- [Narrator] Ready to learn?

- I have with me here my friend, - Melena.

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

- What's this word going to be?

- [Narrator] Discover science.

- Whoa.

- Sing.

♪ How you going ♪ ♪ To clean up the earth if you don't clean your room ♪ - [Narrator] Play, and so much more.

- We solve, - [Both] Word mysteries!

- [Narrator] Stay tuned for lessons and activities.

[child laughing] [bright music] Funding for this program was provided by the JPB Foundation.

[bright music] - Did a word that's important to you go missing?

- And now all you can feel, do, or think is the opposite of that word?

- Then call us.

I'm Sly.

- And I'm Gabby.

We're word detectives, and we solve, - [Both] Word mysteries!

- Together, we run the Wordsville Online Detective Agency.

- We'll find your missing word fast.

- Not to mention, briskly.

- And swiftly.

- Yeah, we're really good with words.

- [Both] Wordsville!

- Books I've read once.

Books I've read twice And books I've read 43 times or more.

Hey, what do you think everyone else is bringing to trade at Athlete Glory's stuff swap?

I hope it's books.

- I know exactly what I'm bringing, Gabby.

Check it out.

- No offense, Sly, but how do you find anything in that mess?

- I got a system.

That's my stuff swap pile.

Ignore the rest.

- Okay, but Athlete Glory said she wanted everything for the swap to be organized in boxes.

It's on the flyer.

I have it here somewhere.

- Bet I can find that flyer faster than you.

[mischievous music] [objects clattering] - Where'd that flyer, oh no.

My office.

It's a mess.

- My system!

Was this shirt supposed to be swapped?

- Athlete Glory's calling.

I hope this mess is because of a word mystery.

[call ringing] Athlete Glory, how's the stuff swap going?

- Awful.

My binder's missing, this one.

- Oh, your binder has the word organized on it.

[keyboard clicking] Organized means having things arranged, sorted, or grouped in a particular way, like my system.

- Sure.

Organizing things makes them easier to find.

- Exactly.

And until my binder's found, everything in Wordsville will be a complete mess, like my gym is now.

See?

- That is a mess.

Tell us exactly what happened when your binder went missing and I'll animate it.

Recap time.

[mouse clicking] - I was here at the gym, sorting the stuff swap items that had already come into two categories, sports stuff and non-sports stuff.

Reporter Read came by to interview me for a story about the swap when Vet Wilder showed up and made a big stink.

I was so frustrated that I took a run around the gym to clear my head, but when I got back, Vet Wilder, Reporter Read and my binder were gone.

- I see.

Can you show us the scene of the mystery one more time?

- If you're sure you can handle seeing this mess again.

- [Sly] I'll take the screenshot for our case notes.

- Thanks, Word Detectives.

I hope you can sort out this mess.

- Okay.

Let's open up the case notes.

[cartoony music] - I'm beginning to see why organization might be important.

- So messy.

[groans] But at least we know what happened.

Athlete Glory's binder with organized on it went missing.

We know where it happened, the gym, and we know when it happened, as she went for a run to clear her head, and we know Vet Wilder and Reporter Read were there.

They're our suspects.

- Now, all we need to figure out is who did it, how and why.

- Let's call our first suspect, Reporter Read.

[call ringing] - Word Detectives.

- Vet Wilder?

I meant to call Reporter Read.

Even my contact list is disorganized.

- It can't be more messy than these leashes I'm trying to sort.

- I know you're a bit tied up, but can we ask you some questions about the stuff swap?

- Sure.

- Athlete Glory said you two had a disagreement.

- She organized everything by whether or not it was sports stuff.

- And you had a better way?

- Yeah.

Stuff should be arranged by how pet friendly it is.

Whoa!

[tools clattering] - Vet Wilder?

Are you okay?

- I'm okay.

I should have taken these leashes to the stuff swap too.

Excuse me.

- Vet Wilder just admitted he and Athlete Glory disagreed over how everything for the stuff swap should be sorted and grouped.

- Maybe he was so annoyed he took the organized binder.

But we should still talk to Reporter Read.

Oh, Sly, you try calling this time.

[call ringing] - Reporter Read, it's actually you?

- Who else would I be?

- We've been having some trouble since the word organized went missing, and it looks like you've been hit really hard.

- My newsroom was already like this.

So much news has been happening in Wordsville lately that I've been too busy to organize anything, except my reporter notes.

Sometimes work could take over your life and your space.

- No kidding.

I'm amazed you were able to find anything to bring to the stuff swap in that mess.

- Oh, I had no problem finding stuff.

- But what did you drop off at the swap anyway?

I bet it's super cool.

- I'd list it all, but I have to get back to writing my story.

Bye.

- Well, she's acting suspiciously.

- But so is Vet Wilder.

He might have taken Athlete Glory's binder since they argued on how things should be organized.

- And Reporter Read started acting weird when we asked her what she brought to the swap.

I'll bring up the case notes.

- No!

[cartoony music] - My bad.

- At least one of these is case related, the scene of the mystery from the gym.

Look at all the great stuff for swapping, inventions from Scientist Cosmo, muffin tins from Baker Graham, a treat toy from Vet Wilder.

- Yeah, but where's all the cool reporter stuff Reporter Read said she brought?

That's not it.

[mouse clicking] That's not it either.

Nope.

Nada.

- Sly, I think you just found a clue in this chaos that'll sort out the case.

It's time to show everyone how this word mystery happened.

[call ringing] - Now, presenting the word mystery animated reenactment of the Case of the Organized Crime.

Hi, Athlete Glory.

I'm here to write a story about the stuff swap.

- [Gabby] Great, but first, what did you bring to the swap?

And is it sports or non-sports related?

That's how everything here is organized.

- [Sly] Me?

Oh look, it's Vet Wilder.

Here's all my pet friendly stuff.

What are you doing?

You can't sort just for sports.

- [Gabby] Why not?

- [Sly] Think of the pets.

- [Gabby] [groans] I need to take a lap.

- [Sly] I don't wanna be the only person too disorganized to swap something.

Luckily, I know how to keep that to myself.

- Who took the binder?

Reporter Read.

- Reporter Read?

- She grabbed it when she was alone in the gym.

That's how we figured it out thanks to Sly's eyes.

- I am pretty good at finding things in big messes.

- Why did you do it, Reporter Read?

- Because my newsroom is so disorganized that I couldn't find anything to bring to the swap.

I got really embarrassed when you asked me what I brought.

So I took your binder.

- My binder!

I figured no one would notice I didn't bring anything to the swap if the swap was disorganized too.

I'm sorry, everyone.

It was wrong of me to take this.

I'll return it as soon as, where's Athlete Glory?

[door knocking] Wow, she's fast.

[call ringing] - I'm so happy to get my binder back.

Time to get this stuff organized.

- I wish I could bring something to the stuff swap, but I still can't find anything in all this clutter.

- Actually, once this is all cleaned up, Athlete Glory and I have agreed to help you find some things for the swap by helping you sort out the newsroom.

- Which we'll organize by sports reports.

- I think you mean by animal stories.

- [Group] Thanks, Word Detectives.

- Nicely done, Gabby.

- You too, Sly.

Hey, wanna stop by the newsroom to help?

- Great idea.

Only my office is so messy I can't get to the door.

Help?

[bright music] - Hi, friends.

It's Isabel, and welcome to my reading nook.

Today, we're going to be reading a story about a girl who travels.

Do you know what the word travel means?

It means to move from one place to another place.

And get this, she travels for school.

Do you travel for school?

Well, she moves from Mexico to California every single day.

I can't wait to find out what that's like in "Yenebi's Drive to School" by Sendy Santamaria.

Sendy wrote this story and illustrated it.

She drew the pictures too.

She's super talented.

I can't wait to read the story.

Are you ready?

Let's get started.

[Isabel speaking Spanish] "It's 4:00 in the morning.

Mommy's voice makes my ears happier than an alarm clock ever could I nudge Melanie, but she groans and turns the other way.

So I get both of us ready.

I double knot my sneakers.

I brush my teeth.

I pack my backpack.

I pack my sister's too.

We are both half asleep, but we're ready to go.

[speaking Spanish] Mommy shouts from the car.

She always says we're going to be late to hurry us up.

'Hurry up, slow poke,' Melanie teases.

She waddles out the door with her blanket and backpack, and I grab the keys from the entry table to lock up."

Waddles, that means she's moving like a duck [laughs].

"When we get on the road every morning, I confront my arch enemy, [humming] La Linea."

Wow, that's a lot of traffic.

"By the looks of it, we will be here a couple hours guaranteed.

Melanie is rolled into a ball like a sleeping cat as usual.

'I bet you a tamale we will cross in two hours,' I say.

Mommy chuckles.

[speaking Spanish] 'Three hours?"

I laugh.

'No way.'

Adorned with [speaking Spanish], vendors walk between the lanes of cars.

One man sells hats from his head and necklaces from his arms.

From my car window, I can buy burritos, pastries, anything my tummy desires.

[groans] My tummy's growl interrupts my train of thought.

Thinking about food always makes me really hungry.

My mom looks back at us.

[speaking Spanish] Melanie immediately wakes up.

'Si, breakfast please,' she says, yawning.

Breakfast is my favorite meal of the day.

I can choose anything from [speaking Spanish].

Every day I see a new food I've never tried before.

I always have enough time to make up my mind, because the cars are moving so slowly next to the vending carts.

I spot the tamale five cars in front of us.

My mouth is already watering.

'Can you get me a chicken tamale, please?'

I ask Mommy.

'Me too, mommy.'

Melanie says.

[Isabel speaking Spanish] Pretty please?

My mom rolls down her window and calls for the tamale man.

[Isabel speaking Spanish] He gives her a nod, and without writing anything down, is already back with our order.

'Gracias.'

The three of us say in sync.

Mommy passes us our food and takes a whiff of her coffee.

[Isabel speaking Spanish] She always says music and coffee is the best way to wake up.

So when she takes her first sip and starts to hum, I know she's happy.

[Banda music] Banda music and the smell of chicken tamales fill the car.

Melanie sways to the sound of the accordion as she breaks down her tamale.

Within five minutes, her tamale is swallowed and she's back asleep.

We are getting close now.

[speaking Spanish] Mommy warns.

I take my last bite just as this sun darts out from behind the clouds.

A border patrol agent in uniform and a German shepherd pass by our window.

By this point, there are agents instead of vendors.

In the windows of all the cars near ours are kids just like me and Melanie.

Some are asleep.

Some are doing homework or drawing.

One is looking right at me.

'Look, mommy.

Same as us.'

[Isabel speaking Spanish] 'Melanie, wake up.'

I say.

'I'm awake.'

She tells me, fighting to keep her eyes open.

I'm extra gentle as I pull my hairbrush through her hair.

My mom takes one last gulp of her coffee and gets our documents ready.

[Isabel speaking Spanish] Melanie and I exaggerate our postures and try to keep straight faces.

Mommy gives us a look from the rear view mirror.

It's our turn now.

The agent reaches out his hand.

'Anything to declare?'

They always sound stern.

'No, officer.'

She says, handing him the documents.

He glances past my mom, and I give him an awkward smile as he identifies us.

Then he hands my mom the papers and signals us to go.

We wait patiently as mommy drives past the agent and speed bumps to celebrate.

[speaking Spanish] Mommy cries, energized.

[Isabel cheers] Melanie cheers.

I check the time.

'It's 7:00,' I say.

We are on schedule.

Now I feel like I can rest.

I roll my window down to let the air brush against my face.

The sun is beaming at this hour.

Melanie sits up to watch the world flashing by with me.

After a short drive, we finally arrive at school.

Melanie is eager to run to her friends as soon as the car stops.

[speaking Spanish] Mommy reminds her.

Melanie rolls her eyes, then kisses Mommy goodbye.

'Love you, Mamita.'

'Love you too, Mom' I butt in.

She signals me to kiss her cheek too then waves goodbye and drives away.

'Meet you by the blue tables?'

Melanie asks.

'Yeah.

See you after school,' I say.

'Have a good day, sister.'

'You too.

Love you,' she shouts as she runs off.

I sling my backpack and head to class.

I am now fully awake and ready for the day."

[Isabel speaking Spanish] Wow!

What a trip she makes every single day.

How do you travel to school?

[bright music] Open, closed.

Open, closed.

Hi, friends.

My name is Isabel, and welcome to my learning corner.

Today, we're gonna be learning about open and closed syllables.

Syllables are words or parts of words that can be said in one breath, and all syllables have to have a vowel sound.

Are you ready to learn about open and closed syllables with me?

Great.

Let's get started.

Before we begin reading open and closed syllable words today, I'd like us to start with a phonemic awareness activity.

Today, we're going to be listening for the syllables that we hear in words.

Remember, a syllable is a word or a part of a word we can say with one breath.

And that means that we are going to be both listening and feeling what our jaw does.

So I am going to say a word with my hand under the, my chin.

You are going to repeat my word with your hand underneath your chin.

And together, we're gonna figure out how many syllables are in the word.

Are you ready?

- [Students] Yeah.

♪ Stand up ♪ - Now you're ready.

Put your hand underneath your chin.

Listen first.

The first word is bat.

You try that.

How many times did your chin go down?

How many syllables did we hear?

One.

Good job.

Let's try another word.

Pencil.

How many times did your chin go down?

Two times.

There are two syllables in the word pencil.

Let's try one more.

The word is vacation.

Can you say that word?

[gasp] How many times did your chin go down?

Three.

We heard three syllables in that word.

Great job.

Now you're ready to read with me.

Now we're gonna begin practicing reading open and closed syllable words.

Before we start, I want to remind you that a syllable is a word or a part of a word that you can say in one breath.

And every syllable has a vowel sound in it.

This word, what is this word?

Men.

Men.

Men!

Men, thank you for helping me.

This word men is a closed syllable word.

Two things are happening you should be aware of.

There's only one vowel.

It's closed in by a consonant.

It could be closed in by more than one.

It's closed in by a consonant, and the vowel is making its short sound.

So that is why the E says e and not ee.

But if we open the syllable, that means we make sure that there's nothing following the vowel E, then the vowel is going to say its name or its long sound.

So what's this word going to be?

Me.

That's right.

Let's try that with another word.

So here we have another word, and gah, I know it's closed.

So the O is going to make its short sound, ah, right?

G, ah, t. Got.

Okay?

And I know that if that's a closed syllable, this is an open syllable.

That means the O is going to say its name or the long sound, which is oh.

G, oh.

Go.

That's why that says go.

It's an open syllable word.

Let's go.

Now we're ready to build one more word.

Let's look at this word.

Is this word an open syllable word or a closed syllable word?

Let me check.

I have one vowel followed by a consonant, which means it's closed.

Yes!

This is a closed syllable word.

That means the I is going to make its short sound.

So let's sound it out together.

H, it.

Hit.

In baseball, the batter hits the ball.

Hit.

Now, how can I change this to an open syllable word?

What do I have to do?

That's right.

If I take away the consonant that closes in the vowel, now my word is an open syllable word.

The I will make its long sound.

H, I. Hi!

Excellent.

That's how I spell it.

Hi.

Now we're ready to read some words together.

Let's read.

Think of our closed and open syllable work today.

Let's answer a few questions before we read.

Which word is a closed syllable word?

Which word is an open syllable word?

Remember, a closed syllable word contains a vowel that makes its sound.

It's also closed in by one or more consonants.

This word is closed.

So it says, mend.

Mend.

This word is an open syllable word.

The E will make its long sound.

This word is me.

Let's look at a few words.

First, we're going to identify if it's an opened or closed syllable word.

And then we're going to read it.

Let's try this one together.

I notice it's closed in by a consonant.

So this is a closed syllable word.

The vowel will make its short sound, a, t. Sound at the word is at.

Now you're ready to read a few more words.

No.

Club.

Brag.

Be.

Chop.

Great job.

Now you're ready to write with me.

We're gonna complete our reading work today with a dictation activity.

So I'd like you to get a paper or something to write on and a pencil or something to write with and come right back.

[bright music] [bright music continues] Are you ready?

Great.

Today, I will say a word, and you're gonna repeat that word to me.

Then we'll tap it together, and you are going to write it down.

Okay?

The word is spend.

When I go to the store, I spend money.

S, P, E, N, D. Go ahead and write that down.

That was fast.

Are you ready?

Sound it out with me as I write.

S, P, E, N, D. Is this what you wrote?

Spend?

Great job!

Friends.

you have done the hardest of the hard work with me today.

I am so proud of all of you.

As you go forward this week, listen in all of the words for how many syllables you hear, and I'll see you next time.

Bye.

[bright music] [steady music] - All right now.

- Whoo.

- All right.

- Okay.

- Step right here.

[crowd chattering] [steady music] ♪ Oh, meet me at the family reunion ♪ ♪ You know we're gonna dance to the music ♪ ♪ Fire up the grill, barbecuing ♪ ♪ At the family reunion ♪ [singer vocalizing] ♪ At the family reunion ♪ [singer vocalizing] ♪ At the family reunion ♪ ♪ Seeing all my favorite cousins that I miss ♪ ♪ Reminiscing on our memories way back when ♪ ♪ There's my aunt and uncle that live so far away ♪ ♪ Made the road trip just to be with us today ♪ ♪ Smell of charcoal fills the air ♪ ♪ Love and laughter everywhere ♪ ♪ Playing Spades, dominoes ♪ ♪ Throwing shade, telling jokes ♪ ♪ You would think that I've outgrown ♪ ♪ That nickname I don't like no more ♪ ♪ But that's the only name they know ♪ ♪ That's how it goes with the family ♪ [singer vocalizing] ♪ Meet me at the family reunion, oh ♪ ♪ You know we're gonna dance to the music ♪ ♪ Music ♪ ♪ Fire up the grill, barbecuing ♪ ♪ Barbecuing ♪ ♪ At the family reunion, family reunion ♪ [singers vocalizing] ♪ At the family reunion ♪ [singers vocalizing] ♪ At the family reunion ♪ ♪ Thinking about the memories of our loved ones ♪ ♪ That are gone ♪ ♪ Forever in our hearts they're living on ♪ ♪ And the reason we have gathered here today ♪ ♪ To fellowship and celebrate ♪ ♪ At the family reunion ♪ [funky music] [crowd chattering] ♪ It's family time ♪ ♪ I'm feeling fine ♪ ♪ Playing with my cousins on my daddy's side ♪ ♪ My grandma's loving the sweet potato pie ♪ ♪ And the macaroni and cheese ♪ ♪ Oh my, oh my ♪ ♪ We toss water balloons and everybody's wet ♪ ♪ Best summers in the country ♪ ♪ How could I forget ♪ ♪ Great granddaddy farmed this land with his own hands ♪ ♪ And passed it to his grands ♪ ♪ All the kids running around ♪ ♪ Can you hear the sound ♪ ♪ That's love ♪ ♪ And we laugh till we hit the ground ♪ ♪ Nobody's feeling down ♪ ♪ At the family reunion ♪ [singers vocalizing] ♪ Meet me at the family reunion ♪ [singers vocalizing] ♪ You know we're gonna dance to the music ♪ [singers vocalizing] ♪ Fire up the grill, barbecuing ♪ ♪ Barbecuing ♪ ♪ At the family reunion ♪ [singers vocalizing] ♪ Meet me at the family reunion ♪ [singers vocalizing] ♪ You know we're gonna dance to the music ♪ ♪ To the music, yeah ♪ ♪ Fire up the grill, barbecuing ♪ [singer vocalizing] ♪ At the family reunion ♪ ♪ To the left, y'all ♪ ♪ And then hop ♪ ♪ To the right, y'all ♪ ♪ And then stop ♪ ♪ And shimmy on down in the middle ♪ ♪ And that's the reunion bop ♪ [singer laughing] - That was hot, though.

I think I'm more than something there.

[bright music] - Hello, everyone.

My name is Lia.

Now, we are going to try a new way of making art with some special materials.

Let's take a look at what we have today.

We have cardboard pieces.

Yes, rectangles.

One is small, and one is big.

We have cardboard tubes and a straw.

And what else?

- Paints.

- Blue paint and?

- Paper.

- Paper.

These are other materials that you can find at home to use as stamps.

Now, do you think that we can use these materials to make some marks on the paper?

I'm going to grab the big rectangle, and I'm going to dip the thin part in the paint.

And then, I'm going to press down on the paper.

Do you think it's going to make a mark?

- Yes.

- What kind of mark?

- A straight mark.

[Lia gasps] - [Lia] What did it make?

- A straight mark.

- It's a straight line.

[gasps] Can I use this one?

And now, we are dipping in the paint.

And then, press down on the paper.

How they are different?

- Because there's one long and one little.

- Can I keep going?

[gentle music] What?

- [gasps] It made lots.

- It made a lot of lines.

When I use a tool to make a mark or a shape and go over and over again, we call it stamping.

And the tool that we use, we call it.

- Stamping.

- [Lia] A stamp.

Do you think that we can use this as stamps?

Do you think it's going to make a shape?

- A circle!

- Circle!

- Let's try it.

- Dip.

- Dip it in the paint, gently, and then, press down on the paper.

[gentle music] [gasps] You were right.

It made a circle.

Can I do another?

- [Amin] Yeah.

- Can I connect it?

Wow, this is fantastic.

Can I try this one?

- [Amin] You'll make a tiny circle.

- Whoop, it's so tiny.

It make another.

Wow.

I have so many ideas.

Do you think that we can use this stamp to make like a bus or a train?

Let's try it.

I'm going to get a new paper.

I think I want to make a big rectangle.

Which stamp should I use to make a big rectangle?

The big one, right?

So I'm gonna dip it in the paint.

We're gonna do one.

Can I connect it?

The line?

- Yeah.

[gentle music] - Wow, that's a big rectangle.

What else can I add?

- Wheels!

- Wheels.

Should I use this one for the wheels?

- Yeah.

- Yes.

- Okay, one, and two.

[gasps] I didn't try this one.

Let's see.

I'm going to make the steering wheel here.

[gasps] Now, let me see if I can do more like this.

Make a big, big truck.

Let's see.

I'm going to put an antenna here and another on the back.

Oh, I need to do the windows.

[gentle music] Can I make more lines on the back like this?

Wow, this one is going really fast.

I think it's your turn.

Are you ready?

I wonder what stamp will you use?

And what shape will you make with them?

[gentle music] Wow, right on the corner.

- I'm gonna make all the shapes.

- Wow, you are connecting the lines.

[gentle music] [stamp tapping] - Big circle.

[gentle music] - And I'm gonna do the window.

[gentle music] - You're connecting all the circles.

[gentle music] [stamps tapping] - Truck is driving uptown.

[gentle music] [gentle music continues] [gentle music continues] [stamp tapping] - I think we are done.

Okay, now, let's take a look at what we made.

Amin?

- I made a masterpiece right here and tunnel right here and some little circles right here.

Like this right here and my mom right here and me right here in a masterpiece with everyone right here.

- Perfect.

Thank you.

Cici?

You did a really big shape.

You made a rectangle.

How did you make the rectangle?

- I did the car bar.

- And how did you make the wheels?

- I did the big circle.

- Now, how did you make the little circle that is inside the wheel?

- The little circle.

- Perfect.

Thank you.

Mia, you have so many shape.

You connected all the shapes together.

What stamp did you use?

- I used the circles.

- All right.

Now it's your turn to try stamping with different materials.

I wonder, what kind of a stamp will you use?

And what shape will you make with them?

Have fun, artist.

[bright music] [crowd cheering] - Thank you.

Thank you.

Oh, they love me.

[sighs] [Brianna humming] - Nice moves, Brianna.

- Oh, thank you, Mina.

Good luck out there, CJ.

[Brianna humming] [gentle music] - You are up next, CJ.

What's the name of your act again?

- We're going to do a song I wrote?

- Ah, got it.

Oh, here it is, Song of CJ.

Darnell, don't eat that.

It's for Myla's magic act.

[Mina chuckles] - Oh, I am so excited.

I have never performed in front of other people before.

[CJ groans] - CJ?

What's going on?

- I'm nervous about going out in front of all those people and singing.

- Nervous?

But we've been practicing all day.

[laughs] - That was different.

And now everyone's grownups are here, watching.

[groans] Uh-oh.

Uh-oh.

- When I know people are watching me, I get nervous too.

Like at my last basketball game, I had to make a free throw.

Everyone just stared at me.

My whole body was heavy.

I felt like I couldn't catch my breath.

It was kind of scary.

- That happens to you too?

What?

What do you do?

- I shake out the yuck.

- Shake out the, what?

What's the yuck?

- Yuck is all those heavy feelings.

Like, when I'm nervous or scared or both, I imagine those feelings are stuck all over me.

And then I shake them off like this.

[Mina speaking gibberish] [Mina sighs] See?

Shaking out the yuck is so much fun.

You can move around however you want.

You can shake, run around, jump up and down.

Wanna do it together?

- Sure.

I certainly feel yucky right now.

- Okay.

Imagine those heavy feelings stuck all over your body.

[gentle music] - Yuck.

[groans] What's next?

- Now we shake 'em off.

[CJ and Mina speaking gibberish] - [laughs] It's working.

[CJ and Mina speaking gibberish] Oh, they're gone.

Oh, I feel so much lighter, like I could sing in front of the whole school right now.

Ha!

Anytime that you're feeling nervous or scared, just imagine those heavy feelings are little yucks stuck to your body and you just gotta shake 'em out.

Ha, you can do it before a test, a game, anything that makes you feel yucky.

- [Both] Shake out the yuck.

[CJ and Mina laughing] - CJ, Mina, get ready to go on stage.

- Ready, Mina?

- Oh, right behind you CJ.

- Let's go.

♪ Shake out the yuck ♪ ♪ Shake out the yuck ♪ ♪ Shake, shake, shake, shake, shake out the yuck ♪ - Shake it, CJ!

[triangle clanging] [Mina cheers] [bright music] - Hi, everyone.

Welcome to my classroom.

I'm Miss Zoe.

And today, we have a fun math activity, and we have, - Anya.

- Anya here today.

And today we are going to play a game called Parking Garage.

And we are working on understanding that a number means that we have a quantity of something.

So if we were to roll a die, we know that's the number.

You know that number?

- Six.

- Six, 'cause six, we know that it's one, two, three, four, five, six.

So the number six, in this case, has six dots.

So Anya's gonna be rolling, and she's going to figure out what number it is and then add that same number of transportation vehicles.

You ready?

Okay.

Go ahead.

Roll it.

- Five.

- All right.

Put it right here.

Five.

Can you count the dots first?

- [Anya] One, two, one, two, three, four, five.

- Five.

Great job.

All right.

[bright music] [bright music continues] Can you count?

- One, two, three, four.

- Oh, one more.

Good job.

So she rolled five, - Five.

- And she counted out five modes of transportation.

Two.

Can you count the two?

- [Amin] One, two.

- Great.

All right.

- [Anya] One, and, two.

- Two.

All right.

Here we go.

Clear the board.

Can you roll again?

- Five?

- Five.

Can you count the dots first?

- [Anya] One, two, three, four, five.

- So she rolled a five, and now she's gonna put five transportation vehicles.

[bright music] [bright music continues] All right.

Can you double check?

- One, two, three, four, five.

- Great job.

All right, clear the board.

We're gonna play this about two more times.

All right.

Roll the die.

Oh.

- Six.

- Six.

And I love how you recognize six.

Can you put it?

Now can you count the dots?

- [Anya] One, two, three, four, five, six.

- So she rolled six.

And now she's going to put, - And look, it has two threes.

- Two, three.

Oh my goodness.

So amazing.

That's right.

Two threes she recognized.

And it makes six.

[bright music] - Two.

That's four.

Five, six.

- All right.

Can you double count?

- One, two, three, four, five, six.

- Great job.

All right.

Clear the board, and last time.

[bright music] - It's gonna one last time.

- All right.

She rolled the number three.

[bright music] All right.

Can you count the dots?

- [Anya] One, two, three.

One, two three.

- All right.

Great job.

Okay, thanks for playing with us.

- Bye.

- Bye.

[bright music] - Hi, my name is Teddy.

- Hi, my name is Chessie.

- Today, we're gonna teach you kids how to warm up for a show.

It's really important to warm up for a show, so that the whole audience can hear you and can enjoy the show.

So I'm gonna ask Chessie if she can repeat after me for the warmup.

But first, we're gonna take a deep breath in.

You ready?

- Yes.

- Okay, let's do it.

[Teddy and Chessie breathing] Okay.

You ready for the warmup now?

- Yes.

- Okay, let's do it.

Repeat after me.

One.

- One.

♪ One, two, one ♪ ♪ One, two, one ♪ ♪ One, two, three, two, one ♪ ♪ One, two, three, two, one ♪ ♪ One, two, three, four, three, two, one ♪ ♪ One, two, three, four, three, two, one ♪ ♪ One, two, three, four, five, four, three, two, one ♪ ♪ One, two, three, four, five, four, three, two, one ♪ - That was really good.

- Thank you.

- Are you ready to go to one to five and back?

- Yes.

- Okay.

But first you wanna take a deep breath?

- Yes.

- Okay.

[Teddy and Chessie breathing] [gentle music] Okay, let's do it.

I'm gonna ask you if you can repeat after me.

You ready?

- Yes.

- Okay.

Repeat after me.

♪ One, two, three, four, five, four, three, two, one ♪ ♪ One, two, three, four, five, four, three, two, one ♪ - That was really good.

Okay.

Bye, kids.

Thank you for joining us to learn with us.

Bye.

- Bye, friends.

- Bye.

[bright music] - Hi, everyone.

My name is Krystal.

And I'm here at the Brooklyn Preschool of Science.

I'm with my friend, Sahil.

Sahil, can you please say hello?

- Hello.

- How you doing today?

- Great.

- Awesome.

Great, I love that.

Okay.

So today, I would like to talk about transportation.

[bright music] Transportation is the movement of people and things from one place to another.

Sahil, how did you come to school today?

Did you take a plane?

Did you take, - I take a stroller.

- The stroller?

- Yeah.

- Oh, okay.

So you walk to school?

- No, I sit in the stroller.

- You sit in the stroller?

And who pushes you?

- I think it's my mom.

- Oh, your mom.

Oh, okay.

Do you know how I get to school every day?

- Yeah.

- I live in Staten Island, and I travel to Brooklyn.

So I take a bus, then I take a boat, and then I take the train, and then I walk to work every day.

- Oh.

- Yeah.

So do you know that we are going to make a transportation vehicle?

We're gonna make something that can transport, hmm, this marker from one place to another.

Are you ready?

- Yeah.

- Let's look at our materials.

Okay?

So I have, what are these?

- Markers?

- We have some markers.

This?

- Tape.

- Tape.

We have some hard candy here.

- Hard candy.

- Yes.

What are these?

- Cups.

- Cups.

- Straws.

- Straws.

We have some stickers here, card stock paper, and a hot glue gun.

You guys, when you're doing this activity, please make sure you do it with a trusted adult, okay?

So now there are many means of transportation.

There's so many actually.

I have some pictures here.

So I'm gonna show you the picture, and Sahil, you tell me what it is, okay?

- Okay.

- First is, oh.

- Oh.

Bicycle.

- Bicycle.

Okay.

Let's see what's next.

- A truck.

- Truck.

Okay.

[truck revving] Let's see what's next.

- Helicopter.

- Helicopter.

[Krystal imitates helicopter] [helicopter humming] Okay.

And next is?

- A bus.

- Beep.

Beep.

A bus.

Let's see what's next.

Oh.

[water splashing] - A boat.

- Yes, a sailboat.

[water splashing] Okay, let's see what's next.

And, oh, vroom, vroom, vroom.

- [Sahil] A car.

- That's right.

Okay, let's see what's next.

Oh.

- A motorcycle.

- Motorcycle.

[motorcycle humming] And oh, chugga, chugga?

- Train.

- Choo choo.

[train honking] Train.

And last?

Oh.

[Krystal gurgling] [water splashing] Submarine.

- [Sahil] Submarine.

- Yes.

Okay.

So now, are you ready to make our vehicle?

But you know what we're gonna call it?

We're gonna call it a puff car.

- Puff car.

- Yes.

Okay.

So first thing we're gonna do is we're gonna take a piece of card stock paper, okay?

- Okay.

- And now, step one is fold it in half like this.

And then we're going to, maybe I should have had a scissor.

Okay.

So friends at home, you can use a scissor.

Or what I'm going to do right now, I'm just gonna, [paper ripping] rip the paper just like this.

Ta da.

And now that you have two halves, you're gonna put one down, and you're gonna take one half, and you're gonna fold it again.

Okay?

Just like that.

And if you have scissors, you can cut it in half, if not, you'd just rip it apart, which I'm gonna do right now.

Ready?

[paper ripping] Awesome.

There you go.

So I have my card stock here.

And now, friends at home, please make a design and take your time.

You can use markers.

You can use crayons.

You can use some stickers.

And then you're gonna color your cardstock paper.

Okay?

I actually have some already here, you see with these designs?

- Cars.

- Yeah.

So some polka dots, some stripes, and some fun stickers here.

Okay?

So Sahil, which would you like to use for our puff car?

All right.

Stickers.

Okay.

So that, and now we're going, what we're gonna do is we're going to take one straw.

- Straw.

- And we're going to take two of the hard candies.

Friends at home, make sure that they're round, they need to have that hole in the middle.

They look like wheels, right?

- Yes.

- Yeah.

So this will be the wheel and the axle.

Okay?

So I'm gonna show you how to do it.

I need your help, Sahil.

- Okay.

- Could you please hold this piece of tape for me?

Okay.

I am gonna take one wheel.

I'm gonna put it inside, just like this.

And can I please have the tape?

And the tape is gonna be kind of like a bolt.

- And sticky.

- It'll keep it in place.

That's right.

Can I have another piece of tape, Sahil, please?

- Yeah.

- I should have put 'em on your side, but okay.

Thank you, sir.

And now we want to make sure that the wheel does not fall off, you see?

Okay.

So that's step number one.

Okay?

This is where the adult helps you.

Okay?

You're gonna, the adult is going to take the hot glue gun, and they're just gonna put some glue, a straight line from one end to the other.

Okay?

I'm gonna show you.

Let me just put my wheel and axle down here.

I'm gonna squeeze some glue out.

See that?

- Yeah.

- You see, I'm just gonna make a straight line across.

Okay, and now I'm gonna take the axle, and I'm gonna put it right where the glue is, just like that, and I'm gonna press down.

Can we do a countdown from 10 to one?

- Yeah.

- 10, - 10, - [Both] Nine, eight, seven, six, five, four, three, two, - And one, good job.

- One.

- Perfect.

So now we have the axle and one wheel.

What's missing on the other side?

- Another wheel.

- That's right.

Thank you.

Can you please get that wheel for me?

I'm gonna pass you some pieces of tape here.

And when I ask you to, can you pass me the tape?

All right, Sahil.

Okay.

So may I have the wheel please?

Thank you.

I'm gonna pop that wheel in, just like that.

And now can I have some tape, please?

Thank you, sir.

I'm gonna wrap the tape around.

This is just like a bolt.

It keeps it in place.

Can I please have another piece of tape?

Thank you so much.

Okie dokie.

All right.

Look at that.

Whoa.

So now we're gonna do the same thing that we just did to the other side, okay?

And now we have our body.

You see we have wheels, axles, and now we need to add the cup.

- Cup.

- Yeah.

So you see this cup right here?

So I'm gonna take some hot glue, put it around, just like that.

Let's see.

Okay.

Now I'm gonna press it down here.

Okay.

So now, kind of like how the sailboat works, when the wind hits the sail, it moves the boat, right?

- Yes.

- Okay, so now we call this our puff car, because we are going to use our breath.

We're gonna blow.

Okay?

Now, I want you to aim, this is your target.

The cup is your target.

Okay?

And I want you to take a deep breath.

[Krystal inhales] [Krystal exhales] Whoa.

[pair laughing] Blow.

[Sahil exhaling] [Krystal cheering] [Sahil exhaling] Yeah!

[Sahil exhaling] Good job.

[gentle music] - [Narrator] Wanna know if your child is ready for school?

Find out with Learning Hero's Readiness Check, a free online tool for students in grades K through eight.

Your child will answer three to five questions about math and reading.

It only takes a few minutes, and it isn't a test.

It's more like a game.

You might be surprised by what your child does and doesn't know.

[father chuckling] [gentle music] [mother speaking Spanish] - You did really well.

- [Narrator] At the end, you'll get fun, free activities and resources to help your child succeed in school.

You can share what you learned with your child's teacher.

- Hi, nice to meet you.

- Hi, nice to meet you.

- [Narrator] So you can work together to make sure your child stays on track.

- Keep reading the books you enjoy.

And I think it's good to talk about what's happening in the story.

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

[bright music] [bright music continues] [bright music continues] [bright music continues] [bright music continues] [bright music continues] [gentle theme music] [no audio] [no audio]