(playful music) - Hello, scholars, welcome to second grade on "Read, Write, Roar."

Today our big question is what can be learned by studying people and events from the past?

Today, we're going to learn about how a lunar eclipse help the people from the past find out that the earth is actually round.

(laughs) We are also going to be practicing some spelling rules when we add the suffix -ed.

So scholars, go ahead and get your paper.

Get yourself something to write with, and let's get ready to Read, Write, Roar.

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

Kellogg Foundation.

Additional support by, and by viewers like you.

Thank you.

(playful music) (lion roars) - Hi scholars.

I'm Mrs. Z-K. And today we are going to work on spelling.

Yes.

So we are going to have base words.

Those base words we are going to add a suffix -ed, but we're going to look at some special rules that usually apply when we have to add the suffix -ed to a base word, and we'll see how the spelling might have to change in order for that to be a new word.

All right?

So today our words are going to be verbs.

Do you remember what a verb is?

Yeah, it's an action word, right?

It tells what someone or something is doing.

Well, we're adding the suffix -ed today.

- ed is added to a verb usually to show that something already happened.

Yeah, like it's in the past tense.

All right, scholars, so I hope you have your paper and your pencil ready and you can follow along with me.

All right, scholars, let's look at our first spelling rule.

The first rule is a one one one rule.

If the base word is one syllable and ends with one vowel, one consonant, we will double the final consonant and then add -ed.

Okay, well, let's talk about that.

When there is one syllable and it ends with one vowel, one consonant, we usually know that that means the vowel is going to have a short sound.

Let's pause and review the vowels that have short sounds.

Here's the letter A.

Short sound, ah.

Here's the letter E. Short sound, eh.

Here's the letter I.

Short sound, ih.

And here's the letter O.

Short sound, aw.

And here's the letter U.

Short sound, uh.

So when we have those one syllable words that end with a short vowel consonant, we wanna keep that vowel a short sound.

So what do we do before we add our suffix -ed?

We are doubling that final consonant.

So let's look at an example.

The word hug.

Hug is one syllable.

(Mrs. Z-K claps) Hug.

It is with one vowel, one consonant, which means that our vowel is short, right?

We wanna keep it short.

So we're going to double that last consonant, which is a G. So it's G-G and then add -ed, right?

I like to hug my sister when she walks in the door.

I hugged my sister when she walked in the door.

You see that?

All right, so we have present tense and then we have past tense.

All right, scholars, we're gonna practice our one one one rule.

Here's our word hop.

Hop is one syllable.

(Mrs. Z-K claps) Hop.

Is it ends with one vowel, one consonant.

We wanna keep our vowels short.

So before we add -ed, we need to do what?

Double the final consonant.

The final consonant is the consonant that's at the end.

Okay?

So when we rewrite this, we'll still write "hop."

We'll write that final consonant one more time and then add -ed.

And we have hopped.

The bunny likes to hop in the yard.

The bunny hopped in the yard, right?

Means the bunny already hopped.

Nice.

All right, let's do another one.

Our next word is plan.

Okay, plan is one syllable.

Plan.

It ends with one vowel, one consonant.

We wanna keep that vowel short.

So what are we going to do before we can add -ed?

We will double that final consonant.

Nice job.

I have to plan the birthday party, but if you already did it, you would say I planned the birthday party.

Nice job.

Let's go ahead and try spelling the word planned.

I like how you're giving it a shot on your own.

Nice try.

Let's check your work.

All right, so gonna have the word plan, but before I can add -ed, I'm doubling that last consonant, then adding -ed.

I planned the birthday party.

All right, let's look at our next word.

What is this word?

Skip.

Yeah.

When I was young, it was hard to skip, but then I learned, right, and I knew how to do it?

And so I skipped everywhere.

(laughs) All right.

Skip is one syllable.

Skip.

It ends with one vowel, one consonant.

That's our final consonant right there.

Go ahead and try to write the word "skipped."

All right, scholars, lets let's check your word.

So you keep the base word, skip.

Remember these are action words, verbs.

And we're doubling that last consonant and then adding our -ed, skipped.

Great work.

All right.

And our last verb is "jet."

Now, when we are using this as a verb, it might mean to run somewhere really fast, right?

Because you might be late for something.

So maybe you're late for your next class and your mom says you better jet to class, right?

And so if you already did it, you did what?

Jetted to class.

Nice work.

All right.

So jet is a one syllable word, jet.

It ends with one vowel, one consonant.

There's our final consonant.

Go ahead and try spelling the word jetted.

All right.

Let's check your work scholars.

So remember we keep jet, double that final consonant and then add -ed, jetted.

All right, scholars.

Let's look at our next spelling pattern.

The next rule we're going to look at is the dropping rule.

The dropping rule is when we have a word with a silent E at the end.

Let's read it.

If the base word ends with a silent E, drop the E and then add -ed.

Hmm.

Let's look at that.

So bake.

In the word "bake," there's a silent E at the end.

Doesn't make a sound.

(laughs) So I like to bake in the kitchen, but if we want to use it and add -ed and make it past tense, we would say I baked in the kitchen all day.

If we were to keep that silent E, the two Es together might make the long E sound, and then we would have a word like bake-eed.

That doesn't sound right.

We only need one of the Es, all right?

So our rule is to drop the E in the base word and then add -ed.

All right, let's give it a shot.

So I have the word "hope."

I hope I get a bike on my birthday, right?

But if I already did that, say my birthday already passed.

That means I hoped for a bike on my birthday.

Nice.

All right.

So let's look at the word "hope."

"Hope" ends with a silent E. So we need to get rid of that E and then we can add -ed and we'll have the word "hoped."

And remember, you can follow right along with me.

Only one E, D. Hoped.

I hoped for a bike.

All right.

Let's look at our next word.

The next word is manage.

I managed to keep all of my things organized.

Mm-hmm.

That's not true.

(laughs) So if I wanna say that I already did it, I would say I managed to keep all my things organized.

Nice job.

Manage ends with a silent E. So what do we do with it?

Yeah, you just get rid of it.

You drop it, drop that E and then we can add our -ed.

Nice.

Why don't you go ahead and try spelling the word managed on your own.

When you're finished, look up here and check your work Managed.

How'd you do?

Nice.

(laughs) All right.

The next word is "line."

The teacher might ask you to line up for lunch.

If she already asked you and you already did it you lined up for lunch.

Nice job.

"Line" ends with a what?

All right.

Try writing that word on your own first.

Lined.

All right, scholars, check your work.

So hopefully you dropped that silent E before adding -ed.

So you had lined, lined.

We lined up for lunch.

All right, scholars, let's look at our last spelling pattern.

This rule is called the changing rule.

Hmm.

If the base word ends with Y change the Y to I, and then add -ed.

All right.

So we're looking for why at the end of the base word.

So for an example was "carry."

Like I will help you carry your things.

If you already helped that person, you carried their things.

Nice job.

So we had to change that Y to an I, and then we were able to add that -ed and have the word carried.

All right?

Let's try some over here.

Oh, and look, our word is try.

(laughs) We will try to spell the word correctly, right?

Try ends with what letter?

With a Y.

So we're gonna change it to a I.

It helps that it rhymes.

It kind of helps you remember it.

Change the Y to an I, and then we can add -ed.

All right, so let's go ahead and write the word "try."

We tried spelling the word, and we did it, ding ning ning ning.

(laughs) All right.

Our next word is "study."

If you are going to study your spelling word that's a good idea, right?

If you already did it, you studied your spelling words.

Nice.

All right, so "study" ends with what letter?

With a Y.

So we're changing that Y to a?

To an I, all right.

Go ahead and spelling the word "studied" on your own.

All right.

When you're ready, you can look up here and check your work.

All right, studied.

Yeah.

All right, scholars, and then we have the word copy.

I am going to copy that drawing but if you already did it, you copied that drawing.

Nice job.

All right.

Look at that letter that's at the end.

It's a Y.

Go ahead and try it on your own first.

Try to write the word copied.

All right.

Hopefully you changed that Y to an I and then you were ready to add -ed.

All right.

So you had copied, copied.

Great work scholars.

All right scholars, let's review the rules that we learned when adding the suffix -ed to a word.

We have the one one one rule.

Do you remember what that was?

If the word is one syllable and it ends with one vowel, one consonant, what do we gotta do before we add -ed?

Double.

Nice.

We need to double the final consonant.

Great job.

All right.

What about the dropping rule?

What do you remember about the dropping rule?

Okay.

So if the word ends with a silent E, we have to drop that E because we're adding a -ed, right?

And we don't need double Es.

So when we have that silent E, drop it, then add -ed, and then we'll have our new word with our suffix -ed.

All right.

And what about the changing rule?

What do you remember about changing rule?

Great.

Yep, change the Y to an I.

So if our base word ends with a Y, we have to change it to an I, and then we can add -ed.

Scholars, maybe while you're working at home, you can see if you can figure out which rules these words apply to and try spelling them on your own.

(playful music) Hi, scholars!

I'm Mrs. Fuller.

Today we're gonna be reading the book "It's a Round Round World," written and illustrated by Ellie Peterson.

This book is read with permission from Boyds Mills & Kane Books.

As we read today, I would like you to listen for information that'll help us to answer our big question.

What can be learned by studying people and events from the past?

Let's get started.

One way to prove that the earth is round is by viewing a lunar eclipse.

A lunar eclipse is when the moon moves into the earth's shadow.

"The earth casts a shadow just like your body does on a sunny day.

Your shadow appears on the ground, but the earth's shadow extends into outer space.

If the moon moves into that shadow it's called a lunar eclipse.

1.

Ahh.

2.

What's that?

3.

It's covering me!

4.

So dark, so cold.

5.

Phew!

The sun is huge!

It would take 1.3 million earths to fill it up.

Do you know what else the sun is?

Round!

During a lunar eclipse, you can see the shape of the earth's shadow on the moon.

The shape of that shadow is round.

Can we start howling now?

Another way to prove the earth is round is by comparing constellations.

Constellations are imaginary pictures in the sky formed by groups of stars.

People living on the bottom half of the earth, or the Southern Hemisphere, see different constellations than people living on the top half, or the Northern Hemisphere.

That's because they're each looking at a different part of the sky.

If the earth were flat, we'd all see the same constellations but we don't need a view of outer space to tell that the earth is round.

The Big Dipper is also called Ursa Major, which means Great Bear.

(sighs) The Big Dipper, again?

That's supposed to be a bear.

How would we explain day and night if earth were flat?

Everyone in the world would have daytime and nighttime at the same time.

That's not the case though.

Since our round earth spins on its axis some people have day while others have night.

Earth spins on its axis once each day.

This is called a rotation.

Earth travels around the sun once each year.

This is called a revolution.

People who live east of us see the sun come up earlier.

People who live west of us, see the sun come up later.

Scientists divided the earth into time zones.

A time zone map helps people figure out the time differences between two areas and helps them set their clocks.

Unfortunately, not everyone checks their clocks.

In Seattle."

It's eight o'clock.

"Oh, Jouly-bean, how is grandma's girl doing?

In New York," at 11 o'clock.

"Grandma, it's 11 o'clock at night.

Today most people know the earth is round because we've seen pictures of it that were taken from outer space.

In 1972, astronauts aboard Apollo 17 took the first photo of the entire Earth from outer space.

This picture is called 'The Blue Marble.'

'The Blue Marble is the most famous picture of Earth ever taken.

We also have pictures of all the other planets in the solar system."

Mercury, Venus, Mars.

"Planets are objects that orbit the sun and are round.

Did you know that an outer space sunlight is white, not yellow?

It's the earth's atmosphere that causes sunlight to appear yellow to us.

If all the planets in our solar system are round, we can reason that earth is round too."

Jupiter, Saturn, Uranus, Neptune.

"The more we explore our solar system, the more we learn about this planet we call home.

Sometimes a fact is repeated so often, like earth being round, that we take it for granted.

We never stop to wonder how we know it.

The good thing is that you can almost always figure out how by making careful observations of the world around you.

What else do you think you know?"

Scholars, I'd like you to think about this question.

"How can we use observations of the sky to prove that the earth is round?"

Thank you for sharing your answers.

And I heard a lot of great ideas.

I wrote a few of those down underneath our question.

"How can we use observations of the sky to prove that the earth is round?"

This is what you told me.

"During a lunar eclipse, we can see the round shape of the earth's shadow on the moon."

"People living in the Northern Hemisphere see different constellations than people living in the Southern Hemisphere."

"Because the earth is round, some people have daytime while others have nighttime."

"If the earth were flat, the sky would always look the same to everyone."

Scholars, I wanna go back in the book and I wanna show you some of the tricks that the author illustrator used to make this story fun to read.

On this page, the author illustrator uses numbers and pictures to show us the phases that the moon goes through during a lunar eclipse, or when the moon passes through the earth's shadow.

On this page, the author uses different print in the sun for this fun fact.

And she uses all capitals for the word "huge."

So when you read the sun is huge, you know to emphasize that word.

What do you notice on this page?

Yes, there are two different types of text.

One text, the white letters, are when the authors tell the story.

And then the blue is when the dog is talking.

On the next page, when the author says the shape of that shadow is dot dot dot, those three dots are called an ellipses.

And in this case that's where the author wants us to take a pause before we read the word round, which is written in big, bold capital letters.

The shape of that shadow is round.

On this next page, notice that the author uses three different types of text.

There's the white text, which tells the story, the blue text, which gives us more information and when someone's talking, and the yellow is what she used to label the different names of the constellations.

Also on this page, the illustration is used to add meaning to the story.

So when we read "People living on the bottom half of the earth or the Southern Hemisphere," we can see by looking at the picture that those people on the bottom see different constellations than the people on the top.

Also notice around the words, "the Southern Hemisphere," the author added parentheses.

Parentheses always come in a pair, one at the beginning of a phrase and one at the end.

And that phrase is used to add additional information.

People living on the bottom half of the earth, the Southern Hemisphere, see different constellations than people living on the top half.

So she used those parentheses to give us the additional information or the name of the Southern Hemisphere.

"If earth were flat, we'd all see the same constellations but we don't need a view of outer space to tell the earth is round."

On this page, notice that the author uses the white lettering to tell the story and the blue lettering when someone's talking.

She also has something that's a little bit funny.

So when Julia tells us that the Big Dipper is also called Ursa Major, which means Great Bear.

On the next page, the bear is looking up at the big dipper and saying, "That's supposed to be a bear?"

Also notice on the word "sigh," there's an asterisk in the beginning and in the end.

So when an asterisk is on both sides of a word, that shows that that word has motion.

So when we read the word "sigh," we would actually do it like (sighs) Here, the author tells a story, using words and pictures.

It tells us that the grandma is in Seattle.

Then we use the picture to see that it's eight o'clock, and then the grandma's talking.

"Oh, Jouly-bean, how is grandma's girl doing?"

And then we can see that Jouly's in New York.

And she says, "Grandma," dot, dot, dot.

There's an ellipsis, so that's a pause.

It's only 11 o'clock at night, dot dot dot.

On that ellipsis, that lets us know that she probably had more to say.

On this page, the last sentence says "This picture is called 'The Blue Marble.'"

And "The Blue Marble" is in quotes, has quotes around it.

That lets us know, in this case, that the blue marble is the title of that picture.

The author also used a label.

She let us know that the name of that spaceship that Jouly is floating near is the Apollo.

And in the story she says, "In 1972 astronauts aboard Apollo 17 took the first photo."

So she used labels to help make the picture more interesting.

I want you to notice around that first planet, it says "Mercury," question mark, "Round," period.

Those are one word sentences.

"Mercury," question mark.

They're waiting for an answer.

And so we would answer, it's round.

So when you have a one word sentence, it's usually a question or an imperative sentence, like telling someone to do something.

So we noticed in the book today that the author uses illustrations, print, punctuation and humor to make her story fun to read.

Have you ever noticed these things in other books?

You'll have to take a look.

And remember to include some of these tricks in your own writing.

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

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.

(playful music)