- Hi, scholars, welcome to second grade on "Read, Write, ROAR!"

Today we will be working on answering two big questions; how do people study the past and what can be learned by studying artifacts from the past?

We will be using a book about schools from past and present to help us answer these questions.

We are also going to be working with the suffix es added to words to make them plural.

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 Michigan Department of Education, the State of Michigan, and the W.K.

Kellogg Foundation.

Additional support by and by viewers like you.

Thank you.

(enchanted music) - Hello, scholars, I'm Mrs. Z-K. And today we are going to be working on making plural words.

Well, what is plural words?

Well, if a word is singular, that means it's just talking about one.

But if we want to talk about plural, it means we are talking about more than one.

Let me give you an example.

Cat, that is us singular noun.

But if I wanna talk about more than one cat, I can add s and we can get a plural form and the word would be cats.

Today we are going to be working on the special ending es.

Es comes after these letters or combination of letters.

If you see one of these letters or combination of letter at the end of a base word, you know that the ending must be es to change it to its plural form.

All right, let's look at that.

Adding the suffix es.

It represents the sound iz.

What sound?

Good.

We're going to add that when we see one of these letters or combination of letters.

Let's repeat these letters.

You have s or ss, good, z or zz, x, sh, or ch.

Nicely done.

So at the end of a base word, a word that can stand all by itself and have meaning, usually the base word is what is singular, right, 'cause we're talking about nouns, person, place, or thing.

If that base word ends in one of these letters, which is what we're gonna work on today, then we will add es to make it plural.

All right, scholars, I hope you have something to write with.

Ready?

We're gonna go ahead and get started.

Here's our first word.

The word is box.

What letter or letters does box end with?

Nice, it ends with an x.

So since it ends with one of our letters, we know if we want to make it plural, more than one, we need to add es, nice job.

Remember it makes the sound es.

So now we have boxes.

What word?

Boxes, and that just means more than one box.

You need lots of boxes if you are packing to move, all right.

Let's go to our next word.

The word is klutz.

What word?

Klutz is something you might call someone if they're really clumsy.

What letter does klutz end with?

A z, nice job.

So since it is one of our letters, we know if we want to make this plural, we're going to add es to the end, nice.

All right, so let's see here.

We have klutzes.

What word?

Klutzes.

Maybe you'll call like a group of clown, like here are the klutzes because they're really clumsy, on purpose of course.

(Mrs. Z-K laughs) All right, scholars, Let's go to our next word.

The word is jellyfish.

What word?

What letter or letters is at the end of the word jellyfish?

Do you see that up here?

Do you know where we're going to sort it?

Nice, ends with the sh.

All right, so that's it singular form.

If we want to make it plural, we're going to add what to the end?

Es because it ends in one of our letters.

All right, so we have jellyfishes.

What word?

Jellyfishes, nice.

All right, scholars.

Here's our next word.

The word is address.

Do you know your address?

It's kind of important to know.

Mm-hmm.

What letter or letters are at the end of address?

Where should we sort this word?

Nice, under the ss.

All right, what if you needed to collect a bunch of these to send out invitations to your party?

Right, we're gonna make that plural.

So we're gonna add es to the end and our word would be addresses, addresses.

You'll need lots of addresses to send out your invitations.

(Mrs. Z-K laughing) All right, here we go, scholars.

I want you to look at the word.

I bet you know this word.

What is it?

Nice, fox.

What does it end with?

Okay, so we're gonna sort it with the x's.

We know that if we want to make this plural, we're going to add to the end, es to the end, nice, and our word becomes foxes.

What word?

Foxes.

You might see a group of foxes in the woods.

That would be kind of scary, actually.

(Mrs. Z-K chuckles) All right, scholars, our next word.

You might not know this word.

The word is ostrich.

What word?

Mm-hmm.

Now, you don't necessarily hear it, but what letter or letters are at the end of ostrich?

Ch, nice work.

Now an ostrich is a really, really big bird.

You might see one at the zoo, singular, but you also might see a group of them, which would mean they are plural, right?

If you see a group of, right, and so we're gonna add what to the end?

Es, and our word becomes ostriches, ostriches, nice work.

And we're gonna keep moving, scholars.

Here's our next word.

Bus, great job.

Where am I going to sort it?

Under the s, you're getting the hang of this, and there just a singular, just meaning one bus.

But at the end of the day, you might see lots of them lined up outside your school.

And then what would the word be?

Buses, you added es to the end, nice work.

And you made that plural.

All right, scholars, next word, coach.

What word?

Okay, where am I going to sort this word at?

Under ch, and that is just talking about one coach.

You might have a coach for your basketball team but if there is more than one coach at a meeting, you would have to use the plural form of the word coach.

What are we gonna add to the end of that word?

Es, because it ends with ch, nice.

And so we have coaches.

What word?

Coaches.

There might be 20 coaches at the meeting.

We're talking about more than one, it's plural.

All right.

Here we are, scholars.

The word, the word is?

Leash.

(Mrs. Z-K chuckles) Where am I sorting this?

Under, sh.

All right, so that's singular form.

You just need one leash for your dog.

But what if you have five dogs?

Mm, we would make the plural form for leash.

We're gonna add what to the end?

Es, and our word becomes leashes.

You have five leashes for your five dogs.

All right, scholars, we have one last word and the word is?

Glass, nice.

And we want to make the word glass plural, what are we adding to the end?

Es, and our word becomes?

Glasses, yep.

Maybe after dinner, you have to wash all of the glasses.

Nice work, scholars, being able to read those words and change them from their singular form, just talking about one thing, into their plural form, meaning more than one.

We worked with nouns today and we changed them to their plural form.

We had to look for something special, though.

Do you remember what it was?

The ending letter or letters, right, of the base word.

And if they were one of these letters or combination of letters, we had to add what?

Es, that was something different, 'cause usually for now you can just add s and you'll have its plural form.

We worked on adding es and making it its plural form.

Scholars, the next time you're reading a good a book, why don't you look for nouns that are plural and end with es.

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

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

As we read today, I would 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?

I would also like us to compare what schools were like in the past to what schools are like today.

We're gonna record that information on this chart, school then, school in the past, and school now.

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

Let's get started with "School Days Then and Now."

"Old and new schools.

Long ago, there were huge areas of the country where very few people lived.

Most people in these places were farmers.

One of the first buildings that people in a new community built was a school for their children.

Communities today need schools, too.

The schools are different from schools long ago, but in some ways, they're the same."

Looking at this picture, how is this classroom the same as yours, and what things do you see that are different?

You can go ahead and see your answers out loud or you can write them down on your chart.

An answer I heard you say that's the same with schools of the past in the picture and schools today are the teacher is reading to the students and the students have books, and they're following along.

Something I heard you say that's different from the picture and school today is that the students are sitting in desks, and those desks are in rows.

Think about where students in your classroom sit.

Today, we might see desks in row, but most classrooms have tables and other types of flexible seating for students to sit in.

Let's go ahead and add that to our chart.

So our school of the past had desks in row and a school today, we might see tables and other flexible seating.

"One room or many?

This schoolhouse from long ago had only one room and one teacher.

Children of all ages learned together.

Electricity had not yet been invented.

So a stove heated the school in the winter.

Open windows kept it cool on warm days.

A one-room school was small.

Students helped keep it clean.

Sometimes an entire school had only a few students.

School rooms today.

Not many schools today have just one room.

Most have several classrooms.

Besides classrooms, schools also have libraries, gymnasiums, offices, washrooms," that means bathrooms, "and lunchrooms.

There are also special rooms for teachers.

This large school has many rooms.

Classroom today often have many students.

How many students are in your classroom?"

Now think about how many students might there be in your whole school, and would all the students from your school be able to fit in one classroom?

Probably not.

(bright guitar music) What information from what we just read could we add to our chart?

Good answers.

I heard schools from the past typically had one room, and schools today have many rooms.

Some of the rooms we might find in a school today we read were a library, the gym, and school office.

What else?

That's right, we learned that in a one-room schoolhouse in the past students of all ages learn together.

All students learned together.

In a school today, students in the same grade learn together, or you might have one or two grades of students together.

So students in one grade learn together.

What else?

Yes, we read that a school from the past had no electricity.

So they heated their school room with a wood stove.

So we're gonna write no electricity, they used a wood stove for heat.

How about schools today?

We definitely have electricity and we can use that electricity for lights, heat, we can even run a fan or air conditioner if it's hot.

So we have lights, heat, and fan.

What else?

Yes, I thought that was interesting.

In schools of the past, the students kept the school clean.

Students kept the school clean.

And in schools today, we usually have a custodian or more than one custodian that keeps our school clean.

So the custodian keeps the school clean.

I wanna point out something on our chart.

When I wrote for schools of the past student kept the school clean, kept is a verb past tense, meaning it happened in the past.

For schools now, I wrote the custodian keeps the school clean, present tense, meaning they do it right now.

"Getting to school.

Students today walk, ride bicycles, or get rides to school from their parents or other adults.

Many children take a school bus each day.

They enjoy talking to their friends on the way to school.

This girl rides her bike to school.

She wears a helmet to be safe."

So scholars, raise your hand if you're a student that rides the bus to school.

Wow, that's a lot of you.

Raise your hand if you're a student that rides in a car or gets a ride to school.

Wow, and raise your hand if you're a student that walks or rides your bike to school.

That's great.

"A very long walk.

Long ago, there were no cars, school buses, or even bicycles for getting children to school.

Most children had to walk more than an hour to reach their school from their home.

In winter, snowstorms made it hard for them to see where they were going.

Children often arrived at school with very cold toes!

These children had more than a two-hour walk to school.

They are carrying their lunches in tin pails."

Scholars, I want you to think about how far away your house is from your school, and would you be able to walk there every day?

Hmm.

What information did we just read about getting to school could we add to our chart?

Yes, schools in the past, past the children walked to school.

And I'm putting walked, past tenses.

How about today?

Children might walk to school if it's a short distance.

So we're gonna write that.

Students might walk a short distance or they might ride on a bus, in a car, or on a bike.

(gentle music) Next, scholars, I'd like couple of sentences about the section in the book called "Getting to School."

So what information about schools of the past, "Getting to School," would we wanna include in a sentence?

Right, we said that students of the past always walked to school and they might walk one or two hours to get there.

So let's go ahead and write a sentence.

So when I start this sentence, I wanna make sure I put in the past so that I know which students I'm talking about.

So I'm gonna write in the past, students walked, and I'm using that ed ending to make it past tense, in the past students walked to school.

And I wanna add a little bit more detail to my sentence.

So I'm gonna put that they might walk to school in good or bad weather.

In the past, students walk to school in good or bad weather.

That's a good sentence.

We also said that they might have to walk one or two hours to get to school.

So let's write that.

They had to walk one or two hours to get to school.

Let's add a sentence about students getting to school today.

We read in our book that students might walk if it's a short distance, they might ride a bus, they might be dropped off at school in a car, or they could ride their bike.

So let's go ahead and write that in a sentence.

And we wanna make sure that we let the reader know if it is students in the past were writing about or students today.

So I'm gonna start my sentence off with today, students, and then let's just go ahead and write all of the ways that we could get to school today.

Today students can ride on a bus, ride in a car, ride their bike, or walk a short distance to school.

We wanna make sure we include where they're going.

All right, let's go ahead and read these together.

In the past, students walked to school in good or bad weather.

They had to walk one or two hours to get to school.

Today, students can ride on a bus, ride in a car, ride their bike, or walk a short distance to school.

Great job, scholars.

I'd like you to ask your parents, your grandparents, or another adult how school is different today than when they went to school.

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)