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

- [Both] Hi!

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

- Shh!

- [Announcer] Read and write.

- Let's read it back.

- [Announcer] Discover science, sing.

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

- Cupcake!

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

[upbeat music] - Hi, everybody, my name is Maria, and this is- - Miller.

- Miller, and Miller is nine years old.

He actually turned nine about two days ago, right?

- Mm-hmm.

- And this is our sweet Hopper, and Hopper is turning two, very soon, and he is the sweetest puppy.

I think he's going to fall asleep, okay.

So today I'm going to read you a book, and it's called, "I Really - [Both] Want to See You, Grandma."

- Okay?

And it's written and illustrated by Taro Gomi, who is from Japan, right?

Now, who do you see on the cover of the book, Miller?

- A grandma with her granddaughter.

- Yeah, a grandma with her granddaughter, and what can you tell about their relationship, Miller?

- They are really close.

- Yeah, they seem to like each other.

They're both smiling.

Okay, so I think we're going to learn about their relationship.

So I see, what do you see over here?

- Scooters.

- Scooters.

So I think they're going to try to see each other.

And what do we see here?

- [Miller] A scooter next to a motorcycle.

- [Maria] A scooter and a motorcycle.

Yumi's house is on a hill.

- [Miller] It has a pink roof.

- And Miller, which one do you think is her house?

You think it's that one?

Okay.

And, Grandma's house is on a mountain.

It has a orange roof.

And it's this one, right Miller?

- It looks like Hopper's starting to fall asleep already.

- Look, he's falling asleep.

[laughing] Okay.

So they want, I think they wanna see each other.

One day Yumi really wanted to see Grandma.

She headed out happily.

Where's she going?

- [Miller] Bus stop.

- [Maria] And someone's saying bye to her.

- [Miller] Her mom probably.

- [Maria] That same day, Grandma really wanted to see Yumi.

And what does she have in her basket?

- [Miller] I think those are like yellow apples.

- [Maria] Yeah.

Yellow apples.

She left her house cheerfully.

What is cheerfully, Miller?

- Like, happy.

- Happily.

Yeah.

Another word for happily.

Yumi took the- - [Miller] Bus.

- [Maria] And grandma took a- - [Miller] Train.

- Okay.

I hope they'll see each other.

Grandma arrived at Yumi's house just as- - [Miller] Yumi arrived at Grandma's house.

- Oh no.

Oh no, cried Grandma.

Yumi was also surprised.

So what happened Miller?

- They both miss each other.

- They miss each other.

Okay.

Let's see.

I hope they find each other.

Now, Miller, what would happen?

How far does your Grandma live away from us?

- Like one plane away.

- When Miller's Grandma comes to see us, it takes her a whole day.

Sometimes she has to get on three airplanes, right?

To come and see us.

So imagine, Miller, if we went to see Grandma and she came to see us at the same time.

That would be terrible.

But I think they can find each other.

So Yumi was also surprised.

Grandma went home right away.

- [Miller] Yumi went home right away.

- You think they're going to find each other?

Oh, okay.

They better not miss each other.

Grandma took a taxi.

Yumi took a- - [Miller] Truck.

- Okay, let's go through the forms of transportation that they took just to see each other.

- Bus, train, taxi, truck.

- Bus, train, taxi, and a truck.

They better find each other, right?

Oh no, and know what happened.

- [Miller] They miss each other.

- [Maria] They miss each other, again.

Okay.

Oh no, Yumi cried.

Grandma said the same thing.

Oh, what happened here?

- [Miller] I think her husband got knocked into a bucket of water.

- Yeah, the bucket of water fell over.

I think they're just like, oh no.

I can't wait for Grandma.

So what did she decide to get on?

- [Miller] Her scooter.

- [Maria] I can't wait for Yumi and Grandma got on her- - [Miller] Motorcycle.

[laughing] - That's a pretty cool Grandma, right?

A Grandma on a motorcycle.

- And there's a goat following Grandma and there's a cat following Yumi.

- Yeah.

They both have animals following them.

I want to see Grandma- - [Miller] Now!

- [Maria] I want to see Yumi- - [Miller] Now!

- Okay.

They better find each other.

Miller, I think it's gonna happen.

- There's a little owl in the tree.

- [Maria] There's an owl in the tree.

They'd better not miss each other.

They better not miss each other.

Let's see, let's see Miller Grandma!

- [Miller] Yumi!

- And look, they're transportation is flying in the air, right?

I'm worried about Grandma's motorcycle in the air.

I don't know if that's safe.

I think we should be careful with our motorcycles.

The next time we want to see each other, let's just meet under this tree, Yumi said, and Grandma agreed.

What a sweet story.

- The end.

- The end, I think, you know, what could they have done to avoid missing each other?

- Called each other.

- They could have called each other or texted or made a plan, but I think it's really sweet that they both had the same idea and they wanted to see each other.

So Miller, I want you to think of someone you would really like to see.

Who do you really wanna see?

- My aunt.

- Your aunt, and she lives far away, right?

So you can't just go see her, right?

Now, I want you to think of someone you really wanna see.

Are you thinking?

Think.

Do you have that person in mind?

Now I want us to make a little heart for that person because maybe you'll see that person soon.

Is that a heart in your hand and Miller, right?

Maybe you'll see that person soon and you'll be able to give it to them, or maybe you could send it in the mail.

So I have a piece of paper here.

Oh, Miller has a heart that we made in advance.

Oh, I love it, Miller.

Okay.

And I'm going to show you how we made the heart.

So what I want you to do...

So let's put that down for a moment... And I want you to grab a piece of paper.

I want you to look around your house.

It could be any type of paper, it could be recycled paper, maybe paper that you don't want to use again, it could be construction paper, it could be white paper.

Miller had a pad of paper and he picked it out.

- If you want, so do that.

- So do you want to try and do one as well, Miller, right now?

- No, I like this one.

- You like this one?

Okay.

So I'm going to try to do one and I'm going to try and do it with, oh, you know what?

I'm going to pick a green piece of paper.

So Miller, are you gonna help me?

Are you gonna help me?

So let's put that heart down for a moment.

And what's the first step?

Do you remember?

What's the first step?

- You fold it like this.

- So you fold the paper in half.

You take your paper across and you fold it in half.

And does it have to be perfect Miller?

- No.

- You just wanna make sure it's touching end to end.

And you fold it in half.

We're trying to make a heart because you really wanna see this person and you want to give them a heart.

So have you folded your paper in half Miller?

And the next thing I want you to get is a pair of child size scissors.

- [Announcer] Ask a trusted adult for help using scissors.

- So what do we do when we hold scissors, Miller?

How do we hold them?

- You hold them like this.

- You hold them from the bottom because we never wanna poke ourselves, right?

So Miller, I'm gonna hold your scissors while you sit properly, 'cause we always want to be sitting properly when we're cutting, right?

And you want to make sure people can see you.

So we're going to...

Here's your scissors.

So you see how I'm handing them to him very carefully.

Very carefully.

And I have mine.

And Miller, are you gonna cut?

So this is... Before you start cutting, I want everyone to hear the instructions.

Now your paper is folded in half, you don't cut on the side that's open.

You cut on this, on where the fold is.

- Like this.

- Yeah.

So I want, so look, we're going to start cutting.

Are you ready?

It's almost like you are cutting an ear.

It's almost like a big elephant ear.

Oh Miller, you're doing really good.

Keep going up, going up, up.

Okay, go, up, up, up, okay, keep going.

I think it's gonna look great.

So I'm cutting, I'm almost cutting an elephant's ear, and now I'm curving... Miller, I think it's going to look like a heart.

Did you do it?

It looks like a heart, it looks perfect.

And this is mine, and you know what we're going to do?

What do you want to say to your aunt that's far away?

- I love you and I miss you.

- I love you and I miss you.

And you know, I'm going to send a card to my sister and I'm going to tell her I love her too.

So I want you to get some markers or anything you love to write with.

It could be something sparkly.

It could be your favorite color.

It could be a pencil or a pen.

So what color do you want, Miller?

No, that's because we're almost done.

So let's pick one here.

I'm going to pick a burgundy.

I think this is burgundy, right?

And I'm going to write a message to my sister, 'cause I really wanna see my sister.

I know you're going to write a message to your aunt?

So I, you want to say, I love you, right?

I, I'm going to put it on something so that... do you want some press yours on here or you're good?

So I'm going to write, I, I, love L-O-V-E, look, I love...

Very nice Miller, you, I love you and... What did you say?

- Miss you.

- Miss you.

Miss you.

I love you and miss you.

That's lovely.

And I'm going to sign it, with my name, love, Maria.

Okay.

And Miller.

Oh, you... Well, how lovely Miller, and did you draw a picture?

You wanna show everyone what you wrote?

'Cause it's really lovely.

'Cause we're about to say goodbye so I want everyone to see what you wrote.

Let's show them.

- I'm using these markers that smell like things.

- What does this mark...

Okay.

So tell everyone what you wrote.

- I love you and miss you, P-S, smell this.

[laughs] - And what does it smell of?

- Blueberries.

- Mm, it does smell like blueberries.

So if you're thinking of someone's special, Miller, move closer so you can say goodbye.

If you're thinking that someone's special that you miss, make them a heart and draw a picture on it, just to make them feel special.

Thank you for listening to our story and we hope to see you sometime soon, bye.

- Bye.

- Hi, movers and shakers.

This is Violet, and we're going to do a special dance today.

So I want everyone to either stand up or sit up really tall in your seat or on the floor.

And we're gonna do the Hokey Pokey.

Are you ready?

♪ You put your left hand in ♪ ♪ You put your left hand out ♪ ♪ You put your left hand in ♪ ♪ And shake it all about ♪ ♪ You do the Hokey Pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right hand in ♪ ♪ You put your right hand out ♪ ♪ You put your right hand in ♪ ♪ And you shake it all about ♪ ♪ You do the Hokey Pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ - All right, you ready to put your leg in?

♪ You put your left leg in ♪ ♪ You put your left leg out ♪ ♪ You put your left leg in ♪ ♪ And you shake it all about ♪ ♪ You do the Hokey Pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right leg in ♪ ♪ You put your right leg out ♪ ♪ You put your right leg in ♪ ♪ And you shake it all about ♪ ♪ You do the Hokey Pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ Bye guys!

[upbeat music] - Hello friends, I'm Dr. Rivers.

And today we're going to have some fun with phonemic awareness and phonics.

We're going to begin with alliteration.

Then we're going to move on to beginning sounds and ending sounds.

After that, we're going to do a little letter work, and then we're going to blend phoneme sounds to make words.

You're going to need your eyes to watch me, your ears to listen carefully, your mouth to say and repeat, and your hands to do some of the work.

Let's begin with alliteration.

Alliteration is a big word.

It's a fancy name for saying two or more words that have the same beginning sound.

So listen, I'm going to say a set of words.

If they all begin with the same sound, I'm going to say yes.

If they don't, I gonna say no.

So if I say many monkeys make messes.

Yes.

I hear /m/ at the beginning of each word.

Your turn.

Dirty dishes.

Yes.

Big bad wolf.

No.

Perfect pink pony.

Yes.

Purple bird beaks.

Not all the same.

10 tall tigers.

Five fearless fish.

Great job with alliteration, two or more words that begin with the same sound.

Now we're going to isolate the beginning sound.

Ready?

This is can.

Say, can.

What sound do you hear in the beginning of can?

/k/.

I'm gonna put can on my board and I'm going to listen to see if I have the beginning sound /k/ in any of my other words.

This is cactus.

Does cactus have the same sound in the beginning as can?

Yes, it does.

So I can put it on my board.

Let's try another one.

This is map.

Does map have the same beginning sound as can and cactus.

So I have to make another pile for those words.

What about camel?

Does camel have the same beginning sound as can and cactus?

Yes, /k/, /k/, camel.

Let's try another one.

Peanut.

Does peanut have the same beginning sound as can and cactus and camel?

No, so I have to make another pile.

What about cart?

Does cart have the same beginning sound as can and cactus and camel?

Yes.

Let's say the sound and say our /k/ words.

/k/, /k/, can, /k/, /k/, cactus, /k/, /k/, camel, /k/, /k/, cart.

Excellent job identifying the initial sound.

Now we're going to try the ending sound.

This word is nest.

What sound do you hear at the end of nest?

/t/ good job.

Let's see if we can find more words that end with the /t/ sound.

Peanut, does that end with /t/?

Yes, /t/ is at the end of peanut.

Let's try another one.

Mitt.

Does that sound the same at the end as nest and peanut?

Yes, it does.

Map.

Does that sound the same at the end as nest and mitt and peanut?

No, I'm gonna have to make another pile.

Now let's do some letter work.

This is the letter A.

A says, /a/ as in apple.

Uppercase A, lowercase A, /a/, /a/, /a/, apple.

You say it.

Good job.

A is a vowel.

Let's practice writing it.

I write on my board, you write in the air with two fingers out, nice and long.

Ready?

We start at the top and slant down to the bottom.

We go back up to the top and slant down to the other side.

Then go across in the middle.

Uppercase A.

/a/, /a/, Anna.

You say it uppercase A, /a/, /a/, Anna.

Now let's write lowercase A.

You write in the air, I'll write on the board.

Start in the middle, go down and around.

Come back up and around.

Go back and straight down to the bottom.

Lowercase A, /a/, /a/, apple.

You say it.

Lowercase A, /a/, /a/, apple.

Great job.

The next letter is M. M is a consonant.

Uppercase M, lowercase M. /m/, /m/, man.

You say it.

Uppercase M, lowercase M. /m/, /m/, man.

Good job.

Let's go ahead and write the letter M. You write in the air, I'll write on the board.

We start at the top, go down to the bottom, trace back up to the top, slant down to the middle, slant back up to the top, go all the way straight down to the bottom.

Uppercase M /m/, /m/, Matthew.

You say it.

Uppercase M, /m/, /m/, Matthew.

Very good.

Now let's write lowercase M. You write it in the air, I'll write it on my board.

Start at the middle, go down to the bottom, trace back up to the middle and make a hump, go to the bottom, trace back up and make another hump.

Come down to the bottom.

M, /m/, /m/ monkey.

Lowercase M. You say it, /m/, /m/, monkey.

Lowercase M, great job.

This is a letter S, as in snake.

Can you say snake?

/s/, /s/, snake.

Good job.

Let's go ahead and write the letter S. I'll write it on my board, you write it in the air.

We go halfway to the top, curve around up to the top, curve back to the middle, curve down to the bottom, and curl up.

Uppercase S, /s/, /s/, Sam.

You say it.

Uppercase S, /s/, /s/, Sam.

Good.

Now let's do lowercase.

Go ahead and get your magic writing fingers ready.

You write in the air, I'll write on the board.

Start at the middle, curve around to the middle, curve back around, and curve back around and make a loop.

Lowercase S, /s/, /s/, snake.

You say it.

Lowercase S, /s/, /s/, snake.

Very good.

One more.

This is T. Uppercase T, lowercase T. /t/, /t/, top.

You say it.

Uppercase T, lowercase T, /t/, /t/, top.

Very good.

Let's go ahead and write our letter T. Go up to the top, come down to the bottom, go back up to the top, and go across.

Uppercase T /t/, /t/, Tony.

You say it.

Uppercase T /t/, /t/, Tony.

Good.

Let's make lowercase T. Start at the top, go down to the bottom, go across in the middle.

Lowercase T, /t/, /t/, top.

You say it, lowercase T, /t/, /t/, top.

Very good doing letter work.

Now we're going to blend some words.

I'm going to say each sound and I'm going to move my hand like I'm chopping it up.

I'm gonna make each sound and then we're going to blend it and make a word.

Ready?

/i/, /t/, it.

Okay.

Let's try another one.

I'll make the sounds, /u/, /p/, blend it together, what's the word?

Up, good.

/b/, /u/, /g/.

Blend it, bug.

/r/, /a/, /t/.

Blend it, rat.

/j/, O, /k/, joke.

Great job blending individual phoneme sounds into words.

What a great job you did today with phonics and phonemic awareness.

Go ahead and kiss your brain.

[kisses] And why would you share what you learned today with a trusted adult?

Don't forget to come back tomorrow.

There's so much more to learn.

Hope to see you soon.

[upbeat music] - Hi my friends, my name is Gabriella.

I used to be a pre-K teacher, but now I work in an office.

So I get to visit lots of pre-K classrooms, all around Brooklyn, New York.

But right now I'm at home staying safe of my family.

So today I wanna show you a fun activity.

But first, I want you to meet my helper.

Tell all our friends at home your name.

- Hi, I'm Isabella and go to pre-K center and I'm four years old and I go into three classroom.

- So this is Isabella, she's four years old, and her classroom number is number three.

Okay my friends, so today we are going to make- - Ice cream!

- Ice cream.

So if you look over here, in order to make ice cream, we need to use some ingredients.

Do you know what ingredients are?

- Food to make stuff?

- Yeah, you're right.

What do you think friends?

Good.

Yes.

Ingredients are items that we gather to make something.

So let's look over here.

We have homemade ice cream, so we're gonna need two tablespoons of sugar, one cup of half and half, one teaspoon of vanilla extract, a half a cup of salt, and some ice.

Okay, we're going to turn this way.

So we also have the ingredients on the table.

Here we have our two tablespoons of sugar.

We have our half a teaspoon of vanilla extract.

We have our half a cup of salt.

We have our half and half.

Now, if you don't have any half and half at home, you can use whatever milk that you have at home.

You can use regular milk- - Almond milk.

- Almond milk or soy milk.

We have some ice.

And we have- - A big plastic bag and then another one.

And one little bag and we have another little bag.

- Yeah, so we have two small plastic bags, and then we have two big plastic bags.

We're gonna put those aside for now.

So what we're gonna do is we're gonna take all of our ingredients and we're gonna mix them into this bowl.

But I have another question for you, friends at home.

If you notice, I showed you I had some special cups and some social spoons.

I wonder why you think I need those special cups and spoons?

- To put those ingredients in them to pour it in this bowl.

- Right, that's a good idea.

Good guess.

Right?

So we use those measuring tools so that we can measure just the right amount of ingredients that we need to make our ice cream.

All right, Isabella, you ready to help me put the ingredients inside the bowl?

All right, so first let's add our two tablespoons of sugar.

There we go.

Let's put this bowl aside.

Now we're gonna add a half a teaspoon of vanilla extract.

Thank you.

Now we're going to pour our half a half.

Got it?

Okay.

Did you get it all in?

Good.

Now we're gonna use our mixing spoon to mix all the ingredients together.

I'll hold the bowl while you mix it.

Okay, Isabella?

Nice and slow.

Make sure we get all that sugar dissolved, right?

That means we wanna make sure all the sugar disappears at the bottom.

Can I give it one good mix?

All right.

Thank you.

Thank you for holding a bowl for me.

Mixing all of our ingredients together.

Okay, so now I'm going to place a spoon on the side.

And what we're going to do is we're gonna take our small Ziploc bag and we're going to pour it...

Thank you for picking it up Isabella, but this is all we're going to do.

I actually need help holding the Ziploc bag.

Think you can help me do that?

- Yeah.

- Okay.

You hold one side.

Hold this side right here.

Okay and I'll hold this side.

So maybe, my friends at home, when you gather the ingredients, you can ask a trusted adult to help you also to gather the ingredients and help you make this ice cream.

Now I'm gonna take my mixture, I'm gonna take my liquid and I'm gonna pour... And hold it nice and tight.

I'm gonna pour it into my Ziploc bag.

We want to make sure we get all the ingredients, including all that sugar that's at the bottom.

Shake it all in.

I'm gonna place my bowl aside.

And now I wanna take my Ziploc bag and I'm gonna seal it nice and tight.

And I want to make sure there's no air inside.

I'm gonna seal it and I hear it snapping as I move my fingers across the zipper of the bag.

Did you hear that as it was snapping together?

Okay, so now when I was going to do, I'm gonna take this small Ziploc bag of our liquid ingredients and I'm gonna put it in another small one, just in case the bag decides to break.

Our ingredients will not spill all over.

You wanna try zippering this one?

- Yeah.

- Okay.

All across the green.

There you go.

You hear it snapping together?

There we go.

There you go.

Did you hear that snap?

All right, so now we're gonna place this bag aside, but before we place it aside, I wanna show you something.

Let's take a look at the bag.

[indistinct] Let's take a look at the bag, Isabella, let's show our friends at home the bag.

Friends at home, what do you notice?

How does it look?

- It's going to the side to side and I see some bubbles.

- Isabella says that she notices that the liquid can move from side to side and she notices some bubbles inside.

- When you do this.

- You can squeeze it.

Right.

And what happens when you squeeze the bag?

- It makes bubbles.

- It makes bubbles and what happens to the liquid?

What do you think?

What what's happening to liquid as you move it?

As you squeeze it.

- It turned very bubbly.

- It's bubbly, and I noticed- - And squishy.

- It feels squishy.

Okay.

And I notice how it moves, right?

So I'm going to put this one to the side and now I'm gonna get my large Ziploc bag.

Isabella, do you want me to hold that?

All right and I'm gonna take my ice and I put my ice in the large Ziploc bag.

Pour that inside, Isabella, would you like to pour some more ice in the bag?

Okay, go ahead.

Oh, that's okay.

- I'll pick it up.

- Pick it up?

All right.

Thank you.

So we have our ice.

- It's okay.

It's okay, right?

Spills happen.

We have our ice and now we have our salt and we're gonna add our salt over the ice.

But wait, I have a question for our friends at home, okay?

Let's give them a turn to think about this.

So why do you think we are gonna put the salt over the ice?

That's a good guess friends, what do you think, Isabella?

Why do you think I'm gonna put salt over the ice?

- Because it'll make it very, very cooler.

- Yeah, so the salt lowers the temperature of the ice, making it very, very cold.

Why do you think he ice has to become so cold?

- So it can make ice cream.

- So it can make ice cream.

So now what we're going to do is we're going to take our liquid ingredients and we're going to put it into our Ziploc bag with the ice and the salt.

Go ahead Isabella, you can put it inside.

Now we wanna make sure that this is sealed nice and tight.

So we're going to seal it across.

And just like I put the small bag in inside of another bag, I'm going to take this bag and also seal it inside a large bag, again, just in case it might rip- - Or melt.

- Or maybe it'll melt and the water'll come out.

Let's see.

We know that all our ingredients will stay inside.

- That's the largest bag I ever saw.

- Oh my goodness.

Okay, I'm gonna seal it nice and tight.

Now friends, we have to shake the bag for about five minutes.

So, it might take a while, but we gotta shake it back for about five minutes.

And while we're shaking the bag, what should we do Isabella?

- We should put on some shaking music.

- Shaking music or do you think we can sing some music?

Okay, ready?

We're gonna shake.

Ready?

I'm going to start and then you take a turn?

♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake, shake, shake ♪ Would you like to shake?

Okay, go, shake.

♪ We're gonna shake, shake, shake ♪ Go ahead, shake it, shake it.

♪ We're gonna shake, shake, shake ♪ ♪ Shake, shake it, shake it, go ahead shake it.

♪ Shake it, shake it, shake it!

♪ Gonna shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ Oh no we're gonna shake.

♪ Go ahead friends, shake with us.

♪ Shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ Can we shake it fast, you think?

Shake it fast, friends, shake it fast!

Shake it fast, shake it fast.

Should we shake it slow?

Okay, shake it slow, shake it slow, shake it slow.

How about fast again?

Shake it fast, shake it fast, shake it fast, shake it.

Shake, shake, shake, shake, shake.

You wanna try shaking one more time?

Hold it from the sides, might be easier.

And go, shake, shake it, shake it, shake it.

Shake, shake, shake, shake, shake, shake.

Shake, shake, shake it fast.

Shake it, can you shake it slow?

Shake it slow, shake it slow.

Shake it fast, go, go, shake it fast.

Shake, shake, shake, shake, shake.

All right, you want me to take it over?

♪ All right we're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake, shake, shake, shake ♪ [bag shakes] ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake, shake ♪ ♪ We're gonna shake, shake, shake ♪ ♪ We're gonna shake ♪ Okay, my friends, so now it's time to open the bag and see how our liquid has changed.

But before we do that, Isabella, I want you to feel the outside of the Ziploc bag, how does it feel?

- Very cold.

- Very cold, so let's open our bag and let's look to see how it has changed.

- It's melted.

- Let's see, gotta take it outta the second bag.

All right my friends, what do you notice?

What do you see?

How did the liquid change?

- Kinda looks different.

- You're right, it does look different.

What do you think at home, friends?

Yeah, it looks different.

How does it look different?

- Because it looks bubbly up here, and it's very cold and squishy.

- So now Isabella says it feels really cold, it's squishy.

Look, it's now became creamy.

It went from a liquid to a solid, are you ready to taste this ice cream?

- Yeah!

- All right.

Get your spoon.

I'm gonna open up the bag.

We're gonna put our a spoon inside.

We're gonna take a spoon of ice cream, wait, show our friends that ice cream.

Look friends, look how the ice cream formed.

You ready to taste it?

All right, let's take a taste.

- [Both] Mm.

- How does that taste?

- Yummy.

- Yummy, all right, friends, I hope you had a great time making ice cream with us, and I hope you get to make ice cream at home with a trusted adult.

I hope you had fun and we hope to see you soon.

Bye, friends.

Isabella say, bye friends.

- Bye.

[upbeat music] - Hi everyone.

My name is Ms. Karen, and I'm a social worker who works in pre-K programs in Queens.

And I'm here today, I'm gonna read you a book about feelings and I'm here today with my daughter, Dylan.

- Hi everybody.

I also work at a preschool in Queens.

- Something different.

So what we're gonna do today reminds me a little bit of the way you do things in bilingual programs in pre-Ks.

I'm going to read the book in English and Dylan is going to translate part of the book into Spanish.

I used to love it when I went into bilingual programs and I would hear both languages and I don't speak Spanish, but sometimes I would learn a few words.

And then that made me feel good.

I came away learning something new for the day.

So maybe you guys will learn something new too.

You ready to get started?

So the book is called The Way I Feel.

It's written and illustrated by Janan Cain.

You guys remember what illustrated means, right?

Yeah.

That's the person that's the artist for the book.

So for this book, she both wrote the words and drew the pictures.

I think that's really wonderful.

And I wonder if you guys have ever done that, have you ever wrote some little books and drew pictures with it?

Dylan used to do it.

- I used to do that when I was in preschool.

- It's a lot of fun.

Maybe you guys might do that today when we finish.

Keep that in mind.

The Way I Feel.

The first feeling we're gonna talk about is silly.

[speaking in foreign language] Silly is the way I feel when I make a funny face and wear a goofy poofy hat that takes up a lot of space.

[speaking in foreign language] - Look at that hat.

That is a silly hat, right?

I don't think I've ever seen a hat like that, have you?

- Definitely not my life.

[laughs] - I don't know.

Can you guys make a silly face out there?

Those are pretty silly.

You wanna make a silly face, Dylan?

- Yep.

- That's good.

- Those are good ones.

[laughs] - We're good at those faces.

I wonder if you can figure out how this person is feeling.

- Yeah, Dylan's showing us too, scared.

[speaking in foreign language] I'm shaking because I'm scared all alone in the dark at night, the thunder and lightning crash and roar.

Hold me close and turn on the light.

[speaking in foreign language] Yeah, this person's scared because there's a thunderstorm going on.

But I wonder if you guys might be feeling scared right now because of everything else that's going on, because of the virus and having to stay inside.

Maybe you're seeing things on TV that make you feel scared.

Maybe when you see people wearing masks, it makes you feel scared.

What do you think, Dylan?

- I think new things and different things can definitely be scary sometimes.

One of the things that makes me feel better, though, when I feel a little scared is some of the books I've seen that are especially for kids your age, that talk about ways to stay safe and healthy and how to not feel scared during this time.

Some really good books.

- That's a good idea.

Maybe read a book about the virus and that will help you feel a little less scared.

The next feeling is disappointed.

[speaking in foreign language] The plans were made so long ago for you to visit me today.

But now you can't come after all.

I'm disappointed we can't play.

[speaking in foreign language] So we feel disappointed when we plan on doing something and then it doesn't happen.

So I bet you guys are feeling a lot of disappointed feelings right now.

Disappointed maybe that you can't go to school.

Or that you can't play with your friends.

Disappointed that you can't have that birthday party or go on that vacation or that trip you were gonna go on.

I know I was disappointed when I didn't get to go to my friend's birthday party.

Yeah, felt really disappointed about that.

- But something I know that made you feel a little bit better was that you guys got to have a virtual birthday party on Zoom.

- That's true.

We did a Zoom call with a bunch of people on the call and we were talking and laughing and singing Happy Birthday.

That was nice.

- That's fun.

- Yeah.

The next feeling is happy.

[speaking in foreign language] The smile you see upon my face as the sun shines in the sky shows the world that I feel happy and my mood is soaring high.

[speaking in foreign language] Some of us feel happy right now and that's okay.

We're happy because we get to spend more time with our family.

You get to spend more time with your parents and maybe who else?

- I'm happy I get to spend more time with my kitty cat.

- Oh yeah.

Yeah.

Our crazy kitty cat.

I am too.

I'm happy I get to spend more time with Dylan.

And what else are you happy about out there?

Tell me a few things.

Sleeping late?

Yeah, Dylan's happy about that, she likes to sleep late.

Maybe you're happy because you get to spend more time playing with your toys or you're not as busy so you get to relax a little bit more.

So there are lots of things to feel happy about right now.

The next feeling is sad.

[speaking in foreign language] Sometimes I feel so very sad and really don't know why, instead of playing and having fun, I cry and cry and cry.

[speaking in foreign language] So some days we feel happy and some days we feel sad and sometimes we feel both ways in the same day, right?

I wonder if you can tell me some things that are making you feel sad.

You feel sad that you miss your friends.

And your teachers, yeah, definitely.

- That's a big one.

- Feel sad that you miss your grandparents.

Sometimes we can't go see our grandparents.

There's a lot of things to feel sad about right now.

I wonder if there's anything that can make us feel a little better when we feel sad.

- I know one thing that can help you feel better is maybe calling those people you miss on the phone or doing a video call with them too, so that you can talk to them and still get to see them.

- Yeah.

So you don't feel quite so sad anymore, right?

And I bet you can always ask your mommies and daddies or other adults in your household for a hug when you feel sad.

- That's a big one.

- Sometimes that can make you feel better.

Or doing something that you enjoy, that can make you feel a little less sad.

But it's hard not to feel sad right now with so much going on.

This next feeling, oh, do you see what that person is feeling?

Angry.

[speaking in foreign language] Angry is how I feel right now.

I shout with a mighty roar.

I mostly want to frown and growl and stomp upon the floor.

[speaking in foreign language] When you feel angry, do you sometimes feel like this person, do you feel all red inside?

Do you feel like there's lightning shooting out of your hair?

Do you feel that angry sometimes?

Yeah?

You guys do?

Oh, I know and that's such a bad feeling.

Does it make your heartbeat faster?

Does it make you feel all kind of sweaty and shaky, maybe?

Angry is a hard feeling.

And what would make you feel angry right now?

- I think doing some deep belly breaths.

- Well, that would make you feel better, right?

If you felt angry, do you want to try doing that?

You wanna do some belly breaths with us?

Okay.

We're going to do that.

When we say belly breaths, we mean we breathe from our belly.

So we wanna see your belly move.

So let's just take a deep breath in and blow it out.

And breathe it in, and blow it out.

So if you do that just a few times, that might calm your body down and get rid of some of that anger that you feel in your body.

Let's see what's next.

Thankful.

[speaking in foreign language] The wheel fell off my brand new truck.

I needed some help from you.

You kindly fixed my favorite toy.

I'm thankful for all you do.

[speaking in foreign language] We're hearing a lot about feeling thankful right now.

People are talking about how thankful they are for all the doctors and nurses, and we certainly are thankful for them.

And there's so many people to feel thankful for.

Who do you feel thankful for?

Right, the delivery people will bring your food.

The people in the grocery stores.

The pharmacists, the people who work in the grocery stores, the people who clean the streets and take the trash.

I'm really grateful for that.

I'm grateful too, for the people in my building they keep my building clean and help take care of us that way, right?

Who are you thankful for?

- I'm thankful for you.

- Thankful for your teachers, and all of your teachers out there too.

They're doing such an incredible job.

And the principals and leaders.

There's a lot to feel thankful for.

Bored.

[speaking in foreign language] I can't make up my mind.

There's nothing I want to do.

My day drags on and on.

I'm feeling bored and blue.

[speaking in foreign language] I think some days the days go really fast and we seem to feel busy.

And then the next day it feels like it just drags on forever.

I feel that way.

You guys getting bored sometime out there.

I hear you.

What can you do when you feel bored?

Read a book.

I love to read a book.

Make a craft, I like that too.

- Help mommy and daddy around the house.

- Oh, that's wonderful.

Are you kidding?

They'd love that.

- They'd be so happy.

- They'd be so happy.

Then they'd be happy and thankful and you wouldn't feel so bored.

So that's a great idea.

Proud.

[speaking in foreign language] I did it, I did it, I shout to the crowd.

Getting dressed by myself makes me feel proud.

[speaking in foreign language] I bet you guys are doing so many things out there to make your parents and everyone else feel so proud.

What are some things are you doing out there?

Getting dressed all by yourself?

Oh, that's wonderful.

- Just like her.

Do any of your outfits look like this one?

[laughs] - It's okay.

If they do.

That's fun.

It's a lot of fun.

Maybe your helping mommy and daddy with chores.

Maybe you're taking care of the pets.

That's a good one.

- They need a lot of love and attention.

- They do.

Just like you do.

So I hope you're a few things out there to make everyone proud.

And I want you to pick out two things that you're doing, and I want you to draw a picture about it or make a book about it like we talked about earlier.

And I think that'll be a lot of fun to show things that you're proud of doing.

What do you think Dylan?

- I think so too.

You can draw the pictures.

You can have maybe someone else write it for you if you need help and you can make that special book.

- So feelings come and feelings go.

I never know what they'll be.

Silly or angry, happy or sad.

They're all a part of me.

So we're all having a lot of feelings right now.

I hope you like this book and I hope it describes some of the ways you're feeling, but I just want you to know you're not alone.

That we're all having these feelings and they're all okay.

And that when you have feelings that are difficult, you can talk to a trusted adult in your home.

You can talk to your teacher during video chat.

You can talk to a friend maybe during a Zoom play date.

But there's always someone to talk to.

Okay?

So take care and be safe.

- Bye friends.

- Bye friends.

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

[upbeat music] [fanfare]