- [Woman] Ready to learn?

- [Both] Hi.

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

- Shh.

- [Woman] Read and write.

- Let's read it back.

- [Woman] Discover science.

Sing.

♪ Some ♪ - [Woman] Play and so much more.

- Cupcakes.

- Very good.

- [Woman] Stay tuned for lessons and activities.

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

[soft playful music] - [Woman] Funding for this program was provided by the JPB Foundation.

[soft playful music] - Hi friends.

My name is Amaris and I'm going to read a story with you today.

And the story I will read, is all about a very lonely raincloud.

And the name of the book is "Ivy And The Lonely Rain Cloud."

And in this book, we will hear about a very sad cloud who wants to make a friend and the cloud tries to befriend Ivy, who's feeling pretty grumpy in the beginning of the book.

We're gonna listen in to see what happens with their friendship.

Ready?

Okay.

And here are all these different clouds and some of them are pouring down rain.

Can you do that?

Pour down some rain.

Ivy and the lonely rain cloud.

And there's the rain cloud pouring down rain and Ivy is looking up at it with a scowl.

Can you make a scowl?

A scowl is like an expression that shows that you're upset.

Scowls bring our eyebrows together and you can put a pout.

Let's see what happens.

There was once a rain cloud and this is the rain cloud.

The rain cloud was sad because the horrible hot sun had scared all of the other clouds away and he was the only one left.

He had no one to talk to and no one to play with.

He felt he needed a friend.

Have you ever thought that you wanted someone to talk to and play with?

And what did you do?

You can go and introduce yourself and say, hi my name is, what's your name?

You can share a toy with them and you can ask them to play, yeah.

Let's see what the lonely rain cloud says.

The rain cloud looked and he looked and he looked but no one wanted to be his friend.

Where are some of the places this rain cloud looked?

The rain cloud looked at the playground for a friend, at the building, in front of the office window.

It looks like a window because it has a little glare mark.

And the rain clouds looked while these two people were having a special moment.

And this lady looks upset that there is a rain cloud over her on this special day.

How would you feel if there was a rain cloud over you pouring some rain?

Maybe you will feel happy or maybe very wet and uncomfortable.

He had almost given up when he spied a small figure down below him.

To spy means to look very closely.

Isn't the weather amazing?

The girl didn't look happy with the sunshine.

She looked grumpy.

Maybe she was lonely too.

What about Ivy tells us that she is grumpy?

What do we notice?

Yeah, she has a scowl.

Her eyebrows are together.

Her mouth is closed and yes, her arms are crossed.

She does appear to be upset.

Let's see.

Let's find out why.

So the lonely rain club followed her to the market where she was grumpy.

He followed her to the Metro where everyone was grumpy.

The Metro is the subway or the train.

Have you been to the subway or the train?

Did everybody look grumpy there?

Some people and some can be happy, especially if there's a really cool entertainment session happening, that can make people feel good.

He followed her home where she was very grumpy.

And here she says, "leave me alone."

I wonder what's going on?

Why is Ivy feeling so upset?

The rain cloud was starting to suspect that the girl didn't want a friend at all but if she wasn't lonely, why was she so cross?

Cross means annoyed or upset.

Let's look closely at this page.

So the word on this page up on top says, florist.

And in a florist, there are many different plants.

What do we notice about these plants?

Many stems are bent over or wilted.

They look like they need a little help.

And here Ivy says, aaaaargh.

She was grumpy when she watered.

She was grumpy when she arranged her flowers.

Even when she seemed happy, eventually she was grumpy.

What do you notice about the plants?

Yeah.

All of these have fallen off.

Some of them, the branches they're wilted, the stems are down.

The raincloud felt sorry for her.

Being grumpy is just another way of being sad, he thought.

Hmm, I wonder what ideas the raincloud will have.

Let's see.

And then he thought another little thought.

He watered and he watered and he watered.

The next morning, the girl could not believe her eyes [gasps] Look her expression changed.

How was Ivy feeling?

So happy and surprised and look what Ivy does.

She shows that she is happy and she gives the rain cloud a hug.

Why do you think she is so happy?

Those plants now look different.

The stems and branches are no longer wilted.

They're up straight.

The flowers are blooming.

There are many colors on the plants now.

From then on the happy rain cloud and the girl grew beautiful flowers together come rain or shine.

So what do you think?

How did the rain cloud work with Ivy to create beautiful flowers?

Yeah, the rain cloud was watering the flowers as Ivy was helping to take care of them.

And here they are together.

And that is the end of the story.

I'm glad you liked the story.

And so now I wanna invite you to do an activity with me that's inspired by the plants and flowers of the book, "Ivy and the lonely raincloud."

So what we need for this activity is, a blank piece of paper.

If you don't have a piece of paper, it's okay.

Sometimes we get mail to our homes, envelopes that we don't need.

So ask the grownup if there's an envelope that you could use the backup, okay?

We will also need some colored markers.

I have a few here and whatever you have at home is okay and it does have to be a marker.

That's what's gonna work best, okay?

And we will also need a spray bottle with water inside.

Now it's important that your spray bottle only has water because there are spray bottles that can have other things that will not be safe for this activity.

So ask your grownup and make sure that you get a spray bottle with only water, okay?

And now we're gonna get to work.

So we're gonna create a drawing of a plant or a flower with the colored markers on our paper.

So it could be what ever comes to your mind, colored flowers, a plant, whatever you can think of.

So I decided to make a plant.

So this is a woven pot with some nice green stems coming out of it.

And I'm going to add some purple flowers.

What will your flower or plant look like?

I'm going to add some blue.

I'm just going to put blue flowers right next to the purple ones.

There's my plant.

Now, once you are done drawing your plants or your flowers you're going to take the spray bottle of water and you are going to put some water on your plant.

And you're going to take a look and see what happens.

What happens when we spray some water onto our drawing?

What do you notice about the colors?

The picture does look different now, doesn't it?

The colors on your drawings start to bleed after you spray water on it.

To bleed means that the colors start to spread out over the paper.

Pretty cool, right?

You can let this drawing dry up and then you can put it up somewhere special or you can gift it to somebody you love.

Thank you everybody.

It was so nice to read "Ivy and the rain cloud", with you.

And to create this piece of art - Hi, movers and shakers.

We're gonna sing one of my favorite songs, "Head shoulders, knees and toes."

And this time my friend, Rizac is gonna help us by singing in Somali.

You can sing in whatever language you want.

I'm going to sit up straight.

You can sit up straight on the floor or you can stand up to do this, whatever you want.

Are you ready?

♪ Head shoulders knees and toes ♪ ♪ Knees and toes ♪ ♪ Head shoulders knees and toes ♪ ♪ Knees and toes ♪ ♪ Eyes and ears and mouth and nose ♪ ♪ Head shoulders knees and toes ♪ ♪ Knees and toes ♪ [singing in foreign language] ♪ Eyes and ears and mouth and nose ♪ ♪ Head shoulders knees and toes ♪ ♪ Knees and toes ♪ Thank you.

[soft playful music] - Hi friends.

It's me, Isabel.

Welcome to my Learning Corner.

Are you ready to read with me?

[children cheering] Great.

Today we're going to be listening for all the sounds we hear in words.

We're going to add sounds to words and we're even going to change some sounds.

It'll be fun.

Then we're going to build words, read words and even write words with some of my very favorite digraphs.

The T-H that says th.

The W-H that says whoo.

And you don't see this too often, do you?

T-C-H, the trigraph that says tch, that's right, just like another digraph you know.

So are you ready?

[children cheering] Great, let's get started.

In our first phonemic awareness activity, I'm gonna say a word, you're gonna repeat the word and then we're going to break the word down into all the sounds we hear.

After we do that, we're going to count the sounds we heard.

Let's try one together.

Let's try it with the word soft.

Can you say soft?

Good.

Now let's break it up all.

S-O-F-T. How many sounds did you hear?

S, one, O, two, F, three, T, four sounds.

Okay, let's try a few more just like that.

The next word is shoes.

Good job repeating after me.

SH-OE-S. How many sounds did you hear that time?

That's right, three sounds.

Let's try another word.

Chill.

Aha.

CH-I-LL.

How many sounds did you hear?

Three, good job.

Let's try two more phonemic awareness games.

This game requires us to use our imagination.

We're gonna pretend that this is a word and we're going to add a new beginning sound to make a new word.

Are you ready?

This says ate.

Can you say ate?

Great job.

Let's add the L sound.

L-ATE.

What's our new word?

Late.

Great job.

Let's try one more of these.

This says, am.

Add J to the beginning.

What's our new word?

Jam.

Good job.

Now we're going to look at our word, which has two parts and we're going to change the first sound for a new sound.

The first word is chain.

Chain.

Let's change the CH in chain to R. What's our new word?

Rain.

Good job.

Now this says, LIK let's change the L to a CH.

What's the new word going to be?

Chik.

Good job.

Now we're ready to build some words.

Today, we're going to be building words with these three digraphs.

W-H that says whoo, T-H that says th or dh and T-C-H that says tch.

That's right, just like that other digraph you know.

I want you to remember a few things.

W-H is only found at the beginning of words.

T-H can be found at the beginning, in the middle and the end of a word.

T-C-H can only be found at the end of words.

So now that we have that fresh in our minds, let's build a few words.

This is our first word.

Let's sound it out together.

WH-E-N.

When.

What's this word?

When.

Let's try two more words.

These words are going to be special because they have suffixes at the end.

Here are the two suffixes we are going to be looking at today.

The suffixes we are going to be using today are, ES and S. We use these suffixes when we want to make a word plural.

That's right.

ES is pronounced es and S has two sounds, S or Z.

We use ES when words end with the letters, S-H, C-H, X, S or Z.

And we use S the rest of the time.

So let's build two words now.

Here's our first word.

Let's decode it together.

P-A, pa. Th, ooh, PA-TH.

S. Paths.

Paths are ways that you can travel.

Paths.

Good job.

Let's look at one more word.

Here is our last word.

Before we decode the word, let's look at what's happening at the end of our base or root.

It ends in T-C-H, which means that we're going to be using the E-S suffix.

Let's go.

P-A, pa. TCH, patch.

PATCH-ES, let's put it together.

What's the word?

Patches.

Good job.

Now you're ready to read with me.

And now we're going to read together.

We're gonna start out by sounding out each word on the line and then rereading for fluency, which means we're reading it correctly and we're reading it quickly.

Let's start.

P-I-TCH, pitch.

PITCH-ES, pitches.

P-A-TH-S, paths.

P-A-TCH-ES, patches.

Pitch, pitches.

Paths, patches.

B-A-TH-S, baths.

WH-ICH, which.

R-ICH, RICH-ES, riches.

W-I-SH-ES, wishes.

Baths, which, riches, wishes.

CH-ILL, chill.

R-U-SH, rush.

SH-U-T, shut.

M-U-CH, much.

Chill, rush, shut, much.

L-A-TCH, latch.

S-L-U-SH, slush.

S-W-I-SH, swish.

H-I-TCH, hitch.

Latch, slush, swish, hitch.

It is fun to play F-E-TCH, fetch with a dog.

It is fun to play fetch with a dog.

And that's true, right?

Which jobs can a dog do?

Which jobs can a dog do?

Great job.

Let's try to use everything we've learned to write a few words.

So please go ahead and get a paper or something to write on and a pencil or something to write with and meet me back here.

I'll be awaiting.

[soft gentle music] You're ready.

Okay, so in our dictation practice, I will say a word, you will repeat the word then we'll tap out the words so we can hear all of the sounds.

You'll write, then I'll break the word.

Are you ready?

The first word is bath.

Can you say that word?

Right.

Let's tap this word out together.

B-A-TH.

Go ahead and write that down.

Wow.

Aha.

You're done already?

Tell me what to write.

Oh.

Really?

Excellent.

Is this what you wrote?

Good job.

Let's try one more word.

The next word is pitch.

That's right.

Did you hear a trigraph in there anywhere?

Let's tap it out.

P-I-TCH.

Go ahead and write that down now.

Aha.

You did write down the trigraph.

Okay.

Okay.

Tell me what to write.

P-I like that?

And tch, the trigraph, tch.

Is that what you wrote?

What a great job you did today.

I am so proud of all of you friends.

I loved working with you today friends.

We had so much fun using our ears to hear all the sounds and words, to make new words, to build words, to read words, to write words.

You guys were phenomenal and amazing.

And don't forget our game.

You can make something like this at home with a trusted adult, just with a piece of paper and some posters and you can use your imagination and break the parts of the word into pieces and change them up and make them new.

I hope you had a wonderful day learning and make sure you come back for the next episode and see you soon friends.

Bye.

- I use TV to help my kid learn.

Wanna know how?

Pay attention to what your kids watch on TV.

Not all shows are appropriate for your little ones.

Watch TV with your kids.

Talk about the show with them and apply it to your daily life.

After you watch a show, point out related examples throughout your day.

Good job.

Read a book or do activities about the theme of the show.

Make TV time into learning time.

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

Today, we're going to be talking about a very important word that describes a part of the building that's like the buildings face.

This is the outside or the front of a building.

So it's the first thing that you see when you look at a building from outside.

It's a word that sounds a little bit like face.

And that word is facade.

Let's say that word together, Facade.

Let's spell that word.

F-A-C-A D-E.

Facade.

A facade is a buildings face.

It's the outside or front of a building.

Different buildings can look very different from each other.

Their facades can be very different.

Some facades might be really decorated with a lot of details.

Sometimes they can be very plain and simple or they might be made out of many different materials.

Let's look at an example.

We're gonna look at two different building facades, side by side, that are very different from each other.

Let's look at the facades of these two buildings.

What do you see about these buildings that is the same?

What do you see that is different about these two buildings?

You might be looking at the materials that the building appears to be made of.

We can see that on the left, the building looks like it might be made of some type of stone but then the building on the right looks like it's made of something very shiny.

What would that shiny material be?

Something that light could shine through.

This one looks like it's made out of glass.

And there's also some shiny metal that this building is made out of.

How else are the buildings different?

The colors of the buildings are different.

In what other ways are the buildings different from each other?

Which one has more details?

Which one looks like the more decorated building?

The one on the left is the facade that has lots of little details on it.

This one is the more decorated building.

Do you see any different shapes in the two facades?

A building's facade can often tell us about how the building is used, about how people will use that building in their community.

And there's many different ways that the facade can show us what type of building it is.

Some buildings will have symbols, special pictures on the outside of them that tell us about the building.

Other buildings might have a sign with words that tells us what the building is.

And sometimes there are special features of a facade that only some buildings have and other buildings just do not have this feature.

We're going to look at some examples.

Let's look at two different pictures of buildings and we'll try to guess what type of building this is, how it's used by people in the community by looking at clues in the facade of the building.

Here's the first picture.

What do you notice about this building?

How would you describe this building's facade?

Does it look like any building that you've ever seen before?

Do you have any idea what kind of building this is?

How it might be used by people in the community?

Let's look closely at some clues in the facade to learn how this building is used.

One clue is that this building has many different windows that are in rows.

Another clue is there's something on the outside of this building that looks kind of like a staircase.

Do you know what that's for?

This is something called a fire escape.

A fire escape is for emergencies in case there's a fire, it helps people exit the building.

But there's only one type of building that usually has a fire escape like this on the outside of the facade.

Do you know what kind of building that is?

The fire escape is a feature of places where people live, buildings where people live.

So this is an example of an apartment building.

A place for people to live in the community.

Let's look at a different facade and try to guess how this other building is used by people in the community.

What do you notice about this facade?

Does this look like any building that you've seen before?

Can you guess what type of building this is?

One important clue to finding out what type of building this is, is the windows.

See how there are very, very large windows in the front of this building.

And when we look through the windows, what do we see?

It looks like there are clothes inside.

It looks like there's stuff for sale inside this building.

So why do you think there would be such big windows on a building like this?

The big windows are there so that people can see inside when they're walking down the street.

They can see the things that are available to buy.

So this is a place where people shop.

A place where people buy things.

This is a clothing store.

This is a store.

And the big windows are an important clue that tells us that this is a store.

For today's activity, you are going to draw a picture of a facade.

You can make up an imaginary building or you could draw a real building that you see around you in your community.

You're gonna look very closely at the facade of the building and try to capture as many details of what you see as possible.

I'm going to show you an example.

Here is a picture of a very interesting building facade that I am going to draw a picture of.

What are some things you notice about the facade of this building?

One thing that I noticed is the building shape, it's very different from many other buildings.

There's not too many buildings that look like this one.

How do you think this building is used by people in the community?

It's very big.

It's a building that a lot of people could fit inside.

So this is a public building.

A building from many, many people in the community for everyone to visit.

And this is a museum.

It's a type of building where people go to look at art.

And now I'm going to draw a picture of this facade of this museum.

And I'm going to follow as many details as I can.

To draw the facade of this building, I'm going to start by drawing the shapes that I see.

So it looks like there are two main shapes in the facade of this building.

The ones that I see are, there is a shape like this and then a longer shape like that.

What would you describe this shape as?

Do you know the name of this one?

It looks like it's got two long lines and two short lines, four sides all together.

This is a rectangle.

So there's kind of a rectangle shape.

I see here it looks like there's a door or opening for people to go in.

So I'm going to mark that and I'm gonna shave that in dark 'cause it looks like sort of a doorway inside of our building.

Then I also see that on top of here there is another piece of our building.

Now I am looking at a picture of the building in order to help me draw this.

So you could take a picture or you could just find a picture to use or if you're making up a facade of your own, you could just imagine the shapes that will be in this building.

Why do you think that they might have used this kind of unusual shape for this building?

Do you have any idea?

Not every building, even if it's used for the same purpose, not every building is going to look the same.

So one museum might look really different from another museum.

So what I noticed in my picture is that it looks like these shapes are getting wider and wider as you go up higher.

So that's what I'm trying to recreate in my drawing.

And I also counted the number of levels that I see.

It looks like there are four.

Let's count them.

One, two, three, four.

There are four levels.

And it forms this shape that gets wider at the top but it actually gets more narrow down at the bottom.

And then there's some other shapes coming off to the side.

There's also a sign.

I know I'm not actually going to write anything but you could if you want.

You can write the name of what type of building this is.

And I think these are all the shapes that I see in this facade.

So here is my facade drawing and I'm also going to write the type of building that it is.

It is a museum.

So here's my drawing of a museum facade.

Once you've finished your drawing, if you have crayons or colored pencils or markers you can add some color to the facade.

But if you're drawing a real building try to use the colors that you see in the real facade that you're looking at.

What type of facade did you draw?

Was this a real building or was it something that you made up, maybe something that isn't in your community that you think it would be good to have in your community?

How many different facades can you find when you look around in your community?

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

[speaking in foreign language] [soft playful music] - Hi everybody.

It's good to be with you.

I'm very excited about making music with you today.

I like to start with a song that I love to sing called Morning Star.

Maybe you've heard of it.

Have you ever looked out at a star and sun and thought, hmm I'd like to be a star, a morning star.

Song goes like this.

♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ Second part of the song says, ♪ So ♪ ♪ Sunshine fall down on me ♪ ♪ Sunshine fall down on me ♪ ♪ Sunshine fall down on me ♪ ♪ I'm gonna have a great day ♪ Very good.

Did you pick up the tune?

Let's listen to the words of the first part.

♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ Let's sing that together.

Ready?

Here we go.

♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ ♪ I feel ♪ ♪ I feel ♪ ♪ I feel like a morning star ♪ Second part of the song says, so sunshine fall down on me.

♪ Sunshine fall down on me ♪ ♪ Sunshine fall down on me ♪ ♪ I'm gonna have a great day ♪ Let's sing that together.

♪ So ♪ ♪ Sunshine fall down on me ♪ ♪ Sunshine fall down on me ♪ ♪ Sunshine fall down on me ♪ ♪ I'm gonna have a great day ♪ By the way friends, the song that I am playing or the instrument I'm playing right here is called a ukulele.

And if you have one at home, the chords I'm playing are C major, G major and there's an F major chord at the end there as well.

Alrighty friends, I'm excited to make music with you today.

Let's get to it.

My name is Annie Lee Moffitt and I teach music with Third Street Music School Settlement.

Today in Let's Learn, we are going to be learning about something that is found in just about every piece of music that has ever been created.

A beat.

Hmm, what's that?

Do you know?

Hint, hint, it's not a vegetable.

Put your hands over your chest, right over your heart.

Do you feel your heart beating?

Your heartbeat?

Well, just like your body has a heartbeat, music has a beat as well.

We can hear that beat.

We can feel that beat.

And we can also see that beat in the songs that we learn.

So today friends, we're going to be learning a song called Five Little Pumpkins.

You may have already learned it.

We're gonna play it on our fingers.

Then we're going to discover the beat of this song.

We're going to hear it.

We're going to feel it.

And we're gonna show also how we can see it.

Lots in store today, friends.

So let's jump in.

I'm gonna teach you one of my favorite songs.

It's a song that we can sing and play on our fingers.

Only, I'm going to use these fingers.

I have here, five little pumpkins.

They're not jack-o-lanterns, just pumpkins.

And I'd like you to play with your fingers.

First of all, how many pumpkins do I have here?

Let's count them.

One, two, three, four, five.

Good.

Now let's learn the song.

I'd like you to listen to the words first as I speak them.

Five little pumpkin sitting on a gate my friend came riding by.

She said, ho, ho, ho.

I'll take you home.

And I'll make the pumpkin pie chop.

Now friends, I'm gonna sing the song.

The melody stays the same the whole time.

We keep repeating it.

Only the number of pumpkins that we have gets smaller and smaller.

You'll see.

Here we go.

♪ Five little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Oh oh.

We had five pumpkins, now how many do we have?

Four.

Here we go.

♪ Four little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Whoa, we had four.

Now, how many do we have?

Three.

Here we go.

Let's sing together.

♪ Three little pumpkin sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Ooh, we had three, now how many do we have?

Two.

Let's sing.

♪ Two little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ He said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Ooh, we had two, now how many do we have?

One.

Let's sing.

♪ One little pumpkin sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Ooh, how many do we have now?

This one's different.

Zero.

♪ Zero little pumpkin sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ He said ho ho ho ♪ ♪ There are no pumpkins left ♪ ♪ And I think I'm gonna cry ♪ But I'm just pretending to cry.

I'm not really crying.

Okay friends, now we're gonna discover the beat of five little pumpkins.

Hi friends.

How did you do with five little pumpkins?

Were you able to sing the song?

Were you able to count pumpkin's on your fingers?

Good for you.

Now friends, we said earlier that music has something called a beat.

Just like your body has a beat, music has a beat as well.

Let's see if you can hear the beat of five little pumpkins as I tap it on my chest.

Here I go.

♪ Five little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Good job.

Friends, did you hear the beat as I was tapping it on my chest?

Did you notice that the beat kept going even at times when the words stopped.

Friends, we can hear the beat and we can also feel it.

Let's tap the beat of five little pumpkins on our shoulders.

Let's do it together.

Here we go.

Ready?

Four.

♪ Four little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ She said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Very good friends.

Did you know we can move the beat around?

We don't just have to keep it on our shoulders.

How about let's try keeping it on our heads.

Ready?

Three.

Head.

♪ Three little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ He said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Good.

Can you think of another place where we can keep the beat friends?

We did our shoulders and our heads.

How about our ears.

Two.

Let's do it.

♪ Two little pumpkins sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ He said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ Good.

Now friends we said we could hear the beat, we could feel it, like we did on our shoulders, our head and our ears but we can also see it.

Take a look at my feltboard here, friends.

I've got some hearts here.

Now we're gonna think of these hearts as the beat of the music.

We read music the same way that we read words from left to right.

Put your finger up.

We're gonna follow the beat from left to right.

You might also hear that some of these beats have long sounds and some of them have short sounds.

Some of them might not have any sound at all but the beat keeps going.

Ready?

Finger up, left to right.

One.

♪ One little pumpkin sitting on a gate ♪ ♪ My friend came riding by ♪ ♪ He said ho ho ho ♪ ♪ I'll take you home ♪ ♪ And I'll make a pumpkin pie ♪ ♪ Chop ♪ How did you do friends?

Were you able to follow along to the beat?

Good for you.

Great job friends in discovering the beat of five little pumpkins and how we can hear it, feel it and also see it.

All right friends.

It was good to be with you today and to make music with you.

Here's a little song I like to sing and end with.

♪ I'll see you again ♪ ♪ I'll see you again ♪ ♪ One of these days ♪ ♪ One of these days ♪ ♪ I'll see you again ♪ ♪ For singing and dancing ♪ ♪ And having more fun ♪ ♪ I'll see you again ♪ ♪ I'll see you again ♪ ♪ One, two, ready, stop ♪ Thank you for making music with me today, friends.

I'll see you next time.

Bye now.

- [Woman] Funding for this program was provided by the JPB Foundation.

[soft playful music]