- [Narrator] Ready to learn.

- [Both] Hi.

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

- Shhh.

- [Narrator] Read and write.

- Let's read it back.

- [Narrator] Discover science, sing.

♪ Somewhere - [Narrator] Play and so much more.

- Cupcake.

- Very good.

- [Narrator] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

- Hmm.

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

[upbeat music] - Hi friends.

My name is Ms. Amanda and I'm here today with my daughter Geanna.

Geanna say hi.

- Hi.

- And we are going to be reading a story with you today.

So before we tell you what our story is about, I wanna introduce you to someone.

This is moon star.

Can you see him right there, on the top?

And he is a betta fish.

And he's our pet.

And we usually feed him twice a day.

And we change his water about once a week.

We can't really play with him because he's in the bowl.

But we do talk to him when we go over and see how he's doing.

So that's our pet fish.

And the reason I wanted to introduce you to him today, was because the book that we're reading is about pets.

Right?

- Hmm.

- So here's the cover of our story.

And here's the little boy and his pet.

Can you see what his pet is?

Kind of animal is that?

That's right, it's an elephant.

So this little boy has a pet elephants.

Which is not normally a pet that you would see, right?

You don't normally see elephants as pets.

So let's see what this story is about.

The title is "Strictly No Elephants."

And it's written by Lisa Mantchev.

Ready?

- Yes.

- let's read it.

"Strictly No Elephants" The trouble with having a tiny elephant for a pet, is that you never quite fit in.

And there they are.

There's the little boy and his pet elephant.

No one else has an elephant.

Let's look in those windows.

What are some of the other animals that the children have?

Do you see them there?

What else do you see?

That's right.

I see that too.

I see dogs.

I see a fish.

I see a cat.

Very good noticing.

Every day I take my elephant for a walk.

He is a very thoughtful sort of walk.

He doesn't like the cracks in the sidewalk much.

I always go back and help him over.

That's what friends do.

Lift each other over the cracks.

Wow, they are really good friends.

They help each other.

Today I'm walking my tiny elephant to number 17.

It's Pet Club Day.

And everyone will be there.

See all the pets?

There all going into that pet club.

Hmm, I wonder what they're gonna do.

At a pet club.

What do you think they do at a pet club?

You think they do their?

- They do play.

- Maybe they play with their pets.

Maybe they talk about how they take care of their pets.

Oh, let's see what happens.

"Come along.

There's a good boy."

I coax him in the last few feet.

"It'll be fine."

When I look up, there's a sign on the door.

Hmm, look at their faces.

They don't seem too happy.

I wonder what the sign says.

Strictly no elephants.

Oh oh, my tiny elephant leads me back to the sidewalk.

Never minding the cracks.

That's what friends do.

Brave the scary things for you.

Oh boy.

They don't look too happy.

Look at them here.

How sad they look.

Can you see how sad their faces are?

You know what else I'm noticing?

You know what else I notice Gea?

- What?

- There's a little girl, sitting on the bench right here.

Can you see her?

She looks really sad too.

You see her right there?

I wonder why.

Hmm, I wonder why she's sad too.

"Did you try to go to the pet club meeting too?"

The girl asks.

"Yes" I say.

"But they don't allow elephants."

"The sign didn't mention skunks."

The girl says.

"But they don't want us to play with them either.

They don't know any better."

I tell her.

That's why she's sad.

She you tried to go to the same pet club meeting.

As the little boy and the elephant.

They wouldn't let her in either.

"He doesn't stink" the girl ads.

"No, he doesn't."

I agree.

"What if we start our own club got to start their own club?"

Wow, they're gonna start their own club.

That sounds like fun.

"Come along."

I say.

Making certain that my tiny elephant follows me.

Because that's what friends do.

Never leave anyone behind.

Look at the windows.

Do you see any other animals there?

I see a penguin here.

And I see a giraffe.

Those are animals that you also don't normally see, right?

As pets.

Wow, let's see what happens.

Whoa, look at all these different types of animals.

A skunk, the elephant, penguin.

I see a bat now and a narwhal.

These are all different types of animals that normally we wouldn't see as pets.

"We can play here."

One of our new friends say.

"All of us."

Hah, look at that place.

That looks like a lot of fun.

There's a tree house.

There's a tire swing.

There's a lot of grass and trees for the animals.

That looks like a fun place.

Right Gea?

So we paint our own sign.

All are welcome.

What does that mean?

All are welcome.

What does that mean?

All are welcome.

Hmm.

Yeah.

That anyone can come, right?

That anyone can come to their club.

My tiny elephant will give you directions if you need them.

So there they are.

If you need directions, the tiny elephant can help you.

Because that's what friends do.

Oh, great that club looks, right?

All the different animals and all the children there.

That looks like a lot of fun.

That looks like a club that I would wanna go to.

Would you wanna go to that club?

- Yeah.

- I would.

So that's why we introduced our pets to you before.

'Cause this whole story was about children and their pets.

So if you could have any animal as a pet, what would it be?

Think about that for a minute.

Hmm, I'm gonna think too.

Hmm.

What do you think?

What kind of animal would you like?

Oh, that sounds like a great idea for a pet.

Geanna, what about you?

What kind of pet?

If you could have any animal for a pet, what would it be?

- I would choose two.

- Okay, let's hear it.

- A stingray and a dolphin.

- Wow, a stingray and a dolphin.

Oh my goodness.

So if you had a stingray and a dolphin, what would you definitely need to take care of them?

- Lots and lots of water.

- Lots and lots of water.

Because the stingray and the dolphin both live in water.

Hmm, so can I give you a hint as to what animal I would have?

- Geanna knows my favorite animal.

Don't tell them.

- So every day I drink tea.

I have a cup of tea.

And I usually use my favorite mug.

And it's my favorite mug.

I'm gonna show you what it is.

Because my favorite animal is on this mug.

Can you guess what my favorite animal is?

Are you ready?

That's right.

My favorite animal is a.

- Giraffe.

- Giraffe, right?

That's my favorite.

And I definitely would have a giraffe as a pet if I could.

So if I had a giraffe as a pet, I would need tall trees, - Leaves on them - leaves.

Lots of leaves and tall trees 'cause if anyone has ever seen a giraffe, giraffes are really really tall, like in the book.

They had a picture of a giraffe.

There he is.

Here I'll show you.

There he is right there.

See how totally he is?

He can actually reach all the way up to the tree house.

So I would definitely choose a giraffe.

And I would have to have really told trees for him to eat.

So think about that animal that you just said.

What do you think you would need to take care of that animal?

What do you think?

Yeah.

That sounds great, that's right.

So that's amazing.

So my friends, I just wanted to say, thank you so much.

Geanna you wanna say thank you to our friends.

- Thank you.

- Thank you for reading the story with us today.

We hope that you liked it.

And this is something that you can think about.

A little bit more after we're done today.

What kinda animals you would like to have and how you could take care of them?

We hope you have a wonderful rest of the day and we hope to see you soon.

Thank you so much my friends.

Bye, see you soon.

- Bye.

- Bye.

- Hello scholars.

My name is Anna.

And I'm a universal literacy reading coach at PS 11 hybrid in the Bronx.

What does that mean?

Well that means I get to work with teachers.

Like your teacher and help them learn really cool ways to teach you how to read and write.

Today I wanna do a shared reading and writing activity with you guys.

That means I want you to read with me and write with me.

Will you read and write with me today?

You will.

Yes, great.

Let's take a look at our poem for today.

Today we're going to read the poem "One Inch Tall" by Shel Silverstein.

The skill we're going to be practicing is predicting and confirming those predictions.

So if you remember from school, when you make a prediction, you're thinking about what the story might be about.

Or if you're reading a story, what might happen next?

And to confirm our prediction, we're going to use details from the poem to see if what we thought was going to happen actually happened.

So let's take a look at the poem.

"One Inch Tall."

Just based on the title, what do you think this poem might be about?

Okay.

Oh, you all have some really great predictions.

So I heard that it might be about all the things that are one inch tall.

I heard someone else say it might be about a certain animal that's one inch tall.

And then someone else said it might be about if they themselves were one inch tall.

I think those are three really great predictions that you all came up with.

Do you know what it actually looks like to be one inch tall?

Well, this tiny little acorn, can you see that?

That's one inch tall.

That's it look at that in relation to my hand.

So teeny tiny.

So I think your predictions are pretty on mark.

Before we start reading though, I wanna go over a vocabulary word that you're going to see in the poem.

The word is fright.

Say the word fright.

So to have a fright means to have a sudden feeling of fear.

So let's pretend I'm sitting here quietly just reading a story.

And all of a sudden someone comes up behind me and says, boom.

Ah, I would turn to them and say, "You gave me a fright."

So a fright.

To have a sudden feeling of fear.

You're going to see this word two different ways in the poem.

As the word fright and the word frightening.

So make sure you look out for it as we read the poem.

Are you ready to read along with me?

Okay, let's start.

"One Inch Tall."

If you were only one inch tall, you'd ride a worm to school.

The teardrop of a crying ant would be your swimming pool.

A crumb of cake would be a feast.

And last you seven days at least.

A flee would be a frightening beast.

If you were one inch tall.

Let's stop there for a second.

Let's see if we can confirm if our predictions were correct or not.

Well, the person that said that it was about all different types of things that are one inch tall, not exactly correct.

But that was a great prediction.

How about the person that said it was about a specific animal that's one inch tall?

Maybe, I don't know though.

What about the person that said it was about a specific person being one inch tall?

I think that might be more on track.

But let's keep reading and see if we can figure it out.

If you were only one inch tall, you'd walk beneath the door.

And it would take about a month to get down to the store.

A bit of fluff would be your bed.

You'd swing upon a spider's thread.

And wear a thimble on your head.

If you were one inch tall.

Have you noticed that you're hearing a lot of rhyming words in this poem?

Pay close attention to those 'cause we're gonna do an activity with them later.

Let's go on to the last stanza.

You'd surf across the kitchen sink upon a stick of gum.

You couldn't hug your mama.

You just have to hug her thumb.

You'd run from people's feed and fright.

To move a pen would take all night.

This poem took 14 years to write.

'Cause I'm just one inch tall.

How would you feel if you could only hug your mama's thumb?

Imagine that, hmm.

So now that we finished the poem, let's confirm our predictions.

What was this poem about?

Exactly, it was about a person who was only one inch tall.

All of your predictions were awesome though.

Let's do a little bit of phonics work with this poem.

I noticed some of you saying that you saw and heard rhyming words in this poem.

Now the great thing about rhyming words is that words rhyme because they sound the same from the vowel to the end of the word.

It doesn't mean they have to be spelled the same though to rhyme.

Let's see if we can find some writing pairs and trios in the poem.

So the first set of rhyming words that I see in the poem are school and pool.

So let's highlight those words.

School, pool.

Now, in this case, their ending sound ool is spelled the same.

As I continued through the stanza, I also see that feast, least and beast rhyme as well.

They all had that east sound at the end of the word.

Let's go on to the next stanza.

Can you find any writing pairs or trios of words?

That's right.

Door and store rhyme.

But notice the O sound is spelled two different ways in these words.

Can you find any other rhyming words?

Exactly, bed, thread and head.

Wonderful.

Let's go on to that last stanza.

In this last stanza, gum and thumb do rhyme.

Can you find the last trio of rhyming words?

Exactly, fright, night and write.

All rhyme.

Wonderful job.

Will you join me in reading this poem again?

Excellent, now make sure you keep up with me.

We should sound like one voice as we are reading together.

Nice and fluent or smooth.

No robot voices or choppy reading, okay?

Come on, let's go.

"One Inch Tall."

If you were only one inch tall, you'd ride a worm to school.

The teardrop of a crying ant would be your swimming pool.

A crumb of cake would be a feast.

And last you seven days at least.

A flee would be a frightening beast.

If you were one inch tall.

If you were only one inch tall, you'd walk beneath the door.

And it would take about a month to get down to the store.

A bit of fluff would be your bed.

You'd swing upon a spider's thread.

And wear a thimble on your head.

If you were one inch tall.

You'd surf across the kitchen sink upon a stick of gum.

You couldn't hug your mama.

You'd just have to hug her thumb.

You'd run from people's feet and fright.

To move a pen would take all night.

This poem took 14 years to write.

'Cause I'm just one inch tall.

I really do love this poem.

Are you ready to do some shared writing with me now?

Okay, I want you to go get a piece of paper and something to write with and meet me back here.

Go.

[clock ticking] Wow, that was fast.

Okay, so for our shared writing today, we're going to write a sentence about what we would do if we were one inch tall?

What would you do?

Think about it.

Okay, tell me what would you do?

What about you?

[laughs] These are some really great responses.

All right, the sentence we're going to write together is, I would walk in my toy house.

I think that's would be something really fun to do if I were only one inch tall.

So the sentence once again, I would walk in my toy house.

So whenever I write a sentence, I like putting a line to represent each word that I hear.

So let's do that right now.

I would walk in my toy house.

Okay, we have one, two, three, four, five, six, seven words in this sentence.

So let's start with beginning, I.

We all know that I is written with a capital letter whenever it's by itself.

It also happens to be the start of a sentence, so we would need a capital letter anyway.

So let's start with I. I, great.

So I would.

Well, what's the first sound you hear in would?

/w/, /w/.

What letter represents that /w/sound?

Correct, W. Now, in this word the ould part, is one of those common spelling patterns that you might've heard in school.

O-U-L-D.

So let's add it to our word.

O-U-L-D.

I would.

Walk.

Walk.

Well, once again, I hear that /w/ at the beginning of the word.

And we just said that W makes that sound so let's put the W there.

Now we have to figure out that alk sound.

That might be a welded sound you've heard before.

What letters make the alk sound?

Yes, A-L-K. A-L-K.

I would walk in.

Can we figure out the sounds for in?

In.

What makes the /j/ sound?

That's right, the I represents that /j/ sound.

And then which letter do we use to represent the /n/ sound?

Correct, N. I would walk in my.

Hmm, my.

So yes, that first letter is going to be M for the /m/.

Now, what is making the I sound?

it's not the letter I.

That's right, the letter Y, in this case, is taking the place of that vowel sound.

And it's saying I.

My, I would walk in my toy, toy, toy.

How many of you know that oy sound?

There's two ways to make it.

Now we just have to figure which oy sound do we use.

O-I or O-Y?

Oh, oh really?

Oh, I didn't know that.

Someone just said that O-Y is used at the end of a word, so, toy.

I have to use, O-Y, thank you.

So T-O-Y.

I would walk in my toy house, house.

What's that initial sound that I hear in house.

/h/, right, I hear H. - Now figuring out that ouse part.

How about just the ou part?

Because I know of two different ways I can make that ou sound.

Oh, this is so tough.

Which one do I choose?

O-U, O-W. O-U, O-W.

They both can go in the middle of a word.

You choose for me.

O-U?

You guys are so smart.

You're right, it's O-U.

O-U, now /s/.

And this word has that silent E at the end.

House.

Awesome.

I would walk in my toy house.

But this sentence isn't complete yet.

What do I need at the end?

That's right, I need a period.

Let's read through our sentence one more time.

I would walk in my toy house.

Awesome job scholars.

Well, it looks like our time is up.

You did a great job predicting and confirming your predictions.

You were also able to find rhyming words in the poem, both by how they sounded and how they were written.

You wrote a sentence today about what you would do if you were one inch tall.

And you learned a new vocabulary word.

Fright, dah.

Would you stop that?

[sighs] Make sure you keep practicing your reading with a trusted adult at home.

Do repeated reads of the same text.

This will help you become a more fluent or smooth reader.

Well, until next time friends.

Be safe, keep learning and have fun.

Bye.

[upbeat music] - Hey everyone, it's Laura.

And today we're gonna play a game called gaga over graphs.

Do you know what a graph is?

It's just a picture that shows you how much you have of a certain thing.

You break things into groups and then you line them up in rows called bars.

And the bar that's the longest shows you which one you have the most of.

Today we're gonna show you how you can make your own graph with fun stuff in your own home.

And we have some friends helping us.

So let's see what they're going to graph.

So here we have Noah.

Hi Noah, what are you graphing today?

- Today I'm graphing toys.

- That's great.

And what kinds of toys are you going to graph?

- Cars, train track and stuffed animals.

- That's awesome.

And which one do you think you have the most of?

- They're equal.

- Oh, they're equal?

Okay, so we're gonna see how that turns out.

So here we have Kate.

Hi Kate, what are you going to graph today?

- I'm gonna grab pens, markers, crayons, and pencils.

- That's all awesome.

It looks so colorful.

Can you guess how much stuff you have there that you're going to graph?

- I think 43.

- Oh, that's a lot of stuff.

That's gonna make a big graph.

And here we have William.

He's graphting things he found outside.

William, what are you gonna graph for us today?

- I'm gonna graph rocks, shells and see glass.

- Awesome.

Now, which of those things do you think you have the most of?

- I think I have more in shells.

- Okay, good to know.

And your graph will show us.

And here I'm gonna graph stuffed animals 'cause I love stuffed animals.

And I'm gonna group them by the type of animal.

I have birds, I have fish.

All different kinds.

And we're gonna see how that shakes out as a bar graph.

So how do you set up the graph?

As you see each graph that we saw has a line going across, it's called the X axis.

And along that line, you put the names of your groups.

The line going up and down is called the Y axis.

And eventually that will show you how much you have of each thing.

So let's get started.

I'll show you how you do this.

You start taking your things and putting them in the right groups.

This is a turtle.

Turtles are reptiles.

They're cold blooded.

They have to lie in the sun to warm up.

I'm gonna put the turtle in the reptile group.

Now [chicken toy clucking drowns off speaker] is a bird.

Now chickens can't fly, but they are birds, she does have wings.

She's gonna go in the bird bar.

So now you see, we have one of each.

Now this alligator fortunately, is not alive and not full-sized because they can be 10 feet long or more.

The alligator is also a reptile, and it's gonna go here.

So now you see already that we have more reptiles than that birds.

That bar is longer.

And we're gonna keep going.

Let's see what our friends' graphs look like.

Here's Kate making her graph.

Notice how she lines everything up.

So the second crayon and marker and pen are all next to each other.

And the same thing with the third crayon and marker and pen.

Here's William doing the same thing.

His objects are slightly different shapes but he's still lining them up.

And here's Noah.

Notice that the train tracks look nothing like the stuffed animals, but he's making sure that each track lines up with a friend.

Okay, I kept going here too.

As you see, we have lots of animals here.

The next ones I'm going to do are the three lobster tiers.

They are crustaceans.

They're in the ocean.

We'll count them as fish.

And my last one is a dolphin.

They swim in the ocean but dolphins breathe air.

They are mammals.

And the other thing about mammals is they all have fur of some kind.

I know this dolphin's fuzzy 'cause it's a stuffed animal.

But even real dolphins feel rubbery but they have lots of little teeny hairs.

They have hair just like we do.

So this one is a mammal.

Now we have our full graph.

Let's take a look at it.

Now that everything's lined up, we can see how many we have of everything.

One, two, three, four, and five for the fish.

Now let's see what our friends' graphs look like.

William, I love your graph.

Which thing did you have the most of?

- I had the most in shells.

- You do and how many do you have of those?

- I have eight.

- It is eight, great.

And what's that called when you have more of one thing than anything else?

- If you have more of something it's called the maximum.

- Yes, the maximum.

And here's the Noah's graph.

I love it.

So what happened?

Did you have the same number of each?

- Yes - You did and how many of each did you have?

- Six.

- You have six of each.

And everybody look at how all three bars are the same length.

'Cause he spaced them equally.

Let's check out Kate's graph.

How did that turn out?

Which one is your minimum?

That you have the least of.

- The markers.

- That's right.

Fewer markers than anything else.

And how many are there?

- I have one, two, three, four.

- That's right.

You all did a great job.

And now you get to do this with stuff at home.

You can graph clothes and do it by color.

You can do socks that way or shoes.

You could graph food.

Food that's crunchy, food that sloppy, food you can wear on your head.

You can do whatever you want.

If you can put it in groups, you can put it in a graph.

Thanks and we cannot wait to play our next math game with you.

[upbeat music] - Hi everybody.

My name is Arvolyn Hill.

I'm the coordinator of family programs at the Everett Children's Adventure Garden.

And we miss all of our families at the children's garden.

And I hope that you are all cozy at home.

I have a fun activity for you to do while you're at home with your family.

So one thing that I love to do in experiment is called a regrow garden.

It's where you take food scraps, that you no longer are eating and you can grow new plants with them.

So I have a couple of different vegetables with me.

I'm gonna show you how to regrow them in water, to make even more plants at home.

The first one we have is a green onion.

And you'll see at the bottom here, there are roots already growing.

So if you have, use your hand you can use a little butter knife.

- [Narrator] Ask a trusted adult for help using a knife.

- And when you're chopping the onion, this is the part that you'll eat.

But this part if you save and you place in water in a few weeks you'll start to see the new plant regrow.

Another vegetable that you can do is a red onion as well too.

This one, I already cut all of the other parts of the onion that I'm gonna eat.

And then you see at the bottom, there are roots.

So you're gonna find another water container, any dish can do and you wanna submerge it so that only the bottom of the onion is in water 'cause that's the part that's gonna go roots and the rest is gonna pop in at the top right here.

We also have basil.

Hmm, I love this one.

If you look down, we have a stem.

And so you can eat different basil leaves but save the top.

'Cause we're also gonna put this one in water.

And then in a few weeks, it'll also start to grow roots.

And then lastly, actually not lastly, second to lastly, we have a pineapple.

I already cut up my pineapple but I've been snacking on it all day.

But I saved the top.

And guess what?

We're gonna also put this in water and then it's going to start to grow even more so you can grow a new pineapple.

And then lastly now I have a red pepper.

And this one we're not gonna put in water but if you see right here, these are all pepper seeds.

So I'm just gonna take a few.

And I have a little pot with some soil and I'm gonna make a hole.

I'm gonna place the seeds in there.

And I'm gonna put them, all of these things, into a sunny window in my home.

And I want you to do the same thing with vegetables that you have and keep tracking them and look for those roots.

And a few weeks, you'll start to see certain things grow.

Only thing you need to remember to do is every few days change the water.

So that the water doesn't start to get smelly.

You wanna have fresh water for your plants every day.

You change the water and you spray them.

And it's like an experiment.

We're gonna grow new plants together at home.

Thanks everyone.

I just wanted to do a quick video to give you an update on my regrow garden video.

I filmed that video about two months ago.

And I just wanted to show you some of the plants from that video and how they're doing now.

So the first one I wanna show is the green onion or the scallions.

I've been keeping them in water since that last video and they've regrown.

I cut them about once a week and it within a few days, they start to grow really fast.

They're starting to get really big now.

So I'll probably wanna cut them soon but I would say this one has been the fastest growing of all of the plants and you just see really quick results.

The other one is the pepper seeds from the red pepper that I had in the video.

I put the seeds in soil and within a few weeks they started to sprout.

And I transplanted them into these bigger pots.

And I'm gonna keep them in these pots probably for a little bit longer until they get a little bit bigger.

Until I eventually decide to put them in my garden.

So thank you so much for watching.

I hope you're also enjoying growing food scraps at home as well too.

Have a great day.

[upbeat music] - Hi, I'm miss Graziella and I am so happy to be here with you today.

I am a 3-K and Pre-K social worker in Queens.

And this is my little lovey.

His name is Mr. Monkey.

And I like to hold him when I'm having really big feelings.

You have a lovey or something soft where you are that you like to hold when you're having big feelings?

Would you like to go get it?

So you have it when we talk today?

We'll wait for you.

Today we're going to talk about big feelings.

You may be having some big feelings about not being in school right now.

You may be feeling worried about some of the things that you're hearing.

You may be feeling angry, about not being able to do the things that you used to do.

You might be feeling sad because you miss your teachers and your friends.

Are you having any of those big feelings right now?

Me too.

And that's okay.

It's okay to feel whatever it is that you feel.

Today we're gonna talk about some things we can do to help us feel better when we're having some of those big feelings.

So we're talk about rock problems and clay problems.

Using Play-Doh as my clay because they're pretty similar.

What'd you notice about this Play-Doh?

Can I change its shape?

Yeah, I sure can.

How about this rock?

Can I change its shape?

Nope, I cannot.

Some problems are like this Play-Doh.

There are things that we can control or things that we can change.

What are some things that we can control while we're at home?

Just like this Play-Doh.

That's right.

We can cover our sneezes to keep everyone around us safe.

We can wash our hands that keeps us safe and the people around us.

We can wear a mask if we have to go outside.

What are some things and some problems that are kind of like this rock right now?

That's right.

When we get to see our friends again or when we can do the activities that we want to do.

You can't control that right now, right?

And sometimes we have rock problems, that can make us have very, very big feelings.

And that might be some of the things you're feeling now.

But here's the good news.

We can do things to help the way we feel like this Play-Doh.

We can change our feelings and we can calm our bodies down.

Just like I can change this Play-Doh.

So we're gonna talk today about different ways that we can do that.

Today I'm going to read "Cool Down and Work Through Anger."

The author is Cheri J Meiners.

I like to feel in charge of some things.

What are some things that you like to feel in charge of?

I might feel sad or frustrated when things don't go my way or when I can't have or do something I want how do you feel when things don't go your way?

Me too.

That makes me feel very frustrated.

Or I might feel hurt if someone doesn't show respect.

What does that mean to show respect?

That's right.

To show respect means to treat someone with kindness.

And it also means that we treat people the way that we want to be treated.

I may feel angry too.

I might have a hot face, tense muscles, a fast heartbeat or loud breathing.

Sometimes I feel like exploding.

With my hands, feet or mouth.

What's something that's made you very angry?

And where did you feel that in your body?

When I'm really angry, my cheeks get very very hot and my jaw and my mouth feel very tight.

That's how I know that I'm getting very angry.

But hitting, kicking and using mean words can hurt people and their feelings.

That is not okay.

Losing my temper won't help me or anyone else.

It can cause more anger and hurt.

And you've been really angry have you ever wanted to do one of these things?

Maybe hit, kick or say something unkind.

When we're really angry it can be really hard to control our words and our bodies.

Keeping my anger shut inside me won't make things better either.

All of my feelings are okay.

I can admit when I feel angry.

I can learn from my anger and find a way to work through it.

He's saying, "I feel bad."

From this picture, how can you tell that he's angry?

I noticed that too.

His eyebrows are very farrowed.

It looks to me like his cheeks are red and he has a really angry frown.

First, I can take some deep breaths or count to 10 to calm down.

I can stop and think before I say or do something, I may feel sorry about later.

Have you ever done something when you're really really angry?

And later when you calm down you feel really bad, maybe about something that you said or something that you did when you were angry?

Me too.

I have lots of ways to cool down.

I might go somewhere quiet to relax and think.

I can draw or make things.

Read a book or sing a song.

I might also run or play outdoors or spend time with other people.

When I feel calm, I can think more clearly.

I may think about my part in the problem and what I can change.

So here he's thinking about the problem and maybe some solutions.

When we have a problem, there's usually more than one way that we can handle it and we can fix it.

And we wanna think about which one is the best way.

Talking things over with somebody I trust may help me understand and work through my anger.

I can also talk calmly with the person who was there.

I can show respect as I tell how I feel and what I want.

I can also listen and try to understand the other person's view.

When I've been angry and I've said or done something unkind, I can say, I'm sorry.

It won't help to blame anyone else.

I can be patient and forgive people.

I can remember that everyone makes mistakes sometimes.

Have you ever made a mistake?

Me too.

Even grownups make mistakes.

Everybody makes mistakes.

When I can't change something, I can choose to accept it and make the most of it.

Hmm, that makes me think of the rock problem and the clay problem, right?

Rock problem is something that we can't change.

And sometimes we just have to learn how to accept it.

I can look for the best in everyone.

Changing the way I think about someone can change the way I feel.

Our brains and our minds are so powerful.

And if we can learn to think about things differently sometimes it can actually help us feel better.

I can find a way to get along.

When I cool down and work through my anger I can feel peaceful again.

The end.

So now we're going to talk about something we can do to cool down when we have big feelings.

my nieces, Julietta and Nadia are going to help teach us about belly breaths.

Hi, Juliette and Nadia.

- Hi.

- If you can sit up and put your hands on your bellies.

Keep your mouth closed and take a deep breath in from your nose and hold it.

You want to blow your belly up like a balloon and fill it with air.

Then you want to breathe out slowly from your mouth.

- [Both] [breathing gently] - Great.

since your hands are on your bellies, you should feel those bellies getting bigger and filling with air like a balloon when you breathe in.

Let's try it again.

Breathe in slowly through your nose while filling your belly with air like a balloon.

Hold it and slowly let the air out of your mouth.

That's called a belly breath and that can help us relax.

How do you feel after taking these breaths?

- Calm and relaxed.

- Great, you want to do at least five belly breaths when trying to calm your body and your mind.

The more you do the better you'll feel.

Now you may have seen a candle before.

Candles are not safe to play with.

But you may have seen one at a party with trusted adults around.

Now, you may have a toy candle.

If not, no problem.

You can make one for use your imagination.

But when you've seen a candle, what do people do when they're celebrating?

then go [breaths heavily] and blow that candle out, right?

So this is a great way to practice taking deep breaths.

We breathe in from our nose [breaths heavily] and pretend we're blowing that candle out.

[breaths heavily] Now, another way that we can practice taking deep breaths is pretending that we have a pizza in front of us.

Have you ever had a pizza before?

I'm sure some of us have.

And when we get that pizza we might say, "Oh, that smells so good.

Let me, let me smell that yummy cheese."

And then we might say, "Oh, it's too hot."

And what do we do on if our food is too hot?

We usually blow on it, right?

[blows gently] To cool it down.

Well, this is a great way to practice deep breaths.

Pretend you're smelling the yummy cheese and then blowing on it to cool it down.

[blows gently] Okay, you can use your imagination or if you have a pretend pizza at your house you can use that.

We're in luck because my nephew Grant has a pretend pizza in his house.

And he's gonna show us how to use it to take deep breaths.

Grant, can you pretend you're smelling how yummy it smells, breathe in and then blow on it, it's too hot.

Great job Grant.

Blowing bubbles is another fun way to practice taking deep breaths.

Because we have to breathe in [breaths in gently] and breathe out our mouth to blow bubbles.

Now here's my son Grayson showing us how to breathe out our mouth as we practice making bubbles.

Blow the bubble.

Great job.

So Juliette and Nadia, what did you have to do when you wanted to get really good at soccer and gymnastics or reading?

- [Both] Practice.

- Practice, that's right.

And just like you had to practice those activities to get really good at them, you also want to practice taking deep breaths.

So you want to practice when you're calm and happy.

And that way, when you're feeling mad or worried, you will know how to calm yourselves with deep breaths because you practice how to do them.

Thank you for your help.

Bye.

- Bye.

- Mr. Monkey and I are so happy that we got to spend some time with you today.

Mr. Monkey, if you have any big feelings which type of breaths are you going to try?

Oh, belly breaths?

That's a great idea.

I think if I have any big feelings today I'm going to try pizza breaths.

How about you?

Great, well thank you so much for spending time with us.

Bye.

[upbeat music] [shoes tapping] - Hi everyone.

My name is Patrick Ferreri and I'm a dancer actor theater maker and a teaching artist with the New Victory Theater.

Today, we're in my apartment in Brooklyn.

Where were you going to learn to make our own tap shoes.

And then learn a few basic tap steps.

Let's dive in.

To get started we'll have to gather our supplies.

We'll need a pair of shoes, some loose change, tape and a pair of scissors.

I chose these shoes here because they have a nice hard black surface.

We're gonna use the bottoms of our feet or the bottoms of our shoes, the soles of our shoes, to making our sounds today.

So you wanna make sure you have something hard.

Now I have a pair of store-bought tap shoes over here that we can use for reference.

We flip over the bottom of our shoes, we'll notice there are two metal plates, one of the toe and one of the heel.

We're gonna use the coins to mimic these plates.

So to get started, we'll measure out some tape for our stocks.

When I flip over your shoe and find the widest part of your shoe or the ball of your shoe.

Now the ball of your shoe holds the ball of your foot.

And the ball of the foot is what's gonna be used to make our tap sounds today.

So we grab our tape.

Now, here I have packaging tape.

You're welcome to use any kinda tape you want.

I'm like packaging tape because it's a little wider, which means I want to use as much of it.

It's also pretty sturdy.

Since we're gonna be brushing and striking our foot against the ground.

You wanna make sure you use a tape that's not gonna tear too easily.

So you take the tape.

Stretch it again over the widest part of your shoe and then from there, we need a little bit of overhang, we gonna take your scissors and cut a piece.

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

- Set it off aside this is easy to pick up later.

I've already pre-cut about six pieces of tape.

I recommend putting six to seven pieces as we'll use about three to four pieces for the ball of our foot and another three pieces for the heel.

Once your tape's ready.

[ coins chinkling] Fun part.

And now we get to make a pattern.

We go back to our shoe.

You'll notice the top, toe tap, is almost like a rounded pyramid.

Meaning it starts wider at the bottom and then tapers its way up to the toe.

I'm gonna do that same thing on our shoe.

You wanna start with your widest points.

Now, all of my quarters are being saved for laundry.

So I'm gonna start with some nickels.

I'm just gonna stretch these nickels in a straight line, right across the widest part of my shoe, surrounding up to the edge.

Once I get to the edge, I keep my pattern going, oop.

Run away nickel Coming up the edges.

You wanna go all the way up to the toe.

From there, we'll take our tape.

And again starting at the bottom, you wanna stretch the tape across and then flip those two alleges over.

We'll build our way all the way up the shoe.

All the way up towards the top of the shoe.

When you get to the toe, you can leave a little bit of the tape hanging over.

'Cause we're gonna add one point on the top.

If we go back to our shoes, this metal plate is quite thick, right?

So when we dip our toe into the ground, we also get a sound.

Since our coins are a lot thinner, we want to mimic this by taking one point and placing it right in front, right it big toe.

So you can make that dig sounds later.

You'll take your last piece of tape.

Just cross that point up over the shoe and then wrap it down [mumbles].

From there just give it another little press, making sure all the points are in place.

The tape is nice and sticky on your shoe and voila.

You've got one shoe ready to go.

Next we need to tackle the heel.

We take a look at our Starbucks shoes.

The heel is like a rounded rectangle.

Almost like a big wide horseshoe shape.

We'll also notice that the heels lift a little bit.

So you notice that the heel sort of arcs out and then comes down towards the metal tab.

Now since my shoes that I use are flat, we're gonna mimic that by moving the tap a little bit forward.

So it's not quite the back of the shoe.

It's a little bit in front.

You can measure with your finger.

About a finger width is good or does eyeball it a little about half an inch.

So just like we did at the toe, you wanna start with your wire ones first.

Making a straight line all the way across.

We'll do the same thing with our tape.

Take our last bits of tape, starting at the widest part, pulling over and then building back to the heel.

Just like we gave a little extra coin for the toe tap, we can do the same thing here and take one bigger coin and place it back heel.

So you can do heels taps as well.

Again, you'll wanna secure that across, stretch the edges and fold it down pressing through all the spaces to make sure those points stay nice and in place.

Now I already did one shoe.

So I've got my second sheet ready to go.

And I'm ready to stand up and start learning those moves.

Now that our shoes are ready, it's time to put them on stand up and learn our moves.

We're gonna start with our toe taps and the heel digs.

All we're gonna do is bring our feet next to one another with a little bit of space between them.

Make sure you line your toes front and your heels back.

So that when you bend your knees, its like right over your toes.

From here, all we're gonna do is rock our weight back and forth.

Now you notice just like shifting my weight.

You start to hear a little bit of the sound.

Right now though, the sound of my tape crinkling is a little louder than my taps.

So let's fix that.

To fix that.

You keep your weight back in your heels, flex your toes strong off the ground and tap them down a little bit of force.

Hear how crispy that sound is?

[shoes tapping] You want us to get the hang of that, you can alternate, [shoes tapping] nice little toe taps.

We can up the ante a little bit by adding a balance.

Shifting our weight onto one foot and flexing our leg off the ground.

So quick [shoe tapping] tap.

A little quick [shoe tapping] quick tap on the ground.

Now let you play [shoe tapping] a little bit more speed.

You can also play with the size of the task, right?

So you can tap all of the way round, in little circles.

You can alternate.

[shoes tapping] You can tap.

Nice, now from there, let's do the same thing, with our heels.

Now we're gonna call this a heel dig.

So as we rock our weight on our toes or heels, really dig them into the ground.

Legs up, dig down.

Legs up, dig down.

You can stay nice low.

You can lift your body up, dig it down, lift it up, dig it down.

The options are endless.

We can even try it on one leg.

Lifting up, digging down, digging down, digging down.

Lifting up.

Little speed, little fun, yeah?

Ones you have those, under your belt, practice them as much as you need.

And then you can play with how you want to put them together.

Alternative.

[shoes tapping] You can draw little patterns.

[shoes tapping] There's as many options as there are ideas in your head.

So do go ahead.

Don't be afraid, play around.

Have fun with it.

Tap is as much about showcasing your personality as it is about showing your proficiency with the moves.

How fun would that enjoy your new tap shoes?

I can't wait to see what comes up with.

[shoes tapping] - [Narrator] Funding for this program was provided by the JPB foundation.

[upbeat music]