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

- Hi!

- Hi!

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

- Shh!

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, Sing, ♪ Somewhere ♪ - [Narrator] Play, And so much more.

[stomping, clapping] - Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words, isn't that fun?

[bright, lively music] - [Narrator] Funding for this program was provided by the JPB Foundation.

- Hi friends, my name is Carlton, and I'm so, so excited to read to all of you today.

Today, we are reading a book called, "Pout-Pout Fish Goes To The Doctor".

Do you like going to the doctor?

Okay, okay.

Now, remember, this book was written by Wes Adams.

Are you ready?

Let's go.

"Mr.

Fish woke up feeling terrible.

"He didn't wanna get out of bed."

Look how sick Mr.

Fish looks.

He looks terrible.

"His friend, Mr.

Eight came to visit.

"'What's the matter?'

he asked.

"'Are you sick?'

"'No' said Mr.

Fish, "'I'm worried about going to the doctor "'for my checkup today.'"

Friends, do you know why Mr.

Fish's friend is named Mr.

Eight?

Let me ask you, can you count how many legs Mr.

Eight has?

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

It's because Mr.

Eight is an octopus.

An octopus has eight legs!

Yes!

Eight legs!

Can you imagine having eight legs?

"'Check ups help you stay healthy' Mr.

Eight said.

"'A visit to the doctor is nothing to worry about.'

"'I know, but I can't help it' said Pout-Pout fish.

"'Will you come with me?'

"'I'd be glad to' said Mr.

Eight.

"On their way, they saw Miss Shimmer.

"Who said doctor visits give her the shivers.

"'I don't like how cold the doctor's stethoscope "'feels on my scales' she explained.

"'But that's how she checks how strong your heartbeat is' "said Mr.

Fish.

"'It's nothing to fret about.'

"'I guess you're right' she said, "and gave him a warm smile."

Friends, can you put your hand on your chest, and listen for your heartbeat.

Do you feel it?

It should go something like, ba-bamp, ba-bamp, okay, let's move on.

"Miss Clam and Mrs. Squid mentioned their own worries "when they heard where their friend was going.

"'I don't like when the doctor weighs me on the scale' "said Miss Clam.

"'It feels like I'm riding on a surfboard.'

"'But that's how she finds out how much you have grown' "said Mr.

Fish.

"'You shouldn't let that throw you off balance.'

"'I guess you're right' said Miss Clam."

I love the gold shell Miss Clam has.

Pretty cool.

"'I don't like the crinkle of the paper "'on the exam table' said Mrs. Squid.

"'The doctor uses new paper under each patient "'to help keep the exam room clean' said Mr.

Fish.

"'Good point' she said.

"'Squids are squeamish about sharing germs.'

"In the waiting room, at the doctor's office, "Mr.

Fish's pout got bigger and bigger.

"'I don't understand' said Mr.

Eight.

"'You've helped everyone else with their worries.

"'What are you nervous about?'

"Mr.

Fish was quiet for a moment, then he finally said what he was afraid of.

"'I don't like getting shots' he confessed.

"They made him think of sharp teeth and pointy spines."

Friends, do you see the barracuda in the picture?

Barracudas have really sharp teeth.

"'A shot is just a little pinch, and then it's over' "said Mr.

Eight.

"'That's right' said the doctor, "as she ushered Mr.

Fish into her exam room.

"'And the medicine in shots "'help keep you from getting sick.'"

All right friends, it looks like Mr.

Fish is going in the exam room.

And, he doesn't look too happy about it, either, does he?

No, he doesn't look happy.

"In the exam room, the doctor weighed Mr.

Fish, "and measured him from tip to tail.

"She used a light to look in his eyes and throat.

"She took his temperature.

"She listened to his heartbeat."

Kind of like what we just did a few moments ago.

"The doctor was gentle and kind.

"Even when she gave the pout-pout fish a shot.

"'That wasn't bad at all' said Mr.

Fish.

"He asked for two bandages.

"The doctor put them on, and then Mr.

Fish was done."

See friends?

That wasn't that bad.

"Mr.

Eight was waiting for his friend.

"'How did it go?'

he asked.

"'Swimmingly well' said Mr.

Fish."

He looks like he's in a good mood now.

"'A visit to the doctor is nothing to worry about' "he assured a nervous-looking little fish, "who's turn was next.

"'My friend taught me that.'

"Mr.

Fish's calm words helped her feel much better.

"'You did a great job today' said the doctor to Mr.

Fish.

"'See you next time.'"

Mr.

Fish looks like he's in a good mood now.

He's happy, he got his shot, and he's feeling good.

"'See you then' said Mr.

Fish.

"Feeling healthy, happy and strong."

Friends, I really hope that you enjoyed this book.

"Pout-Pout Fish Goes to the Doctor".

And remember, when you go to the doctor, you're gonna be healthy, you're gonna be strong, and you're going to be happy.

So that brings me to our activity.

Are you ready for our activity today?

Okay, I have a few things here that you eat, and I want you to tell me if this specific food is healthy, or not.

All right?

So is it good to eat it?

And does it help your body?

Or, is it not good for your body?

All right, first I have a celery stick.

This is a vegetable.

Can you tell me, is this good for your body?

[bell dinging] Yes, this would be great for my body.

Because this is a vegetable.

Friends, we must eat our vegetables, it's healthy for us, okay?

Let's try something else.

I have here, a candy cane.

Would a candy cane be healthy for my body?

[buzzer buzzing] Not necessarily, because there's a lot of sugar in here.

So, it's candy.

So, not really.

Let's try something else.

I have here, a beautiful orange carrot.

Friends, can you tell me, is this something that's good for my body?

Is this healthy?

[bell dinging] Yes!

Yes, it is.

A carrot is also a vegetable, which is great for your body.

Okay, how about a pack of Skittles?

[buzzer buzzing] Even though it tastes really good, and it's really, really sweet, unfortunately, it's not that good for your body.

It's candy, and it also has a lot of sugar in it.

All right, last one.

Can you tell me if this mandarin is good for your body?

[bell dinging] Yes, it is, it's a fruit.

This is a fruit.

And yes, fruit is excellent for your body.

All right, last one, last one.

How about this bottle of water?

[bell dinging] Yes, of course.

Water is excellent for the body.

Actually, we need eight cups a water a day.

All right?

We need eight cups of water a day.

So a bottle of water is excellent for you, okay?

So friends, remember, we wanna be healthy, we wanna be strong, and we wanna be happy, all right?

See you later!

- Hi, movers and shakers.

Are you gonna sing a song with me?

This time we're gonna do a kind of song that's called, "Call and Response".

And that's because I'm gonna sing a part of the song, and you're gonna repeat after me.

All right?

Maybe we could practice.

Hi.

- [Friend] Hi.

- How are you?

- [Friend] How are you?

- All right, ready to go?

♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Have you ever seen a duck ♪ ♪ Driving a truck ♪ ♪ Down by the bay ♪ ♪ Down by the bay ♪ ♪ Where the watermelons grow ♪ ♪ Back to my home ♪ ♪ I dare not go ♪ ♪ For if I do ♪ ♪ My mother will say ♪ ♪ Have you ever seen a duck ♪ ♪ Bouncing on a log ♪ ♪ Down by the bay ♪ Thanks for doing the Call and Response song with me.

[bright lively music] - Welcome back everyone.

Today my son, Daniel, and I are going to be breaking words into parts, segmenting.

Then, we're going to be listening for all the sounds in words.

We're also going to be deleting sounds from words to make new words.

And finally, we're going to be reading words that have silent letters.

Would you guys like to join us today?

- Yes.

- All right, Daniel's ready.

And I'm ready.

So let's get busy with our first activity.

All right, so for this activity, I'm going to say a word, you're going to say all the sounds that you hear.

I'm going to do the first one, okay?

- Yes.

- Watch me on this.

The word is Slid.

Watch how I hear all the sounds in the word Slid.

We can do it a couple of ways.

One way is tapping our arm.

All the sounds, ssh, ll, eh, duh.

Slid.

Good.

So the sounds in Slid are ss, ll, eh, duh.

Say them with me.

Sss, ll, eh, duh.

There's four sounds in the word Slid.

All right, you try this one.

The word is Slide.

Say Slide.

- Slide.

- Slide.

- Good, what are the sounds in the word Slide?

Ss, ll, I, da.

Slide.

Good, so the sounds are, ss, ll, I, da.

Four sounds in the word Slide.

All right, you wanna do some more?

- Yes.

- Okay, this word is Go.

Say the word.

- Go.

- What are the sounds in Go?

You do it.

- Ga, ah.

- Hmm?

That didn't sound right.

You wanna make the word Go.

Ga, oh.

Go.

All right, so the sounds are ga, oh.

Two sounds in the word Go.

Okay, good job.

The next word is Got.

What are the sounds in the word Got?

- Ga, ah, ta.

- Good, so what are the sounds?

- Ga, ah, ta.

Three sounds, next word.

Shack.

Say the word.

- Shack!

- What are the sounds?

- Ssh, ah, ka, ta.

- Good, try it again.

Ssh, ah, ka, ta.

- Shack.

- Shack.

Good, a shack is like a small cabin, right?

All right, next word is Shade.

What are the sounds in the word Shade?

- Ssh, eh, dah.

Shade.

- Good, three sounds also in the word Shade.

Ssh, a, dah.

Good, let's keep going.

The next word is Climb.

- Climb.

- Good, use your arm.

- Cl, ah, mm.

- Climb.

- Climb.

Great job on that part, okay?

It's so important to hear all the sounds in words when we are reading and when we're writing.

All right so, now for this part.

What we're going to be doing is taking sounds away from words.

We're going to be deleting sounds in the beginning of words, and then making new words, okay?

So for the first one, I'm going to do it, listen.

The word is Sleep.

Mm-hm.

If I take away the sound ss, from Sleep, the new word is Leap.

Sleep, leap.

We deleted the first sound.

And we made a new word.

Wanna try some of those with me?

All right, so the first word is Trick.

Mm-hm.

The sound I want you to delete is ta.

Take ta away from Trick, and what's the new word?

Rick!

Excellent.

Okay, the next one.

Drip.

Take the err sound away from Drip, and you get?

Dip.

Next word.

Stop.

Take the ss away from Stop, and the next word is?

Top!

Next word.

Spin.

Take the ss away from Spin, and the new word is?

Pin.

Okay, Trap, Trap.

Take err away from Trap, and the new word is?

Tap.

Good.

All right, last one.

The word is Flake.

Flake.

Like a snowflake.

Take the ll sound away from Flake, and what's the new word?

Fake.

Now we're going to be reading some words with silent letters.

Before we do that, I wanna be sure that we're hearing all the sounds in words that we say.

So we're going to say words and count the sounds on our fingers to hear how many sounds are in the words.

Okay?

All right.

So the first word is Spoke, Spoke.

Good, watch me, ss, pah, oh, ka.

How many sounds are in the word Spoke?

Count them.

Ss, pah, oh, ka.

Four sounds in the word Spoke.

Hear how that works?

All right, now it's your turn, okay?

I'm going to give you the word.

You're going to repeat the word, and I want you to count on your fingers how many sounds you hear in the word.

All right?

Let's get ready.

Ears and fingers.

Okay.

Tell me how many sounds are in the word, Block?

Block.

Did you get four?

Watch.

Bah, ll, ah, ka, four.

Good job.

Next word.

Wrote, I wrote my name.

Three.

Tick.

Three.

Knock.

Three.

Knee, I hurt my knee.

Two.

Knife.

Three.

And Wrap.

Good, that was also three.

Err, ah, pah.

Awesome, all right.

Let's review the sound card for the sound Nn.

Do you remember that one?

All right?

That's right.

That's the letter N. Like Nest.

But, nn sound can be heard at the beginning, the middle, or an end of a word.

However, these two consonants, the K and the N, they also make that Nn sound.

But, they can only be seen at the beginning of a word, all right?

Let me show you a word that begins with that Nn sound, but has the two consonants, K and N together.

Notice the K and the N, this is the word Knot.

There's a knot in my shoelace.

K-N represents the Nn sound in the word, Knot.

Listen to the sounds.

Nn, ah, ta.

There's three sounds, but there's four letters, that's because the K and the N represent that one sound.

Same thing happens with the R sound.

The err is represented by the letter R. But it's also represented by the letters W-R.

When you see these two consonants together at the beginning of a word, it makes the err sound.

All right, now let's practice with sound cards, okay?

You'll notice with that silent K, because that's the one we don't hear in the sound Nn, when we see the consonants K and N together, okay?

But it's on one card, all right?

So let's read this word together.

Nn, eh, ta.

Three separate sounds, three different cards, but there's four letters.

The K and the N consonants represent the sound Nn.

Now watch as we blend this word together.

Nn, eh, neh, Knit, Knit.

We can knit a hat.

Now, let's try using the word Wren.

Remember that err sound in the beginning of a word, can be either the letter R, or the double-consonant, W-R. All right, so the word, Wren.

What's that?

What's a wren?

A wren is a small songbird.

All right, let's think about the sounds.

Rr, eh, nn.

How many?

Three, all right.

Now, the eer sound is that W-R, the W is silent, okay?

The E is a Short E, because it is followed by a final consonant, the letter N, okay?

So it's eer, ah, nn.

Now, let's build it.

Okay, we're going to blend the sounds.

Rr, rr-eh, Wren.

All right, so now for this one, how many cards did I use?

One, two, three.

One card for each sound, right?

What letters make the err sound?

W-R, good.

All right.

Blend with me one more time.

Rr, eh, nn.

All right.

Rr, oh, there we go, okay.

Rr, eh, rreh, Wren.

All right, let's try another one with the word Knack.

Say Knack.

Nn, ah, ka.

All right, in the word Knack, there are three sounds.

Nn, which is made with the K-N, mm-hm.

Which letter is silent?

Okay, good.

Nn, ah, okay.

And then remember, when we had that ka sound at the end of the word, it's the letters C-K, the diagraph.

Okay, so this time, even though there were only three sounds in the word Knack, since we see only three cards, okay?

There are actually one, two, three, four, five letters, okay?

So now lets blend the sounds together.

Nn, ah, Nn, ah, Knack, Knack.

And Knack is, it can be like a knick-knack, something that you put up on a shelf to decorate.

Or to have a knack is maybe to have a skill, or to be good at something, okay?

I have a knack for painting.

All right, good work with that part, my friends.

All right, and now for the final part.

We're going to tie this all together.

We have been breaking words down, listening to the parts of words, and the different phonemes in the sounds.

We've been building them back together to make words.

We've made words with silent letters.

Now you're going to use all of those amazing foundational skills to read words, all right?

So let me just get my chart together for you, and we'll be ready to read.

Hey, Daniel, do you have that chart for me?

- [Daniel] Yes.

- Thanks, buddy.

Here, come have a seat.

We're just going to read the words, all right?

All right, friends.

We have our words here.

Now remember what we've been working on, okay?

We've been working on words that have silent letters in them, right?

The two that we learned were the K and the N consonants come at the beginning of the word, and what sound do they make again?

Nn.

Good job.

All right, and then the other one that we learned was the W-R consonant.

And at the beginning of the word when we see those two consonants together, it's going to make the err sound.

All right?

So, Daniel, just scoot over a little bit, so that they can see all the words, okay.

Now remember, you guys are going to read the words, all right?

You guys do it.

I'm going to point, and then we'll go over it together, okay?

Here we go.

No just, ssh.

Daniel, don't give them away, okay?

Shh, okay.

All right, so remember, how many sounds we hear, but how many letters we see can be different, right?

That's why there's silent letters.

All right, so the first one, you guys ready to check yourself?

Okay, this one is the word, Wrist.

Wr, eh, ss, ta, Wrist, good.

All right.

The next word was Wreck, Wreck.

Good.

The last one is Wrap.

Whoops, move your head back.

Wrap.

Like we would wrap a gift.

All right, now remember, the same rule with the K and the N at the beginning of a word.

K-N, consonants together make the sound Nn.

Go ahead.

Read this line.

Got it?

All right.

Now, check yourself with me.

Ready?

Let me read them.

Here, Daniel, look here.

Nn, ah, ta, Knot.

Like I have a knot in my shoelace.

- I have a knotty.

- All right, this is the word Knife.

Good job.

Nn, I, fa, the E is also silent, but the E tells the I to say it's name.

It makes the I have a Long I sound, I.

And the last one is the word, Knock.

Remember when we see- - Knock, knock.

the C-K diagram at the end of a word?

- Knock, knock.

- It makes that ka sound.

So it's nn, ah, ka.

How did you guys do, okay?

Awesome.

All right, Daniel, c'mon over here.

So we are so happy that you guys joined us today for learning how to hear the different phonemes, or sounds in words, okay?

And we hope that you are going to continue at home with your trusted adults, as well, okay?

And remember, that when you see these silent consonants together, the W-R, and the K-N, you know the sound that they now make, all right?

So point them out, and tell everybody what you learned today with us.

Hope to see you again, soon.

Bye!

- Bye!

[bright lively 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 ♪ [laughing] Hi, everybody.

My name is Mr. John, and I work with the Third Street Music School.

And I thought we could make some music together today.

[laughing] Have you ever seen an instrument that looks like this?

This is a xylophone, and you play it like this.

[xylophone chiming] [giggling] Every time you play a different key, it plays a different sound.

[xylophone chiming] Every one of those sounds is called a note.

And when you put different notes together, you can make a melody.

Melodies can go up, like this.

[xylophone chiming] Or melodies can go down, like this.

[xylophone chiming] You can even sing melodies that go up and down.

Like this, ♪ Melodies go up, up, up ♪ ♪ Melodies go down, down, down ♪ [laughing] Do you think we could sing that together?

Let's give it a try.

♪ Ready ♪ ♪ Melodies go up, up, up ♪ ♪ Melodies go down, down, down ♪ Great job.

You know, we can even sing that and show with our hands how the melodies go up and down.

Ready?

Get your hands out.

Here we go.

♪ Melodies go up, up, up ♪ ♪ Melodies go down, down, down ♪ How'd you do?

[laughing] I think we can do that again.

And do it even faster.

♪ Ready ♪ ♪ Melodies go up, up, up ♪ ♪ Melodies go down, down, down ♪ [laughing] That's fun.

You know, you could even count those notes as they go up and down.

Do you think we could try that on numbers, instead of words?

Watch first, and then we'll try together.

♪ One ♪ ♪ Two ♪ ♪ Three ♪ ♪ Four ♪ ♪ Five, five, five ♪ ♪ Five ♪ ♪ Four ♪ ♪ Three ♪ ♪ Two ♪ ♪ One, one, one ♪ Ready?

Let's try together.

And go up with our numbers and our hands when the melody goes up.

And down with our hands and our numbers when the melody goes down.

♪ Ready ♪ ♪ One ♪ ♪ Two ♪ ♪ Three ♪ ♪ Four ♪ ♪ Five, five, five ♪ ♪ Five ♪ ♪ Four ♪ ♪ Three ♪ ♪ Two ♪ ♪ One, one, one ♪ Wow!

We just learned an awful lot about melodies.

But did you know that each one of those notes has it's own name?

Some musicians use a secret language called Solfege.

And in that, every note has it's own name.

Do you wanna learn them?

Well I guess, since you're making music with me, that makes you musicians now, too.

So I guess I can tell you the secret Solfege names for each note.

Instead of singing ♪ One, two, three ♪ We could call those notes by their secret Solfege names.

♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ What do you think?

Can we sing that together?

♪ Do, re, mi ♪ Great job.

[laughing] Some musicians even have secret hand signs that they use to help them remember the different names for the Solfege notes.

They go like this.

♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ Can we try that with our voices, and with our hands?

The very first one, which I kind of think like home base is this one.

Can you make a fist like this?

And sing ♪ Do ♪ ♪ Do ♪ Beautiful job.

And after ♪ Do ♪ We can step right up to the next one.

Kind of looks like we're making a ramp like a skateboard's gonna go, whoo, flying right off the end of it.

Can you make a ramp?

This one is ♪ Re ♪ Do you think we can step up from ♪ Do ♪ to ♪ Re ♪ Let's try that together.

♪ Do, re ♪ Oh, beautiful, I love hearing your beautiful voices.

So after ♪ Do ♪ and ♪ Re ♪ We make it flat like this.

Like that ramp that we had, just suddenly got nice and flat.

This one's called ♪ Mi ♪ Sounds like I'm talking to myself.

♪ Mi ♪ Do you think we can try it all the way from Do?

Up to Mi?

♪ Ready ♪ ♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ Ah, beautiful job.

Next one after ♪ Mi ♪ We have to turn our thumb up upside down like that.

Like you don't like something, go [razzing].

Nice.

[chuckling] We call this one ♪ Fa ♪ So we have ♪ Mi ♪ ♪ Fa ♪ Let's try it from Do, all the way up to ♪ Fa ♪ ♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ ♪ Fa ♪ And then we're gonna take our hand and flip it over, and open it up.

This one's called ♪ So ♪ Can we sing that?

♪ So ♪ Beautiful.

Let's go from Fa, our thumbs down, ♪ Fa ♪ ♪ So ♪ Let's go back and forth between those two, it's fun.

♪ Fa ♪ ♪ So ♪ ♪ Fa ♪ ♪ So ♪ ♪ Fa, so ♪ ♪ Fa, so ♪ ♪ Fa, so ♪ Oh, ha-ha-ha, I think we can walk all the way up now.

♪ Ready ♪ From Do, our home base.

♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ ♪ Fa ♪ ♪ So ♪ Amazing.

We're gonna add one more on top.

It's almost like we took So, and we made a little roof for it.

Kind of like a roof on top of a house.

This one's called ♪ La ♪ Can we sing that?

♪ La ♪ Can we go from ♪ So ♪ to ♪ La ♪ ♪ So, la ♪ ♪ So, la, so ♪ ♪ So, la, so ♪ ♪ So, la, so, la, so ♪ ♪ So, la, so, la, so ♪ Oh, you're beautiful echos.

Lets see if we can go all the way, and walk through all of our signs up to La, and then all the way back down.

Do you think we can do it?

Here we go.

♪ Ready ♪ ♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ ♪ Fa ♪ ♪ So ♪ ♪ La ♪ Now back down.

♪ La ♪ ♪ So ♪ ♪ Fa ♪ ♪ Mi ♪ ♪ Re ♪ ♪ Do ♪ Great job using your voices and your hands to do our secret, magic music language, Solfege.

Do you remember when we sang ♪ Melodies go up, up, up ♪ ♪ Melodies go down, down, down ♪ Do you think we can sing that using our Solfege signs?

♪ Do ♪ ♪ Re ♪ ♪ Mi ♪ ♪ Fa ♪ ♪ So, so, so ♪ ♪ So ♪ ♪ Fa ♪ ♪ Mi ♪ ♪ Re ♪ ♪ Do, do, do ♪ It looks like we can sing almost any melody on Solfege.

[popping] What the?

What?

I, I think there's somebody behind that plant.

[newspaper rustling] He looks like he's trying to tell me something.

Wait?

Is that Solfege?

He must know our secret music language.

Maybe you can help me figure out what he's trying to say.

He keeps going back and forth between this one and this one.

Do you remember what those names were?

♪ So ♪ ♪ Mi ♪ Can we sing that together?

♪ So ♪ ♪ Mi ♪ ♪ So ♪ ♪ Mi ♪ Oh, he's doing that one two times.

♪ So, so ♪ ♪ Mi ♪ ♪ So, mi ♪ ♪ So, so, mi ♪ Let's put that together ♪ So, mi ♪ ♪ So, so, mi ♪ Oh, here's the next part.

♪ So, so, mi ♪ ♪ La ♪ ♪ So, mi ♪ ♪ So, so, mi ♪ ♪ La ♪ ♪ So, mi ♪ [newspaper rustling] What does that whole thing sound like together?

♪ So, mi ♪ ♪ So, so, mi ♪ ♪ So, so, mi ♪ ♪ La, ♪ ♪ So, mi ♪ Wait a minute, I know that song.

♪ So, mi ♪ ♪ So, so, mi ♪ ♪ Rain, rain go away ♪ ♪ Come again some other day ♪ Wow!

It looks like Solfege really is it's own language that musicians can use to talk to each other.

Oh, uh!

Bye!

I guess he had to go.

Well, we sure learned an awful lot about melodies and Solfege 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.

[bright lively music] - Hi, friends.

Thank you for joining me.

I am so happy that you are going to join me for a read-aloud.

My name is Justine, and I'll be reading to you from my apartment in New York City.

So, let's take a little bit of a look at this cover of this book.

Yeah, you see two special stickers on here?

And those are prizes that the author has won.

Because this is such a special book.

And this book is also special to me because I used to read this book with my daughter when she was your age.

So I know that it's a really wonderful story.

And I'll think you'll enjoy it, okay?

Do you see a girl on this cover?

Yeah.

And how does she look to you?

Hmm.

Okay.

She looks angry.

Yeah.

What makes you angry?

Okay.

I hear a lot of different ideas.

Thanks for sharing.

Okay.

What do you do when you get angry?

How do you handle your anger?

What do you do to make yourself feel better?

Okay.

That's some good ideas.

And we'll talk a little bit more about that later, too.

Okay.

So, we are thinking that this book is about a little girl who's angry.

And you're right.

And the title is called, "When Sophie Gets Angry, Really, Really Angry", and the author and illustrator is Molly Bang.

So let's begin.

"Sophie was busy playing when, [gasping] "her sister grabbed Gorilla.

"'My turn.'"

Hmm, I wonder how Sophie's feeling right now?

"'No!

', Sophie said.

"'Yes', said her mother.

"'It is her turn now, Sophie.'"

As I read those words I thought, hmm, she's probably feeling angry at her sister, as well as her mother, yeah.

Why do you think she's angry at her mom?

And her sister?

Yeah, her mom said she had to give up the gorilla.

What could her mom could have done differently that maybe wouldn't have made Sophie so angry?

Okay.

Maybe she could have given her a warning, and said, "Sophie, you have five more minutes to play."

And given her a little bit more time to get used to the idea of sharing.

Yeah.

Did that ever happen in your class where a teacher said, "We have five more minutes, "and then you have to share the toy, "or we have to clean up."

Warnings help when we feel that we have to stop an activity.

It's easier sometimes, too.

So Sophie was very angry.

"And as her sister snatched Gorilla away, "Sophie fell over the truck."

Oh, boy, she is not feeling happy.

"Oh, is Sophie ever angry now."

Look at this picture of Sophie.

This really looks like a very angry girl.

What do you see that shows that she's angry?

Her eyes, her mouth.

And look at her hair!

Her braids are sticking out from the side of her head.

And there's a lot of red around here, as well.

Lot of color of red.

Red is used to show anger.

Yeah.

"She kicks, she screams, "she wants to smash the world to smithereens."

Whoa, look at this word, "Smash!"

What do you notice about that word?

Each letter is written as if each piece is broken.

Yeah, smithereens.

Do you know what smithereens means?

That means that things are in little bits and pieces.

Broken apart, and that's what Sophie, yep, she wants to smash the world to smithereens.

And if we go back two pages, we'll see the word, "No!"

What do you notice about how the illustrator wrote "No!"

and painted "No!"

It's outlined in red, and orange, and it's in short, different lines, showing us that she's very angry.

This is a method that the artist is using to depict her anger.

And even the cat looks a little alarmed and scared.

I would be if she's so angry.

And look over here.

Look how Sophie is showing also, as big as a monster.

And she's shouting and screaming.

"She was a red, red roar!"

Look at that word, "Roar!"

The letters grow bigger and bigger, and bigger, and they're written in red and orange.

That's how it's painted, the colors are used.

And everything around this page is flying around, and it's so chaotic, and crazy.

Everything is just angry, okay?

Yeah.

And this is, Sophie is like a dragon, she's spewing this language, and she's roaring like fire coming out of her mouth.

"Sophie's a volcano, ready to explode!"

Says, "Explode!"

Lava, it's erupting from the volcano.

And it's exploding.

Her anger is exploding, and it's red, and it's yellow.

And when Sophie gets angry, really, really angry, she runs.

"Pabam!

"She runs, and runs, and runs, "until she can't run any more."

Is there ever a time when you felt so angry that you wanted to run?

Can you share when that happened?

Yeah?

You felt that angry?

Just like Sophie.

Sometimes we get so, so angry.

"Then, for a little while, she cries."

What about you?

Did you ever cry when you felt so angry?

Yeah.

Sophie was just so upset, that she just needed to cry.

And sometimes crying can help us feel better.

We all express our anger differently.

"Now she sees the rocks, the trees, and ferns.

"She hears a bird."

There's a bird saying, "Tweet".

And you'll notice that some colors are no longer being used in the drawings.

What color are you seeing that might be missing now from here?

Let's look, as we go through the next few pages.

There's a lot of brown and green now.

And it's the forest, and it's very calm, and very nice.

"She comes to old beech tree, she climbs."

And what color is missing?

You're right!

Red!

Red is no longer in the picture.

"She feels the breeze blow her hair.

"She watches the water and the waves.

"It's a very calm scene.

"A very calm place.

"Looking out at the water and the waves, "and the blue and the green, "show that she's feeling calm."

The colors are different now in the different pages.

Do you get a different feeling from the illustrator?

From the artist, that Sophie might feel different now?

She feels calm.

"The wide world comforts her."

Now she's feeling very happy and relaxed with these colors.

"Sophie feels better now.

"She climbs back down."

I hope she's careful climbing down this big tree.

"And heads for home."

What do you see now, all around her?

Little animals, and they're all making their sounds.

So can you imagine?

She's walking through this forest, hearing the sounds of the birds and the animals, and the chipmunks.

The bird says, "Tweet".

The little chipmunks says, "Chirp".

Yep, and she's heading for home.

"'I'm home!'

"The house is warm, and smells good.

"Everyone is glad she's home."

What do you see?

Her mother's holding out her arms to give her a hug.

Her little sister is starting to put a puzzle together.

And her father is reading a book about seeds.

And the house feels warm, and calm, and nobody seems angry.

"Everything's back together again."

And what do you see?

The family's working together, putting a puzzle together.

Her sister is sharing with her, and she's sharing with her sister.

She's sitting on her dad's lap, and she's happy.

And even Gorilla's happy.

And the cat is no longer afraid of Sophie, who was very, very angry before.

And Sophie isn't angry any more.

And she's painting a painting now of her family.

And everybody seems really happy in that photo.

And the cat, in the picture, and the cat is even saying, "Purr", he's happy, too.

And Sophie's calm, and she's also in yellow and blue, and not such red, angry colors, okay?

And that's the end of the story.

Now, I have a great idea.

I'm not such a wonderful artist, but I'm gonna take a piece of paper here.

And I'm going to draw a flower that I will use the colors of how I feel, just like the artist did in the book.

I'm gonna draw a stem and some leaves.

This will be the beginning of my flower.

And then I think I'll take, maybe purple, and I'm going to draw a special flower.

Now, you don't have to be a wonderful artist, because I'm not such a good artist, but I love to draw, anyway.

And I'm gonna take pink and make some petals.

There's my flower.

I used colors that represent feeling happy to me.

Feeling calm.

I might even wanna draw a yellow meadow like that.

And maybe even like a sun, with the rays shining on my flower.

And this makes me feel calm.

And I am showing how I feel in my picture using colors that make me happy.

If I was feeling angry right now, or upset, or frustrated, I might use some more red in my picture.

And maybe what you can do later, is draw your own picture of how you feel.

And use the colors to represent your mood, just like in the book about Sophie.

So thank you for sharing, and I look forward to seeing you again.

Bye!

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

[bright lively music] [dramatic musical uprise]