- Hey there, learners.

Welcome back to Read, Write, ROAR.

Today, we're going to read a story with Ms. Rodgers called It's a Round, Round World.

Then we're going to get outside, and do some observing, using our senses, and thinking about the setting in the story, and thinking about who could be in the story down by a lake as we solve a mystery together.

Finally, you'll be learning about a new ending, the es ending, when we want to make words plural, and get to do some writing with Ms. Rodgers.

So grab something to write with, and something to write on, and meet us back here, and we'll get started to read, write and 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) (soft music) - Hello, amazing learners.

It's Ms. Rodgers here today with a new informational book about our Earth.

But before we begin to read, I would like us to review some vocabulary words that will help us to better understand what we're reading.

The first word I have for you today is hemisphere.

Let me hear you say hemisphere.

A hemisphere is half of a sphere, half of a sphere.

We talked about the Earth having a Northern Hemisphere, and a Southern Hemisphere.

So our first word is hemisphere.

The next word I would like us to look at is constellation.

Let me hear you say constellation.

Excellent.

Constellation is a group of stars that form a pattern or a shape like the Big Dipper.

So let's put that on our board as well.

So we have two words so far, hemisphere and constellation.

Now the book that we're going to read today is entitled, It's a Round, Round World.

It's written and illustrated by Ellie Peterson, and we have permission to read it by Kane Press.

So let's get started.

"What would happen if you tried to walk to the edge of the Earth, would you find it?

(page whooshing) 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?"

That's a good question.

How do we know?

"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.

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

Route is a way to get to someplace, like when someone in your family uses a GPS or a map, a route.

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

Theorized, theory, hmm.

What do you think a theory is?

Hm, a theory is an explanation for why things work, or how things happen.

Scientists develop theories based on their observations, or what they look at, and understand their observations of the world around them.

Theories are based on ideas that can be tested.

Theories are not based on a simple guess.

Scientists have to have evidence, or reasons that they have this idea.

Let's look in the book where it talks about theory.

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

How?

(page whooshing) "People who lived long before Columbus noticed that when ships sail away from you, they seem to disappear from the bottom.

When they sail toward you, they appear from the top.

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

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

This is the crow's nest right here.

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

So it's a place where the sailors could look up there, not necessarily a crow.

(Ms. Rodgers giggling) "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.

If you don't have a crow's nest handy, another way to prove the Earth is round is by viewing a lunar eclipse.

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."

Have you ever seen a lunar eclipse before?

(page whooshing) "During a lunar eclipse, you can see the shape of Earth's shadow on the moon.

The shape of that shadow is round."

Now I've seen a lunar eclipse before.

Maybe you should take a look tonight, look up in the sky, and see.

"Another way to prove Earth is round is by comparing constellations."

Remember we talked about constellations being a group of stars that form a pattern, or a certain shape?

Well, this book shows several different constellations.

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

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

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

The Big Dipper is also called Ursa Major, which means great bear."

Sometimes when I look up in the sky, I can actually see this.

Now not the lines, you draw the lines with your imagination, but you can see these stars here, and it forms a dipper.

(page whooshing) "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 an 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.

(page whooshing) 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 times zones.

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

Unfortunately, not everyone check their clocks.

In Seattle.

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

In New York, grandma, it's 11 o'clock at night."

So there's a time difference.

Grandma is wide awake, and her granddaughter is trying to go to sleep.

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."

Now the illustrator did something quite funny.

If you look here, you see that the Earth has arms, and a telephone or cell phone.

Now the Earth is taking a selfie.

Now I think that's pretty funny.

We know that will not happen in real life, but that was an actually good addition to the book.

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

Did you know that in outer space, sunlight is white, not yellow.

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

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

Excellent.

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

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

Now what's the name of our planet?

Yes, it's the planet Earth.

Now remember, we are part of the solar system.

It's the collection of objects around the sun that orbits around it, and those are planets.

Look at all of those constellations.

Thank you for joining me in learning more about our Earth.

It's a Round, Round World.

So I want you to explore all of the things in this book, and other books that relate to our planet.

I hope to see you next time on Read, Write, ROAR.

(soft music) - Hey, learners, we're going to shake it out.

Go ahead and stand% up.

And I'm going to introduce a word to you.

The word is half.

Can you say half?

Nice job saying half.

When I say half, I mean breaking something apart, so that it's the same on both sides.

So when I think of half, like in the moon, I think we see a full moon when we can see all of the moon, but sometimes we only see half of the moon.

A half moon is exactly half of the moon.

It's like you slice it in half.

We're gonna shake it out with some numbers right now, and break them in half.

We're gonna start with the number 16.

Can you say 16?

And here's what we'll do.

We'll shake out our right hand 16 times, our left hand 16 times, our right foot 16 times, and our left foot 16 times.

And then we're gonna break it down.

16 will go into eight.

Eight will go into four.

Four will go into two, and two will into one.

We're gonna shake it out, starting with our right hand 16 times, and then our left.

Here we go.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

Right leg.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

Left leg.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16.

Now eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

One, two, three, four, five, six, seven, eight.

Now four.

One, two, three, four, one, two, three, four.

One, two, three, four, one, two, three, four.

Two.

One, two, one, two, one, two, one, two.

Now one, one, one, one, one.

Woo, good job shaking it out.

Are you ready for more learning now?

Let's go.

(soft music) - Hello, learners, it's Ms. Rodgers to talk about high frequency words.

We learn these words, because they are going show up a lot when we're reading and writing.

If we can understand how these words work, and learn how to spell them, it will help us when we read and write, here we go.

The first word I have today is the word by.

Say it with me, by.

The squirrel sat by the tree.

Now this word has two sounds, B, I, say it with me, B, I.

So those two sounds come from each of the two letters, the B says B, and the Y says I.

So when I put these two letters together, it says by.

Let me hear you say it again, by.

Now, we're going to write this word.

You can write it in the sky, sky writing, or you read it on the palm of your hand, or on a sheet of paper.

I have my dry erase board, so I'm going to write it there.

So first let me put my word by up here, so I can see what I'm writing.

B, B, Y, I sound.

By.

Excellent job.

I have another word for you.

And that word is what.

Say it with me.

What.

Now this word has one, two, three, four, four letters.

And it also has some sounds, W, U, T. Hm, it has three sounds.

Say it with me.

W, U, T, three sounds.

So those three sounds come from four letters.

The wh makes the W sound.

The A is a schwa, so it makes a U sound, or like the letter U, and then the T says T. So when I put it together, W, U, T, it's what, say that with me.

What.

Now my sentence for this word will be, what is your favorite season, or what is your favorite time of the year?

My favorite time is fall.

So now we're going to write this word on our dry erase board.

Again, you can sky write your word.

You can write your word in the palm of your hand, using your finger, not a marker.

And then you can also use paper or pencil.

So I'm gonna go ahead and put this word up on my dry erase board, and I'm going to write it.

W, wh.

U, which is the A, the schwa sound.

And T, what.

So my two words are by and what.

(soft music) - Hey there, learners.

I was just out for a little walk, and I noticed that there's some tracks in the snow.

Let's see if we can figure out who these tracks might belong to.

Let's take a look.

As I walked in the snow, I noticed that these tracks were already here, sitting in the snow.

What do they look like to you?

Let's follow these tracks, and see where they lead us.

Hm, it looks like this critter wanted to get down here to the dock.

It was trying to get down by the water.

Can you hear the crunching beneath my feet?

There's a little bit of ice below me right now.

I'm walking on the dock, and it's crackling.

Whoa, check this out.

This critter got onto the ice, and then was able to walk out on the ice.

I wonder what this critter was doing.

Let's check out this print right here.

It's pretty good to see.

Can you figure out what that would be?

Can you figure out the setting where I am right now?

Take a look around.

Yes, this is a lake.

This critter that came was looking for some food, I think.

So, did you figure out what the critter is yet, or what it could be?

It looks like a dog paw print, doesn't it?

But I'll tell you what, it's not my dogs, because they can't get outside of the fence that's in our yard.

What else could it be that might be wandering out in the woods, and near a lake to try and find some food to eat?

Hm, it could be a fox, but this paw print is a little bit too big to be a fox.

What else could it be that would be a canine, but not be somebody's dog?

In the woods looking for food.

You've got it, a coyote.

I think a coyote was back here looking for some food, and it made its way across the lake.

Wow, that's pretty cool.

(soft music) - Hello, readers and writers, it's Ms. Rodgers.

Today, we're going to learn about how to write words when we're writing about more than one of something.

For example, if I have the word dog, and I wanted it to be dogs, what letter should I write at the end?

Dogs.

I should add an S, so I go from dog to dogs.

Now what about the word cat?

If I wanted to make cats, what would I write at the end?

Of course, I would write an S, so I have cats.

C, A, T, S. If I have more than one of something, it's called plural.

Let me hear you say plural.

If I have only one of something, like a dog, a cat, or one dog, one cat, then it's singular.

Let me hear you say singular.

Good job.

Now, most of the time, we only have to add an S to words to make them plural, but sometimes we have to add two letters, an E and a S, in order to make the words plural.

In order to figure that out, we have a rule.

So any of the words that end with ch, sh, S, X, or C, we need to add es.

All other words, we only have an S to add at the end.

So for example, let's start with our first word.

Our first word is brush.

I have one brush, but I want to make this word brushes, I have two brushes.

So let's look at our rule.

Sh is the ending of this word.

So if I look over here, there's sh, so I need to add an es to the end of my word.

So I'm going to put this word right here, and I'm going to add an es.

So now my word is brushes.

Let's try another one.

Hand.

I have a right hand, but if I have more than one hand, the word becomes hands.

Now this word ends with a D. Uh, so it doesn't have ch, sh, S, X, or C, so then I only need to add an S. So let's put that on our board right here.

Hands, hands.

Now let's try another one.

Box.

I want to make this word boxes.

Let's check our rule.

It ends with an X, ch, sh, S, (Ms. Rodgers gasps), there's the X.

So I know I should add an es to this word.

Box becomes boxes.

Let's put that up there.

Boxes.

Okay, I have two more for you.

Tent, I like to put up a tent in the summertime, but we need to put up tents.

Hmm, it ends with a T, so it should not go over here.

It goes here, so we only need to add an S, so let's go ahead and put that on this side of our chart.

Our final one, bench.

The playground had one bench, but we looked around, and we found more benches to add to our playground.

So ch is the ending (Ms. Rodgers gasps), there it is.

So we need to add an es.

Oh, you're so good at this.

Thank you for your help.

All right.

Benches.

So for plural, for the S ending, we have hands and tents.

For our es, we have brushes, boxes, and benches.

Excellent job.

So let's review our rule about adding es and S to our words.

So es, we can add es to words that end with a ch, sh, S, X, or Z.

All other words, all we need to do is add an S. Now we also learned that singular means one, and plural means more than one.

Excellent job helping me to understand the difference between singular and plural, and also when to write an es or an S ending.

Excellent job, as usual.

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)