- Hello, readers.

And welcome to Read, Write, Roar.

Today, we will focus on the big question, what is special about my community?

We will read a text about a special name, learn about the over and missed prefixes, and work on some narrative writing.

For today's episode, you'll need something to write on, even a scratch piece of paper or an envelope, and something to write with, like a pencil or a crayon.

Come 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 WK Kellogg Foundation.

Additional support by... And by viewers like you.

Thank you.

(bright music) (lion roaring) - Welcome, readers.

Today, we are going to work with suffixes.

Do you remember what a suffix is?

That's right.

It's a word part we add to the end of another word, and it changes the meaning of a word.

Our goal today is to learn how to read words that end in the suffixes -able, -ible, -er, and -or.

Words that end in -able and -ible mean "able to."

For example, a washable marker is a marker that is able to be washed off.

Words that end in -er and -or mean "someone who."

For example, a teacher is someone who teaches.

Let's sort some examples.

Are you ready?

Here's our first word.

Let's loop and swoop together this word, so that we're able to read it.

Sing-er, singer.

I see my -er suffix in this word, so I know that a singer is someone who sings.

Let's put this word in the correct column.

The singer was singing along with the beating of the drum at the powwow.

Great work, readers.

Are you ready for our next one?

Here's our next word.

Let's loop into this word together, so that we can read it.

Dance-er, dancer.

Hmm, what suffix do I see at the end of this word?

Is it -able or -ible?

Or is it -er or -or?

You're right, I see -er at the end of this word also, so I know that a dancer is someone who dances.

The little girl watched in awe as the dancer spun and twirled around the fire at the powwow.

Let's put this word into the correct column also.

Readers, you're doing great.

Here's our next word.

Here we go, let's loop and swoop this word.

Enjoy-able, enjoyable.

What suffix do you see at the end of this word?

Is it -able or -ible?

Or is it -er or -or?

You're right, I see -able at the end of this word too.

Enjoyable.

The snowcone and slushie was so enjoyable.

Let's put this word into the correct column.

If something is enjoyable, it's able to be enjoyed.

All right, readers, we've got two more words.

Here we go.

Here's our next one.

Let's get ready to loop and swoop this word, so we can read it.

Lead-er, leader.

What suffix do you see at the end of this word?

Where should this word go in our sort?

You're right, I see -er at the end of this word also, so a leader is someone who leads.

The leader of the tribe gave me a special part of the powwow dance.

Let's go ahead and put this word in the correct column also.

We're down to our last word, readers.

Here we go, let's loop and swoop.

Dance-able, danceable.

Do we see -able or -ible as a suffix in this word?

Or do we see -er and -or as a suffix in this word?

You're right, I see -able also, which tells me that if something is danceable, it's able to be danced to.

The beating of the drum and the sound of the singing at the powwow was so danceable.

Let's go ahead and put this word where it should go in our sort.

Readers, you did a fantastic job helping me read and sort all of these words that end in our suffixes - able and -ible and -er and -or.

Thanks for all of your help.

(bright music) We've gotten so good at reading these words that end in our suffixes we're practicing today.

Let's try reading some of them in a story.

My uncle is the drive-er, driver.

I see my -er suffix, and I know that means someone who, so a driver must mean someone who drives.

Of a big truck.

He is also a lead-er, leader.

I see that -er suffix again, so a leader must mean someone who leads.

In our community.

He started a community clean-up day.

Nine people came.

He put everyone into groups of three.

He knew nine is divis-ible, divisible.

I know -ible means able to be divided by, so divisible is able to be divided by.

By three.

Everyone worked together and had an enjoy-able, enjoyable, able to be enjoyed, day cleaning up our community.

Readers, now that we know what these words say and mean, listen to me read this story one more time for fluency without stopping.

"My uncle is the driver of a big truck.

He is also a leader in our community.

He started a community clean-up day.

Nine people came.

He put everyone into groups of three.

He knew nine is divisible by three.

Everyone worked together and had an enjoyable day cleaning up our community."

Thank you so much for helping me figure out what these words said and meant, so that we could read this story.

(bright music) Readers, we've had lots of practice reading these words that end in our suffixes we've been practicing today.

Let's try writing some of them.

For this activity, you'll need whatever you have to write on and something to write with.

When we spell words, we listen for and then visualize, or see, the word parts in each word, and then we think about the sounds in each of those word parts.

Are you ready to give it a try?

Let's go.

Our first word is "painter."

Can you say that word with me?

Painter.

When I say the word "painter," I hear two word parts, paint-er.

Now, when I think about the sounds in this first word part, I hear p-ai-nt.

When I think about the sounds in the second word part, I hear -er.

Now, let's think about the letters that represent those sounds.

P-ai-n-t-er.

Paint-er.

Let's put both of those word parts together to build our word Painter.

We hired a painter to paint a beautiful mural all about Michigan on a wall at our school.

Great job.

I see this -er suffix at the end of painter, so I know that a painter must be someone who paints.

Are you ready to try our next word?

Our next word is "enjoyable."

Can you say that word with me?

Enjoyable.

When I say the word "enjoyable," I hear two word parts.

Enjoy-able.

Now, let's think about the sounds we hear in each of those word parts.

E-n-joy-a-b-le.

Enjoyable.

Let's think about the letters that represent each of those sounds.

E-n-j-oy-a-b-le.

Enjoyable.

Let's put both of our word parts together.

Enjoyable.

We had such an enjoyable time visiting the Sleeping Bear Dunes.

We've got one more word, readers.

You're doing such a great job.

Here we go.

We've got one more word, readers.

Are you ready?

Here we go.

Our last word is "valuable."

When I see the word "valuable," I hear two word parts.

Value-able.

Now, when I think about the sounds I hear in each of those word parts, I hear v-a-l-ue-a-b-le.

Now, think about the letters that represent those sounds.

V-a-l-ue-a-b-le.

Let's put both of these word parts together to build our word.

Valuable.

Something that's able to be valued.

My most valuable possession is my grandmother's ring.

Readers, thank you so much for all of your hard work today helping me spell these words and figure out what they mean by looking at our suffixes.

Don't forget to be on the lookout for words that end in these same suffixes when you're doing your own reading at home or school.

(bright music) - Readers!

Today, we have a very special book that we're going to read to you today about a very special name.

We are going to be reading to you Teach us your Name by Huda Essa.

And we have special permission to read it to you from the author.

Now, my friends, as we read today, we're going to be thinking about, or inferring about, our characters' problems, their actions, and how it later affects events in the story.

"It was the first day of school, and the words I dreaded hearing tumbled out of my teacher's mouth.

In a cheerful voice, she said, 'Now, I am going to take attendance.

Please raise your hand when you hear your name.

Oh, and please correct me if I'm saying it wrong.'

She sent all the students warm smiles after reading their names.

'Paul, Kathy, Melanie.'

I cringed, knowing my name would come soon.

'David, Paula.'

And then it happened.

I saw her smile fade, her eyes squint, and her lips purse together, like she was trying to figure out a tricky puzzle.

She quietly cleared her throat.

'Well, let me see if I can get this one.

Is it Karma-lie-yee-zeen-aid-een?

Am I saying it right?'

Her voice swelled with hope.

I bashfully nodded my head.

'Okay, good.'

She smiled with relief and content.

I was too embarrassed to look up again, afraid I'd see others laughing at me.

My teacher continued with attendance, but the only voice I could hear was the one in my head.

My name is pronounced Kareema-lay-yes-seen-a-deen.

Ugh, I hated my name.

Why do I have to have this ugly, terrible, weird, and ridiculously long name?

As soon as we got home, my brother quickly started speaking."

What's the problem of our story so far?

I'm gonna go with, her name was pronounced wrong.

Now, like I said, what are the actions?

What did she do?

Or what didn't she do?

Are you thinking?

Yes, she didn't correct the teacher, even though the teacher wanted her help.

Sometimes it can be really embarrassing.

I get it.

Now, I'm thinking to myself, "What might happen now?"

She didn't tell her teacher how to say her name properly, and the teacher thinks she did it right, so what's gonna keep on happening?

Right?

I agree.

I think the teacher's gonna keep saying it wrong until she does something about it.

"As soon as we got home, my brother quickly started speaking.

'Mama, Kareemalayaseenadeen said she hates her name.

She even said she's mad at you and Baba for calling her something so ugly.'

'I can't believe you,' I shouted at him, jumping up as he snickered and ran away.

'Is that true?'

Mom sounded disappointed."

Let's stop and think about our problem, actions, and those effects, okay?

So Kareemalayaseenadeen just came home, and Brother... What did Brother do?

Uh-huh, tattled on her.

Rats.

So we know that she what?

Still hates her name.

And what were the actions?

She told her brother, and Brother told...

Mom.

Yep, Brother tells Mom.

Now, how's Mom gonna feel about that?

I know, do you think her heart's gonna hurt?

I think so too.

Yeah, sometimes we can use that word "disappointed" or "sad" when your heart hurts like that.

Do you agree?

Okay, so yes, I think Mom will be sad or maybe disappointed too.

"'Is that true?'

Mom sounded disappointed.

Through clenched teeth, I answered, 'Yes.

Why couldn't you have given me an easy name, like the ones other kids have at school?'

'Oh, what names are those,' she asked calmly.

I stomped my foot, 'Like Patricia or Jennifer or something.'

She looked confused.

'Well, those names are easy for you to say, but for other people, they may be hard to say.

The same is true of your name.'"

Hmm, I wonder what Mom means by that.

"No one had ever actually told me that my name was ugly, terrible, and weird, but they didn't have to.

I already knew it was.

When we learned about history in school, no famous person shared my name.

I would often find my friends' names in books, but my name never appeared.

The characters in my favorite TV shows and movies?

Yeah, they never had my name either.

Trying to squeeze my name into spaces made for normal names was becoming a pain.

I'd never found a bracelet, mug, or even a flimsy keychain with my name on it.

My mom tried to buy me a special bracelet but was charged additional fees for all the extra letters that it was too long to become a bracelet anymore, so we had to change it into a necklace.

One of my classmates pointed out that my name was almost as long as the alphabet.

When he said that to the whole class, he was smiling, but I was not.

My teachers and classmates began calling me Karma-deen.

I was too shy to correct them.

Eventually, even though I hated it, that's what I started calling myself too.

It was just easier that way."

We have a problem.

Kareemalayaseenadeen doesn't like her name, and people are pronouncing it wrong, so much so that she even just starts to go by a nickname that she doesn't like.

So readers, while you read your narrative texts, don't forget you can always think about this.

What's the problem?

What are the actions, and then the effects because of those actions, my friends?

Writers, today, we are going to continue on our narrative story about somebody special in your community.

To get started, friends, I thought about some of the ideas that I had from our WWW, two whats, and two hows, in order to come up with some thoughtful ideas.

We worked really hard on the introduction, our thoughtful introduction, and we used a cheat code.

Do you remember?

We used movement, dialogue, onomatopoeia, and description in order to figure out how our story was going to start.

I slowly reached into the soft leather pouch, took a pinch of tobacco, and walked step by step to my Auntie.

In the distance, the drum beat on the last day of this year's July 4th powwow.

Did you see, I added a little description in there too?

Things that you could hear.

So my friends, we need to write and say more.

What are we gonna do?

I have an idea.

Let's use those cheat codes again.

Do you have those cheat codes from last time?

We did a lot of hard work.

If you don't, that's okay.

We can work together on it now.

But if you do, wow, I told you they'd pay off.

So friends, let's think what are we going to add next?

What could be a thoughtful way to write and say more?

Ooh, I've got an idea.

Let's use dialogue.

When an author uses dialogue, it helps the characters seem more real.

So dialogue... What can we do?

I have an idea.

Let's go back to the book that we've been reading, Teach Us Your Name.

And I'm looking at this page, and I'm trying to notice where do the characters speak?

Writers, there are three important things we need to remember about dialogue.

Number one is the tag.

Who is doing the speaking?

For this example, "'We're starving,' shouted Brin," Brin is our tag.

She is the person speaking.

Next happens to be the quotation marks.

Yeah, the things that come out of our mouth, the words, have to be in quotation marks.

So let's take a look at our next example.

"'Line up for lunch,' said Miss B."

Where do you see the quotation marks?

That's right!

Right in front and at the end of the words that Miss B is saying.

Nice job.

Now, I just pointed to something, and I wondered if you noticed it.

This is another really important piece when we write dialogue.

It's called a comma.

And in order to make your dialogue grammatically correct, we need to make sure that we add it.

So friends, look at this example.

"'I wanna go home,' whispered Bryce."

Our comma is next to our word inside our quotation marks.

Now, the next part of the story when we think about using our WWW, two whats, and two hows is the what.

What's gonna happen?

Well, in order to have Bineshiin get help with her regalia, she's gotta ask Auntie, and wouldn't it be amazing to make our characters come alive here?

Bineshiin using dialogue in order to ask Auntie, and maybe Auntie will have a response back.

Now, hmm... How would it go?

Oh, well she might say, "So, Auntie, I think I wanna dance in the July 4th powwow or in next year's powwow."

Hmm, okay.

I think that sounds good.

At least, that's one start.

Now, as I write this, I need to remember quotation marks, comma, and... That's right, I heard you, tag.

Okay.

"'So, Auntie,'" there's my quotation mark.

"'I think I want to dance at the next July 4th powwow.

Do you think you can help me?'"

Now, you'll notice that I have a question mark instead of a comma.

It's okay.

It's inside my quotation mark.

And then here is my tag, "Whispered Bineshiin."

Now, I need to still write and say more because I want Auntie to dialogue, or to talk back, with Bineshiin.

So I'm gonna add a little bit of description, and then I'm gonna think about what would Auntie say?

This is what I added.

"I reached out my hand," that movement, right?

Yes, I used that movement to help get my readers into my story.

"I reached out my hand and offered her the tobacco.

Auntie took the tobacco and gave me a big bear hug.

'I,'" quotation marks, "'Would be honored to help you get ready for next year's powwow,'" comma and... That's right, the tag.

Good job, writers.

Writers, when you do dialogue, we have three things that we always need to remember.

First, dialogue is when our characters are doing the talking.

It helps them seem more real and alive.

We have to remember that we need, first, the quotation marks, second, the comma, and third, the... Tag, that's right, my friends.

(bright music) Oh wow, scholars, you have done an amazing job.

You have been working so hard on learning your base words, your prefixes, and your suffixes.

We also did some amazing reading, thinking about our character's actions and what kind of effects those actions might have.

And last but not least you, yes, you, wrote an amazing, thoughtful introduction using maybe one of our cheat codes, MDOD, movement, dialogue, onomatopoeia, or description.

You have been so amazing.

Continue all of your great work, and we'll see you next time on Read, Write, Roar.

(speaking Odawa dialect) - [Announcer] This program is made possible in part by...

The Michigan Department of Education, the state of Michigan, and the WK Kellogg Foundation.

Additional support by... And by viewers like you.

Thank you.

(bright music)