- Hello scholars, welcome to third grade on "Read, Write, Roar."

Today we'll focus on the big question how can I make responsible decisions?

We will make a mystery word, read a story about how to make great choices and write some amazing sentences.

Join us for "Read, Write, Roar."

(playful music playing) - [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.

- Hello word builders, I'm Mrs. Mora.

Today we are going to make words to help us solve a mystery word.

A mystery is something we don't know or understand.

We can use clues to help us solve mysteries.

Solving mystery words helps us become accurate readers.

Accurate readers read words correctly by paying attention to every letter in the word.

Our I can statement for today says I can read accurately by paying attention to the letters in a word.

For this activity you're going to need a couple of supplies.

You'll need something to write with like a pencil or a marker or even a crayon.

You also need a paper to write with.

Even a paper that has writing on the other side would be fine.

It's time to get the supplies.

Ready, set, go!

(lighthearted music playing) These are the letters that we are going to use today to make our mystery word.

Let's start by saying the names of these letters.

E I U L M P S. With the paper that you just got, take your paper and write these letters at the very top of your page.

E, I, U, L, M, P, S. If you have a pair of scissors handy you could cut these letters out so that you have cards like I do.

If you don't have a pair of scissors right now you could do that after we're done today and you could teach this activity to someone else.

We are going to start today by making the word lip.

Say that word with me.

Lip.

Now we are going to stretch the word out.

Lip.

On your paper, write down all the sounds that you hear in the word lip.

I'm going to write them down on a little slip of paper too.

Lip.

I heard three sounds in the word lip.

Let's see if we spelled lip the same way.

L, i, p, lip.

We spell the word lip L-I-P.

Does yours match mine?

I hope that it does.

Now, we're going to change this word lip and we're going to change it to make the word slip.

You are going to add one letter to lip to make the word slip.

Let's stretch the word slip.

Slip.

Now let's take the words, the sounds we heard in that word and write them down.

This is what I wrote down.

I started with s l i p, slip.

Does yours match mine too?

We wrote the word slip with the letters S-L-I-P.

It's really important to pay close attention to every letter in a word because these words are almost the same, but we know that lip and slip are not the same thing.

We have to make sure we read every letter so that we're reading words accurately.

Let's take the word slip and change one letter to make the word slim.

Stretch the word slim.

Slim.

Now write it on your paper.

I've got the word slim.

This is how I change the word slip to make slim.

Slim.

Slim, does your paper match mine?

This is the word slim.

Slim is almost the same as slip with only one difference.

Let's change the word slim to the word slime.

You are going to add one letter to slim to make the word slime.

Write it down on your paper when you know what those sounds are.

Try stretching the word out by yourself first.

I've got mine ready.

Here we go, this is how I changed the word slim to make slime.

I added this silent E at the end because I know that this E makes the I say its name, the long vowel sound.

Slime.

Slime.

This is how we spell the word slime.

Isn't that so interesting?

One little letter makes the vowel sound change its name and it's a brand new word!

Let's take all of these letters in the word slime and rearrange them.

That means to change the order of something.

Let's rearrange all five of these letters to make a new word.

I bet that you can write the word smile using all the letters that we used in the word slime.

Here we go, let's write it down.

My word is ready.

This is how I rearranged the letters to make smile.

Sm ile, smile.

This is how I spell the word smile.

We know that slime and smile aren't the same thing.

But they have the exact same letters, how interesting that two words use the same letters but they mean totally different things.

That's why accurate readers pay attention to every letter and the order that they're in.

Let's do another one.

Change the order or rearrange the letters in smile to make the word limes.

Stretch the word out and then write it down.

Make sure you use every letter from the word smile.

This is how I rearranged my word.

L ime, then the E makes the I say I. Limes.

They're all the same letters but it's a brand new word.

Instead of talking about smile, now we're talking about limes, which are not the same thing.

It's a good thing we're paying attention to the order of these letters to read accurately.

Now that we have the word lime, let's do another change.

Take the word limes and let's take away one letter to make the word lime.

See if you can write it down.

Stretch the word out as you write it.

Here we go, I've got the word lime.

This is how I changed limes to lime.

Lime.

Is that what you did?

One letter changed the whole word.

Limes to lime.

Great work.

We have one more word that we're going to do before we get to our mystery word.

Let's change one letter in lime to make the word limp.

Stretch the word out, write down the sounds that you hear.

Are you ready?

I changed the last sound in limp to make the P sound instead.

Limp.

Limp.

Is that what you did too?

Here's the word limp.

We have made so many words, and we could keep going, but it is time to find the mystery word that uses all of these letters.

I'm going to start building the mystery word.

Start writing down the letters as I put them in their place and when you think you know what the letter is, you can work ahead and write down the whole word all by yourself.

Let me move these all out of the way and we'll get started, here we go.

First letter is I, m, wonder if you have any ideas yet.

Make sure you're writing these down.

U.

We're getting close, do you think you know what it is?

S. Let's use our loop and swoop to see what this says.

Im pulse.

Impulse.

Impulse.

An impulse is a strong or sudden desire to do something.

For example, when I am really angry, I have the impulse to yell or scream.

Or when I walk into the kitchen and I see a plate full of cookies, I have an impulse to eat all the cookies up right away.

That's what impulse means.

Great work today finding our mystery word.

Until we meet next time, make sure you're paying attention to all the letters in a word as you're reading.

The more you practice this, the better you'll become at being an accurate reader.

(lighthearted music playing) - Hi, (speaking foreign language) welcome readers.

I'm teacher Tan-A and today, I am so excited to read with you.

And oh my goodness, we are going to be reading a story about how I can make responsible big decisions.

Today we have a character.

Hmm, what's a character?

Oh yeah, a character is somebody in our story.

We have a character that is having a hard time making good decisions.

Our story today is "What Were You Thinking?"

by Bryan Smith, illustrated by Lisa M. Griffin, and our character Braden today, oh my goodness, he's having a hard time.

I wonder if he is going to make responsible decisions.

I wonder if his decisions will make the situation better or worse.

And as we read the story today my friends, we are going to be thinking about the character's actions and their events and what happens.

Here we have our T chart ready to go for us.

Braden's actions, and of course, those events caused by Braden.

So come along and read with me today.

"I'm hilarious.

My name's Braden and I'm in the third grade.

So just so you know, I'm probably the funniest kid in my school.

Seriously!

I have made some kids cry and almost wet their pants because they were laughing so hard."

What were Braden's actions?

Yeah like, I guess he's a pretty funny kid hey?

Okay, well we can go ahead and put that up on our T chart.

He's a pretty funny kid and those are his actions, but what are the events that are caused by Braden because he's such a funny kid?

I can hear you all the way up here, that's right.

Aha, he's so funny that some kids, that's right, almost wet their pants.

Oh my goodness, he must be really funny.

Are you ready?

Let's continue my friends.

"Anyway, this year school started the same way it does every year.

The teacher explains the rules, we practice the rules and then we practice them some more."

Mm-hmm, sounds familiar, doesn't it?

Absolutely.

"Don't teachers realize third graders know how to follow the rules.

Well, on Friday, I realized why we practiced the rules.

My teacher began class by saying, 'Good morning boys and girls.

Today we are going to,' that's when it just happened.

I shouted out 'Talk about how awesome I am!'

The class giggled.

My teacher, Mrs. Vickerman, said, 'Whoa, Braden, we have rules to follow in class.

Is interrupting me when I'm talking to the class following the rules?'

'No, I guess it isn't being respectful,' I answered.

This will make everyone laugh."

Woo, so friends, what did Braden do?

Yeah, he blurted out in class and I don't know about you, but that's against the rules in my class because that disrupts the learning environment, doesn't it friends?

Yeah.

Braden yelled out, "Talk about how awesome I am!"

Yeah, that's not usually something we do, absolutely not.

And yeah, so what were those events then?

Yeah, that's called shouting out.

Yeah.

And that's not usually acceptable in classes.

Okay friends, are you ready?

Want to keep going?

Okay, let's go.

"Right!

Remember the first day of school we talked about what those rules look like in class?"

Do you practice the rules?

We do too.

"And we said, one way to show respect is to raise your hand if you have something to say and calmly wait for the teacher to call on you.

That is one way that we control our impulses.

'Control our what?

I'm sorry Mrs. Vickerman but that sounds like a grown-up talk.'

Mrs. Vickerman smiled and said, 'They are big words, but what they mean is that sometimes our bodies are telling us to do things and we have to decide whether to do them.'"

Hmm, so what are you thinking my friends?

What about this Braden?

What do you think his actions are this time?

Hmm.

This one was kind of hard for me at first then I thought, oh yeah, wait a second, he asked Mrs. Vickerman a question, didn't he?

And then when he asked her a question, did Mrs. Vickerman give him an answer?

She sure did.

Absolutely.

So that's what I wrote down.

Fantastic.

Thumbs up.

All right, let's keep going friends.

I'm going to wonder now, I'm noticing a pattern with Braden's actions.

Right now it's kind of a negative pattern.

He's not really following the rules.

I'm wondering, as we read the story, if he'll get a hint and kind of, you now, start following the rules in class.

We'll find out.

"Later on, Mrs. Vickerman pulled me aside and she said, 'When you shouted out saying we were going to talk about how awesome you are, what were you thinking?'

'Well, I thought I would be really funny.'

'Right, but did that make the situation better or worse?'

And I sat there for a second and then I sighed and said, 'Worse.'

Mrs. Vickerman explained that there are times to be funny and times to be serious at school, and she asked me, 'When is it a good time to be funny at school?'

'I don't know.

Maybe lunch, recess, and free time?'

'Right.'

Hmm.

Are you making connections?

Yes, are those really good times to be absolutely funny?

Aha, that's right, because class time is for learning.

Thank you friends.

"Mrs. Vickerman gave me a card with four easy steps to follow before saying or doing something.

One, stop what you're doing.

Two, think about what you're going to say or do.

Three, decide if it will make the situation better or worse.

Four, choose the behavior that makes the situation better.

This didn't seem too hard.

I told Mrs. Vickerman I was sorry and I'd think before doing things from now on."

Hmm, okay.

I'm starting to think that maybe Braden's going to get some ideas.

So what just happened here?

Mrs. Vickerman is our character now, and what did she do?

She did, she gave Braden a really cool card that I think is going to help him, what do you think?

I think that is a pretty awesome card personally.

I really really like it.

And friends, so what else?

If Mrs. Vickerman gave him that card what do you think it's going to help him with?

Hmm.

Ah, yes, it could help them with that hard time he's having with his impulses.

I agree my friends.

Well friends, my amazing third grade readers, we're going to have to find out next time what happens with Braden to see if he has those good outcomes or maybe not so good outcomes as he makes these amazing choices in this book today.

So keep your eyes out for characters' actions and then of course their events for the things that happen.

Friends, not just for your characters but don't forget, you need to be thinking about your own actions and your own events in your own life as well, okay?

(lighthearted music) Hi friends.

Remember when I told you that you needed to think about your actions after we read that story, "What Were You Thinking?"?

Well now is the time, we're going to be thinking about our own actions and how we can use this read aloud to put some amazing sentences together.

Friends, today we're going to be using the transition words to show passing of time with these, mm-hmm, transitions.

Are you ready?

Alright, so you are going to need paper and pencil friends.

So friends, yes, we're going to be using these transition words to show the passage of time, just like when we move from reading our read aloud to our writing time friends, absolutely.

Another thing is that this transition in time makes it easy and it helps us to understand how things move through a story.

So are you ready?

Ah, let's go.

So the transition words we're going to be working in phrases today as a result of then, so, and therefore.

So I'm thinking about a one time in my life when I was a third grader and I came home from school.

I walked in the door and I smelled this amazing, delicious, glorious smell and I was so excited.

Do you want to know why?

Because I love cake.

Oh my goodness, I was so excited that my mom had made cake.

So I ran to the kitchen cabinet and I pulled out the drawer and I grabbed a fork and I ran to the table where there was this beautiful cake sitting there, and I took a bite.

Oh, and it was so delicious and it was warm.

Hmm.

And so here's my table.

Mm-hmm.

That's right and here is this cake on it, that's the cake, and here's me and here I am with this big old smile because I love cake and then I was thinking to myself, oh, I should eat more, this cake is so delicious.

Here's my pan of cake and I took one bite and then I took another and then I took another bite and before I knew it, half of the cake was gone.

I was so full my stomach hurt.

Oh my goodness friends, oh I was so miserable but that cake, it tasted so good.

Friends, you know that sketches help us when we put our sentences and stories together, right?

Okay, but now it's time to actually put some of those sentences together that I already have ready for us.

So here are my character's actions and here are the events or the cause, yes, the things that happened.

I ate half the cake and what happened?

Your right, my tummy ached.

Ooh, I didn't get to this part of the story but guess what happened?

You betcha.

I told my mom it wasn't me.

I have an older brother.

You betcha I blamed him.

Guess what?

She knew better, she knew it was me.

Moms always do, don't they?

Yeah, you know they do.

But I had to spend the afternoon making a cake.

Hmm, we're going to use now these transition words to see if we can make these sentences more sophisticated third graders, are you ready?

Okay.

I ate half the cake.

As a result, I had a tummy ache.

Hmm, I like it, do you like it?

I think that sounds fantastic.

Okay, let's do it.

As a result, I had a tummy ache.

Oh friends, I think that's fantastic.

I'm just going to kind of slide this here, right?

Okay, you ready for the next one?

Okay.

I told my mom it wasn't me.

Therefore, I had to spend the afternoon making a cake.

Maybe.

Let's try the other one just in case, so.

I told my mom it wasn't me.

So I had to spend the afternoon making a cake.

Hmm.

Well I kind of guess both sound okay to my ears.

So I guess it depends on you, which one are you going to choose?

Friends, wow!

Yes, you've been amazing writers and readers with me today, haven't you?

You sure have.

Scholars, what great work you've done today, you've been amazing.

So friends you have worked with Mrs. Mora and you have slowly checked every letter mm-hmm, going through words, you have gone through and analyzed characters, not only our characters but then those events and the outcomes that they had because of the things and the actions that they did.

(gasping) Some of them not so good especially in our story, right?

Mm-hmm.

And my friends, you have become successful like always third grade readers and writers.

So friends, (indistinct) We'll see you next time on "Read, Write, Roar."

(upbeat music playing) - [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.