- 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.

Come 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.

(playful music) - Welcome readers.

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

We've learned about prefixes, the word part that goes at the beginning of a word to change its meaning, and suffixes, the word part that goes at the end of a word to change its meaning.

We've also learned about that tricky schwa sound where a vowel makes the uh or ih sound without making its own sound.

Well, today, we're going to put all of our learning together again to read more words with two or more syllables.

Our goal is to read these words by chunking each syllable and then putting the syllables back together to read the word.

Let's review these tips that we have for dividing syllables.

Remember, the most important thing for us to know is that every syllable has one vowel or vowel team.

It cannot have more than one vowel sound and it can't just have consonants.

This is always true about syllables in English.

When we start by splitting our word into syllables, it's important to put a dot under each vowel.

Remember, the A, E, I, O, U and often the letter Y are vowels.

We do this because it helps us see if we have really only put one vowel sound in each syllable.

Then, we like to underline our vowel teams, like the E-E sound that says E, or the I-E sound that says E or the O-O that says ooh.

Those groups of letters, two or more letters, that work together to make one vowel sound.

We do that because vowel teams can be in the same syllable if they're working together to make one and only one vowel sound.

Then, we have to start dividing the syllable.

Maybe between a consonant and a vowel or between two consonants or even between two vowels, there are so many options and sometimes we have to test it to see if what we're making as we split the words into syllables are real words.

Then, it's important to remember that we keep digraphs, like the T-H or the C-H that make one sound together, th and ch, we keep those digraphs together in the same syllable.

We often do the same thing with consonant blends, also, like the th or sn blends.

Let's get started.

We're going to start by placing a dot under each of the vowels in our first word.

See if you can find the vowels before I put the dot under them.

The I is a vowel, so is E, A, I and O.

All right, now, we have dotted all of our vowels, let's see if we can find any vowel teams.

Well, I see that the I and the E and the A are surrounded by consonants, so I don't think that those are any vowel teams.

I think those vowels are working by themselves.

But, I do see that the I and the O are together.

It's possible that these letters are working as a vowel team, although, I know that I and O often make their own sound, like in the word lion, both letters have their own sound.

So, let's leave this for a minute and we'll come back and underline them if we think that it's a vowel team as we read along.

Let's start by making a syllable with this first vowel sound.

We know automatically that the H has to join the I in the first syllable because every syllable has to have a vowel.

So, H can't be a syllable all by itself.

Now, the question is should we add the B to this first syllable or should we put the B in the second syllable with the vowel sound for the letter E?

Well, sometimes we know that we split between right after a vowel, before a consonant, but sometimes we put the consonant with that vowel.

What do you think we should do?

Well, sometimes we just have to test it.

I'm going to just leave the B right there and we're going to see if that makes a word that we know or not.

Now, I can make our second syllable.

Let's see, I've got the E in our second syllable and then an R, followed by an N. What are you thinking?

Do you think that the R and the N should be part of the second syllable, do you think that they should be part of the third syllable, or should we split them apart?

Well, we know that we often split between two consonants, especially if they're not a digraph or a blend and especially if they're in the middle of a word.

I'm thinking that we need to split between these two consonants to make two separate syllables here.

Now, I see the N has to join the A if I'm choosing to split here because the N can't be a syllable by itself.

So, I put the N and the A together and, oh, I just noticed something, I was wondering if the T should join the syllable, but I don't think that it should because what I noticed is a suffix that I know.

The T-I-O-N suffix that is pronounced with the schwa sound, like this, shin, shin.

I think this is a vowel team because this suffix usually has the I and the O work together to make the schwa sound.

So, I'll underline that and we'll say this is one vowel sound.

Now, let's go back to the beginning and read this word, using our loop and swoop routine to see if we did this correctly.

Hib, er, na, tion.

Hibernation.

Does that sound like a word that you know?

It doesn't really sound like a word that I know.

It's pretty close to a word that I know, but I think I made a mistake when I was splitting the syllable here.

This is what I think I should do, I think that I should leave the H and the I together in the first syllable, but slide the B over to make this a second syllable with the E-R.

When I do that, it will leave the I at the end of the syllable, so I'll probably pronounce it as the long I sound, instead of saying ih.

I think that might change the entire word.

So, let's keep the rest of the word the same and see if now we have a real word.

Hi, ber, na, tion.

Hibernation.

That's a word that I know.

Hibernation is that deep sleep that some animals go into during the winter months.

Like a bear goes into hibernation.

Did you know that some frogs, when they go into hibernation, their entire body freezes and then when they thaw out in spring, they wake back up again.

Hibernation is really interesting, isn't it?

Now, let's move on to our next word.

All right, we're going to start by placing a dot under each vowel.

Here is an A and do you see another one?

An I. I'm thinking that maybe the Y is a vowel in this word because a Y at the end of the word is usually a vowel.

So, we're going to see if there are any vowel teams.

Well, the A and the I and the Y are not paired with other vowels, so I don't think there are any vowel teams in this word.

Let's see if we can start dividing.

The S and the C have to go with the A because S and C are both consonants, they can't make their own syllable.

That makes sense, too, because they're a consonant blend, so we should keep them together in a syllable.

Now, the question is what we do with the R and the C. Do we put them both in the first consonant, do we split them up, do we put them in the second syllable?

They're, what do you think?

Hmm.

I'm thinking that we normally split between two consonants, just like we did in hibernation, so I'm going to put the R here and I'm going to put the C in the second syllable with the I.

Now, I could leave the C and I by itself, I could put the T in the second syllable and leave the Y by itself.

You know, I'm thinking that I need to leave the T and the Y together like that.

Let's test this word and see if this is a word that we know.

Scar, ci, ty.

Scarcity.

Ooh, that didn't sound exactly like a word that I know, but I did notice that this syllable sounded a little bit wrong to me.

I'm thinking that I could use the schwa sound, or this I, and let's see if that makes a real word because it's really close to a word that I do know.

Let's try it again with the schwa sound here.

Uh, scar, ci, ty.

Scarcity, scarcity.

That's a word that I do know.

Scarcity means that there is not very much of something.

Like, there's a scarcity of rain in the desert.

What I hope you have seen is that we can divide words into syllables by following these tips.

And sometimes, we might need to make little changes, so that we're making syllables that are actually the syllables that are part of that word and so that we're making real words that sound right and that we know.

Let's see if we can read words with more than two syllables in a story.

(playful tones) Now that we've practiced reading words that have more than two syllables by breaking them into syllables, let's read a story that has some of these long words.

Be on the lookout for words that might have more than two syllables and ask yourself, "Do I know how to split those words into syllables to read them more accurately?"

Read with me.

My class and I have arrived in the desert.

My teacher said to watch out for scorpions.

Yikes.

I am quietly observing the landscape to see what I can discover.

It is so dry here.

Scarcity of rain means there isn't much water.

I wonder how a jackrabbit gets water and stays cool.

While you were reading, did you notice words that had more than two syllables?

One word that jumped out to me was the word discover.

Let's see if we can split this into syllables.

First, we'll dot each vowel.

I, O, E. And now, let's check for vowel teams.

Well, the I, O and E don't have other vowels partnering with them to make a sound, so there are no vowel teams here.

Now it's time to break this into parts.

The D has to stay with the I because a consonant cannot be its own syllable.

So, D and I will go together.

Now, we need to decide what to do with the S and the C. I'm thinking that we need to split between the S and the C because they're both consonants and we often split between consonants.

So, here would be our first syllable.

Now, we have a second syllable with the O as our vowel sound.

I see that the C has to go with the O because a C is a consonant and it can't make its own syllable.

So, we'll keep the C and the O together and now we have a choice to make.

Do we split between our vowel and our consonant or between our consonant and the next vowel?

I'm thinking that we should keep the V with the O to read that part right there.

But I'm not sure.

Remember, we can always test to make a real word if we need to change our syllables a little bit.

That would mean the E-R is our final syllable, so we'll have one, two, three syllables.

Read with me.

Dis, cov, er.

Discover.

Ooh, that sounds like the word discover, doesn't it?

If we use the schwa sound here for the O, it sounds a little bit more like the word that we know.

Discover.

I'm glad that we chose to split after the V because I'm noticing now that if we had split after the O, we would've had to read this dis, co, ver, discover, and that doesn't sound like a real word, does it?

We have seen today that we can split words with more than two syllables into the syllables to read these words more accurately.

While you're reading, be on the lookout for these long words and practice splitting those words into syllables, so that you can read those words correctly.

I'm sure you'll find so many words to practice with before we meet again.

(playful music) We have worked so hard to practice reading words with more than two syllables.

Now, let's challenge ourselves to see if we can spell some of these long words.

For this activity, you're going to need something to write with, like a pencil, and something to write on, you can use any piece of paper.

Even if there's writing on one side, you can just write on the back.

It's time to get your supplies.

Ready, set, go.

(playful music) When we spell words, we can listen for each syllable in the word and then visualize those syllables or make a picture in our mind of those syllables to see how many parts we'll need in the word.

Then, we can listen to one syllable at a time to hear the sounds in those syllables and decide which letters match those sounds.

Let's practice this together.

Our first word today is argument.

Say that with me.

Argument.

In the word argument, I hear, let's see, ar, gu, ment, three syllables.

On our papers, let's draw lines for each of those syllables.

Ar, gu, ment.

Now, let's go back to our first syllable, listen for the sounds and then write the letters that match the sounds that we hear.

Ar, ar.

I hear two sounds in ar.

Let's write the letters that we think match those sounds.

Ar.

This syllable has two letters, A-R. You may have added the E, like in the word are, but in the syllable in the word argument, A-R says ar.

Now, we can move on to our second syllable.

Gu, gu.

I hear two sounds in that syllable, also.

I think I can write that using two letters.

See if you can do that, too.

G, U.

The U is making the long vowel sound in that syllable.

Gu.

We only have one syllable left, ar, gu, ment.

Ment.

Hmm, how many sounds do I hear in ment?

M, e, n, t. Four sounds.

I'm going to write the letters that I think match those sounds.

You can try, too.

M, e, n, t. Now, the vowel sound in this syllable is tricky, do you know why?

It's the letter E, but it's not making its own sound.

It's making the schwa sound.

So, depending on how you pronounce this word, you might've heard an I or a U sound, instead of the E. It's actually the E in this word.

Now, let's write these syllables together to make the whole word.

Ar, gu, ment.

Argument.

Have you ever been in an argument with someone?

It's not a lot of fun, is it?

Let's try one more word.

This word will be a challenge word.

Say adaptation.

Adaptation.

Let's see how many syllables the word adaptation has.

Ad, ap, ta, tion.

Adaptation.

Four syllables, so let's draw four lines.

Ad, ap, ta, tion.

Let's get started.

The first syllable is ad, so let's write the letters that match the sounds that we hear in ad.

I hear two sounds.

A, d. Ad.

Does yours match mine?

Now, let's try the next syllable.

Adaptation.

Ad, ap.

Let's write down the syllable ap.

A, p. I wrote down two letters for the two sounds that I heard in ap.

Now, our next syllable is, do you remember?

Ta, ta.

I hear two sounds in ta.

T, A.

Write down the letters that you think match those sounds.

T, A.

Is that what you wrote too?

T, A, ta.

Now, we only have one syllable left.

Adaptation.

Tion.

Ooh, I recognize that as a suffix that I know.

Do you know how to spell the suffix tion?

It's a little bit tricky and there might be letters that you didn't expect.

Let's see how many sounds we hear in tion.

Sh, u, n. Three sounds.

I'm going to write those down.

Sh, u, n. Sh, u, n. There they are.

Is that what you were expecting?

Well, in the T-I-O-N suffix, the T sounds like the S-H, sh, and the I-O work together to make the schwa sound.

That's why there are two letters for one sound, they're working together, and in this word, it's the schwa sound.

Now, let's take all of these syllables and write them together to make our word.

Ad, ap, ta, tion.

Adaptation.

An adaptation is a change that you make, so that something fits your needs.

One of my favorite birds is the northern flicker and to survive where they live, they make an adaptation to their environment by making holes in trees, so that they can nest inside of those trees.

That's a pretty cool adaptation, isn't it?

Great work today spelling words with more than two syllables and reading words with more than two syllables.

While you're reading, be on the lookout for these longer words and remember, you can read these words by thinking about the syllables in the word and then by putting them together to make a real word.

I'm wondering how many words you'll be able to find that have more than two syllables before we meet again.

I'm sure that you'll have so many opportunities to have great practice with these long words.

(upbeat music) - Hi, hi friends.

I'm so glad you're here with us today.

We're gonna continue reading that amazing story and working on our cheat codes.

That's right, remember?

The last time we were together, we learned about how the author and the illustrator work together in order to help you learn or know more about the character, the setting, or maybe even the mood, by using lots of details in the illustrations.

While the author, that's right, doesn't add a whole lot of stuff, that makes you have to go ahead and go to the pictures in order to make meaning of your story.

So, my friends, once again, we're still working on that focus of how animals survive.

So, are you ready?

Let's go ahead and do some more work with these silly sentences.

Off we go.

So, here we are.

Animals shouldn't wear clothing because a blank might lose it.

Well, we know animals shouldn't wear clothes because they might lose it, but I'm thinking of a fish.

A fish, right?

Especially in our Great Lakes, I think they might lose something in our fishes, got to be a fish.

Or, oh, maybe it's the bald eagle, oh, flying really high, I'm for sure they would lose something.

Hmm.

I don't know exactly.

Are you ready?

Let's use our cheat codes to find out.

Of course, it's a snake.

That is hilarious.

Oh my goodness, friends, look at this.

Because a snake would lose it.

Well, yeah, he's slithering right out of those pants, now isn't he?

Oh my goodness.

Uh, these guys are silly.

All right.

Let's do another one.

(playful tones) Because a blank could get lost in it.

Okay, so I'm thinking clothing and an animal.

We don't have any details.

What are we gonna do?

What kind of animal could it be?

It's gotta be a small one, right?

'Cause I'm not thinking, lost in my shirt or my sweater or my hat or the pants?

We've have all of these examples so far.

Snail.

Hmm.

Ant.

Hmm.

Chickity.

I love those.

Hmm.

I don't know.

I just don't have enough clues.

All right, friends, let's go use our cheat codes.

All right.

So, animals shouldn't wear clothing because a mouse could get lost in it.

Well, of course.

Remember, we were thinking it had to be a small animal.

Oh my goodness, we've got it, don't we?

Yes, we're getting the clues on how this author and illustrator are working together, uh huh, to make those cheat codes, aren't we now, my friends?

This has been amazing fun, so thank you so much for learning and taking the time with me today.

Remember that, right, your cheat codes are so important.

That's right, the author and the illustrator work together to tell you more about the character, the setting and the mood by using details in those illustrations, my friends.

So, as you're reading, make sure that's something that you do, that's right, to be the most successful third grade reader you can be.

(playful tones) Scholars, we've had such a great time learning and growing together.

You've worked really, really hard on syllabication and also learning about our cheat code.

So, remember, when you're reading and writing, we can always use syllabication to help us and maybe you could write some silly sentences like this and amazing illustrations to go ahead and tell more about your characters in your stories.

Remember, these sentences come from a cute little book called "Animals Should Definitely Not Wear Clothing" (speaking 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.

(upbeat music)