- Hello, scholars.

Welcome to third grade on read, write, roar.

Today we focus on the big question: how can I get along with others?

We will make words with prefixes, read a story about being kind, and write some amazing sentences.

Join us for read, write, roar.

(bright music) - [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.

- Today, we are building words with prefixes.

A prefix is added to the beginning or front of a word to change the word and its meaning.

Your goal today is, "I can identify the meaning of un- and re- prefixes."

Identify means to show what something is or what it means.

These are the prefixes un- and re-.

When we see un-, we know that it means not.

When we see re-, we know that it means again.

Let's practice reading these prefixes together.

Un-, re-.

This time, I'll point at these prefixes and you will read them aloud to yourself.

Here we go.

Un-.

Re-.

I have so many words that we are going to read today with un- and re- prefixes.

We'll talk about what all of these words mean.

You'll notice that the prefix is a clue to each word's meaning.

We are going to get started.

You'll notice that we are going to break apart each word by looping at syllables.

As we do that, you'll see that each prefix is its own syllable.

Here we go.

Read with me.

Un-hap-py.

Unhappy.

Did you notice how the un- prefix is a syllable all by itself?

Unhappy means not happy, because the un- prefix is in front of the word happy.

This is my unhappy face.

What does your unhappy face look like?

Oh, I don't like seeing all those unhappy faces.

Let's move on to the next word.

Read with me.

Unkind.

Unkind.

Again, you probably notice that the prefix is a syllable by itself.

Unkind means not kind, because the un- prefix is in front of the word kind.

Kind means nice.

So if you are unkind, that means that you were being not nice.

Have you ever seen anybody be unkind?

In our story today, you can look for characters who are kind and unkind.

Let's read the next word.

Undo.

Undo.

Undo means not done, because un- is in front of the word do.

Do is about making or taking an action.

So if you undo something, you make it so that that action is not done anymore.

For example, if I'm trying to draw a smiley face but I make a mistake, I can undo my mistake, make it not done by erasing it.

I undid my mistake.

There it is.

Let's move on to some words with the re- prefix.

Remember that re- means again.

Here we go.

Retry.

Retry.

Did you notice once again how each prefix is its own syllable?

You can see by the way we looped each syllable.

Retry means to try again, because re- is attached to the word try.

You might need to retry something really challenging, like riding a bike.

It can be really hard, so you might need to retry and retry and retry until you can do it the right way.

Let's read our next word.

Re-write.

Rewrite.

Rewrite means to write something again, because the prefix re- is attached to the word write.

If you write something and you notice that your handwriting is really messy, you might need to rewrite it so that somebody else can read it.

Here's our last word.

Re-ex-am-ine.

Reexamine.

Examine means to look at something closely.

So, reexamine means to look at something closely again.

Maybe you have found a super cool rock outside and you examine it.

But later, you want to go back and examine it again, reexamine it, with a magnifying glass to see if you missed any really interesting details.

Reexamine.

Now that we have read all of these words, we're going to read these words in some sentences.

For the next activity, you will need something to write with and a piece of paper.

I will wait while you are super speedy and you go to find something to write with and a piece of paper.

(gentle music) You'll notice that there is a word missing from each of these sentences.

Our job is to find the missing word from the list of words we've been practicing today.

It will help if you listen for clues in each sentence to try to find the missing word.

When you know what the missing word is, you're going to write it down on your paper.

Let's start by reviewing these words.

Read with me.

Unhappy, unkind, undo, retry, rewrite, reexamine.

Now, let's start our first sentence.

Listen.

Are you, blank, when it snows, or does it make you smile?

Did you hear any clues.

When you think you know the missing word, write it down on your paper.

I'll look for the missing word too.

Do you know what it is?

Let's read the sentence together and say the missing word when we come to the blank.

Are you unhappy when it snows, or does it make you smile?

If you were to listening for clues, you might've heard the word or, which tells you that this part about smiling is going to be the opposite of our missing word.

If you're smiling, that's the opposite of being unhappy.

Let's try another one now that you're getting the hang of it.

When my neighbor said mean words, he was being, blank.

Listen for clues, and when you think you know the word, write it down on your paper.

Do you know?

Let's read the sentence together with the missing word.

When my neighbor said mean words, he was being unkind.

What clue did you notice in that sentence?

I noticed mean words.

If you're saying mean words, that is not nice, which is what unkind means.

That's why it fits in our sentence.

Let's move on to the last one.

My handwriting was really messy, so I have to, blank, my letter so my grandma can read it.

Write down the missing word if you think you know what it is.

Let's read it together.

My handwriting was really messy, so I have to rewrite my letter so my grandma can read it.

If you write something that's messy, you know that you have to write it again or no one else will know what it says.

We have done so much work today with the prefixes un- and re-.

Until we meet again next time, be on the lookout for un- and re- prefixes.

I'm sure that you'll find a lot.

(gentle music) - Hello, and welcome.

My name is Ms. Amy, and I'm so excited to share some mindful practices with you today.

Mindful practices are tools we can use when we need to pause and take a breath, own what we are feeling, and practice a quick stretch or something that relaxes us.

We call this a pop check.

Sometimes I feel sad and worried.

When I feel sad and worried, my stomach aches or my head hurts.

Do you sometimes feel sad and worried?

When you do feel sad and worried, does your stomach ache too like mine?

Well, when we feel sad or worried, we can stretch and twist our worries out like you're twisting water out of a towel.

Bye-bye, water, bye-bye worries.

Today, we are going to twist our worries out with the washing machine twist, and you are the washing machine.

So bundle up all your worries inside, close the door, Boop!

And now let's twist.

Take your hands to your shoulders and breathe and twist.

Shh, shh, shh, shh.

A little faster.

Shh, shh, shh.

Beep.

I think it's done.

Let's take them out, and now let's dry everything out in our big dryer.

Can you make a big dryer with your hands?

And take a deep breath in, and out.

That's it.

Deep breath in, and out.

Can you go faster?

Deep breath in, and out.

Beep.

And stop.

Take your clothes out and your worries out, and just put anything left of your worries on a shelf.

Twist your body to one side, and put them on a shelf.

And maybe twist your body to the other side, and put them on the shelf.

And take a deep breath in, and out.

And relax your body.

Thank you for sharing this mindful practice with me today.

(gentle music) - Ani.

Welcome, third graders.

It's Teacher Tan-A, and I'm so excited to see you today.

Ani.

That is an anishinaabemowin for hello.

Anishinaabemowin is Michigan's first original language.

So friends, today we're going to be reading a story.

It's called "Me and Misty."

And it is written by, oh my goodness, a third grader, a Michigander, that's right, just like you.

And as we go through this story today, my friends, we are going to be thinking about main idea in details.

Hmm.

Main idea you say?

Absolutely, main idea.

What is that?

The main idea is what the story is or text is mostly about.

Details.

Well, that's just the evidence to support our main idea.

So off we go, friends.

Here we go, "Me and Misty."

"It all started in first grade when Misty joined the class.

We weren't the best of friends for three reasons: one, I wanted to help her, but she didn't want help, two, she was different from me, three, we wanted to do projects differently."

Hmm.

Well, I know that the story is definitely going to be about Maddy, who's the me in "Misty and Me," and Misty.

And so far, one of the details about the story is that they're not very good friends, right?

Thumbs up.

All right, let's keep reading.

"Well, then we started to become friends when I asked my mom for some advice.

My mom gave me advice from her favorite book.

One thing she told me was to try to give a gentle answer instead of a mean answer.

She said gentle answers make people feel more calm, but mean answers make other people more angry.

The second thing she told me to do was whatever is admirable, excellent, or praiseworthy.

And I tried to think of things that were praiseworthy in Misty.

It was really hard at first, but then I saw some praiseworthy things in Misty.

For example, she shared the reading tent with someone else in our class instead of keeping it from herself."

Wow.

Isn't that a great thing?

I love it when I get to see people share.

Oh, and I love it when people share with me too.

Don't you?

Absolutely.

Is that a good detail, especially about Misty?

Oh, I think so.

Misty shared.

Aha, she shared that reading tent.

That's super nice of Misty.

All right?

Anything else you can think of?

Hmm.

Yeah.

Did Maddy get some advice from mom?

I can see your thumbs up.

I sure can.

Great idea.

That's right.

She got some advice from mom.

All righty, friends.

Let's keep reading and see if there are any other great details that support our main idea.

That evidence.

Okay, my friends?

All right.

Off we go.

"Then quarantine struck.

While my school was doing at-home learning, me and Misty had a lot of video calls.

While we were doing the video calls, we had lots and lots of fun, which meant that our friendship was growing."

I've got another detail, you betcha.

What were they doing to make their friendship grow?

Yeah, they were having some fun video calls, weren't they, my friends?

Excellent.

Good work.

Okay.

Let's keep going.

"The the next school year, we got along better than before.

Then after one or two months, Misty started virtual learning.

I didn't see her for a while, and when she came back from virtual learning, we got along much better because I had some space for her."

Well.

Mm-hmm.

"Then we had to quarantine for 10 days again.

We were in quarantine the second time, me and Misty had some video calls again, and had some more fun.

Misty played music and I could hear it.

We both love music.

And then we jumped on our beds.

And then we did some of our homework together.

And then we could go back in person when, sorry, then when we go back in-person learning, me and Misty were almost BFFs.

Wow.

What do you think is going on now?

Are they getting along great, or what?

Oh, can you think about one time when you were with somebody and maybe you didn't get along so well, and now you're getting along great?

Oh, that's so fantastic.

Look at all this evidence, readers.

You're doing a great job.

Okay.

Let's keep going.

All right, my friends?

Okay.

"Now we get along much, much better, and I am glad that we are friends now."

Oh my goodness.

What an amazing story, my friends.

So let's take a look real quick.

Main idea, is the story all about Maddy and Misty?

You bet it is.

They weren't really good friends at the beginning.

And then Misty, well, Maddy started finding praiseworthy things about Misty.

She was sharing the reading tent, and she took her mom's advice, and they had fun video calls, like I'm sure many of you are having right now.

Absolutely.

And they're now getting along great.

I'm wondering if there's something else we can add to this, not just Maddy and Misty, but are Maddy and Misty becoming great friends, the best of friends?

They really are, aren't they?

Maddy and Misty are becoming really good friends, aren't they?

How exciting is this?

Oh my goodness.

Here's our main idea, and this is all of our evidence that we found right in the text, readers.

How exciting?

Oh, fantastic.

So friends, let me tell you.

The next time you're reading a book and you are thinking about all of that evidence, really try to just focus in on the main idea, and really kind of just think about, hmm, what is this book really trying to teach me?

Or what is this book really, or mostly, about?

And then think of all the pieces of the evidence that might support your main idea.

Okay, my friends?

Have a great time reading.

(gentle music) Hi, friends.

Let's continue our learning together.

We just read an amazing story, "Me and Misty."

And we used boxes and bullets to organize our thoughts with the main idea and the supporting details.

That evidence, right?

Guess what?

We can use that same structure, the boxes and bullets, to organize, yes, our writing.

So, you know what the drill is.

You've got to go get paper and pencil.

Anything you have, mo matter if it's got words on it or not, even if it's an envelope, go get it.

You've got 20 seconds.

Ready, set, go.

(gentle music) All right, my friends.

So today we're going to use that organizer to help our writing be clear.

Once again, the organizer is our boxes and bullets.

So we start with our main idea.

So today we're going to be those friendship experts.

How to become friends.

Hmm.

How?

How do you become friends?

Well, just kind of thinking about when I was a third grader and some of the things that I used to try to do when I wanted to become friends with people.

And one of the things that I thought about that I did back then that worked was that I talked.

I talked to my friends, I talked to the people around me.

Yes, and when you have the opportunities to talk with people, you're then able to get to know them a little bit better, right?

Hmm.

What do you think?

What do you do?

Can you think of another idea?

Hmm.

What might be another way?

I know from Maddy and Me one of the...

Sorry, "Me and Misty," one of the things that Maddy did was that she was kind.

In that story, she showed kindness.

She sure did to Misty by giving her opportunities to show how good of a friend she could be on all of those awesome video calls and all the fun that they got to have.

Right, friends?

Yeah.

So, can you think about a time when you were kind to one of the friends that you already have now?

And isn't that what good friends do?

Yeah, I like that idea too.

All right.

All right.

We're still thinking of ideas.

What could be something else?

So, another way I have tried to make friends.

I hope you're thinking.

Right, writers?

You're thinking too.

So can you think of something now that you're doing to be a good friend that might help us come up with good ideas?

Oh, hey, how about this?

I know that in our story, "Me and Misty," did they have a lot of fun?

Yeah.

Do you have a lot of fun with your friends?

I know I have a lot of fun with my friends.

And is this one way that you can become friends with people?

It sure is.

Absolutely.

Okay, let's put this up on boxes and bullets, our main idea, and all of our details of evidence.

That's right.

(gentle music) Could you think of one more way that you could become friends with somebody else?

Hmm.

I'm thinking about our story, and I'm thinking about all the praiseworthy things that your friends do around you or that people do around you.

Thinking of all those exceptional things that people do, my friends.

Yeah, I think it's pretty important to think about those.

So, let's go ahead and put that detail right here.

Oh.

Way to go, writers.

You have used our organizational way of using boxes and bullets to think about how to become friends.

We used our main idea and then thought about supporting details from our own life.

Doing that, we can organize our thoughts and, that's right, using our boxes and bullets.

What a wonderful thing, friends.

Writers, now, every time, that's right, you write, this is one way you can organize your thoughts.

You can read a story and put those great ideas in order, thinking of your main idea and, of course, your details.

And this is a great way to tell a story also.

(exclaims) You've done a lot of work today, my friends.

You have analyzed text, you've used the prefix un- and re-, goodness gracious, we have used boxes and bullets, this organizer, to help us put our thoughts together about how we could become friends with other people, and to answer that really big idea.

So, my friends, keep reading, absolutely using un- and re- to solve unknown words.

You also want to make sure that you are using boxes and bullets as you read and write.

And I can't wait to see you next time.

(speaking in a foreign language) on read, write, roar.

(bright music) - [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.