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

- [Both] Hi.

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

- Let's read it back.

- [Announcer] Discover science.

Sing.

♪ Some ♪ - [Announcer] Play and so much more.

- 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.

- Hi, everyone.

I'm Erica.

And today we're going to read a book together.

The title of our book is "Round Trip."

Around trip is when you start in one place, go to another and then go right back to where you started.

That's why it's called a round trip.

Make some round shape.

In our book today we're going to start in the country, go to the city, and again, to the country.

What makes this book special, is that on our return trip from the city to the country, we need to turn our book around for our round trip.

And we will see all the illustrations in a whole new way.

The other illustrations are the pictures.

They were created by the illustrator and Jonas.

She is also the author.

The author wrote all the words in the book.

Are you ready for our trip today?

Let's go.

While we're reading, make sure you pay close attention to those illustrations.

And you notice all the things that we will see on our round trip.

"We started out as soon as it was light.

"Our neighborhood was quiet.

"The houses dark.

"The sun shown on the pond."

A neighborhood is where your home is.

The area where you live.

I'm thinking to myself, what time of day is it?

Let me look at the illustrations.

The sun shining on the pond.

The words also gave us a clue.

It said the houses were dark and the neighborhood was quiet.

I'm thinking it's early morning.

Have you ever been outside really early in the morning?

Everything is really quiet because there aren't many people outside.

I think they're leaving early in the morning because their trip might be a long one.

"The town was empty.

"The stores still closed."

Oh, I see all the storefronts are dark.

"We passed a small farm in the Valley "and field of wheat.

"We counted the cars on the train."

Did that long train.

I wonder what the train might be carrying, has so many cars on it.

"The road wound through the mountains.

"Trails led into the woods.

"On the highway we headed for the coast."

A highway is a big public road that takes us from one place to a really far place.

And you can drive here a little bit faster than you would on a normal street.

And the coast is where the land touches a body of water.

Usually like an ocean.

"The water was rough and the waves high."

Let's stop and think for a second.

What are some things that they seem so far on the way to the city?

South them out?

Yes, they saw a farm.

And a highway.

Yes, and a body of water with huge waves.

They haven't even gotten to the city and they've seen so much.

"We followed the shore past marshy inlets "and summer cottages."

The shore is what they call the coast sometimes.

And marshy inlets, it's where the water comes in, it's similar to a swamp, a wet land with tall grasses.

And the cottages, I'm looking at the illustration.

They look like small homes.

"Then we saw the city."

Look at these tall buildings.

Sometimes we call those skyscrapers.

They're not there yet, but they're getting close.

"We crossed a bridge "and we were there."

Look at how much closer the skyscrapers are now.

Look at all the windows.

These must be so really tall buildings.

"After parking the car we rode the subway."

Have you ever went in the subway?

What does it feel like?

Did you say crowded?

Yeah, there can be a lot of people on a subway.

How does it sound?

Yes, it can be noisy.

"Then we went to a movie."

It's dark in the theater and here are the lights.

They usually turn those down when the movie is about to start.

"And to the top of the tallest building, we looked down."

Have you ever been to a super tall building or anywhere high up?

What do things look like when you looked down?

Let me look at the illustrations to help me out.

I'm looking down here and I see these little black specks.

Thinking to myself, could those be people walking along the sidewalk?

They look so tiny, like little ants.

When you're up high things look teeny tiny down below.

"We watched as the sun set."

Time to turn around.

Here we go.

"The sky was dark.

"Lights came on all over the city."

I wonder what time a day it is now.

If things aren't getting dark must be almost nighttime.

"Back on the street we looked up to where we had been."

Remember those little specks, now we're at the bottom looking up to that tall building.

"Then we had dinner in a restaurant."

Those are the booths.

"We picked up our car from the garage.

"We left the signing star lit city."

Look at all the stars In the illustration that's a clue.

That it's nighttime, I was right.

Were you right too?

"In the country, telephone poles line the road.

"We looked back, search lights pierced the sky."

I'm thinking to myself what could a search light be.

Well, it says the word light, so these must be lights.

But they're far away now, so they must be super bright to shine so far away.

And they pierced the sky.

I've heard that word pierce before.

Like if I pierced my ears, I make a little hole.

It seems like the search lights are making holes in the night sky.

They're breaking up all that darkness in the sky.

I love the way the author wrote that, so interesting.

"We saw fireworks and stopped to watch.

"As the smoke from the fireworks drifted away, "the birds resettled in the trees.

"We drove on.

"We went under an expressway."

It's another way to call that highway.

That road that takes you from one place to another.

"Lightning flashed across the sky."

I think they better get home quickly.

Seems like a storm is coming.

"It rained hard and puddles formed.

"We passed smoky factories."

Look at that smoke billowing out.

A factory is a building or a group of buildings where they make different things.

"We took the tunnel under the river.

"And soon saw on moon lit street."

The moon is shining down, the houses don't look dark now.

"Home again.

"The end."

Did you enjoy that trip?

It was so interesting.

They saw so many things in this one trip.

What are some of the things that they saw on their trip today?

Yeah.

They went to movie theater, the saw that.

A restaurant.

The tall buildings.

So many, they must be exhausted.

One thing that I loved about this book was that the illustrator and Jonas, she used only black and white throughout her illustrations.

And I got to thinking, what if I thought about my own trip somewhere.

Could I draw a picture or create a picture only in black and white.

And I did, let me show you.

I made a round trip between my home and the supermarket, and along the way I saw a playground.

So here's my illustration.

I actually use strips of black paper and I just tore them up.

And I use a glue stick to glue it down.

If you don't have black paper use whatever you have.

Any kind of paper you have, and you can even draw using a black marker, or a pen, colored pencil crayon, or even just a regular pencil.

Think about a trip that you have made and what did you see along the way.

And create a black and white illustration.

I hope you enjoyed our "Round Trip" today.

Come back next time to see where else we will go.

See you soon.

Bye.

- 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 ♪ ♪ If you're happy and you know it clap your hands ♪ ♪ If you're happy and you're know it ♪ ♪ Then your face will surely show it ♪ ♪ If you're happy and you know it clap your hands ♪ ♪ If you're happy and you know it stamp your feet ♪ ♪ If you're happy and you know it stamp your feet ♪ ♪ If you're happy and you know it ♪ ♪ Then your face will surely show it ♪ ♪ If you're happy and you know it stamp your feet ♪ Thanks everyone.

[upbeat music] - Hello friends, I'm Dr. Rivers.

I'm a universal literacy coach in New York city.

Today, we're going to do some work with phonological awareness.

Working with sounds and words helps us to become better readers and writers.

We can listen for sounds in the beginning of words and tell whether all the words begin with the same sound.

We can also listen to a word and name other words that begin with the same sound.

Get ready to look, listen, say and do the work with me.

To begin, I'm going to say a word and I'm going to say the beginning sound.

And I'm going to name the picture that has the same beginning sound.

Listen, cheese.

I hear ch in the beginning of cheese.

Which picture name begins with the same sound?

I hear c in the beginning of can.

I hear ch in the beginning of chalk.

I hear h in the beginning of horse.

Listen again to the word.

Cheese.

I hear ch in the beginning.

Which picture name begins with this same sound?

Chalk, ch.

Now you try.

The word is his.

What sound do you hear in the beginning of his?

H. Which picture name has the same beginning sound?

Horse, h. Good job.

Let's try a few more.

The word is card.

C. Can.

The word is help.

H. Horse.

The word is chase.

Ch.

Chalk.

The word is key.

C. Can.

The word is cheese.

Ch.

Chalk.

The word is hand.

H. Horse.

The word is keep.

C. Can.

Great job matching the name of the picture that has the same beginning sound as the word.

Now let's play a game called Simon says.

I will be Simon.

I will give a direction and one of my words I will say the sounds.

You will blend the sounds together.

Say the word and do the action, but only is Simon says.

Let's do the first one together.

Simon says, Pat your h-ea-d.

Blend the word.

Head.

What do we do.

Pat our head because Simon said.

Let's do another one.

Touch your ch-ee-k.

Blend the word.

Cheek.

Did Simon say?

So we don't do anything.

Your turn.

Pretend you get f-l-y.

What's the word?

Fly.

Simon says pretend to drink from a c-u-p. What's the word?

Cup.

'Cause Simon said.

Simon says, raise your right h-a-n-d. What's the word?

Hand.

Act like you're c-o-l-d. What's the word?

Cold.

Don't move, Simon didn't say.

Simon says pretend to ch-o-p. What's the word?

Chop.

Simon says, show how a bunny h-o-p-s. Hops Great job.

Blending words and playing Simon says.

Now I'm going to say a word and you will say the beginning sound.

I will do the first one.

Listen.

Chill.

The beginning sound in chill is ch.

Listen again and repeat after me.

Chill.

Ch.

Now it's your turn.

Check?

Ch.

Shake?

Sh.

Chin?

Ch.

Chimp?

Ch.

Ship?

Sh.

Now I'm going to say some more words and I want you to repeat the ending sound.

I'll do the first one.

Beach.

The sound at the end of beach is ch.

Listen again and repeat after me.

Beach.

Ch.

Now you try.

Teach?

Ch.

Rush?

Sh.

Such?

Ch.

Rich?

Ch.

Wish?

Sh.

Hatch?

Ch Great job repeating the final or the ending sound.

Now let's right a couple of words.

When two consonants make one sound, we call them digraphs.

Two consonants that make one sound.

When we sound them out, or we tap them out, we made one tap for each sound.

Ch.

Say the word chop.

Let's tap the word chop.

Ch o p Let's write it down.

Ch o p. Two consonants, one sound.

Diagraph ch, chop.

Let's try another one.

Say the word chip.

Let's tap it.

Ch i p. Three sounds.

Let's write it down.

You write in the air, I write it on my board.

Ch i p. Three sounds one diagraph.

Ch i p. Let's try one more.

Say the word much.

Let's tap it out.

M u ch.

Let's write it.

I write on my board, You write in the air.

M, that makes the m sound, u ch.

Diagraph one sound, ch.

Great job.

Say the word cheetah.

The sound in the beginning of cheetah ch.

Sometimes two letters come together to make one sound.

The sound in the beginning of cheetah says ch and we spell it C-H. C-H stands for the ch sound.

When two consonants make a one sound, we call it a diagraph.

Say the word chat.

Let's tap it.

Ch a t. One, tap for each sound.

Now watch me write it.

The letters C-H in chat stand for one sound, ch.

The vowels sound in chat is short.

Remember when there's one vowel followed by one or two consonants, the vowel is usually short.

Read the word, chat.

Great job.

Let's try another one.

Let's sound it out.

R i ch Rich.

Two letters, one sound is called a diagraph.

The C-H can stand for the sound ch at the beginning or at the end of a word.

Read the words one more time.

Chat, rich.

Great job.

Now let's build some words by blending sounds together using the diagraph ch.

Ch o, cho p. Chop.

Chop The woodsmen use an axe to chop down the tree.

Chop.

Let's try another one.

Ch i p. Chip.

Chip.

Good job.

Remember the vowel sound is short because it's followed by one or two consonants.

One more.

M u ch.

Much.

Much.

How much ice cream did you eat?

Great job blending sounds to make words, using the diagraph ch.

Kiss your brain.

Share what you learned with someone that you love and come back again.

There's so much more to learn.

[upbeat music] - Hi learners, my name is Trinette.

- Hi learners, my name is Layla.

- Hi leanrers, my name Skylar.

- And we're so happy to be working with you all today for this math lesson.

For this lesson, we will have two activities that we will complete together.

For the first one we will use objects counters to model putting together groups or putting together numbers.

And for the second activity, we will learn how to write an addition sentence.

Before we begin our math lesson for today, you will need some materials that you will use later on within the lesson.

You will need something to write with and something to write on Such as a sheet of paper, dry erase board, or notebook, or a pencil crayon marker, or a dry erase marker.

My daughters and I here are going to give you 30 seconds to grab those materials.

Are you ready?

Set, go.

Begin counting - One, two, three, four, five, six, seven, eight nine, 10.

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

- 21, 22, 23, 24, 25, 26, 27, 28 29, 30.

Learners, hopefully you just got back in time and we're going to begin our lesson.

Take those materials that you've gathered and put them to the side.

I promise you we'll use them in a moment.

So I found somethings around my home and I think they're pretty good to use for this lesson.

So here's the first example.

I'm going to give Skylar one of these artificial plants that we usually see them around the holidays.

And I'm going to give Layla one.

So can you show the learners out there the plant that you're holding?

Awesome.

Now Layla has one plant and Skylar has one plant.

Now, if I take this number and this number and put them together, that gives me two.

Now I'm gonna show you what that looks like using counters.

So you two pay attention and learners out there, you pay attention as well.

So Layla had one plant.

So I'm gonna put one counter here.

And how many plants did Skylar have?

Do you remember?

How many did you have?

- One?

- One.

Skylar had one.

So I'm gonna place a blue counter here for her.

Now I have the number one here for Layla and then one here for Skylar.

I'm going to draw a circle around these two counters to put them together.

How many counters do I have altogether, girls?

- [Girls] Two.

- Learners, did you see that at home?

Two counters.

So there was one for Layla, and one for Skylar.

One and one gives me two.

Let's try another example.

So I found a box of holiday ornaments.

[ornaments clanging] And I think I will be able to give Layla a few and Skylar a few.

Now I want you to count with me as I give Layla her ornaments, and then we're gonna do the same as we give some ornaments to Skylar.

So what are you doing at home?

Yes, you're counting the ornaments as I give them to Layla.

Are you ready to count?

So - [All] One.

Two.

Three.

- And- - [All] Four.

- How many ornaments does Layla have?

Four.

Now Skylar do you have any ornaments?

- No.

- Would you like some?

- Yes, please.

Okay, so we're gonna get Skylar some ornaments.

And I want you all to count at home as I give them to her.

- [All] One.

Two.

And let's give Skylar one more.

Hold them by the string.

And - [All] Three.

- So how many ornaments does Skylar have?

Let's hold them up.

Let go, let go.

There you go.

Yes, you're right.

Skylar has three.

So Layla has four, Skylar has three.

I have a number here and a certain number here, but I wanna put them together to find out how many I have them all.

So just hold them up like that.

Learners, I'm going to touch each counter and I want you to count with me.

Count with me too girls.

- [All] One, two, three, four, five, six, seven.

- So how many ornaments do they have altogether?

- [All] Seven.

- Now I want to show seven counters.

You okay?

[indistinct] Seven counters to represent how many Layla and Skylar had altogether.

So Layla, how many ornaments did you have for?

- Four.

- So count with me.

- [All] One.

- Count at home too.

- [All] Two, three, four.

- And Skylar do you remember how many ornaments mommy gave you?

- Three?

- Three.

Yes, I gave Skylar three.

So let's count three counters or count out three counters.

Let's go.

- [All] One, two, three.

- So here's what we have to do.

I'm going to put half the four counters here and a three here, but I'm going to draw a circle around them to put the two groups together.

So you can kind of think of it as my red group, and my blue group so.

- No, pink.

- Skylar, could you put a circle around it actually?

Or pink.

Yeah, maybe pink.

It looks like a shade of pink.

So Skylar is gonna put a circle around each group.

Perfect.

And now we're going to count.

Let's count them, everyone.

- [All] One, two, three, four, five, six, seven.

- Perfect.

Please take out the materials that I asked you to gather earlier within the lesson.

Which is something to write with and something to write on.

I have a marker and I'm gonna use this board here with these sentence strips.

So here is the problem that I have.

It's gonna be some type of a word problem.

Layla is wearing two scarves.

So she's going to put on two scarves.

How many?

Two.

Let's count at home as she puts them on.

- [All] One and two.

- Skylar also has a scarf.

She's going to put on one scarf.

Let's count.

- [All] One.

- Now, this is how I'm going to write in addition sentence.

Layla has two scarves, so I'm going to write the number two.

What number did I write?

- [All] Two.

- And Skylar, how many scarves did you put on.

- One.

- One So I'm going to write the number one.

Then I'm gonna write the word is.

So so far I have two and one - [All] Is?

- So now I'm going to count.

- [All] One, two, three.

- So I'm going to write the three at the end of my addition sentence.

Two and one is?

- [All] Three.

- So now the next two examples you are going to write an addition sentence just like I did.

So Skylar and Layla you could take off your scarves and we're now going to move on to some other items.

So learners, we're gonna do another example.

I have a bunch of winter hats here.

This is my favorite winter hat that I like to wear when it's cold outside I'll keep it on just for this activity.

I'm going to give Skylar some hats and Layla some hats, and then we're gonna come up with an addition sentence.

So learners, as I place these hats on top of Skylar's head, I want you to count out loud.

Are you ready?

Let's count.

One.

Sky you can count too.

- One.

- [Both] Two.

- Hold on.

Look straight ahead.

- [Both] Three.

Four.

- Straight ahead so our learners can see.

- [Both] Five.

- Whoa!

And I think I have one more.

- [Both] Six.

[Skylar laughs] - So Skylar has six hats on her head.

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

Now, keep them on your head, I'm going to give Layla some hats.

And Layla doesn't wanna put them on her head because she has her fancy ponytail, but that's okay.

Let's count.

- [Both] One Two.

- And - [Both] Three.

- So Layla has six.

No, I'm sorry, Layla has three hats and Skylar has six.

So get your pencil and paper, whatever you were using.

- Can I use it?

- No, mommy's gonna do it, we gonna help our learners, okay?

So how many hats did put on your head?

- Two.

- No.

- [Both] Six.

- Good.

So let's take a look.

Sit back so they can see.

I'm gonna write the number six.

What number is this?

- [All] Six.

And Layla, how many has did I give you?

- Three.

- Can you count them out again so we can make sure.

- One, two, three.

- So six and three is?

So make sure you have six, the word and, the number of six, I'm sorry the number three, and the words is - Oh, my hat.

- Oh, six hats fell, but that's okay.

So let's count them up.

They fell up, they're pretty heavy.

Let's count them.

- [All] One, two, three, four five, six.

- We're gonna keep counting.

- [All] Seven, eight, nine.

- Wow!

So let's take a look at that.

Listen.

- [All] Six and three is nine.

- [indistinct] on my paper today, - Perfect.

Okay, so now we're gonna do a one more example.

Okay.

Learners I had a excellent time working with you all today.

Did you guys have fun?

- [Both] Yes!

- So here's what we're going to do before you all go.

You can practice the same lesson or activity at home with a trusted adult.

Layla has her laundry basket here.

Can you bring your laundry basket here?

And sometimes what we do is we will practice counting either socks or T-shirts.

So in Layla's laundry basket she has some clean shirts and she has some that are pink.

Can you hold those?

And she has some that are purple.

And what we're going to do is, and what you can do at home is when you're folding your laundry you can practice counting.

So Layla, and putting numbers together, can you count or show us how many pink shirts you have?

- I have two pink shirts.

- Okay.

Let's so let's see.

We have one, hold on that one, and two.

Okay, put them on your lap.

And Skylar I'm gonna give you the purple.

Can you count them as I give you the purple shirts?

- [All] One.

- And - [All] Two.

- So we take those numbers two and two and put them together, how many shirts does Layla and Skylar have in all?

What do you think?

- [All] Four.

Good and how do we know we can put them together?

- Because- - [All] One, two, three, four.

- You can do the same thing with socks, your t-shirts, anything that you can find.

I hope that you enjoy today's lesson.

I know I did.

Did you guys enjoy the lesson?

- [Both] Yes.

- Well, sad to see you go at this time, but hopefully we'll see you again soon.

Bye bye for now.

- [All] Bye.

- Hi, I'm Barry.

The Dance Education Laboratory of the 92nd street Y. I'm gonna make a dance with you today.

I've been having some thoughts about what we should make a dance about.

And I'm thinking about all the people in my neighborhood, and all the people that are working... That's a great idea to make a dance about, but first let's go warm up.

Let's move around the room now.

Make sure you have a safe space and you're not gonna bump into anything.

Let's start with just taking a walk.

Let's walk in a straight pathway.

Whoop!

If I run out of space I'm going to turn.

I'll make a strong turn and sharp turn.

Now I go that way.

And then a sharp turn.

Oh, I'm walking very straight.

Very straight.

I could also go backwards straight, but that's a little tricky.

Stop and look behind you, you can decide to go backwards.

Yep.

And now let's walk in a curvy path.

Whoa!

I'm just walking.

It's almost like I'm drawn Ss on the ground ground.

Like a snake.

Yeah.

And now I'm just gonna take a nice walk in a circle.

Just making sure I got, not gonna bump into anything.

It's like, I'm drawing the letter O on the ground.

All right, let's take it into a jump, shall we?

Let's jump straight backwards.

That's where I've got space, but I'm gonna look behind me so I don't bump.

Gonna hit something, no problem.

I can jump straight this way.

Then I can straight this way.

And now I'm gonna jump in a curvy path.

That's kind of tricky.

I got to take a lot of little jumps to make that happen.

Whoa!

And then I could turn.

[upbeat music] Like a snake.

And then let's jump in a circle that's all.

And I'ma the sideways.

Two feet same time when I jump.

Is two feet.

I'm jumping in, oh, on the ground.

Let's take a gallop.

Gallop are fun to do straight.

I better get some space 'cause I'm gonna cover a lot of grounds.

I'm gonna turn, sharp turn.

Sharp turn.

Sharp turn.

Very straight.

Now that'll be curvy.

It's like my horse is just galloping through a forest, through the trees, it's so nice.

And then it comes to its favorite, track and now it's gonna gallop around in a big circle.

Oh, yeah.

And now let's hop.

I'll be at straight line.

[upbeat music] I cut this way straight.

I can go sideways.

Go forward.

Okay, hoping in a curvy line, that's a little tricky.

Let's give it a shot.

There I go.

It's like an old timey dance.

[humming] And, oh, we had to hop in a circle.

Let's hop in a circle.

Okay.

I'm watching that O on the ground.

Making sure I'm not gonna bump, tricky on one leg and skipping.

I'm gonna reverse our order.

Skipping can me such a curvy thing to do.

Here we go.

Oh yeah, that one feels curvy.

That feels too good curvy.

It's also good to circle.

Let's circle, let's skip a circle.

Oh yeah.

Okay, skip straight.

I feel like I'm marching skipping soldier now.

[humming] What can we do [speaks faintly] What's good for straight?

Let's try a crab walk straight.

That one feels more straight to me.

Here we go.

Yeah, that's easy to do straight.

That's pretty good with straight.

I put this way straight.

And that way straight.

It's good for circles.

Make a bear walk in a circle.

Fells like you can do so much in bear walk.

Yeah, you can go around.

Round and round.

[sighs] Oh, what we have to do you know was?

I forgot one last curvy pathway.

What can we down with low curvy pathway?

I did crab walk, I've done a back... Slide, like a snake.

That's a good one.

Thanks.

I can curve this way.

I can curve that way.

Oh, yeah.

Wow.

Well, okay, you did it.

You moved all over your room in so many different pathways.

Now I'd like to talk to you about something else.

There are so many people that have really important jobs in our neighborhood and in our communities.

I like to tell you about a few move that I thought of that might make for some fun dances.

First one I was thinking about was the traffic police.

They make such fun shapes and gestures with their arms, right?

They make really straight shapes when they say come this way or that way, or that way.

They're really exciting.

Okay, let's try some of those traffic police moves with our body.

How about straight arms?

Come on traffic, let's go.

Really big.

Come on traffic, really big straight arms?

And what about little, little, little?

Come on traffic let's go.

Smalls and sideways.

Straight arms.

[whooshing] Boom, boom.

And sideways small.

That's just for our hands.

What if we try to direct traffic with our heads?

Come on, traffic.

Big straight head move it.

Whoa!

How about sideways?

Could do really big or could you really small.

Good.

What about directing traffic with your shoulders?

Make it really big.

Really big and straight.

Whoa!

Then I make it really small.

What about directing traffic with your elbows?

Come on, traffic big straight movements.

Come on.

And how about little moments?

Kind of look like a sprinkler.

[laughs] How about with your belly, here we go.

Whoa!

Big and straight.

Whoa!

Whoa!

And sideways?

Whoa, whoa, whoa.

Straight.

Okay, what about our leg?

Directing traffic with our legs!

Let's give it a try.

Big movement straight.

Straight, and behind.

Straight, straight.

And what about small?

The big part of your body, but we're moving really small.

Try the other one, you might have to balance right.

Straight, straight, small.

Or sideway straight small.

Whoa!

Pretty tricky, pretty tricky.

Nice.

What if we try to actually, let's move around the room very straight.

Shall we?

I'm gonna walk only in a really straight line.

See.

And oh, if I have to turn I'm gonna make a sharp turn.

Straight.

Turn sharp turn.

Straight made up of some sharp arms.

And some straight arms, while I'm there going too.

How about a jump very straight?

And remember if I have to turn.

Sharp turn.

Turn.

And you could always put straight arms in there.

Boom, boom, boom, boom, boom.

Yeah.

Gallop?

Gallop straight.

That's kind of a tricky one.

Gaps make me wanna go kind of curvy.

But let's go for straight.

Okay, gallop straight.

Oh, like a horse going fast down straightaway.

Yeah.

Oh yeah, right at the end to get to the finish line.

Yeah.

Yeah, I'm just trying to get home.

Boom, boom, boom, boom.

Yeah.

Great.

That was a lot of straight movement.

Let's go look at another job.

Another very important job in our neighborhood and communities is the firefighter.

They're really important we know.

And they have those hoses.

And those hoses they're really curvy.

And sometimes when they spray the water, they gotta go.

And it's gotta be really curvy, curvy as they spray and put all that fire out.

Ooh, let's try some curvy motions.

Let's do curvy arms like did the hoses.

Look how curvy my arms are.

Yeah.

You can do by arm side, whoa I got two hoses.

[blowing] What if our heads were the hoses?

Let me see.

Whoa!

Curvy.

Fighting those fires with our head.

And shoulders?

Whoa, curvy shoulders like those hoses and those firefighters.

How about curvy belly?

And how about curvy leg?

They're really curvy.

Whoa!

Let's move around curvy.

Let's try and be a whole curvy hose here.

How about if we can start with walking curvy?

See how I'm moving.

I can move my arms curvy while I'm doing it.

Makes it super curvy.

Well, it makes it easier to curve, doesn't it?

What about skipping curvy?

I find skipping is fun curvy.

Yeah, I can curve this way and that way and this way.

Then I can decide to turn my body if I run out of room.

And curving this way and that way.

Oh, look my arms just wanna curve with it.

Yeah.

What about, we could run curvy.

Now if you don't have a lot of space, just running a little steps.

Cause it's really fast, we got to hurry.

It's an important job being a firefighter.

Hurry, hurry.

Curvy, curvy.

Yeah, awesome.

Okay.

Let's go look at one more job.

Another really important job in our neighborhood are the people who cook in the restaurants.

I like to eat and bet you do too.

So we really liked those people who cook yummy food for us.

And look, they have to mix.

I mean they do a lot of things.

They chop and they stir and they mix, but... Oh, stir.

Oh, look at that circle motion.

Circles, now that's a fun way to move.

Hey, let's try some of those stirring in circle motions out.

All right, let's start mixing some things with our bodies.

Yeah, how about just your hand and your arm mixing?

We can make some really big.

And the other really big.

And you also mix really small.

And then really small.

And maybe you can mix with an elbow really big.

I'll mix with both elbows, really big.

Or both elbows really small.

You can mix in your head.

My head is in the mixer.

[chuckles] Don't do that one too big get you really dizzy Let's mix with our shoulder.

Was kind of hard to do big.

How big can I mix?

Whoa!

Whoa!

Or maybe I can mix really small.

And now I'm going to mix with my belly, and my chest.

Oh, big circles, big circles.

Whoa!

I get a little dizzy.

So I'm gonna stop and go the other way and do small circles.

Let's use our hips.

We can make big circles with our hips.

Whoa!

mix that up, mix that up.

Little circles.

Like I'm doing a ho hoop or something, yeah.

Okay, let's try our legs.

Can you mix with your legs to see if you can balance on one leg.

Oh, mixing really big.

Whoa!

That's big and my balance is tricky.

Let me switch the other side and I'll mix really small this leg.

Oh, look the circle.

What if we jumped in the bowl and went around with the bowl.

Let's go make a circle.

Let's walk around in a circle.

Whoa!

We're in the bowl.

Oh, my goodness.

Let's go fast in the bowl.

Whoa!

We're mixing really fast, really fast.

Oh, wow!

Let's jump in a circle on the bowl.

Oh, boy!

It looks like we're topping the salad up in the bowl.

We're throwing all the ingredients around.

And how about let's gallop in a circle.

Hop, hop.

Here we are just riding through our cooking.

Yum, yum.

It's a fun ride.

Kind of a weird rodeo.

There are so many ways we can go in circles.

Great job.

I think now it's time we got to put it all together and make a dance.

Now, when we put it all together we're going to start our dance, remember with a shape.

Now, how about you pick a shape of somebody that works in your neighborhood?

It could be anybody.

It doesn't have to be the police officer.

It doesn't have to be the firefighter or the chef.

It could be another job.

Let me think.

How about for me?

I think I'm gonna think about the people working at the grocery store.

I'm going to make a shape like I'm trying to put something up on a shelf, so I've got a stretchy shape.

I'm gonna start with that job.

Okay, ready?

Got your starting shape.

Can you remember the first part of our dance?

The traffic police.

That's all our straight movement.

Ready?

Go!

Straight arms, straight arms.

Walking straight.

And I go backwards straight.

And straight legs.

And straight head moving.

And I can even keep going forward back and I can do it small, small, small, and big, big, big.

I can take big steps forward and back or small steps forward and back, or sideways going straight, straight, straight, small.

Next job.

You remember what it is?

Here we go the firefighter curvy.

And we'll start with curvy hoses.

Make your body so curvy.

Your whole body can be curvy.

You could skip curving, then let's take it really small.

Look at this one part of my body, do curvy, curvy, curvy.

You can have big curvy, maybe skipping curvy, all that.

And our last job.

Chefs are [indistinct] to cooking our food.

Stirring big circles.

Big circles.

The different body part big circles.

And I can even go around big circles.

And then I can do little circles, little circles, skipping little circles.

Someway big circles, little circle.

Big circle, little circle.

And let's finish.

Any other job you can think of.

I think am, how about the bus driver for me?

[upbeat music] Okay, now we're gonna make our jobs dance.

Okay.

It's a dance sentence.

So we're gonna remember we're gonna start in our shape.

Get ready.

Here we go I'm gonna put a sentence up on the screen.

Okay.

Get your starting shape of a job of somebody working in your neighborhood.

Here goes the music.

[drum roll] Go.

First, show me all your straight moves like the traffic police.

Big straight move.

Then little straight move.

Use your arms.

Use your leg.

You could walk straight.

You could skip straight.

You could make big steps and you could make the little steps.

And now here comes our firefighter with their hose.

Ooh, curvy arm.

Maybe skipping curvy around the room.

You could make it a little curvy moves and big dry curvy moves with your leg and your back and your hips.

And now here comes our chef stirring up all in that pot.

Okay, big circles.

Circles with your arm.

Circles with your legs.

Skipping circles.

Jumping circles.

You can even walk circles.

You can make little circles with just your fingers.

Little circle with just your toes.

Or you can walk in little circle and then make a big circle with an elbow.

So many ways to make circles.

And get ready we're gonna finish with the shape of somebody else from your neighbor who's working.

One, two, three, freeze!

Great dance.

I love all the different moves you did.

I mean you dance straight, and you dance curvy, and you're danced in circles.

Wow.

There are so many jobs in our neighborhoods.

And there are so many ways to move.

Do you realize that means that everybody when they're working in some way, I guess they're kinda dancing.

Well, hope you had a good time.

And remember, no matter what you're doing I guess you're dancing.

So have fun dancing.

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

[upbeat music]