(bright upbeat music) - Hello scholars, welcome to Read, Write, ROAR!

Today we focus on the big question, how do animals survive in their habitats?

We will read words with more than two syllables or word parts.

Read a hybrid text about the desert, I wonder what a hybrid text is.

And write some amazing sentences.

For our activities today, you'll need paper, any paper will work, and something to write with.

Go get your materials and join us for Read, Write, ROAR!

- [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.

(bright upbeat music) - Welcome, readers!

We're becoming such great readers, aren't we?

We've learned all about prefixes which are word parts we add to the beginning of a word to change that word and its meaning.

We've also learned about suffixes, which are word parts we add to the end of a word to change the word and its meaning.

We've even learned about that tricky schwa sound where a vowel does not make the sound that we expect it to make, and instead makes the schwa sound that can sound like a or e instead.

Well, today we're going to use all that we've learned to practice decoding or reading words by dividing words into syllables.

Remember, a syllable is a word part that has one vowel sound.

We can split words into syllables and then put those syllables back together to read the entire word.

There are some tips that we follow as we divide words into syllables.

First, we have to remember that every syllable has one vowel or vowel team.

This is always true.

We can pay attention to this by placing a dot under each vowel.

Remember our vowels are a, e, i, o, u, and often the letter y.

Then we underline any vowel teams like the ee where we have more than one letter, but it only makes one vowel sound, e, or ie that can also say e, or oo that can say oo.

Vowel teams can stay together in one syllable because they're only making one vowel sound.

Then we can start dividing our words into syllables.

We can divide between a consonant and vowel, between two consonants or between two vowels.

One thing that we remember is that we always keep digraphs together which are two letters that go together to make one sound.

Like the th that says th, or the ch that says ch.

We often keep together consonant blends which are two consonants that slide together to make sounds together like bl and sn.

We're going to practice using these tips as we read some words together today.

All right, we're going to start by placing a dot under each of the vowels we see in this word.

See if you can find the vowels before I do.

Well, first I see the vowel o, then I see u, and then I see the a.

Now, I'm going to look for any vowel teams.

Do you see any vowel teams here where two letters, usually vowels, go together to make one vowel sound?

I don't see that because all of the vowels are separated in this word.

So I know that this word is going to have one, two, three syllables because each syllable needs one vowel sound.

Let's get started by dividing our word into syllables.

I know that the n has to be in the syllable with the o because n is a consonant, it can't make its own syllable without a vowel.

So the n and the o will stick together.

Now, I need to decide what to do with the c and the t. Should put them together with the n and the o?

Should I put them in the next syllable with the u, or should I split them up?

Well, I know that when we have two consonants in a word, we often split between the consonants and put them in different syllables.

Let's try it this way and see if this makes a word that we know.

If it doesn't, we can go back and change it to see if we can find new syllables that might help us read the word accurately.

We have our first syllable now.

Now we need to make a syllable with the u.

Just like before our t is going to need to be in the syllable with the u, because it can't be its own syllable since it's a consonant.

Now our question again is what do we do with these two consonants?

Do they go with the u syllable or with the a syllable?

Well, I'm thinking that since they're both consonants just like before we can split them into different syllables.

So the r will be the last letter in our second syllable.

Now, we have one vowel left and two consonants are joining that vowel to make a syllable.

Since there are no more vowels there are no more syllables in this word.

Let's see if we can loop and swoop this word to read it using the syllables we've found.

Nocturnal, nocturnal.

This word is nocturnal, that's a word that I know.

Nocturnal means that you are awake or active at night time.

Like those sneaky raccoons that are always trying to eat my bird seed while I'm sleeping.

Great work with the word nocturnal.

Now let's see if we can use our tips to read the next word.

Do you notice anything as you look at this word?

Well, let's start by putting a dot under each vowel.

I see two vowels there, do you see any other ones?

I see a vowel here, and a vowel here.

And I notice that the oa probably form a vowel team, because I know that the oa together often make the long o sound.

So I will underline those letters.

I'm thinking that the r has to stick with the oa sound because it has to have a vowel sound in this syllable.

And I think the d will slide over here and we'll split right between these two consonants.

Does that look like that makes sense to you?

I just noticed something, let's pause for a minute.

I noticed a word here that I know and a word here that I know.

I know that this part actually has two syllables because there are two vowels, but since I know how to read this second word, I'm thinking that this is a compound word.

And instead of finding the syllables here, I bet we could read this word by reading each of the parts in the compound word.

Let's read this and see if we can make a real word.

Road, runner, roadrunner.

A roadrunner is a kind of bird.

Is that a word that we know?

It is, right?

So what we did here was first, we started thinking about the syllables, but then when we noticed that we knew this part, we didn't even need to break it into syllables because we were able to read that whole chunk without finding the syllables.

That's another way to read words.

Is by looking for bigger parts that we can read.

A roadrunner, I learned recently, eats a lot of insects, but they also eat seeds and even rattlesnakes.

Did you know that?

That was something that I was a little bit surprised about.

Now that we've had so much practice reading words with more than two syllables by chunking those words into syllables and even into word parts, let's see if we can read some of these longer words in a story about the desert.

(soft music) As we read this story together, see if there are any longer words with more than two syllables, that you might need to chunk into parts to read the word more accurately.

Read with me.

"Wow, the Jackrabbit is amazing.

It's ears act like an air conditioner to keep it cool.

I also discovered some plants are inedible, which means you can't eat them."

Did you notice any words in this story that you may have needed to chunk into syllables to read the word?

One word that jumped out to me was this one right here.

We read this word as conditioner.

Let's look at this word and see if we can find the syllables that might have made it easier for us to read this word.

First, let's put a dot under each vowel.

I see an o, an i, what else do you see?

An i, an o and an e. Now, let's see if we find any vowel teams.

Two or more letters that go together to make one vowel sound.

The o is all by itself so there's not one here, same with the i.

We have that io together which I know often has two vowel sounds where the i and the o make their own vowel sound.

But it's possible that this might be a vowel team.

Let's wait and see, we'll come back to this in just a minute.

Let's start by dividing this word into syllables.

Our first syllable we'll have the vowel sound for the letter o.

Then we see our second vowel sound starts with the i.

That means that we have an n and a d, and we have to decide which syllable the n and the d should be part of.

Well, I remember that we often split syllables between the consonants.

So let's try splitting the word right there between the n and the d. Then I see our next syllable will have the i like we already decided, and the d has to be part of this syllable because a consonant can't make a syllable by itself.

Now, I have the letter t, followed by another vowel.

So we know that a new vowel has to start at least here with the i, but we have to decide if the t will be part of this syllable with the di, or part of this syllable with the io.

What do you think?

I notice something.

Do you see this T-I-O-N pattern?

I know that this is a suffix that I've read before which makes me think that the t should probably stay with the I-O-N to be part of this suffix.

So that would mean that we should split the syllable before that suffix.

Then I'm thinking that the i and o will make one vowel sound working as a vowel team.

Since T-I-O-N is the suffix I know, I think that the next syllable should be split after the n and before the e which has to be in our new syllable.

And that leaves us with er, which is also a suffix I know.

So I think that works out perfectly.

Let's read this word together.

Conditioner, conditioner.

That sounded almost like a real word, but I think that we need to try this again using the schwa sound for the o.

Let's use the o sound when we read this word again.

Conditioner, conditioner.

Conditioner, like in the phrase air conditioner.

When we see long words, like the word conditioner we can remember that we can split these words into syllables so that we become more accurate readers and are able to read these words correctly.

(bright upbeat music) - Hello readers, it's teacher Tan-A, and I can not wait to read this book with you.

"The Magic School Bus Gets All Dried Up".

Did you know that magic school bus text, these are a hybrid text.

And what does that mean?

Well, it means that they are part non-fiction, non-fiction, meaning, aa-ha true, and they are part fiction, meaning fake.

So when the school bus turns into an airplane that part is the, fiction part.

But when we learn all the really cool facts about the desert today, all of that is the non-fiction or (indistinct).

(bright upbeat music) Today, we're gonna be focusing on the illustrations and how they help us understand what's going on in the text.

"The Magic School Bus Gets All Dried Up".

Phoebe looked worried.

"Ms. Frizzle," she said, "this isn't a desert.

These are mountains.

We must be going the wrong way."

The Friz shook her head.

"If it weren't for these mountains, Phoebe, there wouldn't be a desert."

Now, I'm gonna hide and keep these next two pages a secret from you my friends.

Okay?

All right.

Because we're gonna learn about those checkouts and leveling up our understanding.

Okay, so get ready.

Haven't you guys ever heard of a rain shadow effect?

Well, I haven't.

What's a rain shadow effect?

Well, this is some information in the text, and so I'm gonna put this here.

I don't know what a rain shadow effect is.

Let's see if we can use now the text to help us, my friends.

A rain shadow effect, I'm noticing that there seems to be like a piece of paper like in maybe an anchor chart that you would see in your classroom with a diagram of a mountain and we have arrows and wind pointing up going over the mountain.

A cloud and rain coming down right on top of the mountain, and then moving across what seems to be the desert over on the side.

So here we have the text and now this illustration, it's a diagram.

So we're gonna use this diagram as our non-fiction part, our text feature that is helping us understand our text in the book.

Are you ready?

Let's keep going.

"When warm moist air rises over the mountains," he said, "its water vapor condenses into rain or snow.

So it rains and snows over the mountains leaving the lands on the other side, as dry as a desert.

No fair, why should all the mountains get all the water?

Anybody got an umbrella?

Liz, my parachute, please.

Not a pair of shoes, parachute."

Without warning, Ms. Frizzle leaned on a lever.

The bus took a nosedive, nosedive.

I think I might know what that means, but I'm not sure.

So first I'm gonna keep reading, and as I read, I might also be thinking about looking at those illustrations to see if there's a diagram or some kind of picture to help me.

"Aaahhh," everyone cried.

Everyone except Arnold, that is.

He was busy reading his field trip survival guide.

"Field Trip, number 63," he read.

"In the event of rapid loss of altitude, you may put on a parachute."

Altitude, nosedive.

I'm wondering if they have something to do together my friends.

So I'm gonna look now, and I didn't see a really cool diagram like the last time.

So I'm gonna look at the illustration and I noticed that they're all leaning forward, and I'm thinking to myself that maybe nosedive and altitude means that they're, oh, dropping altitude, oh, they're dropping, they're going down really fast.

And I think nose first or maybe, yeah, the nose of the plane first.

Oh, no, that sounds kind of scary now, doesn't it?

So friends we use now the picture to help us get this information and to level up our understandings, excellent.

That was a close one.

You said it.

We were about to crash, but the Friz flipped a switch and the school bus changed into an all-terrain desert vehicle.

At the very last minute we rolled to a smooth stop, whew.

The sun in the desert was hot, hot, hot.

We all started to sweat, except for Ms. Frizzle.

She always keeps her cool.

Above us a vulture flew in circles.

But Ms. Frizzle didn't seem to notice.

"Come along, in class," she said.

"We're here to experience the desert.

Take chances, make mistakes, get dusty.

Is it just me, or does this look like our final field trip?

Come on guys, we've got to save the animals."

I'm gonna save this picture from you too, okay?

All right, we've got some leveling up to do.

Oh, what now?

Don't give her any more ideas, Phoebe.

And before long, we spied a hungry roadrunner.

Roadrunner?

Like now in my head I'm picturing an actual road running and that can't be right, we're in the desert.

How does that make sense?

Oh, friends we're gonna have to use the illustrations to think of what do they mean?

All right, okay.

Well, the roadrunner is hungry, roadrunner is chasing a colored lizard across the desert sand.

Colored lizard?

I'm thinking like a dog color.

Is it pink, like maybe my cats?

My cats have a pink color in their bell.

Does it go linga-linga-ring?

I don't think so.

That might be too easy for the predator, predator and prey.

I'm thinking now about my science terms that I know.

Roadrunner, hungry roadrunner is chasing after a colored...

Okay so I think the roadrunner might be aha, predator and prey.

So let me think.

Roadrunner, what is chasing?

Oh, look what I found!

I think the roadrunner might be this bird.

It's not actually a road running, how silly is that?

Oh my goodness, and look at this colored lizard.

Now I understand it has a stripe around its neck, it actually looks like a color.

That makes so much sense now.

Okay, well, it wasn't a diagram, it was a picture that helped us level up our knowledge and understanding.

So let's make sure we put that over here, friends.

"Quick!"

Phoebe exclaimed.

"Everyone back on the bus, we have to save that lizard."

Ms. Frizzle's eyes lit with an idea.

"A situation worth exploring, Phoebe," she said.

Inside the bus, Ms. Frizzle pulled a lever, and the bus started shrinking.

It turned, and we'll save the rest of this fantastic story for next time.

So I wanted to take apart this picture and really look close and dig deep and think about all of the things that we noticed that are in this illustration.

So friends, when you think about this, we can come up with different thoughts or notes, and then dig deeper and then we could come up with some amazing sentences about a desert habitat all from this illustration, these two pages.

Are you ready?

Okay, let's go.

So, friends, let's take a look.

I'm just noticing that there are several types of amazing cacti in this illustration.

I had to look them up because of course this was not a Michigan thing, we don't have cacti.

Cacti sounds funny to your ears, doesn't it?

That's actually the plural for cactus.

Cactus is one, cacti is many.

So this is a Saguaro, this is a Prickly Pear, and this over here is called a Texas Rainbow.

So friends, I went ahead and wrote those down.

Now I kept on thinking, what else do I see?

I saw a lot of sand, rocks.

I see rocks too.

I know, right?

And then I was looking in the background too and noticing there's a lot of blue, beautiful sky but I also found some mountains.

Did you find some mountains?

But you know, third graders, you have to do some compare and contrast when we think about this stuff.

So what don't you see?

I don't see any green leaves, like green leafy trees, do you?

I didn't see any of that stuff.

What else don't you see?

Grass!

I think I heard somebody yell that.

That's a right, I don't see any grass either.

I don't see any grass.

I was thinking hills.

Like I saw the mountains, but friends I'm not really seeing hills, are you?

All right friends, well, these are all the notes that we have.

The next time we're gonna use all of these notes to put together some amazing sentences about the desert habitat.

Oh, what amazing job today friends.

You have done fantastic and we have had a great time learning, and growing with you today.

You've separated those words into syllables and you have leveled up your thinking and understanding by taking a good look at illustrations.

And don't forget you learned about that hybrid text.

So my friends don't forget that you can always work on your own writing for your sheer enjoyment and your own entertainment and you can share it with a friend or a loved one.

Wow!

(speaking in foreign language) we'll see you next time on Read, Write, ROAR!

- [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.

(bright upbeat music)