- Hello, scholars.

Welcome to third grade on read, write, roar.

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

We will make a word web, continue reading our story about making great choices, and write amazing sentences.

Join us for read, write, roar.

(upbeat 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.

- Hello, word builders.

I'm Mrs. Mora.

Today, we are going to practice fluent reading by paying attention to the letters in a word.

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

In this activity, we are going to be using a word web to look at the letters in this word.

Write this word with me, using our loop and swoop.

In-ter-rupt, interrupt.

This word is interrupt.

Interrupt means that somebody says or does something to make.

Interrupt means that somebody says or does something to make the other person stop talking.

We are going to take the word interrupt, and we are going to change it by adding letters to the end of the word.

First, let's take the word interrupt and add an s to the end.

Interrupt first, then an s at the end of the word.

This word is interrupts.

Interrupts can be used in a sentence like this.

Braden interrupts his teacher everyday.

Interrupts is a verb because it's an action.

It's something that somebody does, interrupts.

Look how we can take the word interrupt and change it by adding a different ending to the word.

Here we go, interrupt.

And this time we're going to add ing.

Remember that we pronounce that ing.

So the word is interrupting, interrupting.

For example, Braden keeps interrupting his teacher and his class.

This word is also a verb because it tells an action that Braden is doing, interrupting, with ing at the end.

It's important that we pay attention even to the endings of a word, because it can change the entire word.

Let's try a new one.

Interrupt first, and this time we're going to add interrupt with an ed ending.

In this word, the ed ending is pronounced id.

Sometimes it's pronounced d by itself, but in this word it's pronounced id.

So it sounds like this, interrupted, interrupted.

This word is interrupted.

It is also an action, and you could use it in a sentence like this.

Braden interrupted his teacher everyday.

This is a verb because it tells an action that Braden does.

Now we're going to take interrupt, and we are going to add a prefix to the beginning, and we're going to add a different part to the end too.

Here we go.

Let's start with the word interrupted.

Well, we add that ed ending just like before, and this time we're going to add the prefix un to the front.

This word is uninterrupted, uninterrupted.

This word is not a verb.

It's not an action.

Instead, we call this an adjective because it describes something.

For example, the class had uninterrupted work time when Braden was quiet.

Uninterrupted describes the work time.

So, it's an adjective.

Let's have one more word that we'll look at, interrupt first.

And now, we're going to add the ion ending.

We pronounced this ending part with the t, and the t actually makes the sh sound in this part.

So it will sound like this, shin.

We pronounce this word interruption, interruption.

This word is a noun because it tells a thing.

It's the name of a thing, an interruption.

For example, Braden had a hard time working when there was interruption from one of his classmates.

I hope that today you have noticed that when we take a word and add different endings or different prefixes at the beginning, it changes the entire word.

It is so important to pay attention to the letters in a word while we're reading so we can be accurate readers.

Great job today, readers.

You really paid attention to all the letters in a word.

Keep paying attention to the letters you see in a word until we meet next time.

(upbeat music) - Hi, readers.

The last time we were together, oh my goodness, we were reading this amazing book, "What Were You Thinking?"

And as we were reading it, we were thinking about characters actions and their outcomes.

We were, and he had some serious impulse control, didn't he?

Yeah, he sure did.

Well today, before we get started reading, we're gonna work on some fluency.

Well, what is fluency?

Fluency is when readers make their voice go up and down in nice and smooth, just like we're talking friends.

So it's practicing.

Here we go.

I'm gonna read these sentences, and then you're gonna give it a try.

Are you ready?

All right, let's do it.

Braden was the funniest kid at school, you try.

Good job, next.

However, he didn't realize interrupting class only made things worse.

You ready?

Okay.

Oh, all right, let's try the next one.

When Mrs. Vickerman talked to Braden, he understood he had to control his impulses.

Okay, it's your turn.

When Mrs. Vickerman talked to Braden, he understood he had to control his impulses.

All right, good job, readers.

Let's keep going, one more.

The card Mrs. Vickerman gave Braden helped him rethink his actions.

Your turn.

The card Mrs. Vickerman gave Braden helped him rethink his actions.

Great job, readers, working on your fluency with me today.

Hi, readers.

Oh my goodness, we're back, and we are not done with this book, "What Were You Thinking?"

by Brian Smith and Lisa Griffin.

Friends, that's right, we're gonna continue thinking about Braden and his actions, and the events that are caused by those actions.

Remembering that characters are the people in our stories, and the actions are the things that they do like running or skipping or jumping friends.

Absolutely.

So, friends, let's continue, aha, using our T chart to log what Braden's actions are, as we read.

Are you ready?

Okay, off we go.

Later that day in PE, we were playing a new dodgeball game.

The only rules were, you could not hit kids in the face, and you could not go on the other team's side.

My team was ahead and things were going great.

Out of the corner of my eye, I saw Amanda sneak over to our side and hit one of our players with a ball.

Like a cheetah, I sprinted over to Amanda and I threw a ball right at her face.

What did Braden do?

Uh huh, I hear you, he threw a ball right at Amanda's face.

Yeah, that's never a good idea, and I know that a lot of you are thinking, woo, he's gonna get in trouble.

Let's find out what the outcome or the events caused by Braden's actions are.

Let's keep reading.

Just as the ball was about to hit her, coach called, "Braden, get over here right now."

I saw Amanda on the floor crying, and knew this was not going to end well.

Then I heard the same words again.

"What were you thinking?"

I explained how I was mad, Amanda cheated and that's I hit her with the ball.

Coach did not look happy and told me I needed to control my impulses.

Coach asked if hitting Amanda with the ball made the situation better or worse.

"Worse," I whispered.

So friends, I can think of two aha outcomes because, you're right, Braden hit her with the ball.

Well, number one, she was on the floor crying, poor Amanda.

And then number two, did he make that situation better or worse?

In Braden's whispered words, what did he say?

Worse, that's right.

He made that situation worse.

So, here we are, friends.

All right, let's keep reading.

Maybe he'll get it right yet.

Let's keep going.

Well, he pulled out the tips card from Mrs. Vickerman and asked if I followed any of the steps and I realized I didn't even follow step one, stop what you're doing.

Controlling my impulses might be harder than I thought.

Well, that day I got home, my parents already knew about what had happened at school.

Mom and dad said we would be practicing controlling our impulses at home, and they had a copy of the card Mrs. Vickerman gave me.

"Great," I sighed.

With all that had happened at school, I was surprised to see mom was making cupcakes for me.

Yum!

As they were cooling off on the counter, I went like a hungry bear.

I ate 12 cupcakes and then I had a huge tummy ache.

Mom came in, looking shocked and asked, "What happened?

"What in the world happened "to your brother's birthday cupcakes for his class?"

Uh oh, maybe those weren't for me.

"Braden, you know you are supposed to ask permission.

"And with everything that happened at school today, "what were you thinking?"

"I was thinking about how good they would taste."

"Did eating those cupcakes "make the situation better or worse?"

"Well, they did taste good," I mumbled.

"I'm sure they did.

"But overall, did that make the situation for you, "your brother and me, better or worse?

"Worse," I said, as I lowered my head.

Oh my goodness, Braden.

What are we gonna do with this young man?

What did he do?

And I am like, totally thinking about all of the things that just happened right now.

There are a bunch of outcomes.

Are you thinking about all the outcomes that he?

He ate 12 cupcakes, friends.

Oh my goodness.

12 cupcakes, I can't even imagine.

Well, number one, what are we thinking about, Braden?

It said right at the beginning, I ate 12 cupcakes and I had a huge tummy ache.

Sure does.

Has a huge tummy ache.

Now, there's not enough cupcakes for brother's birthday.

There's not enough cupcakes for his class, for his birthday, is there?

Oh my goodness.

Braden, Braden, Braden.

Let's keep reading, friends.

Well, we went over the card.

Mrs. Vickerman gave me again.

And on top of that, I had to help mom make more cupcakes instead of playing my favorite video games.

Not a fun night.

Why were these four steps so hard to follow?

A few days later at school, it finally clicked.

Uh oh, I wonder if he finally got it.

Let's keep reading.

I was being my usual hilarious self with my friends at lunch and we were having a great time.

Wait a second, wait a second.

I'm just now thinking to myself, wait, there was another event, another outcome because wait a second.

I have to go back because he ate those 12 cupcakes, guess what?

Before we move on.

Yeah, he's gonna have to make more cupcakes with mom.

That's right, for his brother's birthday.

Are you ready?

Sorry.

Okay, let's keep going now, friends.

A few days later at school, it finally clicked.

I was being my usual hilarious self with my friends at lunch.

We were having a great time, and then I felt something mushy and wet smack me in the head.

A kid from another class threw some Jell-O at me, and his whole table was laughing.

I immediately thought, he just messed with the wrong person.

Time to teach him a lesson!

Oh my Lord, here it goes.

I grabbed some of my mashed potatoes and I got ready to throw a mashed potato fastball at his head.

I reached my arm way back to get full speed, and as my arm was about to go forward, I stopped and I got this weird picture in my head of that card.

And I asked myself, well, is this gonna make the situation better or worse?

And I knew the answer and I thought, it was hard, well, I just decided to raise my hand over my head to get the teacher's attention.

Mrs. Vickerman came over and I explained what happened.

She wouldn't talk to the other boy, and he had to go to the principal's office to finish his lunch.

Well, was I just able to control my impulses?

This made me feel good about myself.

Whoa, hello, friends.

Oh my goodness, Braden, I am so proud of him.

He was able to stop and control those impulses, finally.

How exciting is that for him?

I'm so proud of him.

So what did he do?

He stopped, he thought, and then he had a conversation, with Mrs. Vickerman, that's right.

That is right, and he talked to Mrs.Vickerman.

Later in class, Mrs. Vickerman pulled me aside.

She said, "I noticed you had mashed potatoes in your hand "when you raised your hand today at lunch.

"Something tells me you weren't planning to eat those."

I smiled and said, "Yeah, "I was gonna hit that boy in the head with them, "but decided it would be better to talk to you about it "since it's one of the rules of the cafeteria."

She laughed and said, "So, what were you thinking?

Stay out of trouble.

"I was thinking I'm sick I'm getting in trouble, "and for once wanted to make the right choice."

Well, that's great.

And your good choice did make the situation better this time.

You even followed all four steps.

"Yup," I said, maybe I was becoming an impulse expert.

That night when I got home, my parents asked my brother and me to pick up our toys, and he just left his remote control car, the one he never lets me play with right in the middle of the floor.

Now, I'm not gonna lie to you, I thought for just a second, this might be a good time to take my brother's remote control car, and hide it in my closet.

But then again, would an impulse expert do that?

I knew what the right thing to do was, so, I walked into my brother's room and I gave him his remote control car.

My brother said, "Thanks a lot, booger brain."

At first I got mad, and then I just laughed.

I may be becoming an expert at controlling my impulses, but I'll never be able to control my brother's.

Wow, friends, what an amazing book.

I'm so excited for Braden and how was able to use his card to stop, think, decide if it's gonna be a good outcome or a bad outcome, and then to make good choices.

Friends, as you read, remember, you need to be thinking about what are your characters actions, and what are the events after those actions?

And yeah, what are those events caused?

All right.

Oh, you remember Braden and his impulse control troubles, don't you?

Oh, we read this book, "What Were You Thinking?"

Written by Brian Smith and Lisa M. Griffin, those illustrations were absolutely cute, weren't they?

Well, friends, today, we're gonna be working on more of those transition words and those and the passage of time.

So get that paper and pencil.

Off you go, ready set?

Go.

(upbeat music) Friends, I was thinking about one time when I was a third grade student, and about.

Oh my goodness, I was making crafts with one of my very good friends.

And we were both gonna make friendship bracelets together, and we both grabbed for the purple string at the same time, because it was our favorite colors.

Well, when we both grabbed for it, we pulled so hard, the string broke.

I was so mad at her that she had broke the only purple string in our craft box that I said some words I didn't mean.

And I said that I was mad at her and we weren't friends anymore.

And you know what?

We haven't spoken since.

I know.

So friends, today, we're gonna think about a time when yeah, we'd have done something and our event.

Yes, exactly.

And our actions caused something to happen, just like Braden, right?

Well, I went ahead and I wrote down some of the things that I had been thinking about with this story.

I grabbed the string, and then I had to remember, oh yeah, what did I do?

Or what happened?

Oh, the string broke.

So that was the event, right?

The cause, what ended up happening because I grabbed the string.

Well, then after that I said, we aren't friends anymore.

And then after I said that, what happened?

The outcome was, we haven't spoken since.

Well, these sentences aren't even really sentences, third graders, are they?

They're just some words and phrases.

So now it's time to take our transition words and make them more sophisticated.

So friends, let's get to work.

How could I put these two together?

I grabbed the string, then the string broke.

I grabbed the string, so the string broke.

I grabbed the string as a result.

I think this one works best.

The string broke.

Do you agree or disagree?

All right, let's go ahead and put this one up.

I grabbed the string and as a result, the string broke.

Absolutely, we're gonna go ahead and add that there.

Ah, next.

We aren't friends anymore.

We haven't spoken since, so we aren't friends anymore.

Then we haven't spoken since, that one doesn't sound good.

I don't like that one.

We aren't friends anymore, so we haven't spoken since.

I don't really like that one, either.

We aren't friends anymore, therefore we haven't spoken since.

Oh, I think that one sounds good, don't you?

Friends, do you see how, when we add transition words it makes our sentences more sophisticated?

They sound better to our ears, and they can show the passage of time through our stories.

Third grade writers, as you write, remember that it's always important to make sure that you add transitions to the character's actions, of course, and then their outcomes to help tell your stories as well.

Wow, scholars, you have done so much work today.

We are so proud of you.

You have paid really close attention to the letters and all of the words with Mrs. Mora, and you have read about characters actions, and of course their outcomes.

Sometimes not so good, and sometimes they're really great like Braden finally getting to stop and think before he did something.

Oh my friends, please make sure that as you read your stories that you continue to think about your characters, their actions and their outcomes, my friends.

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

Bama pi collabo man on read, write, roar.

(upbeat 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.

(upbeat music)