- Hello, scholars.

Welcome to "Read, Write, ROAR!"

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

We will practice rating birds with prefixes and suffixes.

Read a nonfiction text about salmon, and examine or look closely at an exemplar from writing.

You're going to need something to write on.

Any scratch paper or envelope would work.

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, (upbeat quirky music) The State of Michigan, and the W.K.

Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

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

Today, we're going to look at a base word and see how that word and its meaning change when we add word parts to the beginning and end of the word.

What is the base word?

A base word is a word that has meaning of its own.

That means when we say that word by itself, it makes sense.

We can add prefixes to the beginning of a base word, and we can add suffixes to the end of a base word.

Let's try it.

Here is the base word that we're going to be working with today.

Read this word with me.

Dane jur, danger.

This word is danger.

The word danger describes something that's unsafe or could hurt you.

Now, we're going to take our base word and change it by adding prefixes and suffixes.

Let's start with the base word danger in our first circle here.

Now, we're going to change this word by adding a suffix, a word part to the end of the word.

This is the suffix ous.

Let's put these parts together to read this word.

Dangerous.

This word is dangerous.

We know that danger means something is unsafe or could hurt you, and that ous, O-U-S, suffix means full of.

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

Did you see how this word and its meaning changed just a little bit?

The word dangerous is an adjective.

It describes something.

For example, it is dangerous for salmon to live in polluted rivers.

These rivers are dangerous for salmon.

Let's put that right there.

Now, let's take the word that we just made, dangerous, and let's change it just a little bit.

We'll start out with the same base word, danger, and we'll add our ous suffix again to match what we've done before.

But this time we're going to make this word even longer by adding another suffix to the end of the word, ly.

Let's read this word together.

Dangerously.

Dangerously.

Dangerously is a word that has two suffixes.

We already know that danger, the base word, is about something that's unsafe or could hurt you.

And we've already discovered that dangerous means something that is full of danger.

The L-Y suffix describes a certain way that an action is done.

So dangerously means something that is done in a way that is full of danger.

This word is what we call an adverb.

It can be used to describe actions or adjectives, describing words.

For example, some scientists say that certain types of salmon are dangerously close to extinction.

Let's see if we can change the base word danger to read a new word.

Here's our base word again.

And this time, instead of adding the suffix, we're going to add a prefix.

So, we'll take our prefix, en, and we'll add it to the beginning of the word.

Read this word with me, endanger.

Endanger.

Now we know that danger is about something that could hurt you or is not safe.

And the prefix en means in.

So it means that something is in danger.

For example, we endanger salmon when we pollute their rivers.

That is an action, because it is something that is done, endanger.

Let's take this word endanger and change it just a little bit to make a new word.

Isn't it so interesting how all of these words can be made from the same base word?

And we're just making tiny changes.

Now, we'll add the en prefix again.

So we have the word endanger.

And this time, we'll add the E-D suffix also.

Read this word with me endangered.

Endangered.

This word means something to do with something that could hurt you or is unsafe.

And then we know that en means in.

So endangered is about something that, again, is in danger.

Now this word could be a verb just like endanger is, for example, people endangered salmon, when they polluted their rivers.

This is an action.

It's something that's done, but this word could also be an adjective describing something like those salmon just like the word dangerous, for example, there are many endangered types of salmon.

Today, we have worked together to see how all of these words were created from one base word.

And they all have meanings that are connected to the original base word, but what they mean and the way that they're spelled changes a little bit as we add a prefix and a suffix to the word.

As you're reading in some of your favorite books, see if you can find base words that have prefixes and suffixes that change those base words.

When you do that, you're going to better understand what it is that you're reading.

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

(chill music) - (speaks Ojibwe) Hello, readers, and welcome to "Read, Write, ROAR!"

Today, we're gonna be continuing this book, "Swimming Salmon."

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

Friends, we're working on sequencing.

Sequencing is the order of events that things happen in a story.

The last time we were together, that's right, we used or thought of the transition words, first, next, and then in order to tell the order of the events.

Hmm, it sorta sounds like the life cycle of a salmon so far.

What do you think?

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

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

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

I wonder what's gonna happen next in this salmon's life.

Are you ready to find out?

(speaks Ojibwe) Let's go.

All right, my friends, now, here we go.

When the yolk is all gone...

Remember that sack in the belly food, yeah, baby food?

When the yolk is all gone, a young salmon is called a fry, Fry hunt for food such as insects.

Hmm, do you think that's the next thing in our sequence?

I agree.

So, you're gonna use some new transition words today to stretch and grow our muscles.

After that, the fish hunts for food.

Makes sense, doesn't it?

Yeah, doesn't have that belly anymore to have that baby food.

So now it's got to go and get its own food, doesn't it?

Sure does.

Let's keep reading.

Mm-mm.

Salmon grow at bigger and stronger in their freshwater home, but they will not stay there.

Most salmon swim far away to the ocean.

The ocean is full of salt water.

What?

They leave our fresh water streams and head to the ocean.

Oh my goodness, friends, got another one.

And once again, we're gonna stretch your muscles.

Eventually, the salmon grows big and swims to the ocean.

Wow.

Ugh, all right.

So, what?

We'll what could be next?

All right, they're off in the ocean.

Let's see.

Salmon swim with the current to the ocean.

They swim in the same direction that the water flows.

Salmon grow bigger and stronger in the ocean, but they will not stay there.

What is going on?

Fresh water to the ocean.

And now that they're big and strong from eating all of the stuff, all of their food in their habitat in the ocean, then, huh, they leave again.

Oh my goodness, all right, well, what happened in the ocean?

Let's read it together.

Gradually, they grow bigger and stronger.

Okay, they hunt for food.

They go to the ocean, and gradually they get bigger and stronger.

But the last clue that we got it said, "But they will not stay there."

So they're not staying in the ocean.

They've got to go somewhere else.

We know we have another event or something next in our sequence.

What will it be?

I have no idea.

(laughs) Salmon leave the ocean when they're adults.

They swim back to the stream where they hatched.

The trip back is hard.

The salmon must swim against the current.

Right, because when they left their home, they swam with the current.

Now they have to swim against.

Oh, my goodness.

Gradually, they grow bigger and stronger while in the ocean.

But are you ready?

New transition words After a while, remember, when they become adults, the salmon swims back to where they were born.

Whoa.

Remember now they've got to swim through the current against the current.

Oh, goodness gracious.

Salmon fight their way up rocky streams.

They use a powerful tail to jump up waterfalls.

Watch out!

A bear might be watching at the top of the waterfall.

A bear is a predator.

It hunts and eats other animals.

These salmon have returned safely to their stream, and soon the female will lay eggs and new salmon will hatch.

Wow.

So that kind of tells me that the life cycle is starting all over at the beginning again, right?

Yes, oh, goodness, friends.

Okay, so here we go.

Finally, the female will lay eggs, and the life cycle will start all over again.

Wow.

So that is the sequence or the order of events of the life cycle of a salmon, my friends.

How amazing is that?

Okay, turning the page.

Oh wow, how nice of them.

They gave us a map.

And it says, "Find your state or province on this map."

Do salmon live near you?

They come up in the Great Lakes, 'cause we have the fresh water streams where the salmon's life begins.

That's right, in our Great Lakes.

Mm-hm.

And then we also have a diagram.

These are text features that help us learn and know more about salmon.

Friends, it's been wonderful to read this book with you today.

And you've worked really hard at putting together the sequence, the lifecycle or the order of events for the salmon in the story.

(speaks Ojibwe) (upbeat music) (lion roars) Writers, today, we're gonna think about the organization of a special kind of narrative.

Not too long ago, we read a story with two fish, and we noticed in that story that they were telling the story, but it was neat, because they kind of gave us some really needed information about what was going on in the Great Lakes.

Friends, narrative stories can be one time in our life stories, but they can also be other kinds of stories, stories from the perspective of some kind of an animal even.

Narratives can also include the perspective or viewpoint of a scientist and have maybe a little bit of an opinion, something like they like to slip in.

So, friends, today, we're gonna take a look at an exemplar text, a mentor text, and we're gonna see how did the author organize this text.

(upbeat music) (lion roars) I'm going to read the text one time through, and then we're going to be thinking about how it's organized.

Off we go, (speaks Ojibwe).

A long time ago, there was a forest in the middle of Michigan.

Song was a bird who lived in the forest.

She loved to sing at the top of the trees.

One day she heard a very loud and unusual sound.

(Tan-A vocalizes) All of a sudden the tree she was singing started to shake and quake and timber!

It crashed to the ground.

Song quickly flew to another tree, but the same thing happened again.

She felt terrified, because all of her trees were falling.

The noise kept going day and night.

After a few days, she had no place to sing her songs.

More importantly, she had no place to build her nest.

After many days, she heard the sound of people talking and laughing, and she heard the sound of trucks.

She was scared and curious.

She watched the humans, dig a hole and put something teeny weeny in the hole.

After a while, a little tree started to grow, and then another and another.

So, she hopped to the top of the nearest tree branch and sang her thank you song.

The humans had created a safe place for her to live.

My friends, what an amazing story.

I noticed that there's a problem, in the environment around us, and the story is from the perspective of an animal.

But let's dig a little bit deeper, friends.

Let's go ahead and look at that first line, a long time ago, there was a forest in the middle of Michigan.

That is going to be our topic sentence.

We're going to be writing about forest in Michigan.

Everything that we're gonna be reading about underneath it is gonna be about what happens to the forest in Michigan.

All right, go to the next line.

Song was a bird who lived in the forest.

She loved to sing at the top of the trees.

Are you noticing that that's important information?

Yeah, mhm, we need that, don't we?

We're gonna highlight that one yellow.

Okay, so we highlighted the topic sentence, and now we're gonna highlight the next one, the first, aha, important information yellow.

Are you ready?

Okay, let's go to the next sentence.

One day she heard a very loud and unusual sound.

(Tan-A vocalizes) All of a sudden the trees that she was singing in started to shake and quake and timber.

Hmm, think, my friends, that this is some details that these are the details about Song and about the forest in Michigan.

So first we had a topic sentence, important information, now details.

Let's keep going.

Next line.

It crashed to the ground.

Song quickly flew to another tree, but the same thing happened again.

Oh, friends, this is another important detail.

It sure is, uh-huh.

The author is telling us the story or the important parts.

Okay, let's go to the next line.

She felt terrified, because all of her trees were falling.

The noise kept going day and night.

Now, once again, this is gonna be the author giving us details.

That's right.

We know how Song is feeling inside.

She's terrified.

She's pretty scared.

Okay, so we have topic sentence, important information, details, important information, details.

I'm gonna make a prediction that the author is going to give us more, mhm, important information.

Let's see what happens.

Go to the next line.

After a few days, she had no place to sing her songs.

More importantly, she had no place to build her nest.

Oh goodness, those are important pieces, important information.

After many days, she heard the sound of people talking and laughing, and she heard the sound of trucks.

Were you right?

I know that I predicted right, friends.

Uh-huh, important information.

Now, I think I see a pattern, topic sentence, important information, details, important information, details, important information.

So that means the author is gonna give us what next?

I think you're right, details.

Read along with me.

She was scared and curious.

Mm, she's telling us how she feels, yeah.

She watched the humans dig a hole and put something teeny weeny in the hole.

I am so proud of us, friends.

You did it.

Now, let's continue reading to the end and see if this ends up being a conclusion or an ending to the story Off we go.

After a while, a little tree started to grow, then another and another.

So, she hopped to the top of the nearest tree branch and sang her thank you song.

The humans had created a safe place for her to live.

I think we guessed right, friends.

That was the conclusion.

I'm so proud of us.

(upbeat music) (lion roars) Now take a look at the author's pattern, topic sentence, important information, details, important information, details, important information, details, and then a conclusion.

Oh, fantastic job.

(bright tone) You have worked really hard today.

Now, remember, while you're reading your books, you could possibly look for the author's pattern to see how they're writing their stories and maybe even use it as a mentor text.

We'll see you next time.

(speaks Ojibwe) 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 (upbeat quirky music) and by viewers like you.

Thank you.

(upbeat music) (gentle piano tone)