- [Narrator] Ready to learn?

- Hi.

- Hi.

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

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing, ♪ Somewhere ♪ - [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?

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

[upbeat music continues] - Hi friends, I'm Earnestine.

I have a question for you.

Have you ever been so excited about something?

You couldn't wait to tell everyone.

Well wait until you meet Miss Dorothy.

You see Miss Dorothy, she loved books and she couldn't wait to share her love of books with all of her friends and her neighbors.

But there was just one problem.

We're gonna hear about that problem in "Miss Dorothy and her Bookmobile" by Gloria Houston and illustrated by Susan Condie Lamb.

When Dorothy was a young girl she loved books and she loved people.

So she decided she would become a librarian.

She would be in charge of a fine brick library just like the one where she checked out books in the center of the town square in her hometown in Massachusetts.

So she went to Radcliffe college where she read almost all the books in the big school library.

Then she went to library school where she learned all the things a good librarian should know.

Finally, one bright spring day, Dorothy graduated ready to be a librarian in a fine brick library just like the one in the center of the square in her hometown.

Look at Miss Dorothy, so proud in her graduation cap and gown.

Soon however, Miss Dorothy fell in love and got married.

Her new husband wanted to move to a farm in a land she had only seen on maps, but had read about in books.

A land of high blue mountains with deep green valleys and cascading streams, splashing silver, shaded with Oak, maple and fir at the base of high Mount Mitchell in the blue Ridge mountains of North Carolina.

Isn't this beautiful friends?

The land was so lovely there and Miss Dorothy's garden grew lush and tall.

Out in the fields wildflowers bloomed, red and yellow, blue and gold.

Inside her cozy house, Miss Dorothy read all the books on her shelves.

Her new friends and neighbors brought their books to share, just as they shared vegetables from their bountiful gardens.

But there was no library, and there was no place for Miss Dorothy to be a librarian.

Friends, Miss Dorothy has a problem.

Have you ever had a problem and had to really think about how you're going to solve that problem?

Let's read more to hear what happens next.

Then one day a meeting was called of all the friends who liked to read.

"We need a library to store the books and check them out."

Miss Dorothy said.

Then Dr. Masters, the eldest man in the community spoke.

"Once we had a rolling library here," he said.

Dr. Wing over at the voice school shared his books by placing them in every post office, church and store.

He took them from place to place in wooden crates on an oxen wagon.

Are you thinking what I'm thinking?

What's an oxen wagon?

Friends, you might have heard of a horse and carriage but have you ever heard of a oxen wagon?

That definitely tells me this story took place long long ago.

"A library is a building with shelves "and books and windows."

Miss Dorothy said sadly.

Mrs. Erickson, the music teacher, took off her hat and placed a dollar bill into it.

"This is to buy a bookmobile."

She said.

Everyone placed the money they could spare into the hat and they all agreed that Miss Dorothy would be the librarian.

Friends, it sounds to me that this community came together to help solve a problem.

But let's see what else happens.

Finally, the new green bookmobile arrived and everyone turned out to watch as Miss Dorothy lifted the side panels and propped them on supports so the books were shaded from sun and rain.

Now we know what a bookmobile is.

It reminds me of an ice cream truck, but a bookmobile.

Many of the people brought books to Miss Dorothy's house and she stored them in her basement.

Every day she struggled up and down the steep staircase, her arms loaded with books to line the shelves of her bookmobile.

And sitting straight and tall, she drove the bookmobile over the high hills and through the narrow valleys, taking books into every school yard and to visit every farm, post office, grocery store, church yard and parking lot.

She stopped at the Tar Heel Micah mill and she parked at the courthouse steps at lunchtime whenever court was in session.

If readers could not come to the bookmobile, Miss Dorothy took the books to them.

When elderly Mrs. Mommy had read all her books, she hung her husband's red flannel drawers on the lines.

And Miss Dorothy climbed up the hill with more books to share with her reading friend.

Soon, everyone learned that Miss Dorothy could check out books whenever and wherever she happened to be, even in the middle of the North Toe River.

The year the big rains made the rivers into oceans of mud, the embankments grew soft and slippery.

As she drove around the bend in the river road, Miss Dorothy and the bookmobile went slowly sliding into the rushing waters below.

Miss Dorothy crawled out of the window to cling to the side of the van until it came to a rest on an island.

"I thought I would be a librarian," she told herself, scraping mud from her skirt, "in a fine brick library in the center of town "and just look at me now."

Finally, a farmer on his tractor came down the road and saw the bookmobile.

"Miss Dorothy," he called.

"Do you have a book of poems I could borrow?"

"As soon as you help me upright the van," she answered.

When the bookmobile was back on its wheels, she opened the door, swept out the mud, straightened her hair, and with a smile she said, "The library is open for business."

The students at Riverside School stood waiting in line, sun or rain for the little green bookmobile to drive into the school yard, its wheels scattering stones at the side of the playground.

No one was more excited to see Miss Dorothy than one Brown eyed boy named Ben who read every book about airplanes and every volume of great adventures Miss Dorothy could find.

One day he told her, "I will go see the world in those books for myself."

Everywhere Miss Dorothy went, she made new friends.

One of them was a girl named Barbara who could not go to school.

She spent her days in a wheelchair and had visited a hospital in Massachusetts where she had seen the fine brick library in the center of Miss Dorothy's hometown.

Miss Dorothy brought her stacks and stacks and stacks of books.

"You read them faster than I can bring them."

Miss Dorothy told her, but she was smiling a broad smile of a happy librarian who enjoys nothing so much as sharing her books with her friends.

One day, a reader donated a little white house to be used as a library.

"It'll have to do."

Miss Dorothy said, remembering the fine brick library in her hometown.

Everyone showed up to clean and paint until the new library was ready to open.

The mothers baked cookies, the fathers cut firewood for the round black stove.

Students loaded the shelves with books, Mrs. Mommy sent her best lace tablecloth and silver punchbowl and she offered Mr. Mommy's red flannel drawers for the flag pole too.

Friends, do you hear how everyone in this community came together to solve their problem?

Take a look at the new library.

The years came and went, after awhile awards covered Miss Dorothy's walls and people came from everywhere to visit the library and write articles about her and her readers in a land of high blue mountains with deep green valleys and cascading streams splashing silver.

Miss Dorothy rarely thought of the fine brick library in the center of the square back home in Massachusetts.

She was far too busy in her fine little library where people loved to read and where everyone loved Miss Dorothy.

Every day, the mail truck brought letters from Miss Dorothy's readers, some nearby and some very far away.

One of them came from Ben, now a pilot in the US Air Force.

He said, "You showed me the world through books, "and now I have gone to see it for myself.

"Thank you for being a librarian."

Another letter said, "Thank you for loving books and for loving people.

"Although you were never in charge of a fine brick library "like the one in your hometown, "you are a real librarian.

"You have readers who love you "and the books you share.

"Thank you for bringing the world to our door."

Love, Barbara.

The end.

Friends, did you hear how Miss Dorothy was able to solve her problem?

You know when I think about a problem, it reminds me of a puzzle, a puzzle that just needs to be solved.

So let's look back at some of the things that happened with Miss Dorothy, and think about solving the problem just like a puzzle.

One of the first things that happened, Miss Dorothy had a meeting with all of her friends and her community.

Who remembers what else happened?

Do you remember the music teacher?

The music teacher gave donations to help get the bookmobile, another piece of the puzzle.

And then there were friends and neighbors who donated books to put in the bookmobile, another piece of the puzzle.

And then finally they were able to have enough money and books to set up their bookmobile.

And friends, when you put all of the pieces of the puzzle together, your problem is solved.

I'm hoping that maybe the next time we have a problem we can be inspired by Miss Dorothy.

Until next time, bye friends.

- Hi, movers and shakers.

This is Violet, and I'm here with my sister Ivy.

- Hi.

- And we're gonna sing a song with you called, "Green and Speckled Frogs."

And this is a counting song.

So put up three fingers.

All right, ready?

- Mmh.

♪ Three green and speckled frogs ♪ ♪ Sit on a speckled log ♪ ♪ Eating the most delicious worms yum yum ♪ ♪ One jumped into the pool ♪ ♪ Where it was nice and cool ♪ ♪ And now there are two green speckled frogs ♪ ♪ Two green and speckled frogs ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms yum yum ♪ ♪ One jumped into the pool ♪ ♪ where it is nice and cool ♪ ♪ And now there is one green speckled frog ♪ ♪ One green and speckled frog ♪ ♪ Sitting on a speckled log ♪ ♪ Eating the most delicious worms yum yum ♪ ♪ One jumped into the pool ♪ ♪ Where it is nice and cool ♪ ♪ And now there are no green speckled frogs.

♪ - All right.

That was pretty silly.

Thanks for singing with us.

- Thanks.

[upbeat music] - Welcome back friends.

My name is Miss Nicole and this is my son Jessie .

Say hi Jess.

Today we're going to be blending sounds to make words.

What's that?

You wanna know how we're going to blend sounds and make words?

All right, let me tell you.

First, we're going to blend phonemes to make one syllable words.

Then we're going to blend, decode and build words that are one syllable but begin with an initial consonant blend.

An initial consonant blend is when there's two consonants that hold their sound, but move closer together.

All right.

You guys ready to do this work with us?

Awesome.

Here we go.

All right.

For this part of the lesson, we're going to be adding an initial sound to words.

The initial sound that we're going to add is S, alright.

For the first word we have up here, Jessie, you wanna help me sound this one out?

- Yes.

- Thanks.

All right.

Let's sound it out together.

- [Together] K i d , kid - Kid.

- Kid.

- Now we're going to add the sound s to the beginning and let's blend in with the new word.

Ready?

- [Together] S k i d - Skid.

- Skid good.

S k i d. - [Together] Skid.

Skid.

- All right, let's try that with another word.

Right?

Alright.

Let's read this word.

Blend the sounds with me.

Ready?

M a sh.

Do it with us.

- [Together] M a sh.

Mash.

- Mash.

All right.

Now, once again we're going to add the initial consonant sound in front.

Here we go.

And let's blend in with the new word.

- [Together] S m a sh.

Smash.

Smash.

- So we started with the word mash, and when we add the initial consonant sound s to it, we got the new word smash.

All right, one more.

Ready?

Okay.

Okay.

Let's blend these sounds.

- [Together] P i n. Pin.

- Good.

And can you add the initial consonant for us in the beginning of the word to make the new word?

Good.

All right.

Let's try it together.

- [Together] S p i n. Spin.

Spin.

- Good work.

Like we spin.

That was so much fun.

Thanks for your help.

All right.

For this part of our lesson, I want you to look at this picture that I drew.

Jessie, can you tell me what you see?

- A flower.

- Very good.

Now notice that I drew an arrow to a specific part of the flower.

What is this part of the flower called?

- A stem.

- Very good.

Watch as I spell the word stem, okay?

Can you read the letters as I write them?

- S. - What letter?

- S-T-E-M. - Very good.

Alright.

Now let's underline these two letters and I want you to blend them together like me.

Watch.

St. You do it.

St. - St. - St. - St. - Good.

St. - St. - Stem.

Stem.

Okay friends now is your turn to shine.

All right.

So we're going to do this part of the lesson together..

I want you to ask a trusted adult to go get you something to write with and something to write on.

We're going to be listening to words, we're going to be listening to sounds, we're gonna blend those sounds together and then we're going to write them and read them.

All right?

All right.

Go get them and come right back.

[bright music] So here I have the picture of my flower and the stem that we just pointed out, remember?

I highlighted the S and the T because I wanna focus on those initial consonant sounds.

Each of these consonants make their own sound but in a consonant blend, you're going to say the sounds more closely together like this.

St, st. Good.

Ready?

Now what I did was I pulled out the letters from the word stem.

Say it with me, stem.

Good.

Let's look at the initial consonant blend.

St, st. Good.

We added in the vowel sound e, ste, and then the final consonant sound m to get the word stem.

Now if I change that final consonant sound, I want you to tell me.

What word do we get now?

All right.

Let's do it together.

St, ste, step.

Step.

Did you say step?

You were right.

Good work.

All right.

Let's do a few more.

The initial consonant blend this time is going to be the sounds Sw. Let's blend them together.

Sw, good.

Now we're going to add in the vowel sound i. Swi, swi.

And then the final consonant sound m. Swim, swim, good work.

All right.

Let's try another one.

This time, I wanna give you the word first and I want you to repeat it.

Okay?

The word is spill.

You say it.

Spill.

Good.

I want you to start thinking of the letters that you will see as we make those sounds, okay?

Let's do the initial consonant blend first.

Sp, sp.

You think you know which letters?

All right.

Watch as I put them up.

S p. Did you get it?

Good work.

All right.

Now it was the word spill.

I.

Do you know the vowel?

I, i, spi, spill.

And that is the double l at the end of the word.

Spill.

All right.

How about this one?

Initial consonant blend.

Add in the vowel sound.

And then the final consonant sound.

Alright.

Let's do it together.

Ready?

Sn, sn, sna, snap, snap.

[snaps finger] You're getting it.

Good work.

All right.

Last one.

And this one I wanna begin with a trigraph.

A trigraph are three letters.

All right?

Here's the first S-T, st. Now we're going to add in an R, str, str, str.

Good.

Our vowel sound is u.

Do you know which letter?

U. Stru.

And the final sound is a diagraph that's only seen at the end of a word, C-K. Ck.

Let's blend all the sounds together, ready?

Struck, struck, struck.

My friends, I hope you had as much fun as I did today, learning about initial consonant blends containing the letter S. I hope you'll continue to practice what we learned today at home with a trusted adult or family member.

I hope you enjoy the rest of your day.

[upbeat music] - Hi learners.

My name is Trinette.

- Hi scholars, my name is Skylar.

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

You will need some materials before we begin.

Skylar, can you tell them what we need?

- A paper and a pencil.

- Please ask a trusted adult to go find those materials and we will give you 20 seconds.

Ready, set, go.

One.

- Two - Three.

- Four.

- Five.

- Six.

- Seven.

- Eight.

- Nine.

- 10.

- 11.

- 12.

- 13.

- 14.

- 15.

- 16.

- 17.

- 18.

- 19.

- 20.

- Excellent.

Were you able to gather those materials?

If not, that's okay.

You can gather them at some other point throughout the lesson.

Now let's begin.

Skylar has four candles.

Skylar, can you count those candles and make sure you have four?

- We have one, two, three and four.

- Okay.

So I'm gonna make sure learners can see them.

So there's four.

Then Skylar gets how many more?

- One.

- One more.

Perfect.

Now what we're going to do today is we're going to work with addition equations and that will involve using what's called the plus sign and an equal sign.

- And a equal.

- So when we add, we put things together.

Before we begin writing out the equation, let's just see what it looks like with counters.

Skylar has four candles.

Let's count.

- [Together] One, two, three, four.

- Then she received one more.

Skylar, can you bring one more counter up?

Now, notice that they're not together.

When we add we do what?

- [Together] Put things together.

- Now we're gonna put them together.

Skylar count how many you have.

- I have one, two, three, four, five.

- Now, excellent counting.

Let's see what that looks like with an addition equation.

Take a look.

So Skylar had four candles, four.

Then she got one more.

- [Together] Four and one is five.

- Put your hands down.

So here is our addition equation.

I could also write it as four plus.

- Plus.

- One.

- One.

- [Together] Equals five.

- So we're going to do some examples like that today.

Here is another one.

So we're gonna take our candles away.

Skylar loves to play with blocks.

How many blue blocks do you have there?

- I have one and two.

- Perfect.

And how many green blocks do you have?

Can you count for us?

I'll take the blue ones and put them here, count the green ones.

- I have one, two.

- Okay.

Keep counting.

- [Together] Three.

- And what would that be?

- Four.

- Four.

So let's take a look.

We got it.

- And don't twist them [mumbles] - Okay.

So we have two and - [Together] Four.

- Again, - [Together] Two and four.

- So now here's what we're going to do.

Let's take a look.

We're going to write what's called an addition equation.

- What's a equation?

- So that means we have two numbers that we're gonna put together and we have a plus sign - [Together] And equal sign.

- So let's take a look.

- Mom what's this from?

- That's from another lesson.

So now we have two, - Two.

- [Together] Plus four equals, - Let's count them.

So we have four, can you hold that?

So, no, show our learners.

Four, I'm gonna put two more on top.

Hold it nice and still.

Let's count one.

- One.

- Two.

- I can count.

One.

- But the learners have to see it so count it while I hold it.

- One, two, three, four, five, six, that's one big.

- Perfect.

So two plus four equals six.

That is our addition equation.

Take a look at that.

- What's an equation?

- Now we're going to do a few more examples.

Learners, I've allowed for you to take out your materials that I asked you to gather earlier.

We're going to practice writing addition equations, make sure that you have the plus sign and the equal sign.

So I have a die here.

If I have two, we call them dice but I'm gonna use one which is a die.

I'm going to roll it.

What number do you see there?

How many dots are there?

- Two.

- Two.

Perfect.

I'm gonna roll it again.

What number do you see now?

- A five.

- Five.

Do you see that?

So I'm going to write down those two numbers that I just rolled.

The first number was two and the second number was five.

Two plus five equals, let's go to our counters to make sure we know what it equals.

So I'm going to keep two red, - Two pink.

- Or two pink.

It's like a Rose or a red pink.

And I'm gonna count out five.

Let's count one, two, - [Together] Three, four, five.

- When we add we have to put things together.

So Skylar, I'm gonna put them together.

Can you count these counters up top?

You can count along as well.

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

- Seven.

So to complete our addition equation, two plus five equals, - [Together] Seven.

- Do you see that?

Did you write that down?

Great.

Now let's do one more example together just like that.

And you're going to write an addition equation.

So Skylar, can you roll that on the table?

And then I will show the learners what you rolled.

Okay.

Perfect.

This is the number.

Learners at home, let's count.

One, two, three.

Okay.

Write down the number three.

I will write it down too.

Don't roll it just yet.

Okay, Skylar roll it again and we're gonna show the learners what number you rolled.

Okay.

Oops.

Okay.

Can you count that?

Let's do it together.

One, two, three, four, five.

So make sure you have your, what symbol is this?

- [Together] Plus sign.

- And now we're gonna write a five.

So three plus five.

Now Skylar, let's go back to our counters.

So Skylar, do I have three here?

One, two, three, right?

And how many do I need to put over here?

- Five.

- Five.

Count with me at home.

- [Together] One, two, three, four, five.

- Now we're gonna put them together.

Let's put them together.

So I'm just gonna put them together this way.

Let's do that.

Can you count them all?

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

- No, let's count again.

Slowly.

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

So three plus five equals eight.

- Excellent.

Three plus-- - [Together] Five equals eight.

- That is our addition equation.

We have time for one more.

Make sure you write this down.

Skylar, you're gonna roll again.

Okay.

- I'm just looking.

One- - Wait, we have to show the learners.

So Skylar rolled this number.

How many is that?

Point to each one.

- One, one, two, three, four, no.

One, two, three, one, - four.

- [Together] Two, three, four, five, six.

- I'm gonna roll again.

So we have six.

And what number is that?

How many dots do you see?

- One.

- One.

So we're gonna do six and one.

- One today.

- Can you help mommy hold the board?

So I'm gonna write the number six.

- Six.

- You should write the number six.

What sign is this?

- [Together] Plus sign.

- Back up so they can see, you have to backup so the learners can see.

The number one.

- One.

- And equal.

So let's look at it using our counters.

- Are you gonna-- - Count.

Count.

- [Together] One, two, three, four.

- Slow down, four, - [Together] Five.

- Now six plus one more.

So we're gonna bring this over.

Let's count them together at home.

Skylar, you count as well.

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

- No, one, two, three, - [Together] Four, five, six, seven.

- Good.

Notice how Skylar stopped and went back and tried to restart her counting to make sure it was correct.

So six - [Together] Plus one equals seven.

- This is your addition equation.

Great job learners.

Learners, today you were able to learn how to write an addition equation which must have a plus sign and an equal sign.

You can simply practice things like this at home by having an adult, take a sheet of paper or maybe index cards and write the numbers one through five.

So look, I have the number one, two, three, four and five.

And here's what you can do.

Skylar, I'm gonna show the learners.

I'm going to shuffle up the cards and place them on a table.

Skylar, can you pick the first card and show the learners what you chose?

- I chose three.

- Three.

Can you show them the number three?

Okay.

And then I'm going to pick another card which is the number one.

Can you get your three?

Now, what we could simply do, show it to the learners.

We have two numbers.

Now we can write an addition equation.

One.

- Can I write one?

- Well, let's just explain this one.

One plus three and we know that as four.

So you can simply just continue to shuffle the cards.

Pick two numbers, wait Skylar, pick two numbers and practice writing addition equations.

Learners I hope you had a great time working with us today.

Make sure you tune in to watch some more amazing lessons by some amazing teachers.

Until we meet again, bye bye for now.

- Bye.

- [Together] See you soon.

[bright music] ♪ Maybe it's sunny ♪ ♪ Maybe it's not ♪ ♪ Maybe you're on top of the world ♪ ♪ Or maybe you're in a rut ♪ ♪ But I'm happy ♪ ♪ Happy ♪ ♪ To spend time with you.

♪ ♪ Yes I'm happy ♪ ♪ Happy ♪ ♪ To spend time with you ♪ - Hi everybody.

My name is Mr. John, and I'm a teacher with the Third Street Music School and I thought we could make some music together today.

There's a fun song that uses our bodies and our voices called "A Ram Sam Sam."

And it goes like this.

♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] Let's give that a try together.

First it starts off with two a ram sam sams, like this.

♪ A ram sam sam ♪ ♪ A ram sam sam ♪ Give it a try with me.

♪ A ram sam sam ♪ ♪ A ram sam sam ♪ Nice.

Next part goes like this.

♪ Guli guli guli guli guli ram sam sam ♪ Do you think we can try that from the top?

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ Nice.

Now the second part, you put your hands in the air and you shake them and go, ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ Let's try that together.

Your hands in the air.

♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] That was fun but I wish I had some friends here that I could practice with.

- [Albert] Winter is the best season.

- [Zach] No summer is the best.

- It's the opposites.

They can't agree on anything.

Hi, Albert.

Good morning.

- Yes, it is a good morning.

- I think it's kind of a lousy morning.

- Hi Zach.

- So Mr. John, did I hear that you have a new song that you want to try out with friends?

- Yeah, that's right.

Do you wanna sing it with me?

- Well I usually only like old songs.

- Well, I like to sing new songs.

- Well, I've known this song for a long time, so it's old to me, but it's new to you and everybody at home so... - Maybe just this once.

- I'm in.

- Okay, well let me show you how it goes.

Maybe everybody at home could help me teach you.

Ready?

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ - [laughs] Nice job.

Wow.

You guys picked that up really fast.

Did you have fun?

- Well, it was okay but, - But?

- I thought it would be a lot more fun if we sang it a lot slower like we were in slow motion.

- Oh, Oh, well, I hadn't thought about doing it like that, but you know what?

It could be fun.

Let's give it a try.

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] - You know what?

You're right.

That was fun.

- That was awesome.

- Meh.

- Wait, Zach, you didn't like it?

- No.

- No?

Why not?

- Well, I think instead of taking it super slow we should take it super fast.

- Well, last time we did try it slow.

So let's see what happens when we try it fast.

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] - Now that's the way it should be done.

- You would say that.

- What's that supposed to mean?

- Hey, Hey.

Hey guys, guys, guys, maybe we should just sing it at a medium speed next time.

Or is, is there another way we could sing it?

- Oh, I think we should sing it super quiet.

- Oh, that sounds super fun.

Let's try it this time super, super quiet as if the entire thing was a secret.

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] - That was perfect.

- I think we should sing it very loud.

- Listen.

We tried it very quietly and now we're going to try it very loud to see what that sounds like.

Okay.

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ - That was great because loud is awesome.

- I think I might have an idea.

So Zach, you like to sing the beginning of a song, right?

- Yeah.

The beginning is the best part because it's like when you meet somebody.

- And so Albert, you like to sing the end of a song, right?

- Exactly.

The ending is the best part, big finish, tada!

- Okay.

So how about you Zach sing the beginning of "Ram Sam Sam" really quietly and you Albert sing the end of "Ram Sam Sam" really loud.

- Ooh.

- Ooh.

- How does that sound?

- Great.

Sure.

- Yes.

I like that.

- Okay then.

Well, here we go.

♪ Ready ♪ ♪ A ram sam sam ♪ ♪ A ram sam sam ♪ ♪ Guli guli guli guli guli ram sam sam ♪ ♪ A rafiq ♪ ♪ A rafiq ♪ ♪ Guli guli guli guli guli ram sam sam ♪ [John laughs] - Now that was fun.

See what happens when we stop fighting and we take ideas from both of you?

- What do you mean?

- Huh?

- Well, you two fight all the time.

Do you even like spending time together?

- Of course.

- Absolutely.

- But you can't agree on anything.

- Well, sure.

But who wants to hang out with someone who only likes the exact same things you do?

- I know.

Talk about boring.

- And aren't all of the opposites in music the things that make it fun?

- I mean, I guess so, but-- - The highs.

- The lows.

- The fast.

[mimics instruments] - And the slow.

La la la.

- Well sure, but-- - The smooth notes.

- And the bumpy notes, la la la.

- Well, I do love both of those.

- The quiet.

- And the louds.

♪ The long notes ♪ ♪ And the short notes ♪ - I think you're both right.

I do love it when there's a whole mix of opposites in music.

Well, thank you both for coming by and making some music with me today.

- Anytime.

- Our pleasure.

Now I think we should make our exit out the front door and watch that sad movie I like.

- Well, I think we should use the back door and watch that comedy I like.

- Okay bye you two.

Well we learned an awful lot about musical opposites today but now it's time to say ♪ Bye bye so long farewell ♪ ♪ Go and be strong ♪ ♪ Go and be brave ♪ ♪ Find your way ♪ ♪ Your place in the sun ♪ ♪ Shining brightly ♪ ♪ Just for you ♪ ♪ Bye bye so long ♪ ♪ So long farewell ♪ Bye everybody.

- Oh Down, can you come up here for a second?

- Hey Jason.

- Hey.

- What's that?

- It's supposed to be a magic glove but I can't figure out how to make it work.

- How about like a magic words?

Like abracadabra.

- Okay.

Abracadabra!

- Nothing happened man.

- No.

- Hmm.

Okay.

I got it.

Alacacheesepuffs.

- That's a good one.

Alacacheesepuffs.

- I don't know really.

- Chin.

- Wait, was that you?

- I thought that was you man.

- So weird.

- Head.

- Whoa.

I think I'm hearing things.

- Ears.

- Hey man, I think every body part you touch the magic glove tells you what it is.

- I think you're right.

Let's try it out.

- Nose.

- That is so cool.

Wait.

- Eyes.

- This is incredible.

Hey, I have a great idea.

I wonder if you guys at home could pretend you have a magic glove and follow along with me at home.

Okay get ready.

Everybody, point to your-- ♪ Chin ♪ - Now your, ♪ Head ♪ - Good.

♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ - This is so cool, right?

Okay.

Now wait, now your, ♪ Finger ♪ - Good.

♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - Now how neat is this?

Okay.

Wait.

Everybody do it again.

♪ Chin ♪ - Good.

And now your, ♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ - Wow.

- Now your hand.

♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - This is great.

Hey wait, let's try our, ♪ Shoulders ♪ - So cool.

Now, ♪ Elbow ♪ [Down laughs] - Hey Down, are you thinking about I'm thinking?

♪ I wonder how fast that they can go ♪ - Point to your, ♪ Chin ♪ - Good.

Now your, ♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ - Now your ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Fingers ♪ ♪ Thumb ♪ - These guys are good but I wonder if they could go even faster.

Try it with me.

♪ Chin ♪ - Good.

♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - [laughs] Amazing.

Come on.

♪ Chin ♪ - Good.

♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - It's so cool.

Everybody do the ♪ Shoulder ♪ - Awesome.

Now your, ♪ Elbow ♪ ♪ Ah ah ah ♪ ♪ I wonder how fast that they can go ♪ ♪ Chin ♪ - Good.

♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - Amazing.

I think we can go even faster.

Guys, try it with me.

Here we go.

♪ Chin ♪ - Good.

♪ Head ♪ ♪ Ears ♪ ♪ Nose ♪ ♪ Eyes ♪ - Excellent.

♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Finger ♪ ♪ Thumb ♪ - Good.

Try it again.

♪ Chin ♪ - Good.

♪ Head ears nose eyes ♪ - Good.

♪ Finger ♪ ♪ Finger finger finger thumb ♪ - Good.

Point to your, ♪ Shoulder ♪ - Now your, ♪ Elbow ♪ ♪ Ah ah ah ♪ ♪ I wonder how fast that they can go ♪ ♪ Chin head ears nose eyes ♪ ♪ Finger finger finger finger thumb ♪ - Keep pointing to your fingers everybody ♪ Finger finger finger finger finger ♪ - Keep going.

♪ Finger finger finger finger ♪ - Keep going.

♪ Finger finger finger finger ♪ ♪ Finger finger finger finger finger ♪ ♪ Thumb ♪ - This is the coolest thing ever.

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

[upbeat music]