Read, Write, ROAR!
Closed, Open, and V-C-E Part 3
Season 2 Episode 215 | 26m 45sVideo has Closed Captions
Work with words that have open, closed, and vowel-consonant-e syllables.
Work with words that have open, closed, and vowel-consonant-e syllables, and ask important questions about a text.
Problems playing video? | Closed Captioning Feedback
Problems playing video? | Closed Captioning Feedback
Read, Write, ROAR! is a local public television program presented by Detroit PBS
Read, Write, ROAR!
Closed, Open, and V-C-E Part 3
Season 2 Episode 215 | 26m 45sVideo has Closed Captions
Work with words that have open, closed, and vowel-consonant-e syllables, and ask important questions about a text.
Problems playing video? | Closed Captioning Feedback
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Welcome to Read, Write, Roar.
Today we are going to be focusing on that big question, how do we care for the earth?
And we're still working with words with open, closed and vowel consonant E syllables.
More about that coming.
We're going to studying a text to learn about character traits and also writing a lot.
You're gonna need something to write on, like maybe an envelope or a piece of paper.
And of course, you're gonna need something to write with, like maybe a crayon or pencil.
Come on and 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.
We have been working so hard to learn about the different types of syllables.
Our goal today is to use closed syllables, open syllables and vowel consonant E syllables to read words with more than one syllable.
Let's start by reviewing what we've learned and then we'll use this to read some new words today.
First, we know that a syllable is a word part with only one vowel sound.
I am going to show you a syllable that is also a word.
And I want to see if you can remind yourself which type of syllable this word is.
Are you ready?
Here's our first word.
As you look at those letters, an N followed by an O, what type of syllable do you think this is?
Closed, open or vowel consonant E?
This is an example of an open syllable where one vowel is not followed by one or more consonants.
Because of that, we're going to read this word with the long vowel sound.
Read with me.
No.
This word is no.
The O says, oh, making its long vowel sound.
Let's change this word by adding one letter.
This letter is going to make a new kind of syllable.
Look at that word and ask yourself what type of syllable is this?
This word is a closed syllable.
One vowel followed by one or more consonants.
Since the vowel has a consonant after it, we try reading it first using the short vowel sound.
So instead of saying, oh, this time the, oh, will say, ah.
Read with me.
Not.
This word is not.
Let's change this word one more time and see if you can figure out what kind of syllable this word is.
There's our new word.
Do you think this is a closed syllable, an open syllable or a vowel consonant E syllable?
This word is a vowel consonant E syllable where one vowel is followed by a consonant, the letter T, and a final E. That final E gives us a reminder that the vowel sound should, and usually does, make the long vowel sound.
So let's read this new word.
Note.
This word is note.
We have seen three different types of syllables here, open, closed, and vowel consonant E. Now, let's see if we can use these syllable types to read some new words.
When we divide words into syllables, there are several tips that we can use to divide the words correctly.
The first thing we have to remember is that every syllable has one vowel or vowel team.
Another way to say that is that each syllable needs to have one and only one vowel sound.
We can keep track of the vowel sounds that we see in each syllable that we're making by placing a dot under each vowel and underlining any vowel team.
That way we can see that each syllable we're finding only has one vowel sound.
Then we need to decide where we're going to divide the word into syllables.
Sometimes we divide between two consonants.
Other times we divide between a consonant and a vowel.
Sometimes we'll flip that around and divide between the vowel and the following consonant.
And finally, there are times where we divide words between two vowels.
Now, something that you might like to remember is that we keep diagraphs, which are two letters that make one sound.
We keep them in the same syllable.
And consonant blends are often in the same syllable also.
Let's practice this with this word here.
First, what vowels do you see in this word?
I see the O and the A.
How many syllables will this word have?
This word is going to have two syllables.
Since the O and the A are not making a vowel team, they're each going to be making their own sound.
That means that we have to have two syllables because there are two vowel sounds in this word.
Now, I know that the first syllable will have the vowel O.
That means that the P and the R also need to be together in that syllable with the O because P and R are consonants.
They can't be a syllable by themselves.
Then, I also see that this will be in my second syllable.
So that leaves me two consonants right here in the middle of the word.
I need to decide where I'm going to divide this word into syllables.
Well, I know that sometimes we divide between two consonants.
So, let's try that and see if that makes a real word.
If it doesn't, we'll divide it in a different place and try again.
So I'm going to divide the word between the consonants G and R. This is a complete syllable because it has one vowel sound and the leftover consonants are sticking with that vowel sound.
Let's read this word and see if it's a word that we know.
I see that in both syllables, the vowels are followed by consonants so let's try using the short vowel sound since these are closed syllables.
Are you ready?
Let's read.
Prog, ram.
Prog-ram.
Is that a word that you know?
That's not a word that I know.
I'm thinking that I divided this word in the wrong place.
I don't think I should have divided between the two consonants, especially when I remind myself that the G and the R are actually a consonant blend where two consonants work together and their sounds slide together.
I think that these two consonants need to be in the same syllable.
So I am going to divide between, this time, this vowel and the consonant, instead of dividing between the consonants.
Let's try this again and see if we've made a real word .
Read with me.
Pro, gram.
Program.
This word is program.
That is a word that I know.
A program is a plan or set of activities that are put together to meet a certain goal.
Does your community or your school have a recycling program?
I love how we were able to change the way we divided this word into syllables to make a real word in the end.
Great work dividing this word into syllables.
(upbeat music) Let's practice using these tips one more time to split a new word into syllables.
We're going to start by finding the vowels in this word.
Which vowels do you see?
I see the vowel O, A and E. Are those the vowels that you found in this word?
Based on those vowels, how many syllables would you guess that this word has?
This is a tricky one.
Normally I would say that this word should have three syllables because the letters are not right next to each other.
These vowels are all separated and they don't look like they're making any vowel team.
But I noticed something that we've seen before in the vowel consonant E syllable.
Here at the end, I see a vowel, a consonant, and the letter E. That makes me think that the A and the E will be working in a team, with the E giving us a clue that the A is going to say the long A sound.
That makes me think that this E will be silent and won't be making its own sound.
So I think that this word actually has two syllables, a syllable where the O makes a sound and a syllable where the A makes a sound.
Well, let's decide now where we're going to divide this word into syllables.
First, I know that the D has to stick with this vowel O because the O is going to be in our first syllable, since this syllable needs a vowel sound.
Then I see that the A comes right after the end.
So I need to decide what to do with this letter N. Should I put it in the first syllable or should I put it in the second syllable with the vowel A?
I'm thinking that I should try putting the N with the A first because I know that usually when I split between a vowel and consonant, I put that consonant in a new syllable.
That's not always true.
Sometimes the consonant will stick with that vowel but let's try this way first.
That means we have an open syllable here where the O will make the long sound.
And we have a vowel consonant E syllable here where the A will make the long sound because of the reminder that this E is giving us.
Let's read this and see if we've made a real word.
Do-nate.
Donate.
This word is donate.
Donate means to give something, usually a gift, sometimes money.
It would be a mistake to throw things away that you could donate to somebody else.
Great work today reading words with more than one syllable.
Remember, if you try splitting a word into syllables and it doesn't make a word that is a real word, try one of the other division tips and see if you can find a real word.
I'm excited that you'll have a chance to practice this on your own the next time you read a book.
- (foreign language) scholars.
I'm so excited to share with you this beautiful, wonderful book today.
It's called Greta and the Giants and it's inspired by Greta Thunberg's Stand to Save the World.
We have special permission from Francis Lincoln Publishing.
This book is written by Joey Zucker and it is illustrated by Zoe Persico.
Well, before we get started reading, we have to know what our focus is.
Our focus today, friends, is I can write long or a lot on my theory about a character.
Before we write long about our theory about a character, these are some of the things that we need to think about.
We need to think about the character.
Who is our character?
And then we need to be thinking about how does our character act?
What are their patterns and what are their behaviors?
What do they do?
How can we use our own words to describe them?
All right.
Off we go.
There once was a girl who lived at the heart of a beautiful forest.
Her name was Greta.
Hmm.
Here's our character theory.
Who is our character?
Greta, Greta is our character of our story.
Let's find out what are Greta's patterns and behaviors.
One morning, things weren't quite as they should be.
Greta stepped out into her yard and there, huddled together in the shadow of the trees were all the animals of the forest.
A soft silvery brown Wolf stepped forward with his tail, low to the ground.
"Please help us," he whispered.
"The forest is broken and we don't know where to go.
The giants are ruining our home."
The giants had always been there for as long as Greta could remember, but now they were worse than ever.
They were huge lumbering oafs and they were always busy.
They chopped down trees to build homes.
Then they chopped down more trees and built bigger homes.
The houses grew into towns and the towns grew into cities.
They built factories and shops and cars and planes.
They worked all day and all night until eventually there was hardly any forest left.
But the greedy giants had forgotten how wonderful the forest was.
Our character Greta, has the author said much about her just yet?
No, but we have learned about the giants, right?
The giants ,what have they done so far?
They've used up the forest building their houses and their cities so that there are hardly any forest left.
Ooh, that doesn't sound good to me.
I don't like that.
Is that their pattern and their behavior?
Thumbs up or thumbs down?
Yeah, thumbs up.
Okay, let's keep listening and thinking about Greta and see if we can find any behaviors or patterns.
They didn't see all the little birds and bugs and butterflies and bees that trembled in the shadows.
And no one told them to stop because, well, everyone was scared of them, Everyone except Greta.
I think we have our first clue about Greta.
All right, so Greta, how does she act?
Well, she's not afraid of the giants, is she?
Hmm, let's see if her behaviors support that idea that we have about Greta.
Let's go.
"Will you help us?"
asked the wolf.
Greta looked around her.
The animals look tired and sad.
She had to help them.
But how?
All right, we're gonna stop again right here.
What is something that we know about Greta?
Well, at the beginning of the story, they told us that Greta loves the forest.
What do we now know about Greta?
Well, the book told us that Greta has just decided that she's gonna help her forest friends.
She's got an idea.
Let's read some more.
The next morning, Greta went to the middle of the forest and waited for the giants to come.
She stood alone, holding a big sign.
The sign said stop.
And she waited.
And waited.
Greta loves the forest.
She's gonna decide to help her forest friends.
And now she had a big idea and that idea was to stand with a big sign that said stop.
Hmm.
What are we starting to think about Greta?
What is it?
What is she even doing?
She's standing in the forest, holding up a stop sign.
Who was she talking to?
Do you think you know?
Yeah, do you think that sign is for the giants?
That's what I think too.
So she's trying to tell the giants to stop by holding up a sign.
On the first day, the giants didn't see her and lumbered on by.
And on the second and the third day too.
But on the fourth day, something strange happened.
A little boy who had been watching Greta made a sign and came and sat down next to her.
He didn't say much, but Greta knew.
He felt like she did.
Today, friends, we focused on how we could write a lot about our theory about a character by first, doing a text study.
We studied the character Greta.
We used some of our own thoughts to think about what kind of person Greta is.
And then we also found some text evidence.
(upbeat music) Writers, today, we're going to be starting to write long, or a lot, about the theory of our character.
While we did our reading, we had to analyze that character and think about the patterns.
And we had to think about their behaviors.
And then we came up with some of that text evidence so now it's time to really put together our own thinking.
Remember that a character's name plus your thoughts plus text evidence equals a character theory.
Off we go!
One of the first patterns or behaviors that we noticed in the book was that Greta loved the forest.
So how could we describe her in your head?
What would be a character trait?
Hmm.
She's kind.
She's sweet.
She's nice.
How do you want to describe Greta?
Oh, I've got a precise way of talking about Greta.
Let me see if you like it.
What do you think?
Greta is kindhearted because she loves the forest.
Do you see how I used Greta's name?
I then added my thoughts and then added the text evidence.
This starts our character theory.
Greta is kindhearted because she loves the forest.
All right, let's go ahead and think of what were some other things that Greta did?
What were some of her behaviors in the book we read?
Oh, that's right.
Greta decided to help her friends in the forest, the forest animals.
Okay.
So Greta, character's name, what are our thoughts about that?
What kind of person is Greta if she's going to help her friends?
Oh, I think Greta is a really good friend, don't you?
All right.
Greta is a good friend because she decides to help her friends.
Maybe something like that?
Okay, you write down your ideas.
Here's mine.
What do you think?
Greta, character's name, is a good friend, those are my thoughts, because she decides to help the forest animals.
Is that our text evidence?
Yeah.
Excellent.
Okay.
Hmm.
What's another pattern or behavior that we noticed about Greta in the book?
Well, in the book, she decides to help her animal friends.
And I don't know if you noticed, but as I was reading, I was thinking maybe she was trying to protect them.
Protect their homes, protect their families, protect their environment.
So, Greta is a protector of the forest animals because, why?
Because she stood up to the giants?
I think that's a great one.
What are your thoughts?
Okay, friends.
This is what I wrote down.
Are you ready?
Greta, character's name, is a protector of the forest animals, those are my thoughts, because she decided to protest for them.
Right, to stand up for them.
Protector, I don't know if that's precise enough.
What do you think?
Let's try to push ourselves to use more academic vocabulary.
Okay.
Greta is a... What else could we call her that would make sense in the sentence that we already have?
I have an idea.
What about this one?
Greta is an advocate for the forest animal because she decides to protest for them.
Advocate, advocate.
Yeah, that's somebody who stands up for you, that's somebody who tries to help you.
Yeah, what do you think?
I love it.
Awesome.
What kind of academic vocabulary did you come up with today?
You can, of course, write yours down or feel free to write ours.
Remember writers, we should be using the characters name, our very own thoughts, and of course, the text evidence in order to support our ideas.
Scholars, we have done a whole lot of work today.
We thought about that question, how do we care for the earth?
We also worked a lot with words with open, closed and vowel E syllables.
(foreign language) 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)
Support for PBS provided by:
Read, Write, ROAR! is a local public television program presented by Detroit PBS