- Hello, readers!

Welcome to second grade and "Read, Write, ROAR!"

Today, we will focus on answering our two big questions.

How do people study the past?

And what can be learned by studying artifacts from the past?

We will read, sort, and make multi-syllabic words with the consonant LE pattern and we will be looking at an artifact from the past and comparing it to an item we use today.

So get your paper and something to write with and let's get ready to read, write, roar.

- [Announcer] This program is made possible in part by the Michigan Department of Education, the state of Michigan, and the W.K.

Kellogg Foundation.

Additional support by... And by viewers like you.

Thank you.

(cheerful music) (lion roars) - Hello, scholars.

I'm Mrs. Z-K. And today, we are going to read, sort, and write words with a special pattern.

Our special pattern today is going to be a consonant, L-E pattern.

Before we go into that, do you remember what a consonant is?

Okay, nice.

Consonants are letters in the alphabet that are not vowels, right?

So we are going to see in our words today that there will be a consonant, a consonant letter, and then there will be the letters L-E. That is going to be our pattern today.

We are going to practice saying different sounds with a consonant, L-E pattern.

Right here, I have some headings.

And these are consonant, L-E patterns that could be in words.

Let's go through and see what sounds they make.

That heading is T-L-E, tl.

Can you say that?

tle.

Good.

All right, the ending could be B-L-E. bl, can you say that?

bl, nice.

G-L-E, gl, gl, let me hear.

All right, we have Z-L-E, zl, zl.

Nice, and K-L-E, kl kl, nice.

All right, so the E is basically silent, right?

We are seeing the consonant and L make a blend together.

All right, so we have words here on the side.

We are going to read the word and decide where we should put the word.

You are going to need your paper and pencil, because once we sort the word, we're going to make new words to add to that heading.

Are you ready, scholars?

Nice.

All right.

Here's our first word.

I have gig, gl.

What word?

Giggle.

Nice, like when you do a little laugh.

(laughs) Right, a giggle.

Where could we put giggle?

Look at the consonant that is before the L-E to decide what heading it should go under.

It has a G-L-E. G-L-E is a heading right here.

We will put giggle under G-L-E. We are going to make some words to add to our heading, G-L-E. Are you ready?

All right, we are going to change the word giggle to the word something Jell-O does.

Jiggle!

Nice.

We are changing just the beginning sound, so listen again.

We have g giggle.

We're changing it to j jiggle.

What letter are we changing it to?

A J, nice, so go ahead and write on your paper, jiggle.

So it's gonna have jig, and then the second syllable will be gl, the G-L-E. All right?

And we are going to change that word jiggle to something you might do when you are dancing.

You might wiggle.

We're changing the beginning sound.

Our word is j, jiggle, and we're changing it to w, wiggle.

What's the letter we're going to change it to?

w, w, W. All right, let's write it down.

We're gonna write wiggle.

We got w, wig, w, ig, and then our second syllable gl.

Wig, gle.

Nice work, scholars.

All right, let's go ahead and read our second word.

This word is going to have a silent W. So we're actually gonna say the r sound.

That wr, ink, le.

Wrinkle.

What word?

Wrinkle.

And look at that word, and where do we want to sort that word at?

Look at the consonant letter that is right before the L-E. And there is a K-L-E. Wrinkle, let's go ahead and put wrinkle under the heading K-L-E. All right, scholars, get your pencil ready.

We are going to add some words to the K-L-E heading.

We are going to change our word wrinkle to the word sprinkle.

Listen to the beginning sound that's changing.

Wrinkle to sprinkle.

Mm-hmm, so the W was already silent.

But we don't need it anymore.

But we do need to add a different beginning sound.

We're gonna keep the r. Listen to it again, sprinkle.

What blend are we adding at the beginning of this word?

Sprinkle.

sp, S-P-R, spr in... You got that part?

And then our second syllable?

kl, K-L-E. Sprinkle.

You could sprinkle sprinkles on your cupcake.

(laughs) All right, and let's change our word sprinkle to be the word when you see stars in the sky, and they might twinkle.

All right, so our word is sprinkle, and we're changing it to twinkle.

Listen to the sounds that are changing.

Sprinkle, twinkle.

tw, tw, is a T-W blend.

Did you get that, scholars?

tw, twinkle, in, and then we have our second syllable, kle.

Twinkle.

All right, you're doing great, scholars.

Let's read our next word, scholars.

We have rat, rat, tle.

Rattle, yeah, a toy a baby might play with, right?

Rattle.

All right, look at it.

Where do you think we should sort it?

Remember, look at the consonant letter that's right before the L-E.

There's a T. So it's gonna go under T-L-E.

Rattle.

All right.

And we are going to add to our T-L-E heading to make more words that actually are going to rhyme with rattle.

We are going to change the word to be another word used for cows.

That word is cattle.

All right, so listen to what sound we're changing, r, rattle, to c, cattle.

Changing it to a C, go ahead and write it, cat, tle.

All right, scholars.

And let's change our word cattle to be the word battle.

One of your friends might ask to battle you in a game.

Battle, let's listen to what sound we're changing, c, cattle to b, battle.

What are we changing our beginning sound to?

b, nice, go ahead and write it.

All right, so we got b, bat, tl.

Battle.

All right.

Let's go over here.

We only have two more words left.

Let's look at our next word.

We have m, um, mum, ble.

Mumble, that's when someone talks but you can't really hear them very well, because they mumble.

(mumbles) Look at that word and see where we might sort it at.

Oh, you're getting quick.

B-L-E, yes, mumble has a B-L-E, consonant L-E pattern.

All right, scholars, get your pencil ready.

And let's make some rhyming words that also have the bl syllable in it.

Our word is going to be crumble.

Mm-hmm.

So we have mumble and we're changing it to crumble.

What sound are we changing at the beginning?

m to a what?

Not just a c, cr.

That's a blend.

Yep, cr, um, and then bl.

Crumble, make sure you got it right, check it out.

And then we are going to change our word crumble to be the word if you almost accidentally trip.

You stumble.

(laughs) So listen to our beginning sound again.

We got cr, crumble.

We're changing it to st, stumble.

Yep, so we're switching out some blends.

We're gonna take away the cr, C-R and we're changing it to a st, which is what two letters?

S-T, go ahead and write it.

st, um, and then our syllable, bl.

B-L-E, stumble.

Wow, scholars, you're doing amazing.

All right, we only have one word left, which means there's only one heading left, so we know exactly where it goes, right?

Z-L-E, our word is driz, driz, zl, drizzle.

You might drizzle some chocolate syrup all over your ice cream.

That sounds delicious.

Drizzle.

All right, again, we are going to add to our Z-L-E heading, zl, and make some rhyming words, words that rhyme with drizzle.

You got your pencil ready?

So we sorted our word drizzle.

Let's add to our zl heading and make some more rhyming words with drizzle.

This word is the sound you might hear when you open up a soda pop.

Fizzle, yes.

Okay, so we have dr, drizzle.

We're changing it to f, fizzle.

We're changing that blend D-R to a f. Go ahead and write it, f, iz, zl, Z-L-E. All right, scholars, and we're also going to change fizzle to be the sound when you might cook bacon on the stove.

It's called sizzle, yeah.

The sound you hear is the sizzle in the pan.

All right, so listen to our beginning sound again.

f, fizzle, we're changing it to s, sizzle.

Making it an s, nice work.

Go ahead and write it down, siz, zle.

What an amazing job we did today.

Yes, we were decoding words, sorting words based on the pattern that it had, and then we were creating rhyming words for a special heading.

So we made rhyming words just by changing the beginning sound in the word and leaving the rest of the word the same, like drizzle, fizzle, sizzle.

Do you see how they all rhyme?

Let's look at another one.

We have giggle, jiggle, wiggle.

So scholars, next time you're writing and want to create words with rhymes, go ahead and try and do what we did today.

Consider if you can use any l sounds in your words.

Now you'll know how to spell it.

(gentle music) - Hi, scholars, I'm Mrs. Fuller.

Today, we're going to learn about the past by studying an artifact.

An artifact is an object used and left behind by people in the past.

Some artifacts are found by archeologists, buried in the ground.

And some artifacts can be found in our basements and attics.

We will gather information about how using this particular artifact would be different from what we use today.

As we learn about this artifact, I would like us to listen for information that'll help us to answer our two big questions.

First, how do people study the past?

And our second big question, what can be learned by studying artifacts from the past?

Let's get started.

The artifact that we're gonna be learning about today is a rotary telephone.

The rotary telephone was a type of phone that was used in homes between the 1920s and the 1970s.

Hello?

Let's take a closer look at this rotary phone and see if we can figure out how it works.

Let's take a look at our artifact.

The first thing you might notice about the rotary phone is that it's mounted or connected to the wall.

So if I want to make a phone call, or use this phone, I have to stand or sit right here.

If I want to use the phone, I would listen and talk into the receiver.

One piece is for your ear, and the other piece is what you talk into.

The receiver is hooked to the phone by a cord, and I can only go as far as this cord will reach.

If I want to dial the phone, I have to find the numbers.

And I'm gonna dial the number nine, six, seven.

So I find the number nine, and above that is a circle where your finger goes, and then, as you dial, you rotate or dial the nine, (dial spins) six, seven.

And then, when I'm done with my call, I hang up, and that disconnects the call.

(electronic beeping) Let's compare the rotary phone to the cell phones, or the touchscreen smartphones, that we use today.

The time period for use of the rotary phone was between the 1920s and the 1970s.

The cell phones, we started using the touchscreen smartphone about 2007, and that's still the phones that we use today.

The rotary phone hangs on the wall and it's stationary.

That means it doesn't move.

The cell phone fits in your pocket, your purse or your backpack and it's mobile.

That means you can move with it.

The rotary phone can only go as far as the cord will let you go.

And the cell phone, we can take that with us anywhere.

If I misdial or make a mistake when I'm dialing a rotary phone, I would have to hang up and start all over.

On a cell phone, if I mess up, I can just delete or back up and then keep going.

The rotary phone works on a landline, or through wires.

So there's wires going from the rotary phone, through the house, out to the telephone pole.

You can see in the picture what the telephone pole looks like.

And the rotary phone calls were transmitted across the wires.

For our cell phone, those work using a cellular signal through cell towers.

If I want to make a call on the rotary phone, I have to remember the number and I have to dial that number every time.

So if I wanted to call my mom, I'd have to dial her number every time.

On the cell phone, numbers that we use are saved in the phone as contacts.

So in my phone, my mom's number is saved under Mom.

So I would just click on Mom, and the cell phone dials it for me.

If you look on the rotary phone, there's not a clock, but you could dial a number, and that number has a recording that would tell you what time it was.

On our cell phone, we have a clock, has an alarm clock, and even a built-in calendar.

If I'm using the phone, and someone else tries to call, they'll get something called a busy signal.

This is what a busy signal sounds like.

(busy signal beeping) If you're calling and you get that busy signal, you'd have to try calling me back later.

On the cell phone, if I'm calling, and someone's using the phone, they can still see that I've called using their caller ID, and I would be able to leave them a voicemail or a message.

With a cell phone, there's other ways that I can talk to people through the internet, email, and texting.

With a rotary phone, I can only make a phone call.

Other ways that we use our cell phone, we use it for games, music, videos.

You can see that the rotary phone doesn't have that.

If I look at the rotary phone, I don't see a flashlight.

A flashlight is something that I like to use on my cellphone.

No flashlight.

Does a rotary phone have a camera?

Can it take pictures?

Nope.

Does a rotary phone have a calculator?

That comes in handy.

Nope, it doesn't.

It's just for making a phone call.

Let's look back at our two big questions.

First, how do people study the past?

One way that we can study the past is by looking at artifacts and comparing those artifacts to the technologies and items that we use today.

Our second big question, what can be learned by studying artifacts from the past?

The artifact that we studied today was the rotary telephone.

What have we learned about the past from looking at the rotary phone?

So think about that question.

What have we learned about the past from looking at the rotary phone today?

(electronic beeping) Let's think about this question.

What have we learned about the past from looking at the rotary phone?

Go ahead and say your answers out loud.

(upbeat electronic music) (lion roars) I heard a lot of good answers.

We're gonna take those answers and we're gonna write an answer to the question.

When we write a paragraph that answers a question, we need to always remember to take words or phrases from the question to start our answer.

So our question again, what have we learned about the past from looking at the rotary phone?

I took these words.

From looking at the rotary phone, we have learned that it was an important tool for communication.

So part of the words in my answer come right from the question.

(electronic beeps) For the next part of our answer, I took some of the responses that you gave me about what we learned from the past about the rotary phone and I went ahead and wrote those down.

People from the past would make a call and talk to each other.

So in your answers, I heard you say that the rotary phone was a form of communication and that people used it to talk to each other.

For our next answer, it allowed people to talk to others who were far away.

Before the phones, people would have to communicate with each other through a letter or possibly travel to talk with someone.

So the use of a telephone made it much easier to talk to each other.

They could also call and talk to others right away.

People of the past did not spend as much time using their phones as we do today.

An answer I heard was that a rotary phone didn't have the games, the music, the videos that we use today.

So people spent less time using their phones.

Our final sentence to close out our paragraph.

The rotary phone was a useful tool that improved communication for the people of the past.

(upbeat electronic music) (lion roars) We learned a lot of information today by looking at our artifact, the rotary phone.

There is one more bit of information that I would like you to know about the rotary phone.

There are a couple of things that we say when we're talking about making a phone call that came from the use of a rotary phone.

Why do we say that?

A few sayings that we still say today were taken from the time when we used the rotary phones.

We still say, "dial a number" from the motion of using the rotary dial.

So the motion of dialing the phone is where the saying that we use today, "dial the number", came from.

We still say "hang up the phone" from the idea that when you hang up the receiver, the call would end.

So we still today say "hang up the phone" when we want to end a phone call.

Thank you so much for learning with us today, scholars.

And I want you to think about an artifact that you might have at home or an artifact that you've seen and compare it to the technologies or items that we use today.

I'll see you next time on "Read, Write, ROAR!"

- [Announcer] This program is made possible in part by the Michigan Department of Education, the State of Michigan, and the W.K.

Kellogg Foundation.

Additional support by... And by viewers like you.

Thank you!

(upbeat rock music) (slow piano music)