[lighthearted music] - [Narrator] Ready to learn?

- [Both] Hi.

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

- Let read it back.

- [Narrator] Discover science, sing.

♪ Some ♪ - [Narrator] Play, and so much more.

- Cupcake!

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're going to start making some words.

Isn't that fun?

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

[lighthearted music] - Hello, scholars and families.

My name is Dr. Todd.

I hope you are having a marvelous day.

I am delighted to be with you to do a read-aloud.

Following the read-aloud, I will teach you how to make a text-to-self connection and a text-to-world connection.

The title of the book today is called "This Is the Way We Go to School: A Book About Children Around the World."

The author is Edith Baer, and the illustrator is Stephen Bjorkman.

Let's take a look at the cover of the book.

What do you see on the cover?

Feel free to shout out.

You see people, you see different forms of transportation, yes, and you see buildings.

Maybe a city, right?

Okay, let's begin.

One by one or two by two, come along, it's fun to do.

Ellen takes it nice and slow, time to watch the flowers grow.

Liz and Larry, as a rule, wear their jogging shoes to school.

But at 20 minutes past, roller skates are twice as fast.

And the fastest way by far is by school bus or by car.

How many of you take a car to school?

You can raise your hand or shout out.

How many of you take a school bus to school?

You can raise your hand or shout out.

Jenny, Jerry, Pete, and Perry ride the Staten Island Ferry.

Have you ever been on the Staten Island Ferry?

I enjoy riding it.

Do you know what city the Staten Island Ferry is in?

New York City, yes, correct.

Cable cars take Jack and Jill up the hill and down the hill.

I remember riding a cable car in San Francisco, California.

And in Philly, Mitch and Molly go to school by trackless trolley.

This is in Philadelphia.

Bianca, Beppo, Benedetto, ride aboard the vaporetto.

What do you think the vaporetto is?

A boat, yes.

Bundled up against the breeze Niels and Solveig go on skis.

Wow, going to school on skis sounds really cool.

Palm trees help keep Ahmed cool on his sunny walk to school.

How many of you walk to school?

Mira takes time out to play, school's a hop and a skip away.

How many of you live close to school where maybe you can just walk like three or four blocks?

And watch Sepp and Heidi sail through the air from peak to vale.

Akinyi leaves for school by train, far across the mountain chain.

Kay and Fay and Flo and Joe go to school by radio.

Interesting.

Bicycles bring Mei and Ling through the traffic of Nanjing.

Do any of you ride a bicycle to school?

And beneath the dripping sky, Ram is riding high and dry.

William comes ashore by boat, counting seagulls while afloat.

Wow, taking a boat to school.

Very interesting.

Carlos takes the town in stride.

Luz prefers the countryside.

And the famous Metro line suits Igor and Ilyana fine.

Look at the Metro.

Have you ever been on the Metro?

Go by Copter?

Look at a helicopter.

By Ski-Doo?

Somewhere, sometimes, some kids do.

Look at what they're going on.

It's so cool learning about how children get to school.

You come, too.

We'll look for you.

I'm going to read a little information about where the characters are from.

Ellen lives in Hawaii.

Liz and Larry and the skater live in California.

The bus and car riders live in Raytown, Missouri.

Jerry, Jenny, Pete, and Perry live in Staten Island, New York.

Jack and Jill live in San Francisco, California.

Mitch and Molly live in Philadelphia, Pennsylvania.

Bianca, Beppo, and Benedetto live in Venice, Italy.

Niels and Solveig live in Norway.

Ahmed lives in Egypt.

Mira lives in Israel.

Sepp and Heidi live in Switzerland.

Akinyi is in Kenya.

Kay, Fay, Flo and Joe live in Australia.

Mei and Ling live in China.

Ram lives in India.

William lives in Maine, USA.

Carlos and Luz live in Mexico.

Igor and Ilyana live in Moscow, Russia.

The Copter passengers live in Siberia, Russia.

The Ski-Doo passengers live in Canada.

So all these people live in different places and have different ways of going to school.

And here's a map of where all the characters live.

You see the numbers correspond to where they live.

So it's really exciting the way that children can get to school.

And what's going on in this picture?

The family's looking at the globe and reviewing different places people live.

So I hope you enjoyed this book, "This Is the Way We Go to School: A Book About Children Around the World."

If you'd like to, if you want to share your favorite part right now with a family member or a friend who's around, that would be great.

I'll give you an example.

My favorite part is when the children were riding the cable car in San Francisco, California.

I think that'd be a cool way to go to school.

What's your favorite part?

Okay.

You like the Copter, okay.

The bus, excellent.

Thank you so much for sharing out.

We're going to talk about making a text-to-self connection.

Okay, to start out with, this is our text or our book, and I have my little poster here, text-to-self connection.

So we just read this great book, the arrow represents to, this is a picture of a boy and another picture of a boy.

So we're thinking about a part in the book that connects to our life.

That's how we make a text-to-self connection.

So let me just think of a text-to-self connection.

So my text-to-self connection is when I go to school, I take a bus sometimes, and I also take a subway sometimes.

So that's my connection to the book.

I remember they showed a bus and they also showed a Metro or a subway.

So please take a minute right now to share your text-to-self connection with somebody at home.

Think about a part of a book, of the book we just read, and what it reminds you of in your life.

Okay, I can't wait to hear it.

Oh, yes, somebody connected the part about the cable cars that they thought it would also be fun to take a cable car to school.

Excellent.

Now we're going to talk about text-to-world connection.

So for text-to-world connection, we have the book, the arrow which means to, and the world.

You see the hand is holding the globe, the world.

So what I want you to do is to make a text-to-world connection based on the book.

And I'm going to think.

My text-to-world connection is that children all over the world get to school in different ways.

I never really took the time to think about that until I read this book.

So all of you can think of a text-to-world connection.

If you'd like to say it, that would be great.

Yes, good text-to-world connection.

Okay.

So I really hope you enjoyed this book.

I hope you talk to your family and your friends about how they get to school.

How your family used to go to school.

What form of transportation did they use?

Did they walk, did they bike?

Did they take a bus?

Did they take a train?

And I also hope you can draw a picture of how you go to school.

You could also draw a picture about how you would like to go to school.

So it was a pleasure being with all of you today.

Have an amazing rest of the day, goodbye.

- Hi, movers and shakers.

This is Violet.

And today we have some special guests.

My cousins, Liam and Aiden, are going to help us sing a song called "Rattlin' Bog."

They're going to sing the call and I'm going to sing the response.

That means they're going to say something and I'm going to repeat after them.

Can you help us sing this song together?

Great, all right.

♪ Ho ro the rattlin' bog ♪ ♪ The bog down in the valley-o ♪ ♪ Ho ro the rattlin' bog ♪ ♪ The bog down in the valley-o ♪ ♪ And in that bog ♪ ♪ And in that bog ♪ ♪ There was a tree ♪ ♪ There was a tree ♪ ♪ A rare tree ♪ ♪ A rare tree ♪ ♪ A rattlin' tree ♪ ♪ A rattlin' tree ♪ ♪ And the tree in the bog ♪ ♪ And the bog down in the valley-o ♪ ♪ Ho ro the rattlin' bog ♪ ♪ The bog down in the valley-o ♪ ♪ Ho ro the rattlin' bog ♪ The bog down in the valley-o ♪ And on that tree ♪ ♪ And on that tree ♪ ♪ There was a branch ♪ ♪ There was a branch ♪ ♪ A rare branch ♪ ♪ A rare branch ♪ ♪ A rattlin' branch ♪ ♪ A rattlin' branch ♪ ♪ And the branch on the tree ♪ ♪ And the tree in the bog ♪ ♪ And the bog down in the valley-o ♪ ♪ Ho ro the rattlin' bog ♪ ♪ The bog down in the valley-o ♪ ♪ Ho ro the rattlin' bog ♪ ♪ The bog down in the valley-o ♪ - It was so much fun.

Thanks, Liam and Aden.

Thanks, everyone.

[lighthearted music] - Hello, friends.

I'm Miss Carissa.

Today, we are going to continue learning all about letters and the sounds they represent.

Today we are going to learn the sound spelling for the consonants G and K as well as review the short I sound ih.

Today, we are going to do three things.

First, we are going to be warming up our ear muscles by listening for and identifying the beginning and final sounds in words.

The next thing, the second thing we're going to do is we are going to practice how blend letter sounds and decode words with a short vowel sound and the consonants G and K. Last, we are going to review the short I sound and do a word sort with listening to the final sounds of words.

So today, you won't really need anything to write with.

Instead, you will really be good listeners and try to participate by repeating out loud along with me, or maybe to like a stuffed animal or a trusted adult.

Let's get started.

Okay, let's practice identifying the beginning sounds in words I say.

I'm going to say a word and I want you to say the beginning sound.

I will do the first one, and I'm going to use this to help me because this is going to be the beginning, middle, and end.

Ready?

The word is gas.

One more time, gas.

The beginning sound in gas is guh.

Did you hear the guh sound in the beginning of gas?

Listen again.

Gas.

Guh, gas.

Now it's your turn.

Listen to each word and say the beginning sound, ready?

Kite.

One more time, kite.

What's the beginning sound in kite?

Kuh.

Okay, next word, go.

One more time, go.

What's the beginning sounding in go?

Guh.

Okay, the next word, key.

One more time, key.

What's the beginning sound in key?

Kuh.

Last word, give.

Say, "Give."

What's the beginning sounds in give?

Guh.

Now let's practice identifying the ending sounds in words I say.

I'm going to use these again to help me identify the ending sound.

Remember, beginning, middle, end.

Okay, I'm going to do the first word.

The word is tag.

One more time, tag.

The ending sound in tag is guh.

Did you hear the guh sound at the end of tag?

Listen again, tag.

Guh.

Now it's your turn.

Listen to each word and say the ending sound, ready?

Dog.

One more time, dog.

What's the ending sound in dog?

Guh.

Next word, back.

One more time, back.

What's the ending sound in back?

Kuh.

Next word, big.

One more time, big.

What's the ending sound in big?

Guh.

Last one, rag.

One more time, rag.

What's the ending sound in rag?

Guh.

Great, can you think of any more words with the sound guh at the end?

Shout them out to me or to a stuffed animal or trusted adult.

Go ahead, go.

I heard log and rug.

Yes, those two words end with a guh sound.

Can you think of any more words that end with the sound kuh?

Shout them out to me, go ahead, ready?

I heard stick and shark.

They both end with the kuh sound.

Great, let's move on to our work with blending sounds.

Now let's take a look at our sound spelling card for the hard G sound guh.

Goat.

Goat starts with the sounds guh.

Listen, guh, goat.

The letter G can stand for the guh sound.

Together, let's say the sounds and name the letter that stands for it, ready?

Guh, G. Guh, G. What is the first sound in goat?

Guh.

Now, I will show you how to blend letter sounds and decode words with a short vowel sound and the consonant G. The word begins with the letter G and the sound guh.

Here is a vowel, A, and the consonant P. When there is only one vowel and it is followed by a consonant, the vowel usually stands for the short vowel sound.

So in this case, ah.

Guh-ah-puh, gap.

Now let's take a look at the sound spelling card for the sound kuh, kangaroo.

Kangaroo starts with the sound kuh.

Listen, kuh, kangaroo.

The letter K stands for the kuh sound.

Together, let's say the sound and name the letter that stands for it.

Kuh, K. Kuh, K. What's the first sound in kangaroo?

Kuh, great.

The spelling we see kuh is K. Now I will show you how to blend letter sounds and decode words with a short vowel sound and the consonant K. Here is my word.

The word begins with the letter K, and the sound kuh.

Here is a vowel, I, and then another consonant, T. Remember, when there's only one vowel and it's followed by a consonant, the vowel usually stands for the short vowel sound, so this vowel represents, ih.

Ready?

Blend with me.

Kuh, ih, tuh.

Kit, great.

Let's blend and decode some more words together.

I'm going to use my magnetic letters.

G-A-S.

I'm going to touch under each letter and I want us to say the sounds they represent.

Guh, ah, ss.

One more time, guh, ah, ss.

Let's move this closer.

Say this faster, gah, ss.

Move this closer, say it, gas.

Great, let's do another one.

K-I-D.

I'm going to touch, let's say the sounds together.

Kuh-ih-duh.

One more time, kuh-ih-duh.

I'm going to move this closer, kih, duh.

Kid.

Great, last one.

Guh, ah, buh.

One more time, guh, ah, buh.

Let's move this closer, gah, buh.

Gab.

Gab, gab means to talk.

Great work.

Great job.

Okay, great job blending and decoding words with the consonants G and K. Now, let's move on to a word sort, our last activity.

You may have already learned how to read and spell words with the short I sound, ih, as in pig.

Remember short I?

Ih, as in igloo.

And the short I can be at the beginning or in the middle of words.

We are going to sort the following words.

Big.

Pig.

Fit.

And Did.

I will make three columns.

Dig, sit, and other.

I will hold up and read the word and you are going to tell me, or a stuffed animal, or a trusted adult if the word has the same ending sound as dig, guh, or sit, tuh.

And if it doesn't have any same ending sound as guh or tuh, or we're going to put it in the other column, okay, ready?

Fit.

Where does this one go?

Fit, tuh.

I hear tuh at the end.

If you said under sit, you're right because they both end with the sound tuh.

Okay, here's my next word, big.

Big ends with the sounds guh.

Where does this go?

If you said under dig, you're right.

They both end with the guh sound.

Here's my next word, did.

Did.

The ending sound is duh.

Where does this go?

Right, it doesn't end with guh or tuh, so I put it under other.

My last word pig.

Where does this go?

Pig, it ends with guh.

If you said did again, you're right.

Guh, guh.

Great, they both end with guh.

Okay, let's read these words.

Dig, pig.

Sorry, dig, big, pig.

They all end with ig, they rhyme.

Let's read these.

Sit, fit.

They both end with it.

They also rhyme.

You could think about these patterns when you spell words with short I.

Okay, everyone, you did such a great job today.

Listening for the beginning and ending sounds in words, blending and decoding words with the consonants G and K, and sorting short I words by their ending sounds.

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

And also, be sure to tune in tomorrow to continue learning about blending sounds and decoding words.

Have fun learning.

Bye.

[soft music] - I use TV to help my kid learn.

Want to know how?

- [Narrator] Pay attention to what your kids watch on TV.

Not all shows are appropriate for your little ones.

[soft music] Watch TV with your kids.

[soft music] Talk about the show with them and apply it to your daily life.

[soft music] - They're disposable bottles.

- [Narrator] After you watch a show, point out related examples throughout your day.

- [Mom] Good job.

- [Narrator] Read a book or do activities about the theme of the show.

Make TV time into learning time.

[soft music] [lighthearted music] - Hi, my name is Elisa, and I'm New York City Educator.

Today, we're going to talk about how a seed becomes a plant.

Have you ever wondered how a seed becomes a plant?

Have you ever planted anything?

Well, come join me as I take a walk in a nearby garden in my neighborhood of Washington Heights.

[lighthearted music] That was a nice walk.

What did you notice?

I saw that, too.

I also saw birds, and trees, and plants, and lots of beautiful flowers, my favorite.

Do you have plants and flowers in your house?

As you can see, I have some plants in mine.

Well, today, we're going to do an experiment.

An experiment is done when you want to learn about something or figure out how it works.

For this experiment, we're going to need a few things.

First, you're going to need a plastic baggie like this.

You're going to need a paper towel like this one.

Or if you don't have a paper towel, you can use cotton balls like this.

You're going to need a little bit of water.

And we're going to use some seeds.

What today's experiment, I'm actually going to use some pinto beans.

Have you seen pinto beans before?

If you don't have a plastic bag, you can also try this experiment with a glass container and a sponge.

Do you have some of these items at home?

Go ask the caregiver if they can help you find these materials.

I'll wait.

How about 60 seconds?

Go.

[upbeat music] So, did you find all the materials?

Great.

And if you didn't, it's okay.

You can come back anytime you want to be a scientist.

A scientist is a person who likes to explain how things work.

So let's get started.

For this experiment, like I said, you're going to need a plastic baggie and we're going to take our paper towel and we're going to fold it in half like this.

So you have a very long rectangle.

What do you think we need to do to the paper towel?

[soft music] Yeah, we're going to wet it inside of the water.

[soft music] Why do you think we need to wet the paper towel?

[soft music] That's right, seeds need water to grow.

But remember, not so much water.

So we're going to squeeze a little bit of that water out.

If you're doing this with the glass container and the sponge, you're going to do the same thing that we did with the paper towel to the sponge.

You're going to wet it in the water.

And again, you're going to remember to wring some of that water out.

You just need a little bit.

So what we're going to do now is we're going to place our paper towel inside of the bag.

We're going to open up our baggie and place the paper towel inside.

[soft music] Now we're going to add our seeds.

You know, I wonder where you've seen seeds before.

Have you seen seeds in your snacks?

That's right, your apples have seeds and sometimes oranges.

Your oranges have seeds, and those are also kinds of seeds we can use.

[soft music] How many seeds do you think I should place inside of my baggie?

[soft music] I heard someone say three, so we're going to place three pinto beans inside of my baggie.

Count with me.

One, two, three.

[soft music] Do you see them there?

[soft music] And again, if you're using the glass container, you're going to do the same thing.

Let's put three beans, just like in our bag.

So you're going to put one, two, and three.

[soft music] Okay.

So now, we're going to close our bag.

[soft music] But we're going to leave a little room on the end.

Why do you think we'll need to leave a little space on the end?

[soft music] Yeah, that's true, plants need air as well to grow.

And in this case, we're going to leave a little bit of room also for when we need to add water.

If you start to see that your paper towel is drying out, add a little bit of water.

Now, where should I put my baggie so that the seeds will grow?

What's a good place to put it?

Hmm.

[soft music] That's great, at the window.

Why at the window?

[soft music] Right, because plants need sunlight to grow.

So I'm going to take my baggie and place it at the window.

[soft music] And in a few days, it will grow.

Hmm, I wonder what will happen to my plant over those next few days.

[soft music] Let's take a look at the stages of a plant.

So we just put our seed in the baggie.

And if you noticed, your seed has a coat, a lot like when you're cold and you wear a jacket.

Over time, the seed will shed its coat and it will start to grow its roots.

[soft music] I wonder why plants have roots.

Hmm, why do you think plants have roots?

Why do plants need roots?

[soft music] You're so smart, that's right.

It's used to absorb or soak up all of the water.

And it sends that water all the way up to the stem.

Later, your plant becomes what we call a seedling.

And in this stage, as you can see, the roots are a little bit longer and it starts to grow nice and tall.

After it becomes a seedling, then you have your plant.

Wow, I can't wait to see what happens to the plant in the next few days.

How long do you think it'll take your plant to grow?

Let's make a prediction.

Hmm, do you think your plant will grow in one day?

No, that's too fast.

Do you think it'll take your plants five days to grow?

Hmm, that's a good guess.

Maybe it'll take a little longer?

Yeah, I think it's going to take a little bit longer.

I also want to encourage you to keep your observations, that means what you see happening every day, in an observation journal like this one that I have here, or if you like, you can make one like this that looks more like a little booklet.

And if you notice, we're not going to take or draw a picture every single day, but maybe every other day.

Remember, plants take a little longer to grow up.

I'm going to draw my first picture here of day one.

As you can see, day one, they're still just the beans, so I'm going to draw a bean.

[soft music] Hmm, a bean kind of has kind of like a round or oval shape.

So I'm going to draw kind of an oval shape like this.

[soft music] There, that kind of looks like my pinto bean, right?

It's the same shape, and I noticed it had a lot of brown spots, a little bit of shading here, so I'm just going to color that in.

Perfect.

And remember, it doesn't have to look exactly like your pinto bean.

It's just so that you can draw your observations.

And if you noticed, you're not going to take your observations every day, because we know this is going to take a little bit of time to grow, so you can do it every other day.

Another suggestion is that you can draw or make a booklet like this and keep your observations in here as well.

Great.

[soft music] I also want to show you my Amelia.

I want to show you how she has roots.

Let me see if you can see her roots here.

Do you see all her roots?

See how thin they are?

And they go in all directions.

Why do you think her roots go in all different directions?

[soft music] Yeah, it's to get all the water that's inside the pot.

Amelia also has really big leaves.

See her leaves here?

And she has a really long stem.

Kind of looks like a straw, and just like the straw, all the water goes [slurps] up into the stem.

Amelia also has really pretty petals because she's a flower.

Our bean plant probably won't have any petals because that's a different type of plant.

But Amelia has very pretty pink petals.

[soft music] I hope you enjoyed this experiment today.

I had a really great time.

Can't wait till next time.

See you soon.

[soft music] [woman speaks Spanish] [narrator speaks Spanish] - They're disposable bottles.

[narrator speaks Spanish] [soft music] [lighthearted music] - Hi, it's me, Andrew, and I am back with another activity about the built environment in your community.

A community is full of many different people and a community has to have a lot of different jobs, a lot of different jobs that people do to help each other in the community.

That also means that a community needs a lot of different types of building.

Today, we are going to be looking more closely at buildings in the community where people work.

Not buildings where people live, but buildings that have different jobs that people do in the community.

And we're also going to be learning about how you can tell how one of those buildings is used by people in the community, just by looking at it.

As we look at these buildings, we have to pay close attention to symbols on the buildings.

That's another special word that we're going to talk about today.

Let's spell that word together.

Symbol.

S-Y-M-B-O-L. Symbol.

What is a symbol?

A symbol is a picture that has a special meaning.

Symbols are used to share information with people in the community, without using words.

[upbeat music] For example, what does this symbol mean?

If you saw this picture in your community, what is it trying to tell you?

[upbeat music] This symbol is an arrow that is pointing a certain direction.

So it's telling you that you should go that way that the arrow is pointing.

When we look at the arrow, we learn information.

We learn which way we need to go.

[upbeat music] Now we're going to look at a few examples of pictures of buildings where people work in the community.

Each one of these buildings has a symbol on it.

It has a special picture on the building that can tell us what kind of building this is.

We're going to try to guess what type of building it is and what type of person might work there.

When you look at these examples, pay close attention to the symbol that you see.

[upbeat music] Here is the first example.

[upbeat music] What kind of building is this?

This building has a symbol on it.

It has a special picture on the building that can help us figure out what kind of building it is.

Do you see the symbol?

What do you think people might do in that building?

It means that they eat there.

People eat at this building, so this is a restaurant.

We could also tell that it's a restaurant by looking at some other clues on the outside of the building.

What else do you see that might be a clue that this is a restaurant?

There are chairs and tables for people to sit when they eat their food.

[upbeat music] What kind of people work at a restaurant?

Waiters, the people who bring the food to the table, work at a restaurant.

And so do the chefs who make the food.

[upbeat music] Now let's look at one more example of a building with a symbol.

[upbeat music] What kind of building is this?

[upbeat music] What symbols do you notice?

There are two symbols here that are often used for this type of building.

One symbol is the cross, and the other one is the letter H in a circle.

Both of those mean that this is a hospital.

When do you go to the hospital?

When you're sick, right?

This is a building where sick people can get better.

Who works at a hospital?

Doctors and nurses.

So here is a building where doctors and nurses work.

[soft music] Next, I'm going to show you some symbols of buildings and you are going to guess which building it represents.

So if we just see a symbol without the building, can you guess what kind of building it stands for?

[soft music] Okay, here's the first symbol.

[soft music] This symbol shows fire.

What kind of building do you think might this symbol stand for?

[soft music] It stands for a fire station or firehouse.

And who are the people who work at a fire station?

Firefighters, people who help put out fires in the community.

So this is the symbol for a fire station.

[soft music] Let's look at another symbol and see if you can guess what building it represents.

[soft music] What does this symbol show?

[soft music] It's a book.

What type of building do you think a book could be the symbol for?

[soft music] What are some buildings where people read books or where there are a lot of books?

[soft music] This could be a symbol for a school, a place where people in the community learn.

It could also be used as a symbol for a library, a place where you can borrow books to read.

What kind of people work at a school?

Teachers.

And what kind of people work at a library?

Librarians.

The librarian is the person who helps you find books at the library.

[soft music] Now, let's look at one more symbol and you try to guess the building that this symbol represents.

[soft music] Here, we see the letter P. What type of building do you think this symbol represents?

[soft music] This is a symbol for a police station.

And what people work at a police station?

Police officers.

Police officers to help people in the community.

So this is the symbol for a police station.

Just like how the hospital, one of the symbols for a hospital is the letter H because the word hospital starts with H, so one of the symbols for a police station can be the letter P, because P is the first letter of police.

[soft music] Next, you're going to look at your community.

You're going to look for a building, just choose one building in your community where people work, not a building where people live.

How can you tell what this building is used for?

Maybe there's a symbol on the outside of the building.

Something that you can look at and tell how it's used.

So you're going to choose one building in your community where people work and draw a picture of that building, copying the details as closely as you can, of what the building looks like from the outside.

Now, I'm going to show you how you can draw a picture of the building that you chose.

The building where people work in your community.

The only materials you really need for this part is a pencil and a piece of paper.

But if you have colored pencils or markers or crayons that you would like to use to give some more color to your picture, you could also use those.

When you're drawing a building, you should start by looking for shapes in the building.

Like what shape do you see when you see the building?

Many buildings are a shape like this.

[lighthearted music] So here is a shape that has two short sides and two longer sides.

Do you know what this shape is called with two short sides and two longer sides and four sides altogether?

This is a rectangle.

So maybe your building is shaped like a rectangle.

[lighthearted music] At the top of the building, maybe your building has another shape on top of it like this.

[lighthearted music] Here is a shape that has three sides, one, two, three.

What is a shape of three sides called?

This would be a triangle.

So maybe your building could look something like this.

I'm just looking for examples of shapes.

Then you'll have to look at some of the details in the building, like the door or the windows.

So maybe your door would be shaped like this.

What shape is that?

We see two long sides and two short sides, so this one is also a rectangle.

And maybe you have some windows [lighthearted music] or however many windows your building has.

You're going to be looking at your building closely to choose the details that you see.

Maybe there's a symbol on your building.

Put the symbol in the place where you notice it on the building.

Many buildings will have a symbol up at the top, like one of the ones that we looked at, remember, was the hospital.

[lighthearted music] So we can put the symbol H for hospital.

Or maybe it could be above the door.

So you want to put your symbol wherever you see it in the building that you chose.

And then, once you've done that, you can add some color if you want.

If you have colored pencils, you can use them.

Or if you have markers or crayons, but if you don't have any of those things, that's also totally fine, because all you really need is a pencil.

[lighthearted music] So I'm adding some colors to my hospital building.

And how is a hospital used by people?

That's something you will have to think about as well.

How do people in your community use this building?

What are the jobs of people that work in this building that you're drawing a picture of?

[lighthearted music] So here is an example of what your picture might look like.

But like I said, you're going to choose a building in your community, and draw a picture of what you see.

So we're not just making up a building.

We want to be looking closely for the shapes, like the rectangle and the triangle, and the symbols, whatever symbol you see, whatever special picture is on the building that gives us information about it.

[lighthearted music] What kind of details did you notice when you were drawing your building?

Are there any symbols on the outside of this building that help people learn how the building is used?

Once you finished your drawing, you can look for more symbols in your community.

What other symbols can you find?

Other pictures that help tell information to people in the community?

Join us next time for another activity about the built environment and your community.

Bye.

[lighthearted music] - Hi, friends.

My name is Tiyanna, and I'm so excited to see you.

Guess what we're going to be learning about today.

Feelings.

Sometimes, I get really big feelings that don't make me feel very good.

And sometimes I get little feelings that don't make me feel very good either.

But guess what.

I've learned a trick that helps me to feel better each time and I want to teach you that trick today.

Are you ready to learn what it is?

It's called a self hug, and I'm going to show you how it works.

First, you've got to put your arms in a really big X, just like this.

Are you doing it?

Great.

Then I want you to put your hands on top of your shoulders or around your arms, just like this, whichever feels more comfortable.

Then, we're going to take a really deep breath and give ourselves a really big squeeze.

Are you ready?

Let's try.

[inhales deeply] [exhales] Squeeze, squeeze, squeeze.

Wow, you did a great job.

Don't forget, the next time you're feeling those really big feelings or those really little feelings, you can give yourself a really big self hug to make yourself feel better.

Thanks for learning with me.

See you next time.

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

[lighthearted music] [contemporary music]