[upbeat music] - [Announcer] Ready to learn?

- [Both] Hi.

- [Announcer] It's time to share a story, - Shh.

- [Announcer] Read and write.

- Let's read it back.

- [Announcer] Discover science, sing, ♪ Somewhere ♪ - [Announcer] play, and so much more.

[stomp, stomp, clap] - Cupcake!

- Very good!

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

[upbeat music] - Hi friends, my name is Miss Amanda, and I am so excited about the book that we're gonna read together today.

I have a special guest with me because our book is called My Friends and I invited one of my friends to read it with us.

Do you want to see who it is?

Gianna.

This is my daughter Gianna.

Say hi.

- Hi.

- And not only is she my daughter, she's my friend.

We could have all sorts of friends, right?

Hmm.

That makes me think.

Who are your friends?

Wow, that's a long list of friends.

Gianna, do you have any special friends?

Who were your friends?

- Gia.

- Her friend Gia.

Who else?

- Yaya.

- Do you know what a Yaya is?

Maybe you could tell our friends at home.

What is Yaya?

- A type of grandma.

- It's her grandma.

So you have different types of friends too, right?

Okay, so the book that we're gonna read today is called My Friends, and it's by Taro Gomi.

And in this story, you see the little girl in the front.

She shows us all of the different friends that she has.

And I think maybe she learned some things from her friends, too.

We're gonna have to read and find out, are you ready?

Okay, let's go.

My friends.

I learned to walk from my friend, the cat.

There she is walking with a cat.

That's one of her friends.

I learned to jump from my friend, the dog.

See how they're jumping?

And the dog jumping?

I learned to climb from my friend, the monkey.

That looks like a lot of fun.

Climbing a tree with a monkey.

I learned to run from my friend, the horse.

I learned to march from my friend, the rooster.

Oh, marching, what does it look like when you march?

Can you march at home?

What would that look like if you were marching?

Yeah, that's really good.

You might swing your arms, right?

And move your feet to march.

That was excellent.

Let's see who else she has.

Oh, I learned to nap from my friend, the crocodile.

Can we take a quick nap like the crocodile and the little girl?

What would that look like if we were napping?

Yeah, something like this.

Close your eyes.

Taking a nap.

I learned to smell the flowers from my friend, the butterfly.

I learned to hide from my friend, the rabbit.

Do you see them hiding?

That's pretty good hiding.

I learned to explore the earth from my friend, the ant.

I'm gonna bring this super close because the ants are so little.

You see the little ant right there?

They're exploring the earth.

The dirt and the different plants.

I learned to kick from my friend, the gorilla.

That's a big kick.

I learned to watch the night sky from my friend, the owl.

Learn to watch the night sky.

What would that look like?

Oh, that's a good one.

Making maybe binoculars.

Can you do that at home?

Can you put your hands like this and make binoculars and watch the night sky?

Look up.

I might use my hands like this.

Can everybody do that?

And look up, you're watching the night sky.

Very good.

That was excellent.

Let's see, I learned to read from my friends, the books.

Just like the book that we're reading today.

I learned to study from my friends, the teachers.

That's one of my favorite things to do, to learn and study with my students.

I learned to play from my friends at school.

Do you like to play with your friends at school?

You do?

Me too.

What's something that you love to do.

What do you love to play with with your friends at school?

Wow, that sounds like a lot of fun.

What do you like to play with, with your friends at school, J?

- Well, we don't really play with stuff, but we do do Play-Doh.

- Play-Doh's playing, right?

That sounds like a lot of fun.

I love Play-Doh.

And I learned to love from a friend, like you.

And there she is.

So this little girl had so many different types of friends.

And she learns something new from every single one of her friends.

So I want you to think back before we started reading, I asked you who some of your friends were.

And I had told you that, Gianna, even though she's my daughter, is actually my friend.

We do a lot of things together.

I also have a friend who I have had for years and years, and I love calling her and talking to her.

And I learn tons of stuff from her.

And Gianna had mentioned that she has a friend Gia.

And then her Yaya, which means grandma is also her friend.

So I want you to think about that.

Think about a friend that you have and then think about something maybe you learned from them.

What is something you learned from your friends?

So my friend that I just told you that her name was Elise.

She actually knows sign language.

And she has taught me some sign language.

And one of the things that she taught me is to do this.

And this means friend, very good.

That means friend.

Excellent.

And then she taught me one other one if you wanna learn.

If you go like this with your fingers, you put these two fingers down.

That means I love you.

So that's something that she taught me.

She taught me a lot more in sign language, but that's something that my friend taught me.

So I think we have a fun little activity to do.

You wanna show them our activity?

So we were thinking about how we can maybe show our friends and what we've learned from our friends.

So Gianna actually started before.

So she drew a picture.

Do you want to show our friends at home your picture?

So who is in your picture?

Can you tell us?

I'll hold it for you.

Who's in your picture.

- Me and Gia.

- Okay, So this is Gianna and this is her friend Gia.

Now Gia doesn't really live too close to us.

She kind of lives a little far, so we don't get to see her too much.

But what did you and Gia learn how to do together?

- Do a virtual play date.

- They do virtual play dates.

And if you look at their picture, of Gianna's picture, these are tablets, right?

And if you see on Gia's tablet is Gianna and on Gianna's tablet is Gia.

This is what they learned together.

They learned how to play, even though they're kinda far apart, right?

And you guys have so much fun, don't you?

Do you want to maybe label your picture a little bit?

So if you have some paper at home, it could be plain paper, computer, loose leaf paper, whatever you have, if you have some crayons, maybe a pencil or if you have markers, colored pencils, whatever you have.

Draw a picture of you and one of your friends or more of your friends, it's up to you, and something you learned together.

So I'm gonna do my picture really quick.

So I'm not the best artist but I'm gonna do the best that I can.

And I'm gonna draw me.

Here I am.

And I'm actually going to draw me saying I love you in sign language to show what my friend, and I'm going to label it with me.

- You write really good.

- Thank you.

So this is me and that's me, if you can see my hand, how I just showed you, doing I love you in sign language.

And I'm gonna draw my friend, Elise, that's her name, I'm gonna put her name up here.

And maybe I'm going to show her also doing I love you in sign language.

This way, the picture shows what she taught me.

And if you have some crayons or colored pencils like we said, you could color it in and make it all fancy.

G, you done?

You wanna show our friends really quick?

Okay, so Gianna changed it a little.

She added a little bit of detail to it.

So she put down that this is Gia and she drew a little arrow, and she has Gianna with an arrow, and she actually... Oh, that was a really great idea.

She showed that this is her in Gia's tablet and that's Gia in her tablet.

That was a great idea.

High five for that.

Love it.

So when we go off today, think about that.

Think about your different friends.

Friends could be a family member.

Friends could be maybe somebody from school or someone you know from the neighborhood.

A friend could even be a pet.

Think about the little girl in the story.

She had a lot of different friends and they were actually all different types of animals.

She learned how to march.

Remember we were watching before with the rooster and the little girl?

She learned how to...

I know which one I wanna show you.

Taking a nap from the crocodile.

When we took a little nap.

So think about all of the different friends that you have and maybe what you've learned from them.

And you could draw a picture and you could share it with that friend or with someone in your family.

I just want to say that I had such a great time with you today and I hope you have a wonderful, wonderful rest of the day.

And I hope you have a lot of fun making your picture and adding some little details to it.

And maybe we'll see you soon.

You want to say goodbye to everyone.

Bye friends see you soon.

- Hi this is Violet.

It's nice to see you, movers and shakers.

All right, now we're gonna sing a song about being happy.

Will you sing with me and do the movements?

♪ If you're happy and you know it, clap your hands ♪ [claps twice] ♪ If you're happy and you know it, clap your hands ♪ [claps twice] ♪ If you're happy and you know it ♪ ♪ Then your face will surely show it ♪ ♪ If you're happy and you know it, clap your hands ♪ [claps twice] ♪ If you're happy and you know it, stomp your feet ♪ [stomps twice] ♪ If you're happy and you know it, stomp your feet ♪ [stomps twice] ♪ If you're happy and you know it ♪ ♪ Then your face will surely show it ♪ ♪ If you're happy and you know it, stomp your feet ♪ [stomps twice] Thanks everyone.

[upbeat music] - Hello friends.

I'm Miss Carissa.

Today we are going to continue listening closely to all the sounds in words and use what we know about letters and sounds that they represent to sort, read, and spell words.

Today, we are going to review one syllable words with the consonants, QU, X, and Z, and short vowels E, I, O, and U.

Today we're going to do three things.

First, we are going to be warming up our ear muscles by sorting picture cards by their beginning, middle, and end sounds.

Then we're going to practice segmenting each picture name and saying all the sounds we hear in those words.

After that, we're going to practice blending sounds and words and read a set of words and sentences with the consonants QU, X, and Z and short vowels, E, I, O, and U and spell words with those same letters.

Today you will need to be really good listeners and try to participate by repeating out loud along with me as well as have ready something to write with and write on.

Maybe a trusted adult could go and get that ready because you need it out for a last activity.

Okay.

Let's get started.

So for our first activity, I have these picture cards.

Let's sort these cards by the beginning sound.

I will do the first one.

This is the word gate.

One more time, gate.

The beginning sound in gate is /g/.

Gid you hear the /g/ sound in the beginning of gate?

Listening again.

Gate, /g/, gate.

I'm going to place it here.

There we go.

Okay.

Now it's your turn.

Listen to each word and say the beginning sound.

This is a goat, say goat.

Again, goat.

What's the beginning sound you hear in goat?

Did you say /g/, /g/, goat?

Excellent.

Does it belong under here with the gate or should I start a new pile?

/g/ goat, /g/ gate.

Yeah.

They both begin with /g/ sound.

Okay.

Here's another one.

Say mitt.

Again, mitt.

What's the beginning sound in mitt?

Did you say /m/?

Then you're right?

/m/ is the beginning sound in mitt.

Should I place this here with gate, /g/ gate?

Or does /m/ mitt have a different beginning sound?

It has a different beginning sound.

So let me place it right here.

Okay.

And here's my last one.

This is a picture of a maze.

Say maze.

What's the beginning sound you hear in maze?

That's right /m/, /m/ is the beginning sound we hear in maze.

Does it belong here with gate?

Or does it belong here with mitt?

/m/ mitt, /m/ maze.

Right.

I'm gonna put it right here.

Okay, let's go over these two words.

Gate, goat.

They both begin with the sound /g/.

Mitt, maze.

They both begin with the sound /m/.

Okay.

Let's sort these words another way.

Let's sort the cards by the ending sound.

The last sound we hear.

I'm gonna start with this one.

Okay, this is a maze.

Listen for that ending sound in maze.

It ends with the sound /z/.

Did you hear the /z/ sound at the end of maze?

Okay, listen again.

Maze, /z/.

Okay, I'm gonna place it right here.

Okay.

My next one is goat.

Let's listen for the ending sound in goat.

You tell me, what's the ending sound you hear in goat?

Did you say /t/?

Yes, the last sound we hear in goat is /t/.

Does it belong here with maze?

Do they have the same ending sound maze, /z/, goat, /t/.

No, I'm gonna start a new column.

There we go.

Here, I have a picture of peas.

Say peas.

What's the ending sound you hear in peas?

That's right, we hear /z/ at the end of peas.

Does this belong here with maze, or here with goat?

Goat, /t/, maze, /z/, peas, /z/.

Yes, if you said under maze, you're right.

Okay.

Let's do one more.

Mitt.

What's the ending sound in mitt?

Mitt, the ending sound in mitt is /t/, great.

Where does this one go?

With maze or with goat?

Mitt.

Right, it goes with goat.

Okay, let's review what we have.

Maze, peas, both end with the sound /z/.

Goat, mitt, both end with the sound /t/.

Okay, let's sort one more way, using the middle sound.

Let's listen really carefully for that middle sound and sort using the middle sound.

Okay.

Here I have lock again.

I'll do the first one, lock.

I'm gonna stretch it so I can hear that middle sound.

Lock.

Lock.

I hear ah in the middle.

Did you hear ah in the middle of lock?

Listen carefully.

Lock.

Ah, okay I'm gonna put that right there.

Okay, and here I have again, mitt, but let's listen for the middle sound in mitt.

Let's stretch it together.

Ready?

Mitt.

What did you hear in the middle?

Mitt.

Did you hear /i/ like I did?

Mitt.

/i/, does it belong with lock?

Ah, Mitt, /i/.

I have to start a new column.

You're right, I didn't hear that.

Okay, and here's the last one.

Log, say log.

Let's stretch it.

Log.

What do you hear in the middle?

What sound?

Log.

Do you hear, ah, did you say, ah, yeah?

So where should I put this?

Under lock, because they both have the sound ah in the middle, lock, log, ah.

And this one is mitt, /i/.

Great job sorting these picture cards by their beginning, middle, and end sound.

Now let's use these same picture cards to say all the sounds we hear in each word.

I will do one and use these color squares to help me.

These will help me say the beginning, middle, and end sound.

Okay.

I'm gonna do lock.

Watch me as I say all the sounds and lock.

/l/, ah, /k/.

Did you hear all the sounds in lock?

Do it with me.

/l/, ah, /k/.

Great.

Okay.

You guys try this one, the word log.

Can you say all the sounds in log as I point to each square?

Ready?

Log.

Say each sound.

Did you say, /l/, ah, /g/?

Great.

Let's do this last one.

Mitt.

Mitt.

Can you say all the sounds in mitt?

Ready?

Go.

Did you say /m/, /i/, /t/, for mitt?

Great.

Let's do one more.

Let's do peas, ready?

Are you ready to see all the sounds you hear in peas?

Did you say /p/, /e/, /z/ for peas?

Excellent work.

Let's move on to the next activity.

Let's blend sounds and decode some words together.

Okay.

I have the letters Q-U-I-T. QU together represent the sound /kw/.

Okay.

Help me see the other sounds, /i/, /t/.

Okay, let's put this together.

Qui-t, altogether, quit.

Great.

That's the word quit.

Let's do another one.

R-O-Z.

Helped me say the sounds.

/r/, ah, /z/.

Ro-z, all together, Roz.

This is someone's name.

So actually when I would see this written the R would be a capital R for the name, Roz.

Let's read some more words.

I'm going to point to them and I want you to read along with me.

Ready?

Mix, wet, box, wax, cut.

Great.

Which words end with the same sound?

Which words end with the same sound?

Did you say mix, box, and wax?

They all end with the sound /ks/.

Did you also spot some others?

Right!

Wet and cut.

They both end with the sound /t/.

Wet, cut.

Let's read a sentence.

I'm going to point and you read along with me.

A fly zips out of the pen.

Pen here means the thing that animals are in in like a zoo or a farm.

You'll see them inside of a pen.

Let's read it one more time.

A fly zips out of the pen.

Okay, do you now have something to write with and write on?

You can take that out right now.

Okay, I'm going to say a word and I want you to spell that word, ready?

The word is box.

Let's listen for all the sounds in the word box.

/b/, ah, /ks/.

/b/, ah, /ks/.

Go ahead.

Write down the word box.

Did you spell it like this?

B-O-X, box?

Great.

Last one.

This one's a little tricky.

Say the word quiz, quiz.

Let's say the sounds.

/kw/, /i/, /z/.

What represents that sound /kw/?

And what represents that sound /z/?

Think about it.

Write it down.

Are you done?

You ready?

You got quiz.

Did you spell it Q-U-I-Z?

Quiz?

Great.

Okay.

Everyone, you did such a great job today sorting words by their beginning, middle, and end sound.

As well as blending, reading, and spelling one syllable words with the consonants QU, X, and Z.

Make sure you tell a trusted adult what you learned today and be sure to tune tomorrow to continue learning about blending, decoding, and spelling words with new spelling patterns.

Have fun learning.

Bye.

[upbeat music] - Oh hi there, my name is Lily and I'm so happy to be here with you today.

I was just looking at this.

Do you know what this is?

Yeah, it's a Metro card.

We use them so that we can take train rides through the city.

And, well, I was looking at my Metro card because I've been thinking I used to ride the subway a lot and I really miss riding the subway.

And now that we've been home, I haven't been riding the subway very much.

What about you?

Yeah, you might've maybe used to taking the subway a lot, but right now you're not taking the train very much anymore.

It does make me miss the train.

I was thinking about some of my favorite subway rides.

One of my favorite rides is to take the A train to Far Rockaway.

I love looking at the water through the windows.

It's so beautiful.

Do you have a favorite subway stop or a favorite subway ride?

I wonder if my friend Omar has a favorite subway memory.

Let me give him a call and see if he answers.

Omar.

Omar.

- Hi Lily, it's so good to see you.

How are you?

- Hi Omar.

It's so good to see you.

I miss you, my friend.

How are you doing?

- I miss you too.

I'm feeling a little sad today.

Was missing our teachers but I'm feeling better now that I can see you.

What's been on your mind?

- Well, I was thinking about how I used to ride the subway a lot and how I kind of miss riding the subway.

Do you have a favorite subway memory, Omar?

- Yeah, I really miss riding the subway too.

I think my favorite subway memory is when I took the Q train from Brooklyn to Manhattan.

And when the train went from underground onto the bridge you could see all of the Manhattan skyline.

It was really beautiful.

- Yeah.

That's such a beautiful subway ride, Omar.

So when I was thinking about the subway, I was wondering, there are so many trains that take us to so many exciting places in our city.

How do our trusted adults know which trains will take us where we want to go?

- That's a good question.

Our trusted adults use maps like this one.

- [Lily] Yes.

I have seen that before.

I love the way the colorful lines go this way and that way.

- Yeah, this map, it's in every subway station.

And maps like this one, they help us understand how to move through spaces big, like New York City, and small.

Understanding maps begins by thinking about how our own bodies move through space.

- Wait a second, Omar.

I've never been to outer space.

- Silly Lily, even the air and things around you are a type of space.

- I'm in space?

- Yes.

Yes.

We're always in some space.

Okay, to help us understand space and maps, let's think of a space that you have navigated through, like the playground.

When you were able to play on the playground, Lily, how did you move around?

- Well, I usually like to go up the stairs so I can go down the slide and then I like to skip under the monkey bars because I'm not yet able to hold myself up and go across them.

- Exactly, that's how you move through the playground.

You went up the stairs so you can go down the slide, and then you went under the monkey bars.

You know, we also move through the places that we live.

Sometimes I like to think of the apartment I live in as a map, as a space to move through.

For example, if I'm up in my bedroom and I'm trying to leave the house, I have to go down the stairs, beside the table, and through the door.

And then I'm outside.

- You really were moving through your space.

- Yeah, there are a lot of ways to move through space and, Lily, there are words that help us describe the ways we move and where things we need to find are located.

Let me show you some of these words and I'll use this ball to help us understand.

- Sounds great.

- Okay, on, under, up, down, around, beside, and between, like this.

- Omar, those are some great words and they make me want to move.

- Yes, Lily, that's the best way to learn what those words mean.

Hm.

Let me see.

Lily, do you have some things in your apartment that you might move through in interesting ways?

- Well, interesting that you ask because my paper doll, Stanleah and I actually made rug city this morning.

Because I was missing riding the train.

So we thought we could pretend my rug was a city and we were a train going through it.

Would you like to see my rug city?

- Yes, Lily, what are some of the things in your rug city?

- Okay.

Let's show them.

My rug city is made of a few things.

I took two folding chairs and put a blanket over them to make a bridge.

I also took paper rolls and stacked them to make paper roll skyscrapers.

And then I used one of my favorite plants and it's a park.

- That looks so cool, Lily, your rug city looks really great.

I have an idea.

Why don't I draw some movement words out of this hat and then you and Stanleah can practice moving through your rug city that way.

- Ooh, that sounds like fun Stanleah, let's do it.

- Okay.

Okay.

Your first word is under.

Can you and Stanleah move through your rug city and under?

- Under.

Going under our paper roll skyscrapers might be kind of hard because we'd have to dig a tunnel.

Could we go under our park?

Same thing.

Might be hard.

We'd have to dig a tunnel.

I know.

I think we can go under the bridge.

Let's do it.

Here we go Stanleah.

Stanleah and I are going under the bridge.

- Great job going under the bridge, Lily.

Really great job Stanleah.

Here's another movement word.

Around.

- Ooh, around.

I think Stanleah and I would like to go around our park.

Here we go.

We're going around our park.

We did it.

We went around the park.

- Great job.

Friends are there things that you move around?

Maybe you move around toys on the floor or maybe you walk around a table.

Can you move your finger around and around in the air?

Yeah, just like that.

You're moving your finger around.

Okay, Lily, okay, Stanleah, one more movement word.

- Okay, we're ready.

- Between.

- Oh, between, we would love to go between the paper roll skyscrapers.

Here we go.

That was great.

We went between the skyscrapers.

- Oh, really good job.

Okay, Lily, let's remind ourselves, what were all the ways that you and Stanleah moved through your rug city?

- Well, I think we started by going under the bridge.

Then we went around the park.

And finally, between the paper roll skyscrapers.

- Yeah, exactly.

Lily, I wonder if there's a way you could make a map of all that movement you just did.

- I think I could.

How should I make it?

- I have an idea.

If you think of the things in your rug city, the park, the bridge, the paper towel skyscrapers as shapes you could use those shapes maybe to make a map.

- Oh like this.

Let me see.

- Okay.

- My rug kind of reminds me of a rectangle.

In fact, I think it is a rectangle.

And my bridge kind of looks like a trapezoid.

My paper roll skyscrapers were round, so they look like circles.

And my park kind of makes me think of a pentagon.

How does that look?

- That looks so good, Lily.

Let's see if we can remember the ways that you moved through your rug city.

You went under the bridge.

- I went around the park - [Omar] And between the paper roll skyscrapers.

- That's exactly the path I took.

Wow, Omar, thank you so much.

I got to practice all those fun movement words and I made my first map.

What can we do to celebrate?

- Lily, I think we should dance.

- Of course we should.

- Wait, wait.

I have an idea.

Let's practice some of those movement words while we're dancing.

So follow me, Lilly.

Try to move the way I move.

- Sounds great.

- Okay.

To begin.

Let's do the up and down dance.

Follow me.

[upbeat music] ♪ A lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ A lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ Lovely day, lovely day ♪ ♪ When the day that lies ahead of you- ♪ Great job, Lily.

Great job, Lily.

Okay, now let's try the near and far dance.

Follow me.

♪ When someone else instead of me ♪ ♪ Always seems to know the way ♪ ♪ Then I look at you ♪ ♪ And the world's all right with me ♪ ♪ Just one look at you ♪ ♪ And I- ♪ - Wow Omar.

- Great job, Lily.

We danced the up and down dance and the near and far dance.

We used our movement words to dance.

- I loved it, Omar.

That was really fun.

So how can the friends do some of these things at home?

- Well, you can make a city on a rug or a table and you can practice different ways you can move through the city.

You can have your trusted adult help you pick some of your favorite movement words.

Remember some of them include on, under, up, down, around, beside, and between.

And then do a movement dance with the words.

- That's so great, Omar.

I know Stanleah and I will really enjoy using some of those movement words as we continue to play in our rug city.

- Hey Lily, hey trusted adults, you might be wondering how this spacial orientation and spatial vocabulary related to math?

- Yeah, well as your child crawls under a table or rolls along a path, they eventually learned that the way their body moves through space can be defined or measured.

Providing your child with rich movement experiences then will support their brain development.

And it's also a really great mood booster.

- Yeah, exactly.

So turn on some music for dancing and take pleasure in moving your bodies together.

- Yeah, so Omar, why do we emphasize play and games in our math segments?

- Well, young children learn best through play.

When children play, they naturally engage in problem solving, negotiation, turn-taking, seeing things from someone else's perspective, and exploring cause and effect.

Play is also a safe place for children to explore how they're feeling.

- Yeah, and play is a natural expression of joy during this really challenging time in our city.

I think connecting with joy is something we all need right now.

Trusted adults, you may be feeling worried as a caregiver that your child is falling behind academically, but just know that as your child is playing, they are learning.

So Omar, how can a trusted adult help their child as they play?

- Be silly, go along for the ride, and occasionally narrate your child's actions or pose questions like what will happen if... - I noticed you... - How do you know?

- Tell me more about... - And as you play, remember math is all around you.

- Yeah, you won't have to search far to find math in everyday moments.

Thanks so much.

Bye.

- Bye everyone.

[upbeat music] - Hi everyone, my name is Zina and welcome to my house in Staten Island.

I am here today with my son, Jonathan who will be joining me.

Come on down Jonathan and come meet our friends and say hi.

This is my son, Jonathan, Jonathan, say hi everyone.

Okay, Jonathan is 15 years old and Jonathan loves to... - Ice cream.

- He loves to eat ice cream and I love ice cream.

Do you love ice cream?

How many of you love ice cream?

We love ice cream.

Today you're going to learn with us how to make ice cream with just three easy ingredients plus a special ingredient that's a trick.

What do we mean?

Let's find out together.

So we haven't been able to have ice cream for a very long time because we couldn't have milk.

So we found a recipe that makes ice cream with using non-dairy milk.

Of course, if you can have milk, you can definitely learn to make it today with using milk.

I know other recipes will use half and half but today were using a recipe for non-dairy milk.

What is non-dairy milk?

What is the milk that you and I like to eat and drink Jonathan?

- Coconut milk.

- We like to drink coconut milk, almond milk.

Sometimes I like to mix almond and coconut milk.

You're right.

And how about you?

I have friends who drink rice milk or cashew milk, hemp milk or oat milk or soy milk.

There are so non-dairy milks.

So if you drink milk or a non-dairy milk, you're in for a treat today to learn how to make a five minute, that's right it only takes five minutes, to make ice cream, and seven minutes altogether.

So we have all our ingredients here.

We made charts here and directions.

So we need to look at the chart.

Jonathan, do you want to point to the recipe for us?

So we're going to read the chart to you.

Five minute non-dairy ice cream, ready in seven minutes and serves two people, like Jonathan and I.

What do we need, Jonathan?

One cup of milk or non-dairy milk.

Next, one tablespoon of sugar.

A half a teaspoon of vanilla extract.

A third cup of salt and ice cubes.

What are the directions?

Pour the milk, sugar, and vanilla into the small quart-size bag.

Good, number two, fill the larger gallon-size bag three quarters full of ice then add the salt to the ice.

Number three, place the smaller bag inside the larger bag and close the seal.

Number four.

Now shake the bag for five minutes.

Good.

And step five.

Rinse the small bag off with cold water before opening it to not get salt into your ice cream.

And number six says now enjoy.

So on my island here, we have measured out the cup of milk, we have the sugar, we have the vanilla, and we have the salt.

Then you need a small bag and you need a large bag.

So what are we going to do?

I'm using an empty jar to hold my bag.

We washed our hands and our hands are clean.

'Cause you always want to wash your hands before you're in the kitchen or any time.

And I'm going to put my bag in here.

This is where all the ingredients will go.

So Jonathan, would you like to pour the cup of milk into the bag, nice pouring from the spout and the handle.

And now it's empty.

Thank you.

Now we need the sugar that we measured out as well.

So I'm going to give Jonathan the sugar and he is pouring it in, that's right.

And we have a liquid here.

This is liquid.

Smells good?

Now this is the vanilla.

There's a little vanilla.

We have a half a teaspoon of vanilla.

Thank you, Jonathan.

And the salt we don't need yet.

We need to take our bag, shake it up a little, and seal it.

We're going to push and press nice and tightly and it sealed and I'm mixing it up.

Now I'm going to go in my freezer and Jonathan measured out three quarters full in the large bag.

I'm going to double the bag just in case.

And I'm going to put it right in here.

Double means two now.

And then we are going to put...

Sometimes air gets in there, so we're taking the air out.

And we're going to make sure this is sealed tight.

We're gonna close it, but what do we need to do?

We need to take our salt and we're going to use the salt to put over... That's right, the ice cubes.

Why do you think we're going to use salt?

Do you remember what happens when we have used salt before on the ice cubes, Jonathan, what do you remember?

- I remember sometime we made ice cream- - You remember we made ice cream and it made it really, really cold.

Do you know that putting salt on ice cubes makes them colder?

So I'm going to put the salt in there.

I'm mixing it around.

And now I'm going to take my bag, the small bag with all the ingredients and put it right in.

And for five minutes, that's right Jonathan, five whole minutes, we are going to shake this bag... And I'm sealing it really tight.

And when we're done, what do you think we're going to have?

Ice cream.

- Ice cream.

- So we're going to put our timer on.

Our timer on five, Jonathan's going to push start and we're gonna come back and you could think about what you wanna do for five minutes while the trusted adult is shaking and you can take turns.

So I'm gonna begin and Jonathan's going to dance for the first minute while I shake this bag.

[upbeat music] [timer beeps] The timer went off.

And let's find out what happened.

Can you push that?

Look what we have.

We have ice cream.

Feel it Jonathan, is it a liquid anymore?

- Maybe not.

- Maybe not, he said.

It's not, it is a solid.

It went from being a liquid to a solid.

Now we're going to pour some in our cup and we're going to try some.

I'm squishing it out and we are going to let you see how great it looks.

Jonathan, can you show everyone what it looks like?

Homemade non-dairy ice cream.

Thank you, Jonathan.

Now you want to taste it?

Come and let's see.

I can't wait, I hope it's as good as all the times we make it.

Mm, mm, mm.

What do you think, Jonathan?

- It's good.

- It's really good.

Oh boy.

It is so great.

Well, we hope you had as much fun as we did dancing, moving, for those five whole minutes and learning together, how to take three simple ingredients, which are a cup of milk, a tablespoon of sugar, a half a teaspoon of vanilla extract, and ice cubes of course.

And you need salt.

So altogether those five special things that you need.

And then you two can make ice cream like we did.

I hope that you had fun with us, and I hope that you learned how to make ice cream today.

Enjoy it as much as Jonathan is now too.

Have a great day.

Say goodbye to the friends.

[upbeat music] - Music can be loud, soft, or somewhere in between.

Musicians use the word dynamics to describe the volume level of music.

Today, we're gonna talk about two types of dynamic levels.

Forte and piano.

For loud music, musicians use the word forte.

Forte means loud in Italian.

When musicians see a letter F, they play loudly.

For quiet music, musicians use the word piano.

Piano means soft and Italian.

When musicians see the letter P, they play quietly.

Let's try to sing Twinkle Twinkle Little Star together.

When you see the letter P you're gonna sing quietly.

And when you see the letter F you're gonna sing loudly.

You ready?

One, two, three, four, ♪ Twinkle twinkle little star ♪ ♪ How I wonder what you are ♪ ♪ Up above the world so high ♪ ♪ Like a diamond in the sky ♪ ♪ Twinkle twinkle little star ♪ ♪ How I wonder what you are ♪ [upbeat music] - [Announcer] Funding for this program was provided by the JPB foundation.

[upbeat music] [fanfare]