- Hello scholars, welcome to second grade (peppy upbeat music) on Read, Write, Roar.

Today, we are going to be learning all about timelines, to learn the history of schools, books, and learning tools.

This is going 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, we're also going to be learning how to spell words when we add the suffix I N G. So go ahead, get yourself some paper, get 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!

(playful music rising) (lion roaring) (lion roaring) - Hi scholars, I'm Mrs. Z-K. And today, we are going to be practicing spelling.

I know, right?

We are going to have base words that are verbs, action words, things that we can do, right?

We're going to have those words as base words, and we are going to add I N G. I-N-G represents the sound, ing.

Can you say ing?

Nice!

So ing is a suffix that will be added to the end of a verb today, all right?

We have some rules that we are going to learn about and practice today.

Sometimes, there are words that don't fit the rule.

They are called exceptions.

In English there are always exceptions to the rules, but these usually apply, so we'll practice them today.

Hopefully you have your paper ready.

We're going to go ahead and practice.

So we're going to do one rule at a time.

Miss Z-K's gonna show you how it's done, I'll need your help for the second one, and then I want you to try it on your own.

Let's see if you can get it.

All right, so our first rule is when a word ends with a silent E, we're going to drop the E, and then we can add I N G. So there's an example there.

It says dance.

Dance ends with a silent E, so we have to take away the E, and then we can add ing, and our word becomes dancing.

All right, scholars, let's try another example.

The word is bake.

Bake ends with a silent E, there's a E at the end.

If I want to change this word to baking, I'm going to have to take away the E, and then I can add I N G, nice.

So my word would be bake, without the E, and then I can add I N G, and my word is baking.

She is baking a cake.

Nice, let's try another one.

All right, scholars.

So here's our next word.

The word is style.

We are going to change the word style by adding the suffix ing.

Our word will become styling, like she is styling her hair for the dance.

Maybe she's putting lots of curls in it.

Style ends with a what?

A silent E. So in order for us to add the I N G, what do we need to do?

Ding, ding, ding.

We need to take away the E, and then we can add I N G, nice job.

So I have style, without the E, and then I can add I N G, and our word is styling.

Nice work.

All right, here's one for you to do on your own.

Go ahead, the word is write.

Go ahead and write the write, and then let's change it to writing.

Hmm, look at what the word ends with.

Mm hm, so what are you gonna do?

Nice, all right, let's check your work.

I am taking away the E, right?

Okay, and we are going to be writing the word writing.

Check your work scholars.

W R I T I N G, writing.

Nice.

All right, let's try another one.

The word is save.

I need to save my work on the computer.

Go ahead and change that word to saving.

I am saving my work on the computer.

Great work, let's check it.

Hopefully you took away the E, and then you did S A V I N G, saving.

Rule number two is all about doubling.

Doubling just means when you have one thing, and you repeat it two times, you double it.

All right, before we go into our rule I wanna talk about the short vowel sounds, because in this rule we have to identify short vowel sounds, all right?

So short vowels.

Well, our vowels are A E I O U.

And when they're short, that means they represent a short sound, which is ah, eh, ih, aw, uh, all right?

Consonants are all the other letters in the alphabet that are not vowels, okay?

All right, so when you see this pattern, CVC, they're talking about consonants, vowels, consonants, So when you see that pattern, CVC, that's when we're going to use our doubling rule.

Let's read our rule.

It says in a one syllable word where the ending is CVC, we're going to double the last consonant.

Then we can add I N G. Let's look at the example.

It says, sit.

Sit follows the consonant vowel consonant pattern.

S is a consonant, I is short vowel, T is a consonant.

So we need to double that T, before we can add I N G. So we change the word from sit to sitting.

She is sitting in her chair the right way.

Here is the word hop, like the bunny can hop.

Hop has a consonant vowel consonant pattern, which means it's a short vowel.

If we wanna keep it that way, we're going to have to double, make two of them.

So let's see what that looks like.

I'll have hop.

And then I have to double that P, then I can add my I N G. So I have hopping.

The bunny is hopping across the yard.

Let's practice that rule a little bit more.

All right, I have the word swim.

I like to swim.

Swim follows the pattern consonant, vowel, consonant.

Do you see it?

W's consonant, I's a vowel, M's a consonant.

So we have a short vowel sound here.

Ih, swuh, ih, mm, swim.

All right, we're going to add I N G to this word, which means the last consonant will need to be doubled, mhm.

So let's see what that looks like.

I'm gonna write swim, but then I'm going to have to double that consonant at the end, and then I can add I N G, and we have the word swimming.

She goes swimming every day at three o'clock, swimming.

Here's your word.

Give it a shot.

Mop.

Mop follows the CVC pattern.

Consonant, vowel, consonant.

There's a short vowel here, mm, aw, p, mop.

You're going to change the word to mopping, mm hm.

So think about what you need to do.

All right scholars, let's check your work.

So we had a CVC pattern.

What'd you decide to do to the last consonant?

Double it, nice.

So you should have the word mop like it's regular self, but then you doubled that P, right?

And got I N G at the end.

And now you have mopping.

The kids are mopping up their mess.

Must have made a mess in the kitchen, uh oh.

All right scholars, why don't you try it out again?

Here's your next word, dig.

The dog likes to dig.

Dig does follow the CVC pattern.

Go ahead and give it a shot.

All right, let's check your work.

So we have CVC, so I know I'm going to still write the word dig, but before I can add I N G, I'm going to double that last consonant, and then add I N G. The dog is digging holes in the backyard.

All right, scholars, we're gonna go over one more rule.

This rule is not very common but you may see words that end with the letters I E. It says, when a word ends with I E, you will change the I E to a Y, and then you can add I N G. Scholars, go ahead and practice these two words with me 'cause they're the only ones we're going to practice today.

All right?

So the first word is lie.

Like if you have to lie down on the floor because you are so tired, lie ends with I E. So if we want to change that word, lie to lying, we are going to have to change the I E, take it away, and replace it with a what?

With a Y, and then we can add I N G. So it would look something like this.

L Y I N G, lying.

I am lying down on the floor because I am tired.

All right, let's try another one, like the word tie.

And we're going to make it a verb.

So I was like, I need to tie my shoe.

Okay, tie ends with what letters?

I E. But if we want to say I am tying my shoe, I need to change the I E to a what?

To a Y, nice.

So take away the I E, replace it with a Y, and then we can add our suffix I N G, to make the word tying.

Go ahead and try it on your own.

Write it out.

Let's check your spelling.

T Y then the I N G. I am tying my shoe.

All right, you did a nice job practicing those rules.

So now it's time to apply what you've learned to see if you can figure out how to spell these words right here.

No worries, the rules are posted right up there, of course.

So we're going to read the word, I want you to choose which rule applies to the word, and then I want you to try to spell it on your own.

Don't worry, we'll go over it together, all right?

Okay, so our first word is cut.

Go ahead and look at cut.

Look at how it spells.

Look at the spelling pattern that's there.

And I want you to choose which rule applies to this word, if you are going to be adding the suffix I N G. We're going to change the word from cut to cutting.

Once you know which rule applies, go ahead and try spelling it on your own.

All right scholars, which rule did you choose?

Doubling, yes.

This is a CVC pattern, which means the the ending letter is a consonant that needs to to be doubled before we can add I N G. So when you spelled it, hopefully it looks like this.

Cut, and then double that T, then add I N G, cutting.

She is cutting out shapes on her paper.

Nice, all right, scholars, the next word is pretty long, but I know you can do it.

Are you ready?

The word is organize.

So look at its spelling pattern.

Look at the ending of that word, figure out which rule applies, and then try adding ing on your own.

All right scholars, which role did you choose this time?

Drop the E. Yes, because it ends with a silent E, nice work.

So when you were spelling this word, hopefully you spelled it all the same like it's there on the board, you took away the E, and then added I N G, organizing.

She loves organizing her room.

Check your work.

All right scholars, and our last word is learn.

Hmm, Miss Z-K's trying to be pretty tricky here.

So don't let me trick you.

Go ahead and look at the rules.

See which one applies, and then add I N G. Scholars, which rule did you pick?

None of them?

Miss Z-K, trying to be sneaky.

None of the rules apply here.

The word doesn't end with the E, okay.

Well, does it end with CVC?

CVC, no, this is a vowel, consonant, consonant.

Doesn't fit that, and it doesn't end with I E either.

Well, when the word doesn't have one of these rules, it's pretty simple.

You don't have to do anything to the base word, you just have to add I N G. So the word would be learn, and then I just simply add I N G, learning.

We are learning how to add the suffix I N G to words.

Amazing work today, scholars with your spelling practice.

Yes, as you start to learn more about spelling patterns and adding suffixes like I N G to words, you're going to become better reader and writers.

Scholars, can you think of other words that you could add I N G to?

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

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

We're also gonna be using the book "School Then and Now", written by Robin Nelson and read with permission from Lerner Publications.

As we learn about schools then and now, 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?

Let's get started.

Our book "School Then and Now" has a timeline of events related to school.

A timeline is a chart or a graph that shows a series of events that happen over a period of time.

Let's take a closer look, and see what we can learn from this timeline.

I can see that the timeline covers events from the years 1565, that's the first event, to the last event, 1943.

That's a span of 378 years.

Then I notice that the events on the timeline are listed in chronological order.

That means in the order in which they occurred or happened.

Let's read through the timeline, and see what important events about schools the author wants us to know.

In 1565, the pencil is invented.

In 1635, the first public school opens.

In 1636, Harvard, the first college, is started.

In 1658, the first children's picture book is published.

In 1708, the first illustrated history book is published.

In 1731, the first public library opens.

In 1821, the first public high school opens.

In 1828, Noah Webster publishes his first dictionary.

In 1873, the first public kindergarten opens.

In 1882, the fountain pen is invented.

In 1900, the paper clip is invented.

In 1903, Crayola Crayon is invented.

In 1938, the ballpoint pen is invented.

In 1939, school buses are painted yellow, and in 1943 the computer is invented.

What do you notice about the events on the timeline?

You can go ahead and say your answers out loud.

That's right.

Some of the events are inventions of items that we use in school today.

I put all of those items on this chart under learning tools, so that we could take a closer look.

So looking closely at the chart, what do you notice about the items invented and the dates that they were invented?

Yes, looking at the chart, it looks like most of the items were invented in the 1900s.

1565, the pencil, 1882, the fountain pen, 1900, paper clip, 1903, crayon, 1938, a ballpoint pen, 1939, school buses are painted yellow, and in 1943, the computer is invented.

In our book "School Days Then and Now", it says in the past, students wrote on slates using chalk.

And we know that students today use pencils, pens and crayons.

In the book, it also says that many schools today have laptop computers tablets, printers, and interactive whiteboards to help students read, write, spell, and learn different subjects.

What else did you notice about the events on the timeline?

Good observation.

Several of the events were about books.

1658, the first children's picture book.

1708, the first illustrated history book.

1731, the first public library.

And in 1828, Noah Webster publishes his first dictionary.

In our book "School Days Then and Now", it says schools in the past had very few books because books are expensive.

Often each child only had one book.

What's another observation you had about the timeline?

That's right.

Some of the events on the timeline are about school.

In 1635, the first public school opened.

In 1636, Harvard the first college is started.

In 1821, the first public high school opens, and in 1873 the first public kindergarten opens.

On the chart, when it says public school, that means it's a school that's open to all the children in the community.

The first public schools to open, probably would've been in a big city where there were a lot of students.

There's one last thing I wanna point out about the dates on our timeline.

I color coded them on the chart by the year.

So 1500s were pink, 1600s, orange 1700s purple, 1800s green, and anything in the 1900s, I made blue.

So take a close look at those dates and see what you notice.

I noticed that there's one date or one invention in the 1500s.

Looks like there's three in the 1600s, two in the 1700s, four events, inventions, in the 1800s, and five events related to school that are in the 1900s.

What might this information tell us about the dates and the inventions on our timeline?

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

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

(upbeat playful music) (lion roaring) Thank you for sharing your answers.

I heard some really good ideas.

One thing I heard, was that as more people began to live in cities and towns, there was more children going to school.

Also as time goes on, we are able to invent new things and new technologies to make life, in this case to make school, easier.

In our book "School Then and Now", there's a section in the back that has some interesting facts about schools of the past.

As I read through these facts, I want you to think about how school then, or the facts in the book, are different from school today.

"The first teachers in America were men.

Most of these teachers started teaching at 16 years old.

From 1775 to 1783, there was a war going on in America.

During this time, many schools were closed, because the teachers were fighting in the army.

Long ago, some schools had paper windows instead of glass.

Paper was expensive in colonial times.

Students sometimes wrote on tree bark instead.

In many pioneer towns, the schoolhouse was also used as the church.

Teachers were very strict.

If a student did not learn their lesson, they had to wear a dunce hat.

They put on a tall pointy hat and sat at the front of the class.

This would embarrass the student."

That does not sound fun.

Scholars, one of the facts in the book said that paper was expensive in colonial times, and students sometimes wrote on the bark of a tree instead.

I thought this fact is very interesting, because I remember my grandmother telling me, that when she went to school back in the 1930s, sometimes they wrote on the bark of a birch tree.

So I brought a sample for us to look at.

So this is the bark of a birch tree.

Notice that it's white like paper.

It's also very thin, and the thin layers of it peel off.

So I took a piece of the birch bark, and I got it wet so that I could straighten it out.

So I'm gonna hold up here so that you can get a closer look.

I want you to think about what it might be like, to have to write on this instead of paper.

So scholars, I feel like we're pretty lucky today that we have paper to use instead of birch bark.

(peppy musical tones) Scholars, today, we used a timeline to find information about schools of the past.

Remember, a timeline is a chart or graph that shows a series of events that happen over a period of time.

We also learned that the events on a timeline are in chronological order.

That means the order in which they happened.

Scholars, see if you can make a timeline of events in your life.

What events happened in your life, and in which order did they happen?

Thank you so much for learning with us today.

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

(upbeat music) - [Announcer] This program is made possible in part by the Michigan Department of Education, the State of Michigan and the WK Kellogg Foundation.

Additional support by- and by viewers like you, thank you.

(upbeat music) (uplifting musical notes)