[bright upbeat music] - [Narrator] Ready to learn.

- Heeeey.

- [Narrator] It's time to share a story, [woman shushing] read and write.

- Let's read it back.

- [Narrator] Discover science, sing, ♪ Some play... ♪ play, and so much more.

- Cupcakes!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words, isn't that fun?

[bright upbeat music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[bright upbeat music] - Hello, my name is Alvin Irby and today I'm gonna be reading Gross Greg.

This story was written by Alvin Irby, that's me and it was illustrated by Kevin Ntukula.

Here is my name and here's the illustrator's name, right here.

Well, before we hop into Gross Greg I wanna take a look at the front cover.

Let's take a look at what we see.

I see a little boy, he looks like he's in some pajamas and a little girl who's also in pajamas.

Do you see them?

And the boy looks like he's about to eat something.

I'm not sure what it is but I'm sure if we read this story we're gonna find out.

So, let's hop into today's story, Gross Greg.

I just wanna warn you, Gross Greg is a little gross and you should never eat your boogers and always remember to wash your hands.

Well, that's happened to Gross Greg.

Bam, bam, bam!

Greg hears three loud knocks on his bedroom door.

Now Greg knows he can't sleep anymore and, here's a picture of a woman knocking on his door.

Who do you think this woman might be?

It's probably his mom.

[Alvin chuckles] Oh, you know what I noticed in the bottom corner of the book?

I see a basketball, it's just chilling in the hallway.

Did you see that?

And Greg even has a big sign on his door that says Greg's room.

That's cool, I wish I had one of those signs on my door.

Out of bed!

Says his mom with a shout.

We'll be late for school, there's no time to pout.

And look, this is Greg's bedroom.

And look, it looks like he's hiding under the covers like he doesn't want to get up.

[Alvin chuckles] There's a lot of cool stuff in his bedroom.

Let's see what we can find.

Well, I see some cars on his rug.

Do you see the cars?

Let's count how many cars there are, one, two and three.

Cool, I see a bookshelf with lots and lots of books on it and he has a really cool outer space picture painted on his wall and it has lots of cool stuff in it like a planet, the moon, a rocket, what else?

And a lots of stars.

I see lots and lots of stars.

Would you like to count the stars with me?

Okay, all right, one, two, three, four, five, six, seven, eight, nine, 10, 10.

I think there are 10 stars.

Well, let's keep reading to find out what happens next to Gross Greg.

[Alvin yawns] With the loud yawn he's up on his feet.

Greg's eyes are still sleepy but he wants something to eat.

Well, it's the morning time so I wonder what Greg wants for breakfast.

What kinds of things do you eat for breakfast?

What do I eat?

Hmm, oatmeal, sometimes pancakes, cereal, Turkey baiting.

I'm sure you eat lots of delicious things for your breakfast.

Look, outside his window a long line can be seen.

Adults wait at the coffee cart for many sweet things.

And you can see in the picture that Greg is looking out of his window down at the people who are lined up waiting to buy stuff from the coffee cart.

And on top of it, it says coffee and sweets.

Yummy cinnamon rolls, doughnuts and muffins are there but what Greg wants for breakfast gives most kids a scare.

He doesn't want mustard cover pancakes or pickled fav flavored cereal, that would be weird.

Greg craves chewy, yellow and green nuggets that are usually feared.

Yo, [Alvin chuckles] and look at this funny picture.

There are pancakes covered in mustard [Alvin exclaims] and pickle pebbles.

Look, there's pickles floating in the milk.

That sounds grills.

And look, here are some pickle pebbles.

It looks like little pickles bloating in the milk.

Would you like to eat pickle pebbles for breakfast or mustard cover pancakes?

Eeewwww!

That's super gross.

All right, let's find out what, you call them boogers.

Greg calls them delicious little sugars.

[Alvin laughs] Look, here's Greg with a big glistening booger on his finger, eww!

And his sister, look, she's so grossed out.

His sister is like, ooh, Greg, you nasty.

[Alvin laughs] Oh, and look, there's a football in the hallway.

Did you see it?

I wonder what's gonna happen next to Gross Greg.

Do you eat your boogers?

Greg thinks you should at least one a day, that would be good.

And look, Greg is even dreaming of boogers.

Eww, look, there's a bag of boogers and it says eat at least one booger a day.

No.

[Alvin laughs] Oh, I saw his sister.

Did you see her peeking around the corner?

All right, let's see what happens next.

Boogers during the summer satisfy his appetite just fine but if you ask Greg for one, he'll respond no, they're all mine.

Eww, and look, Greg is chilling in a little pool and the pool even has his name and it says Greg's pool.

And look, there's his little sister.

She does not look happy.

I didn't even mention it, Greg is holding up a stop sign.

Why do you think he's holding up a stop sign?

Maybe he doesn't want anyone else to get in until he finish eating one of his boogers.

Eww!

[Alvin chuckles] Let's see what happens next.

They taste just like chicken Greg loves to say.

Eew, screams his little sister as she runs away.

She's running so fast that her hair is flying in the air.

Do you see?

[Alvin chuckles] Greg's being gross.

She complains today, if you're in your boogers again I'm gonna get mad.

And here's Greg in the hallway and look at his cheeks.

His cheeks are very puffy, I wonder why.

[Alvin chuckles] I wonder if he's eating something but I can see his dad right here.

He has this cool high top bait and there's his sister.

She looks kind of mischievous meaning she looks like she's trying to get Greg in trouble.

Oh yeah, Gross Greg is the name he loves to hear, to him it sounds like a cool basketball cheer.

And guess what?

Greg is actually wearing a basketball uniform.

Do you see it?

He is on a Jersey with the number eight on it.

And he has his ear up like he's listening to the people.

I wonder what all the people are saying.

They're saying Gross Greg, Gross Greg, Gross Greg!

I want you to say it with me one more time.

Gross Greg, Gross Greg, Gross Greg!

Look, it says it right here.

It says, Gross Greg, Gross Greg, Gross Greg.

And look at all the people in the stands.

They're holding up signs.

One of them says number eight, another sign says Gross Greg and then another one says, we love boogers.

Eww, that's so gross.

[Alvin chuckles] The name is not an insult it's a source of pride.

Even when his classmates run and hide and it looks like his classmates are running and hiding.

I see two boys, they're under the table and one of his classmates over here is running away and there's something interesting on the board.

The, the black chalkboard it says science.

Boogers have a lot of protein.

[Alvin exclaims] [Alvin chuckles] Greg, stop eating your boogers!

Says his teacher in disgust, go to the sink, wash your hands and stop making the fuss.

His teacher is not happy.

Oh, Greg looks really sad.

Why do you think Greg looks so sad?

I think it's because he got in trouble at school for playing around with his boogers.

Greg loves math because he likes to count.

When his teacher isn't looking, he collects boogers until he reaches the perfect amount and look, he even wrote a math number story.

It says, Greg, Greg's math number story.

And it has four plus two.

I'm gonna read the story.

Greg ate four boogers, then he ate two more.

How many boogers did Greg eat all together?

Well, let's try it on my fingers.

He ate four boogers one, two, three, four and then he ate two more.

Let me count them all together.

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

He ate six boogers altogether.

[Alvin exclaims] [Alvin chuckles] That's so gross.

Ew, oh no, one booger, two boogers, three boogers, four, Greg would keep counting but he has no more.

And look, here's Greg.

I think he's run out of boogers.

I'm pretty sure everybody is excited and happy about that.

Where boogers come from?

Greg doesn't know but when his boogers return you know where they'll go.

[Alvin chuckles] Where do you think they'll go?

Probably in his mouth because he's gross.

And look, here's the last page of the story.

It has Greg looking out of the window.

I guess he's wondering where boogers come from.

Well, that was Gross Greg told by me or read by me, Alvin Irby.

Thank you so much for watching until next time, bye.

- Hi movers and shakers.

This is violet and I'm here with my sister Ivy.

- Hi.

- And we're gonna sing a song with you called green and speckled frogs.

And this is a counting song.

So put up three fingers.

All right, ready?

♪ Three green and speckled frogs ♪ ♪ Sit on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it was nice and cool ♪ ♪ And now there are two green speckled frogs ♪ ♪ Two green and speckled frogs ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ One jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there is one green speckled frog ♪ ♪ One green and speckled frog ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms ♪ ♪ Yum, yum ♪ ♪ It jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there are no green speckled frogs ♪ All right, that was pretty silly.

Thanks for singing with us.

- Thanks.

[bright upbeat music] - Hi everyone, my name is Vida and today we're gonna be breaking up words into their sounds, reviewing some of the vowel teams that represent the long O and the long I sounds and then combining letters together to build words.

So the first thing we're gonna do is we're gonna start by segmenting or breaking up words into each of their sounds.

So I will say a word and you will say each of the sounds that you hear in the word.

Let me show you what I mean.

So the first word is gap.

Let me say that again as I stretch it out so I can really hear all the sounds.

Gap, gap, hmm, gap.

Okay, the sounds I hear are /g/, /g/ /a/ /p/.

Can you say that with me?

Say gap, /g/ /a/ /p/, great.

Are you ready to try one with me?

Yeah, okay, so let's do the word jump.

Let's stretch it first, jump.

So that means, let's say it slowly so we can really hear all the sounds, ready?

Let's stretch it, /j/ /u/ /m/ /p/, /j/ /u/ /m/ /p/.

Now, do you think you can tell me the sounds you hear?

Give it a try.

Okay, /j/ /u/, oh, don't forget that one in the middle let's stretch it again, /j/ /u/ /m/ /p/.

Did you hear that?

That /m/ sound is tricky.

/j/ /u/ good,/ m/ and the last sound /p/, great.

Jump, /j/ /u/ /m/ /p/, excellent.

Ready for another one?

Okay, the word is slow.

Say it, slow, good stretch it.

/s/ /l/ /ow/, /s/ /l/ /ow/, /s/ /l/ /ow/.

Good, now tell me the sounds.

/s/ /l/, what's the last sound?

What was that?

/ow/, right?

Slow, /ow/ yeah, the last sound I hear is /ow/, slow.

/s/ /l/ /ow/, good.

Okay, our next word is park.

Can you say that?

Park, did you get to go to the park recently?

I did, I love to go to the park with my boys.

Park, park, /p/, what's that middle sound?

Park, let's stretch it.

P-ar-k, p-ar-k, so what do you hear?

First sound, good, /p/, middle sound, park, /ar/, good, last sound /k/, good.

Did you see how I had to say the word a couple of times while I was trying to remember what the sounds were?

That's okay.

Okay, we're gonna do our last word, okay?

The word is screech.

Screech, screech is the sound of a high pitched cry or yell, right?

Do you say the word with me?

Screech, good, now let's stretch it together.

Get your fingers ready?

/s/ /c/ /r/ /ee/ /ch/, this one has a lot of sounds.

Let's try that again.

/s/ /c/ /r/ /ee/ /ch/, /s/ /c/ /r/ /ee/ /ch/.

What do you hear?

/s/ /c/ /r/ /ee/ /ch/, show me.

/s/ /c/ /r/ /ee/ /ch/, wow!

You guys, that was wonderful, you're so good at segmenting words, breaking words up into their individual sounds.

So we are going to review some of the sounds that we are going to use today to build words and blend them, okay?

So let's look at some ways to make the long O sound.

Here are three different vowel teams that make the long O sound.

Remember the long O sound is O just like the name of the vowel.

So the vowel team /oa/ represents the long O sound O.

Say oa, O, good.

The vowel team ow also represents the O sound.

Can you say ow?

O, good, and our last vowel team is /oe/.

Say oe, O, excellent.

Three vowel teams all representing the O sound.

Now let's look at one vowel team that represents the I sound, ie, i, good.

Say ie, i, very good.

These are some of the vowel teams we are going to use to build words.

Let's get ready to blend and read words.

Here are the first letters that we're going to use, oops, to blend and read some words.

I'm going to point under the letter and I want you to make, to say the sound that that letter represents.

For example, this letter d represents the /d/ sound so I'm going to say /d/ and we just learned that this vowel team /oe/ represents the /o/ sound, right?

So /d/ /oe/, let me put those sounds a little closer together.

/d/ /oe/, even closer, /d/ /oe/, doe, doe.

That's right.

Doe, like a female deer.

Here's a picture of a female deer.

Yes, so did you see how we did that?

We pointed under the letter and said the sound that the letter represents, then we moved the sounds a little closer together, set them a little faster, then moved them a little closer together and then we finally blended the sounds together to build a word.

Ready for the next one?

Let's go.

This is the letter l. What sound does this letter represent?

/l/, good.

And what, do you remember what sound this vowel team represents?

I, that's right, the long I sound, /l/ /ie/, let's put them closer.

/l/ /ie/, lie, lie, oh, when I'm tired I love to lie down on my couch.

What about you?

Good, you see this picture of someone lying down?

Excellent.

Next, oh, now we're going to blend or combine three different sounds to build a word.

What sound does this letter represent?

/b/, good, and do you remember this vowel team?

It says /oa/, good.

So we have /b/ /oa/ and this letter says /t/, good.

/b/ /oa/ /t/, let's put them closer /b/ /oa/ /t/, even closer, /b/ /oa/ /t/, /b/ /oa/ /t/, boat, oh boat, boat like a boat that you see floating in the river or in a Lake or on the ocean.

A boat, here's a picture of a boat.

Great job, okay?

We've got one more and this is our last one.

So we already said this letter represents the sound /b/.

What about this vowel team?

What does this vowel team represent?

/ow/ good, put it together.

You do it, good now.

Let's put them all together, combine it, blend it, ready?

Bow, I'll whisper and you say it out loud.

/b/ /ow/, bow, bow.

Oh, bow, do you know what a bow is?

I can tie a bow out of a ribbon on a present or I can put a bow in my hair, right?

Here's a picture of a bow.

Wow, you did such a good job with that friends.

Here are the vowel teams that we just practiced reading in words, using in words.

The /oa/ vowel team says O, ow, O and /oe/ represents the sound O and the long I sound /i/ is represented here by the vowel team /ie/.

Now let's get ready to use these not just to read one word at a time but to read a whole row of words, a line of words, okay?

Here we go.

Here's our first blending line, okay?

Now, I will help you with the first one but I think you already know what to do.

We're gonna try to read each word.

Remember what we just said about these vowel teams.

Ready to read this one?

Row, good, here's this vowel team, the same vowel team ow, /ow/ /n/, own.

G-g-row, help me.

Gr-ow, grow, good.

Now, here I have a different vowel team /oa/, it says, O, yeah, okay.

So, /l/ /oa/ /n/, who can put it all together for me?

What's the word, loan.

Good, loan and the last word in this row is /l/ /ow/, low, wonderful.

Let's read this whole line of words together, okay?

Ready to read them with me?

Here we go.

Row, own, grow, loan, low.

Excellent, let's go to another row of words, ready?

This time I'm gonna whisper and I want you to say the words out loud, okay?

If you need my help, listen carefully to my whispers but if you can do it by yourself, shout them out.

/t/, toe, toe, good, toe.

Next one, tie, tie, good.

You remembered that the /ie/ vowel team says i, /t/ /ie/.

Like if I tie my shoelaces, tie, good.

Let's read this word.

I'll whisper, you say it out loud.

Goes, go, oh yeah, goes.

I heard some of you say goes.

Remember that when we have an s at the end of a word sometimes that s can make the /z/ sound so let's try that again with a /z/ at the end.

Goes, goes, like he goes to the park.

Great, next word.

I'll whisper you say it out loud.

Pie, good.

And last word, remember what we just said about that s at the end of the word?

It can sound like a /z/, try it.

/p/, pies, yes pies, let's read the whole line together.

Ready?

Here we go.

Toe, tie, goes, pie, pies.

I like to bake lots of pies in the summer.

Let's read these last three words, ready?

What is it?

Foe, what about this one?

I know it looks long, but let's do it bit by bit.

Here's the vowel team we've been working with.

I know that's gonna say, O, all right.

So, /y/ /e/ /ll/ /ow/ put it all together, yellow, like the color of the sun, yellow.

And the last one?

What is it?

Throw, good, can you throw me a ball?

Let me catch it, throw it, pretend to throw a ball at me.

I got it.

Yeah, let me throw a ball at you.

Good, throw, excellent.

So now that we've practiced reading words and blending lines, let's practice reading a sentence, okay?

Now, this sentence has some words we've seen before, we just worked on this word, remember?

What word was this again?

/g/, goes, good.

And look over here, toes.

So we have goes, toes, and this is someone's name, Luke.

All right, ready to try reading this?

Go ahead.

Luke goes up on his toes to see, okay.

Let's read it again.

Luke goes up on his toes to see.

Hmm, let's look at this picture.

There's Luke, you see him up, up, up on his tippy toes?

He's trying to see over the counter.

It's too high, he's going up on his tippy toes.

Let's read it one more time.

Luke goes up on his toes to see, great job.

You guys did such a great job.

First we started by segmenting a word into it sounds, right?

We took a word and we broke it up into its sounds and then we took letters and we combined those letters to build words.

We blended the sounds together to read words, we read single words and we read lines of words and we even read a sentence.

I had so much fun doing this work with you today and I can't wait to see you again soon, bye.

[bright upbeat music] - Hi friends, I am Ms Courtney and today we're going to learn about teen numbers.

So teen numbers are the numbers that come after number 10 and before 20.

So let's see, let's count on and see what the first teen number is.

One, two, three, four, five, six, seven, eight, nine, 10, 11.

11, let's see.

Now, on my board here I have two 10 frames.

A 10 frame has 10 boxes, there are five boxes in each row.

So let's build the number 11 together.

One, two, three, four, five, six, seven, eight, nine, 10, 11.

So now I have the number 11 in my ten frames.

Now if you look at the 10 frames we have one full 10 frame, and one 10 frame with just one dot.

So that means that the number 11 is a group of 10 and one more.

Hmm, let me show 11 in a number bond.

So remember our number bond has a whole and two parts.

Now the whole is the number 11 and my parts are 10 and one more.

Now, using this number bond, I'm going to write an addition sentence that shows our number 11 is a group of 10 plus one more equals eleven.

Hmm, okay, let's try this with the next teen number.

So I had 10, 11, 12.

So now I have the number 12.

12 is a group of 10 and two more so let's go, 12 in our number bond, the whole is 12.

One of the parts is 10 and we need two more, let me write my number sentence that shows 12 is a group of 10 plus two more.

10 plus two equals 12.

What comes after 12?

Let's see, 10, 11, 12, 13.

[band stamping] 13 is a group of 10 and three more.

Teen [indistinct], our teen number is 13.

13 is made of a group of 10 and three more and if I write my addition sentence to show 13 is a group of 10 plus three more, we have 10 plus three equals 13.

Okay, what's the next teen number?

10, 11, 12, 13, 14.

14 is a group of 10 and four more.

Let's show 14 in our number bond, the whole is 14, the parts are 10 and four.

Let's show it in an addition sentence.

14 is a group of 10 plus four more, 10 plus four equals 14.

What comes after 14?

Let's count on, 10, 11, 12, 13, 14, 15.

15 is a group of 10 and five more.

Okay, so our whole is 15 and our parts are 10 and five more.

We write our addition sentence to show 15 is a group of 10 plus five more.

We have 10 plus five equals 15, okay?

What comes after 15?

Let's count and see 10, 11, 12, 13, 14, 15, 16.

Now, our number 16 is a group of 10 and six more.

Okay, let's show it in the number bond.

Our whole is 16 and the parts are 10 and six.

We write our addition sentence, we need 10 plus six more equals 16.

Okay, let's count on and see what comes after 16?

10, 11, 12, 13, 14, 15, 16, 17.

Let me write my number 17, 17 is a group of 10 and seven more, 17 is a group of 10 and seven more.

In our addition sentence to show 17 is a group of 10 plus seven more, 10 plus seven equals 17.

Let's see what comes after 17.

10, 11, 12, 13, 14, 15, 16, 17, 18.

18 is a group of 10 and eight more.

I mean, write 18 and let's show it in our number bond.

18 is a group of 10 and eight more and let's show our addition sentence.

18 is 10 plus eight more, 10 plus eight equals 18.

Let's count and see what comes after 18.

10, 11, 12, 13, 14, 15, 16, 17, 18, 19.

Okay, 19, there's my number 19.

19 is a group of 10 and nine more.

Okay, let's show it in our number bond.

The whole is 19 and the parts are 10 and nine.

If we write our number sentence or addition sentence it's going to be 10 plus nine more equals 19.

Okay, what comes after 19?

Let's see.

10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

Okay, let's see.

Look at this, this number is a little different.

Now I have two full ten frames.

That means I have two tens.

So I'm gonna write my number 20.

It's gonna look a little different.

I'm gonna have a two first to show that I have two tens.

Here's our number 20.

Okay, 20 is a group of 10 and a group of 10.

Let me show it in my number bond.

20 is a group of 10 and a group of 10.

So that means our number sentence would say 10 plus 10 equals 20.

20 is a group of 10 and a group of 10.

Okay, thanks for learning about teen numbers with me today.

[bright upbeat music] - Hi everybody, I'm Lunisol.

- And I'm Alice.

- Welcome to social studies.

Today in social studies we're going to talk about all of the ways in which communities are diverse.

We're going to talk about the meaning of the word diverse, we'll talk about the different ways that communities can be diverse, and we'll read a book together to help us learn more.

Then at the end, you're going to get to draw a picture of your world, your community.

Let's get started.

In what ways are communities diverse?

Hmm, what does diverse mean?

- Diverse means different.

- Yeah, that's exactly what diverse means.

People or things that are different from each other.

Diverse means to be different.

Communities all around the world have things that are similar but they also are very diverse.

They have many things that make them different and special.

Some things that can show a way of community is diverse is the culture of the people who live there.

Do you know what culture is?

Culture is a pattern of behaviors that people share.

It's basically the way of life that someone leads.

For example, we can think about language.

Some communities around the world speak English, other communities around the world speak Spanish, some speak French or they might speak Mandarin.

They might speak Japanese, there are many different languages in the world and it depends on the culture of the people who live there.

Other parts that make up culture are clothing, how the people in a community might dress that can include the types of fabric, the designs of the clothes and even the colors.

Food that, foods that people eat in a community are also part of their culture.

Culture also includes things like music, art, customs, and religion.

Community is also made diverse by what it looks like and the landmarks that it has.

Landmarks are objects or features of a place or a town that makes it easily recognizable.

Can you think of a landmark where you live?

Yeah, for example one landmark in the United States is the statue of Liberty.

Many people around the world know about the statue of Liberty, but there are all their landmarks as well such as special buildings or different bodies of water like beaches and rivers and lakes, or even bridges and monuments.

And of course, transportation is also part of a community, the different ways in which people get around.

What are some types of transportation that you know of?

- Cars, buses, bike.

- Yeah, trains and you know what?

Some communities around the world even get around with animals.

They might ride a horse or other types of animals.

We're going to be reading this book together.

The title of this book is Same, Same but Different.

It's a story of two pen pals, one who is in America and one who lives in India.

They write to each other about their communities, their worlds, and what it looks like.

When we read, pay attention to all of the different things that make their communities special or their worlds and start thinking about what it looks like in your world.

Are you ready to start?

Here we go.

Same, Same but Different by Jenny Sue Kostecki Shaw.

Same Same but Different.

In art class, I painted a picture of my world.

My teacher mounted across the oceans, this is my world.

A boy drew back with colors of the sea.

This is my world.

Same, same, but different.

Yes, who are you?

Wow, look at all those landmarks.

Look at how different this community looks.

My name is Elliot and I love to climb trees.

This is me.

My name is Kailash and I love to climb trees too.

Same, same but different.

Yes, do you live in a tree?

That is my tree house where I play.

I live in a red brick building with my mom, my dad and baby sister.

I live with my family too, all 23 of us.

My mom, dad, sister, brother, grandmother, grandfather, aunties, uncles, cousins, and our animals.

Oh, look, they have cows, chickens, goats.

That's very different from where I live.

I have pets too but not nearly as many as you.

Same, same but different.

PS, what does it look like where you live?

A great river flows through my village, peacocks dance under trees shaped like umbrellas, the sun is giant and especially hot here.

In my city the sun hides behind buildings as tall as the sky.

Taxis, buses and cars fill the streets.

Here, there are few cars and still too much traffic.

Same, same but different.

I ride a bus to school with my friends, so do I.

Same, same but different.

This is our alphabet, this is our alphabet.

Same, same but different.

My favorite class is art here.

I can be anything.

My favorite class is yoga where I can be anything.

Same, same but different.

This is how my friends and I say, hello; clasp shake, secret spiral, snap, bump.

This is how my friends and I say, hello; namaste.

Same, same, but different.

We're best friends even though we live in two different worlds or do we?

Different, different but the same.

Kailash and Elliot live and do different communities all the way across the world from each other and you can really see how their communities are same, same, but different.

And it's all affected by culture, landmarks, transportation.

Now think, what are some of the things that you noticed in the story about how they live?

Yeah, Elliot lives in a city with lots of tall buildings, Kailash lives in a place where there's lots of open space.

What else did you notice?

- That they both ride buses?

- Aha, so they both ride buses even though they look different from each other.

You know, what I noticed?

It kind of swirled they also have many different types of animals all around them.

Now in my community, we don't really have cows around us.

We have it, we live in a city so it's more of dogs and cats and those types of pets that we have.

So every community is very diverse and different.

What is your world, your community like?

Think about that question as you go ahead and grab a writing utensil and paper and if you have crayons or markers, you can grab that too.

I'm gonna give you 10 seconds to grab those now and then we're going to be drawing our worlds.

[bright upbeat music] Okay friends, let's imagine that you have a pen pal across the world just like Elliot and Kailash.

You have to draw a picture of your community, your world to show them what it looks like.

You can include all things that are part of your life and your culture such as the language you speak, the alphabet you use, the types of clothing you wear.

You can also include what your community looks like, include special landmarks, special parts that you see all around you, the kinds of animals that you might see, and even the types of transportation that you use.

I'll do the same as you do yours.

I'm going to include lots of tall buildings because in my community I see buildings everywhere.

Very often they're called skyscrapers so I'm gonna draw some skyscrapers.

I can draw a picture of my home.

My home is not in a building, it's in a house that has two floors so it's not as tall as those buildings.

Let me draw some more buildings over here.

Now, when I look outside, there's lots of very busy streets so I'm gonna draw the streets and on those streets, I often see tons of cars and buses and people rushing, rushing off to get to many different places.

And remember, your picture should look like your world and it doesn't have to be perfect.

Just do your best.

I'm also going to draw my alphabet.

I don't have to draw the whole thing I can just draw parts.

I'm also going to draw myself and the types of clothing that I wear.

Hmm, just a big picture.

I often wear lots of skirts so I'm gonna draw that and I also wear pants very often.

Okay, and around my home we don't really have cows and those types of animals, we live in a city.

So we have more of dogs and cats.

Other people might have fish in their homes, we don't have the fish though.

Hey, last but not least I'm going to draw a special landmark that makes my area easily recognizable.

Whenever I look outside my house, I very often can see a bridge called the Verrazano Bridge.

So I'm going to really quickly draw the Verrazano bridge that I can see from my home.

[pencil squeaking] Now this is what my community, my world looks like to me.

Hi Alice, can you show us your world?

Nice, notice how it looks, similar but still different from mine, what does your world look like?

Don't forget to share with someone at home what you learned today, share your worlds, your picture and explain to a family member or a trusted adult at home what you learnt about communities and what makes them diverse.

Great job working with us today my friends, bye.

- Bye.

[bright upbeat music] - [Narrator] Funding for this program was provided by the JPB Foundation.

[bright upbeat music]