- Hello, scholars.

Welcome to Third Grade on Read, Write, Roar.

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

We will investigate the schwa sound.

What is that?

Read a story about a bear, and write a story using schwa sound words.

Join us for Read, Write, Roar.

- [Announcer] 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.

(cheerful music) (lion roars) - Hello, word builders.

I'm Mrs. Mora.

Do you remember our sneaky sound in English called the schwa sound?

Say this word with me, schwa.

The last time we were together, we learned that the schwa sound, usually sounds like this, "uh", like the short vowel U.

It's a sound that you make when you're thinking really hard about something.

"Uh".

Say that with me.

"Uh".

Well, today, you're going to see how this sneaky schwa sound sometimes sounds a little bit like the e sounds too, like the short vowel I.

We're going to practice reading and listening for the schwa sound in words spelled with the a-t-e pattern.

It's important that we're able to read words using the schwa sound, especially if we're going to read words that are more than one syllable.

That way, we'll be able to read our favorite books.

Let's be really great readers and listeners as we investigate these schwa sound words.

We're going to start with this word.

Let's read this word together.

We're going to loop and swoop this word.

Here we go.

When we read this word, before we start, when we read this, we're going to say the long vowel A sound here, "ate".

And, if that does not sound like a real word, I'll tell you what to do.

Here we go.

Ul ti mate, ultimate, ultimate.

Give me a thumbs up if that sounds like a word that you know, and a thumbs down if that does not sound like a word that you know.

For me, this one's a thumbs down.

When I read a-t-e with the long A sound, "ate", that didn't sound like a real word.

Let's try it again, and this time let's use the schwa sound here for the letter a and make it sound more like "e".

Try again.

Ul ti met, ultimate.

Thumbs up if that sounds like a real word, thumbs down if that does not sound like a real word.

That does sound like a word that I know, so we're going to move that to the schwa sound column.

Why?

Because the "a" doesn't make the sound we expect it to make, it doesn't say the long A.

So, we'll put it in the schwa column.

Let's try a different word.

Let's stretch and read this word together.

Late, late.

Give me a thumbs up if late sounds like a word you know, and a thumbs down if it does not sound like a word that you know.

I think that that sounds like a word that I know.

Late.

Like, I don't want to be late for school.

We need to be on time.

When we use the long A, we made a real word.

So, we're going to put this in the long A column, because the long A is the sound that we made.

Here's another word.

Let's loop this word to read it together.

For tu nate, fortunate.

Thumbs up if that sounds like a word that you know, thumbs down if that does not sound like a real word.

For me, this one's a thumbs down.

I've never heard fortunate before.

Let's try it again, and this time let's use the schwa sound instead of the long A sound.

For tu net, fortunate.

Thumbs up if that sounds real, thumbs down if it doesn't.

I know the word fortunate, it means lucky.

We have to use the schwa sound to make this a word that we know.

So, let's move that to the schwa column.

Here's our next word.

We're going to loop this word too.

Lo cate, locate.

Thumbs up if the long A sound makes that sound like a real word, thumbs down if it doesn't.

Locate, that is a real word.

When we use the long A sound, it makes the word locate which means to find something.

Isn't it so interesting how sometimes a-t-e patterns make the long A, like late and locate, but other times, we have to use the schwa to pronounce a real word, ultimate, fortunate?

We've got one more word.

Let's try this one together.

Con sid er ate, considerate.

Thumbs up if that sounds like a real word, thumbs down if it doesn't.

For me, that's a thumbs down.

I've never heard considerate before.

Let's try it again using the schwa sound.

Con sid er et, considerate.

Thumbs up if that sounds like a real word, thumbs down if it doesn't.

Considerate is a real word.

It means that you're showing that you're kind by thinking about other people, considerate.

We have to use the schwa sound to read these words.

We have seen that sometimes words spelled with the exact same pattern, a-t-e, they sometimes use the schwa, and sometimes they use the long A.

It's so great that we know that we can use the schwa sound to make words real words.

Let's read a story together so we can keep practicing the schwa sounds in our story.

(cheerful music) (lion roars) Last time, we read a fantasy story about Panda and Polar Bear.

Panda was from the forest, but polar bear was from the frozen tundra, and was a little afraid of the forest.

Let's see what happens to Panda and Polar Bear this time.

As we read, we'll pay attention to see if we can read some words using schwa sounds.

Here we go.

The forest was Panda's habitat, so he knew it wasn't scary.

Panda felt fortunate to- Oh, did you notice that?

That didn't sound like a real word did it?

When I read fortunate?

Let's use the schwa sound.

Panda felt fortunate to live in the forest.

So, Panda decided to invite Polar Bear.

"It's not too late.

You can visit my forest soon", he said.

Polar Bar was amazed at the invitation.

Amazed?

Do you think we need to try the schwa sound in this word too?

We learned about that last time, didn't we?

Let's try again.

Polar Bear was amazed at the invitation.

"That is very considerate, Panda", she said.

"As long as you promise there are no pirates!"

We have seen how it is so important to be able to hear and read that schwa sound so that we can read stories that we enjoy.

Until we meet again.

Keep listening for schwa sounds in words that you hear and in words that you read.

(bright music) - Hello and welcome.

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

Let's start with our POP Check.

POP stands for pause and take a breath, own what we are feeling, and practice a deep breath or something that relaxes us.

Let's try it.

Pause, take a breath.

(inhales deeply) Now own it, take four steps towards your screen.

One, two, three, four.

Now, point to the emoji face that feels the way you feel right now.

Own it.

Now, let's take four big steps back.

Watch where you're going.

One, two, three, four.

And now, let's practice.

Today, we are going to practice star pose.

Do you know why it's called star pose?

Because we're all superstars.

Do you know why we're superstars?

Because when things get tough, we don't give up.

We don't have a fit or a fight, we pause, take a breath, (inhales deeply) we own what we are feeling, like, "This is hard and I can do it".

Say that with me, "This is hard and I can do it".

Nice.

Now, let's practice our pose.

Take your hands to your hips.

And now step your feet a little wider than your hips.

Oop, you're making a triangle with your legs.

I am too.

Let's make our triangles and then reach your arms up towards the sky, like you're reaching for the stars.

If it feels okay in your body, close your eyes or you can keep them open.

Let's take three deep breaths.

Inhale one, (inhales deeply) exhale one, (exhales sharply) inhale two, (inhales deeply) exhale two.

(exhales sharply) That's it, inhale three, stretch, (inhales deeply) exhale three.

(exhales sharply) And now, relax your body.

Thank you for sharing this mindful practice with me today.

Let's get together again soon.

(bright music) - Hi friends.

I'm so excited to see you again.

Oh, we are going to get started again with this amazing book, Every Autumn Comes the Bear by Jim Arnosky.

And my friends, again, we are going to continue looking at these fantastic illustrations.

And, we're gonna be thinking about inferring.

So we're gonna once again, we're gonna be noticing the illustrations, we're gonna be thinking about our background knowledge using that word schema, and then we're also going to be thinking and inferring about what is the mood and the setting.

Do you remember what mood and setting is all about?

If not, I can remind you.

Remember, setting is about where the story takes place.

Mood, yup, it's about those feelings.

What do you think the feeling of the story is?

So friends, are you ready to dive back in?

(bright music) Okay, let's go.

(lion roars) He drinks cold water from the spring.

Friends, I am noticing that there is a raccoon that's got one eye.

I'm not sure if he's asleep or if he's afraid to look because what I'm noticing, what I see is that bear standing on top of the log with his bare paws.

(shouts) He might be a little scared.

Oh my goodness.

I see the raccoon has one eye open.

I'm not sure if he's trying to sleep, but I am thinking because he does have that one eye open, he might be scared and he's trying to be quiet.

Oh, my friends.

The raccoon is scared.

Do you think he needs to be quiet?

I'm inferring that he does because I don't know, I don't think I'd want to cross paths with an angry, grumpy bear.

Do you remember?

That was the mood last time, absolutely.

Now, what do you think the mood is right now?

I am gonna say tense.

I'm a little nervous for this raccoon.

Let's keep going.

And claws a tall straight tree.

I don't know if you all know, I live in the upper peninsula and I see these white dots a lot.

Do you know what those white dots are?

I think I know what those white dots are.

I'm noticing, I see white dots.

Do you see white dots?

(laughs) And I know that these white dots my friends in the autumn time, that means snow for sure.

This one, I don't have to guess about.

I know that the setting has just changed from autumn to winter.

Oh yeah.

It's about to get cold and stay cold for quite a while, isn't it friends?

Oh, let's keep going.

More.

It's still snowing and it's looking like the snow is coming down just a tiny bit harder.

I see a bear that's walking away.

Hmm, the deer is watching.

Look at these cute little rabbits.

They're watching also.

The other animals hide from the bear.

But he knows that they are there.

Hmm, what do I see?

I see that bear walking away.

And I'm thinking about my children when they're peeking out, and they're trying to hide from me, I know that they're there too.

Yeah, I'm going to infer what?

That the bear's walking away, but the deer and the rabbit, we know we can see and the author told us to, right?

Yes.

So, our illustration and our words are matching right now.

And that they're peeking out.

Like that when kids peeking, that means they're hiding and trying not to be seen but they wanna see what's going on.

So friends, I think the animals are starting to feel safe because they feel safe enough to take a peek.

Do you remember the raccoon?

He did not feel safe enough to take a peek, did he?

Na ah.

He didn't even have feel safe enough to peek with both eyes.

He just had one eye open.

What do you think the mood is?

I think it's starting to be a little more peaceful.

Ugh, so amazing.

Such (indistinct) but, he smells the scent of the fox.

What do you see?

What do you know?

What do you infer?

He hears a grouse bursting into flight.

What do you see?

I see a bird flying, so I think that's the grouse.

'cause I don't what a grouse is.

What do you know?

Birds fly.

What can you infer?

Hmm, I think he probably wants to get away though.

I don't think he wants to be by the bear.

When the hill is white with snow, the bear climbs the highest rock.

He looks up out over all the tree tops.

No, my friends.

That is not the end of the book.

Do you wanna know the end?

Well, to find out, you're gonna have to go to your local library and check this book out.

Remember, it is, Every Autumn Comes the Bear by Jim Arnosky.

Oh my friends, you have worked so hard today and I am so proud of you, making those inferences by using the illustrations to see what you notice, What you see, thinking about your schema and your background knowledge.

What do you know?

And then, putting that all together to make an inference about the mood and the setting, my friends.

So remember, every time you read a book, that's what we're supposed to do.

(bright music) - Let's have a pencil race.

For this activity, you're going to need a pencil.

You could also use a pen or a marker.

You have five seconds to get what you need while I wait right here.

(bright music) Go.

(lion roars) You should be ready by now.

So, this is how the pencil race goes.

You know how we normally grab a pencil with our thumb and usually with two fingers on the top.

I want you to look at your other two fingers, your pinky and your ring finger, and say, "You are not invited to play".

They might feel a little bit sad but they're not invited to play in this game.

We are going to do a pencil race and you'll be holding your pencil just like you usually do to write.

But instead of starting at the front of your pencil like this, you're going to slide the pencil down so you're starting at the eraser.

You see that?

And this is how the pencil race goes.

When I say go, we're going to use our fingers to walk down the pencil.

You see how it's moving?

And move it until your hand is ready to write.

Do you think you can do that?

Try it with me.

Here we go.

Walk, walk.

It's kind of like you're pulling the pencil back towards you with those two fingers.

Remember these fingers don't do anything.

When you get to the end, flip it and go the other way.

That is the end of the pencil race, when you get to the eraser again.

Are you ready?

Let's race.

Get your fingers at the end of your pencil, right by the eraser.

Ready, set, go.

Race to the end, flip it, and race back.

How did you do?

If you beat me, congratulations!

You're the winner.

If you didn't, don't worry about it.

You can practice.

And the more you practice, the better that you will get at pencil racing.

Practice this on your own time.

(bright music) - Hi, friends.

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

Oh, do you remember last time we were together?

We studied that amazing illustration by Mr. Arnosky.

He absolutely had that fantastic book, Aha, Every Autumn Comes the Bear.

Your job was to write down adjectives.

Were you able to make some amazing sentences?

I hope so.

And did you share those fantastic sentences with somebody that you love?

Yeah?

Were you able to make a movie in your mind?

And were they able to, I don't know, ask you questions?

Fantastic.

You did an amazing job.

I'm so proud of you.

Well, my friends, you are gonna need paper and a writing utensil again.

So yeah, either a pencil or maybe a pen.

Ready to get it?

You know, you've got 20 seconds.

Ready, set, go.

(bright music) Oh, fun friends.

Today, I am so excited for what we're gonna do.

Today, we're going to use that amazing mentor texts to write a sentence with as few as words as possible.

And then, we're going to let the illustrations do all the amazing work, my friends.

So, are you ready for the hard work we're gonna do?

'Cause I'm excited.

I hope so.

Think of an animal, my friends, that you know a lot about.

I know a lot about my amazing dog, Snowball.

He's this cute miniature Alaskan Malamute.

And hmm, what does he do?

Well, he likes to bark at the UPS man.

Wait, he gets up.

He sleeps with me.

He gets up every morning.

When I go get my coffee, we come downstairs and he sits in front of the door and waits.

I can't wait.

Okay, here we go.

Are you ready?

Okay.

On one side of my paper, I'm going to write my sentence or put my sentence.

And on the other side, I'm going to make my illustration.

Now remember, this is just a sketch.

And so, we're gonna do the best that we can and we can always fancy it up later with a better drawing and maybe some colors.

Off we go.

So, here it is.

He sat patiently.

Are you ready?

Okay.

So here's Snowball.

Snow ball.

These are my sliding glass doors.

There's a metal, snowball sits about here.

And then he's got this floofy little tail that kind of is really furry.

He's got really long hair on his tail.

And he's got these cute little pointyish ears.

And here's my door handle.

Oh and of course, he likes to go down the deck.

And then after he gets off of the deck, he likes to go and explore outside in our back yard.

Oh my goodness.

This is my fan.

So that's what this is.

This is our deck.

That's the deck.

And oh, in the back yard, on the other side, we have trees.

Yeah.

And you'll never guess what he likes to do back there.

He loves to bark and bark and bark and wake up the neighborhood every morning.

Oh my goodness gracious.

Does he ever?

It's so fantastic.

He's so fun.

Ah, friends.

Today, it's your turn now to go ahead and write a sentence with as little words as just a couple of words as you can.

And then to go ahead and make an illustration and make your illustration do all the work for you, my friends.

Ready?

Awesome.

Okay.

(sighs) I'm so excited for you and for all the work that you have done.

Look at this.

Please make sure that you share your work with your loved ones because your writing is important, friends.

All right?

And it's important to share everything that you've learned with them.

Well friends, you're amazing.

Look at all the hard work you've done today.

You've worked on that sneaky schwa, you've used words with your pictures and illustrations, you have gone and done inferring about setting and mood.

Oh my goodness.

Thank you for working so hard today and being the most successful students you could be.

Remember that come on back to Read, Write, Roar.

- [Announcer] 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.

(cheerful music)