ask ourselves what to do with the letters L and L. Should they become part of the first syllable, or join the second syllable, or be split between the two syllables?

One thing that I always remember is that usually if we have two consonants in the middle of a word we usually split them into different syllables unless they're working together to make the same sound like a diagraph would.

So I'm going to split right between those two consonants.

Then I see that the L has to be part of the syllable with the letter I because I is our vowel.

Now, I see that there's a consonant that comes next.

So I have to decide, should this consonant join the syllable with the I, or should it join the ending syllable?

I know that we often split right between a vowel and a consonant.

So let's try that.

And if it doesn't work, we can go back and change it.

That means that we've got two vowels left, and I just noticed something.

Did you?

I noticed our suffix A-T-E. And I know that we can pronounce that as ate or it.

And when we pronounce that suffix, we only make a one vowel sound.

And the E is a silent E. So this silent E does not make a vowel sound by itself, which means it can't make its own syllable.

It has to be part of the syllable with the A since there is only one vowel sound and that suffix.

That would mean that all four of these letters will stick together in the same syllable.

Let's loop and swoop this word now that we found the syllables to see if we've made a real word.

Read with me.

Pol-li-nate.

Pollinate.

This word is pollinate.

I noticed that as I read this word I used that sneaky schwa sound instead of using the I sound like we might normally expect.

Now that we have practiced reading words with more than one syllable and words with the suffix A-T-E, let's see if we can spell some of these longer words.

(upbeat music) - Onie!

Hi, readers!

I'm so excited to read this amazing story with you.

It's called "A Butterfly is Patient."

And while we read today, we're gonna be working on a few things.

The first thing is, of course, main idea.

And what is main idea?

That's right, what a text is mostly about.

So as we go through, you know that we are going to be thinking about our Venn diagram and putting those items, all of our details about our main idea, inside our Venn diagram as we go.

All right, my friends?

A butterfly is patient.

It begins as an egg beneath an umbrella of leaves, protected from rain, hidden from creatures that might harm it, until the caterpillar inside chews free from its egg-casing, tiny, wingless, hungry to grow.

A butterfly is creative.

A caterpillar feeds on leaves, eating so much that it must molt, or shed its skin, many times.

It can grow up to 30,000 times larger than it was when it took its first bite.

Once a caterpillar has eaten all that it needs it creates a protective covering called a chrysalis, Curled inside the chrysalis, it is growing wings.

Now it is time for metamorphosis, changing from one form to another.

A butterfly is helpful.

Butterflies, like bees, help pollinate plants so that they can reproduce or make seeds.

As a butterfly flips from flower to flower sipping nectar, tiny grains of pollen cling to its body, then fall away on to other flowers.

Seeds are produced when pollen is transferred between flowers of the same species.

This is called pollination.

A butterfly is protective.

Butterflies use their wings to protect themselves from predators, such as hungry birds, lizards, and other insects.

Some butterflies have markings on their wings called eyespots.

Scientists don't know what they are used for.

Perhaps to scare away predators or attract mates.

Wings can help butterflies camouflage or hide themselves in the environment.

One kind of butterfly, the peacock butterfly, makes a hissing sound by rubbing its wings together when it is alarmed.

A butterfly is poisonous.

The warning colors of some butterfly's wings, yellows, reds, oranges, whites, and blacks tell parameters that they are poisonous or bad tasting.

Monarchs and pipevine swallowtails eat poisonous plants as caterpillars so that they become poisonous as adults.

Birds and other insects have learned not to eat them.

Ooh, a butterfly is spectacular.

Look at all these gorgeous butterflies, my friends.

So I gonna think that the main idea of this book is going to be the life cycle of a?

You're right, butterfly.

What do you think?

So we can always keep reading the story, and then decide if we wanna change our minds or not after we get done.

But I think we might be onto something.

So let's go ahead and review, what are some of the details and some of the true facts that we've learned about our main idea?

So we learned that butterflies, they come from eggs, and not as butterflies.

They come from eggs like caterpillars, right?

They have to chew out of that hard casing first.

Wow!

So our butterflies come from an egg.

And then we learned that that caterpillar, he's gotta eat a whole lot, 30,000 times as much as its first bite.

Wow!

So he's gotta find a place, lots of food and lots of nutrients where he can grow, where it can grow, grow, grow, grow.

All right, my friends.

(animated chime) I had no idea, I learned something in this book today.

A butterfly has a job!

It's a pollinator just like a bee.

Wow!

So my friends, and other fact and detail.

Butterflies have a job.

Okay, we have got one more detail or fact that we have learned so far in this amazing book.

Are you ready?

Okay.

(teacher sighs) Well, it has to, in order to do its job, it's gotta have some kind of protection.

And we learned that those butterflies sometimes have eyespots, right?

And they eat really yucky tasting, right, plants, so that they turn beautiful colors, and that their predators won't eat them because they'll taste yucky to them, and they'll be poisonous.

So my friends, they've got to have some kind of protection, but then we also learned that some, their protection is camouflage.

So, wow.

Look at all of these amazing facts that we've learned today.

We learned in our nonfiction text, our main idea, we think yet, is about butterflies or the life cycle of a butterfly.

We then can support that with these facts.

Are you ready?

We know that butterflies start as a caterpillar, and they come out of an egg.

We learned that that caterpillar has to find a place to grow because it's gotta grow, and grow, and grow.

We also learned that after the metamorphosis, it's got a job.

Butterflies have an amazing job as pollinators.

Then we also learned that in order to make sure they can do that job, they've gotta have protection, and sometimes that protection can be poisonous or camouflage.

Wow, readers, you've done an amazing job with me today, helping me go through this nonfiction text, thinking about what that main idea is, and then helping me fill out these fantastic facts and details.

Today, friends, we are gonna do some really amazing writing.

We're gonna take the two books that we've been reading, "A Seed is Sleepy," and "A butterfly is Patient," and we're going to be thinking about how they are the same and different.

That's also called comparing and contrasting.

Well, in order to do this really hard work, my friends, we're gonna use an exemplar text.

In this exemplar text, we're gonna pull it apart, and we are going to identify the really important pieces.

That's the topic sentence, the important facts, the details, and then of course our ending.

(upbeat music) (lion roars) Here we go.

Are you ready, friends?

Okay.

Let's read through this exemplar text together, and we'll talk about the different pieces.

The two books, "A Seed is Sleepy," and "A Butterfly is Patient," are similar and different.

That's the topic sentence.

That's gonna tell us what our whole paragraph is all about.

Our two books, how they are the same and how they are different.

Okay?

All right.

Now, we need some important facts.

First, both books tell the lifecycle of a living thing.

True?

Absolutely.

They should do.

Now, we need the evidence, the text evidence, or the details from the text.

Here we go.

"A Seed is Sleepy" is about a seed growing into a plant, and "A Butterfly is Patient" is about a caterpillar growing into a butterfly.

Do you see how that works?

We pulled that information right out of the books and put it in the paragraph.

Okay, now we need some more important facts.

What else did we know that was now different about those books?

Ready?

Here we go.

However, the books tell about different living things.

They do, absolutely.

Okay?

So that's our important fact.

Now, once again, it's time for us to dig deep into the book, find our evidence, our details, and pull it out, and put it back on the paper.

"A Seed is Sleepy" is about plants, but "A Butterfly is Patient" focuses on butterflies, which are animals.

Do you see?

It's comparing and contrasting telling the differences now about plants and butterflies, these two books.

Isn't that fantastic?

Wow, the only thing we're missing now is the ending, or the wrap up.

What do you think?

Just like in a narrative text, you kinda wanna bring it back to the beginning, don't you, my friends?

Huh, I wonder if you can think of your own ending for this exemplar text.

(animated chime) I can't wait to continue learning and growing with you.

As you read, don't forget to look for those A-T-E words, and of course, you can always think about comparing and contrasting the books that you're reading, my friends.

(speaking in foreign language) 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.

(upbeat music) (chimes)