(playful music) - Hi, scholars.

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

Today, we are going to be working on answering two big questions by reading a book about schools from the past and the present.

Our questions are, how do people study the past, and what can be learned by studying artifacts from the past?

Today, we will also be learning how to add es to verbs to make them in their singular form.

Scholars, go ahead and get yourself some 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.

(upbeat music) (lion roars) (lion roars) - Hi scholars, I'm Mrs. Z-K, and today we are going to be talking about subject-verb agreement.

So a subject is a who or a what.

In this case, when we're talking about our sentences, it's going to be a noun.

And our verb is an action word, so it's what is the subject doing, all right?

So we're going to talk about subject-verb agreement in sentences, and we are going to be talking about them in their singular form.

Say singular.

Singular means only one, one all by itself.

And then we'll be talking about it in its plural form.

Say plural.

And plural means more than one.

Nice.

I have a quick chart that we can go over just to kind of familiarize ourself with what does it mean to have a singular subject and a singular verb.

And the same thing for plural.

So let's have a look real quick.

So we have some singular subjects in here.

Remember, these are nouns.

Car, kid, bird.

They all just mean one car, one kid, one bird.

And here we have some singular verbs.

Remember, verbs are those action words.

What are they doing?

And the car speeds, the kid jumps, the bird stops.

So if you notice there's an S at the end of all these verbs, they're singular.

Keep that in mind.

Let's look at the plural form.

Okay, so these are the same nouns, but this time the subject has an S at the end.

When we talk about cars, more than one car, kids, more than one kid, birds, more than one bird.

This time, you'll notice that the verb does not have an S. Hmm.

So when we talk about the plural form of a verb, it will be in its plural form by not adding an S. So the cars speed, the kids jump, the birds stop.

(quirky music) Scholars, before we start looking at sentences and seeing if they have subject-verb agreement, we are going to look at how the verbs can become singular or plural.

Today, we are going to work with verbs that end with special letters or letter combinations.

All the words today will end in the letter S, X, Z, sh, or ch.

So I wanna show you that.

If a word ends in one of these letter or letter combinations, we can't just simply add an S, we have to add es to make the verb singular.

All right, so let's look.

I have a plural verb here right now.

The word is mix.

Since it is plural, I can add a plural subject like the children.

That's more than one child, right?

I could say the children mix the cake batter.

But if I just want to say the child and make it singular, all about one, I'm going to have to make it plural.

This word ends in one of our special letters, an X.

So I can't just simply add an S, I need to add es.

So my singular verb would be the word mixes.

I could say the child mixes the cake batter.

Let's look at another word.

I can have the plural verb wash. Wash is in its plural form, which mean it can have a plural subject to go with it, more than one.

I could say the players wash their uniform after practice.

But if I want to change it to a singular form sentence, I would have to make a singular subject with a singular verb.

And I am going to, sh, I see that it ends in one of our special letter combinations, add es.

So our singular verb would be washes.

And this would mean if I was talking about one, right?

So the player washes his uniform after practice.

All right, scholars, go ahead and get your paper and something to write with ready.

We're going to see some sentences on the board and you are going to pick the verb that fits into the sentence.

Remember, we are going to be looking for subject-verb agreement.

(quirky music) All right, scholars.

Now it's time to apply what we've learned.

We are going to read through some sentences.

We are going to decide whether the singular verb or the plural verb fits into the sentence.

Remember, we want subject-verb agreement, which means if the subject is singular, the plural needs to be singular.

If the subject is plural, the verb needs to be plural, right?

Make the sentence happy.

(laughs) All right, scholars, I'm gonna read through.

When you hear the verb that sounds right for the sentence, write it down on your paper.

Here we go.

Mr. Devi teaches his second graders about learning from the past.

Or should it be, Mr. Devi teach his second graders about learning from the past.

Write down the verb that you think fits in that sentence.

All right, let's think about it.

Mr. Devi is what?

One person, right?

He is the teacher, he is one person, which means it is singular.

We're talking about one person, so our verb needs to match and also be singular, right?

Did you write down the word teaches?

Nice.

That is how we will have subject-verb agreement.

Let's reread our sentence, scholars, and you can see how it sounds right.

Mr. Devi teaches his second graders about learning from the past.

(quirky music) All right, scholars.

Here's our next sentence.

Ms. Kim watches the students as they play outside.

Or, Ms. Kim watch the students as they play outside.

Which verb fits in this sentence?

All right, let's think about it.

Our subject, which is our noun, is Ms. Kim.

Here's the person.

Ms. Kim is one person, which means it is singular.

So we need to have subject-verb agreement.

If you wrote down watches, you are correct.

All right, this is the singular form of watch.

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

Ms. Kim watches the students as they play outside.

You're doing a nice job, scholars.

Let's read our next sentence.

When the kids finishes their lunch, they must clean their area.

Or should it be, when the kids finish their lunch, they must clean their area.

Go ahead and write down the verb that you think fits into the sentence.

Remember to think about subject-verb agreement.

Who's the subject here?

The subject is the kids.

The kids is what?

Is that singular, just talking about one?

Or is that plural, talking about more than one?

It is plural.

So if we have a plural subject, we need a plural verb, and we have an agreement.

If you wrote down finish, you are right.

Let's go ahead and reread our sentence with the correct verb there.

When the kids finish their lunch, they must clean their area.

I hope you clean your area when you're done with your lunch as well.

All right, scholars, keep up the great work.

We have one more sentence to go over.

You ready?

Okay.

At the end of the school day, the patrol guard crosses the street with the students that walk home, Or should it say, at the end of the school day, the patrol guard cross the street with the students that walk home.

Go ahead and write down your choice now.

All right, so let's think about who the sentence is talking about.

There are two subjects in this sentence.

There's the patrol guard and then there's the students.

But it's talking about what the patrol guard is doing, so that's the subject that we want the verb to agree with.

The patrol guard is what?

Is that a singular subject or a plural subject?

The patrol guard is just one because there's not a S at the end, right?

So the patrol guard is singular.

All right, our singular verb is crosses.

If you wrote down crosses, you were correct.

(laughs) Nice work.

Let's go ahead and reread our sentence.

At the end of the school day, the patrol guard crosses the street with the students that walk home.

Great work, scholars.

(inquisitive music) - Hi, scholars.

I'm Mrs. Fuller.

Today, we're gonna be reading 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'd like us 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 today, we're gonna read about a school day of the past and how it compares to a school day today.

We're gonna record our information on this chart: School Then and School Now.

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

Let's get started.

"A school day.

Students today come to school in the morning, have recess, and take a lunch break.

Besides reading, writing, and math, they also learn science, art, social studies, music, and physical education, which we call gym.

Children do their schoolwork with the help of books and computers.

Time to start school!

In a one-room school long ago, the teacher rang a school bell to let the children know that school was about to begin.

Very few subjects.

Students learned reading, writing, spelling, and arithmetic, or math, and some social studies and science.

Children learned by copying what the teacher wrote on the blackboard and reciting, or repeating out loud, what they were taught.

Schools had very few books because books were expensive and farmers did not have much money.

Often, children only had one book called a primer or a primer.

In this picture, children practice their lessons by reciting what the teacher taught them."

So scholars, thinking about what we just read in the book, I would like us to take some of the facts that we just read and decide if they should go under schools of the past or schools now.

So the first one is reading.

What did our book say about where reading was taught?

That's right, that's a little bit of a tricky one because we did read that it was taught both in the past and in school today.

How about writing?

Right, same thing.

That one's taught in both, a school day of the past and a school day today.

How about arithmetic or math?

Right.

Math is taught in both, but they called it arithmetic in a school of the past.

How about math?

Yes, today.

Where would we put social studies and science?

What did the book say?

The book did say that they teach some social studies and science in the past, but that today it's a subject that students study every day.

In which school day would we find students learning about art?

That's right, in school days today.

How about the subject of music?

Today.

And how about gym class or physical education?

Yes, today.

So scholars, I'd like you to think about and tell me what is your favorite subject in school?

And you can go ahead and say your answers out loud.

I heard a whole bunch of different answers from math, social studies, science, art, gym, music.

That's awesome.

Now scholars, I want you to think about what your school day would be like if you didn't have those subjects.

So if you had a school day that had just reading, writing, and math, what would that be like?

I want you to go ahead and turn and talk and share your answer with the person sitting next to you.

Thank you for sharing your answer with your partner.

I heard a lot of good discussion about how our school day would be different if we didn't have some of our favorite subjects.

If we just had reading, writing, and math, I heard some of you say that that might be a little boring.

It would be a lot of sitting.

And some of you wouldn't be able to have your favorite subject.

All right, we captured what the book said about the subjects taught in schools of the past and schools today, but what about how children learned?

Let's go ahead and see.

In schools of the past or schools today, do children learn using the help of books and computers?

Right, today.

In schools of the past or schools today, did students copy what's on the board or recite or repeat what the teacher said?

Yes, schools in the past.

"School helpers.

In a school today, there are several teachers, as well as a librarian, school nurse, principal, and caretaker.

Bus drivers and crossing guards also work for schools."

I want you to think about the people that work and help at your school.

And you can go ahead and say the person's name out loud.

Who is the head of your school?

Who teaches us how to play sports?

Who teaches music at your school?

Who teaches physical education or gym?

Who takes care of you when you are sick at school?

"Just one teacher.

In one-room schools, there was just one teacher who taught all the children.

There was no principal or librarian.

Parents paid the teacher's salary or pay, and families took turns giving the teacher a place to live in their homes."

What would that be like if your teacher lived at your house?

In this picture, "A teacher taught up to eight grades in one class and also had to keep the school clean.

The students and some parents helped out."

Let's put some facts on our chart about school helpers.

In schools of the past or schools today, which had just one teacher for the whole school?

That's right, schools of the past.

And in schools of the past or schools today, are there many teachers?

That's right, schools today.

And in which would you find a librarian, principal, or a secretary?

That's right, schools today.

"Learning tools.

Many schools today have laptop computers, tablets, printers, and interactive whiteboards to help children read, write, spell, and learn different subjects.

Students can also create reports on them.

This boy is using a special pen to write his answers on an interactive whiteboard, which is connected to his teacher's laptop.

This girl has found information and pictures about one-room schools on her laptop.

Write and wipe.

In one-room schools, students wrote their lessons on slates, which are small blackboards or chalkboards, using slate pencils or chalk.

After each lesson, they wiped their slates clean so they could use them again.

They could not keep their work and look at it again.

How did this make learning harder?"

In schools today, we use paper and pencil, and we can save that in a folder, in our desk.

We can also save things on our laptop.

But in schools of the past, it says they erased their chalkboard and all that work was gone.

In this picture, you can see the girl using her slate and a slate pencil to write her lessons.

And, "On their slates, children copied the letters and words their teacher wrote."

So let's put the facts from our page we just read on our chart under learning tools.

So in schools of the past or schools today, which would we find tablets or laptop computers?

Schools today, right.

In schools of the past or schools today, which would we find a slate and chalk that students use to write their lessons on?

Yes, schools of the past.

And which, schools of the past or school today, would we find paper and pencil?

Yes, schools today.

And in which could students not save their work?

Yes, schools of the past.

Once they erased it off their slates, it was gone.

Great job, scholars.

(upbeat music) (lion roars) Now scholars, I'd like us to write some compare and contrast sentences about how school in the past compares to school today.

So remember, compare is when we look at two different things to see how they might be similar or the same, and contrast is when we look at two things to see how they might be different.

So we're gonna use sentence frames, so I'm gonna need your help filling in that information.

Blank and blank are alike because.

So here for blank and blank on a compare and contrast sentence, we need to put the two things that we're comparing.

So school then and school now are alike because.

Let's think of one way that schools in the past are the same or similar or alike to schools today.

Yes, I like that answer.

If you noticed, schools in the past had reading, writing, and math, which they called arithmetic, and schools today also have reading, writing, and math.

So let's write that.

School then and school now are alike because reading, writing, and math are taught in both.

Reading, writing, and math are subjects taught in both.

Let's go ahead and read our sentence together.

School then and school now are alike because reading, writing, and math are subjects taught in both.

I like that sentence.

Now we need to write a sentence about how schools in the past and schools today are different or how they contrast.

What do you think?

Yes, I like that.

So if we look, schools in the past had reading, writing, math, and some social studies and science, but today schools have a lot of choices in the subjects that students have and a lot more subjects that they have to learn.

Let's write that.

School then and school now are different because students today have more subjects to learn.

Let's read that sentence together.

School then and school now are different because students today have more subjects to learn.

(upbeat music) (lion roars) Scholars, I'd like you to ask a parent, a grandparent, or another adult about their school day in the past.

What subjects did they have?

What was their favorite subject?

And what tools did they have for learning?

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.

(upbeat music) (bright music)