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

- [Both] Hi.

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

- Let's read it back.

- [Announcer] Discover science, sing.

♪ Somewhere ♪ - [Announcer] Play, and so much more.

- Cupcake!

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

[upbeat music] - [Announcer] Funding for this program was provided by the JPB Foundation.

[upbeat music] - Hi friends, my name is Sharon and today I'm gonna read a book called "Why am I Me?"

by Paige Britt, Sean Qualls and Selina Alko.

Before I begin, I want you to take a look at the cover.

What do you see?

Tell me.

So we have a boy and a girl and their faces are kind of overlapping.

What are they sharing?

Yeah, they're sharing one eye.

While I'm reading this book, I want you to think about all the pictures and what the pictures tell you, "Why Am I Me?".

Like I can tell just by the first couple of pictures, they're definitely in the city.

And here's the subway, looks like they're about to go on the subway.

Why am I me and not you?

Why are you you, and not me?

Why is everyone who they are?

Remember, look at those pictures, look at all these different kinds of people.

Tall, short, different colors, hairs all different, some don't even have hair.

And not someone else entirely.

If I were someone else, who would I be?

Someone taller, faster, smaller, smarter?

If someone else were me, who would they be?

Someone lighter, older, darker, bolder?

Who in the world are we, if we aren't you and me?

Why am I me?

Look, see this is whole blink, look.

It has that same scar on his eye from the front cover, right?

Why am I, me?

[soft beat music] Hi!

Hi!

[soft beat music] What do you notice?

Here's that boy and the girl, looks like she's reading that book.

Let's go back.

Do you think they knew each other before this?

Yeah, I don't think they knew each other before this.

'Cause when they saw each other in the beginning of the book they weren't talking about school or whatever it was or talking about something that's going on in the neighborhood.

They weren't even really talking.

But then at the very end, he gives her a book to read.

It doesn't matter what they look like.

It just matters that they can be friends and are nice to one another.

So I know he's being nice because he's giving her this book.

And then at the last page, you can see she's reading that book.

So now what I want you to do is go get a piece of paper, markers, crayons, pencil, pen, whatever you have around the house.

I'm gonna go get my stuff together while you go get your stuff together.

And then we're gonna do a little activity together.

[upbeat music] So now we're gonna draw a picture of ourselves.

Just our face, a little quick sketch.

Now I'm not the best drawer so promise not to make fun of me.

All right, first, I'm gonna draw a circle for my face.

Go ahead, we're gonna do it at the same time.

You draw yourself as I draw myself.

And I'll talk you through it.

I have long black curly hairs, I'm gonna draw my eyes, my nose, my mouth.

Now I have blue eyes, so I'm gonna give myself blue eyes.

And give myself a neck.

All right, so now I want you to think about what makes you special.

I want three things that make you special.

I'm gonna think about myself now and the first thing that makes me special is I have black hair.

Don't worry about the spelling.

And if you're not a good writer you can also just draw a picture.

So like if I were to draw a picture, I would do my curly hair, black hair right there.

Another other thing about me, I have blue eyes.

And then I can draw my eyes, all right?

Now, I'm gonna pick something that you don't know about me.

Not physically, not what I look like.

My last thing, I'm not gonna do something that I look like, something that's inside me or something that I'm really good at or something I love to do.

I love to read books.

I love to read books.

How about you?

What do you love to do?

Or maybe something you're really good at.

Go ahead, write it.

I'll even draw a picture of a book.

That's my book.

So now underneath it, I want you to draw a person that you love.

Any person you can think of.

Someone who lives with you, maybe someone you just miss and you haven't seen in awhile.

It could be a friend, it could be a parent or a cousin, whoever.

I'm gonna draw my dad.

So here's my circle again.

Now my dad, he doesn't have much hair.

So I'm just gonna put a little strands, don't tell him that.

I'm gonna draw his ears and my dad wears glasses.

So I'm gonna draw his glasses.

He has a neck too.

Again, my drawing is not perfect, a quick sketch.

You can always come back to your drawing.

So, one thing about my dad, he wears glasses and he wears his glasses all the time.

I also wear glasses, but just to drive.

He also has black hair.

And the last thing about him, is he also loves to read and he'll read anything.

Newspaper magazine, anything and everything.

So now I want you to think about, how are these two people the same?

And how are they different?

And does it really matter?

So we both have black hair and we both love to read.

I have blue eyes, he wears glasses.

Does any of those things really matter?

So what I want you to think about is just because you might be a little different, you guys still love each other.

So think about your every day.

Think about the people you see everyday.

Does it matter that someone wears glasses or not?

Or does it matter how nice and kind they are?

Keep that in mind while you're at the park today, maybe you'll make a new friend.

Great job today, drawing and writing.

Remember, just because you're different doesn't mean that you can't be friends.

Think about what you have in common.

See you next time, bye.

- 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?

Ready?

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 ♪ 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.

- Hello scholars, welcome to a wonderful day of learning.

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

We will be focusing all of our work on blends with the L sound.

And we'll be doing that in both two and three letter blends.

Isn't this so exciting?

I know, all right, let's get right to work.

Today we will be reading words with blends that contain the letter L. Now remember the letter L, represents the L sound.

Everyone say, L. Perfect, all right, I'm going to build and blend a word.

Then I'm going to tell you to add a sound to make a new word.

Let me do the first example.

I'm going to make this word, okay?

And now I'm going to blend it together, listen.

B-A-CK, back.

Okay, so the word is back.

Now, I want to add the L, sound after the B, sound.

So that means, I'm going to do this.

All right, now I'm gonna blend and try to read this new word.

B-L-A-CK, black.

You see how I tried to changed back into black?

Pretty neat, right?

All right, let's do the same for some other words.

Are you ready to try this with me?

Of course you are.

Okay, here we go.

Let's make this word.

All right, let's blend and read it together.

Here we go.

L-O-CK, what's the word?

That's right, lock.

Now I want you to add the CK sound to the beginning of the word.

So before the L sound, add the CK sound.

All right, let's blend and read.

C-L-O-CK, what's the word?

That's right, clock.

Awesome, all right.

Let's try another word.

S-I-P, what's the word?

That's right, sip.

All right, this time I want you to add the L sound after the S, sound, okay?

So think how would that sound?

Add the L sound after the S sound.

Okay, blend it.

All right, I heard a lot of all, S-L-I-P, and the word is, slip.

All right, how about this word?

Blend those sounds.

That's right, L-a-G, lag.

Like when someone lags behind to kind of look slower, okay?

Lag.

Now I want you to add the F sound before the L sound, okay?

So what would that word be?

Go ahead, let's blend it.

That's right, F-l-a-G, flag.

Beautiful, all right, let's do another one.

You're doing an awesome job I have to say, I'm so impressed.

How about this word?

That's right, P-a-N, pan.

All right, I want you to add the L after the P sound.

All right, let's blend it.

P-l-a-N, plan.

All right, let's do this last one.

Blend the sounds.

L-a-D, lad.

That's right, a lad is another name for a boy.

Okay, now I want you to add the G sound before the L sound.

So the G sound before the L sound.

All right, blend it.

Beautiful, G-L-A-D, glad.

Okay, let's take a look at this card.

Let me move these out of the way.

Let's take a look at this card right here, okay?

This is a fly F-ly.

I hear two consonant sounds at the beginning of fly, F and ly.

Now let me write the word for you.

All right, so see, this is the word fly, okay?

I see the two consonants at the beginning of the word fly F and ly.

Now the letters F and L together form something that we call a consonant blend.

Now in a consonant blend, that means each letter has its own sound but there said really closely together, okay?

So if I were to say this again, I would say fly, F-ly.

Can you say the picture name with me and the L blend?

Say fly, F-Ly, go ahead.

Great, well, there are many blends with an L at the beginning of the word, but now remember our L blends do not occur at the end of a word, all right.

So let's do a drill with a couple of other picture cards and see if we can figure out their L blend.

- [Woman] Blankets, bl.

Glass, gl.

Plane, pl.

Slide, Sl.

- So if I were to write a word for you, let's see if you can blend it all together.

Now knowing about that L blend.

Okay, so blend the sound and read the word, go ahead.

Ooh, nice job, that's right.

This is, C-L-A-P, clap.

All right, now, did you know we could also have L blends where there's not just two but three layers.

Oh, I know, poof, mind blown, amazing.

All right, take a look at this picture.

So now, this picture represents this word.

Okay, so remember, we're gonna say quickly together so that S, P and L, so think that S-P-L, put it quickly together.

Spl, splash.

Okay, so this is splash, awesome.

All right, let's practice reading some words with our sound by sound routine.

I know you're ready to do this.

All right, so just in case you need a quick little review how to do that, remember when we see our word we're gonna first split up into it's individual sounds.

Now remember, we're going to keep our L blend though together, okay?

So this will be the first sound.

This will be our second sound and this will be our third sound, okay?

So let's start together, FL-I-P, okay?

Now let's blend our two together and our third by itself.

Here we go.

Fli-P, all right?

Now let's blend all the sounds together.

Here we go, what's the word, flip.

That's right, perfect.

Okay, let's do our sound by sound blending routine.

- [Woman] Pl-A-N, pla-N, plan.

Let's blend sound by sound.

Cl-A-M, cla-M, clam.

Spl-A-T, spla-T, splat.

Now let's read each line, line one.

Black, flash, clap, plan.

Line two, slick, glad, block, glum.

Line three, split, club, splotch, sled.

- Great job with that blending lines activity.

Okay, let's do one more activity together before we go.

Let's do a word sort, okay.

As you can see, I already had the three columns of my chart set up.

But remember, we always need to come up with our headings so we know how we're going to be sorting the words.

Well, today our focus is all about those L blends.

So we're going to be listening for L blends in the beginning of words.

All right, the first column of our chart is going to have the fl sound, like in the word flap.

Everyone say flap, fl.

Good, and I even underlined that fl blend, all right.

Our second column is going to have words that have the cl, sound like club.

Everyone said club, cl.

Nice, all right, so club, cl.

All right, now the last column is going to have the Sl sound like slam.

Everyone say slam, Sl.

Beautiful, okay, here we go.

So I'm going to say a word, if the word starts at the same consonant blend as a header, then we're gonna put the word there.

So for example, the word flag.

Flag, well, I hear fl at the beginning, so I'm going to put flag into that first column with flap.

Okay, where would you put the word, sled?

Exactly, that's right.

I hear the Sl too is sled.

So sled would go with slam.

All right, let's do a few more words.

- [Woman] Which column would the word clap, go into?

That's right, it would go into the club column, since clap and club both start with the cl sound, C, L. Which column would the word flip, go into?

That's right, it starts off with the same L blend as flap.

Which column would the word flop, go into?

If you said the flap column, you are correct.

Because flap and flop both have the F, L blend.

Which column would the word clip go into?

If you said the club column, you are correct.

Club and clip both had the cl sound at the beginning.

Which column would the word slid, go into?

That's correct, slid would go into the slam column because both start with the Sl blend.

Last word, which column would the word slug, go into?

That's right, slug would go into that slam column.

Terrific job.

- Scholars, you were great today.

You all better cl-A-P for yourself?

Yeah [laughs].

All right, so you were able to blend and read words that had blends with L sound, okay?

You were also able to sort words based on the initial blends you heard.

Like FL-AG, CL-AP, SL-AM and you even did the three-letter blends with a word, spl-ash.

Keep practicing blending words as you read with a trusted adult.

Well, until next time friends.

Be safe, keep learning and have fun, bye.

[soft beat music] - I check the labels on my kids' lunch boxes and toys.

Wanna know why?

- [Woman] The dangers of lead might feel like old news, but it's still a very real threat.

Lead is a dangerous metal that can cause serious learning and behavior problems in children and problems during pregnancy.

People with lead poisoning, usually don't look or feel sick.

Lead can be found in old pain and in some products from other countries.

Here are a few things to look out for to protect yourself and your little ones from lead.

Lead paint was banned in New York city, but some buildings may still have lead in the older layers of paint.

If you notice peeling paint in your home, talk to your landlord immediately.

If your landlord doesn't act quickly, report the peeling paint to 311.

Health remedies, foods, spices, pottery, cosmetics, toys, and jewelry from certain countries may contain lead, use with caution.

If the paint on a toy cracks, throw it out.

It's not worth risking exposing your child to lead.

Safe lunchboxes are labeled lead free.

Be sure to check for this label before you buy your little one a lunchbox.

Remind your doctor to test your one or two year old, for lead poisoning.

Lead your family away from lead.

[soft beat music] [upbeat music] - Hi, I'm Andrew and I am back with another video about the built environment in your community.

Think about the buildings that you see in your community.

Do all of those buildings look the same?

Buildings can look very different from each other.

The facade, which is the outside of the building, that's like the buildings face, the part that we see from the outside.

The facade of buildings can look very different, especially because of the different materials that might be used to make that building.

What does the word materials mean?

Let's spell that word together.

Materials, M-A-T-E-R-I-A-L-S, materials.

Materials are the different things that are used to make something.

It's the stuff that in this case, a building is made out of.

So different materials are used to make different buildings.

In this video, we're going to learn about some examples of different materials that are used in the built environment.

Architects and engineers, the people who design the built environment, they have to decide which materials to use.

And maybe some materials are better for one part of a building than for another part.

Now let's look at some examples of different materials that are used in the built environment.

Here's the first example.

How does this building look to you?

Would you say that the material that's used to make this building looks like it would be rough if you touched it, or smooth if you touched it?

Does this material look very shiny or does it look dull?

Not shiny, doesn't reflect any lights.

Does it look like it would feel hard or soft?

This building is made of brick, which is a hard rough material that is very strong.

And if you look closely at the building you can see the individual bricks are in rows.

There's lots of rows going across the building.

Bricks are pieces that are layered together in rows.

And when you look at each little brick, what shape do you see?

These bricks have four sides, two long sides and two short sides.

So that means these bricks are rectangles.

Let's look at another example of a different material used to create a building.

How does this building look to you?

How would you describe the material?

Does this material look rough or smooth or shiny?

This building is made of stone.

Another very hard and strong material like brick.

And it's made a piece as piled up together similar to the bricks in the last building but they're not in those straight rows.

Well, let's look closely at the building's door.

Does the door look the same as the walls?

Do you think the door is made of the exact same material?

While the building is made of stone, the building's door is made of wood, which is a different material.

So it might feel or look different than the stone.

Buildings can be made of more than one type of material.

But you could also have a building made entirely out of wood, like this one.

Do you know where wood comes from?

Wood comes from trees.

It comes from living plants.

So that means that wood comes from the natural environment but it is used by people to create the built environment.

Let's look at one more building that has two very different materials.

How does this building look to you?

Can you see yourself?

Do you think you could see yourself reflected like a mirror in this building?

The outside of this building is made of another strong material but this one is very smooth and very shiny, so it's not rough like the stone, this is made of metal and it's also covered in glass.

Glass is a really smooth and shiny material that we can see through or we can see our reflection.

Windows like this one, are usually made out of glass.

Why do you think glass, would be a good material for a window?

You can see through glass and the sun can shine through it.

Do you think you could use brick or wood or stone, to make a window?

These materials are not good for windows because you can't see through them and light doesn't pass through them.

However, they might be good materials for other parts of the built environment.

So that's something that the architects and engineers who design the built environment have to think about.

Now that we've looked at some examples of different materials that are found in the built environment, you are going to go on a scavenger hunt.

You're going to look around in your home for three materials that are used to construct the built environment in your home.

So find three different materials in your home.

And you can look at features of the actual building where you live.

So look at the floor or look at the window or the door or the wall.

Make sure you're looking at a part of the building.

And when you find these three materials, you're going to touch the material and look at it closely.

What does the material look like?

And how does it feel when you touch it?

Does it feel cold or warm?

Does it feel rough or smooth?

Is it shiny?

Can you see through it?

Like we can see through glass.

Remember that the same feature of a building might be made of different materials.

So depending what your building looks like, maybe you'll find a door that's made of wood or a door that's made of glass or a door that's made of another material.

So you're going to search for three different materials in your home and investigate them.

Look closely at the properties and look closely at how those materials look.

So you're going to look for three different materials in your home and look closely at those materials, touch them and describe them.

See how they feel and how they look.

I'm going to show you an example.

I looked around in the building where I live and I was able to find three different materials all together in one spot.

Here's an example of some material that I found in the building where I live.

Do you know what part of the building this is?

I'm standing by a staircase.

And this is the part of the staircase that you hold on to, which would be called to Balusters.

Let's touch this material and see how it feels.

It feels cold, it feels very smooth and it feels very hard.

I noticed that this material has paint on it and the paint is black.

So this has been painted.

I think that this material is not as hard as stone.

I don't think it's as tough and dense of a material as stone would be.

So I don't think this is made of stone.

Can you guess what material this is?

This part of the baluster is made of wood.

It's been painted black but underneath it might be a different color.

So we know that this is wood that came from a tree.

But when we look more closely there's actually another material that makes up a different part of this baluster.

See this here, it's painted the same color but this is not the same material.

What material is this?

Well, let's feel it.

It's rough, not as smooth as the material on top and it's cold.

It actually feels more cold than the material on top.

And I think it feels more hard and more strong than the wood.

Can you guess what material this is?

This part of the baluster is made of metal.

So these parts are metal and the part on top, is wood.

Two materials used to create one feature of the built environment.

I wonder if I can find a third material right in this spot.

Well, let's look around this is the other side of the stairs.

Let's see how this material feels.

This material is very cold and it's very smooth and very shiny.

It feels very different from the other two materials when I touch it.

And it's also quite hard.

What would you call this?

Well, this material is a tile, like a flat piece, that's used to make the stairs.

And I think it's made out of a type of stone.

There's many different types of stone.

This seems to be one type of stone.

So these steps are made out of stone tiles.

And then the baluster right next to the steps is made out of wood and metal.

So there's three different materials that I found in the built environment right here in the same feature of this spot, in my building where I live.

Once you found your three materials you can share what you learned with another person in your home and tell them about the three materials that you found.

Then once you found those three, you can see if you could find any more.

How many materials do you think you could find?

Can you think of any other materials that are used in the built environment that we didn't talk about?

You might be able to find a lot of different other examples.

As you look around at buildings in your community, look closely at the materials that are used to make them.

Architects and engineers have to think about why these materials might be good for one spot or good for a different spot of the building.

So when you find these materials, you can think about what makes this a good material to use for this part of the building.

Join us next time for another activity with the built environment in your community, bye.

[soft beat music] [speaking in foreign language] [soft beat music] [upbeat music] - Hello everybody, my name is David Martinez and I am a music teacher.

That's why this is the way I say hello.

♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ Would you like to sing with me?

Let's do it again.

One, two, go.

♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ Oh yes, I have my guitar with me but I guess you want to play an instrument.

And the main instrument is our body.

Would you like to tap your laps, tap your chest, snap your fingers.

Let's do it again.

Laps, chest, fingers.

Laps, chest, fingers.

Laps, oh yes.

And now it's time to sing.

You know this song, sing with me.

Here we go.

♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ Maybe again there's somebody at home and you wanna say hello, so let's try.

Hello!

♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ ♪ Good day, good day to you ♪ ♪ Good day, oh, dipidu ♪ Amazing, there's something I want you to know today.

I am from Columbia.

Yes, Columbia.

When you knew hear the word Columbia, this wonderful country, what do you think?

Oh, yes, I know you know that it is located in South America.

What else do you know about Colombia?

Yes, I can hear your voice, Shakira.

Shakira is from Colombia.

What else do you know about Colombia?

Yes, you like soccer, right?

James David Rodriguez, the soccer player is from Columbia.

And also Gabriel Garcia Marquez, the novel writer is from Columbia.

You know what else, I am from Columbia.

Mr. Martinez is from Columbia.

And also you need to know that the Colombian coffee is one of the number one on the world.

But in Columbia, we also have our precious stone called emerald.

Emerald is a precious gem that you will find in Columbia.

Emeralds are used for jewelry for rings, necklaces, earrings, what else?

Yes, bracelets.

And in Colombia, we have wonderful music.

The music you're learning today is guabina.

Try to say, guabina.

Guabina is music build in a three beats measure.

Three beats measure.

It means groups of three beats.

One, two, three, one, two, three.

And in this Guabina's music, we sing about things like emeralds.

Today, I have a song about emeralds.

[singing in foreign language] Oh, yes, I know you're wondering what kind of language is that language?

Yes, and you are right.

In Colombia, we speak Spanish.

This song is about emeralds and the song says, the emeralds have green eyes.

[laughs] It's funny, right?

Because it is a stone but either way we say emeralds are green.

Yes, the emeralds are green.

What else about emeralds?

And it says also, and a little moon lining upon the forehead.

Is the way that we say that the emeralds shine.

Yes, and today we will try to sing in Spanish.

Are you ready?

If you're ready this is what I need you to do.

Tap your laps, tap your chest and snap your fingers.

Try it, yes.

One, two, three.

One, two, three.

One, try to sing after me.

You're ready to go?

[singing in foreign language] [cheering] You are the number one, that was fantastic.

That was Spanish.

Now we are singing about Columbian culture.

But there is one more thing you need to know about Guabina, the music rhythm.

The emeralds, the theme of this song.

The language, Spanish.

The music, the melody we're singing.

In Colombia, we have fantastic instruments, exotic instruments and this is one of the instruments I think you never thought about it.

They're wooden spoons, yes.

You have some spoons in your kitchen, go and grab them, grab them, grab them.

You can get this ones or the steel spoons if you want, but this are much better, okay?

This wooden ones.

And this is the way in Colombia we play Guabina.

You grab one of your spoons facing down and you raise them on this three fingers and you hold them with your pointing finger.

Then the other food is facing up.

And you put it on top of your pointing finger unfolded with your thumb finger.

That's the way you tap your knee.

When you tap your knees, you get the spoons sound.

And this is one of the Colombian instruments.

Believe me, this is true.

Can you tap with me the tempo?

Tap with me.

Beat, beat, and let's try the song again.

[singing in foreign language] [cheering] That was great.

That was awesome.

Everybody clap your hands, oh, fantastic.

May you clap after me.

Ta, Ta, TiTi.

TiTi, Ta, Ta.

[clapping sounds] TiTi, TiTi, Ta.

[clapping sounds] TiTi, Ta, Ta.

[clapping sounds] If you remember or this is the first time you hear about this, when we say, Ta, that's a music note called the quarter note.

And when we say, TiTi, those are two music notes together, the eighth notes.

Guabinas music is built on one pattern.

Two quarter notes, two eighth notes.

Yes, two quarter notes, two eighth notes.

It sounds like this, Ta, Ta, TiTi.

Now can you say it after me?

Ta, Ta, TiTi.

Yes and when you sing the pattern over and over it sounds, Ta, Ta, TiTi Ta, Ta, TiTi, Ta, Ta, TiTi Ta, Ta, TiTi, Ta, At.

Yes, now we will put everything together.

We'll wrap our instrument like this.

You know how to do it.

And I will teach you the technique for, Ta, Ta, TiTi in guabinas music.

When you say Ta, you tap your knees.

Ta, tap.

But when you say TiTi, you tap your knee and then you put your hand above the spoons to play, TiTi.

Oh yes, one on your knees, one against your hand, TiTi.

Whoo, cool, try it again, TiTi.

Try it again, TiTi.

Excellent, now we will play two quarter notes, Ta, Ta, and then the eighth notes, TiTi.

That's it, let's try it together.

One, two, three.

Ta, Ta, TiTi, Ta, Ta, TiTi.

Ta, Ta, TiTi, Ta, Ta, TiTi.

You got lost?

Don't worry, this is not over yet.

Okay, pay attention, two quarter notes, Ta, Ta, and our eighth notes, TiTi, okay?

Let's play it once.

One, two, go, Ta, Ta, TiTi.

Excellent, now we play as a pattern, over and over, over and over with no stops.

You're ready?

One, two, go.

Ta, Ta, TiTi, Ta, Ta, TiTi.

Ta, Ta, TiTi, Ta, Ta, TiTi.

Ta, Ta, TiTi, Ta, Ta, TiTi.

Ta, Ta, TiTi.

[rhythmic musical sounds] You're ready to do sing?

Yes, you are?

One, two, go.

[singing in foreign language] [cheering] That was some amazing experience today playing Colombian music.

Remember this was Guabina singing about emeralds in Colombian.

So in the same way, I would like you to tap your spoons and we'll see a goodbye song.

You're ready?

One, two, three, Ta, Ta, TiTi, Ta, Ta, TiTi.

Ta, Ta, TiTi, Ta, Ta, TiTi.

♪ Good bye, good bye to you ♪ ♪ Good bye, oh, dipidu ♪ ♪ Good bye, good bye to you ♪ ♪ Good bye, oh dipidu ♪ Thank you for coming today to this music lesson.

This is Mr. Martinez, David Martinez.

I'm so glad you played Columbian music.

So you're next time.

[upbeat music] - Hi, I'm Ms. Graziella and I'm so happy to be here with you today.

I'm a social worker in Queens, New York.

Today, we're going to talk quickly about our thoughts and how powerful they are.

Thoughts are words we say to ourselves and thoughts happen all the time, sometimes without us even realizing.

We're thinking all throughout the day, but what we think, affects how we feel.

Now we can change how we feel, by changing what we think.

It's one of the most powerful tools you have.

When you're feeling really sad or you're feeling really angry, you're feeling really worried, pay attention to what your thoughts are at that moment.

And can you change any of those thoughts?

Try to pick some encouraging words to say to yourself throughout the day or any time that you're feeling those worried sad or angry feelings.

For example, if you're having difficulty learning, what are some powerful words that you can say to yourself to change your thoughts?

Some things you could say are, I can do this or I can keep trying.

Let's say you're having problems with your friends.

If your thoughts in your head are, everybody hates me.

I'm always wrong.

I always make mistakes.

Nobody understands me.

How do you think those thoughts are gonna make you feel?

Not so great, right?

But if you say to yourself, all problems have solutions.

That can make you feel more powerful and more positive.

Some other great thoughts you can try to remember to think throughout the day, are I am kind.

I stay calm.

I am strong.

I am safe.

I can do hard things.

I am in control of my emotions.

So start to pay attention to the things you're saying to yourself and how they're making you feel.

And try to find really encouraging words.

And you can write them down or you can have a grownup write them down and put them up around where you live so that you can remember to say them to yourself throughout the day.

Thank you so much for being here with me today, bye.

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

[upbeat music]