- [Announcer] Ready to learn.

- [Both] Hi.

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

- Shh.

- [Announcer] Read and write.

- Let's read it back.

- [Announcer] Discover science, sing, ♪ Some ♪ - [Announcer] Play and so much more.

- Cup cake.

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- Mm-hmm.

[playful music] - [Announcer] Funding for this program was provided by The JPB Foundation.

[playful music] - Hello friends.

Welcome to story time.

I am excited to be here with you again reading another really, really wonderful story together.

This book today that we're going to read is called "A Most Unusual Day."

You know, I always like to read the title and look at the illustrations on the cover of a book because it sort of gives me a clue as to what the story might be about.

So this story is called "A Most Unusual Day."

It's written by Sidra Mallery and the illustrations are by E. B. Goodale.

So let's take a minute to look at the illustrations and think about the title.

What do you think the story might be about?

You know, I have the same thought as you.

I see a little girl over here running.

Looks like she has, a stuffed animal in her hands.

Looks like she's outside somewhere.

Maybe running through a field.

There are flowers, there are some green grass.

Looks like it may be a windy day.

What else do you see?

Yeah, the airplane, I also noticed the airplane.

I was wondering do you think maybe this little girl is going on a trip somewhere?

She's going to be on an airplane, flying somewhere?

Or maybe she's chasing the airplane.

Or maybe someone is coming to visit her.

I don't know.

Those are all really good guesses.

But I do know from the title that this day is not her typical day, so it's not usual.

Let's read and see what the story is about.

"A Most Unusual Day."

"Usually Caroline was awake with the birds, her eyes wide open and she jumped into her parents' bed with a morning song for them.

But not today.

Today, Caroline laid still in her bed, with her eyes closed imagining the day before her.

Today would be unusual."

I wonder what is so unusual in Caroline's day?

What do you think has happened that has made her routine so different?

So let's listen closely to the story, to the words and look at the illustrations.

Let's see if we can find some clues as to why her day is so different.

"Caroline was usually organized, but not today.

In her and grandma's rush to get to the bus, she forgot her socks.

She forgot her lunch box.

Her feet were sweaty and she had to eat the school lunch.

Mohammed Jones offered Caroline some of his lunch.

"You'll need the strength," he advised.

"That's okay," she said.

But it wasn't, not today.

She moved her broccoli across the foam tray and made a broccoli family.

A big tall mother, a slightly shorter father, the daughter and one more thing."

So I have an idea, every time you hear words or you see a picture that you think gives you a clue as to why her day or Caroline's day is unusual, I want you to wiggle your fingers, okay.

So I notice some special words on this page, that gives me a little clue.

Here it says, she made a broccoli family.

The big tall one is her mother.

The one that's slightly shorter is her father.

This is, her I'm thinking, the daughter.

And one more thing, one more thing, I wonder what that might be.

What do you think?

Do you wanna share with your trusted adults before we read on?

Go ahead and share.

"Caroline was usually graceful, but not today.

Today when Ms. Oliver asked, "What is a family?"

Caroline raised her hand a little too fast and she bumped Wendy Walker by mistake on her really, really loose tooth.

Just enough to make it fall out.

Wendy wasn't mad.

"Thanks Caroline," she said patting her on the knee.

"I've been waiting for that tooth to fall out."

Caroline smiled, but she was slightly strange, like the space where Wendy's tooth once was.

Caroline was usually helpful, but not today.

Today she wiped the tables.

Well she tried.

Today she fed the fish.

Well, she tried.

She tried to clean up at the art center.

She really did try.

She thought she ought to practice for home.

"Dad said they'd be needing our help, soon."

Do you see an image on this page or any words that might give you a clue?

Think about it for a minute and share with your trusted adult.

Yeah, I notice that too.

In this picture here, it looks like she's holding a baby doll.

There's a rattle there.

There's a tiny little blanket and the little bed for the baby and a stroller.

And it says, "Dad said they'd be needing her help soon, at home."

She's practicing.

I don't know, but I'm starting to put some of these clues together and having some ideas of why her day might be so unusual.

"You must be tired from all of that helping Caroline," Mrs. Oliver said.

"Would you like to come over here and read with us?"

Caroline was usually calm but today something kept her, tapping her foot.

Kept her tilting her chair.

Kept her chewing her thumbnail.

She kept thinking about what would happen soon.

She kept looking at the clock, looking at the door.

Something was unusual about today, because at the end of the day at dismissal, right when Caroline was unthinkingly, inexplicably drawing an airplane on the school wall with her I got caught being good pencil, right when Ms. Oliver looked at her and gasped, "Caroline," The bell rang.

[bell ringing] Usually Caroline's parents were calm and collected but not today."

I noticed something special about the pictures on this page.

I noticed right here, something.

Do you see all this stuff on the ground?

Hmm, I see a baby bottle, a rattle, a hat, a blanket sticking out.

What do you think might be in the car with her mom and dad?

Can you share with your trusted adults.

Did you guess a baby?

Huh.

"Today daddy's glasses were held together with tape.

Today mommy's socks did not match.

They had sleepy eyes and big giants smiles.

Today they had a blanket.

Today they had a bundle from far, far away."

Far, far away, huh.

Do you think, wait a minute, did that bundle, come on this airplane.

Hmm, starting to put all the pieces together and maybe we can guess now.

"Today they had her new baby sister.

With her toes perfectly curled, her eyes perfectly bright.

Her cry perfectly high.

Her fingers so strong and so, so small.

Perfectly tight around Caroline's finger.

This baby made everything, every usual thing, unusually new and perfectly right.

This baby, her sister, made Caroline's day."

I hope you enjoyed the story as much as I did.

So now it's time to do an activity.

I would like for you to think about your favorite part of this story with your trusted adult and share it with them.

What was one part that you really, really enjoyed?

Why did you really like that part?

What was it about it?

Was it the illustrations?

Was it the words?

Was it maybe the way Caroline was feeling?

Talk about it and then maybe if you like, you can draw a picture or maybe you can act out that part of the story.

It's your choice.

I hope you enjoyed this story.

Bye friends, I'll see you soon.

- Hi, movers and shakers.

This is violet and this is my sister Ivy.

- Hi.

- And today we're gonna be singing a song with you called, "The Itsy Bitsy Spider."

Do you know this one?

If you do, or if you don't, follow along with us, doing the motions and singing along.

Ready?

- Mm hmm.

- Ready?

Okay.

♪ The itsy bitsy spider climbed up the water spout ♪ ♪ Down came the rain and washed the spider out ♪ ♪ Out came the sun and dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ - That was fun, should we do it again?

- Sure.

Okay, are you ready to sing along with us this time?

Okay.

♪ The itsy bitsy spider went up the water spout ♪ ♪ Down came the rain and washed the spider out ♪ ♪ Out came the sun and dried up all the rain ♪ ♪ And the itsy bitsy spider went up the spout again ♪ - Thanks everyone.

- Thanks.

[playful music] - Hello friends.

I'm Ms. Carissa and this is my daughter.

- Liliana.

- Today, we are going to use all we know about consonants, vowels and syllables to read longer words.

That's right, today I'm going to teach you a strategy to help you read some longer two syllable words.

But first let's warm up our, - Ear muscles.

- All right, so we're gonna be breaking apart words into their sounds and counting the sounds in each word.

Listen, as I do the first one.

Past, the sounds in past are P-A-S-T. Now I will count the sounds in past.

P-A-S-T, past has four sounds.

Listen again, P-A-S-T. Are you ready to try?

You ready to try?

- Yes - Okay.

As you say each sound, I want you to hold up a finger with me.

Listen, the word is rich.

What are the sounds in rich?

Let's try it together, R-I-CH.

How many sounds do you hear in rich?

Three, that's right listen again, R-I-CH Okay, let's keep going.

This time, I'm going to pause to give you time to try before I do it.

Ready?

Listen, the word is moon.

What are the sounds in moon?

Hmm.

What are the sounds in moon?

- M-OO-N - Let's hold up our fingers and count, how many sounds we hear in moon, ready?

M-OO-N Did you say three?

Three sounds, awesome.

Okay, the next word is road.

What are the sounds in road?

- R-OA-D. How many sounds is that?

Did you say three?

R-OA-D, awesome.

Okay, listen to this one, skin.

What are the sounds in skin?

- S-K-IN.

- Ooh, good try.

Ready, let's do it together.

Let's use our fingers, let's count.

Okay, ready?

S-K-I-N, how many sounds in skin?

- Four.

- Four, good.

Did you say four?

Awesome.

Here's the last one.

Say fly.

What are the sounds in fly?

- F-L-Y.

- How many sounds is that?

Three, F-L-Y, three sounds.

Okay, great job breaking apart those words into their sounds.

Okay, are you ready to learn how to read longer words?

- Yes.

- Well, I'm ready to teach you how.

Before I show you these longer words, let's first listen carefully to the syllables in words that I say.

Do you remember what a syllable is?

Should I tell everyone that's watching, what a syllable is?

- Yeah.

- Okay, so remember what a syllable is?

Syllable is the beat in a word, okay.

Ready?

Watch how I say a word and break it into syllables.

I will again, hold up my fingers, but this time to count the number of syllables or beats in a word.

Listen as I say and hold up a finger for each syllable in this word.

Magnet, mag-net..

I hear two syllables or beats in magnet.

Listen again.

Mag-net, okay.

Let's do another one together.

Say cactus.

- Cactus.

- Let's hold up a finger for each syllable.

Ready, and say it with me.

Cac- tus.

How many syllables did you hear?

Two.

What are the syllables?

What were they?

- Cac-tus.

- Yeah, cac-tus.

Okay now you try.

You will repeat the word then hold up a finger for each syllable you say, ready?

Say, insect.

- Insect.

- How many syllables did you hear?

In-sect.

Did you hear two syllables in in-sect?

- Mm-hmm.

- In-sect, good.

Say biggest.

- Biggest.

- Biggest.

How many syllables did you hear in biggest?

How many do you think?

- Big-gest.

- So how many is that?

- Two.

- Two syllables, right.

They are big-gest.

Okay, here's really long one, ready?

Say fantastic.

- Fantastic.

- Hmm, how many syllables did you hear?

What do you think?

- Three?

- Did you hear three.

Yeah, what are they?

Fan-tas-tic, great.

Now let's try this one.

Say patch.

- Patch.

- How many syllables did you hear?

What do you think?

Patch.

Remember, it's also how many times my jaw drops, patch.

How many?

- One.

- One, yeah one syllable in patch.

All right.

Nice job breaking apart those words into syllables.

Now I'm going to show you how you can break apart a longer word into syllables to read it.

You ready?

- Mm-hmm.

- Okay, let's go Here I have a picture of a cactus.

Can you say cactus?

- Cactus.

- Good cactus.

Let's break this word apart into syllables, ready?

Let's hold up a finger for each syllable.

Cac-tus.

This is the word cactus.

And right now you already know that, but I want to show you if you didn't know how to read it, a strategy that you could use to read this longer word.

You could break apart a longer word in to syllables to read it.

Let me show you how.

First every syllable must have one vowel sound, okay.

So I first look for the vowel spellings.

- Do you see them?

Where's the vowel?

Okay and do you see another vowel?

Okay.

All right, so I know that there are two syllables.

Next I see that this word has two consonants together in the middle of the word.

Syllables are often divided in between the consonants.

So I'm gonna put a C for consonants and now I'm going to divide this into two syllables.

Okay, so I cover this part and I blend this.

Can you read this part?

- Cac.

- Good, then I cover this part and I read this syllable.

Can you read that?

- Tus.

- Tus and then I blend both syllables together.

Can you blend both syllables together?

- Cactus.

- Cactus, great.

Okay, let's do another one together.

I see two vowel spellings.

So, hmm, here's a vowel.

Do you see the other vowel spelling?

So this word has two syllables.

I'm going to break the word between the two consonants, like that.

Now let's blend the sounds in this syllable.

Can you blend the sounds in this syllable?

- Bas.

- Bas, okay.

- Now we're gonna blend the sounds in this syllable.

- Ket.

- Ket.

Now blend the two syllables together.

- Basket.

- Basket, excellent.

Okay, let's do another one.

Okay, here we have another word.

Hmm, the first thing we have to do, is find the vowel spellings.

Where are the vowels?

Okay and where else?

Great.

And then I find the two consonants in the middle and I break it apart into the two syllables.

Okay, can you and you also, blend the sounds in this syllable.

- Con.

- Con, can you blend the sounds in this syllable?

- Test.

- Can you blend the two syllables together.

- Contest.

- And this word is contest.

Great, let's do one more together.

All right, here's another word.

Are you ready?

Hmm, now the first thing we have to do is find what?

- The vowel.

- Right the vowel spelling.

So where's the vowels?.

All right, there is a vowel.

There is a vowel.

So I know there's going to be two syllables.

And then I look for the, - Consonant.

- The consonants in the middle.

There they go.

And then I, split it into the two syllables.

All right.

Let's blend the sounds in this syllable.

What's the say?

- Tun.

- Tun.

- Okay, let's blend the sound in this syllable.

- Nel.

- Okay remember, this is going to make a short sound, right, because it's in between two consonants.

So the sound is, - [Both] E. - Okay, try it again.

Nel.

- Nel.

- Good, one more time.

- [Both] Nel.

- Okay, now blend the two syllables together.

- Tunnel.

- Tunnel, tunnel.

Great.

Okay, wonderful job, learning how to read longer parts.

Okay, now I want you to try to read some longer words on your own.

Here, I have some words.

Liliana will point to the words and give you a chance to read them.

If you have to, try using the strategy that we just learned.

Notice the vowels, split the word in between the two consonants in the middle and then blend the sounds in each syllable and then blend both syllables together.

Okay, Liliana.

Point to a word for them to read.

What word is that?

- Happen.

- Happen.

Okay point to another one.

What word is that?

- Muffin.

- Okay, let's try another one.

Okay, just scoot over that way so they could see.

Good, okay.

Remember, oop, look for the vowels and then look for the consonants in the middle and split it here.

What word is that?

- Insect.

- Insect, okay, do you wanna do another one?

- Mm-hmm.

- Okay.

Oh.

What word?

- Dentist.

- Dentist.

Okay, try one more.

What word is that?

- Yellow.

- Yellow.

Wonderful.

Okay, everyone.

You did such a great job today.

Breaking apart words into phonemes and syllables, as well as breaking apart words into syllables to blend sounds to read longer words.

Do you think they did a good job?

- Yes.

- I think you did a good job too.

Make sure you tell a trusted adult what you learned today.

Have fun learning.

Bye.

[playful music] - [Announcer] Wanna know if your child is ready for school?

Find out with Learning Heroes, Readiness Check.

A free online tool for students in grades K through eight.

Your child will answer three to five questions about math and reading.

It only takes a few minutes and it isn't a test, it's more like a game.

You might be surprised by what your child does and doesn't know.

[playful music] [speaking in foreign language] - You did really well.

- [Announcer] At the end, you'll get fun, free activities and resources to help your child succeed in school.

You can share what you learned with your child's teacher.

- Hi.

- Hi, nice to meet you.

- [Announcer] So you can work together to make sure your child stays on track.

- Keep reading the books you enjoy.

And I think it's good to talk about what's happening in the story.

[playful music] - Hi friends, my name is Layla and I am elated to be here with you so we can play with numbers.

Today, we're going to make 10 and count them in different ways.

As mathematicians, you can make 10, you can count to 10.

You can write the number 10 and you can also recognize 10 in different ways.

Did you know that you can make 10 in different ways and the number remains the same no matter where you begin counting?

That is good to know, keep that in mind.

Are you ready to begin?

Great.

Let's begin with a warmup.

I'm going to make a snowman.

Now, I'm going to make a friend.

How many snowballs did I use to make the two snowmen?

Let me count to find out.

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

I used 10 snowballs to make two snowmen.

Where did I begin counting?

I began counting here.

So I went from the bottom to the top.

And in this for the second snowman, I did the same thing.

I started at the bottom and I counted to the top.

Okay.

Now, I want you to watch and listen as I make 10 and count in a different way.

This time I'm going to use a 10 frame.

Notice that the 10 frame has a rectangular shape.

And in this rectangular shape, there are 10 squares inside.

This will help me count to 10.

So first, I'm going to fill up the first row, the top row.

And I'm going to count to see how many yellow dots I have in the top row.

One, two, three, four, five.

So my top row has five yellow dots.

Now I'm going to fill up the bottom row.

The bottom row has five blue dots.

Let me count to make sure one, two, three, four, five.

I just noticed something, this 10 frame is made up of two rows of five, five and five make 10.

I'm going to count it one more time to make sure that I have 10.

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

I have 10 dots in my 10 frame.

Let's keep going.

This time I wanna make a bracelet.

Can you help me?

Okay, and I'm going to arrange, let's pretend these are beads, I'm going to arrange the beads in a circle.

[objects clacking] How does that look?

Okay, so now, how many yellow beads are in my bracelet.

I'm going to start counting.

I think I'm gonna start counting here.

So I'm gonna put a little dot to help me mark where I begin counting.

You can count along with me as well.

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

We have 10 yellow beads in our bracelet.

Did you start counting where I started counting.

I have a question, what would happen if I were to start counting in a different place?

What if I started counting here?

Would I still get 10?

Let's try it.

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

We still have 10.

Let's do one more together.

This time I'm going to arrange them again in a different way.

[objects clacking] What do you notice about the way that these red circles are arranged?

What do you notice now?

What was that?

Yes, they're scattered.

They are arranged in a scattered way.

So this time I'd like to count using my finger to make a path connecting the red circles.

Follow along with me, count with me.

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

We have 10 red circles.

Did you get the same number that I did?

Did you start counting in the same place that I did?

Okay, so now, I want you to take a moment and I want you to draw 10 objects and I want you to count them, making a path, connecting them.

I'm also going to do the same thing and then you can show me yours.

[objects clacking] Okay, let me see yours.

That is so wonderful.

This is what mine looks like.

Now, I wanna show you how I connect the blue counters with a path as I count.

And I'm going to start here.

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

I counted 10.

So that was so much fun.

And I really enjoyed counting to 10 in different ways.

Now, if you wanna keep practicing counting to 10 in different ways, you can, with a trusted adult, you can count to 10.

You can make 10 and you can recognize 10 in different ways, any time you want.

I look forward to seeing you the next time, have a great day, bye.

[playful music] [Announcer speaking in foreign language] [Woman speaking in foreign language] - You did really well.

[Announcer speaking in foreign language] [playful music] ♪ Maybe it's sunny ♪ ♪ Maybe it's not ♪ ♪ Maybe your 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 ♪ [ukulele music] Hi everybody.

My name is Mr. John with the Third Street Music School.

And I thought we could make some music together today.

Did you know that there are hundreds of different kinds of instruments that all make different sounds in different ways?

I thought we could talk about some of them today.

One of them I've already used.

This is called a ukulele.

It has four strings, [ukulele music] and a hollow wooden body.

And I like it because you can sing as you play it.

♪ La, la, la, la, la, la ♪ Even though there's hundreds of different kinds of instruments, a lot of them only make sounds in three different ways, and we're gonna learn about them today.

The first one, we already learned about.

It has strings, [ukulele music] and you can pluck or strum those strings or sometimes use a bow to make them make different sounds.

[ukulele music] That's what happens when you play all four strings together.

But sometimes you could even just play one string by itself.

[ukulele music] Another different way that some instruments make sounds is by hitting something against something else.

Take a look at this xylophone.

Watch what happens when I hit different parts of it with this stick.

[xylophone music] It's really fun to play 'cause you get to use a stick to kind of hit it to make different musical sounds.

[xylophone music] A different instrument that you might play that you also use a stick to hit is this one.

This is called an agogo.

And it has two different bells that you can hit, that make different sounds.

[agogo music] It can be very fun, but it can also be very loud.

A whole other different group of instruments doesn't use any kind of hitting to play or any kind of strings to play.

It uses air like this.

[slide whistle music] This is a slide whistle and you blow in it, and then you change this part, this slide right here, and it makes different sounds.

[slide whistle music] Another different instrument that uses air is this one.

Do you know what this one's called?

It's made out of metal and it's a little bit heavier.

This is a trumpet.

And you use air in a little bit different way instead of just blowing in it like that, you actually buzz your lips.

Can you try that?

It's pretty fun.

And then if you take out this part, this is called the mouthpiece, 'cause you put your mouth near it and it's made out of metal and you buzz your lips into it, like this, [object buzzing] doesn't sound too good on its own but watch what happens when you put the mouthpiece into the trumpet to make some bigger sounds.

[trumpet music] Wow, you can make some really big sounds, just using your lips, some air and a trumpet.

Let's take a look at some other different instruments and the different ways they make sounds.

This instrument is called a flute, and it uses air to make sounds.

You blow over the hole at one end and then you play the different keys with your fingers to make it make different notes.

It's made out of metal, but it used to be made out of wood.

It sounds like this.

[flute music] This instrument is called a harp, and it can be really big over six feet tall sometimes.

You play it by plucking different strings with your fingers.

Sometimes you can make a very fun sound by running your fingers all over all the strings from the bottom up to the top.

[harp music] This is a piano and you play all the different black and white keys with your fingers.

But inside the piano, whenever you play one of them a hammer hits a string.

So it's kind of like an instrument that uses a string and also makes sound by hitting two things together.

It kind of belongs to both different groups.

[piano music] This is the clarinet and it's another instrument that uses air to play.

It's made out of wood and metal and it has a tiny piece of wood at the top called a reed that you put into your mouth and you blow on to make it vibrate and buzz.

This is what it sounds like.

[clarinet music] This is an accordion and it's a lot of fun to play.

Even though it looks like it has a piano on the side it actually uses air to make all the sound.

You squeeze the instrument and the air makes different wooden reads vibrate.

Kind of like the little pieces of wood at the top of a clarinet.

[accordion music] It can be hard sometimes to try to remember all of the different instruments that are out there but sometimes it can be fun.

Like my favorite game show, Which Instrument Is It?

[audience clapping] - [Tim] And welcome back to Which Instrument Is It?

Your favorite instrument guessing game show.

As always, I am your host, Tim penny.

Let's go ahead and meet our next contestant.

- [Simon] Hello.

- [Tim] Hello and welcome.

Tell everyone here and the audience at home, your name.

- [Simon] Simon, I'm Simon.

- [Tim] Simon, welcome and where are you from?

- [Simon] Toledo.

- [Tim] Well, Simon from Toledo are you ready to play, Which Instrument Is It?

- [Simon] I think so.

- [Tim] Okay, let's remind our viewers at home how this works.

Simon, you're gonna give that wheel next to you a spin and that number that comes up, we'll pick an instrument off of our list that you won't see.

You will hear the instrument and a little bit about it.

And then you'll have to answer the question.

Which instrument is it?

Simon ae you ready for round number one?

- [Simon] Yeah, I think I am.

- [Tim] Okay, give that wheel a good strong spin.

- [Simon] Okay.

[object clacking] Two.

- [Tim] Two, play instrument two, Johnny.

[harp music] This instrument has a lot of strings that you can pluck.

And if you sweep across all of them, it can make a pretty magical sound.

Simon, which instrument is it?

- [Simon] Is it the harp?

- [Tim] The harp Johnny, you're correct.

That is the harp, nicely done.

Simon from Toledo, are you ready for round number two?

- [Simon] Yeah, I'm feeling pretty good.

- [Tim] Okay, give that wheel a spin.

[object clacking] - [Simon] Number 11.

- [Tim] Number 11 Johnny.

[flute music] You play this instrument, by blowing across a hole at one end and then playing the keys with your fingers.

It used to be made out of wood but now mostly it's made out of metal.

Which instrument is it?

- [Simon] Can I hear it one more time?

- [Tim] Of course, Johnny.

[flute music] - [Simon] Thank you.

Is it the flute?

- [Tim] The flute, Johnny.

You're correct, round number two no problems.

Simon from Toledo on a roll.

- [Simon] Yeah.

- [Tim] Well, let's see just how far Simon can go.

Simon are you ready for round number three?

- [Simon] I can't wait, let's go.

- [Tim] Wow, look at Simon, eager this time.

- [Simon] Number eight.

- [Tim] Number eight, Johnny.

[xylophone music] This instrument has metal bars.

Each bar makes a different sound when you hit it with a stick.

- [Simon] Oh, this one's easy.

I know this one.

It's a xylophone.

- [Tim] The xylophone Johnny, oh three for three, making it look easy.

Okay, you've named every instrument correctly so far.

Simon, are you ready for the final round?

- [Simon] I'm a little nervous, but let's do this.

- [Tim] All right and before we play this final round, let's show our viewers at home, what Simon is playing for today?

- [Announcer] A brand new trumpet.

[audience clapping] - [Tim] Wow, well let's hope he wins the grand prize.

Simon for the last time, are you ready to answer the question, which instrument is it?

- [Simon] I sure am.

- [Tim] Okay, spin that wheel.

[object clacking] - [Simon] Number three.

- [Tim] Number three, Johnny.

[piano music] This instrument has black and white keys.

When you play the keys with your fingers, a hammer on the inside hits a string to make it ring out.

- [Simon] Oh, this is a tough one.

- [Tim] Five seconds left.

- [Simon] The piano.

- [Tim] The piano, Johnny.

You're correct, you won the grand prize.

Congratulations, Simon.

Thank you for playing and thanks everyone at home.

We'll see you next time on, Which Instrument Is It?

Well we learned an awful lot today about musical instruments and the different sounds they make.

But now it's time to say, ♪ Bye-bye so long fare well ♪ ♪ Go and be strong, go and be brave ♪ ♪ Find your way or a place in the sun ♪ ♪ Shining brightly just for you ♪ ♪ Bye-Bye, so long, so long fare well ♪ Bye everybody.

- Hello friends, my name is Ms. Lewis and today we are going to be singing and dancing to a song called "Shake Our Sillies Out."

Because sometimes we get really, really, really silly and we need to shake those sillies out.

So if you would stand up because we're gonna have to stand up for this song.

And we have to listen to what the song says, to see how we're gonna move our bodies.

Let's go.

♪ I'm gonna shake, shake, shake my sillies out ♪ ♪ Shake, shake, shake my sillies out ♪ ♪ Shake, shake, shake my sillies out ♪ ♪ And wiggle my waggles away ♪ ♪ Clap, we're gonna clap, clap, clap my crazies out ♪ ♪ Clap, clap, clap my crazies out ♪ ♪ Clap, clap, clap my crazies out ♪ ♪ And wiggle my waggles away ♪ ♪ Jump, we're gonna jump, jump, jump my sillies out ♪ ♪ Jump, jump, jump my sillies out ♪ ♪ Jump, jump, jump my sillies out ♪ ♪ And wiggle my waggles away ♪ ♪ I'm gonna yawn, yawn, yawn my sleepies out ♪ ♪ Yawn, yawn, yawn my sleepies out ♪ ♪ Yawn, yawn, yawn my sleepies out ♪ ♪ And wiggle my waggles away ♪ ♪ We're gonna shake, shake, shake our sillies out ♪ ♪ Shake, shake, shake our sillies out ♪ ♪ Shake, shake, shake our sillies out ♪ ♪ And wiggle our waggles away ♪ Thank you so much everybody.

See you next time.

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

[playful music]