- Hello, scholars.

Welcome to second grade on Read, Write, ROAR.

Today, we are going to be learning about fun ways to learn in school, from the past and the present, to help us answer our big questions.

How do people study the past, and what can be learned by studying artifacts from the past?

Scholars, today, we are also going to be moving our bodies as we learn about verbs ending in I-N-G.

So go ahead and get yourself some paper, get 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) - Hi, scholars, I'm Mrs. Z-K, and today we are going to be working with the suffix I-N-G. I-N-G represents the sound ing.

Can I hear you say that?

Yeah, ing is a suffix that can be added to different types of words.

Today, we are going to work with verbs, action words, right?

When we talk about what we are doing, or something is doing, or what is happening.

Yeah, those are verbs, action words.

(soft music) So when we add that suffix to a verb today, it's going to tell us what we are doing, or what is happening.

I have verbs up here on the board.

These verbs, yes, are action words, right?

So what we are going to do is we are going to say the base word, and then we are going to add ing to it to make the new version of the word, right?

Still gonna be a verb, remember, it's just gonna tell us what someone is doing, or what is happening at that time.

When we make this new word, go ahead and act it out with me.

Yeah, let's do a little movement activity.

Are you ready?

Are you up?

All right, let's try it out.

So we have the word eat.

We add the suffix ing.

Our new word is eating.

Can you pretend like you're eating?

(Z-K giggling) What are you eating?

Maybe cereal.

That's what I was eating (giggles).

All right, scholars, next word, cook.

What word?

Nice.

And if we add the suffix ing, our new word is cooking.

Can you pretend to be cooking?

What are you cooking?

I'm cooking pancakes.

(Z-K giggling) All right, scholars, here we go, clean.

And add the suffix ing, cleaning, nice job.

What are you showing right now as you're pretending to be cleaning.

I'm cleaning a mirror, what about you?

Great work.

All right, scholars.

We have smell.

We're gonna add that suffix ing, our new word is smelling.

Nice.

What are you smelling?

Hopefully something good.

I was smelling some flowers.

(Z-K laughing) All right, our base word is play.

We're adding the suffix ing, our new word is playing.

What are you playing?

I was playing on the monkey bars.

Yeah.

We have the base word paint.

We're adding the suffix ing, what are we doing?

Painting, nice.

Oh, you're good at that.

Yeah.

(Z-K laughing) We have talk.

We're adding the suffix ing.

Our new word is talking.

(Z-K giggling) And our last word, scholars, we have the base word fly.

We're adding the suffix ing, what are we doing?

Flying.

Vroom, vroom.

I was pertaining to be an airplane.

That's what I can think of when I say flying.

What are you doing?

Great work, scholars.

We were able to add the suffix ing to verbs in order to make a new version of the verb, right?

So now we have these verbs here on the board with the suffix ing that we added.

Let's go ahead and reread our words.

We have eating, cooking, cleaning, smelling painting, playing, talking, and flying.

Nice work.

So hopefully you have your paper, and something to write with ready, because now we are going to look at some sentences.

We have some sentences here that have a blank in them.

We are going to find the best fit verb to complete the sentences.

When you think you know which verb fits in the sentence, I just want you to go ahead and write it down on your paper.

Okay?

All right, let's start.

Sentence number one.

The birds are blank so fast, it looks like they are racing.

Hmm.

Well, let's think about what could birds be doing, and then what could they be doing that makes it look like they're racing?

Go ahead and find the best fit verb, and write it on your paper.

So, scholars, what'd you pick?

Did you pick flying?

That's what I was thinking too.

Soon as I seen the word birds, I was thinking about flying.

(Z-K laughing) All right, let's put that in the sentence, and let's reread it to see if it makes sense.

All right, the birds are flying so fast, it looks like they are racing.

Makes sense to me (giggles).

All right, scholars, sentence number two.

We are blank the bathroom blue.

Hmm.

We are blank the bathroom blue.

What could you be doing to the bathroom to make it blue?

Hmm.

Remember when you think you know, go ahead and write it on your paper.

But what about if you don't know?

When you don't know, a strategy you can use is by choosing a word that you have, and just placing it in the sentence, and seeing if it makes sense.

So for an example, if I chose our first word eating, I pretend to put it in the blank.

Then I read the sentence, we are eating the bathroom blue.

Did that make sense?

Eh (giggles).

So we know it's not eating.

But what if we tried painting?

We are painting the bathroom blue.

Did that one make sense?

Ding, ding, ding, yes, it did.

You could paint your bathroom blue.

Hopefully you wrote down the word painting.

And if you didn't, you can write it down now (giggles).

All right, let's reread that sentence.

We are painting the bathroom blue.

Nice work.

All right, scholars, sentence number three.

I am blank dinner right now, so it will be ready in an hour.

Hmm.

I am blank dinner right now, so it will be ready in an hour.

Okay.

Well, look at your choices.

Think about what you could be doing with dinner.

Okay, now that you know what you could be doing with dinner, think about how would that get it ready in an hour?

Mm.

You gotta use all the details in the sentence.

Make it make sense, find the best fit verb.

So what'd you choose?

Cooking?

Nice work!

Sometimes if you just look at the beginning of a sentence, a different word might make sense, like eating.

I am eating dinner right now.

That part makes sense, but then when you finish the sentence, so it will be ready in an hour, that doesn't make sense, right?

If you're eating it, it's gonna be gone before an hour (giggles).

But if you're going to make it so it's ready in an hour, we are probably cooking it.

Let's go ahead and reread that sentence.

I am cooking dinner right now, so it will be ready in an hour.

All right, scholars, last sentence, sentence number four.

My sister and I are blank on the phone.

Hmm.

My sister and I are blank on the phone.

Okay, well, look at your choices.

What could you be doing with your sister on the phone?

When you think you know, write it on your paper.

All right, what'd you choose?

Oh, okay.

So you chose talking, makes total sense.

What's a phone for, right?

So you could be talking with your sister on the phone, right?

My sister and I are talking on the phone.

Hello.

Hey, Kara (giggles).

But I heard someone else say they picked something different.

Do you see another choice up there that does make sense?

Especially nowadays, right?

'Cause there's all these games on your phone now.

You and your sister could be playing on the phone.

You could have chose either one of these words, and it would make sense.

Right?

My sister and I are playing on the phone.

Absolutely (giggles).

Well, scholars, let's look and see what we have left.

We have the verb action word, eating, smelling, and cleaning.

Scholars, why don't you try to come up with sentences for these verbs?

Can you make it make sense?

How detailed can you be?

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

Today, we're the book "School Days Then and Now", written by Bobbie Kalman, and read with permission from the Crabtree Publishing Company.

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

How do people study the past, and what can be learned by studying artifacts from the past?

In the book, we're gonna read about fun ways that students learned in schools of the past, and fun ways that students learn in schools today.

If you have a piece of paper, you could go ahead and make your own chart, and add the information as we go.

Let's get started.

"Fun ways to learn.

Today, there are many fun ways to learn.

Children draw, paint, write stories, and play musical instruments.

Students from different cultures share their way of life through stories, music, and art.

Students also play learning games at school on computers or digital tablets.

This girl is playing a math game on her tablet.

These students drew a map of the world to show the countries and continents where they were born.

They enjoyed learning about the world, and about one another.

Word games.

Spelling was an important subject long ago, just as it is today.

It helped children become better readers and writers.

Spelling bees were popular in the past, and are still popular now.

Children also played word games, such as Anagrams.

Anagrams helped them become better spellers.

In this picture, you can see that two students are playing a game of Anagrams.

In the game of Anagrams, children switch letters around to make different words, such as tale and late, pest and step.

In this picture, you can see the children are playing a spelling bee.

In a spelling bee, children in a class take turns spelling words given to them by the teacher.

They stand until they make a mistake, and then they have to sit down.

Only two students are left in this spelling bee."

Let's think about what information from the book we can add to our chart.

For schools then or schools of the past, what were some fun ways to learn?

We read in the book that students participated in spelling bee, and they also played word games, like Anagrams.

In schools now, some fun ways to learn from the book, we read that students still participate in spelling bees, and play word games, but they also draw and paint, write stories, play instruments, play learning games, and play games and learn on their computers.

"Games and sports.

Games and sports are a big part of school today, because exercise keeps students healthy.

At recess, children play clapping and skipping games.

After school, they play baseball, basketball, and soccer.

Did you know basketball was invented in 1891 by James Naismith, a Canadian sports coach?

The first basketball nets were made of peach baskets.

Still played today.

Many games and sports that were played at school in the past are still played now.

The boys on the right are playing baseball.

Looking at the picture, what safety equipment would these boys be wearing if they were playing baseball today?

The girls below, right, are playing a clapping game.

Other favorite recess games were tag, leapfrog, tug of war, and many kinds of skipping games.

Clapping games have been played by children for hundreds of years."

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

What is your favorite activity at recess?

I'd like you to turn and share your answer with the person sitting next to you.

And if you're by yourself, you can just go ahead and say your answer out loud.

(children chattering) I heard a lot of good answers about things you like to do at recess.

Some of you said you like to play on the equipment, like the swings or the slide.

And some of you like to play sports, like basketball or tag.

And some of you said you just like to hang out, and talk with your friends.

So scholars, let's think of some information from the book that we can add to our chart.

For games and sports of the past, we read that exercise kept students healthy, and that they exercised during recess.

I wanna point out that I use the word kept, which is past tense.

It's a verb past tense, meaning it happened in the past.

Games and sports for schools today.

Exercise keeps students healthy, as students exercise during recess, gym, after school, team sports.

And we always encourage you to wear the proper safety equipment when you're playing a sport.

I want you to notice that I use the word keeps.

Keeps is a verb that shows present tense, meaning these are the activities that we do now.

"Gardens of health.

Most schools today teach children about nutrition.

Growing vegetable gardens is an important part of this subject.

Does your school have a garden?

I heard some of you say yes.

School gardens teach students about nature, how plants make food, how to work as a team, how to measure spaces between plants, so the plants have room to grow.

In the picture, these students grew nutritious vegetables, such as lettuce, tomatoes, peppers, cucumbers, and onions in their school garden.

Learning to cook healthy recipes is the next step.

Farming lessons at school.

Many people long ago were farmers, and their children would also become farmers.

Growing vegetable gardens at school gave children farming skills, and also provided them with food.

Student used the vegetables to make meals at school.

They stored some to make hot soups in winter."

Looking at the picture, the students of this school in the past are growing carrots, onions, pumpkins, potatoes, and sunflowers.

How is this school yard different from your school yard?

Let's use the information from the book to add to our chart about gardens of health in schools of the past.

We read that students would learn farming skills for a job as a farmer.

That's one reason that they might have a garden at school.

Another reason would be that they would have food to eat at school, and they would store some of that food to have meals in the winter.

In schools today, we read students might have a garden to learn about nutrition, and eating healthy, and to learn about nature, science, and about growing plants.

So schools in the past and schools today might have a garden for the students, but for very different reasons.

"Last day of school.

Children long ago celebrated the end of the school year.

They learned special songs, put on plays, and played games with family and friends.

Today, students celebrate the end of the school year in similar ways.

Some have a party with their friends, and look forward to coming back the following school year.

Others graduate from elementary school, and go on to high school.

What do you like to do on the last day of school?

In the picture, these families are celebrating the last day of school long ago with races, fun games, and a picnic of delicious foods that everyone enjoyed."

So in what ways did schools of the past celebrate the last day of school?

We read that they might have a celebration, which they would have different games and songs.

And they also had a picnic.

In schools today, we might have a celebration like a graduation, and we love to have an end of the year party.

In the book today, we read about a word game called Anagrams, and I'd like to show you how that game works.

To play, you need letter pieces.

You could use pieces from a different game, like Scrabble or Boggle.

You could cut up pieces of paper, and write the letters on them yourself, or it's okay to just write the letters out on a piece of paper.

So the game of anagrams takes a word.

This is an example from the book, they used the word tale.

T-A-L-E.

Tale spelled like that means like a story, like someone might tell us a tall tale.

So to play Anagrams, I'm gonna take the four letters in the word tale, arrange them and make a different word using those same four letters.

Do you see another word I can make with T-A-L-E?

That's right.

I could spell the word late.

L, A, T, E. So you use the same letters as your original word, and you arrange them to make different words.

Let's try another word.

The book gave us another example of the word pest.

P-E-S-T.

Using those same four letters, what's another word we can make by arranging the letters in a different order?

That's right, step.

S, T, E, P. Let's go ahead and write that over here.

S-T-E-P.

So pest and step are made using the same four letters.

Let's try a few more words.

I have the word coat.

C-O-A-T. What's another word we could make using the same four letters as coat?

Yes, taco.

T, A, C O.

So coat can also be made into taco.

Good job.

How about the word owl?

O-W-L. Let's rearrange the letters to make a new word.

Low.

L, O, W, right.

Let's write that here.

Owl can also be made into low.

All right, scholars, how about the word sink?

S-I-N-K. What's another word we can make with the same four letters?

That's right.

Skin.

S, K, I, N. Skin.

Let's write that right here.

All right, scholars, last word.

Let's try the word read.

R-E-A-D. That's exciting.

I heard two different words that you said, so let's go ahead and make both.

First, you said read could be made into dare.

D, A, R, E. Dare.

Let's write that here.

And I also heard you say it could be made into dear.

D, E, A, R. Dear.

(upbeat music) Scholars, I'd like you to practice words, playing the game Anagrams.

Playing Anagrams is a great way to learn new words, and to practice spelling.

I'd also like you to ask a parent, a grandparent, or another adult, about fun ways they remember learning at school.

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