- [Narrator] Ready to learn?

- Hi.

- [Narrator] It's time to share a story, 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 gonna start making some words.

Isn't that fun?

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

[upbeat music] - Hi, my name is Sharon, and today I'm here to read "The Little Guys," by Vera Brosgol.

Today we're gonna focus on summary of a book.

What was this whole book about?

We're gonna focus on words like first, next, and last.

So for example, first in the beginning, this happened.

Then, or next, this happened.

And then last, or at the end of the book, what happened?

Now there's probably gonna be a lot of nexts, so there's probably more than one right answer for this one.

I want you to keep those words in mind as I read this book, and we'll talk about it at the end, to do a summary.

Again a summary is just what the whole book is about.

You ready?

All right, here we go.

You are looking at the strongest guys in the whole forest.

Down here.

On this island.

My goodness, they're so tiny.

We are the little guys.

Yes, we're small, but there are lots of us.

Together we are strong, and we get all we need.

We can cross deep water where you can't see the bottom.

Off to find breakfast for the little guys.

Notice that they're so small, they fit on a leaf.

We never get lost in the big, dark forest.

Nothing to fear for the little guys.

See how they're working together?

I love this.

We can find enough food for all of us.

A piece of cake for the little guys.

Notice they're really working together, and look, they're stacked on one top of another to get those berries, look, and then they bring it down.

Love this.

We can lift things that weigh more than we do.

Look at this heavy log, cause they're working together.

They're dumping out, look at all this food for them to eat.

We can climb the tallest tree there is.

Easy peasy for the little guys.

Seems like they're taking stuff that's not really theirs.

Looks like some animals might be getting a little angry.

We can dig through anything that stands in our way.

Look, they're just throwing the dirt everywhere.

But look.

Nothing stops the little guys.

Now, they're taking the foxes stuff.

Hm.

We can beat up the biggest animal we find.

Don't mess with the little guys.

They being nice right now?

Hm.

None for you, all for us.

Hand it over to the little guys.

Let's stop right here.

How are the other animals feeling right now?

Look at them.

Look at their faces.

How are those animals feeling?

Yeah, you're right.

They're making them sad, because they're taking all their food, and keeping it just for those little guys.

And it seems like they have a lot of food.

Do you think they need all of this?

Hm.

We are the little guys.

Yes, we are small, but there are a lot of us.

Together, we are strong, and we have, everything?

We have every.

Ah, look at this picture.

All this bird was wanted one little piece.

Thing.

Is this being nice?

Ah!

Splash.

It all came down.

All the food, all the little guys.

One big mess.

We are the little guys.

Yes, there are a lot of us.

Huh, what are you noticing here?

Who's helping who now?

That's right, the animals are now helping the little guys, even though they stole their food.

It's nice.

But, we are small.

We have all we need, and together we are strong.

So did they give the food back?

Are they being nice again to everybody?

Notice that they've worked together to make it all happen, didn't they?

Hm.

Remember when we talked about this first, next, and last?

Can you tell me what happened in the beginning, first?

Hm, let's go back.

It's really a good idea when you don't remember, go back to the book.

What happened in the beginning?

What happened in the beginning?

What happened first?

They told us how they were small, but they were strong when they worked together.

So in the beginning, the little guys told us how strong they were, but they were small.

But when they worked together, they're even stronger.

Then what happened next?

What'd they start doing?

Next they started taking food away from the animals, that's right.

Hm.

Was that nice of them?

Okay, what happened last?

What happened at the end?

Did they still take food away?

No, you're right.

So what happened?

What happened last?

That's right, last they gave the food back.

Great job.

So let's go over, remember a summary is what the book was all about.

Sometimes it's easier to do a summary when you use these words, transition words.

What happened first, in the beginning?

Then next, what happened after that?

And then last, at the end of the book, what happened?

Why don't you go try?

Go read a book, and try and using these words to give a summary, and tell a trusted adult, a sister, brother, cousin.

Maybe even a pet or stuffed animal.

Thanks for joining me.

Hope to see you next time.

Bye.

- Hi movers and shakers.

Are you gonna sing a song with me?

This time we're gonna do a kind of song that's called call and response, and that's because I'm gonna sing a part of the song, and you're gonna repeat after me.

All right?

Maybe we could practice.

Hi.

- [Voiceover] Hi.

- How are you?

- [Voiceover] How are you?

- All right, you ready to go?

♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ Boy if I do ♪ ♪ My mother will say ♪ ♪ Have you ever seen a duck ♪ ♪ Driving a truck ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Have you ever seen a dog ♪ ♪ Balancing on a log ♪ ♪ Down by the Bay ♪ Thanks for doing a call and response song with me.

[upbeat music] - Hello scholars, welcome to a wonderful day of learning.

My name is Anna and I'm so excited to work with you today.

Today, we will be reading words with a new vowel sound, the short O sound, plus we'll be reviewing some of our other consonant sounds.

Then we'll practice reading words with our sound by sound blending routine, and then finally we'll do a word sort, focusing on that short O sound.

But first things first, let's do a quick listening activity to get our ears open and awake, okay?

Let's see if you can identify the initial sound in these words.

So for example, if I said the word lock, what is the initial, or beginning sound, that you hear in the word lock?

Well, I hear the ll sound, listen.

Lock, ll.

Can you repeat that after me?

Say lock, ll.

Great.

Now I want you to tell me the beginning sounds in some of these words.

Here's your first word, hop.

If you said h, that is correct.

How about the word happy?

Right again?

H is the beginning sound in the word happy.

How about the word laugh?

That's right, ll is the beginning sound in the word laugh.

What about the word look?

That's right, ll is the beginning sound in the word look.

How about the word hot?

Correct, h is the beginning sound in the word hot.

All right, last word.

How about the word like?

That's right, ll is the beginning sound in the word like.

Okay.

Here's a little challenge.

Let's see if you can do this with ending sounds.

So instead of the first sound that you hear in the word, let's take you to figure out the last sound.

Are you ready?

What is the last sound you hear in the word pal?

Right, the ll sound is the last sound that you hear in the word pal.

Good job.

How about the word ball?

Right again, ll is the last sound that you hear in the word ball.

How about the word log?

If you said g, you're correct, because log ends in that g sound.

How about the word doll?

If you said ll, you are correct, because doll ends in the ll sound.

What about the word lock?

That's right.

That ck sound is the last sound you hear in the word lock.

What about the word pull?

That's right, ll is the last sound you hear in the word pull.

All right, let's do two more, right?

How about the word had?

That's right, d is the last sound you hear in the word had.

Last one, hill.

Correct, ll is the last sound you hear in the word hill.

All right, awesome, your ears are definitely awake, and you are ready to go.

Now let's review the sound that short O makes.

Let's remember that O is a vowel, and so one of its sounds is the short O sound, which is ah.

Repeat after me, say ah.

Great.

So octopus begins with the ah sound.

Repeat after me, O, ah.

Ah, ah, octopus.

Great.

Let's take a look at this word.

Now you have already learned that when we have a vowel followed by a consonant, usually the vowel sound is the short sound.

So in this case, we would say, ah, nn, on.

Alright.

Let's use our sound by sound blending routine to help us read some words.

Now I want you to remember when we do this routine, we start by saying each individual sound.

Then we say the two together, and the last one on its own, and then finally we blend all three sounds.

Okay, are you ready?

Alright, let's try it.

Now remember, we're focusing on our short O sound which is ah.

So this is the word that we're going to read.

I'm gonna move our O for a second, and I'm gonna space everything out to help us blend.

Are you ready?

Okay, let's do it.

H, ah, t. Now the first two together.

Ha, t. Now all together, hot.

Wonderful job, so what's the word?

That's right, the word is hot.

All right, let's try this with a few more words.

Let's blend sound by sound.

Ll, ah, t. La, t. Lot.

Let's blend.

Next word, sound by sound.

H, ah, p. Ha, p. Hop.

Let's blend, sound by sound.

Mm, ah, p. Ma, p. All together, mop.

Next word.

Ll, ah, g. La, g. All together, log.

Last word.

Let's blend, sound by sound.

P, ah, t. Pa, t. All together, pot.

Fantastic job.

All right, now let's try reading all six words together.

Are you ready?

Let's go.

Hot, lot, hop, mop, log, pot.

You want to try it a little faster?

All right, let's do it.

Hot, lot, hop, mop, log, pot.

All right, this time all on your own.

Super speed, ready?

Let's go.

Fabulous job.

You have done such a wonderful job with the short O sound.

Let's do a word sort activity.

Well, before we begin any type of word sort, we have to determine what our categories are.

So I'm gonna use log at the top of one of my columns, and then the word big at the top of the other column.

What I'm gonna do is I'm going to say a word, and then you're going to tell me if the word has the same vowel sound as one of these two categories.

So it's either going to have the ah sound, like in log, or the ih sound like in big.

Can you repeat both of those sounds with me?

Say ah.

Ih.

Do you feel how your mouth is changing with each of those sounds?

Let's do it one more time.

Ah.

Ih.

Excellent.

So I'm gonna say a word, and you're gonna determine which column should my word go in.

So here's your first word.

The word is not.

Listen to that vowel sound in not.

Well, the sound in not sounds the same as the ah in log, so I'm going to put not underneath log.

Now listen to this word, pig.

Remember, listen for that vowel sound, and stretch so you can really hear the vowel.

Pig.

Well that ih sound, sounds the same as what I hear in big.

B-ih-g, p-ih-g.

So I'm going to put pig underneath big.

Let's try a few more words and see if we can sort them between the ah column and the ih column.

Which column would the word top go into?

If you said the log column, you are correct, because top has the ah sound, just like log.

Which column would the word hot go into?

If you said that log column again, you are correct, because both hot and log had that short O sound.

Which column would the word sit go into?

If you said the column big you are correct, because both had the ih sound in the middle.

Which column would the word hop go into?

If you said the log column, you are correct again.

Which column would the word dig go into?

If you said the big column, you are correct, since both words had the ih sound in the middle.

Last word.

Which column would the word on go into?

If you said the log column you are correct, because both have the short O sound, which is ah.

Terrific job.

Scholars, you did a wonderful job.

You were able to blend and read words with the short O sound, ah, and you were even able to sort words based on the vowel sound that you heard, whether it was ah like in log, or ih like in big.

Keep practicing blending words as you read and write.

Well until next time scholars, be safe, keep learning, and have fun.

Bye.

[light music] - [Man] Okay, so that's what happens in the morning.

What happens in the evening?

- Well it's kind of like the same routine.

- When you hear the word routine, you might think boring, but routines help kids learn good habits, for everything from healthy eating, to doing homework.

To set up a routine, my family made a schedule together.

Some things, like eating breakfast and brushing teeth, we put on a schedule every day.

- Oh boom.

Oh.

- [Man] But we also plan for fun things to look forward to like family game night, and a special treat each week.

Now my child knows what to expect each day.

[speaking in foreign language] Making our schedule was easy, and it's really made life better.

We pack lunches after dinner, and pick out clothes before bed, so getting off to school the next morning is less hectic.

Following a routine at home has been great practice for following a routine at school.

Our schedule helps my child feel comfortable and confident.

- Bye.

- That gives him the freedom to explore the world and learn new things, and there's nothing boring about that.

[upbeat music] - Hi friends, my name is Damaris, and today I want to organize my home.

I start by organizing the kitchen.

When I opened up one of my drawers, I found all of my utensils, they were just thrown in there.

I want to organize them, and to organize them, I like to sort them by the type of utensil that it is, and to make sure that they stay in place, I have this organizer, and it has its own little spaces where I can place each utensil.

So I'm gonna show you the way that I sort my utensils.

I will lower this so you can take a better look.

So here is my organizer.

Now I want to make sure that my forks stay on this side here.

Here's my fork, which has one, two, three, four, four prongs.

I will put it on this end.

And my spoons, which are rounded, will go on this side.

And my butter knives, which are straight in the top and rounded in the bottom, will go on this side.

I guess this side will stay empty for now, that's okay.

Let's continue.

Okay, I have two more forks.

I'll place them on this side.

Two more spoons.

I'll put them on this side.

Two more butter knives.

They go on this side.

How many spoons?

One, two, three, three spoons.

They'll go on the middle, right in the middle.

Hopefully they'll stay in place.

Sometimes they slide around a little bit, but that's okay, as long as it stays within its little spot here.

Oh, one more spoon.

In the middle you go.

And one more butter knife, goes on this side.

And lastly I have few more forks.

I have one, two, three, four, five, six, six more forks to add to the forks that I have here.

And there you have it.

It's all organized.

Now I will put this in my utensil drawer in the kitchen so that it stays nice and neat.

Now that we've finished sorting the kitchen utensils, I want to show you a game that I have.

It's sorting with shapes.

I have some shapes and I'm gonna put it either on this side, or on this side, and you have to help me along the way.

When I show you a shape, I'm gonna hover it over one of these two sides.

Give me a thumbs up if you think it goes on that side, or if you don't think it goes there, thumbs down.

Are you ready?

Here we go.

Hm.

Okay.

Which side do you think this shape goes in?

Do you think it goes on this side?

Thumbs up or thumbs down.

Thumbs down.

This side?

Thumbs up.

Hm, what about this one?

This side?

Thumbs up.

This one?

This side?

Hm, thumbs up or thumbs down?

Thumbs down.

This side?

Thumbs up.

This, hm.

Okay.

This side?

Thumbs up.

This one.

This side?

Thumbs down.

This side?

Thumbs up.

Okay, one more.

Hm.

This side?

Thumbs down.

This side?

Thumbs up.

Hm.

Let's think about the shapes that we have.

We have some shapes on this side, and some on this side.

Hm.

Why do these shapes go together?

And why do these shapes go together?

Let's take a minute to think about that, hm.

What do you think?

If you said that these are all circles, and these are all triangles, give yourself a round of applause.

Great job.

Let's try another one.

Okay, here we go, round two.

Remember, I'm gonna put some shapes on both sides.

You have to give me a thumbs up if you think it goes there, or thumbs down if you don't think it goes there.

Ready, here we go.

Hm, this side?

No.

This side?

Yes.

Hm.

This side?

Yes.

Does it go on this side?

No.

This side?

Yes.

Hm, what about this one?

Does it go on this side?

Yes.

Okay, a few more shapes left.

Hm, this side?

Yes.

Does it go on this side?

No.

This side?

Yes.

Last shape.

Hm, here?

No.

Here?

Yes.

All right, we put them all up.

Now take a moment.

Look carefully at these shapes.

What do you notice?

Hm.

Why are these shapes all together, and these shapes together?

What do you think?

Well?

If you said these are all squares, and these are all rectangles, you are correct.

Give yourself a round of applause.

All right, we're gonna to play one more round, but this round is gonna be a little bit different.

You really have to think about it.

Use your eyes to really look at the shape and think about where it might go.

All right, last round, round three.

Here we go.

Remember, use those eyes.

Take a really good look.

Things are gonna be different this time.

Whoa, hm.

That's something different.

That's different all right.

Hm.

What am I thinking?

Oh my goodness, okay, here we go.

Now you help me.

Remember, thumbs up or thumbs down.

Thumbs up.

Thumbs down.

Thumbs up.

Hm.

Yes.

Hm.

No.

Yes.

No, thumbs down.

Yep, thumbs up.

Hm.

Thumbs down.

Thumbs up.

All right, one more shape.

This side?

Thumbs down.

This side?

Thumbs up.

All right.

So, we've got them all on the board.

I told you this one was gonna be a little bit trickier.

So take a really good look at it.

Think about what you notice.

What's the same about all of the shapes on this side?

And what's the same about all the shapes on this side?

Hm, let's think about that.

Huh.

Well, if you're saying that these are all triangles, you're correct, but these aren't all the same shapes on this side.

These have different shapes.

Hm, so it can't be the name of the shapes.

What else could it be?

Hm, what about the number of sides it has?

Let's take a look.

All right, a triangle has one, two, three sides.

Okay, so that has three sides.

Do these triangles all have three sides?

Even this one that looks upside down?

Let's see.

One, two, three.

It does have three sides.

So these shapes here all have three sides, so let me write the number three.

Three sides.

So, what can we say about these shapes?

Hm, what do you think?

Should we count the number of sides to see how many sides they have?

Let's do it.

And let's start with what we know.

We know this is a square, so let's see how many sides it has.

One, two, three, four, four sides.

What about this rectangle?

Let's see how many sides.

One, two, three, four sides.

Hm.

Okay, so we know that our squares and our rectangle all have four sides, but what about this shape?

What even is it?

Let's take a closer look.

This shape, can you see it?

It's called a rhombus.

What a name, can you say rhombus?

Rhombus.

So let's count the sides of the rhombus, and see if it has four sides.

One, two, three, four, four sides.

And here's another rhombus, so it also has four sides.

Hm, one shape left that we don't know.

What is this?

What shape is that?

Huh.

This shape is called a trapezoid.

Trapezoid, yes, that's the name of this shape.

So let's see if it also has four sides.

One, two, three, and four.

So, we have two trapezoids.

They also have four sides, so what do we know?

We know that these all have three sides, and these on this side all have four sides.

Hm, let's try it with my purple marker.

Four sides.

There it is, number four.

So that's what makes these the same.

It's not the type of shape, but it's how many sides it has.

When we are counting sides or angles, that is what we call attributes.

Hm, what are attributes?

Well, let's take a look.

When we were looking at my forks, I said that they have four prongs.

Those four prongs are the attributes of the fork.

So the attributes is something about something or someone that makes them who they are.

For my spoon, I said it was round.

That's the attribute of this spoon.

What about people?

Hm.

Well, one of my attributes is curly hair.

So shapes have attributes, just like anything has attributes.

Animals have attributes.

I have a cat, and one of her attributes is furry hair, and it's so soft.

That's one of her attributes.

So we're gonna take a close look at some things around the house that might have some shapes, but in order to know if it's a real, real good shape, we'll have to look at the attributes.

Remember, attributes for shapes are the sides, and the angles.

The angles are these corners here, where these two sides meet each other, and they make a corner.

Those are the angles.

You see that?

And we know that a circle has no straight sides, and no angles.

It just goes round and around.

So let's see what we find, and what some of my friends found in their home.

[applause] [groans] Let's take a closer look.

This is not a rectangle, because the angles are rounded.

[cheers] [groans] The phone almost looks like a rectangle, but it has no right angles, they're all curved.

[cheers] I found something that also has a shape.

It's my favorite mug, and the top is a perfect circle.

It goes round and round.

I hope you find some things too, and think about the attributes.

There's one food that I love, it's my favorite food ever, it's pizza.

I love pizza.

I love how cheesy it is, I love the crunchy crust, but let's take a look at the pizza slice.

Hm, it kind of looks like a triangle, but let's look at the attributes to really see if it's a triangle.

Let's see if it has three straight sides.

Well, this one is sort of straight.

So is this one.

But, this side is all curvy.

It's all bumpy.

Hm, so a pizza slice, when it looks like this, it's not a real triangle.

It doesn't have all the correct attributes.

Remember, shapes must have correct attributes in order to be called a type of a shape.

So go find your own shape, or make your own shape with some paper, and play your sorting game.

You might play it with just the names of shapes, like circles and squares, or you might do an attributes round, the trickier one, but it's so much fun.

So I hope you have fun doing this game, and I can't wait to see you again next time.

Take care everyone.

[light music] [speaking in foreign language] [upbeat music] - Hi guys.

My name is Ms. Vasquez, and I am going to be talking to you about the five senses today.

So let's talk about what the five senses are, okay?

The five senses are ways to help us experience the world.

So when we're outside, or inside, or even looking out the window, we use our five senses to experience what surrounds us.

So I'm going to show you some pictures today about what the five senses are, and how we use the five senses to experience the things around us.

Okay?

So first, what are the five senses?

And I have a little picture here.

So first the five senses are, the first one is sight.

Okay when we think of sight, we think of using our eyes.

Okay?

So our eyes are to see, so what do we see around us?

What are we looking at, okay?

The next one is smell.

So who can point to what we use to smell?

Good, our nose.

We use our nose to smell.

That's another sense that we use.

Next one is hearing.

Who can point to what we would use to hear?

Good, our ears.

We use our ears to hear.

Next one, touch.

We use our fingers and hands to touch.

Next one is a picture, taste.

We use our mouth to taste things.

So if we put up our five fingers, we have sight, smell, hearing, touch, and taste.

Those are the five senses.

Okay?

So now I'm going to show you some pictures, and we're going to see if we can match the sense with the picture.

Okay, so the first one.

You have some fun pictures here.

Okay, so we have a picture of a feather.

Okay?

We have a picture of a sheep, or a baby lamb.

Then we have a picture of a kitten, and then a picture of some pillows.

So think about these four pictures, and what sense would we use?

So think about when you're laying on your pillows at night.

Okay, would you hear them, smell them, taste them?

You would touch them, right?

So you have a kitten.

Right, if we pet a kitten, we use our hands and our fingers to touch it, so the sense we are using is touch.

We would touch these things.

Okay, next one.

Had a lot of good pictures in this one.

So this one we have, who could tell me what this one is?

Good, a rainbow.

So we have a picture of a rainbow.

What about this?

A moon, good.

The sun.

You all know what this is.

A butterfly, good.

Some bubbles, and a light bulb.

So we just saw some things that we could touch.

We can all look out of our windows and see it, right?

We could all see it.

So we would use our eyes to see it.

So that would be our sense of sight.

Can we all say sight?

Good, sight.

You guys are gonna like these pictures.

Mm.

So we have some popcorn.

What's this?

Pizza, yummy.

Some ice cream.

An apple.

A water bottle, and a stack of pancakes.

See how they're all on top of each other?

So what sense would we use with these?

So I, these are things that we eat, right?

So what do we use to eat?

What part of our body?

Good, our mouth.

And our mouth helps us to taste things, right?

So the ice cream might taste cold.

The popcorn might taste salty.

The apple might taste sweet, right?

So we would taste all these things, and that's the sense we would use for that.

What about these?

Okay, so we have a picture of a rose, a gingerbread cookie, a skunk, that's a type of animal, a bottle of perfume, a garbage can filled with garbage, and a sock.

This sock looks dirty.

So think about what sense we would use for this.

Smell, good, we would use our nose, so we could smell the rose, we would smell the perfume somebody's wearing.

We'd smell that stinky garbage, and that dirty sock.

Okay, so we would use the sense of smell, and who can point to what part of the body we would use to smell?

Good, our noses, excellent.

Okay, so here we have a picture of a xylophone.

That's a big word, xylophone.

A firetruck, a bird, and we have some headphones, a dog but he's howling, and a baby who's crying.

So think about the things that we see here, and what kind of noises they would make.

So what sense would we use to hear the noises?

What sense?

Good, our hearing, which are our ears.

So we would do it, use our ears to hear these things.

You might hear the fire truck pass by, you might hear the dog howling, or a baby crying.

You could hear the birds chirping outside, and we would use headphones to help us hear things better, right?

Excellent.

So we would use our five senses to help us with the world around us and explore it.

So if we put up our five fingers, right, one, two, three, four, five, we could try to remember the five senses that way.

So let's review.

We have sight.

We use our eyes to see.

Then we have smell, we use our nose.

Hearing, we would use our ears.

Touch, that's the fourth one, we would use our hands and fingers.

And the fifth one, to make our full five fingers, is taste, and we would use our mouth to taste things.

So when you're outside, or you're looking outside your window, or even inside, take notice of the five senses that you're using.

So if you're eating something, what are you using to eat?

Your mouth, you're using your sense of taste.

If you hear some weird noise, or a noise that you don't know of, you would be listening and using your hearing.

If you are touching something, or picking up a toy, or playing with something, you're using your touch.

And if you smell something, you're using your nose.

Okay, and you're using your eyes to look all around you.

You're using your five senses.

You have sight, smell, hearing, touch, and taste.

So I hope you guys were able to understand the five senses today.

I hope you've enjoyed learning and looking at the pictures of the five senses.

Bye.

- [Narrator] Funding for this program was provided by the JPB foundation.

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