(cheerful music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (cheerful music) (bouncy music) - Aa mm, hm.

I wonder what could... Oh, good morning, third graders.

My name is Mrs. Nix, and I am so excited that you're here on Friday.

Happy Friday morning!

So what was I just doing?

Well, I'm gonna tell you, I was practicing being an amazing thinker, reader and writer by using this fun activity book that we're sending home for free from PBS.

It's super easy to get.

All you need to do is send me a little note, do you see that address, it's gonna pop up on the screen.

There it is.

So write down that address, send me a note, and then you can practice being an amazing thinker, reader and writer.

This one had a fill in the blanks.

There's also all sorts of fun activities, word searches and word scrambles, all those good things to get us thinking in the mornings.

Boys and girls, all you need to do in your letter to me is let me know, you can share something you're learning, something fun that you've done recently, maybe it's a book that you just finished reading and you just wanna tell somebody about it.

I'd love to hear.

So send me a note.

You can email me or write me a letter but don't forget to include your address so I can send that for you.

All right.

Boys and girls, here at PBS, we love to celebrate our reading successes and we're always looking for really good books.

And where can we check out books?

Well, we have a lot of options, but two of them I always like to celebrate and share with you is, you can check out your books through your local county library or by going onto our free app here in Fresno Unified, Sora.

And in Fresno, we love to cheer on our schools that are using this particular app to check out our books because we know that you're doing an amazing job of reading.

So we've got a poster here of our top five schools that have been checking out books from Sora.

So right here, in first place, cause it's Friday, it's time for us to count that down.

We're gonna go right here and we have Wilson Elementary.

So Wilson, you guys are in our top spot, so congratulations.

Boys and girls, if you would like to have your school here on our poster, it's super easy, just check out those books with Sora and maybe tell a classmate or two.

Okay.

So boys and girls, are you ready to start our day?

Excellent.

We have three things that we've been practicing all week long.

We have our homophones, our r-controlled syllables, and some multiple-meaning words.

You ready to start?

Let's warm up those brains.

When I say warm up our brains, we're gonna think about and use our high-frequency words.

And remember, these are words we come across often in reading and writing and so it's important that we not only be able to read them but to write them, especially now that we're in third grade.

And, really, let's be honest, we're getting closer to fourth grade so these should be getting easier and easier all the time.

Good job.

All right.

Let's go through, let's read them together.

Here we go.

Their, there, then, them, these, they, things, think, this, and those.

All right.

So we have, this, and, those, today.

This is T-H-I-S. And, those, T-H-O-S-E. Now, a little difference with these two words.

So, this, is typically when we're talking about one item and, those, when we're talking about more than one.

Okay.

Help me use them in a sentence.

So, who do mm shoes belong to?

Hm.

And would you like some of mm ice cream?

Okay.

So let's talk about this for a second.

Which one has more than one?

Shoes is plural.

So, who do those shoes belong to?

Make sense.

And, would you like some of this ice cream?

Means that we're only talking about one ice cream, right?

That's gonna help us to make sense.

Who do those shoes belong to?

And would you like some of this ice cream?

All right.

Let's go through, let's talk about some syllabication, especially in third grade, we're starting to get to those longer multi-syllabic words.

It's important for us to figure out how we chunk them down into those smaller bite-sized pieces to be able to read them.

Now, we've talked about syllables.

Every syllable has one vowel sound.

So when we're talking about r-controlled vowels, well, we just know that we're gonna keep that r paired up with that vowel.

Okay, so when I say r-controlled, just remember ar, er, ir, or, ur, those are r-controlled vowels.

Let's look and see what do they look like in words.

So we've got artists.

Now, you can see, I highlighted the ar in red right here, so we know that that's the r-controlled vowel, art ist, so we've got two vowels so we know it's gonna be two syllables, art ist.

And the same can be said over here, we've got charming and we've got one vowel.

So the ar is gonna count as our one vowel here and ing, the i is our second vowel, so we've got two syllables.

We're gonna break it apart, we've got charm and ing, charming.

Excellent job.

All right.

Let's switch down and talk about homophones.

All week we've been talking about homophones and homophones are words that sound alike but they're spelled differently and they have a different meaning.

Okay.

So what do I mean by that?

Let's look here.

I've got, here's a set of homophones, blue and blew.

Now, they sound the same, but look, they're spelled differently and they have a different meaning.

Blue, B-L-U-E, is just like you can see this color of this paper right here is blue.

It's the color blue.

So is this chart, it's also blue.

Now, this word, B-L-E-W, blew, it's the past tense of the word blow.

So if I were to say, blow out your candles, you could say, I blew out all of the candles once it's done.

Okay, so we know that these both have different meanings.

So let's put them in a sentence right here, and I've left some spaces where the word blue goes.

I blew the blue horn.

Okay.

So I'm gonna kinda go backwards today.

Blue horn.

I know I'm talking about the color of a horn, right?

And what do I do with horns?

Yep, I have to blow in them.

So I blew the blue horn.

Look how silly that is, but it makes a point, right?

Let's go through and let's practice some of these homophones in a story today.

So this one happens to be about bears.

And as we're reading today, there's a couple of sets of homophones that we're gonna come across and I wanna see, can you spot them as we're reading today?

All right.

So this one's called The Bears.

I love our little grizzly bear, our little black bear that's over here, the handsome guy.

So let's find out about bears.

So this is "Alaska's Denali National Park had many visitors last year.

Some rode buses through the park on a 90 mile road."

Ooh.

I'm gonna stop right there.

Did you see it?

Did you see a homophone?

I can almost hear you guys shouting all the way down here at PBS.

"So some rode buses through the park on a 90 mile road."

So we've got to set, a pair right there.

All right.

I think there's one more set.

Let's see if you can find it.

"They hoped to see the American black bear and other wild animals along the way.

Black bears eat mostly plants, berries, and insects.

But they'll eat fish, too."

Oh, We talked about this one, hah?

"In the winter, there is little food.

The land and bushes are bare."

Ooh.

Do you see it?

Yeah.

There is a word right there.

Bare.

What does that type of bare mean?

Is that like a grizzly bear?

No, that means that there's, in the winter, there's little food, there's not a lot there, it's very bare and there's nothing there.

"Then a bear knows what to do.

It will find a den, sleep, and wait for warmer weather.

A male black bear can weigh 600 pounds.

It may be 60 inches long from nose to tail.

The female is smaller.

Her weight is about 150 pounds.

Around age four, a female usually has two cubs.

Cubs stay with her for two years.

Visitors must leave mother bears alone."

Why do you think visitors would need to leave that mother bear alone?

Yeah, that's right.

Do you think that she's gonna protect her bears?

Her Cubs?

Absolutely.

So, boys and girls, I wanna just briefly talk about, what did we see in here?

We highlighted a couple of them.

Rode and road, right there in a sentence.

And then I circled the word, bare, because we had two different meanings for that, right?

It's a homophone.

They are spelled differently.

Bare and bears or bear.

This is the animal like the picture, and bare, B-A-R-E, is talking about that there's nothing there, there's no trees, or plants, or bushes, or anything for it left to eat.

So it's important we're always thinking as we're reading.

Okay, let's finish up today, our last little bit, we're gonna talk about multiple-meaning words.

Now, multiple-meaning words, even though they're similar to a homophone because they may sound the same, the difference is, is that a multiple meaning word can mean something entirely different even if it's spelled the same and pronounced the same.

So these are words that are the same word.

So let's look at today's example.

We have the word, worked.

Now, worked, can mean two different things.

It could talk about that you've labored, you've worked at something.

It can also mean that you did something successfully, so it worked, like turning on the light bulb for the first time, we would shout, "It worked!"

Okay, so today, let's go through and let's read it in a sentence and decide, how was the word, worked, being used in this sentence?

On December 17th, 1903, the Wright brothers tested their new Flyer.

It worked!

So were they working or did they do something that was successful?

Yes, they did something that was successful.

So their glider finally was able to fly for the first time in 1903, and they said, "It worked."

Excellent.

Boys and girls, it's been a fantastic week hanging out with you here at PBS.

We have gone through and we have practiced those r-controlled syllables, those homophones, and remember, put your little banana up, just like that, so you can remember you're listening for that sound.

So homophones as well as multiple-meaning words.

And I know that as you're reading, you're finding them and thinking about them.

Thanks so much for hanging out with me, today, as you're getting ready for school, remember, you're responsible for your learning success.

So listen, ask questions, and share your ideas, because together, we can do so much more.

I hope you have a fantastic and safe weekend.

I look forward to seeing you back here on Monday.

Take care.

Bye bye.

(cheerful music) ♪ Good morning to a brand new day ♪ ♪ Time to learn and games to play ♪ ♪ Learning things is so much fun ♪ ♪ Learning is good for everyone ♪ (cheerful music)