(bright music) - Hello everyone, and welcome to "Teaching in Room 9".

- So come on in, take a seat, and let's get started.

- Good job.

Now I wanna touch your throat right here and see how they feel.

- Hello, boys and girls.

Welcome to "Teaching in Room 9".

- Falcons are built for speed, so she doesn't have very wide wing.

- And the numbers get bigger as we go across to the right.

- I just want you to start with saying cello.

Remember you got this.

- All right, are you ready to learn?

Let's go!

(upbeat music) Welcome back to "Teaching in Room 9," the region's largest classroom.

And I am Dr.

Sanders.

We in our amazing classroom where you can go anywhere and be anything.

But while you're in our classroom, please remember, it doesn't matter if you're 2 or 102.

We will have some fun.

F-U-N, fun.

We will have some fun while learning.

Before we get on our adventure, let's spell some of my friends' names.

My first name is, let me see, Easton.

Hey, Easton.

How are you doing today?

Let's spell Easton.

Capital E-A-S-T-O-N.

Hi, Easton.

All right, my next name is Lincoln.

Hello, Lincoln, are you having a great day?

Have you ever clapped syllables before?

Let's clap the syllables in Lincoln's name.

(clapping) Lincoln.

You try it.

(clapping) Excellent, excellent.

And my last name on my list.

Oh, I forgot to spell Lincoln.

Let's spell Lincoln.

L-I-N-C-O-L-N.

L-I-N-C-O-L-N.

And my last name on my list is Gwen!

Hey-hey, Gwen.

Let's spell Gwen.

Capital G-W-E-N.

G-W-E-N.

All righty, are you ready?

I am too.

Let's get started on this venture.

Let's go!

(charming music) (children cheering) - Glen, what are you doing today?

Oh, I see you're going on a picnic with your friends.

(horn honks) That's great.

It's a beautiful day for a picnic.

(spring bongs) Oh, what's that?

You're looking for your strawberry.

Oh, here it is.

I can put it in your basket.

Hey, do you know that you can use simple patterns to organize things and help you find them a little easier?

Would you like me to teach you some simple patterns?

(horn honks) Okay.

Would you like to learn some simple patterns?

Great.

Glen has a basket of fruit that has a lot of different colors.

I bet you we can use these to make some simple patterns.

Here's the first one.

Red apple.

Red strawberry.

Yellow lemon.

Same, same, different.

That's an A-B-A pattern.

Here's another one.

Yellow banana.

Yellow lemon.

And purple grapes.

Same, same, different.

That's an A-A-B pattern.

Are you ready for the last one?

Red apple.

Purple grapes.

Yellow lemon.

Different, different, different.

A-B- C. Do you think you understand all the patterns?

What's this one?

Same, same, different.

You're right.

A-B-A.

(bell chimes) How about this one?

Different, different, different.

That's right, A-B-C.

You've got it.

(bell chimes) We learned some simple patterns.

A-B-A, A-A-B, A-B-C.

And now you're ready to pack up for your picnic and you're ready to go to school.

(playful music) - Hi friends!

It's Mrs.

Fourth ready to read another amazing book to you today.

This book is called "A Day with No Words" written by Tiffany Hammond and illustrated by Kate Cosgrove.

Sometimes authors choose different reasons to write a book for us.

Sometimes it's to make us laugh or to make us cry, or to give us information.

This author really wanted to teach us something about her son.

In this story, the boy does not talk.

He's nonverbal, but he still has a lot to say and is able to communicate.

And so the author wants to show you just how he does that.

So pay attention to how the boy is able to still speak without using words and learn all about how the author wants to teach us about her son.

"A Day with No Words".

Early morning chases a long night.

Mama pulls the curtains back to welcome the sunlight.

My eyes squeeze shut.

I'm not ready to get up, but I open my eyes.

I reach for my tablet.

Look at the screen.

Tap "yes" on the app.

My thoughts are now seen.

He's communicating with a tablet.

I am surrounded by voices chattering away.

It seems as if everyone has so much to say.

Some people have big voices that feel like storms in my head.

They thrash and they scream.

Others have voices that are soft and smooth, like freshly whipped cream.

Like water, Mama's voice dances around bobbing up and down as it leaves her throat.

Much like the waves that carry a boat.

His mom's voice sounds very soothing, doesn't it?

Daddy's voice is like air, soft as a light summer breeze that kisses my cheek, strong as the winds of hurricanes that abandon ships at sea.

All these people around me, diverse and unique.

I hear them all, but they do not hear me.

I do not speak.

I was born like this.

No voice from my lips.

I am autistic.

I use a tablet to be heard pushing buttons with pictures that speak my words.

Mama taps, "park, now, no, crowd?"

I love the park and quickly tap, "yes."

With no crowd, I'll feel less stress.

Mama knew this, she always knows, when I feel comfortable and when my anxiety grows.

I do things many people do not understand.

I like to stare through the parted fingers of my right hand.

I comfort the trees with hugs when the sun disappears.

I like to spin barefoot on soft grass after the rain clears.

There are some kids at the park with their mamas nearby.

The clouds are still gray because the sky has just cried.

They all turn to look at me as I jump and flap.

One mother sneers, "That boy is handicapped."

Take a look at the mother's face in this picture.

Yeah, she doesn't look very happy because others are looking at him just because he's different, but different's okay.

Mama inhales deeply.

Her brows crease.

(inhales) Can you inhale with mom?

She closes her eyes.

Deep breath release (exhales).

She's using deep breathing to calm herself.

Mama types quickly.

Her finger's a blur.

The tablet she holds says her words.

"My son does not speak, but his ears work just fine.

The words that you say go straight to his mind."

Then Mama turns to me with a smile and taps on her screen.

It says on the tablet, "Wet grass, soft spin, shoes, socks off, bare skin."

So mama's inviting him to do something that we learned earlier in the book is what he loves to do.

What brings him joy?

Spinning around on the grass after rain.

And I twirl in damp grass until I can no longer stand.

How happy does he look?

Twirling around in the grass.

I tap, "all done."

Mama smiles and takes my hand.

Mama turns on her tablet, looks at the cashier, smiles, and then types, "Small fries, root beer."

It takes him a moment, but then he pushes buttons too.

Mama looks down at me.

"Your turn, you choose."

I tap my tablet quickly.

I don't need time to decide.

"Chicken nuggets, orange soda, a large side of fries."

Do you notice that he's still able to communicate just like we do, even though he doesn't speak?

His tablet helps him communicate with his mother.

So when thinking about why the author chose to write this book, what do you think?

Remember when we started reading this book, I told you that the author wanted to share something about her son.

What did the author wanna share?

Yeah, that her son communicates even though he can't speak.

Yeah, there are lots of ways that we can communicate with each other, and different is okay.

Let's take a look back inside this book at some of the parts that the author shared with us exactly how her son Aiden chooses to communicate.

Let's think about the very beginning.

Do you remember when mama went to wake him up and he didn't really wanna open his eyes?

What do you usually say when somebody wakes you up?

You might say, "Good morning," or, "Not yet, I'm tired."

Well, he doesn't have those words to speak.

So what did he choose to get out to share with his mom?

Yeah, the tablet.

He got out his tablet and said yes, that he's ready to wake up.

So the author was sharing with us how he's able to tell his mom in the morning that he's ready to get up just like we use our voices.

Let's think about another time in the book that Aiden was communicating.

Oh, when he was ready to go to the park?

Yeah, his mom asked him if he wanted to go to the park and she knew that it wasn't gonna be very busy, which is his favorite time to go to the park.

Right?

So she used the tablet to say, "Park now, yes, no crowd."

And he said yes with his tablet.

He went back to his tablet to tell his mom, "Yes," by pressing the button.

While they were at the park, something happened.

Yeah.

Some people were looking at him or staring at him and maybe wondering why he was acting a little different.

And instead of ignoring it, his mom decided to educate the people at the park that even though Aiden didn't speak, he could still hear them.

Yep.

So she took her tablet to share what she was thinking.

Mama typed really quickly on this, remember?

And that's when she told everybody, "Hey, he can still hear you.

And all the words that you're saying is going to his mind."

Yeah.

How would that make him feel if everybody was staring at him?

Yeah, a little sad, judged.

That's a great way to describe how Aiden could be feeling.

And mom wanted everybody to know it's okay if he's a little different.

He is still happy, he's joyful, and he is not hurting anybody.

And so she wanted to tell everybody at the park, "Aiden can hear you, let him be."

And as a way to make sure that he cheered up, she let Aiden do something that he loves to do.

Do you remember what that was?

Yes, spinning around in the grass, barefoot after the rain.

And that's exactly what he did.

And even though there was a tough moment at the park, he was able to end his day at the park joyful, spinning around and around.

So readers, next time you're around and you see somebody who maybe is a little bit different, remember what the author wanted to teach us in this book that different is okay.

And there's lots of different ways people communicate.

So maybe if you see someone that isn't speaking, just remember they can still communicate.

'Cause we all have things to share.

Thank you for joining me again.

I'll see you next time.

Bye everybody.

(bright music) - Hi everyone, and welcome to "Movement in Room 9".

My name is Ms.

St.

Louis and I'm so excited that you're here to join us today.

So get up on your feet and let's get ready to get moving.

Today we're headed on down to the farm to see what we can do to help all our farming friends.

What job can we do first?

Do you know what I see?

I see lots of eggs in the chicken coop.

So let's go pick up some eggs.

We're gonna do it quietly though, on our tiptoes, so we don't scare any of the chickens away.

And I'm gonna reach down and pick up the egg very carefully, 'cause I don't want it to break.

Let's see if we can get a few more.

Oh, I've got two.

Three.

Oh, let's see if I can get five.

Four.

Last one.

Five.

Ooh, I'm really carefully gonna put him over here.

Very nice.

Ooh.

Over here I see a huge amount of hay.

So we're gonna work to put it into this truck so they can move it.

Hay bales are really big and heavy, so let's be careful.

I'm gonna pick up my big hay bale and I'm gonna put it in the truck over here.

That was one.

There are six more.

Pick it up.

Two.

Ooh, they're getting heavy.

And another.

Oh, goodness.

Big pick.

And it goes.

All right, we can do this.

There's three more left.

One.

And two.

Last one.

It's the biggest of them all.

And three.

Whew.

That's a lot.

I hope they can get that to all the animals who need it.

There are so many puddles as we go.

Let's be really carefully that we don't get any of our shoes muddy.

So we're gonna jump and not get our feet in any of the puddles.

Be careful.

There are so many and there's so big.

Oh my goodness.

Just three more puddles to avoid.

One.

Woo.

Two.

Don't fall in.

Three, oh.

Look at that.

I see a huge windmill.

Do you think you can move your arms just like a windmill?

We're gonna move our arms in big circles forward.

Oh, and backwards.

Look at that windmill go.

And forwards again.

Oh, that's an incredible windmill.

And let's go backwards one more time.

Very nice.

Oh, you know what, as I'm looking around, this vegetable garden looked really full.

Do you think you can help me pick some vegetables?

If you could pick any vegetable, which one would you pick?

Good choice.

Let's see if we can get seven vegetables.

I'm gonna bend down and pick it up, one.

And two.

And three.

And four.

And five.

And six.

Whew.

And seven.

There are so many vegetables, but I think we should sprinkle a few seeds to make sure new ones grow.

So sprinkle some seeds over here.

Sprinkle some seeds over here.

And whew, that was so much work on the farm.

I hope you guys come back and help us do some more jobs here next time.

Thanks for joining.

Bye everyone.

(light music) - Well, hello boys and girls.

Today's lesson is all about the parts of a clock.

Why do we even need to know about clocks in the first place?

What do we need to know about time?

Well, time is very important in our lives, boys and girls.

It helps us know when to get up in the morning, time helps us know when it's time to go to bed.

Time helps us know when it's lunchtime at school.

And you know what, time even helps us know how long to cook our cookies in the oven.

Because who wants to eat burnt cookies?

Not me.

And I know you don't either.

So that's why we need to know time.

The next thing we need to know about time is that there are two different kinds of clocks.

An analog clock and a digital clock.

Now on our digital clock, you will see that we only get to see the numbers that we need for the time right now.

No future numbers, no past numbers.

That's it.

And you are used to seeing digital clocks everywhere.

You see them on your tablets, you see them on your microwaves.

And there are even some watches that show the time in digital form.

Now we're gonna move over to our big friend over here, the analog clock.

And that's where we're really gonna dig in.

Like I said before, this is an analog clock.

Now let's talk about all the parts that come with our friend here.

First of all, this whole front part is called a face.

Can you say that?

Excellent job.

And just like your face, this face has different parts that we need to know to help us tell time.

The first thing that we notice is that we see all the numbers.

They're all there no matter what time it is.

And the numbers go from 1 all the way around to 12.

Now the next thing we need to notice are the hands.

Yep, they don't look like our hands, but they work just the same.

They help us point to the numbers we need to tell the time.

Now on this clock, you will see three hands.

There is the second hand, there is the hour hand, and there is the minute hand.

But you and I are only gonna focus on these two for today.

All right?

Let's talk about it.

Now, these two hands right here, they help us keep track of our time in a day.

This small one here, this is our hour friend, and he keeps track of all the hours in our day.

So when you hear someone say it's three o'clock, seven o'clock or nine o'clock, that seven, three and nine, those are hours.

And this one keeps track of the minutes in the hour.

So if you hear somebody say seven fifteen or twelve fifteen, that 15 is talking about the minutes.

All right?

And so when you learn to tell time, you'll become very good friends with these two guys right here.

Okay?

Now, boys and girls, I don't have enough time to teach you how to tell time today, but hopefully I've given you enough information to become curious and figure out how time helps you in your day.

Now look, we have two very good friends right here.

And although they look different, they help us each and every day.

So I want you to use them so that you find out when to come back and see me.

See you next time, boys and girls.

Bye!

(lively music) - Hola, muchachos.

Hello, boys and girls.

I'm Senor Johnson, and welcome to "Teaching in Room 9," the region's largest classroom.

Today we're gonna talk about weather in Spanish.

Weather in Spanish.

There are four seasons.

And those four seasons in Spanish are, we start with primavera.

Primavera.

Do you see the flowers blooming in primavera?

That's spring.

Then you have verano.

Verano.

It's hot in verano, so that you know, it is summer.

Then you have otono.

Get those leaves off of my arm.

That is fall.

One season left.

That's invierno.

Invierno.

That's winter.

During invierno, we say, "I'm cold, I'm cold."

I say, "Hace frio.

Hace frio."

It's cold outside.

Hace frio.

In la primavera, it rains.

Llueve.

Llueve.

In the winter, it snows.

We know what snow is.

Nieva.

Nieva.

That's how you say, "It's snowing outside."

But our favorite time is the verano, the summertime, when we have it being very sunny, we can go to the beach, we can hang out with our friends, and run around.

Hace sol.

It's nice out, it's sunny.

Hace sol.

Those are expressions that we use in Spanish to tell about the weather.

So I'll review.

Hace sol.

Hace frio.

Llueve.

Nieva.

Nieva.

You have primavera, verano, otono, and invierno.

Those are the seasons and weather expressions we use in Spanish.

Thanks for joining me in learning about weather.

Run, pum, pum, pum, learning Spanish is fun.

Adios!

(energetic music) - Great day, everybody.

This is Candace with Khaos, and I wanna talk to you about my friend Christina.

She's a Khaos Kid, and Christina's in foster care and she doesn't live with any of her siblings.

And so sometimes she has a hard time because she misses her siblings and she feels sad.

And so sometimes when you feel sad and you miss somebody, you can write 'em a letter or you can draw a picture or different things like that.

But I want you to know it's absolutely okay for you to feel sad.

And it's okay to talk about your feelings.

You got this, air hugs and cyber kisses.

(lively music) - Welcome back!

Did you have an amazing day of learning?

Oh, cool.

What was your favorite part of the adventure?

Okay, that sounds like it was fun.

Actually, I know it was fun.

All right, now it's my turn.

Let's see if I can keep you on an adventure.

My adventure is about patterns.

Do you know what a pattern is?

Yeah, a pattern is something that repeats.

Look, if you take a look at the desk, I have this pattern on the desk.

It's a color pattern.

So let's take a look and say our pattern.

Here we go.

What color is this?

Orange.

Blue.

Orange.

Blue.

What would come next if I wanted to add to that pattern?

A orange, yes!

You know what type of pattern that is called?

It's called an A-B pattern, that the two things repeat.

All right, let's see if I can match this pattern.

I have some orange and blue blocks, and you all gotta help me out.

You all gotta help me out.

Which one comes first?

Orange.

You are right!

Let's put my orange.

Woo.

Okay, now what comes next?

Blue.

Thank you all.

Orange.

Yes!

I think I'm getting it.

And what's the last?

Yes, it's blue.

You're right, it's blue.

And then we're gonna check to see if it matches.

Let's see.

It does!

But it is time for us to get outta Room 9.

But before we go, let's spell our favorite word.

Nine!

N-I-N-E.

Nine.

Thank you for being in Room 9.

Bye-bye!

(upbeat music) (singers vocalizing) (upbeat music continues) (singers vocalizing) (upbeat music continues) (singers vocalizing) (upbeat music continues) (singers vocalizing) (upbeat music continues) (singers vocalizing) (upbeat music continues) (singers vocalizing) - [Announcer] "Teaching in Room 9" is supported in part by: (upbeat music continues) (singers vocalizing) Know who to reach out to when you need help.

There is hope.

Call or text 988.

(upbeat music continues) (singers vocalizing)