- Hello scholars.

Welcome to Read, Write, Roar!

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

We will practice reading a base word with a prefix or a suffix, read more of a hybrid text about the deserts, 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!

- [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.

(upbeat music) - Welcome readers.

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

We know how to read words with prefixes, which are word parts added to the beginning, or friends of a word to change that word and its meaning.

We also know how to read words with suffixes, which are word parts added to the end of a word to change that word and its meaning.

Well, today we're going to work on decoding, or reading words with more than two syllables.

We're going to do that by thinking about the base word and the prefixes or suffixes that have been added to that word.

Let's start by reading the base word we'll be changing today by adding prefixes or suffixes.

Let's loop and swoop this word together, a-dapt, adapt.

This word is adapt, what does adapt mean?

Adapt means to change to meet a need or a certain situation.

Desert animals adapt to living in a dry and hot climate.

Now, let's take the word adapt and change it by adding a suffix.

I will write the base word adapt, and then I'm going to add this suffix, A-B-L-E. Let's chunk this word by reading the base word and then the suffix that I added, adapt-able, adaptable.

This word is adaptable, adaptable is an adjective that describes someone or something that is able to change to meet their needs.

For example, my cacti are very adaptable, which is good because sometimes I forget to water them.

Let's try a new word, starting with our base word adapt, and this time I will add a new suffix, A-T-I-O-N. Let's chunk the base word and then the suffix to read this word, adapt-ation, adaptation.

This word is adaptation, adaptation is a noun, it is a change that someone or something can make to meet their needs.

One cool adaptation that these cacti have are they have these spines, I poked myself three times bringing them here to show you.

They grow these spines for one reason, to protect themselves from animals, and apparently from me too.

Let's take this base word and add a new suffix.

First, the base word adapt.

And then I will add another suffix.

Let's loop and swoop this word, adapt-er, adapter.

Adapter is also a noun, it is a person, or an animal, or a thing, that is able to change to meet their needs.

my cacti are great adapters.

Now, let's see if we can change the base word, adapt, by adding one letter, adapt and then the letter S. Read this word with me, adapt-sss, adapts.

This word is adapts, it's a verb, an action word, it describes the action of changing to meet a new need.

For example, this cactus adapts by spinning or growing toward the sun.

You can see how it's not standing straight up anymore, so it adapts by growing sideways to get more sunlight as it grows toward my window.

Let's read one more word this time with a prefix.

All right, the base word first, and then I'll go back to the beginning to add the prefix.

Loop and swoop this word with me, re-adapt, readapt.

This is also a verb, an action word, and it means to adapt or change again.

For example, this leaning cactus, I often take it and spin it away from my window so that it will straighten and back up and go back to the window, and as soon as I spin it, it readapts, or changes again so that it can go back to that sunlight.

Great job reading these words with me today.

Now that we've practiced reading a base word with different prefixes and suffixes, let's see if we can write some of these words in a story.

(upbeat music) As we read together, see if there are any words that you could read using the base word with the prefix or suffix that has been added to the word.

Read with me, My Jackrabbit Report.

Jackrabbits have an awesome adaptation.

They adapt to the desert heat by using their ears to stay cool.

These amazing adapters don't adapt well to all habitats.

For example, most jackrabbits are too wild to learn to live as pets.

Did you notice any words here where we saw a base word and a prefix or a suffix?

I noticed two words with suffixes that I think we can read together, adaptation and adapters were the words that we've read together.

Let's look at these words and see how we can read them by paying attention to the base word and then the suffix.

We're going to loop and swoop the base word and the suffixes.

Read with me, adapt-ation, adaptation, this word is adaptation.

Now, let's read the next one by reading the base word again and then the suffix, adapt-ers, adapters, this word is adapters.

We have seen that we can read words with more than two syllables by reading and thinking about the base word and then thinking about the prefix or the suffix that has been added to the word.

I'm so excited that you get to practice this in your own reading.

And I'm so glad that we'll be again together soon to learn more about words.

(bright upbeat music) We've had a lot of practice reading words with two syllables.

Now, let's see if we can write a word with more than two syllables.

Do you have your paper ready?

When we write words, especially longer words, we try to visualize how many syllables or word parts the word has.

By visualizing or making that picture in your mind, you're better prepared to write each sound on paper.

Our first word is observing.

Observing means to watch someone or something closely.

Repeat that word after me, observing.

How many parts do you hear in the word observing?

I hear three syllables ob-serv-ing, observing.

I'm going to draw a line on my paper, and you can too, for each of those syllables, ob-serv-ing, observing.

Now, let's see if we can write the sounds that we hear in the first syllable 'ob'.

I hear two sounds, 'YbH.

On your paper, write the letters that match those sounds.

I'm wondering what you wrote, I'm going to write the letters O-B, 'obH, this vowel sound might have tricked you, the 'O' in this word is making the schwa sound, so it doesn't make the 'O' sound that you expect, Instead it says 'Y', YbH.

Now, let's try writing our second syllable observe, serve.

Write down the letters that you think match the sounds that you hear, I'll do that also, serve, serve.

Again, in this syllable you might have been tricked by the 'S', the 'S' is making more of a 'Z' sound in this syllable, which the 'S' can do, especially when it's in the middle of a word.

Now we have two of our syllables ob-serve-ing.

We can write the suffix 'ing' together, ing, I-N-G. Now, let's write all of these parts together to make our word, ob-serv-ing, observing.

Great work today readers.

You can continue to practice reading words with more than two syllables, and you can also practice writing words with more than two syllables by visualizing those syllables in your head.

I'm so excited for you to practice this on your own, and I'm so glad that we get to meet again soon to learn more about words.

(bright upbeat music) - Ani, hi friends, it's teacher Tan-A, and I can't wait to continue reading this book with you today.

It's "The Magic School Bus Gets All Dried Up."

We're working on hybrid text, we learned that a hybrid text is where a fiction and a nonfiction text gets folded together to help us level up our thinking and understanding.

Well, there's a couple of things that we need to think about though when we're learning about a hybrid text.

Remember that a nonfiction text is the true, or the real facts within the story or within the text, and then the fiction part is the fake, or the made up portion.

Friends, when we fold those two pieces of the writing together, it's called a hybrid, but sometimes, especially today, you're gonna find, uh-huh, hybrid illustrations as well, mmm-mmm.

So today we're gonna be focusing, once again, on leveling up our understanding, thinking about our text, using words and things that we don't understand or don't know about, and then using the illustrations, like the author, the illustrator gives us to help us understand more about what's going on.

Right my friends, are you ready?

Okay, let's go away, okay.

Now.

I'm not going to show you this picture, I'm going to keep it a secret just yet.

Are you ready?

Okay, we're gonna start where we left off.

Inside the bus, Ms. Frizzle pulled the lever.

The bus started shrinking and it turned into a Gila monster.

What is a Gila monster?

Now, I have no idea.

We live in Michigan, I don't think we have any of these around and I know for sure, we do not have any deserts, that habitat is not known in Michigan.

So what am I gonna do?

That's right, I'm gonna go ahead, and I'm gonna go to the illustrations to help me level up my understanding.

Okay, so, hmm, the Gila monster.

Oh, look it!

It's this lizard down here.

I can see that that silly Ms. Frizzle, she turned that bus into a lizard.

Is this a hybrid illustration?

It sure is.

Can this bus be a lizard?

Absolutely not!

No.

So this is the fiction part.

So we know that a Gila monster doesn't really look like this, but it's the magic school bus, and they're having fun with us.

And so in order to help us learn, this is one way that the author and illustrator has gone ahead and folded art, text, and illustrations together.

Isn't this amazing?

It's so cute isn't it?

Ah!

So, friends, we had to use the picture, uh-huh, in order to help us.

So in this one we checked the picture.

All right let's keep reading.

Inside the bus, Ms. Frizzle pulled a lever.

The bus started shrinking, it turned into a Gila monster!

And now the roadrunner was after us!

Ms. Frizzle stepped on the gas pedal hard, "As I always say, when the going gets hungry, the hungry gets going."

"This is bad, bad, bad."

"I hate field trips where we get eaten!"

"Cool!

We're a Gila monster!"

How fun?

Right friends?

Mm-mm-mm, a few seconds later, the roadrunner scooped us up in his beak.

How could we possibly get out of this one?

Arnold checked his field trip manual.

"Field trip number 107: To avoid being eaten become inedible."

Hmm, is that a prefix?

Hmm, he read, "But, what does that mean?"

"It means we should become something that can't be eaten," Dorothy Ann explained.

"Do I hear a suggestion to avoid digestion?"

Asked the Friz, she pulled another lever.

Ugh, trouble, right guys?

Um-hmm.

The bus shook like crazy, and then turned into a spiky horned lizard.

The roadrunner spit us out fast!

It obviously didn't like lizards with spikes.

"So the little animals here have special ways to avoid being eaten," Phoebe realized, "like being prickly."

"Ah!

Phoebe!

That's right!"

Said the Friz "Phew!

Close one!"

Here's another one of those, that's right, fiction illustrations, but it still gives us a great, right?

Hybrid representation of those prickly lizards.

All right, I'm gonna keep this one from you, you can't see this page, 'cause there's something really cool on this one, right?

Okay guys, we're gonna have to level up our thinking, so get ready.

"Field trip number 158: When the sun is beating down on your head, put on a hat."

"Ear conditioning!"

Good one Ms. Frizzle.

Ear conditioning, what is ear conditioning?

What could that be?

That doesn't sound right.

I know the word air conditioning, but ear conditioning, that doesn't make sense.

Okay, are you ready?

Let's look at our illustrations and see if we can level up our thinking friends.

Okay, let's go ahead.

Are you ready?

Here we go.

(gasps) Look at this!

It's like we see another diagram, friends!

Another diagram to show us exactly what ear conditioning means.

We can see that it's another anchor chart, like I would put in my second grade classroom.

And oh goodness friends!

It gives us a diagram of the blood going up the rabbits ears, into the rabbit's ears and down through the body.

How fantastic, are you ready?

Let's read and see what else it says because diagrams always have something to read as well.

All right, warm blood flows into ears, blood in ears is cooled, cooled blood flows back out.

Uh!

How fantastic is that?

So now we have another piece of hybrid illustration, where not only do we have our hybrid text, where we're learning nonfiction real facts about these awesome jackrabbits, but now we're using a diagram, right?

Oh my goodness!

To learn all this amazing stuff, friends.

How cool is that?

Okay, are you ready?

Let's keep going.

Next, Phoebe made us all get out to look at a jackrabbit.

"Arnold, give it your hat," she said, "How else is it gn keep cool."

The frizz grinned, "EAR-conditioning," She explained that when a rabbit's warm blood flows through its vague ears, the blood cools.

Then, the cooled blood flows into the rest of its body.

Wow!

That's so awesome.

How neat is that?

Oh fantastic!

Oh friends, you've done an amazing job today, thinking about our nonfiction and our fiction pieces of text that put together to make it what's called a what?

A hybrid, you're right!

Congratulations!

Not only that, but then on top of it we had the hybrid illustrations.

Not only did we have this amazing diagram with our bunny, but then we also had this (gasps) fiction Gila monster, didn't we?

Oh goodness, I realize that this amazing book, "The Magic School Bus Gets All Dried Up" is probably at your library my friends, you could go get it today and finish the story yourself if you like.

(bright upbeat music) - One way can take care of our brains during a brain break is to drink some water.

Water is really good for your brain.

If you have water handy right now, go ahead and take a drink while you're waiting for our next activity.

If you don't have water, make a plan.

When are you going to drink water next?

Your brain will thank you.

(bright upbeat music) - Isn't this desert habitat so fascinating?

Oh my goodness friends!

We've learned so much from these amazing illustrations.

The information we've been able to level up our learning from is been exciting!

So we put some notes about what we learned from the illustrations, and now it's time to put those sentences together friends.

Take a peek at what I started with, all right?

So I was thinking to myself about all the things that we could see, that we could find in a desert, think about that.

Okay, how could we put this?

Well, let's talk about the desert, in the desert you can find, and then I thought, "Oh, this would be a great time to use a comma with three things following each other."

Right friends?

Okay, so you can find rocks, sand, and mountains.

What do you think?

Sums up?

Does that sound good?

Yeah, rocks sand, and mountains.

All right friends, the next part.

Let's think, we did the sand, rocks, and mountains, now it's time to think, yeah, let's do the cacti.

Okay, so let me show you what I came up with.

Here we go, I hope you're reading it silently to yourself while I do that here.

Oh my god!

look at it!

Okay, here we go.

The Saguaro Prickly Pear and the Texas Rainbow are common cacti in the desert.

What do you think?

Right?

We saw all of those beautiful cacti in all different shapes and sizes, tall ones, big ones, round ones, ragamuffin ones.

Wow!

How different and cool is that my friends?

Neat, right?

And did you notice that they're three items in succession and we can use the comma in them?

Awesome, okay?

All right now third graders.

Yes, compare and contrast.

We need to be able to use what you know about other items and what you're learning, and compare and contrast those things.

So, how are you going to use your notes about the things that you didn't see in your sentences today?

Hmm!

All right, let's take a peek over that guys.

This one was kind of hard, wasn't it?

Right?

And so I thought of something that is a very unlike the desert, Michigan, right?

Hope you danced it.

Okay, the desert is different from Michigan because you won't find grass, hills, and trees with green leaves, right?

We didn't find any in that picture, did we friends?

We didn't find grass, we didn't find trees, that's right, hmm, not even a hill.

Wow!

Our friend, you've done an amazing job today.

Thank you so much for learning and growing with us.

You have worked on syllables, breaking apart those words, you have worked a really hard at our hybrid texts, thinking about the fiction and the nonfiction and how to move with those pieces together, um-hm.

You know, gotta level up that, uh-huh, understanding by making sure you use your illustrations.

Friends, in writing today, we took all of that amazing work that we did in note-taking, um-hmm, and made some amazing sentences focusing on threes and successions, and making sure we added those commas.

Friends, wow, you've done a great job learning and growing with us today.

(speaking in foreign language) We'll see you next time on 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.

(bright upbeat music)