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

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

- Let's read it back.

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

- Cookie!

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- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

- Hi, friends, my name is Sharon, and today I'm going to read a book called "My Brother Charlie" written by Holly Robinson Peete and Ryan Elizabeth Peete, pictures by Shane W. Evans.

This book is about twins, a girl named Callie and a boy named Charlie, and Charlie is a little different.

He has autism.

Can you guys say autism?

Let's clap out those syllables.

[claps] Autism.

Do with me.

I'll do it one more time, but do it with me this time.

[claps] Autism.

Autism.

And this makes him a little different, but you know what?

He's just like every other kid who wants to play and do things just like the other kids.

While I'm reading this book, I want you to think about how is Callie and Charlie the same, how are they different, and what is Charlie good at?

Here we go.

"We've always been together, even in mommy's tummy, my twin brother, Charlie and me."

See them in her belly?

"We still share lots of things.

Curly hair and brown eyes, how much we love hot chocolate with marshmallows, our dog Harriet, rolling in the grass, music, football, and names that start with the letter C, Callie and Charlie.

Being twins doesn't make us exactly the same.

I'm two minutes younger than Charlie.

I can stare for hours at the Big Dipper and the moon, and I love to talk.

Charlie is skinnier and goofier than me.

He hates math.

When he looks at the sky, he finds jets and helicopters, and sometimes my brother gets very quiet."

In this picture, she does not look very happy.

"When we were babies, I pointed out flowers, and cats, and fireflies.

I snuggled and giggled with Mommy on dark nights and told Mommy again and again how much I love her, but Charlie was different.

He wouldn't play with me or kiss Mommy's cheeks when she hugged him, and didn't say I love you.

Seems those words were locked deep inside my brother.

Everyone told Mommy not to worry.

'He's just being a boy,' I said.

But Mommy knew there was something different about Charlie.

And I knew it too.

As we grew older, Mommy watched Charlie very carefully.

She and I could see he was struggling.

Then Mommy discovered that Charlie's brain works in a special way because Charlie has autism.

It's harder for Charlie to make friends or show his feelings or stay safe.

One doctor even told Mommy that Charlie would never say, 'I love you.'

That made Mommy and me saddest of all.

I have learned from Charlie that love doesn't always come from what you say.

It can also come from what you do.

And so we do right by Charlie.

We love Charlie strong.

We watch over him with the might of angels.

We have to."

So do they still love Charlie, no matter what?

That's right, they do.

"When Charlie wants something, nothing stops him, even when it's dangerous.

There are days when it's hard to be Charlie's sister.

Sometimes he can ruin the best play dates.

Other times, he seems so far away like when he won't look at me, or speak, or play."

See how upset she is?

He's doing something really dangerous.

"I wish I could crawl inside Charlie's world to move things around for him and for me.

I know Charlie wants to be in my world, fitting in, making friends, having fun, and laughing.

There are good times with Charlie too.

When Charlie looks right at me and welcomes me with a smile, he lets me touch his face.

He laughs when we locked fingers in a holding hands game, then Charlie's I love you said in the silly ways we play together."

So notice he doesn't say words the words I love you, but she knows that he loves her just by playing this little game that they play together.

"Charlie is good at so much.

He knows the names of all the American presidents.

He's a fish in the water.

He has a special way of animals, especially Harriet.

When Harriet and Charlie are together, there's even more I love yous said in the way only Charlie can, when he gets Harriet to sit, run, or listen.

Charlie's got a mind that tests things.

Shoelaces, paperclips, apples, pine cones, and he enjoys sharing.

He likes to show off his shell collection, his new sneakers, and how well he plays 'Itsy Bitsy Spider' on the piano.

Charlie likes to share how sweet he is and how much he cares about other people.

When I fall off my bike or bump my head, Charlie comes running.

He always makes me feel better with the caring that comes from his eyes.

Sometimes when Charlie can find the words, when they unlock themselves from inside him, he does say, 'I love you.'

I will always remember the first time I heard him say it, so clear and kind, so Charlie.

I banged my toe hard and I cried.

There was my brother patting my back, saying over and over again, 'Don't cry, Callie, I love you.'

It wasn't just the words that were so strong, it was the love that Charlie showed me just by being there.

'I love you too, Charlie,' came from me fast.

Charlie has autism, but autism doesn't have Charlie.

If you ever get to meet my brother, you'll feel lucky to be his friend.

He won't care if you have the coolest sneakers or if you are the best at sports, he'll just like you for who you really are.

That's Charlie.

I'm blessed to be Charlie's sister and to share so much.

I count my Charlie blessings every day.

At the very top of my Charlie blessings list is the love Charlie and I have for each other said in so many ways."

See?

Again, even though it's said in so ways, he shows it in different ways, how to love.

So you remember my questions from the beginning?

How were they in the same?

Who remembers?

Think about it, go back to the beginning of the story.

And I wanna go back too.

How are they the same?

That's right, they have the same curly hair and the same brown eyes.

And they love hot chocolate.

I like hot chocolate too.

What about you guys?

Especially when it's cold out, right?

And they both love who?

Who do they love?

That's right, their dog, Harriet.

That's right.

Who now knows how they're different?

How are they different, who remembers?

How was Charlie different?

Does she have a lot of friends and does she like to play with them?

Is it harder for Charlie to make friends?

That's one way they're different, right?

And what does she say all the time?

She never has trouble saying these three words.

Do you remember?

Shout 'em out.

That's right, I love you.

She doesn't have a hard time saying I love you, but who did have a hard time?

That's right, Charlie, but eventually he did say it at the end of the book.

That's right.

So now what is Charlie really good at?

So we talked about like how they're so different, and like he likes to do dangerous things, and she likes to be safe, but like, what is he really good at?

Who remembers?

Let's think.

Think back.

Think back.

What is he really good at?

That's right.

He knew all the names of the American presidents.

That's impressive.

And he's a really good swimmer, that's right.

Do you remember one more?

What is he really good with?

That's right, animals and Harriet, right?

He has a special way with that.

That makes him really, really special.

So now, what I want to talk about, people are all different, right?

And you're going to meet in your life different kinds of people.

And I'm wanna talk about what you can do working and playing with people who are different from us.

What are some things you can do if you meet someone who's just a little different?

Maybe he has autism or maybe something else.

What are some things you can do to be a good friend and to help him or her out?

Let's think about it.

Do you have some ideas?

I got a couple.

Here's one.

Look for things that you have in common.

So think about what you both like.

So maybe you're at a park, and maybe you're both in the sandbox.

So I guess that you probably both like playing in the sandbox.

Or maybe you see him or her going down the slides and you love to go on the slides too, could you join them?

Absolutely.

You should definitely join him.

Another way to work or play with other people who are different from us is you show them something.

So for example, maybe you have this cool rock that you found.

You shown 'em the rock, and then you have something to talk about.

And then maybe he'll show you something.

An easy one, another really easy one that you could do that you don't need anything, is to just smile at them.

Just smile.

If you smile at someone, they're not gonna be afraid of you, and that makes people feel good.

So if you see someone who's having a hard time, and you smile at them, that's gonna make them feel good.

Another way to make them feel really good, ask them to play.

Just ask.

Say, hey, do you wanna go down the slide with me?

Or, hey, you wanna go play in the sandbox?

Maybe.

Wanna go play tag?

Just ask them and maybe you'll have a new friend who you'll see all the time, and you'll have someone new to play with.

Just because they're different doesn't mean that you shouldn't hang out and be their friend.

Remember, look for things that you have in common with them, smile, show them something, or ask them to play.

That will make you a good person and a good friend.

Thanks for joining me today, I hope to see you next time.

- Hi, movers and shakers.

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

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

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

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

I have a question for you.

What do you do when you're having a bad day?

- I like to laugh or play games with my friends, I even like to sing and dance with them too.

- Nice.

That's so funny because I love those same things too.

I love hanging out and sitting with my friends.

It always makes me so happy.

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

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

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

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

Thanks Jeremy.

Hope you all had fun dancing.

[gentle upbeat music] - Hello, my name is Trinette.

- Hi, my name is Skyla.

- Hi, my name is Layla.

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

For today's lesson, we have a few activities that we will complete.

Layla, can you show them what you have first?

So we will learn the sound spellings for double consonants or double final consonants in words such as double D, double S, double L, double S, and double Z. Skyla, can you show them what you have?

Let's hold it up for our learners.

We will blend and decode regularly spelled, one-syllable words with double final consonants, such as what, Sky?

Double what?

Double?

- D. - Double.

- F. - Double.

- L. - Double.

- S. - And double.

- Z.

- Excellent.

And then lastly, we will spell words with double final consonants.

Now for today's lesson, you will need a few materials.

Slide back, baby.

You will need a few materials such as a sheet of paper or something to write with, and a pencil, crayon, marker, dry erase board, any of those things.

Just something to write with and something to write on.

While you ask a trusted adult to help you find those materials, my daughters and I will sing one of our favorite songs, which is called "If You're Happy and You Know It."

So while we sing, you will go find your materials.

Ready, set, go.

Let's go, girls.

♪ If you're happy and you know it, clap your hands ♪ [claps] [tambourine jangles] ♪ If you're happy and you know it, clap your hands ♪ [claps] [tambourine jangles] ♪ If you're happy and you know it ♪ ♪ And you really wanna show it ♪ ♪ If you're happy and you know it, clap your hands ♪ [claps] [tambourine jangles] ♪ If you're happy and you know it, shout hurray ♪ ♪ Hurray ♪ ♪ If you're happy and you know it, shout hurray ♪ ♪ Hurray ♪ ♪ If you're happy and you know it ♪ ♪ And you really wanna show it ♪ ♪ If you're happy and you know it, shout hurray ♪ ♪ Hurray ♪ - Great singing, girls.

High five.

Woo-hoo.

[giggles] Now learners, hopefully you were able to find all the materials that you needed.

Put them to the side for now.

Now for the first activity, I need you to listen and we listen with our what?

- Ears!

- Ears!

- So you're gonna listen closely as we figure out if some of the words that I say rhyme or if they don't rhyme at all.

Here's the first set I'm gonna give you as an example.

Tell, well.

What did I say?

Tell and well.

- Tell, well.

- Now, they rhyme.

They have the same ending sound and that sound is el.

What's that ending sound?

El.

- El.

- Great, so now I'm gonna give you another set of words and we're going to use our what?

Ears.

- Ears!

- To listen and then you're gonna tell me at home, and ladies you're gonna tell me, if those words rhyme or if they do not rhyme.

So here's the next one.

Miss, mess.

What did I say?

Miss, mess.

- Miss and mess.

- Now listen.

Do you think those words rhyme, learners?

No, they do not rhyme.

They do not have the same ending sound.

Let's try another pair of words.

Sad, add.

What did I say?

Sad, add.

- Sad, add.

- Do they rhyme?

Do they rhyme?

- Yes.

- Yes, learners and Skyla, you're correct.

Sad and add both rhyme, they have the same ending sound.

Here's another set of words.

Buzz, fizz.

Do they rhyme?

No.

- No.

- Here's another one.

Cuff, muff.

Do they rhyme?

Yes.

- Yes.

- They both have the uff at the end.

Here's one more.

Guess, mess.

Do those rhyme?

Yes.

- Yes.

You agree?

Yes, guess and mess both have the same ending sound of es, great.

Now, we're going to change it up a bit.

We're going to still work with rhyming words, but we're gonna change the beginning sound.

What are we changing?

The beginning sound.

- The beginning sound.

- So we still need to use our ears to what?

Listen, right?

- Listen.

Right.

- So here's the first one.

Let's say I have the word hill.

What word did I say?

Hill.

- Hill.

- I wanna change the beginning sound of huh to ff.

What am I changing it to?

Ff.

- Ff.

- Listen closely.

If I changed the beginning sound of hill, which is huh, to ff, the word becomes fill.

- Fill.

- What's the word?

Fill.

- Fill.

- So I changed hill to fill.

Layla, could you change the beginning sound of fill, meaning the ff, to another letter?

- Hmm, mm.

- Great.

So if we had hill, fill, Layla changes the ff to a mm, now we have mill.

What's the word?

Mill.

- Mill.

- So we're still working with the rhyming words, but changing the beginning sounds.

Here's one more.

Skyla, what if we change the mm to wuh?

What would the word be?

- Wuh.

- Can you help her at home?

Mill and I change mm to wuh.

Did you say, will?

- Will!

- Yes, what's the word?

Will.

- Will.

- Great job.

So we just worked with some beginning sounds, but still worked with the rhyming words.

Learners, we will now work with some letter sound cards.

Here's the first one.

I have a letter F as in F, fun, ff.

F represents the sound of ff.

I also have D as in D, dog, duh.

The sound represented by D is duh.

Skyla, what do you have?

- S. - And what do we say?

- Snake, ss.

- Good, so S is represented, represents the sound of what?

- Ss!

- Ss.

One more time.

Ss.

- Ss.

- Okay Layla, Layla has a L as in L, lamp, ll.

And the next one, Layla?

Z as in Z, zebra, what?

Zz.

- Zz.

- And T as in T, top, tuh.

What sound does that make?

Tuh.

- Tuh.

- Or what sound does T represent?

Tuh.

- Tuh.

- Excellent, so those are some consonants.

Now I have some words here and we're gonna look at each of them and they all have double final consonants.

Now when we have a double final consonant, it usually follows a short vowel sound.

So, Skyla has a picture of a bell.

Can you show them the bell?

What kinda bell do you think that is?

- A church bell.

- Not a church bell, but like an old fashioned school bell, all right.

So here's the word bell.

What's the word?

Bell.

- Bell.

The double final consonant is L-L, but we only say the sound of one of those Ls.

So we're not saying, buh, eh, ll, ll, we're just saying buh, eh, ll.

Bell.

Layla has another image or another photograph and it is of a glass.

Let's show them the glass.

What is this?

A glass.

- Glass.

- Now here's the word glass.

- It looks scrunchy.

- And in the word glass is a short vowel A, and the double final consonant is S-S.

So what am I gonna put underneath it?

I'm gonna underline it.

Layla, can you find the picture of eggs or an egg?

Excellent, so if I happen to take out one egg, this is the word egg.

And it is also followed by a short vowel sound, which is, eh.

I'm going to underline the double final consonant with just two Gs.

Now, Skyla, I'm gonna hand you the marker, learners at home I want you to pay close attention.

We have the word mitt.

Can you say that?

Mitt.

- Mitt.

- It's a double final consonant which follows a short vowel sound.

So Skyla, can you underline the two Ts?

Great, let's show our learners.

Let's show our learners.

You got it?

Just the two Ts.

You did it.

- I want it a little bit more.

- Okay, she wants to make it perfect.

Perfect, so Mommy's gonna take the marker, and notice how Skyla underlined the double final consonant.

Now we have the word add.

What's the word?

Add.

- Add.

- The double final consonant is two Ds.

- I'm gonna underline them.

- Then the next word is puff.

Skyla, can you underline the double final consonant in puff?

Let's see if she gets it correct.

Let's show the learners at home.

- I wanna put more.

- No, this is fine.

Let's show the learners.

Did she do it?

Yes, she underlined the double final consonant, which was F-F.

So remember, slide back, the double final consonant, you have two consonants, but it always follows a short vowel.

Okay?

Let's move on to the next activity.

Now we're going to practice blending and writing words that have double final consonants.

Please take out the materials that you gathered earlier, which was something to write with and something to write on.

First, let's take a look.

I have a few words here.

I have the word bell.

Watch me as I blend the sounds together.

Watch me and listen.

You wanna do it with me?

Okay.

Buh, eh, ll.

- Buh, eh, ll.

- Bell.

- Bell.

- Now this is what I want you to do.

Learners at home, you're going to write the word bell.

Skyla, you're gonna write the word bell.

I'm sorry, Layla, you're going to write the word bell, and then Skyla is going to underline the double final consonant.

Hold on.

You're gonna do the same.

So you're going to write the word bell and then underline the what?

Double final consonant.

The double final constant, can I borrow that for a second?

In the word bell would be the L-L.

So let's write the word bell.

You hold on.

Let's spell it as we write it.

B-E-L-L. - B-E-L-L. - Can you quickly show the learners your board?

So this is what you should have written.

Did you write that down?

Perfect.

Now, Skyla, can you underline the double final consonant, which is L-L?

Go ahead.

You underline the double final consonant as well.

Perfect, please show the learners what you have.

Great job, okay.

So now here's the next word.

I want you to listen and listen closely.

Juh, ah, zz.

Jazz.

I'm going to do it one more time.

Juh, ah, zz.

Jazz.

- Jazz.

- Please write the word jazz.

I'll spell it for you as you write it.

J-A-Z-Z.

- J-A-Z-Z.

- Now, underline the double final consonant.

Skyla, you underline the double final consonant and then we will show our learners at home.

Quickly.

[child babbles] What did you underline?

Okay, let's show our learners.

That's enough.

- Oh, I like to see what I underlined.

- That's perfect.

Double Z, double final consonant.

Great, here's our last one.

So get ready.

I'm going to blend this one.

Mm, ih, ss.

Miss.

What's the word?

Miss.

- Miss.

- And my double final consonant is S-S. Skyla, can you underline the double final consonant?

- Oh, you did it fast.

- Learners, you should have written the word miss, which is M-I-S-S, and underline the double final constant, which is the S-S.

Perfect, let's show the learners at home.

[giggles] - Great job.

- I put the cap on.

- Okay, go ahead.

Great job, learners.

So notice how Layla wrote the word miss, just like you did, and Skyla underlined the double final constant, and you did so as well.

Did you guys have fun?

- Yes!

- Yes!

- I hope you have fun too.

Well, our time has come to an end.

Until we meet again, see you soon.

Goodbye!

- Goodbye.

[gentle upbeat music] - Hi, how are you today?

Hi, Helen.

- Hey, Krista.

So what are you doing today at home?

- Well, I made this board game and I was wondering if you'd wanna play the board game with me.

- That sounds like a lot of fun.

How do I play your game?

- So it's an interesting thing, I used a file folder like this, and I just opened it up to make a board game.

And then I used crayons and markers to just draw circles and a pathway, and also just for fun, I use these recyclable pieces as other spots on the game board that you could land on.

And just so we don't lose track, I brought an arrow with me that shows where to begin and where to keep going.

You start at go, and then you follow the path all along like this until you get to stop.

- Wow, that sounds like fun.

- Yeah, and this is my player.

- Oh, I like that player.

- Yeah, I made this player out of a very, very large rock and I colored on it with crayon and then I drew it a happy face.

- It looks very happy.

- Yeah.

- What are the rules of the game?

- So the rules of the game are that you have to give me a number.

And when you give me a number, my happy face player is going to move along the path.

But if I landed on this giant question mark, or this giant question mark, you can give me a math quiz while we're playing.

- Hey, alright.

Get ready.

- Okay.

- Let's hope you get the answer right.

Does that mean you get to go ahead a couple of spaces?

- Oh, that's a great idea, Helen.

How about if I get the answer right, I move two spaces?

- All right, sounds good.

You know what I've got?

I've got something we could use in my special box over here.

I keep things in my box in case I wanna play different games.

I've got cards, I don't have dice, but I have cards.

So maybe that's how - Oh, that's great!

- you could pick the number.

Okay?

All right.

So let me put my box to the side.

- I'm going to put him on go.

- Learners, I'm going to need your help.

When I hold up a card, can you tell Krista with number's on it so she knows how many spaces to move?

Okay, great.

Ready?

I'm gonna just pull one out, here we go.

Tell her what number to move.

Did you hear them, Krista?

They said to move-- - I did, they said it's one.

- That's what they said, move one space.

- One space.

There it is.

- Alright, great.

Okay, now I'm gonna pull out another card.

Let's tell Krista how many spaces to move.

I heard it.

They said two.

- Two.

One, two.

Uh-oh!

- There's the question mark.

All right, so let's see, are you ready for this question?

- I'm ready.

- Okay.

If I had two seashells when I was walking on the beach, and then I found three more shells as I continued down the beach, how many shells do I have?

- One, two, three, four, five.

- You're right, you have five.

Krista, I noticed how you used your fingers to count how many shells you had.

You put up three when I said three, and two when I said two, and then put them together.

- I learned this so many years ago and I remembered it in my head.

- All right, so you get to move two more spaces because you got the right answer.

- Oh, right.

One, two.

Oh, look, the smiley face is on the tallest spot right here.

Good balancing.

- Sure is.

Okay, you ready?

Here comes your next card.

What did you tell her?

All right, Krista, they said move five spaces.

- Five.

- That's a lot.

Let me put my digits down.

- One, oh good.

One, two, three, four, five.

- Excellent.

Alright, so you moved to five spaces.

- Helen, I noticed I'm halfway there to the stop sign, about halfway.

- You're almost there.

Okay, let's see the number three.

- One, two, three.

- Another question mark.

Okay, let's see.

I'm gonna give you, hm.

All right, so one day I was walking down the street and I saw two birds.

- Two birds?

- Yeah.

One of the birds flew away.

How many birds were left?

- One flew away.

I'm going to do it like this 'cause this reminds me of a song that I know.

♪ Two little birds sitting on a hill ♪ ♪ One named Jack and one named Jill ♪ ♪ Fly away Jack ♪ One.

There's one left.

- You got it, you got it.

- Yay!

- Jill stayed behind.

Alright, go ahead, two more spots.

- So two spots.

One, two.

- Alright.

You're getting really close to the end.

How many spaces are left?

- Almost.

Let me count.

One, two, three, four, five.

Just five left.

- Five.

Oh my goodness, okay, so I'm gonna pull out a card.

Here we go.

Here's the card.

They said move three spaces, Krista.

- Okay, one, two, three.

Whoa, he's balancing up high.

- Another tall one.

Alright, so she moved, she had to move five spaces to get to the stop sign and she moved three.

What's left?

- Oh, right.

- Two.

She's got two spaces to go.

All right, let's see, I don't know what card she's gonna get next.

Let's see what it is.

Oops.

[laughs] Here you go, Krista.

- Oh, that's so many, I only need two, but I'll guess I'll have some leftover.

- I think you will.

- So one, two, stop sign!

And I have five, I moved two, three leftover.

- You sure do.

Good job.

- Great.

Thanks for playing with me, Helen.

You know, can I tell my friends something first before the learners we go on, we're gonna play one more game by the way.

But I want to tell you how I made this in case you want to make it at home.

Okay?

So I gave you some ideas, but I drew these circles, or you could trace these circles.

I didn't tell you that before, but I think it's something you might want to know.

And you can create question mark spots if you want, and a go, and a stop sign.

I didn't tell you all of that.

So now you know.

- Good, everybody can make that at home if they want.

Hey, I have a game, and you don't really need to have a lot of anything.

So maybe everybody can play along with us as we go.

- Yeah, let's do it.

- I said I have my special box.

Well, inside my box, I've got some socks that I was folding when I was doing the laundry the other day.

And I have seven pairs of socks.

You wanna count with me?

- Yeah, let's count.

- One, two, three.

- One, two, three.

- Four, five, six, seven.

- Four, five, six, seven.

- And that's seven pairs of socks altogether.

So sometimes when I get tired of folding socks, just take something like this, like a basket.

Or maybe I'll draw a circle on the floor.

Course you can just roll up some paper or something like that, now pick a spot on the floor for your baskets game.

Okay?

So ready, here we go.

Woo-hoo, the first one went in!

- One.

- Okay, alright.

Here's my next one.

Whoa.

Pretty good there.

Nope.

- Next time.

- Still only two.

Still only two.

Woo-hoo!

- Three.

- There's three.

All right, here comes another.

[sighs] Okay.

Woo, one more went in.

- Four.

- Okay so that's all my socks.

Krista, why don't you see if you can figure out how many missed, how many are not in while I collect them, okay?

- Okay, so let's see.

We started with seven, and one, two, three, four went in the basket, so that means there's one, two, three that did not make it.

- Guess what?

You're right.

One, two, three did not go in the basket.

Let's see, maybe I can do a little better this time.

Here goes one.

First one.

Okay, here goes.

Woo, that's two.

Two went in.

Still two.

Still two.

Oh my goodness, I am not doing well this time.

Okay.

Whew, I got it right.

It missed again.

This time three went in the basket, Krista.

- Okay, so you had seven, and one, two, three went in the basket, so one, two, three, oh, I got confused.

See, when you get confused, you start over.

Seven and one, two, three went in the basket, that means there's one, two, three, four leftover.

- That's right.

Two in each hand, that's four leftover.

Alright, so, oh my goodness.

Four and three again.

Still seven.

Did you like that?

- Yeah, it was a good game.

I love that we can make our own games at home, you know?

We don't have like the things we usually have in the classroom setting, so this is nice.

- Yeah, it's fun.

It's fun.

- Yeah, and you get to be creative and invent your own thing, which is amazing.

- Right, it's really fun.

So I liked that I didn't have to get extra things, I just found all my things around the house that I made this game from.

- And then you can keep things like this for a long time 'cause they're silly.

- Yup, and play another game.

You'll figure out another game to use that for.

So I hope you had fun with playing games with us today.

Sometimes you have things around the house that you could just use like they are, and sometimes you have to make things.

Okay, I hope we'll get to see you again.

Krista, did you have fun?

- I had a great time, Helen.

Thanks for inviting me to play games today.

- Bye.

- Bye for now.

- See you next time.

[gentle upbeat music] - And then go left onto Montgomery Street.

Okay, a right and a left.

There's no right or left on this compass.

There's only a bunch of letters.

Oh, hello there, friends, how are you doing today?

Well, you know, I was just looking at this map.

This is a map to my friend's house.

She lives right there and I'm right here.

But when I look at the map, she's used the words left and right, and then when I look at my compass, I don't see the words left or right anywhere.

You know, I think we should call our friend Miss Sabrina.

She'll be able to explain this.

I'm gonna call her right now on my phone.

[phone rings] It's ringing.

I hope she's home.

Oh, hi, Miss Sabrina, how are you doing today?

Oh, well, we were just looking at this compass, and you know when we were looking at it, I was noticing that it doesn't have the words left or right on it, it has all of these different letters.

It has an N, E, S, and a W. And I was getting really frustrated because when I was looking at my friend's map, she doesn't give me those letters, she's telling me to take a right or left.

So it's all been getting very frustrating because I can't figure out where I need to go.

- Oh, Miss Heather.

Wow.

Yes, yes, I'm doing well, thanks for asking.

Oh, well, I can completely understand how learning to follow directions using a compass and learning to read the directions on a map, well, yes, it can be very frustrating.

You know, before we even learn how to read a map, the most important things we can learn are some of the very important symbols that we find on both a map and on a compass.

When you learn about these symbols, what they mean, and how to use them, then you can always figure out where you need to go when you do actually go outside.

- Wait, Miss Sabrina, are you giving us a hint as to what today's lesson might be about?

You said that if we wanna learn how to read a map, that we need to learn about important symbols that we find on a compass and on a map.

What could that be?

Friends?

Do you know what today's lesson might be about?

Wait, did you hear that?

Did you say, did you say something about symbols on a map?

Miss Sabrina, we think that today's lesson might be about important symbols that we find on a map.

- That's right, Miss Heather.

Today we're going to be learning about one of the most important symbols on the map, a symbol that you will see on nearly every map, and that symbol is called a compass rose.

A compass rose drawing is usually found on a map.

This drawing shows us the different directions on a map and it's usually found somewhere on the edge or the corner of a map.

The four main directions shown on a compass rose are north, east, south and west.

If you take a look at our social studies board, let's talk about compass rose and cardinal directions, north, east, south, and west.

We call the drawing a compass rose because it represents the actual tool of a compass, and a rose because when it was first drawn, it was thought that all the points in the drawing looked like the flower pedals found on a rose.

When you look at the symbol, you can see that it has four letters, an uppercase N, E, S, and W. Right here.

These letters each represent one of the four cardinal directions, which are main direction points that we also find on a compass.

North, east, south, and west.

You know friends, on this side of the world we live on, the north is the direction where we can find the North Star.

And the south is just the opposite point of the north.

The east is said to be the point where the sun rises and the west is where the sun sets.

So when I keep these things in mind, sometimes it helps me remember how to find north, east, south, and west.

Put it right here on our board.

Northern Star, sun rises in the east, sets in the west, and the south is just the opposite from the north.

You see a compass rose is simply a drawing of an actual face of a compass.

Both of these tools help us to know where north, east, south and west are so we don't get lost.

The compass rose is a symbol that shows you the directions, just like a compass does in real life.

And if you don't have a compass at home, you can actually make one.

[gentle upbeat music] You know what Miss Heather?

I do believe we have some friends today who are excited to show us how to make our own compass.

- Hi, friends.

Today we're gonna learn how to make a compass.

My friend Olivia is gonna show all of the materials you need to make one.

- Thanks, Anna.

Well, friends, we're gonna need some materials to make your own compass.

Either we're gonna use a cork or a bottle cap.

You can use either of these three things too.

A hair pin, a needle, or a safety pin.

You'll need a magnet and a small bowl of water.

- The first step of making your own compass is you need a pin and a magnet.

Then rub your pin to the magnet 25 to 40 times.

Make sure you're rubbing in the same direction each time.

By rubbing the pin to the magnet, it becomes magnetized.

- The second step to making your own compass is that you need a parent to help you with this step.

So you take the needle that you just rubbed with the magnet and you either stick it through the cork, or you completely stick it through the cork, or you can lay it flat on the cork or bottle cap.

- The third step to making your own compass is to float the compass in the water.

I have a bowl here with some water in it.

Now, watch what happens as I float the magnetized wheel in the water.

It should now move to a north and south direction.

- The last step to making your own compass is to figure out which side is pointing north.

You can ask an adult to help you figure this one out.

Once you figure out which side is pointing north, you can look at a compass rose and mark the other three directions on your compass.

- See, that was easy.

Now you can make your own compass at home like us.

- Hi, friends.

Thank you so much for showing us how to make our own compass at home.

I realized that a compass and a compass rose are so important that I even added one to my map.

Now I'd like to introduce you to our friend Matthew.

He's gonna explain to us more about the cardinal directions and give us some ideas of how we can draw our own compass rose map at home.

[gentle upbeat music] - Hello, my name is Matthew.

At school, my class is learning about cardinal directions.

We use a map that shows north, south, west, and east.

The map also has a compass rose that shows the directions.

My class knows the directions on a map well because we use the compass rose, but we are having trouble remembering our directions when we are outside away from our map, so our teacher assigned a cool activity to help us remember.

First, we drew a school in the middle of a large piece of construction paper.

Then we drew a compass rose in the right hand corner.

Next, we drew the symbols for north, south, west, and east on the edges of the paper.

Now for the fun part.

We had to take a picture of something north of the school, something south of the school, something west of the school, and something east of the school.

Now I have a hint before I show you my pictures.

To me, north and south are a little confusing.

On a map, north looks like it points up.

So when I went outside, I thought north was up in the sky and I thought south was down on the ground, but my teacher told me that that was not correct.

Looking up at the sky or down at the ground is called up and down, not north and south.

My parents helped me select my photos.

I took a picture of my grandpa and grandma's farm, which is north of my school.

I love tubing on the Missouri River, which is south of my school, so I took a photo there.

My favorite park is west of my school.

It has a very cool slide.

The pool is east of my school, which I love in the summer.

Then I printed small photos and glued them on my map.

I also drew roads and other places around town.

Now, whenever I'm trying to figure out which way is north, south, east, or west, I think about the map I made and the different photos.

Thinking about the photos on the map and where the places are for my school, helps me figure out my directions.

With the help of a grownup, you should try this activity.

- Thank you so much, Miss Sabrina, for teaching us all about the compass rose and cardinal directions.

This is really gonna help us a lot in learning how to read our maps better.

I can't wait to use the compass that we made and keep practicing.

And thank you friends, for taking the time to learn with us today.

Well, now it's time for us to say see you later.

- See you later.

- And it's time for you to make your own compass and compass rose drawing.

- Until next time, thank you for joining us on today's social studies lesson.

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