- [Narrator] Ready to learn?

- Hi!

- Hi!

- [Narrator] It's time to share a story.

- Ssh!

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing!

♪ Somewhere ♪ - Play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

We're going to start making some words.

Isn't that fun?

- Mhm.

_ [Narrator] Funding for this program was provided by the JPB Foundation.

- Hello scholars.

Welcome to a wonderful day of learning!

My name is Anna, and I'm so excited that I get to read a story with all of you today.

Today, the book we are going to read together is called "Black is a Rainbow Color."

and it's by Angela Joy, illustrated by Ekua Holmes.

Now, I want you to think, when you think of a rainbow, what colors do you see?

That's right.

Normally when we look at a rainbow, we see the colors, red, orange, yellow, green, blue, and then Indigo and violet, right?

Those are the colors we see, but we don't typically see the color black in the rainbow.

Hm!

So I wonder what this book is going to be about when they say that "Black is a Rainbow Color."

Let's find out.

"Black is a Rainbow Color."

Written by Angela Joy, illustrated by Ekua Holmes.

"Black is a crayon tangled in a box.

"Black is a feather on white winter snow.

"Black is the dirt where sunflowers grow.

"My color is black."

Oh, I think I'm starting to get it, now!

When she's talking about black, she's talking about maybe the color of her skin.

"Black are the braids in my best friend's hair.

"Black are the bottoms of summertime feet.

"Black are soft circles that spin down the street.

"My color is black."

What do you think those black things that are spinning down the street?

Hm, what could those be?

That's right.

Look, the spinning soft circles.

The wheels going down the street of the bike.

"Black is a rhythm.

"Black is the blues.

"Black is sidewalking in spit shined shoes.

"Black is the robe on Thurgood's back.

"Black are the trains on railroad tracks.

"Black are the eyes on salted keys.

"Black are the shadows of all old Magnolia trees.

"Black is molasses from tall sugar cane.

"Black is soft singing."

♪ Hush now, don't explain ♪ "Black os the skillet for bread to fry.

"B are dreams and raisins left out in the sun to die.

"Black is the color of ink staining page.

"Black is the mask that shelters his rage.

"Black are the birds in cages that sing.

"Black is a color."

"Black is a culture.

"Black is history.

"Black is family.

"Black is memory.

"Black is community.

"Black is the love that lives inside of me.

"My color is Black."

I love how they're really explaining how Black is so much more than just the colors we see on this page.

Remember, Black is a culture.

That means it's a way that people live.

"Black are the stones bearing witness to prayer.

"Black is the faith in a freedom not seen.

"Black was the man who gave the world his dream.

"Black is a color.

"Black is a culture.

"Black is the heart of a candle and flame.

"Black is the power of movement in pain.

"So you see, there is no black in rainbows, "no black in green or blue, "but in my box of crayons, Black is a rainbow too."

The end!

So, I have a little fun activity for us to do together, where we're going to create our very own rainbows.

Would you like to do that with me?

Great!

So what I need you to do with a trusted adult's help is I need you to get a piece of paper and some crayons or colored pencils, and then meet me here and we'll start our activity.

Go ahead!

[upbeat music] Great, welcome back.

Are you ready to meet your own personal rainbow?

Okay, here's how we're going to do it.

So using your piece of paper, and the crayons or colored pencils that you have, we're going to make a rainbow.

Now, if you find you don't have one of the colors that we're using, no problem.

You can always just write the word for the color instead, okay?

And I'll make sure that that word appears on the screen for you.

So the first part of your rainbow, I want you to pick the color that best matches your skin.

So if it's midnight black, or brown like chocolate, or yellow like a sunflower, or white as the new fallen snow, pick the color that represents your skin.

And that's going to be the first arc in your rainbow.

So here we go.

Here's my rainbow.

And I take some brown.

for my kind of like caramel color brown skin.

Okay, Now for the next arc of your rainbow...

I'm going to write the name up here.

For the next arc, I want you to pick the color that represents your favorite color.

So what's your favorite color?

Ooh, my favorite color is blue.

So my next art is going to be blue!

How's it coming along so far?

Okay, now for the next two arcs, I want you to use colors that represents your favorite foods.

Okay, well, my two favorite foods, don't laugh at me, I love fruit, so I love apples and I love bananas.

So I'm going to use the colors red and yellow, because I love red apples and I love yellow bananas.

So, here we go.

Here's my red for my apple.

And here is my yellow for the banana.

Look how cool my rainbow looks already!

And I love how it really represents me.

[laughs] Okay, so the last arc you're going to add, you ready?

I want you to add the color of black, because really, we wall want to add a little bit of black into our rainbow.

So here we go.

Since we were focusing on our book, "Black is a Rainbow," we are going to ensure that we get a little bit of black into our rainbow.

Now to finish off your rainbow self portrait of you, in the middle, now, this is where you can ask a trusted adult for help.

If you have an actual picture, they can help you put the picture in the middle.

Otherwise I'm just going to draw this circle to represent my face.

And I draw my eyes.

I'm going to add my nose.

I'm going to put a big old smile for me because I am so happy that we got to do this activity together.

Scholars, I hope you had a wonderful time making your self portrait rainbow that represents you and listening to the book "Black is a Rainbow Color" by Angela joy, illustrated by Ekua Holmes.

I hope you have a wonderful day.

Be safe, keep learning, and have fun.

Bye!

- [Child] Pequena Maria.

- [Child] Little Maria.

- Autora.

- Author.

- [Children] Luz Maria Mack.

- [Child] Illustradora.

- Illustrator.

- [Children] Vanessa Balleza.

[cat meowing] [child speaking in foreign language] [Maria laughs] - [Child] Maria is petite, playful, and beautiful.

[child speaking in foreign language] Things that make Maria happy: to look at the beautiful scenery.

[child speaking in foreign language] To sing with the baby chicks.

[chicks chirping] [Maria singing] [child speaking in foreign language] To play with the butterflies.

[child speaking in foreign language] To play hide and seek with their sibling and cousins.

[child speaking in foreign language] To climb up the mango trees and pick out the fruit.

[Maria hums] [child speaking in foreign language] Maria lives on a ranch with her family.

Her favorite part of the house is the porch, because she likes to take a nap on the rocking chair.

[child speaking in foreign language] During the evening, she loves to have dinner with her family, including her mother, father, brothers and sisters, aunts, uncles, cousins, and neighbors.

[child speaking in foreign language] After bedtime, the family sits on rocking chairs on the porch, and spends hours laughing and telling jokes.

[child speaking in foreign language] At bedtime, her mother and siblings say their evening prayers together.

[child speaking in foreign language] Every night, Maria goes to bed, dreaming of the adventures the new day will bring.

[Maria snoring] - Hi, movers and shakers!

This is Violet.

And I'm here with my sister, Ivy.

- Hi!

- We're going to sing a song with you called My Aunt Came Back.

It's a silly song and it has a pattern of it.

And we're wondering if you'll be able to hear it by the end.

I think you will.

So this is a call and response song.

That means I'm going to sing the words, and you're going to repeat after me.

And Ivy's going to sing that part with you.

It also has movements, so follow along with us.

You can be sitting down or standing up.

However you want to.

All right, are you ready?

- Mhm.

- Okay.

♪ My aunt came back ♪ ♪ My aunt came back ♪ ♪ From Kalamazoo ♪ ♪ From Kalamazoo ♪ ♪ And she brought with her ♪ ♪ And she brought with her ♪ ♪ A wooden shoe ♪ ♪ A wooden shoe ♪ ♪ My aunt came back ♪ ♪ My aunt came back ♪ ♪ From the New York Fair ♪ ♪ From the New York Fair ♪ ♪ And she brought with her ♪ ♪ And she brought with her ♪ ♪ A rocking chair ♪ ♪ A Rocking chair ♪ ♪ My aunt came back ♪ ♪ My aunt came back ♪ ♪ From the Jersey Shore ♪ ♪ From the Jersey Shore ♪ ♪ And she brought with her ♪ ♪ And she brought with her ♪ ♪ An apple core ♪ ♪ An apple core ♪ ♪ My aunt came back ♪ ♪ My aunt came back ♪ ♪ From Timbuktu ♪ ♪ From Timbuktu ♪ ♪ And she brought with her ♪ ♪ And she brought with her ♪ ♪ Some friends like you ♪ ♪ Some friends like you ♪ - can you hear the pattern?

Yeah, that's right!

At the end of the line, it's a place.

And then there's a thing that rhymes with it that the aunt brought back from that place.

Good job.

All right, thanks everyone!

- Thank you.

[upbeat music] - Hi, friends, welcome back.

My name is Ms. Nicole.

It's so nice to see you again.

Remember all that hard work you were doing yesterday?

Well, guess what friends?

Today, we're going to build upon that knowledge.

And today we're going to begin segmenting one syllable words into individual phonemes.

Then we're going to be able to identify and make rhymes.

Yup, lots of fun.

All right.

And then finally, we're going to be able to blend, decode, and build one syllable words that have a vowel consonant E ending.

Okay, we're going to talk about that in a few seconds.

So if you guys are ready to learn, let's go.

For our first activity, I want to remind you how we segment words into their individual sounds.

All right, let me show you.

I want you to say this word with me.

Ready?

Here.

You say the word.

Here.

The sounds in here are huh, ear.

What are the sounds in here?

Huh, ear.

Good.

Now, I want you to do a few more with me.

Ready?

The first one is low.

What are the sounds in the word low?

Lul, oh.

Low.

Good.

Now let's do the word slow.

Ss, luh, oh.

Slow.

Nice job.

All right.

How about the word paid?

Paid.

Puh, ay, duh.

Paid.

How about this one?

Pad.

Mhm, notice a difference in the vowel sound, right?

So first we had the word paid.

Now we have pad.

Puh, ad.

Pad.

Nice.

Alright, next one.

Tin.

Tin.

Tuh, ih, in.

Tin.

Good.

Let's add a diagraph to the front of that word.

Remember, a diagraph are two letters that come together to make one sound.

Thin.

Watch me.

Th, ih, nn.

Thin.

You try it.

Th, ih, nn.

Thin.

Excellent, all right.

The next word is chess.

You repeat the word.

Chess.

Ch, eh, sss.

Chess.

Good.

All right.

Last one.

The word is cheap.

Repeat the word.

Cheap.

Ch, ee, puh.

Do you hear the sounds in the word cheap?

Good.

There's three sounds.

Ch, ee, puh.

Now, for the next activity, what we're going to be doing is identifying and making rhymes.

[phone rings] Hello?

Oh!

No!

Whoa!

Guess what?

It's rhyme time!

[gasps] Alright, let me just remind you what a rhyme is.

All right, a rhyme is when there's two words or more than how the same sound at the end of the word.

I'm going to say two words.

And I want you to tell me if the words rhyme.

Remember they have to sound the same at the end.

Ready?

Listen.

Bug.

Hug.

Do they sound the same at the end?

Bug ends with ugh.

Hug ends with ugh.

The sounds are the same.

So those words rhyme.

Do you want to do some more?

Alright, this time I'm going to display a picture over here.

I'm going to tell you what it is and I want you to listen and see if it rhymes with the next picture.

All right.

Get your eyes ready ears ready, and here we go.

All right.

The first one.

Here's our pair.

Ox.

Fox.

Do they rhyme?

Yes.

Alright, next one.

Plane.

Rain.

Listen to the end.

Plane.

Rain.

Do they sound the same at the end?

Good.

Yes, they do.

So those words rhyme.

All right, here we go again.

Ready?

Listen to the ending sounds.

Do they rhyme?

Duck.

Truck.

Listen again.

Duck.

Truck.

Yes.

They both have that uck sound at the end.

So they rhyme All right, listen again.

Ready?

Kite.

Keys.

Do these words rhyme?

Kite.

Keys.

Almost got you.

No, they don't.

They sound the same at the beginning.

They both begin with the K sound, but they're different at the end.

Kite.

Keys.

Mm-mm.

Awesome.

All right, last one.

Listen closely to the sound at the end.

Here we go.

Nest.

Nuts.

Nest.

Nuts.

Repeat the word.

Sometimes that helps.

Nest.

Nuts.

Do they sound the same at the end?

No.

For this part, I want to review the sound that the letter A makes.

Do you remember that one?

Nope, not that one.

Sometimes the letter A makes the long sound A, like in the word cake.

Okay, so the times that the letter A makes that sound or it's represented by it it is when it is in a vowel consonant E word, like the word face.

Face.

Good.

The first sound in the word face is fff.

The F resents fff.

A. Fa.

And the final sound is ss.

Face.

Good, let's try another one.

This time, we're going to make the word shake.

Mhm, shake.

Ssh is a diagraph.

Remember, that's two letters that come together to make one sound.

Shh.

Do you remember this one?

Shh.

Good.

Ssh, ay.

Sha.

And then we add in the consonants and the E. Ssh, ay, sha, ke.

Shake.

All right.

One more thing that I want to practice with you today is that sometimes the letter C can make a soft sound, okay?

The soft sound for the letter C is sss.

Right, like in the word face.

Remember?

It was a sss sound at the end of the word face, but we saw the letter C. Now we're going to see that same letter and sound represented in the front of a word, okay?

The word is cell, cell.

Good.

And the C represents the sound sss.

Now, the vowel is eh.

Do you know the letter?

Mhm.

Eh.

Sss, eh, ce.

Cell.

Remember when we have that ll sound at the end we always add that bonus letter.

Cell.

Ss, eh, ce, ll.

Cell.

Great job.

Alright, so together, let's look at line number one.

Mhm.

What do we notice about the words in line one?

Which word do you think is the most different and why?

Right, let's look at that.

We have face, cent, came, space, lace.

All right.

Which one is really different?

Did you say the word cent?

Mhm, that one has a short E sound.

Did you notice the other ones all have that long A sound that we worked on earlier?

And they all end with the vowel consonant E. Good.

All right.

The word cent has that short E and a blend at the end, which the other words don't.

What else did you notice?

Did you notice the hard C sound in came?

Mhm, that's a hard C sound.

Not like you hear the soft C sound, like at the end of space.

Space, right?

Great.

Let's repeat that line.

Face, cent, came, space, lace.

All right.

Now, for line two, I'm going to point to a word and I want you to read it.

Ready?

Grr, ay, ce.

Grace.

Good.

How about this one?

C, e, ll.

Cell.

Awesome.

One more.

Trace, trace.

All right.

Now, let's look at line three.

And how about you guys read it with me?

Let's try to find something that's different once again, okay.

S, ick, sick.

Ch, ase, chase.

C, ave, cave.

Cl, uck, cluck.

Mm, uh, ch, much.

Good.

Notice some words have long vowel sounds and some have short vowel sounds.

Mhm, I knew you would pick up on it.

All right, and for the final line down here, I want you to read and notice the difference in the long vowel sound.

Go ahead.

Excellent.

Did you notice the last word had a different long vowel sound?

Oh, mhm.

Nice.

Price.

Fine.

Bike.

Cone.

Excellent.

For number five, I'm going to read a sentence.

I want you to see if you can identify some of the rules that we worked on today.

Kate does not want to race Liz.

I'm going to underline a word.

I want you to see if you remember the rule and the pattern that we learned today.

Race.

Remember the A-C-E makes the long A sound.

Rr, ay, race.

Great.

Alright, let's look at number six.

Is there space for all four pals?

Can you identify this word?

Remember the pattern?

Vowel consonant E. Good.

That makes the long A sound like represented in the letter A in space.

Great work.

Alright, now it's time for you to write.

Get some paper, get a pencil, and let's write some words.

[gentle music] Alright, I'm going to dictate a word and I want you to think about everything we learned today and I want you to write it, okay?

And then check your work with mine.

The first word is face.

Say the word.

Face.

Write the word.

Okay, Check your work with mine.

Face.

How'd you do?

All right.

Next word.

The word has that saucy sound.

Remember ss, cent.

I have 1 cent in my pocket.

Cent.

You say it and write it.

Check your work with mine.

Remember, soft C sound at the beginning.

Short E sound and the blend.

Cent.

All right, next one.

This time, I want you to write the word space.

Space.

Make sure you make a space between each word in your sentence.

Space.

Write the word space.

This one has a blend at the beginning, and then follows the vowel consonant E rule.

Space.

All right, this time, let's write the word cell.

Cell.

Soft C sound, short E, and the vowel L, double L sound.

C, ell, cell.

And finally the last word: trace.

Trace.

Trace over the letters.

Trace.

Hear the blend at the beginning.

Trr, trr.

And think of the letters that make those sounds and represent each of them.

Trr, ay, ce.

That soft C sound.

Trace.

You may close your markers and put your pencils down.

You did an amazing job today, my friends.

I hope you had so much fun, learning about the long A sound, the vowel consonant E, and that soft C sound that we sometimes see in words.

Did a lot of learning, and I hope you use it today and every day.

With a trusted adult at home, continue making some rhyming words that end just like the words that we built today.

[upbeat music] - My name is Doris.

My husband, David and I, we have two children, Dahlia and Daniel.

- Hi.

- Go for it.

Our hope for our children is that they are happy, confident, and caring so that they can thrive in school and in life.

[family cheering] When I became a mother, it was very important for my children to be able to name and express their feelings, so that they can better deal with their emotions.

Remember these?

- Yes!

- When my children were very young, we started using picture books as tools to identify emotions within characters.

Sometimes I'll ask them questions to help them begin to identify their feelings for themselves.

I see a sad face.

Is that right?

- Mhm.

- [Doris] If they can connect to their own feelings, then they can connect to others' feelings.

- I only had a little- - [Doris] We make time daily to ask questions and practice listening.

- How was your day, daddy?

- Oh, my day was amazing, Daniel.

- [Doris] And I think it just really shows them how to be a good friend.

And the importance of thinking of others.

- Congratulations, Dahlia!

- [Doris] Tapping into feelings has helped my children with confidence and self-awareness.

At school, they know how to manage feelings as they come up, so that they can focus on learning.

- Alright, so have a good day in school, okay?

[upbeat music] - Hello, learners.

My name is Trinette, and I'm so excited to be working with you on this math lesson today.

For today's lesson, you will need the materials that you see at the bottom of your screen.

Please ask a trusted adult to help you find those materials.

You will have 20 seconds.

Ready, set go.

One, two, three, four, five, six, seven, eight, nine, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20.

Great, You got back just in time.

Now for today's math lesson, we're going to do a couple of things.

First, we're going to review shapes that we've learned in the past.

And then second, we're going to learn how to identify and draw hexagons.

Take those materials that you gathered, and put them set aside for now.

Now first, let's review some of the shapes that we've learned in the past.

You will see some shapes appear at the bottom of your screen.

Here's the first shape.

Do you know what that is called?

Yes, it's a circle.

A circle is a shape that has no straight sides.

It has no angles, it has no vertices.

Here's the next shape.

Yes, that's a triangle.

A triangle, as you can see has three sides, and it has three vertices, or three corners.

Let's review some additional shapes.

Yes, you got it.

That is a square and a rectangle.

A square has four sides, all the same length, and four vertices.

A rectangle has four sides as well, but the opposite sides have the same lengths.

And it also has four vertices, just like a square.

Today, we're going to learn about a hexagon!

Can you say that?

Hexagon.

Excellent.

Learners, a hexagon is a shape that has six sides.

Take a look above me.

You'll see a purple hexagon.

Count the sides with me.

Each side is labeled with a yellow number.

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

A hexagon is a shape that has six sides.

Now, if you see the next picture, you will see red numbers, and those numbers point out the vertices, or the corners of the hexagon.

Let's count those.

Count with me.

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

Now, all hexagons Don't have to look like the purple one that I just showed you.

Any shape that has six sides would be considered a hexagon.

On your monitor, you'll see some other types of hexagons that are in different colors.

If you look at the first red one, it also has six sides.

Take a look at the orange hexagon.

It appears to look like a letter L, but if you count the sides, you will see that there are six sides.

And the last one, which is yellow, is also considered a hexagon because it has six sides.

Learners, here's some other examples of hexagons that I was able to find in my home.

I have a set of slides, and these can be used to exercise with.

If you notice, they also have six sides, which makes it a hexagon.

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

I was also able to find a weight.

As you can see, it has six sides.

Can you count with me?

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

And if I flip it around on the opposite side, there's also another hexagon.

What is the shape called?

That's right.

Hexagon.

And how many sides does it have?

You're correct, six.

And how many vertices does the hexagon have?

That's right, six.

Learners, for the next activity, We're going to play a game called can you spot a hexagon?

Here's how we play it.

You will see two pictures appearing on your screen.

If you spot a hexagon, I want you to shout hexagon.

Let's do the first example together.

Can you spot a hexagon.

If so, what do you shout?

That's right.

Hexagon!

Did you find it?

That's right.

There's a hexagon in the picture that shows a gate.

And there's several hexagons.

Here's the next example.

Can you spot a hexagon?

There's two sets of pictures here.

Yes.

Hexagon!

The honeycomb on which you see the bee, there's several hexagons that appear there.

Let's do one more example.

You're going to see a basketball and a gift basket.

Which one has the shape of a hexagon, which has six sides?

Did you say hexagon for the gift box?

That's correct.

Excellent job, learners.

You're able to identify hexagons in ordinary objects.

You've remembered that hexagons have six sides and six vertices.

Now let's move on to our last and final activity.

Learners, for our final activity, please take out the materials that I asked you to gather earlier.

That should have been a sheet of paper and something to write with, whether it was a crayon, pencil, marker, or whatever it was that you were able to find.

Now, I am going to write or draw a hexagon.

Remember it has six sides and six vertices.

I'm going to do the one that's most familiar to people.

I'm going to count the sides.

Can you count with me one?

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

It's not perfect, but it has six sides.

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

Now, it's your turn.

Use your pencil and your sheet of paper.

And I want you to draw a hexagon.

It can be one like this, or any type of hexagon that has six sides.

I'm going to give you 10 seconds.

Ready, set, begin.

And while you're doing that, I'm going to try to write another type of hexagon, that has six sides.

Five, four, three, two, one.

Can I see your hexagons?

[gasps] Those are fantastic!

I see six vertices and six sides.

Great job, learners.

This is what I came up with.

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

Still has six sides, which makes it a what?

Hexagon.

Great job, learners.

Please ask a trusted adult to help you locate hexagons in some old newspapers or magazines.

And remember, it just has to have six sides and six vertices.

Great job, learners.

Can't wait to see you again.

Bye bye for now!

[upbeat music] - [Translator] My name is Doris.

[Doris speaking in foreign language] [Doris laughing] [Doris speaking in foreign language] [family cheering] [Doris speaking in foreign language] - Remember these?

- Yes!

[Doris speaking in foreign language] - I see a sad face.

Is that right?

- Mhm.

[Doris speaking in foreign language] - How was your day, daddy?

- Oh, my day was amazing, Daniel.

[Doris speaking in foreign language] - Congratulations, Dahlia.

[Doris speaking in foreign language] - Alright, so have a good day in school, okay?

[upbeat music] - Hi, friends.

In this lesson, we are going to practice some rhythm with the help of some food.

We have cheese, pie, ice cream and hot dog.

Each of these food words have a rhythm to it.

Cheese, pie, ice cream, hot dog.

Now I'm going to repeat each for four beats ♪ Cheese cheese cheese cheese ♪ ♪ Pie pie pie pie ♪ ♪ Ice cream, ice cream, ice cream, ice cream ♪ ♪ Hot dog, hot dog, hot dog, hot dog ♪ Can we read this together?

I think we can.

Let's try.

We're going to start after a count in four.

One, two, three four.

♪ Cheese, cheese, cheese, cheese ♪ ♪ Pie, pie, pie, pie ♪ ♪ Ice cream, ice cream, ice cream, ice cream ♪ ♪ Hot dog, hot dog, hot dog, hot dog ♪ Good job!

Next, I'm going to make up different four beat food rhythm patterns.

And then you're going to repeat it after me.

First listen, and then repeat.

[simple music] ♪ Cheese, pie, cheese pie ♪ ♪ Cheese, hot dog, cheese, hot dog ♪ ♪ Ice cream, pie, ice cream, pie ♪ ♪ Ice cream, hot dog, ice cream, hot dog ♪ Excellent!

Did you notice that cheese and pie have one note in the rhythm, whereas hot dog and ice cream has two notes in the rhythm?

Cheese.

Pie.

Ice cream.

Hot dog.

Hot dog and ice cream has two syllables.

So the rhythm has two notes.

Cheese and pie have one syllable.

So their rhythm have one note.

We're going to play mix and match in our next exercise.

I'm going to come up with different food rhythm patterns, and you have to match it with the correct music notation.

For example, I can say cheese, pie, cheese, hot dog.

And you're going to see three options on this whiteboard.

One of these is the correct answer.

If you know the correct answer, show it to me with your finger.

One, two, or three.

Is it, cheese, pie, cheese, hot dog?

This doesn't seem right.

Cheese, pie, cheese...

Cheese should have one note, right?

This doesn't seem right either.

Cheese, pie, cheese, hot dog.

[bell rings] Yes, this is the correct answer.

Three.

Next one.

Cheese, hot dog, cheese, hot dog.

Cheese, hot dog, cheese, hot dog.

Cheese, hot dog, cheese, hot dog.

Cheese, hot dog, cheese, hot dog.

Show me with your finger if you know the correct answer.

One, two or three.

Well, the correct answer is number two.

[bell rings] Cheese, hot dog, cheese, hot dog.

Okay, let's do one more.

Pie, pie, hot dog, cheese.

Pie, pie, hot dog, cheese.

Pie, pie, hot dog, cheese.

Pie, pie, hot dog, cheese.

Is it one, is it two, or is it three?

The correct answer is number one.

[bell rings] Pie, pie, hot dog, cheese.

Now, let's try to practice with some music.

First listen, and then repeat.

♪ Cheese, cheese, cheese, cheese ♪ ♪ Ice cream, ice cream, hot dog, ice cream ♪ ♪ Cheese, pie, cheese, pie ♪ ♪ Hot dog, ice cream, hot dog, hot dog ♪ ♪ Pie, cheese, pie, hot dog ♪ ♪ Pie, cheese, pie, pie ♪ ♪ Hot dog, ice cream, hot dog, pie ♪ ♪ Hot dog, cheese, hot dog, pie ♪ ♪ Cheese, pie, hot dog, hot dog ♪ ♪ Cheese, pie, cheese, cheese ♪ ♪ Hot dog, hot dog, hot dog, cheese ♪ ♪ Hot dog, pie, hot dog, cheese ♪ Excellent job!

You all did great today.

See you next time.

[upbeat music] Funding for this program was provided by the JPB foundation.

[weighty music]