- Hi, scholars, and welcome to second grade on Read, Write, Roar.

Today, we're going to be writing words with the suffixes ful, ness, ly.

We'll also be writing a narrative describing a walk through a deciduous forest using sensory words.

So get your pencil and your paper and get ready to Read, Write, Roar.

(bright upbeat music) - Hi word builders.

Thanks for coming to learn with me, Mrs. Z-K. Today we are going to be working on suffixes.

A suffix is a meaningful word part that we can add to the end where the back of a word.

This will make a new word with a new meaning.

Remember that suffix can give us a clue as to what our new word will mean.

We are going to work with three different suffixes today.

All right, when we add the suffix ful to a word our word becomes an adjective.

An adjective is a describing word.

It describes someone or something.

The suffix ful will let us know that that thing or someone is full of whatever it is.

If we were to add the suffix ly to a word, our word becomes an adverb.

You say adverb.

An adverb describes the verb.

It tells how we're doing something, describes the action.

So it says how something is done.

And then when we add the suffix ness to a word a word becomes a noun.

It's a state or condition.

It's kind of like a feeling of emptiness.

So there's a feeling there, a state or condition of sort of thing.

All right, scholars, we are going to begin with adding the suffix ful to the end of words.

Are you ready?

Our first one is adding ful to the word color.

Let's sound that one out.

We have colorful, what word?

Colorful, you're right.

And the deciduous forest in the fall time it can be so colorful because all the leaves on the trees are changing colors and they'll all be different colors which makes it full of color.

Absolutely colorful.

All right, our next word.

We're going to add the suffix ful to the word beauty.

Let's sound that one out.

We have beautiful.

What word?

Beautiful.

And I know you all have heard of this word.

This word is pretty fun.

When you have to spell it, you have to use that i rule.

You have to change that y in the word beauty to an i before you can add your suffix ful.

This word just means full of beauty.

So lots of people will go hiking on the trails in the deciduous forest, because it is so beautiful.

The scenery is full of beauty.

Scholars, we're gonna move along towards suffix ly, l, y.

We're going to add ly to the word quiet.

Let's sound that one out.

We have quietly.

What word?

Quietly, yes.

Do you know that when the foxes and bobcats are hunting deer and small animals, they have to move very quietly.

Do you see how I described the action that they're doing?

I'm describing how they're moving.

They're moving quiet because they don't want the deer or small animals to hear them or else they'll run away.

What about this word?

We're going to add the suffix ly to the word loud.

Let's sound that one out.

We have loudly, what word?

Loudly.

Oh, do you hear that?

That wood pecker is pecking on a tree very loudly.

(woodpecker pecking) Yes, it describes the way in which the woodpecker is pecking and it is loud.

Before we move to our next suffix, I want us just to take a moment.

We are going to do a little bit of mindfulness.

I used my suffix ful and ness.

Mindfulness, yes.

So what I want you to do is just to sit somewhere comfortably and to close your eyes.

We are going to imagine that we are walking on a path in the deciduous forest.

As we walk further into the forest, it becomes darker.

More and more trees are covering the light.

You get a sense of darkness as you get further into the forest.

You decide to take a seat against the trunk of a tree.

You notice the calmness in the air.

You watch a butterfly gently land on a leaf.

You decide to go ahead and get up.

As you stand up from the cold ground you can kind of feel the dampness on your clothes.

You see the light and you begin to walk towards it.

All right, scholars, go ahead and open your eyes.

Well, during that trip, we used lots of words with the suffix ness.

So we add a ness to the word dark.

Let's sound that one out.

We have darkness.

What word?

Darkness, yep, and that's the thing.

Where it is the state of condition of being dark.

And then we adding ness to the word calm.

Let's sound that one out.

We have calmness.

What word?

Calmness.

And that is a state or condition of being calm.

And then we have the word damp and we add the suffix ness.

Lets sound that one out.

We have dampness.

What word?

Dampness, absolutely.

And that is the feeling of being damp.

Nice work scholars.

What I would like for you to do I know you've probably been wondering why does Mrs. Z-K have these numbers on top of her words?

Well, that's an activity for us to do together.

I would like for you to go get your paper and something to write with and I'll wait until you get back.

On your paper, go ahead and draw two lines going straight down to make some columns.

When you have those, I want you to go ahead and write the numbers one, two, and three, just like we have right up here on the chart.

You are going to see some headings pop up on the screen.

Now really quick.

A heading kind of gives us the main idea of that section.

So you're going to decide which heading would fit on the top of each section.

Before you start, let's go over what our suffixes mean again.

All right, scholars.

So let's review these suffixes again.

So when we add the suffix ful, remember it makes our word an adjective a describing word that means full of.

And then when we add the suffix ly, it makes our word an adverb and it tells us how something is done.

And then when we add the suffix ness that makes our word a noun, which is a state or condition.

All right, scholars, are you ready?

So here it is scholars.

You have three headings.

You are going to decide which one goes on top of our first section.

Let's reread those words really quick.

We have colorful and beautiful.

Which heading do you think fits for number one?

When you know, go ahead and write it down under number one.

Let's see what you picked.

Did you write the heading full of?

Absolutely scholars.

Yeah, I remember that is full of color and full of beauty.

We'll cross that one off.

Let's look at our second section.

Let's reread these words.

We have quietly and loudly.

Look at the headings that you have left.

Which heading would fit for section number two?

when you know, go ahead and write it down.

I'm curious to see what you wrote.

How something is done.

Is that what you wrote?

You're right.

Something could be done very quietly or very loudly.

That means we only have one heading left.

Go ahead and write that last heading for section number three.

And that is state or condition of.

Let's go ahead and reread the words that we have in that section.

We have darkness, calmness and dampness.

Awesome job scholars.

When you are writing words today or a story why don't you try to use some of the suffixes ful, ly and ness?

You can make different kinds of words with different kinds of sentences.

(bright upbeat music) - Hi, scholars, I'm Mrs. Ziegler, let's get ready to read a part of this book, Deciduous forest animals, Biome Beasts, by Lisa Colozza Cocca.

After we will write a narrative using some sensory words to help us describe a walk through the forest.

So grab your pencil and paper and let's get started.

(bright upbeat music) Before we can read, we need to focus on two key words.

The first is narrative.

Can you say it with me?

Narrative.

It basically means a story.

It can be real or made up.

Narrative.

The next key word is sensory words.

Can you say it with me?

Sensory words.

They're using your five senses to describe the world.

Your five senses are, what something looks like, smells like, tastes like, sounds like and feels like.

Sensory words.

For example, if we were going to describe these beautiful flowers what sensory words would you use?

Maybe you're thinking it looks beautiful.

It looks spotted or reddish, pinkish.

It smells fragrant.

It feels fragile and smooth.

Those are using good sensory words to describe something.

We're gonna start on page six.

Temperate Deciduous Forests Temperate deciduous forests biomes have four distinct seasons.

Precipitation is spread over the year.

That means rain.

Broadly deciduous trees, such as maple and oak grow here.

Leaves drop in the fall and trees go dormant over winter.

The temperate deciduous forest which includes Michigan, is home to mammals of all sizes.

Mice, porcupines, raccoons, bears and bobcats live here.

The white-tailed deer is a common sight.

In the spring deer eat soft grasses and flowers.

They adapt their diet in winter and eat bark, twigs and woody plants.

Okay readers and writers, how would you describe this cute little fawn here as baby deer?

They didn't give too many sensory words to describe the fawn.

Let's go to our T-Chart and come up with some of our own.

We'll start by writing fawn on this side.

I think that fawn looked spotted that's right, spotted.

I'm thinking of color words.

What color was the fawn?

It was brown and white.

What other words would you use to describe that fawn?

Maybe small or furry and whatever you think.

The eastern chipmunk eats seeds and insects.

Chipmunks have stretchy cheek pouches.

In summer and fall they gather food in their cheeks and store it in their burrows for winter.

In winter, they go into a deep sleep, or torpor.

They wake often to eat their stored food.

Here's that eastern chipmunk.

Let's go to our T-Chart to use sensory words to describe that little chipmunk.

Let's write the animal first, chipmunk.

That chipmunk had stretchy cheeks.

Let's write that first.

Stretchy cheeks.

Let's think of a sound word.

What would a chipmunk sound like?

(imitates chipmunk) Just like that.

That's why they're called chipmunks.

Chip, chip, chip.

What other words would you use to describe?

Add them to the sensory word side of your chart.

Many birds, such as cardinals, robins, and eagles live in temperate deciduous forests too.

The northern goshawk is a large gray predator bird.

It mainly eats rodents, rabbits and other birds.

It's broad, rounded wings help it fly, glide and swoop down quickly and quietly upon its prey.

If food becomes too scarce in the winter, hawks migrate south to find food.

Migrate means they go away in the winter when it's cold, where it's warm.

Barred owls remain active year-round.

They are meat-eaters.

These skilled hunters have hearing almost two and a half times as sharp as a person's hearing.

They can hear mice squeak from 660 feet away.

Barred owls swallow prey whole and spit up pellets made of the prey's bones and feathers or fur.

Cold-blooded reptiles and amphibians can also be found in temperate deciduous forests.

Copperhead snakes are brown with bands of lighter brown.

The coloring blends in with rocks and brush.

A copperhead is a pit viper.

Pits on both sides of its heads are sensors that detect warm spots to help the snake locate nearby prey.

In the winter, it slithers into an underground den with other snakes to keep them warm.

Did you know the copperhead snake bites more people in the United States than any other snake?

I bet you put up your hand a lot on those last few pages.

Let's go back to our T-Chart to record our thoughts about those animals found in the deciduous forest.

Let's go back to the page that had the cardinal on it.

The cardinal was that pretty redbird?.

I already said one sensory word.

It looks red.

What else could we write about that cardinal?

Let's do a sound word.

How about chip chip?

That's how it sounds, chip, chip.

Maybe it looks small.

That's another one.

How about the hawk?

Let's do that one next, hawk.

Ooh, I had heard lots of good words on that page.

It was large.

Remember what color it's eyes were?

Yellow, that's very interesting, yellow eyes.

And it was gray.

Last let's do that copperhead snake, snake.

A snake slithers and makes that (hisses) sound.

Let's write that for our sensory words.

Lots of Ss, slithers.

And what colors were it, do you remember?

Brown and light brown.

Brown, light brown.

Let's take one last look at our T-Chart of our animals and the sensory words.

Great job brainstorming.

I think we have a great list to help us get started with our narrative writing.

Now we need to think of a way to organize our writing for our narrative.

Do you have any ideas?

I was picturing myself on a hike through the woods in Michigan, as I was reading about those animals.

So I have put together a story frame for us that we can use to organize our writing.

Fill it out with me.

It looks like this.

Keep in mind those sensory words as we fill it out.

On a bright and sunny fall day, I went for a walk in the hmm, hmm woods.

We need two sensory words there.

How could we describe the woods?

Remember it said fall.

Great idea.

Let's write colorful for our first sensory word.

Colorful, colorful, what else?

How about big?

Cause I'm picturing a big forest, big.

Colorful big woods.

Now we're gonna find some animals.

First, I saw a hmm, hmm animal.

Which animal from our T-Chart should we do first?

Let's do the fawn.

I'm gonna write fawn in the last blank so we know what sensory words to pick out.

What kind of fun?

Which words should we use?

How about small and spotted?

I like that.

small goes in the first blank, spotted will go in the second blank.

Now we need some sound words.

Imagine yourself hiking in the woods.

What sounds would your feet make on those leaves?

How about crunch, crunch, crunch?

Yeah, crunch, crunch, crunch.

We are onto our second animal.

Which one should we do next?

How about the chipmunk?

He was pretty cute.

Fill in chipmunk in the last blank.

Now we need two sensory words.

How about brown for the first one and chipping like for the sound he makes?

A brown chipping chipmunk.

Go ahead, fill in your frame.

We need some more sound words now.

How are we gonna move around that chipping chipmunk?

I'm gonna shuffle through the leaves, shuffle, shuffle, shuffle.

Imagine your feet making that sound, shuffle, shuffle, shuffle, and fill in the blanks.

The end of our story says I waved goodbye to all my new forest friends as the sun set between the hmm hmm trees.

We need a sensory word and a type of tree.

Well, I know there's lots of maple trees in the deciduous forest.

Let's write maple in the second blank.

Now we need to describe the maple trees.

How about tall?

Great job filling in that story frame.

Now, as we reread the story, you can read along with me or why don't you get up and act it out like you're going for a hike too.

Here we go.

On a bright and sunny fall day, I went for a walk in the colorful big woods.

First I saw a small spotted fawn crunch, crunch, crunch.

Then I saw a brown chipping chipmunk, shuffle, shuffle, shuffle.

I waved goodbye to all my new forest friends as the sun set between the tall maple trees.

Great job writers.

You did a wonderful job of using photographs and your imagination to write a narrative piece about this animals in the deciduous forest.

The next time you go to write a story, make sure you use lots of descriptive sensory words to make your story more exciting and come to life.

Thank you so much for joining us today, and we'll see you again on the next Read, Write, Roar.

- [Narrator] 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)