[jolly upbeat music] - [Narrator] Ready to learn?

- Hi!

- Hi!

- [Narrator] It's time to share a story, - Shh!

- read, and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Somewhere Play, and so much more.

- Cupcake!

- Very good.

- Stay tuned for lessons and activities.

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

- Mm-hmm.

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

[jolly upbeat music] - Today, we'll be reading a story called "The Lost Kitten."

As we read, think about a time that you lost something.

What did that feel like?

Okay, now think about a time that you found something.

What did that feel like?

This is the last kitten by Leyla Torres, and illustrated by Angeles Ruiz.

Dad plopped the grocery bag on the kitchen table.

Over it fell and everything came tumbling out, along with a little kitten.

"Papa, I didn't know they sold orange Kittens at the grocery store," I said.

The kitten's fur was a softer than cotton, and its tail stuck up straighter than a flagpole.

"He was outside our door, said Papa.

"He's clean and looks well fed.

He must belong to one of the neighbors."

"Purrrr, purrrrr."

The kitten made a noise.

"That means he likes you," said papa.

"I think he means he's hungry," I said.

"I have the perfect thing," Papa said.

How about a plate of chicken and rice with Saffron?

Our leftovers from dinner.

As I watched the cat eat, I thought about all the things we could do together.

"Can we keep him?"

I asked.

Papa's left eyebrow went up, like it always does when he's thinking too much.

"Sweetie, the kitten must have an owner," said papa.

"Okay papa, but if he doesn't have an owner, can we keep him?"

"We'll see what mama says," said papa.

So we put the kitten in a cardboard box, and went to knock on doors.

Ring!

First, we rang the bell at Ms. Azucena's house.

"Does this belong to you?"

I asked.

"No Emilia," she answered.

"This kitty isn't mine, but let me give you a blanket to keep it warm."

I put the blanket over the kitty.

"Papa, do you think we can keep him?"

I asked.

"No sweetie," said papa.

"You need to keep looking for his owner."

Rap, rap, rap!

Next, we knocked on Mr. Evan's door.

"Does this kitten belong to you?"

I asked.

"No Emilia, this little fur ball isn't mine," said Mr. Evan, "But how about a stuffed mouse for him to play with?"

The kitten batted the toy mouse around the box.

"Papa, do you think the kitten can stay with us now?"

I asked.

"No, whoever lost him might be looking for him right now," answered papa.

Ding, dong!

The bell rang through the next house.

"Does this kitchen belong to you?"

I asked.

"No Emilia," Mrs. Romano said, "Our kitten is black and white, but take this can of tuna for him."

I added the can to the box.

"Papa, this has to mean something.

Now we have a blanket, food, and a toy for him.

Can he live with us, please?"

I begged.

Papa's left eyebrow went up.

He was thinking again.

So we walked the next house.

He lightly rapped on Mrs. Manuela's window.

"Mrs. Minuela, did you lose this kitten?"

I asked.

"Achoo!

Oh, good gracious, no, I'm allergic to cats."

Next, Papa walked to the Cruzes' house.

I hope no one would open the door.

Then my friend Nathan hopped out onto the steps.

"I like dogs, he said.

"But take this."

He threw a ball of yarn into the box.

Our box was getting so full.

The kitten could barely fit.

"Can we take him home now?"

Mama was waiting at the door when we got home.

"Look, mama, we found a lost kitty.

Can we keep him?"

That's when I saw a small boy and a lady just behind mama.

"This is Luis.

He has lost his kitten," said mama.

I looked at the boy.

The boy looked at me.

I closed my eyes tight and stretched out my arms.

Luis, looked into the box and frowned.

"That's not my lost kitten," he said.

Suddenly, the kitten purred.

"That means he likes you," Luis said.

"That means he's hungry," I said laughing.

I ran into the kitchen and got the rest of the chicken and rice with saffron.

"What's his name?"

Luis asked.

"He doesn't have one yet," I said.

We watched the kitten gobbling up the chicken and rice with saffron.

Purrrrr, purrrrr!

"Saffron!"

we both shouted, and Saffron seemed to agree.

Then he stretched out and took a nap.

- Hi friends.

Andrew here, and it's time for a song.

Do you know, "Old McDonald Had a Farm?"

Great, it'll sound a bit different today, but I'll help you follow along.

Ready to sing?

Let's go.

♪ Old McDonald had a farm ♪ Ee i ee i oh ♪ And on his farm he had a F-R-O-G ♪ What's the word?

Frog.

♪ Ee i ee i oh ♪ With a frog, frog here ♪ And a frog frog there ♪ Here a frog, ♪ There frog, everywhere frog, frog ♪ ♪ Old McDonald had a farm ♪ Ee i ee i oh ♪ And on this farm he had a CH-I-K ♪ What's the word?

Chick.

♪ Ee i ee i oh ♪ With a chick, chick here ♪ ♪ And a chick, chick there ♪ Here a chick, there chick, ♪ Everywhere chick, chick ♪ Old McDonald had a farm ♪ Ee i ee i oh You sounded terrific.

Did you notice what we did?

We put together the sounds and letters that make up frog and chick.

Now, which word has a blend?

What is it?

Which word has two digraphs?

What are?

Share your good thinking with a family member, and I'll see you again soon.

[jolly upbeat music] - Hi scholars.

Welcome to another day of learning.

My name is Anna, and I'm a universal literacy reading coach.

So just like a sports coach helps athletes improve, or a vocal coach helps a singer sing even better, my job is to help teachers like your teacher, learn even more ways to teach you how to become a better reader and writer.

I work at P.S.

011 Highbridge which is in the Bronx.

Are you ready to have some fun?

Great, come on.

Hey Jordan, what are you doing?

- Magic tricks.

- Huh, show us.

- I do a cap into a cape.

Ta-da!

- [gasps] OMG, that's amazing.

You know what, scholars?

I can actually teach you to do the same kind of magic but with words.

[Jordan laughs] Do you wanna try?

Great, come on, let's go.

Okay, so for today's magic, we're gonna have to first review the short A sound.

So if you remember from school, the short A sound A, like apple.

Everyone say A.

Great, okay, so first of all let's review some quick words that have that short A sound in them.

So I'm gonna write these four words while I'm doing it.

You can already start trying to sound and blend them together.

Okay, so let's redo these words.

Remember the A is making the short A sound in these words.

We have fat.

Mat.

Mad and scrap.

Now scrap is like a scrap piece of paper, like that extra paper, okay?

Now you ready to turn into a magician?

Okay, I'm gonna introduce you to, [sings] magic E, okay.

So magic E says when E's at the end of a word, it usually stays silent, and what he does is he tells the vowel to say its name or its long sound.

So A would no longer say A, A would now say, A, like acorn.

Can you say A?

Great.

So E tells A to say its long sound, or its name A.

So watch how you're gonna become a magician.

This word before when we read it was fat.

Watch what happens when I add that magic E to the end of the word.

Fat now turns into [gasps] fate, because E is telling A to say it's long sound.

Wanna try another one?

I know this is so cool.

So we had mat, when I add the E to the end, it's now telling that A to say its name.

Mat turns into mate, like your friend.

Mad turns into, what is it?

Excellent, made.

Let's try this last one.

What does scrap turn into once we add that magic E?

Exactly, scrap turns into scrape, like when you scrape your knee, or you scrape your elbow when you get hurt.

Scrape.

So you see, you guys are actually word magicians with the help of magic E. All right, what I want you to do is I want you to ask a trusted adult to help you with this next part.

You need to gather some supplies.

You can either get post-it notes, or if you have index cards, or even a piece of paper, and either a pencil or a marker will work just fine, okay?

If you're using the piece of paper though, you're gonna need some scissors, all right?

So I'm gonna give you guys like 30 seconds, go get your supplies, and meet me right back here.

Okay friends, get your index cards, or post-its, or a piece of paper.

I would get a second piece of paper, because we're definitely going to be doing some writing later.

Make sure you have a pencil or a marker, and you might need some scissors.

Ask a trusted adult for help using scissors.

Awesome, that was fast.

So now that you have your supplies, what you're gonna do is you're to write the following eight letters down.

So if you have index cards, you'll just write one letter on each index card.

Same thing if you're using post-it notes.

If you have a piece of paper though, you're gonna write down all eight letters on the one piece of paper, but space them out enough, so that you can cut these out, okay?

So I'm gonna wait for you while you write the letters.

The letters are A, E, C, H, M, N, P and the letter T. Once you have those all written out, those of you on the piece of paper quickly just cut them out, or if you have a trusted adult with you, they can probably easily just rip the paper for you, okay?

Are you ready to build some words, magicians?

All right, so with your new letter tiles, because that's what you just made, let's start off with our two letters that make that A sound.

Remember, we need E there, because E tells A to say it's long sound, to say it's name A.

All right, I'm gonna give you some words, and then you're gonna build them.

I'll build the first one just to show you how to do it.

So if I was going to build the word, ate, like I ate lunch today.

Well, I already know what's making the A sound, because E is telling A to say A. but ate, hmm, what's making that T sound.

Oh, I know... T is making that T sound.

I just made the word, ate.

Can you help me turn ate into hate?

I really hate that word.

Hmm, hate.

Hate.

If it helps, you can stretch the word, hate, or you can tap it out if that helps you as well.

H-ate, whichever method works best for you.

Hate.

So if you put an H there, you're absolutely correct.

This is how we would spell the word, hate.

All right, let's get rid of this word.

Let's try the word.

[gasps] I know.

Cape, just like Magician Jordan showed you guys.

How would we make the word Cape?

Once again, either stretch it, Cape, or tap it, C-A-PE .

Let's see how you guys form it.

So I feel a lot of you spelled, cape, C-A-P-E. And you're absolutely correct.

This spells, cape.

How would you turn Cape into tape?

That's right, one sound changes.

We would get rid of the C that says K, and dd the T for tape.

All right, I'm gonna try one more, but I'm not gonna help you at all on this one.

I want you to make the word, mane, as in a lion's mane.

Okay, so that's the hair they have, mane.

Oh!

I see you've selected the M and N to make the word mane.

Excellent job.

Make sure you hold onto these letter tiles, because you can do making words activities whenever you want.

It's a really fun games to play with a trusted adult.

Are you ready to try practicing reading some more words?

Let's go.

Let's do some blending lines.

You're gonna practice reading some short A words, long A words with that magic E, some multi-syllabic words, and a sentence.

I'll read them with you first.

Cap, mat, rat.

Take, ape, gate.

Escape, inflate, calculate.

Don't let the ape escape through the gate.

Now you try it on your own.

Fabulous job.

Okay, we have time for one more activity before our time is up.

Let's write a sentence.

So hopefully you still have that extra piece of paper, and either a pencil or a marker to write with.

The sentence we're going to write is Jake made a cake for the snake.

You like all those long A sounds in there?

I do.

So a strategy I always like to use is to draw lines to represent each word, so I don't forget a word.

So Jake made a cake for the snake.

Okay.

So the first word, Jake, that has that long A sound, so I know I'm going to our A and our magic E. So Jake, I just need to figure out the rest of those sounds.

Jake, J-J.

[gasps] I know it what letter makes that sound, and I have to make sure I write it as a capital, because it's the start of a sentence.

So J, J.

All right, I already know my A is gonna go here.

I know some consonant is gonna go there, and I know I need my E at the end.

So Jake, I'm gonna go with the letter, K. Jake, okay.

So Jake made, another one where I had that A, some sort of consonant there and E. Let's see if I can figure out the words around it.

Made, Jake me mm.

Mm, made.

Made.

Okay, let's start from the beginning, Jake made a, easy peasy lemon squeezy.

Jake made a cake.

I want you to try this one first.

How would we spell cake?

Not bad.

C-A-K-E. Once again, I have that E is telling A to say its long sound.

All right, Jake made a cake for, so this is not the number four.

This is as I'm giving it for someone, it's for someone, so for.

I know that for is F-O-R, for.

Jake made a cake for the, another high frequency word that I know.

T-H-E. Jake made a cake for the snake.

Here we go.

Our last time to shine.

How would we write the word, snake?

So remember if you need to stretch it, stretch it.

If you need the tap it, tap it.

Snake.

Is that what you wrote?

I knew you got it.

Oh, you're right, yes, I can not forget, I need ending punctuation always.

So let's read our sentence one last time.

Jake made a cake for the snake.

Terrific.

You all did an amazing job, and now you are officially a word magician.

You learned how to read and write words with the long A sound.

All, thanks to.

- Magic E!

- Magic E. Great job.

I hope you have fun today learning with us.

So until next time, be safe, keep learning, and have fun.

Bye.

- Bye.

[jolly upbeat music] [tense music] - [Narrator] He observes.

- Oh look!

No, no!

[screams] - [Narrator] He questions.

- How about what?

[car revving] - [Narrator] He investigates.

- Hmm, what does this button do?

[screams] - [Narrator] Super Grover 2.0.

He shows up.

[triumphant music] [bouncy music] At a beauty parlor in a bustling metropolis, one cow has gone a step too far.

- Oh no, how can I get down?

Help!

Help!

[Super Grover swooshes] [Super Grover thuds] What was that?

- It is I, Super Grover 2.0 at your service, ma'am.

- Oh, thanks, goodness.

I just had my hair done, and now I've got a big problem.

- Wait, do not tell me.

You want it to be a brunette instead of a blonde.

- Ah, no.

- Unhappy with your highlights.

- No, the problem is I can't get down from here.

You see I'm a cow, and cows can't walk downstairs.

- That is no problem.

If you cannot walk down then do what we super heroes do.

- Oh, what's that?

- We dance down, hit it!

[upbeat jazz music] Follow me.

[jazz music] This way.

[jazz music] - Okay, stop, stop, stop.

- What is something wrong, my little dairy queen?

- Cows can't dance either.

- Oh, I see.

You are a heifer not the hover, but no worries for I will find a solution to your problem.

Stand back as I unleash my power of observe vision.

I see that you are up there and you want to get down there, but these stairs are in the way.

Hmm.

- Right.

- So the question is how do we get the cow down without using these stairs?

- That's the question, Super Grover?

- It does time to unleash the power of investigation.

- [gasps] What are you gonna do?

- I'm gonna get rid of the stairs.

- What, how?

- By using my super, steal eradicating hand chop.

[hand thuds] Ouch!

Oh, I am now observing that these stairs are very hard.

Oh, oh, my poor hand.

- Oh, no, how will I ever get down from here?

If I cannot get rid of these stairs, perhaps you can jump over the stairs.

- But the ground it's so hard, I'll ruin my pedicure.

- Do not despair my bovine beauty, for this is time to unleash the power of technology.

[trampoline clanking] And voila!

- A trampoline?

- Yes, something soft and springy for you to land on.

Now jump over the stairs.

- Okay, here goes.

[cow screams] - Well, that was quite the milkshake.

- Oh no, I'm right back where I started.

[sobs] This is hopeless.

- I Super Grover 2.0 do not know the word hopeless.

What does it mean?

- It means there's no hope.

I'll never get down.

- Nonsense, we must not give up.

[trampoline clanking] Ever!

Let me just take a closer look at these stairs.

[suspenseful music] With my supervision I observed these stairs are very bumpy.

- That's the problem, I don't do bumps.

- Then we must debumperfy these stairs.

Let me just check my utility sock.

Luckily, I have brought my super stair debumperfier.

- You mean that board?

- Yes, it is perfectly smooth and straight.

Not the bump on it.

There, just put one dainty in front of the other.

- I'll try.

- You will be home on the range in no time.

- Oh no, I still can't get down from here.

- And you are heavier than I thought.

Back up, back up, back up.

- Oh!

Oh, I think you're just made a ramp, Super Grover.

- A what?

- A ramp.

It's a sloping surface that goes from high to low.

Oh, I think I could go down the ramp.

- Really?

- Well, let me give it a try.

[Super Grover groans] it's working, I'm walking down the ramp.

Oh, thank you, Super Grover.

- Do not mention it.

[groans] Ouch!

[ambient music] - [Narrator] And so our superhero learned that you can use a a ramp instead of going downstairs.

- Watch it.

Talk about learning the hard way.

[sighs] [seagulls calling] [jolly upbeat music] - [Narrator] On a pleasant and peaceful lake, on one small boat, the whole world is about to be thrown completely off balance.

- Help!

- Help!

- Help.

- Help!

[Super Grover thuds] - Super Grover, you showed up.

- Glad you noticed.

What seems to be the problem?

- Oh, look at us.

- Good idea.

I Super Grover 2.0 will engage my powers of observation.

Observation powers engaged!

Mm-hmm, mm-hmm.

I see you were going on a boat ride, bon voyage.

- No, no, Super Grover, we can't go anywhere.

Look, I'm way up here.

- And I'm way down here!

- So?

- The boat's not balanced.

- The boat's not balanced.

- Wait a minute.

I observed now that your boat is not balanced.

One side is way up there, and the other is way down there.

The question is, how do you balance a boat with a sheep and an elephant in it?

- Yep, that's the question, all right.

- Mm-hmm.

- And to answer that question I must unleash my powers of investigation.

Powers of investigation unleash!

I have it.

- What, what is it?

- What, what is it?

- You are both on the wrong side of the boat.

- We are?

- We are.

- Yes, you should be on that side of the boat, and you should be on that side of the boat then the bot will be balanced.

Well go on, switch places.

- Oh, okay.

- Oh, all right.

- Oh, pardon me.

Excuse me.

- Pardon me.

- And now the boat is balanced - Ah, not quite, Super Grover.

- Well, that did not work at all.

Perhaps the boat is broken.

Get out of there so I can fix it.

Come down, out of the boat.

God, you're heavy.

[Super Grover thuds] - I'm an elephant.

- Maybe that's the problem.

Maybe we can balance the boat, because he's much heavier than me.

- I will never be able to take a boat ride.

- Yes, you will.

We just have to investigate further.

- What are you going to do?

- We are going to make the elephant lighter.

- Me, lighter?

How?

- Take off your hat.

- But that didn't help at all.

- Do not give up, if we cannot make the elephant lighter, we will just have to make the ship heavier.

- Huh, how?

- Here, put on this hat.

- Super Grover, it's gonna take a lot more than a hat to balance a sheep and an elephant.

- Hmm, you think?

- What can we do to make the sheep side of the boat heavier?

- I know, we can add more sheep.

Be right back.

- [laughs] What's going on?

I was in the middle of taking a shower.

- Shower shnawer, you're going on a lovely boat ride.

And jump!

- Whoa!

- The boat is now balanced.

Have a nice boat ride.

- Super Grover, my side of the boat did go down a little, but it's not balanced - It's not balanced.

- I'm still heavier than two sheep.

- No problem, we will make it even heavier.

Be right back.

[Super Grover swooshes] - Hey, I wasn't right in the middle of dinner.

- Dinner Shminer, you ar going on a lovely boat ride.

- Whoa!

- Behold, the boat is now balanced.

- Oh, not quite, super Grover.

- My side of the boat went down more, but not enough to balance it.

- Oh, we'll never take a boat ride.

- Of course you will.

We just need more sheep.

Sheep!

Oh Sheep!

Sheep!

I can not find any more sheep.

- Our boat ride is ruined!

- Let settle down a minute, I have another idea.

Let me check my utility sock.

Ah there it is.

Super sheep to the rescue.

- Hey, look, your side is even with my side.

- Both sides weight the same.

The boat's balanced.

- The boats balanced.

[all cheering] - [Narrator] And so our superhero has discovered that to balance a boat, it takes a lot of sheep to equal the weight of one heavy elephant.

- Okay, let us go for a boat ride now.

Somebody untied the boat - Oh, I'll get it.

- Wait, wait, wait, what are you doing?

[screams] [water splashes] Perhaps it does a better day for a swim instead.

No.

[jolly upbeat music] - Hi learners, my name is Trinette.

- Hi learners, my name is Skyla.

- And Skyla and I are so excited to be working with you all for today's math lesson.

Today, we're going to explore some coins that we use here in the United States.

Skyla, do you know what coins are?

- No.

- Learners, how about you?

Okay, great.

Well, you'll learn about them today.

Before we begin, Skyla, can you tell the learners at home what materials they will need for today's lesson?

- Something to write with and something to write on.

- So please go find something to write with and something to write on.

Ask a trusted adult to help you find those materials.

While you do that, Skyla and I will count to 15.

Not so fast.

Ready, set, go.

- One, two, three, four - Two, three, four, five, six, seven, eight - five, six, seven, eight nine, 10, 11, 12, - nine, 10, 11, 12, 13, 14, 15.

- 13, 14, 15.

Perfect.

Thank you learners for gathering those materials.

All right, Skyla, sit back, we're gonna get started.

- Okay.

- Here's our first coin.

Repeat after me, learners.

Penny.

- Penny.

- One more time, penny.

- Penny.

- Okay, so I'm gonna teach you about the penny.

The penny is worth one cent.

How many cent?

One cent.

- One cent.

- The penny is made of copper which gives it its brownish color.

Now who's on the- - The copper is brown.

- Brownish color.

Now who's on the front of the penny?

Repeat after me, Abraham Lincoln.

Can you say that?

- Abraham Lincoln.

- Abraham Lincoln.

Perfect.

- Who's Abraham Lincoln?

- One of the presidents that we've, one of our former presidents.

So here's the fun fact, in 2010, the back of the penny was changed from the Lincoln Memorial to the union shield.

So Skyla, can you show our learners the back of this penny?

Just take it and show that to them, so they can see what the union shield is.

Perfect.

So I'm gonna hold on to that.

Now repeat after me, nickel.

- Nickel.

- The nickel is worth 5 cents.

How many Cents?

- 5 cents.

- 5 cents.

Perfect, okay, slide back.

On the front of the nickel is a picture of Thomas Jefferson, and on the back here it's a picture of the Monticello.

Now the Monticello is a place where Thomas Jefferson once lived.

Here's a fun fact about the nickel.

Let's take a look.

In 2006, the coin displayed the front of Thomas Jefferson face rather than the side.

So if you find a newer nickel, or a nickel that was made in 2006 or after, you will see the front of his face.

If you have a nickel in which you see the side of his space, that is a nickel that was made before 2006.

- It matches here.

- Yes, it does.

Here's the next coin, sit back.

Repeat after me dime.

- Dime.

- Dime.

- Dime.

- So Skyla and learners at home, a dime is worth 10 cents.

How many cents?

- 10 cents.

- 10 cents.

And here's some things about the dime.

Notice, it's smaller than the other coins, but not in value.

We know that the penny is worth 1 cent.

The nickel is worth 5 cents, but even though the dime is smaller in size, it is worth 10 cents.

- 10 cents.

Great job, slide back.

So here's some other things.

The dime has a picture of president Franklin Roosevelt, and the back of the dime displays olive branches, so I'm just gonna show you an example.

Perfect.

Now let's go over it.

Penny.

- Penny.

- Nickel.

- Nickel.

- Dime.

- Dime.

- Now here's the next one.

- Mommy.

- Slide back, slide back.

Repeat after me, quarter.

- Quarter.

- Quarter.

- Quarter.

- The quarter is the largest coin that I have on display here.

On the front of the coin, we have a picture of George Washington.

Here's a better version.

And on the back of the coin most quarters have the bald eagle, but over time the back of the quarters began to change, and there was a symbol, or some type of representation in the back of the quarter for each US state.

So if you don't have a quarter that has an eagle or a bald eagle, it may have the state of New Jersey, the state of Connecticut, or maybe the state of New York, and some type of symbol associated with that state.

So learners, let's review the coins that we've gone over today.

Repeat after me, penny.

- Penny.

- That's worth 1 cent.

1 cent.

- Nickel.

- Nickel.

- That's worth 5 cents.

- Dime, that's worth how much.

10 cents.

- 10 cents.

- Quarter, that's worth 25 cents.

- 25 cents.

- 25 cents.

Learners, so the next activity we're gonna explore counting some coins.

We're only going to work with pennies and dimes for this activity.

At home, and Skyla, you as well, I would like for you to count how many pennies you see on the board.

And that will tell me the total value, or how much I have.

Skyla and learners, begin counting.

Touch each point that you count.

- One, two, three, four, five.

- So five pennies means that we have 5 cents.

- 5 cents.

Now I'm going to add a few more pennies, and I want you to tell me at home, how many cents do I have, or how much I have in all.

Okay.

Let's give our learners a chance.

Try it at home.

I want you to count, and then what Skyla is going to do is count for us, and tell us what our answers should be.

Look at all the coins, I have some that are facing forward, and then some are showing the backside of the penny.

Ready?

Begin, let's give 'em a chance.

How many pennies do you see?

Great.

Skyla count.

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

- So I have a total of 7 cents, because I have seven pennies.

Now we're going to explore counting dimes.

Now remember the dime is worth 10 cents.

So Skyla, you and I are gonna help our learners, so we're gonna count by 10, it says each dime is worth 10 cents to figure out how much we have in all.

Ready?

Begin.

10, 20, 30, 40, 50, 60.

- 10, 20, 30, 40, 50, 60.

- So we have 60 cents.

Now slide back, Sky.

Slide back a little.

I'm going to add.

- 70, 80.

- Now I want you to start and count from the beginning, now hold on, let's give our learners a chance.

Learners I added some more dimes.

Remember, each time is worth 10 cents.

Can you tell me how much I have here on the board?

Don't tell them yet.

Let me here.

All right, sounds good to me.

Skyla, less point to each dime and count.

You ready?

Begin.

- 10, 20, 30, 40, 50, 60, 70, 80.

- So we have a total of 80 cents.

Is that what you said?

Yes, great job counting dimes.

Now here's a challenge for you.

Okay, slide back.

Let's try to see if we can add pennies and dimes.

Whoa, you think we can do that?

- If I can count all of them.

- Okay.

Okay, so let's just put a few of these here, and we're not going to count yet.

- It's a lot.

- No, it's not gonna be a lot.

- Okay, here we go, learners.

- We need more than two.

- So listen closely.

Learner's at home you listened as well.

We have a dime and a penny.

What do we have?

Dime and a penny.

- A dime and a penny.

- So we know that a dime is worth 10 cents and a penny is worth 1 cent, so if I have 10, and I wanna add one more that makes 11, so my total amount here is 11 cents.

What if I added another penny?

That would give me 12 cents.

- Cents.

- What if I added another penny, Skyla?

- 13 cents.

- 13 cents.

Learners, what if I added another penny.

14 cents.

- 14 cents.

- What if I added another one?

15 cents.

- 15 cents.

Great jobs counting, learners, so let's just review what we've done so far.

Penny.

- Penny.

- That's worth 1 cent.

Nickel.

- Nickel.

- That's worth 5 cents.

Dime.

- Dime.

- That's worth 10 cents.

Quarter, that's worth 25 cents.

- Quarter, quarter.

- Quarter is worth 25 cents.

Now I would like for you to take out those materials that I asked you to gather earlier within the lesson.

Learners, so this last activity, we're going to practice adding coins.

Again, we will only work with pennies, - Pennies and dimes.

- and dimes.

So take your sheet of paper, and I'm gonna have my board and my marker.

I want you to draw a circle, and inside that circle I want you to write the number one, that's gonna represent our penny which is worth 1 cent.

Now I want you to draw another circle and write the number one.

- One, two.

- Then I'm gonna write another one, put the number one.

So now let's calculate or add how many pennies we have.

Skyla, can you count?

- One, two, three.

- So three pennies means we have 3 cent, so I'm gonna write the number three.

Can you write the number three?

And this is the cents sign.

It's like the letter C with the line through it.

Let's try another one.

Slide back, sweetheart.

Let's practice adding dimes.

How much is a dime worth, do you remember?

How many cents is a 1 cent, 10 cent, 5 cent for the dime?

- I think it's 10- - You are correct.

Do you agree as well the dime is worth 10 cents?

Great, so continue to use your paper, and your pencil, and I'm going to draw the circle.

Skyla, you're gonna make the number of 10 inside each.

So give mommy a moment.

Can you write the number 10?

So learners at home draw two circles just like I did, and put a 10 in the here and the 10 in there, go on.

And you will write a 10 inside each of your circles that will represent the coin - A dime.

- which is the dime.

Perfect, do you have that?

- That one looks a little neater, right?

- That's okay.

Do you have with Skyla has?

Yes, now let's take our finger and point to each coin and count.

10, 20.

- 10, 250.

- So we have 20 cents.

- 20.

- So if I have two dimes, that gives me 20 cents.

So- - Can I write the 20?

- Go ahead, you can write the 20, the two and a zero, and I will again show you how to write the cent sign.

- I'm just gonna write the cent sig, mommy.

- Okay, so write the same sign as a small letter C, and put a line through it.

Okay, not bad.

- I have the cent sign.

- Great.

Let's try one more.

- That was good.

- Okay, that's great.

Learners are doing a fantastic job.

- So is me.

- So am I.

- So as me.

- No you say so am I.

- So am I.

- So am I.

Yes, here's some few more, a few more to do.

Actually our last example.

Listen closely.

[Skyla mumbles] Learners, I want you to draw five circles just like I did.

They don't have to be perfect.

I want you to write the number one inside each circle.

What number, learners?

- One.

- Great.

Go ahead, get started.

So you know that we're writing a one that means we're going to be counting pennies, because the penny is worth 1 cent.

Great job.

- I have one- Learners wait, wait, we gotta make sure our learners have it.

Do you guys have it at home?

Great job.

Let's count.

- We have one, two, three, four, five.

- So we have 5 cents.

So five pennies means 5 cents, so I'm just gonna write the number five here.

- Okay.

- And Skyla's gonna write the cents symbol which is like a letter C with a line through it.

No, no, not a equals, cent sign, letter C with a line through it.

Great job.

Excellent job, learners.

Excellent job, Skyla.

So let's just go back, and take a look at what we've gone over today.

We explored some of the United States coins.

- About a penny and dimes - A penny, dimes, and then we also have the nickel and quarter.

- Nickel and quarter.

Quarter.

- Excellent.

Learners, you can practice this at home with a trust that adult.

Maybe just have them take some change out of their pocket, or find change at home and practice counting.

You can start with the penny, since it's worth 1 cent, and then work your way up to dimes, and then maybe the nickels and quarters.

Learners, I had an excellent time with you all today.

Skyla, how about you?

- Yes, yes, yes.

- So learners until we meet again, what do we say?

- Bye bye for now, - Bye bye, and see you soon.

- and see you soon.

[jolly upbeat music] - Hi scholars.

Welcome to music class.

My name is Mr. D'Amico, and I'm very excited to sing with you today.

Before we get started, let's stand up, up, up for a stretch.

Ready?

First, we're gonna take a one hand and shake it out.

Ready?

10, nine, eight, seven, six, five, four, three, two, one.

Now we're gonna switch hands.

Ready?

10, nine, eight, seven, six, five, four, three, two, one.

Now let's do both hands.

10, nine, eight, seven, six, five, four, three, two, one.

And now let's shake out our whole bodies.

Ready?

10, nine, eight, seven, six, five, four, three, two, one.

Awesome job.

Today, I'd like to sing some songs with you.

So let's warm up our voices with the hello song.

Ready?

This song is called "Hello There."

This is an echo song, so that means I will sing, and then you will echo me back.

Ready?

♪ Hello there ♪ How are you ♪ It's so good ♪ To see you ♪ Well, sing and ♪ Be happy ♪ That we are all here together again ♪ Now this part's a little cheeky, so let's sing that together, ready?

♪ That we are all here together again ♪ Awesome job.

Let's put the whole thing together, and let's add some music to it.

Ready?

[guitar music] ♪ Hello there ♪ How are you ♪ It's so good ♪ To see you ♪ Well, sing and ♪ Be happy ♪ That we are all here together again ♪ ♪ Cha, cha, cha Awesome job.

Thanks for warming up with me.

For this lesson, I wanted to share with you a song about two cats.

Our two cats are a little bit different from each other, so let's use our listening ears to learn about the first cat.

Ready?

♪ The old gray cat is sleeping ♪ Sleeping, sleeping ♪ The old gray cat is sleeping ♪ In the house Ready, will you be my echo?

♪ The old ray cat is sleeping ♪ Sleeping, sleeping Awesome, let's put those two lines together, ready?

♪ The old gray cat is sleeping ♪ Sleeping, sleeping Awesome, be my echo for this last line.

♪ The old gray cat is sleeping ♪ In the house Great job.

Let's sing the whole song together, ready?

♪ The old gray cat is sleeping ♪ Sleeping, sleeping ♪ The old gray cat is sleeping ♪ In the house.

Nice job.

Now our second cat is a young brown cat, and this cat likes to run, so together we are going to sing, the young brown cat is running, ready?

♪ The young brown cat is running ♪ ♪ Running, running ♪ The young brown cat is running ♪ ♪ In the house Great job.

Now I want you to think about how an old gray cat might move.

If we have an old cat, is it going to move fast or will it move slow?

I think an old cat would move slow.

So this time I want us to sing.

The old gray cat is sleeping very slowly.

Ready?

♪ The old gray cat is sleeping ♪ Sleeping, sleeping ♪ The old gray cat is sleeping ♪ In the house Now our young brown cat.

If we have a young brown cat who's running I think that would be fast, so let's sing the young brown cat is running fast.

Ready?

♪ The young brown cat is running ♪ ♪ Running, running ♪ The young brown cat is running ♪ ♪ In the house In music we have a special word called tempo.

Can you say tempo?

Tempo is the speed of music, so our music can be fast.

Like the young cat, or a slow the like the old cat.

When our music is fast like the young cat, we call that Presto.

Will you say Presto?

Now Presto means fast.

Can you say Presto, Presto, Presto?

Awesome job.

In music when we have a slow tempo, we use the word a Largo.

Can you say Largo now?

Now can you say it slowly?

Ready?

Largo.

Awesome job.

Now I want us to sing the song about our cats one more time.

First Largo, slowly when it's time to sing about our old cat, and then Presto, fast when it's time to sing about our young cat.

But this time I want you to add movements to the song.

You can follow me, or do any rule that you'd like, but remember it must be Largo, slow, and then Presto, fast.

Ready?

♪ The old gray cat is sleeping ♪ Sleeping, sleeping ♪ The old gray cat is sleeping ♪ In the house.

Ready?

♪ The young brown cat is running ♪ ♪ Running, running ♪ The young brown cat is running ♪ ♪ In the house Fantastic job my scholars.

So remember when we have a fast tempo in music we call it Presto.

Will you say Presto, Presto, Presto?

Great job.

In music, when we sing or play instruments slowly, we use the tempo call the Largo.

Can you say Largo slowly with me?

Ready?

Largo.

Awesome job.

So to end our lesson today, I wanted to sing one more song with you.

So we are going to sing goodbye together.

Ready?

Be my echo one last time, ready?

[jolly guitar music] ♪ Goodbye now ♪ See you soon ♪ It was good ♪ To see you ♪ We sing and ♪ We're happy ♪ That we were here together again ♪ ♪ Cha cha cha Good bye my friends.

Have a great day.

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

[jolly upbeat music]