- Wow.
- Welcome back to chapter three.
I'm Heather Price.
I'm an Implementation
Coach for Reading Horizons
and I will be your instructor today.
This is Joanna.
She will be playing the
role of student today.
In this session we're going to be learning
how to add a suffix to
phonetic skill five.
This is RH Discovery Lesson
55 and RH Elevate Lesson 52.
So before we get started let's review
what we learned in the previous lesson
because it was a lot.
(computer keyboard clicks)
We learned about diagraph blends
and this is when I have a diagraph
and blends with an R blend
or an L blend or an S blend.
So let's look at the ones
that we learned yesterday.
This is the diagraph blend
S-H-R like in the word shrimp,
T-H-R like in the word three,
P-H-L sounds like the L blend
FL like in the word phlox,
P-H-R sounds like the R blend
FR like in the word phrase,
C-H-L sounds like an L blend
CL like in the word chloride.
C-H-R sounds like an R blend
CR like in the word Chrome,
And S-C-H sounds like an S blend SC
like in the word scheme.
Before our activity today, I'm
going to read a story to you
and I want you as I'm reading the story
to look through the story
and find any diagraph blends
that you can and write them on your board,
and I'm gonna give you a clue,
there are only five words in the story
that have diagraph blend.
The word may be in the
story multiple times
but you only need to
write it down one time.
Do you have any questions Joanna
about what I'm wanting you to do?
- No, you just want me
to write down the words
as you read the story.
When I see a word with a diagraph blend,
I'm gonna write it on my board.
- That's right, and how many words
are gonna be in our story?
- Five
- There are five words
in our story, okay,
so the name of this story
that we're gonna read
is called, Brine Shrimp.
So if you see any diagraph
blends, write that on your board.
A brine shrimp is small.
It looks like a shrimp that has shrunk.
When something has shrunk
it means it gets smaller.
The brine shrimp hatches from a bear egg,
it has a long thin body,
it also has lots of thin legs,
as you can see here in this picture.
Brine shrimp thrive in salt water,
many kinds of fish like
to eat brine shrimp.
Now the word thrive means
they do well in salt water.
Is they can live in salt water.
Birds like brine shrimp too,
they can eat a throng
of brine shrimp at once.
Now the word throng means a big group,
so they can eat a lot
of shrimp that one time.
Finding some Joanna?
- I am.
- You can get brine
shrimp eggs at a pet shop,
you can raise them in a
tank filled with salt water.
In just two or three
days the eggs will hatch.
You can even have them
in a tank at your house.
Brine shrimp eat weeds from the sea,
you can get the weeds at the pet shop.
This is dried algae,
this is what that brine
shrimp, they like to eat this.
Ask the people at the pet
shop about brine shrimp,
they will tell you that
brine shrimp are fun.
The end.
All right students.
So how many did you find?
Were you able to find some Joanna?
- I was able to find all five.
You said they were five
and I found all five.
- Great, so students I want
you to as I put them up
if you got it on your board,
give yourself a check-mark
beside that word.
All right, did you find the word shrimp?
- Yes--
- It was in there a lot.
It was actually in the
title, Brine Shrimp.
What diagraph blend is in shrimp?
- The S-H-R.
- S-H-R very good.
Alright, did you find shrunk?
- I did.
- And there's also S-H-R.
(computer keyboard clicks)
What about this word?
- Okay.
- Found this word?
What is this word?
- That word is thrive.
- Thrive and it means to do well,
the diagraph blend in thrive is T-H-R.
(mouse clicks)
You found this word?
- I did.
- This word is throng.
Give yourself a check-mark
if you found this word.
This means a large
group, is a large group,
T-H-R was the diagraph blend.
And the last one was three.
Did you find this word?
- I did.
It was also the T-H-R diagraph.
Great job reviewing the diagraph blends,
those can be a little bit tricky to read
so we needed a little
extra practice with that.
Alright, so now we are
ready to learn something new
and we are learning today
how to add a suffix to
phonetic skill five.
We've already learned how to add a suffix
to phonetic skills one,
two, three, and four,
so let's go over that really quickly.
Joanna in phonetic skill one,
if I wanted this to be sunning,
I'm sunning by the pool,
what would I need to do to this word?
- You need to double the
N on the last consonant N,
you might have two guardians.
So with phonetic skill one,
you always double that last consonant.
- Oh, sunning would be S-U-N-N-I-N-G.
On phonetic skill two, the word hand
if I wanted to add a suffix handed,
I handed in my homework,
what would I need to do there?
- There you just simply
need to add a suffix
because there're already two guardians.
- Already have these two guardians
so I would just add my E
they handed, H-A-N-D-E-D.
Phonetic skill three, the word is go
what if I wanted this to be going?
- Just add your suffix I-N-G.
- Lets add a G-O-I-N-G.
- That's right.
- Phonetic skill four,
we learned just recently
how to add a suffix to phonetic
skill for the word smile,
if I want it to be smiling,
what would I need to do here?
- I would drop the E on the end
and then add the I-N-G for smiling.
- That's right phonetic skill four
what we have to drop the E
and then add our suffix S-M-I-L-I-N-G.
So let's learn what we need to do
at a suffix with phonetic skill five.
So we already know how to add suffixes
to the first four phonetic
skills and we're going to learn
how to add one to phonetic skill five.
If a word follows phonetic skill five
and ends in one or more consonants,
we're just going to add the suffix.
So if you look at this word
it ends in two consonants
actually, doesn't it?
Let's prove this word together,
what should I mark first?
- You Mark your vowel A
and then your vowel I,
go up and around and
that I will be silence
so mark through the I proven
that vowel A to be long.
- Very good, what is this word?
- Paint.
- Use this word in a sentence.
- Yolanda wanted to
paint her bedroom purple.
- Purple bedroom once
when I was younger.
(Joanna laughs)
Okay, so she wanted to
paint her bedroom purple,
so if I wanted to turn
this word into painting,
I would re-write the word again
and all I would have to do
remember is to add my suffix.
So what do we do when we add the suffix?
We need to...
- Underline that suffix.
- Underline it.
So this word is now painting, okay?
Say the word
- Painting.
- Can you use the word
painting in a sentence.
- Yolanda is painting her bedroom purple.
- Is painting it, that means
she is doing it right now.
So if I wanted to add another
suffix E-D to this word,
again I would write the base word again
and all I would need
to do is add my suffix
when I underline that,
can you read this word?
- Painted.
- Painted and can you make a
sentence with the word painted?
- Okay, when you use the same word.
Yolanda painted her bedroom purple.
- Great job, and so when
I have the suffix E-D,
we know that that has
happened in the past.
So if Yolanda painted her bedroom purple,
that means she's already done it, right?
- That's right.
- Okay, so let's do another one.
Let's prove this word together.
- Lets say you would mark
your vowel O with an x,
mark your vowel A,
the next thing you come to is an S blend,
so arc your S blend,
go up and around and
mark your vowel A silent
proving the previous vowel long.
The word is toast.
- The word is toast, very good.
So we're gonna add a suffix,
this is a phonetic skill five word,
how do I know that this
is phonetic skill five?
- 'Cause you have adjacent vowels O and A.
- I have adjacent vowels
O and A, that's right,
and it ends with two consonants.
So when my phonetic skill five word ends
with two continents, I can
simply just add my suffix,
so we're gonna change the
word toast into toasting,
so which suffix would I need?
- I-N-G.
- And I'm just going to add it
and then I underline my suffix,
she is toasting the bread.
All right, let's change it to toaster,
which suffix do you hear?
- E-R
- Gonna just add it, underline it,
- That's right.
- She put the bread
in the toaster.
We're gonna do one more, the word is toast
and if I wanted it to be toasted,
all I would need to do as what?
- Add your E-D and underline it.
- All I would need to do is
add my suffix and underline it,
the word is toasted,
she toasted the bread.
Alright, so another one the word is feast,
I would mark my vowel E, mark my vowel A,
when I come under the
word it has an S blend
and I come up and around
what should I do next?
- Mark the A silent, mark the--
- The the A silent,
- And the E will be long
- Then what is this word?
- Feast.
- A feast is like a big meal.
Okay, so let's change the
word feast to feasted,
I would re-write that word again
if I've already done it in the
past that is the suffix E-D,
so I would simply just add
the suffix and underline it,
we feasted over Thanksgiving,
that means we had a really big meal.
Alright, let's change feast to feasting,
I would simply just add
my suffix, underline it
the word is feasting,
we were feasting over Thanksgiving.
Alright, let's do one more,
this word helped me prove it.
- Okay, mark your vowel
E, mark your vowel A,
go up and around the
word and the A is silent,
proving the E to be long.
- What is this word?
- Neat
- Neat, your room is very neat.
So if I wanted to add
a suffix to this word,
I would re-write the base word
and I want it to be neater,
so that is the suffix E-R,
I'm gonna underline that, my
desk is neater than your desk.
- Probably.
- (laughs) I know lately that...
(Joanna laughs)
(mouse clicks)
Let's say about this word
if I add the suffix E-S-T, underline that
what is this word Joanna?
- Neatest.
- Neatest, she had the
neatest desk in the classroom.
Alright, so it's pretty
easy to add a suffix
to phonetic skill five when the word ends
with one or two consonants,
and usually this is
what's going to happen.
However there are some
situations where the base word
doesn't end with consonant.
So let's look at this word
let's prove it together,
what should I mark first?
- So you're gonna mark your L blend,
- Yes,
- Mark your vowel U, mark your vowel E,
the E on the end is the
part of adjacent vowel
will be silent proving that U to be long.
- That's it, what is this word?
- Glue
- The word is glue.
Okay, so does the word
glue end with a vowel
or a consonant?
- It ends with a vowel,
it ends with a vowel E.
- That's right.
The last letter in this
word is the vowel E
so if a word follows phonetic skill five
and ends with the vowel E,
we're gonna follow the same
rule as phonetic scale four
where we remove the E
before I add my suffix,
so if I want to change
the word glue to glued,
I will remove my E and then add E-D
so glue became glued
again don't forget to
underline that suffix
can you read this word aloud?
- Glued,
- Glued, use the word in a sentence.
- Chet's little brother accidentally
glued his fingers together.
- Aah, that sounds
like a mess right there.
(Joanna laughs)
Okay, so let's see if I wanted
to change glued to gluing,
I would again write the base word,
I'm going to remove my E and
add I-N-G and underline that.
Can you read this word?
- Gluing?
- Gluing, can you make
a sentence with gluing?
- Yes, I'm going to add the
sound I just did with glued.
Chet will be gluing everything
for his little brother from now on.
- (laughs) Probably a good idea.
All right, so let's look at another one
that ends with vowels,
so this word is free,
let's prove this word,
first I would mark my R blend
then I would mark my vowel E,
my other vowel E in the end
or this adjacent vowels actually,
so the second vowel is silent
which prove that first vowel to be long,
so which phonetic skill does this follow?
- Phonetic skill five.
- Right, this falls phonetic skill five
does it end with a vowel or consonant?
- It ends with a vowel E.
- So what would I need to do
before I add the suffix E-D?
- So you would drop the E
and then add your suffix E-D.
- So free became freed.
- Freed.
- We freed the bird
from the cage, freed.
All right--
- Underline suffix E-D.
- Oops, don't forget that,
- Yeah.
- Good job, underline that suffix E-D.
So that's pretty easy I'm
just gonna drop that E.
Now here's a situation where
you would not drop the E,
the suffix is E-D, E-R, and E-S-T,
I will drop off the E
but if I wanted to add a suffix I-N-G
it doesn't start with
an E it starts with an I
I'm not gonna drop the E, make sense?
If I have a suffix that does
not begin with an E like I-N-G,
I'm not gonna drop that E
so the base word is free,
If I want it to be freeing,
I'm gonna leave that E and add my I-N-G
underline the suffix,
can you read this word?
- Freeing.
- Freeing, we are freeing
the bird from the cage.
All right let's look at
another one that's like that.
So this word is see, I
would mark my vowel E,
I have adjacent vowel E-E
the second vowel was silent
and that proves the
first vowel to be long.
So if I'm adding a suffix
to this word that has I-N-G,
it's not E-D, E-R or E-S-T
then I'm just going to add it.
So this word is what?
- Seeing.
- Ing underline that suffix seeing, okay?
And we are seeing a movie today.
All right, so let's prove
words that end with I-E.
See what we will need to do here
so this word I have a
vowel I, another vowel E,
these are adjacent vowels,
the second vowel silent
which proves the first vowel to be long,
can you read this word?
- Tie.
- Tie, so if I wanted
to add a suffix to tie,
I would need to remove my E
and then I'm gonna add
the suffix E-D there
and underline it and what is this word?
- Tied.
- Tied, yes Mina tied the
rope around the tree, tied.
All right, so let me show
you what I would need to do
if I wanted to add
I-N-G, pay attention here
because this is a little bit tricky,
- Okay.
- So this time I'm going
to add the suffix I-N-G,
when adding I-N-G to a
word that ends with I-E
you will follow a different rule.
Watch as I add I-N-G to the word tie,
first, I will erase the vowels I and E
then I will add the letter Y,
it will say the sound of a long I,
so this is gonna say ty,
lastly I will add the suffix I-N-G
and underline it, what
is the sound of longer?
- I
- Say this word.
- Tying.
- Tying, if you remove
the E and add I-N-G,
you would see the letter I twice,
so I wanna show you on
my board what I mean.
So I have the word tie here,
if I dropped the E and
then just added I-N-G
I want you to see how strange this looks,
can you see that?
- Mm-hmm
- So in our English language
we don't have words that have I, I,
so that's not what I would need to do,
I'm going to drop the I and the E
and I'm gonna add which
letter, do you remember?
- Y.
- I'm gonna add a Y
and then I would add my suffix like this,
- Right.
- This is really tricky.
- Right.
- So we're going
to practice what we just learned.
Are you ready to practice?
- I am.
- You are right so let me stop share
so it will be a little bit bigger,
all you need your white
board and your marker
and we're gonna practice adding suffixes
to phonetic skill five.
All right, are you ready?
- I am ready.
- So because we're adding suffix
just remember that first
we will write the base word
and we will prove it,
and then I will give you the
word again with the suffix
and you will write it
down next to it, okay?
- Yep.
- Here's your first base word,
the word is read, read,
- Read, read.
- Great, we are going
to read a story today.
So students write that word on your board
and then we're gonna
give you just a minute,
you're gonna check your board with Joanna.
Very good, which phonetic skill was this?
- Phonetic skill five,
adjacent vowel was E-A.
- Phonetic skill five,
students if you need any more time
to write your words on your
board just pause the video
and give yourself all the time you need
and then check with Joanna's board,
you should be writing
on your board as well.
All right, now we're gonna add a suffix
to the word read out beside it.
The word is reader, reader,
- Reader, reader.
- You don't have to prove
it you just gonna re-write
that word, add a suffix
and underline your suffix.
Okay, very good which suffix says R?
- E-R
- Now it changes it
this word into a person,
a reader is a person.
All right, great job, next word.
The word is heal, heal.
- Heal, heal.
- I'm gonna you a clue,
this is adjacent vowel E-A.
My ankle had to heal after I broke it,
adjacent vowel E-A.
- Are you ready?
- And you're gonna check
your board, perfect.
All right, so let's add a
suffix to the word heal,
the word is healing, healing,
- Healing, healing.
- My ankle is healing since I broke it.
- Okay.
- Right, check your board, good.
Hold it there for just a second Joanna.
So what you didn't notice students
is in the base word that the word read
and heal ended with a consonant.
So on phonetic skill five
if my word ends with the consonant
and I want to add a suffix,
all I have to do is add it,
so this is really the easy part.
And usually this is what we'll
say, we're adding suffixes.
Okay so now let's do
one a little bit harder.
- Okay.
- All right, let's do the base word,
the base word is blue, blue.
- Blue, blue.
- She had blue eyes.
Okay, so let's check our board,
show me and hold it there
just a second Joanna, what?
That's a great job,
marking it, proving it,
what letter does the word blue end with?
- It ends with the vowel E
- It ends with a vowel E
so when our word is with E
we have to do something
a little bit different
than we than we've done before.
Do you remember what to do?
- I do, we have to drop the
E before we add that suffix?
- Okay, so this is what we learned today,
I have to drop that E like I
would in phonetic skill four.
All right, let's add a suffix to blue,
the word is bluest, bluest,
- Bluest, bluest.
- She had the bluest eyes I've ever seen.
All right, check your board with Joanna..
So students you see the E-S-T there,
one of the Es was dropped
and then we added E-S-T,
otherwise we would have E-E-S-T
which would be incorrect
so I hope you dropped your E
and you have the same
thing that Joanna had.
Alright, good.
Now we're gonna do a
different one that we learned,
think about what we learned today
here's your writ word or your base word,
the word is see, see.
- See, see
- This is gonna be adjacent vowel E-E,
we are going to see our grandmother today.
Okay, so hold that up,
It's phonetic skill five
so this time we're going to add a suffix
that does not begin with an E.
Do you remember what I'm gonna
do when my suffix is I-N-G?
- You just gonna add the I-N-G to them.
- That's right, okay.
So (speaks faintly) the
word is seeing, seeing.
- Seeing, seeing.
- We are seeing our grandmother today.
Very good, so this was a little bit tricky
because I don't drop the E,
the reason I do not drop the
E is because I added a suffix
that begins with an I and not a E.
Okay, makes sense?
- Mm-hmm.
- All right, so now let's
do a word that has I-E
we learn how to add a suffix to I-E,
this was the trickiest of all.
- Okay.
- Here's the base word
tie, tie.
- Tie, tie.
- She is going to learn
how to tie her shoe, tie,
okay, great job adjacent vowels I-E.
Now there's a rule about
adding a suffix to I-E
do you remember which two
letters I have to erase?
- If you're adding I-N-G,
- I-N-G
- you have to erase that,
you have to erase the I and the E.
- Nice try.
And then I'm going to change
that to to the letter--
- That to the letter Y and
then you can add your I-N-G.
- Very good (speaks faintly)
(Joanna speaks faintly)
is happening here, okay.
So I'm helping, I'm giving
you lots of hints today
because this can be a
little tricky for students.
All right, so our new
word is tying, tying.
- Tying, tying.
- We actually already did
this one together earlier,
- Yeah, but it's good to practice.
- Yep, okay so we erase the I and the E
and we put a Y there, Y
makes the sound of long I
and then we added I-N-G.
All right so I'm gonna give you one more
to do on your own this time, no clues
the base word is die, die,
- Die, die.
- I hope my plant does not die.
- Okay.
- So look at the base word,
right job.
All right now with no clues this time
I want you to change die into this word,
the word is dying, dying.
- Dying, dying.
- All right, a plant is dying
because I forgot to water it.
- Don't forget that, alright.
- Okay, all right so students,
I want you to turn and talk to your family
and explain how did you
change the word die to dying?
And then Joanna is going
to explain it to me.
This is a tricky one.
- Yeah, this is the
harder of adding suffixes
to phonetic skill five,
this is the hardest.
So if they've mastered
all of this to this,
that's fantastic.
This one just might
need a little practice.
- You might want to get it back and watch,
watch it more than once and
practice a little bit more,
because this is a hard skill students.
- Okay, all right.
- Okay, Joanna can you explain
(Joanna and Heather speaking faintly)
- So I took the vowel, adjacent vowels I-E
and got rid of them and
changed it to the vowel I
and then I added my suffix I-N-G.
- Y yes.
- Did I say I?
- You did (laughs).
(Joanna and Heather speaking faintly)
- Lemme go back, lemme do that again
'cause I wanna make that right. (laughs)
So I took my adjacent
vowels I-E, got rid of them
and change them to the
vowel Y which says I
and then adding my suffix
I-N-G and underlined it.
(laughs) What about that?
- That's it. Good job.
Okay, so we are ready
to play the eraser game,
whew, that was a tough one today.
- Okay.
- We are going to do something
a little bit different
because this is a longer lesson
so we're gonna have a
quick eraser game today.
We are going to erase the
words in alphabetical order.
- Okay.
- All right.
I want you to point to the word
that would come first.
- Okay, the word blue.
- Okay, and could you
read that word twice?
- Blue, blue.
- Right now read with suffix twice.
- Bluest, bluest.
- All right, now erase both of those
this is how we'll do it today.
- Okay.
- All right so they came
first or what would come next?
Point to it, read the base word twice.
- Die, die.
- Read the word with the suffix twice.
- Dying, dying.
- Erase both of those
words so B and then D.
All right, looking at the first
letter, alphabetical order
you need to look at the first letter,
which word would come after D?
Point to it, read it twice.
- Heal, heal.
- Okay, that word with the suffix.
- Healing, healing.
- Right, erase both of those words H.
Okay, point to the word that
would come next, read it twice.
- Read, read.
- Okay, and the word wit the suffix.
- Reader, reader.
- Erase them both.
- Mm-hmm
- Okay, you have two words.
Sorry, actually four words.
- Okay.
- Which one is the next?
- See, see and then seeing, seeing
- Great job.
All right, which two words
are left on your board?
What was the base word?
- Tie and tying.
So tie, tie, tying, tying.
- You got it.
- Alright.
- Okay students to erase that
and I'm gonna share my screen
so that we can get ready
to transfer.
All right, so today we
learned how to add a suffix
to phonetic skill five.
And I told you that most of the time
you are just gonna add that suffix.
When your base word ends with
a consonant or two consonants,
you're just gonna add the suffix.
So that's what you will
say most of the time
so this is what we're
gonna practice today.
So Joanna is gonna read it,
students you should be reading as well,
this is really important
part of the lesson,
is the transfer.
So I wanna hear you out there reading
so the base word is
- Clean,
- Clean, what's our suffixes?
- Cleaning, cleaned, cleaner, cleanest.
- Good and all we did was add the suffix.
Okay, the base word is,
- Boat, boating, boated, boater.
- Right job, just to add the suffix, good.
The root word,
- Dream.
- Add your suffix.
- Dreaming, dreamed, dreamer.
- Very good, and there's that base word
read that please?
- Plain,
- Now this is not like an airplane,
this is like my hamburger
plain, no ketchup, no mustard,
no mayonnaise just plain.
All right, let's add a suffix to plain,
- Plainer and plainest.
- Right job adding those suffixes.
Okay students let's get
ready to read our sentences.
These sentences are
getting longer and longer
'cause we are getting
better and better, all right
here we go, Joanna I point you read.
- The boater dreamed of having
the cleanest boat on the Lake.
- Re-read again, a little bit faster.
- The boater dreamed of having
the cleanest boat on the Lake.
- Very good, what did the boater dream of?
- Having the cleanest boat on the Lake.
- Yes, that's gonna take
a lot of work to clean up,
- That's right, but
that would be my husband
'cause he can clean we have a boat
and he'll clean and clean
and clean for hours,
so that makes me laugh 'cause
that's what he would dream of.
- (laughs) Okay, let's read
the next sentence, here we go.
- Okay, she liked the
plainest dress on the rack.
- One more time, a little bit faster.
- She liked the plainest
dress on the rack.
- What does she like?
- The plainest dress.
- And where was the plainest dress?
- On the rack.
- What do you think it means
she liked the plainest dress?
- Just the way that it was the most simple
that it didn't have a
lot of color or pattern
or lots of bling on it
just simple and plain.
- Most simple, that's right.
Okay, here we go last and that's
we're almost done students.
- Your teacher is teaching
you the neatest things.
- Right job, one more time.
- Your teacher is teaching
you the neatest things.
- Who is teaching you the neatest things?
- Your teacher.
- what is your teaching you?
- The neatest things.
- The neatest things, and
this is the neatest thing
with this virtual
lessons we are all online
it is pretty neat.
- It is neat, It's new
and fun for all of us.
- We've all been learning,
we're all learning students.
- That's right.
- All right, so here is
a little bit practice
I noticed here I have page 98, I'm sorry.
Listen, this is page 132.
I'm adding suffixes to
phonetic skill five,
remember if it ends with a consonant,
all you're going to do
is just add your suffix.
You can take a picture of this
and do it on your own paper,
you can find this and the resources
right beside this lesson.
Again, we want you guys to be
able to get into the software
so if we can help you with
that, please let us know.
Call this number and we will
see you on the next episode.
And I believe it's the
next episode the last one.
- Yes, the next episode
is the last episode
of chapter three, and
chapter three is the longest
of all the chapters.
So we're almost there.
One more episode.
So we'll see you next time.
(Heather speaking faintly)
- Make sure you tune in.
We will see then students.
- Bye.
