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

- [Together] Hi.

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

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Some ♪ - [Narrator] 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?

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

- Hi friends, my name is Rae and I work with New York City Children's Theater.

I'm excited to share book with you today.

The book we'll be reading together is, "The Boy And The Bindi" written by Vivek Shraya, illustrated by Rajni Perera.

What do you notice from the cover of our book?

Well, I see lots of color, some blues and purples, little white dots.

The white dots kind of remind me of stars.

Maybe we are in space.

I see a person.

Maybe this is the boy in our story.

I also see flowers in the boy's hair.

Do you like to wear flowers in your hair?

I know I sure do.

Though there's something unusual about these flowers.

They almost look like they are growing out of this person's hair.

Have you ever had flowers grow out of your hair?

I know I haven't, that is very unusual.

Our title mentioned a bindi.

Well, I do know that bindis are often worn in South Asian and Southeast Asian culture.

Do you know someone who wears a bindi?

Do you wear a bindi?

I wonder if the boy is of South Asian or Southeast Asian descent.

Well, let's find out more.

"The Boy And The Bindi" I like how the boy is sitting cross-leg, criss-cross applesauce.

I noticed the boy also has his eyes closed.

Makes me feel very calm, maybe he is thinking.

Have you seen my Ammi's dot?

It's a bright and pretty spot.

Oh, well I do know that Ammi means mother in Hindi.

So maybe our main characters are of Indian descent.

That is a beautiful right, bright red spot.

I do like that dot.

I also noticed some very cool jewelry on Ammi.

Her dot comes in every hue.

She likes red and sometimes blue.

[Rae gasps] Oh wow, look at all of these beautiful shapes.

Which one is your favorite?

I really like this green one right here.

It reminds me of a four leaf clover.

She peels and paste it like a sticker, gently with her thumb and finger.

[Rae gasps] There's a little sign here, beauty bindis.

Oh wow and look at all these beautiful, colorful bindis.

Would you like to go ahead and peel one from the page?

Let's do it together, your thumb and your finger and we're gonna carefully peel our bindi off the page.

Good, and I'm gonna put my imaginary bindi on my forehead just like Ammi, nice.

Above her nose is where it goes.

What is this dot?

I want to know.

Our character was curious to learn more about Ammi's dot.

I am curious to learn more about the meaning of this too.

Oh, look at this bindi, it is made up of many dots.

Can you count them?

There are certainly a lot here.

I see one, two, three, four, five, six yellow ones.

How many do you see?

What colors do you see?

Great counting, friend.

"Ammi, why do you wear that dot?

What's so special about that spot?"

"It's not a dot," says my Ammi, "it's not a spot, it's a bindi."

[Rae gasps] Hey we were right, it's a bindi that Ammi is wearing.

And look at that, there are three green bindis.

Remember that one was my favorite.

What do you see here?

I wonder where they are.

I would say maybe they were in the boys bedroom.

I see some toys, a dinosaur, some crayons and some paper, I see a poster.

I'm guessing kid likes the planets and outer space.

It's a poster of Saturn, there are some rockets on the wall.

Wow, wow, wow.

I also noticed something unusual about this page.

I almost looks like flowers are growing out of the rug.

Flowers growing out on the rug?

Oh me, oh my.

Wouldn't flowers grow outside?

Well, let's find out more together.

[Rae gasps] Whoa, look at all the new flowers and grass.

Wow, something is definitely growing.

"What's a bindi, what does it do?"

"My bindi keeps me safe and true."

Do you have something that is special to you that keeps you safe and true?

"How does it do that Ammi, how?"

"Well, when I stick it on my brow, my bindi tells me where I'm from.

My bindi reminds me of my mom and when she gave me my first one."

Oh, I see people and I see them passing down bindis.

I believe that what Ammi is describing for us is a tradition.

Ammi wears a bindi and Ammi's mommy wear a bindi, and Ammi's mommy's mommy wore a bindi.

They are passing down a tradition from generation to generation.

Maybe your family has some traditions that they like to pass down.

I look at her bindi with this view, I too would like to be safe and true.

"Ammi, can I have a bindi to wear?

Do you have one to spare?"

She smiles and reaches in her drawer.

"Ta-da," she says, "this one is yours."

[Rae gasps] Oh, our boy gets a bindi.

I wonder what color it will be.

Do you think it will look like your favorite bindi or mine?

Let's find out.

She sticks it on my bare forehead.

But in the mirror, I don't see red.

What a surprise to discover yellow is my bindi color.

Ohh, I like yellow, it's a good color.

[Rae gasps] Wow!

Our bindi almost looks like a diamond on this page.

As soon as it's on, I feel so calm.

Like all the noise around is gone.

But when I'm outside, people stare.

Maybe they'd like a bindi to wear.

My friends at school all want to know, "What is that dot above your nose?"

It looks like the boys' friends think the boy is wearing a dot, but we know it's a bindi.

I do not have the words to say but if I close my eyes and wait, my bindi turns into a star and then my forehead turns into the sky.

That's when all my fears fade out of sight and my body feels so light.

Ammi was so very right.

[Rae gasps] Whoa.

I notice that the boy closed his eyes and he feels as if he is floating through outer space and he's filled with so many colors of the rainbow.

Have you ever done that?

Hey, let's try it together, let's close our eyes, and are you feeling a little lighter, a little calmer?

Maybe you can find a way to fill yourself up with all the colors of the rainbow.

All right friends, let's open our eyes.

We're almost done with our book.

Let's find out a little more.

So now I leave it on my face.

My bindi will always have its place.

When I bath or go to bed, my bindi stays on my forehead.

Hey, our boy is taking a bath and our boy looks like he's singing.

Can you pretend to take a bath and sing at the same time?

♪ Wash, wash, wash ♪ ♪ La, la, la, la, la ♪ ♪ La, la, la, la, la, la ♪ ♪ Washy, wash, wash, rubber duckie ♪ [Rae chuckles] Do you like to sing in a bath?

I do.

Not just because of the glue or because it keeps me true, but sometimes I felt small like a dot and sometimes ugly like a blot.

I know I have felt small at times too.

But if a bindi can be more than a spot and bring beauty where there was not, maybe I can too.

Look at all the beautiful flowers growing out of the boy's hair.

I believe that boys using his imagination.

Have you seen my yellow dot?

It's bindi, not a spot.

"Why do you wear a bindi?"

you say, "Why is it so special anyway?"

Well, my bindi is like a third eye watching over me all the time, making sure I don't hide everything I am inside and everything that I can be.

Thank you Ammi for my bindi.

Friends, thanks for reading today's story with me.

I love reading and I really enjoy reading the book with you.

Did you have a favorite part of the book?

My favorite part was when our main character decided to close his eyes and imagine floating through outer space and being filled with lots of color thanks to his bindi.

If you had a favorite part, I encourage you to share it with a family member or friend.

I also encourage you to draw a picture to show them where your imaginary bindi will take you.

Some place safe that will help you feel true.

I drew a picture of myself just put some paper and some markers and I made a stage and a rainbow 'cause the stage is someplace that helps me feel safe and true.

Thank you so much friends for reading with us and happy reading.

- Hi movers and shakers.

This is Violet and I'm here again with my friend, Jeremy, and he's gonna help us sing a song.

First, I wanna shout out one of our friends journey who helps us read stories sometimes.

She requested this song because she wanted us to spread some joy and positivity during these challenging times.

- Thank you Violet once again for having me come on and share a song with you about feeling good.

I have a question for you, what do you do when you're having a bad day?

- I like to laugh or play games with my friends.

I even like to sing and dance with them too.

- Nice, that's so funny because I love those same things too.

I love hanging out and sitting with my friends, it always makes me so happy.

In fact, I have a song that I think you would love and I think most of you would know.

If you do, feel free to sing along, move your hands, dance in your seat or jump up and down and dance and sing along with us.

It's called "Can't Stop The Feeling".

♪ I got this feeling inside my bones ♪ ♪ It goes electric, wavy when I turn it on ♪ ♪ And if you want it inside your soul ♪ ♪ Just open up your heart, let music take control ♪ ♪ I got that sunshine in my pocket ♪ ♪ Got that good soul in my feet ♪ ♪ I feel that hot blood in my body when it drops ♪ ♪ Ooh, I can't take my eyes up off it ♪ ♪ Moving so phenomenally ♪ ♪ Room on lock the way we rock it so don't stop ♪ ♪ And under the lights when everything goes ♪ ♪ Nowhere to hide when I'm getting real close ♪ ♪ When we move, well you already know ♪ ♪ So just imagine, just imagine, just imagine ♪ ♪ Nothing I can see but you ♪ ♪ When you dance, dance, dance ♪ ♪ Feeling good creeping up on you ♪ ♪ So just dance, dance, dance, come on ♪ ♪ All those things I shouldn't do ♪ ♪ With you, dance, dance, dance ♪ ♪ Ain't nobody leaving soon so keep dancing ♪ ♪ I can't stop the feeling ♪ ♪ So just dance, dance, dance ♪ ♪ I can't stop the feeling ♪ ♪ So just dance, dance, dance, come on ♪ - Thanks everyone, thanks Jeremy.

Hope you all had fun dancing.

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

My name is Anna and I am thrilled to work with you.

Today, we will blend words and read word all of the specific focus on the long I and long O sounds.

Let's start with blending first.

I'm going to say some sounds and then you are gonna blend those sounds together.

So watch me first.

If I said the sounds S, O, okay?

S, O, well I would blend those sounds together.

S, O, so.

Oh, the word is so.

You wanna try one with me?

Okay, how about these sounds, repeat the sounds.

S, O, Pah.

Good, now blend those sounds together.

S, O, Pah, sop.

So what's the word?

That's right, the word is sop.

All right, let's try a couple more of these.

Repeat the sounds and blend them together for me.

M, Ah, Dah.

Great, mad, mad.

Excellent, how about this?

M, A, Dah.

So if you said, made, made, you're absolutely correct.

How about this next one, listen carefully.

Wha, I, Pah.

That's right, keep blending those together.

Wha, I, Pah, wipe, the word is wipe.

How about this word?

Wha, Ih, Pah.

Very nice job blending.

Wha, Ih, Pah, whip.

Okay, how about Ah, Tah.

That was an easy one for you.

That's right, at.

Okay, next one, A, Tah.

Good A, Tah, ate.

All right, how about these sounds, Dah, R, Oh, Pah.

Dah, R, Oh, Pah, don't let that blend trick you.

Dah, Rop, drop.

All right, how about these sounds?

Bah, I, Tah.

Great, Bah, I, Tah, bite.

How about these sounds?

Bah, Ih, Tah.

Bit, all right, here we go, we're gonna do two more R, Oh, L. Rule, all right, last one, R, Oh, CK.

Excellent, rock, I think you rock.

[xylophone tingles] - [Narrator] Spell challenge.

See if you can guess the mystery word.

- Mah, Ah, Pah.

- [Narrator] A little faster.

- Mah, Ah, Pah.

[xylophone tingles] - [Narrator] What's the mystery word, map.

- [Kids] Ahh.

- Who's ready to play a game?

Say I.

All right, what we're gonna do is I'm going to say a sentence.

However for one word in each sentence, I'm only going to give you the sounds.

It's going to be your job to figure out the mystery word to complete the sentence.

So watch my example first.

If I said Sam wore a purple Vah, E, S, Tah.

Well, I can blend the sounds Vah, E, S, Tah and get the word vest, vest.

So the sentence would be Sam wore a purple vest.

Did you get it?

All right, here is your sentence and let's see if you can figure out the mystery word.

Okay, the M, U, L, walked into the barn.

What's the mystery word?

M, U, L, mule.

The mule walked into the barn, good job.

Let's try this next sentence.

Did you eat all your Peh, E, Zz?

What's the mystery word?

Great, Peh, E, Zz turns into peas.

All right, how about this sentence?

The grapes grew on a Vah, I, N. What's the mystery word?

That's right, Vah, I, N, vine.

All right, last sentence.

Let's see if you can get the mystery word.

The sentence is John saw a Wah, A, L in the ocean.

What's the mystery word?

Awesome sauce, whale.

John saw a whale in the ocean.

You are doing a stupendous job, scholars.

Let's try another activity.

Let's see if we can make new words based on changing one sound in a word.

So for example, if I said the word side, listen as I replaced the Dah in side with the Nh sound.

So side, sign.

up, the new word is sign.

Do you wanna try one?

Okay, here you go, your word is bike.

I want you to change the I in bike to an A.

So what would be that new word?

That's right, bike, bake.

Okay, how about this one?

The word is dime.

I want you to replace the Dah with CH.

What's the new word?

Dime became chime, great job keeping that rhyme there.

All right, how about the word line?

This time I want you to change the I sound to the O sound.

Good job, so line becomes lone, like the only one, lone.

Alright, last one, the word is feet.

I want you to replace the EE sound with the I sound.

What's the new word?

Kiss those brains of yours, that's right.

Feet becomes fight.

Time for some sound-by-sound blending.

But before we do that, let's review our target sounds for today.

So remember, we're focusing on the long I and the long O sounds.

Now remember when we're talking about long sounds, the long sounds of the vowel simply say their name.

So repeat after me the long sound of I is I.

Excellent, now the long sound of, O is O.

Perfect, now there are a lot of ways to write the long I and the long O sound.

But today we're focusing on a very specific way.

And we're focusing on our vowel consonant E rule.

So if you remember this final E is the one that tells us that this vowel is going to be long or say it's name.

So if we see O with some sort of consonant E, or I with some sort of consonant E, we'll be saying they're long sounds.

O and I.

All right, let me write a word and we're gonna use our sound-by-sound blending to read it together.

So let me write what our target word is and then let me split it up for us because when we go sound-by-sound, we go sound-by-sound.

Okay, so first off let's review.

When we see the letters P and H together, they represent the Fh sound.

Everyone say, Fh.

Okay, now when we see this E at the end remember is telling us that O is going to say, that's right, O is going to say, O.

So let's start our blending.

PH, O, N. Now let's put our sounds a little closer.

Here we go, ready?

Pho, ne And now all together, phone.

Excellent, let's practice a blending line together.

- [Narrator] I will do the first two with you, then you're on your own.

Let's go, Bah, I, Tah.

Bi, Tah, bite.

N, Oh, Tah.

NO, TE, note.

Keep going.

Let's see how you do with this line.

Now you're ready for a sentence.

Remember the PH makes the Fah sound.

Also look carefully for where E is telling us that O we'll say O and I will say I.

If you read this sentence as, Phil's stone skips eight times, give your brain a kiss.

- Scholars, you did an impressive job today.

You were able to blend and read words with the long I, I, and the long O, O sound.

Keep practicing blending and reading words with a trusted adult.

Well, until next time scholars.

Be safe, keep learning and have fun, bye.

[bright upbeat music] - I make it a priority to read with my little one.

Wanna know why?

- What do you wanna read?

[speaks foreign language] - [Narrator] Reading to children is an important part of their development.

The more kids are read to, the better they're able to read.

- I still got to.

- [Narrator] Read to your youngsters and expose them to as many words as you can.

- And the doctor said.

- No more monkey jumping on the bed.

- Good job.

- [Narrator] Read in whichever language you're most comfortable reading in.

[speaks foreign language] - [Narrator] You don't have to speak in English.

Encourage your kids to read in any language.

- Would you - Would you.

- eat.

- After all children who are read to when they're young are more likely to do well in school.

- Great job Isabella.

- Great job Isabella, wow.

[bright upbeat music] - Hi friends, I'm miss Lauren.

And today we're going to do some math together.

Are you ready for some math?

Okay, our topic for today is going to be reviewing the term same as 'cause we have learned that before.

And we're also going to be learning a new term, fewer.

And that's a fancy way of saying less than.

You've probably heard of that, okay?

So today's materials if you would like to join me and participate with things that I do, if you wanna do them at home, you will need either paper and pencil or a whiteboard and marker.

and today I'm gonna be using some snap cubes.

So they look like this.

but if you don't have snap cubes, that's okay.

If you have Legos, if you would like to grab some Legos, Cheerios, pasta, anything that you can kind of break apart and just kind of put close together, those are things that would be really great substitutes.

Okay, you would need 20, 20 of the items, all right?

So if there's a grownup near you and they can help you, that's great.

All right, I'm gonna give you some time now, but don't worry you don't need the snap cubes right away.

That's gonna come a little bit later.

So you'll have time for it, all right?

All right, I'm gonna play some music and I wanna give you a few seconds to go grab some materials if you would like to join me and when the music stops, I'll begin.

Okay, go ahead.

[bright bouncy music] Okay friends, we are going to begin with a little warmup, right?

Just to get our brains a little ready for some math.

We're gonna be using our fingers to help us out.

So we're gonna play a little game called one more, one less and we're gonna use our fingers to help us out.

Let me show you, I will say a number, let's say the number three, I will hold up three fingers.

One, two, three, I then, you have to listen carefully, I'll say, show me one more.

Then I have to hold them one more.

So if I have three, I hold up one more, now we have four, right.

So altogether we can say one more than three is four.

Got it, all right.

Now if I was holding up three fingers and I said, show me one less.

One less, I'm not gonna put up a finger, I'm gonna put down a finger.

So if I put down a finger, that leaves me with two.

So I would say, one less than two is, one less than three is two, got it?

All right, let's do some more together.

Show me five, all right, ready?

Three, four, five, five.

Okay, now show me one less.

All right, I took away one less.

And how much do we have left?

Four, so we can say one less than five is four, got it?

All right, ready?

Show me two.

One, two, two.

Show me one more.

Okay, yeah, so what is our sentence, what can we say?

One more than two is three.

Ready?

Show me six.

Five, six, right, six, okay.

Now show me one less.

One less, take way.

What are we left with?

Five, yeah, so we can say one less than six is five, great job.

Okay, let's move on.

So now what I would like to do is teach you all about the word fewer.

All right, let me show you.

There are some friends that are hanging out together.

They're hanging around.

Let me show you.

Here are some friends.

Okay, if you wanna draw a stick figures on your board, you can.

Right, math pictures are really quick.

They're not fancy, they're quick.

So these are some friends.

Let's see, how many friends do we have?

Let's point one, two, three, four.

Okay and I really wanna give each friend a piece of candy.

So I do have some candy near me.

Let's take a look to see what I have.

So I have one piece of candy, I have another piece of candy, so I'll be happy to give that to that friend and this to that friend, that's what I have.

Do we have enough?

No, oh, so you see friends, we can say there are fewer candies than friends.

There are not enough pieces of candy.

So what do we do, what do we have to do so all of our friends have a piece of candy?

Yeah, we have to add one more, right, let's see.

We add another piece, yes, now all of our friends have a piece of candy.

There are the same amount of candies as they're our friends.

Do you see that?

Yeah, so do you see friends that earlier, I used the word fewer.

I had said there are fewer candies than friends, and that is true right here, there are not enough.

Fewer means less than, okay?

There are not enough.

So if we put one more candy, now there are the same amount of candies as there're our friends, okay?

All right, okay friends, here we go.

We're going to use our cubes, our manipulatives, okay?

If you have Cheerios, Legos, you could do the same.

So let's take a look, all right?

What do you notice?

Do you notice anything?

Yeah, I noticed that too, right?

There are, let's use our word, fewer yellow cubes than purple cubes, right?

You wanna count them?

Let's count them, ready?

Let's count the purple one, two, three, four, five, six, seven, eight, nine, 10.

So we have 10 purple cubes.

This side, yellow, we have one, two, three, four, five.

All right, so we have fewer yellow cubes than we do purple.

Okay, do you agree with that statement?

Yeah, me too.

Now let's take away, let's see, three purple cubes, ready?

One, two, three, take away, let's see.

Does our statement change?

No, there are still fewer yellow cubes than purple, do you agree?

Yeah, okay, now let's take away two more purple cubes, you ready?

One, two.

Does our statement change?

Yes, it has to change because now what should our statement say?

What can we say about these cubes?

There are the same, right?

There are the same amount of yellow cubes as purple.

Right, good job.

All right, are you ready?

All right, now let's take away two yellow cubes.

Are you ready?

Okay, one, two.

Now does our statement change?

Yes it sure does.

We now have fewer yellow cubes than purple ones.

Do you agree?

yeah, all right, nice job using our terms, fewer and same.

Okay let's get our whiteboards ready.

Are you ready?

Let's draw some pictures together, okay.

Let's draw five suns, can you do that?

I think you can, go ahead on the top of your board, let's draw a five suns.

Remember math pictures are fast.

One, two, three, four, and five, right?

Okay, now let's draw seven clouds underneath, right, seven and a cloud is like a little squiggly line, right?

So one, two, three, four, five, six, seven.

Which set has fewer?

Well, is it easy to notice by eye, by just looking?

Yeah, I think so.

I think it's the suns that have fewer, but let's count just to double check, okay, ready?

One, two, three, four, five, right?

Let's count the clouds, one, two, three, four, five, six, seven, yeah.

So there are fewer suns than clouds, do you agree?

Good job, all right.

Now on your boards, let's take away four clouds, are you ready?

Take away one, two, three, four.

Does our statement stay the same?

Are there fewer suns than clouds now?

No, our statement needs to change.

Now we need to say there are fewer clouds than suns.

All right, very nice job.

All right friends, well, you know what?

You did a fantastic job with me today.

I think that you've learned, I hope that you've learned about the term fewer and we reviewed the term same as.

Be sure that you tell someone all about what you've learned.

You can continue drawing pictures on your boards of two different sets of things, right?

And asks people that question, which that has fewer, right?

Ask mom, ask dad, ask grandma, ask grandpa, ask an older brother or sister.

Right and you can still practice that term fewer.

All right, well we did a great job today, pat yourselves on the back and I would hope to see you soon.

Please come back again to continue learning and building up your math muscles.

All right my friends, I'll see you soon, bye.

[bright upbeat music] [speaks foreign language] - What do you wanna read?

[speaks foreign language] - No more monkey jumping on the bed.

- Good job.

[speak in foreign language] - Would you.

- Would you.

[speaks in foreign language] - Great job Isabella.

- Great job Isabella, wow.

[bright upbeat music] - Hi, I'm Laurie Berkner and this is my book.

"We Are The Dinosaurs", it's illustrated by Ben Clanton.

That's the person who drew the pictures.

Let's read it together and then we'll sing my song.

"We Are The Dinosaurs" that the book is based on.

Are you ready?

Great, "We Are The Dinosaurs".

"Goodbye Ernesto, Goodbye Dax, have fun little hatchings."

We are the dinosaurs.

"Let's go Dax."

Let's do some marching.

Marching, marching we are the dinosaurs.

Whaddaya think of that?

Good marching.

"Olive, ready to march?"

Here's Olive, "Count me in."

We are the dinosaurs, marching, marching.

We are the dinosaurs.

"Ready to go, Sasha?"

"For sure, Floyd is coming too."

"Sasha just loves marching."

"I certainly hope they'll rest along the way."

We make the earth flat, we make the earth flat.

Can you stomp your feet?

Yes and romp, romp, stomp, stomp Stomp, stomp, oh, look at the little ants.

They said, "Run away."

And the little worm, eek!

They don't wanna get stomped or tromped on.

Tromp, tromp.

Phew looks like the worm made it.

That's what the ant said, "Made it."

We stop and eat our food when we're in the mood.

Help me pretend to eat my food.

Munch, munch, munch, munch.

Yum, looks like Ernesto's eating some bones.

I wonder what you eat for snacks.

We stop and eat our food on the ground.

Floyd's got an apple.

Nibble, nibble, munch, munch, keep on eating.

We stop and eat our food, delish.

Dax has a fish.

When we're in the mood and Sasha is slurping.

[Laurie slurps] Her drink, you can slurp it with me.

We stop and eat our food.

Olive has a people cracker on her nose.

Nom, nom, nom, nom, nom, nom.

And then we march around.

Get ready to march.

They're walking through the river or maybe they fly around.

You could pretend to fly or swim, you could swim with your arms.

Or have a toot after lunch, after the snack like Olive did 'cause we are the dinosaurs marching, marching.

We are the dinosaurs, whaddaya think of that?

I'm patting my lap.

"This mountain is huge."

says Floyd.

"This way."

says Ernesto.

Suddenly they hear a rumble.

Will you help me make a rumble You can pat your lap really fast and say, rumble, I'm even gonna shake my feet, rumble.

"What is that?"

"Let's find out."

Do you see Floyd?

Floyd says, "Uh."

I wonder what he's feeling.

We are the dinosaurs marching, marching, We are the dinosaurs, we make the earth flat, we make the earth flat.

"Look a cave."

Sasha's climbing on top of Oliver's head.

"Thanks, dude."

And there's Floyd again and Floyd saying, "Uh."

I think Floyd seems a little nervous or scared.

He's still going with them though, interesting.

We stop and take a rest over in our nest.

We stop and take a rest at the end of the day.

Can you pretend to take a rest and stretch out your arms?

Take a yawn, maybe put your head down.

We stop and take a rest over in her nest.

I see some snoring.

[Laurie snorts] Here comes another rumble, help me do the rumble.

Rumble, we stop and take a rest and then you'll hear us say, rumble.

When I turn the page, will you help me say wake up dinosaurs so they can get out of there?

That rumbling's making me a little nervous.

Ready, one, two, three, wake up dinosaurs!

"Uh-oh, time to go."

So they go back down.

We are the dinosaurs marching, marching.

We are the dinosaurs, whaddaya think of that?

Faster, we are the dinosaurs marching, marching.

We are the dinosaur, we make the earth flat "C'mon guys, lets fly."

Woo-hoo, they go back down the mountain, splish, splash.

They go back through the river.

"This is so cool."

says Olive.

What's happening there in the mountain?

Tromp, stomp, stomp, we make the earth flat.

They made it back down.

"We ran all the way down."

said Olive.

"We slept in a cave."

said Sasha.

"It was rad, dad."

said Dax.

"I was so brave."

said Floyd.

I think when I'm feeling scared and I decide to try something anyway, I feel really brave too, good job Floyd.

"You should have been there mom."

said Ernesto.

I think that mountain maybe something more than a mountain.

And then we, can you make a sound of a dinosaur with me, ready?

Roar!

Why?

Because we are the dinosaurs One more roar, roar.

Yay, thank you so much for reading that with me.

Let's sing the song now.

I'm gonna put the book down, pick up the guitar.

So if you aren't standing up, it's time to stand up so that you can march.

Can clap and you can be a dinosaur.

[lively music] ♪ Oh we are the dinosaurs marching, marching ♪ ♪ We are the dinosaur, whaddaya think of that?

♪ ♪ We are the dinosaurs marching, marching ♪ ♪ We are the dinosaurs, we make the earth flat ♪ ♪ We make the earth flat ♪ ♪ We stop and eat our food when we're in the mood ♪ ♪ We stop and eat our food on the ground ♪ ♪ We stop and eat our food when we're in the mood ♪ ♪ We stop and eat our food and then we march around ♪ Roar.

♪ "Cause we are the dinosaurs marching, marching ♪ ♪ We are the dinosaurs, whaddaya think of that?

♪ ♪ We are the dinosaurs marching, marching ♪ ♪ We are the dinosaurs, we make the earth flat ♪ ♪ We make the earth flat ♪ ♪ We stop and take a rest over our nest ♪ ♪ Stop and take a rest at the end of the day ♪ ♪ Stop and take a rest over in our nest ♪ ♪ Stop and take a rest and then you'll hear us say ♪ Wake up dinosaurs!

Roar, roar, roar ♪ 'Cause we are the dinosaurs marching, marching ♪ ♪ We are the dinosaurs, whaddaya think of that?

♪ ♪ We are the dinosaurs marching, marching ♪ ♪ We are the dinosaurs, we make the earth flat ♪ ♪ We make the earth flat ♪ ♪ And we help me out roar ♪ I see your claws, I hear you dinosaur roar.

Why?

♪ Because we are the dinosaurs ♪ Roar.

Yay, thank you so much for singing that with me.

It feels so good sometimes for me to be a strong, powerful dinosaur.

I hope it felt good for you too.

Thank you for letting me share my book and my song with you.

And thank you for singing and reading along with me and marching and roaring, bye.

- Hello nana, hey grandma?

Oh man, Jason, Jason.

Hey, that's a cool walk.

- Thanks.

- Hey man, this is supposed to be the most fun toy in the world, but it doesn't have any buttons or a screen.

Like how do I video chat my grandma on this thing?

- Well, there's only one thing to do when you can't figure something like this out.

- Make it a puppet.

- Make it a puppet.

[bright upbeat music] ♪ Make it a puppet, make it a puppet ♪ ♪ Got to make a puppet ♪ - Here's some eyes.

[pops] [kids cheer] - Hey guys, this doesn't look like a basketball court.

Is this your house?

- Hey basketball, I was wondering how to play with you.

- Good question, Jacob.

Why don't you throw me to your friend over there?

Now spin me on your finger.

- Okay.

[ball squeals] - Now give me a kick.

- That was fun.

- This thing is great.

- You think that was fun?

There's so much more we can do.

- [Together] Like what?

[bright upbeat music] ♪ You can throw the ball ♪ ♪ You can catch the ball ♪ ♪ You can roll the ball ♪ ♪ You can kick it with your feet ♪ ♪ You can balance a ball ♪ ♪ You can spin a ball ♪ ♪ Take a paddle to a ball ♪ ♪ You could use it as a seat, come on now ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Basketball, you can throw it through the net ♪ ♪ Soccer ball, you can kick it with your feet ♪ ♪ Volleyball, bounce it in the air ♪ ♪ Bowling ball, roll it by your feet ♪ ♪ Now baseball, you can hit it with a bat ♪ ♪ Right, rubber ball, you can roll it down a slide ♪ ♪ Good, bouncy ball, you can catch it, watch it ♪ ♪ Duck it, throw it to the other side ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ ♪ Bounce, bounce, bounce like a ball ♪ - [Basket Ball] All right, hit the showers.

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

[bright upbeat music] [triumphant music]