- Hello, scholars, welcome to second grade on Read, Write, ROAR.

Today, we are going to be learning about how explorers from the past found out that the Earth is round, and not flat.

It comes with our big question.

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

Hm, I wonder how those scholars and explorers found out that the Earth was really round.

Well today, we're also going to be sorting words that have a suffix of ed.

So scholars, go ahead and get your paper.

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

- [Narrator] 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 music) - Hello, scholars, I'm Mrs. Z-K, and today we are going to work on sorting words.

Today, we are going to have verbs, action words, right?

Verbs tell what someone or something is doing.

And we're going to have an added suffix of ed on them.

We usually add ed to the end of a verb to show that it already happened, mhm, to show that it has past tense.

Nice.

So ed can be represented by three different sounds.

I have these slashes here to show the sound that it could represent.

Let's say these sounds together.

The ed the end of a word can make the sound id.

What sound?

Good.

Or D. Or T. I know, so many different sounds for one suffix.

That's okay.

'Cause we're gonna practice today.

All right, scholars.

So I'm gonna go ahead and show you the words.

The words that we have, again, will have that added suffix of ed.

We're going to be listening very closely to the ending sound of these words.

That will show us what sound ed is making.

And then we'll just sort it to the right category.

Are you ready?

All right.

Here's your first word, what is it?

Yes, cooked.

She cooked noodles yesterday.

What sound do you hear at the end of this word?

Cooked.

Nice, you hear the voiceless D sound.

So cooked is gonna go under the T sound.

All right, here, let's look at another one.

Do you know that word?

We can loop it.

We have created.

What word?

Created, nice.

Now what sound do you hear at the end of this word?

Created.

She created beautiful art.

Id, nice job, created.

Yeah, so we'll place that word right under the id sound.

Are you gettin' it now?

Good.

All right.

All right, what's that word, scholars?

I can loop it.

We got inspired.

Inspired, yes.

Maybe the music inspired her art, ooh.

What sound do you hear at the end of inspired?

Inspired.

Mhm, the D sound.

All right, I think we got it.

Here you go.

Scholars, what word do we have?

Laughed, nice.

She laughed so hard at his joke (giggles).

What sound do you hear at the end of that word?

Laughed.

I hear the T sound as well.

Great work.

All right, here's our next word.

We have elevated.

Elevated, nice.

Maybe the doctor told her her foot needed to be elevated for three hours.

And that means just to rise up, right?

Like an elevator, rise up.

All right, but what sound do you hear at the end of elevated?

Hmm.

You hear what?

Id, nice work, elevated, all right.

All right, here we have another one.

We have designed.

Designed, nice.

Maybe she designed her own logo.

Yeah, kind of created it herself.

What sound do you hear at the end of designed?

D, Designed, nice work.

All right, we have a bigger word, scholars.

Here we go, I'm gonna loop it.

Automated.

What word?

Automated, nice job.

Maybe the scientists automated their wagon, so they didn't have to pull it anymore.

It did it automatically.

Mm.

(Z-K giggling) What sound do you hear at the end of automated?

Automated, id, id, yes.

Automated.

All right.

(Z-K giggling) And I'll loop this one for us, but it is a compound, so we have nicknamed, nicknamed.

Yes, maybe you nicknamed your pet.

Hey, honey boo boo.

Hey, Jojo.

Usually a nickname is for short.

All right.

What sound do you hear at the end of nicknamed?

Nicknamed.

D, D, yes.

All right.

And what word?

We are in the kitchen.

Chopped, yes.

She chopped onions very quickly.

Mhm (giggles).

What sound do you hear at the end of the word chopped?

Chopped.

Chopped, T, T. Yes, the T sound.

All right, I'll loop this one for us.

We have explored.

Explored, nice work.

Okay, so if you're exploring something, you're seeking out new things, right?

Explored.

What sound do we hear at the end of that word?

Explored.

D, D, explored.

Nice.

Oh, scholars, what's this word?

You're right, walked.

I walked home yesterday.

What sound do we hear at the end of the word walked?

Walked.

Walked, T, T. Mhm.

And here we go, I will loop this last word for us.

Committed.

Committed, yes.

Maybe you are committed to a softball team.

Mhm, means you gotta stay at that softball team, and you gotta finish it all the way through, right?

'Cause you're committed.

Nice.

What sound do you hear at the end of the word committed?

Committed, committed, id, id.

Nice work.

Wow.

I always think that's so cool that ed, a suffix, can make these words sound different.

Yeah.

All right, let's reread our words, scholars.

So we know ed is going to make the id sound at the end of these words.

Are you ready?

All right.

We have created, elevated, automated, and committed.

Nice work.

All right, ed over here is going to be making the D sound.

All right, here we go.

Inspired, designed, nicknamed, and explored.

Great.

And now we have ed making the T sound.

Let's reread these words.

We have cooked, laughed, chopped, and walked.

Great work, scholars.

(upbeat music) Nice work with that sort, scholars.

Now I have a passage that we're going to read together.

As we get to the words that have ed, think about what sound the ed is making.

When we're done reading, I'm going to ask you about what happened in this passage.

Are you ready?

Read with me.

His name is Mr. Long.

Mr. Long had just painted his fence when a cat walked by, and rubbed against it.

Oh, no.

Mr. Long was upset at first, but then he saw what the cat looked like.

(Z-K giggling) He laughed with his neighbors as he repainted his fence.

As for the silly cat, his owner washed the stripes right off of him.

(Z-K giggling) That was a silly passage, huh?

Yeah, well what happened in the story?

Remember, we add ed to the end of verbs usually to show that something already happened.

So what already happened in this story?

Mr. Long painted his fence, nice.

And then what else happened?

And the cat rubbed against it.

Nice, so we got painted, rubbed.

What else happened?

Mr. Long laughed.

He laughed, and repainted his fence.

Nice job.

And what about the cat?

Uh huh, the owner washed him right up (giggles).

I'm sure he had to hurry up and do it, else that paint would dry, and it would be really hard to get off.

All right, scholars, nice job sorting and reading with me today.

When you're looking at this passage, maybe you can figure out where these words should be sorted.

Yeah, the verbs with the ed showing past tense, yeah, can you hear what sound the ed is making at the end of those words?

Give it a try.

(soft music) - For this spring break, you're going to need two things, something to write with and something to write on.

You only have five seconds to get what you need.

I'll wait right here.

(upbeat music) You should be back by now, so I'm going to explain this activity.

We are going to be drawing self portraits.

Portraits are pictures of people.

So a self-portrait is a picture of yourself.

That doesn't sound too terrible, right?

We've all drawn pictures of ourselves before.

Well, here's where it gets hard.

Instead of looking at the paper, and drawing ourselves, you're going to take your paper, and put it on your head.

Now we're going to draw self portraits as quickly as we can.

Ready, go.

Start with your head.

That felt like a circle.

And now here are my eyes, probably a nose and a mouth.

What else?

Oh, I probably need hair on the top of my head, and I'll draw my shoulders.

Well, my neck first, I guess, and then the shoulders, and part of my arms.

And that should be all for now.

I wonder how we turned out.

Are you ready?

Here's mine.

Oh, look at me.

Doesn't it look just like me?

We are are such great artists.

Thanks for drawing with me today.

(soft 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.

That means she wrote the words, and she drew the pictures.

The 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.

We all know it's a fact, but how?

How do we know that the Earth is round?

In the past, many people believed that the Earth was flat.

Let's listen to how explorers and scholars of the past, like Christopher Columbus, knew that the Earth round, even though they couldn't actually see it.

In the book, the main character is a young scientist adventurer named Julia, who takes us on a historic journey through time and space.

From jumping on board Columbus' ship to planet hopping in the outer reaches of the solar system, Julia explains how we learn that the Earth is round.

"It's A Round, Round World".

"Sure looks flat from here.

What would happen if you tried to walk to the edge of the Earth?

Would you find it?

Of course not, our planet isn't flat.

It's round.

I know that, you know that, everybody knows that, but have you ever wondered how we know the Earth is round?

Some people will tell you that Christopher Columbus proved Earth is round.

Wrong.

When he sailed the ocean blue in 1492, Columbus already knew the Earth was round.

Actually most people knew the Earth was round back then.

Ancient Greek, Islamic, and Indian scholars theorized that Earth was round before Columbus' time."

The word theorized means to explain how something happened based on ideas that can be tested.

And you notice the word theorized has an ed.

That means it's a verb that happened in the past.

Like Mrs. Z-K was telling us earlier, when a word ends in the suffix ed, that ed could make three different sounds.

In this case, the ed in theorized makes the D sound.

"Columbus was actually looking for a shorter route to Asia, but that's a whole other story.

Shiver me timbers!

Sailors like Columbus didn't have the scientific equipment we have today, but he and his crew could tell the Earth was round from their very own ships.

How?"

There was a question on this page.

I wrote that question down.

How could Columbus and his crew tell that the Earth was round?

Let's keep reading, and find out.

"People who lived long before Columbus noticed that when his ships sailed away from you, they seemed to disappear from the bottom.

When they sailed towards you, they appear from the top.

On a flat Earth, you'd see the entire ship the entire time."

Let's see what that looks like.

If Columbus and his crew are watching a boat, or a ship sail away, the book said that we would notice it disappearing from the bottom first.

And if the ship was sailing towards them, they would see it appearing from the top first.

And that has to do with the curve of the Earth.

Let's use the information we just read to answer our question.

How could Columbus and his crew tell that the Earth was round?

I started off our answer with a statement, taking words from the question.

Columbus and his crew could tell the Earth was round, because of several observations they made.

What information from the book would you like to use to answer our question?

Great, I heard two different answers.

The first thing I heard you say was that when Columbus and his crew observed the ship sailing away, it would disappear from the bottom first, like it were going down a hill.

So I wrote this.

They observed that when a ship sailed away, it disappeared from the bottom.

The other thing I heard you say was that when they observed a ship sailing towards them, it would appear from the top first, like it were coming uphill.

When a ship sailed toward them, it appeared from the top.

Let's keep reading.

"Not only that, but the crow's nest of a ship is only useful if Earth is round.

A crow's nest is a lookout point at the top of a mast.

Being higher up allows you to see farther over the curve of the Earth.

On a flat Earth, you'd see the same thing, whether you were high or low."

What would you like to add to our answer?

That's right.

We just read that when Columbus' crew looked out from a higher point, like from the crow's nest, they could see a farther distance away.

So I wrote this.

If they looked out from a high point, they could see farther in the distance.

And I put an ending sentence on our answer.

If the Earth were flat, there would be no changes in what they saw.

Let's go ahead and read the paragraph together.

How could Columbus and his crew tell that the Earth was round?

Columbus and his crew could tell the Earth was round, because of several observations they made.

They observed that when a ship sailed away, it disappeared from the bottom.

When a ship sailed toward them, it appeared from the top.

If they looked out from a high point, they could see farther in the distance.

If the Earth were flat, there would be no changes in what they saw.

Great answer, scholars.

Scholars, I'd like us to look back in the book, and I wanna show you some of the tricks that the author illustrator used to add information to the story, and to make it fun to read.

Notice on this page, our scientist, Julia, is thinking about an answer to a question.

The cloud leads to a thinking bubble that shows us what the character is thinking.

So the author uses a thinking bubble as a way to add information to the story.

Notice what the author did here.

She uses lettering in different styles, color, and size to let us know, to read these words differently.

It's round is written in big bold print, in all capitals with an exclamation point.

That lets us know that we should read it with a little bit louder voice, and with strong feeling.

The author put the word everybody in italics.

That lets us know to emphasize the word when we're reading it, and the same for the word how in all capital letters.

The author illustrator also drew Julia sliding down the side of the Earth, which she could not do if the Earth were flat.

On this page, notice the word wrong.

The author, again, used big bold all capital letters with an exclamation point.

So how should we read that?

That's right.

We should read it a little bit louder with some strong feelings.

The author also used parentheses.

Parentheses come in a pair, and there's usually one at the beginning of a sentence or phrase, and one at the end of a sentence or a phrase.

And when you see parentheses, that's usually where the author added some extra information to the story.

The author uses this style of lettering when a character in this story is talking, like here when Julia says Columbus was actually looking for a shorter route to Asia, but that's a whole other story, dot dot dot.

Do you notice those three dots?

Those three dots are called an ellipses.

An ellipses is used when an author wants to either leave out words, make a pause in the story, or to let the reader know that there's more information coming.

What do you notice on this page that the author did to make the story interesting to read?

That's right.

She used the different lettering for when the character's talking, when the character said shiver me timbers.

And then she also used that big bold lettering, so that we emphasize the word how.

Notice on this page, it shows a closeup or a zoom in of Julia up in the crow's nest.

So we can see her in the crow's nest, and then it zooms in, so that we can see her up close.

The author also did that to Columbus on his ship.

What else did you notice that the author did on this page that's different?

That's right.

She used different lettering when someone was talking, and giving us the definition or the meaning of the word crow's nest.

She also used those red lines to show us exactly what those two characters could see.

So scholars, it's important that we pay close attention to those tricks, to the drawings, to the lettering, to the punctuation, so that we can see how the author intended us to read the story.

Also are some tricks you could use when you're writing your own story to make it fun for the readers to read.

Let's look at our big question.

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

A long time ago, people believed that the Earth was flat.

We read in the book today that explorers and scholars, like Christopher Columbus, were able to see and figure out that the Earth was actually round by making observations of the things around them.

We can learn a lot by studying people and events of the past.

Scholars, next time you're at the playground, I'd like you to stand on the ground, and see how far can you see.

Then climb up to the top of the slide, or the monkey bars, and look in the same direction.

If you can see farther from up high, that proves the Earth is round.

Thank you so much for learning with us today.

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

- [Narrator] 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 music)