(lively 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 ♪ (lively music) (happy music) - Good morning third graders.

My name is Mrs. Nixon.

I am so excited to be here with you and support you as you become amazing thinkers, readers and writers.

This morning, I was going through some of the puzzles that we have in our activity books that we're giving away here at PBS.

You see that address.

That's popping up on the screen down below.

It's super easy.

All you need to do is send me a letter and I'll put one of these in the mail for you.

Now you can even send it as an email but don't forget to include your address.

So I know where to send it.

It has all sorts of mazes and word searches and word puzzles dot to dot super, super fun.

So I encourage you to write to the station let me know something that you've learned something you're doing in school.

Maybe it's a book that you've just read and you'd love to share the title of it so that I can share it with other third grade friends.

I'd love to do that.

Now, if you're looking for a book to read we're always encouraging you to practice your reading.

You can visit your local County library.

You can check out a book at your school library or you can even go online and check out a book using the app Sora.

So I encourage you lots of ways that you can practice your reading.

And I'd love to hear some of the titles that you've been reading.

Okay, third grade, are you ready to start today?

Awesome.

Okay, I have three things that we're gonna go through today.

We're gonna start with the final syllable and I've got some different spelling patterns that go with that.

I have some suffixes, and then we're gonna finish off today with figurative language.

You ready to start?

Okay.

Let's start by warming up those super smart muscles that we've got our brains.

We're gonna look at some high frequency words.

Now, remember high frequency words are those words, we come across often in our reading and writing.

So, and in third grade we want to be able to not only read them, but to write them.

So I really encourage you as you see these, jot them down and practice using them in sentences of your own.

All right, let's go through, let's read them today together.

You read them big and loud at home and I'll read them here in the studio.

Let's go.

Done, each, don't, eat, eight, down, even, draw, drink and every.

Nicely done third grade.

Today we're gonna look at these two right here, done, D-O-N-E and each, E-A-C-H. Help me use them in a couple of sentences.

Here we go.

Let's read them together.

Is your homework almost hmm?

And I would like one of hmm please.

Okay, well, let's try done.

I would like one of done, please.

Does that make sense?

No, how about I would like one of each, please.

Maybe you get two different kinds of cookies, right?

I would want one of each.

And is your homework almost done?

Hopefully it is.

So you can go outside and play.

Awesome job.

All right, boys and girls I'm gonna talk a little bit about suffixes today.

Now I put up an anchor chart that we have looked at before, just so that visually we can kind of see what that looks like.

And just a reminder that prefixes are found at the beginning in the middle we have our base word and at the end we have our suffixes.

Now suffixes are just a group of letters that can change the meaning of a word.

So when I talk about it just a little bit.

We've got three of them.

We're gonna be focused on a week and the added layer because we have seen some of these before but the added layer is we're gonna practice some of the spelling patterns with them.

So let me show you what I'm talking about.

When I have the word justify, this is my base word.

It has meaning all by itself justify.

I wanna add the suffix able which means I'm able to do this, right?

So justifiable would be my word but here's something I wanna show you when a word ends with a consonant and then a Y before we add that suffix, we have to change the Y you got it to an I and then we can add our suffix right there.

So we have justifiable.

You see that?

All right, then we have the suffix ous, okay?

Ous, and you know, it's not remembered.

It's not ous like, you know, there's two of us.

This is kind of an ous, but it means that we're having the quality of, so here we go.

The word is very, which means we have a different options.

There's various, okay, there's various.

And we're gonna do the same thing we did before.

We've got a consonant and a Y.

So we need to change that Y to an I, and then we can add our suffix ous.

Various, do you see how we did that?

Various, so they're having the quality of various there's various options.

Now, the last suffix that we're gonna practice to, this week is adding a Y and by adding a Y it just simply means that it's full of, so if I have the base word cloud and I add Y it's simply letting us know, now we have the word cloudy.

It means that the sky is full of what?

Clouds you got it.

Now, this is just a little reminder.

I put at the bottom that suffix changes the meaning of the base word and it can also change it's part of speech.

So that's something good to remember as we go through.

Okay, let's go to our second part of today's lesson.

And that is gonna be all about our final syllables.

Now we've talked about syllable types before so I brought out again, this anchor chart that's gonna talk about some different things.

We're focusing on this consonant, plus an L-E at the end.

And you're gonna see that, that creates the final syllable.

So for example, the word bubble that consonant plus the L-E is its final syllable just like in circle and castle.

So let me show you that in some practice I have some words up here.

Let me grab my handy-dandy pen.

So I'm looking for that final, L-E or A-L or E-L. That's my clue.

So when I look up here at the word purple I see it ends with L-E and I'm gonna know that my final syllable is gonna end with that consonant.

And then the L-E so this is my final syllable.

And then I also know that pur, is another syllable.

So I've got purple.

Okay, so I would simply be able to divide my syllables.

I know I've got two syllables pur ple.

Let's try it one more time.

So when I look here, I see L-E at the end and I know I'm gonna include my that consonant right before.

So this is my final syllable.

When I look before I can see it's bun B-U-N that is also a syllable.

So we've got bundle.

So I'm able to split my syllables.

And I know I've got two syllables.

Let's go through and see what this looks like in practice.

So here, we're talking about again when a word ends with L-E the consonant before it plus the letters L-E form that last syllable this is true for the consonant, plus E-L and the consonant, plus A-L like in table, camel and metal.

Okay, let's go through and do a little bit of practice here.

It says, read each pair underline the word that has the final consonant plus L-E, E-L or A-L in that syllable.

And then let's circle that final syllable.

So do we see which of these two words ends with that L-E, E-L or A-L?

Yes, you see it right here.

So here's our word, able.

What's the final syllable.

Let's circle it.

Well, we just know it's gonna be the L-E plus the consonant.

So I'm gonna circle it right there.

Just like that.

Let's try another one.

We've got gladly and eagle.

Which one has that final L-E or E-L or A-L?

Do you see it?

Yeah, right here, eagle.

So we've got the L-E but don't forget to include the G-L-E. All right.

So let's go through we're gonna underline it and circle that final consonant.

Try it one more time, tunnel and light which one has that final syllable that pattern that we're practicing right here.

Tunnel has it good.

We've got the E-L at the end and what is gonna be that final syllable?

Don't forget the end right here.

That consonant that comes right before.

So you've got tunnel.

Good job.

Let's go down and let's practice a little bit with our suffixes.

So remember we've got able, which means able to Y which means having the quality of, and ous which means full of.

So if I have the definition that's written here in bold I wanna circle which word matches the definition.

So able to be washed hmm.

Able to be washed, well, wash would be my base word and I'm able to do it, would it be washable or washing you got it.

See able right there is our clue.

Excellent.

Full of poison.

Hmm, full of I'm looking right here.

O-U-S so I'm gonna look for O-U-S at the end.

So I've got poisonous.

Perfect.

Last one to practice having the quality of cheer.

Okay.

I'm gonna look up here having the quality of, that's my clue.

So I'm looking for a word that ends with Y.

So I've got cheery or cheerless and I know it's gonna be cheery.

Awesome job.

Okay.

Last, little piece before we call it a day.

So authors love to use some figurative language when they're writing and some awesome figurative language that they use are idioms, and idioms, simply there are special kind of non-literal language.

That means something different from the meaning of the word that's found there in the sentence.

Here's an example.

Father tried his hand at fishing, he did not have much luck.

Okay, so what does tried his hand at fishing?

Does it literally mean that he tried his hand?

Like maybe threw his hand in?

Probably not.

So it's a non-literal doesn't mean that he literally did it.

Here are some options we can choose from.

Does it mean to help someone with something?

Hmm well, was he helping someone to figure out how to go fishing?

No, was he attempting a task?

Yes, he was trying to learn how to fish.

Right?

He tried his hand at fishing.

That just simply means he was trying to learn how to fish.

So idioms are just that they are a non-literal doesn't literally mean that he tried his hand at it.

It just meant he was trying something new.

All right.

Third grade.

It's been awesome.

Hanging out with you today and practicing all of these things.

I know as you go through and you're doing your reading you're gonna find idioms everywhere.

I'd love to hear about them.

So thanks for hanging out with me.

Today as you getting ready for school.

Remember you're responsible for your learning success.

So listen, ask questions and share your ideas.

I look forward to seeing you back here tomorrow.

Take care.

Bye bye.

(lively 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 ♪ (lively music)