- Good morning.

I'm so happy you could join me today.

My name is Mrs.

Tottempudi, and I'm a third grade teacher, right here in South Brunswick, in New Jersey.

I work at a school called Brooks Crossing Elementary School.

Shout out to everybody at Brooks Crossing.

Come on, let's get started.

So find a cozy spot in your home and get comfortable.

For the next hour, we're gonna spend time in this cozy corner, reading and writing.

Now I always like to start my lessons with a little game, just to get us going.

So let's play a game of Charades.

I'm gonna act something out, and why don't you guess what I'm trying to act out?

Ready?

What'd you guess?

Did you say upset?

You got it.

So what made you think I was upset?

Yup, I did cross my hands, right.

Um hm, I was pouting.

So that's great guessing.

You used clues my body gave you to understand the emotion.

That's awesome.

Let's just try one more.

Ready?

(hands clap) What do you think that is?

I know, that was easy right, you knew I was excited.

Yup, those were all great clues.

I was shaking my hands, I had a big smile on my face.

Do you wanna try one?

I think you're ready.

I didn't look at what's on the card.

I had my own children help me come up with a word.

Ready?

I see some of you making a face at me.

Some of you are running around.

Hm, I'm gonna use these clues.

Oh, you're being silly!

(gasps) I guessed it.

Notice what we just did?

We used clues to figure out what we're trying to talk about.

Today, as readers, you're going to be making predictions and inferences.

And by the end of the lesson today, I'm pretty sure you'll know the difference between the two, and see how they both make you better readers.

We look for clues and we figure out a little bit more about the story we're reading.

And that is called inferencing.

Can you say that word with me?

Let me write it down.

Inferencing.

The best way to practice this skill is really to read a book and use the clues to kind of figure out a little bit more about the story.

Ready to try it?

So we're gonna read a book called "Chester's Way", by Kevin Henkes.

So in this book you're gonna meet a character called Chester.

And his best friend, Wilson.

We're gonna read the first couple of pages and kind of think about all the things that we're learning about them.

And using what you learned about them, I want you to make an inference.

Just to guess what kind of personality traits or character traits they have.

Ready?

"Chester has his own way of doing things.

"He cut his sandwiches diagonally.

"He always got out of bed on the same side.

"And he never left the house "without double knotting his shoes.

"Chester always had the same things for breakfast.

"Toast with jam and peanut butter.

"And he always carried a miniature first aid kit "in his back pocket, just in case.

"'You definitely have a mind of your own', "said Chester's mother.

"'That's one way to put it', said Chester's father."

Let's think about what we read.

Certainly sounds like Chester is a person who likes to be safe, doesn't he?

Double knotting his shoes, making sure he has a first aid kit.

He also seems to love the routine that he has.

Do you know people like that in your life, who are always safe, make safe choices?

Maybe they like their routine?

"Chester's best friend Wilson, "was exactly the same way.

"That's why they were best friends.

"Chester wouldn't play baseball until Wilson played.

"And they never swung at the first pitch, "or slid head first.

"Wilson wouldn't ride his bike unless Chester wanted to, "and they always used hand signals.

"If Chester was hungry, Wilson was too.

"But they rarely ate between meals.

"'Some days, I can't tell those two apart', "said Wilson's mother.

"'Me either', said Wilson's father.

"Chester and Wilson, Wilson and Chester, "that's the way it was."

What do you think we learned about their personality traits or their character traits?

What can you tell about the both of them, based on the information that the author gave us?

Um hm, yeah, I would call them organized.

They loved their routine.

Yeah, for sure they liked to stay safe.

What else?

Of course, yup, they were both, they were best friends.

So look at all these things that we inferred, based on what we read.

Let's keep reading a little bit more.

"They loved to go on picnics.

"Once, when Wilson accidentally swallowed "a watermelon seed, and cried because he was afraid "that a watermelon plant would grow inside him, "Chester swallowed one too.

"'Don't worry', said Chester, "'Now if you grow a watermelon plant, I'll grow one too.'

"Chester duplicated his Christmas list every year, "and gave a copy to Wilson.

"Because they always wanted the same thing anyway.

"For Halloween, they always dressed "as things that went together.

"Salt and pepper shakers, two mittens "on a string, "ham and eggs.

"'They really are two peas in a pod', said Chester's mother.

"'Looks like it', said Chester's father."

Now we read a little bit more about Chester and Wilson.

I think this would be a good place for us to stop and think about the inferences we made.

Good readers often stop while they're reading, to think about the inferences they've made.

And think about what made them come to this inference.

So what in the book made you think that they were best friends, that they liked to stay safe?

Can you think of something that was written the text?

That is called a text evidence.

They liked to picnic together.

And they played ball together.

But they were always safe about it.

They never slid, they never swung a first time that they were pitched a ball.

What else did we see?

They duplicated their Christmas list, because they both wanted the same things.

So all of these things that I wrote in orange, are really in the book.

And they kind of go back to giving us that evidence, telling us in a way, yup, you're spot on with your inferences.

And good readers often stop every so often to double check if the text is giving them that evidence.

And making sure that their inferences are spot on.

"In spring, Chester and Wilson shared the same umbrella.

"In winter, they never threw snowballs at each other.

"In fall, they raked leaves together, "and in summer, they reminded each other "to wear sunscreen, so they wouldn't burn."

What would you call all of this, my friends?

You're right, these are more text evidences that you can keep adding to your list.

Notice here again, I'm not writing complete sentences.

When I'm taking notes on a different piece of paper, as I'm reading, I just write down words that will jog my memory.

So there's no need really, to write out the whole sentences.

Pick the words that you know will help you remember the parts of the text.

Right, let's keep reading.

"Chester and Wilson, Wilson and Chester, "that's the way it was.

"And then Lilly moved in the neighborhood.

"Lilly had her own way of doing things.

"She wore band-aids all over her arms "and legs to look brave.

"She talked backwards to herself sometimes, "so no one would know what she's saying.

"And she never left the house "without one of her nifty disguises.

"Lilly waved at all the cars that passed by, "even if she didn't know who was in them.

"And she always carried a loaded squirt gun "in her back pocket, just in case.

"'She definitely has a mind of her own', said Chester.

"'That's one way to put it', said Wilson."

We have a new character in the book.

Let's do the same thing we did for Chester and Wilson.

I'm gonna give you a couple of seconds.

I want you to think of the character traits you can think of for Lilly.

Also, now that you are getting more experience inferencing, think of the text evidence.

So think of what you think her character trait is, and think of the text evidence.

Are you ready?

Do you know some of the character traits that Lilly has?

Okay, I heard a good one.

You said adventurous.

Did you think of another one?

Mm hm, you're right, fun-loving, right?

She seems to have no problem doing things that bring her joy.

She doesn't need a routine.

And she just does things for the fun of it.

Let's make a prediction here, shall we?

In cases of prediction, the author tells you if that happened or not in the book.

But in the case of an inference, it's really left to the reader to make that guess, based on on text evidence.

It's really for the purpose of you deepening that understanding of the story.

Do you think Lilly will be good friends with Chester and Wilson?

Hm, give me a thumbs up if you think, yes, I think they'll be good friends.

Or, mm, I don't think so.

I'm gonna go with this too.

And do you know why?

I feel like Lilly's character traits and Chester and Wilson's character traits are so different.

Let's keep reading to find out what happens next.

"When Lilly asked Chester and Wilson to play, "they said they were busy.

"When she called them up on the phone, "they disguised their voices and said they weren't home.

"If Lilly was walking on one side of the street, "Chester and Wilson crossed to the other, and hid.

"'She is something else,' said Chester.

"'Looks like it,' said Wilson."

For those of us who said, I don't they'll be friends, seems like we made the right prediction now, right?

Um, let's keep reading though.

Let's see what else happens.

There's still all these pages, I wonder what's gonna happen?

"One day, while Chester and Wilson were practicing "their hand signals, some older boys "rode by, popping wheelies.

"They circled Chester and Wilson "and yelled personal remarks.

"Chester and Wilson didn't know what to do.

"Just when they were about to give up hope, "A fierce looking cat with horrible fangs "jumped out of the bushes "and frightened the older boys away."

Are you making a prediction about who it is?

Keep it in your head, let's see.

"'Are you who I think you are?'

Chester asked the cat.

"'Of course,' the cat replied.

"'Thank you Lilly.'

said Chester.

"'You're welcome Chester.'

said Lilly.

"'Thank you Lilly.'

said Wilson.

"'You're welcome Wilson.'

said Lilly.

"'I'm glad you were wearing a disguise.'

Said Chester.

"'And I'm glad you had your squirt gun.'

said Wilson.

"'I always do,' said Lilly, 'just in case.'

And for those of you who said, yup, I think Lilly and Chester and Wilson are all going to be friends, it looks like the story is starting.

"Afterward, Chester invited Lilly over for lunch.

"'You have a Muscle Mouse cup said Lilly.

"'Of course.'

said Chester.

"'I do too.'

said Lilly.

"'Same here.'

said Wilson.

"Chester and Wilson cut their sandwiches diagonally.

"Lilly asked Chester's mom if she had cookie cutters, "and she made stars and flowers and bells.

"'That's neat.'

said Chester.

"'Wow.'

said Wilson.

"That night, Lilly invited Chester and Wilson to sleep over.

"'You have a night light?'

said Chester.

"'Of course.'

said Lilly.

"'I do too.'

said Chester.

"'Same here.'

said Wilson.

"Chester and Wilson wanted toast with jam "and peanut butter for breakfast next morning.

"'Boring,' said Lilly, 'try this instead.'

"'This is good.'

said Chester.

"'Wow.'

said Wilson."

Look at what they tried.

That does look good, doesn't it?

Let's take a minute here.

We predicted that they're either going to be friends or not.

And those of us who said, well initially they weren't friends, but now it looks like they are friends.

We know that part.

The author has already begun telling us.

But let's take it a little more, let's think about this a little more deeply.

Do you think they're going to be good friends?

Do you think Lilly will be part of their friendship, like how Wilson and Chester were before Lilly arrived?

Do you think they would be such good friends?

That's the inference you need to make.

Let's keep reading and see what happens.

"After that, when Lilly asked Chester and Wilson "to play, they said yes.

"When she called them up on the phone, "they had pleasant conversations.

"And if Lilly was walking on one side of the street, "Chester and Wilson waved and ran to catch up with her.

"Chester and Wilson taught Lilly hand signals.

"And she taught them how to pop wheelies.

"Lilly taught Chester and Wilson how to talk backwards.

"And they taught her how to double knot her shoe."

You wanna see something fun here?

Look, they're talking backwards.

It says, in backwards, "I ma nosliW."

But it's really, "I am Wilson."

And here she says "Hello", but it's written backwards.

"'Some days, I can't tell those three apart.'

"said Lilly's mother.

"'Me either.'

said Lilly's father.

"Chester and Wilson and Lilly, "Lilly and Wilson and Chester.

"And that's the way it was.

"For Halloween, they dressed as three blind mice.

"For Christmas, Lilly gave Chester and Wilson "nifty disguises, and they gave her "a box of multicolored shoelaces.

"Extra long for double knotting.

"They loved to go on picnics.

"When Chester and Wilson told Lilly about "how they had each swallowed a watermelon seed.

"Lilly swallowed three of them.

"'I'll grow a watermelon plant for each of us.'

she said.

"In spring, Chester and Wilson and Lilly "shared the same umbrella.

"In winter, they never threw snowballs at each other.

"In fall, they raked leaves together, "and in summer, they reminded each other "to wear sunscreen, so they wouldn't burn.

"Chester and Wilson and Lilly.

"Lilly and Wilson and Chester.

"That's the way it was.

"And then Victor moved into the neighborhood."

I want to show you this picture a little closely.

You can infer, not just by the words, but also from the picture.

Make an inference.

Do you think Victor will be part of this friendship?

I hope you enjoyed reading this book, and making inferences with me.

Oh, after all that learning, I could use a brain break, how about you?

All right, ready to take a break?

Let me show you my favorite thing to do.

Follow me.

Okay, so one of my favorite things to do outside, is to shake all my sillies out.

So we start by shaking our hands.

We shake each hand 10 times.

Then five, then two, then one.

We shake our hands, and then we shake each foot.

Ready to do it with me?

Watch me and just do it along with me.

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

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

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

Now remember, five.

One, two, three, four, five.

Do you wanna try it in Spanish?

(speaks in foreign language) And now two.

One, two.

One, two.

One, two.

One, two.

And really quick, one, one, one, one.

We're ready to go back to our learning.

Hi, welcome back.

I hope you're feeling refreshed after that break, and you're ready to do your learning.

I thought I'd switch things up a little bit in here, to make it more interesting.

Well, before we went on that break, we were discussing inferencing.

Inferencing is a skill that you'll develop as you keep reading.

And as readers, we never really use just one skill or one reading strategy, when we engage with the text.

We use many different strategies and many different skills, all at once.

I think the trick is really to figure out which strategy or which skill to use, when.

So let's talk about it, in terms of inferencing.

When do we inference?

Well, when you start reading a text, your brain is engaged.

It's asking questions, it's reacting to whatever it is that you're reading.

Your brain's going, wow, that's so cool.

Or I didn't even know that, that's amazing.

So for the purpose of inferencing, we're only going to keep track of our questions.

And chances are, as you keep reading the text, those questions will be answered.

But then, you're gonna come across some of those questions where it's not answered directly in the text.

It takes some work from you.

You might have to go back into the text, look for the clues, and find the text evidence to make an inference.

So now let's say you have a question.

And you say, how do I make an inference?

Well, think of what we did, when we read our story, "Chester's Way".

We had some questions in mind.

We went back, looked for text evidence, and we made an inference.

So is inferencing just for a story like this?

Or can we infer using a nonfiction text?

Well you absolutely can.

In a nonfiction text, you have to be careful about a few things.

It's not just the words, but pay attention also to all the other text features.

Maybe you can get some clues from the photographs, captions, sub headings, all of these text features give you a little more to infer.

Let's practice using a nonfiction text.

And see how an inference can be made.

Today we're gonna be reading an article.

It's called, "Bug Power", and I took it from the website, ReadWorks.org.

"Teamwork, how do some insects work together?

"What do termites, ants and honeybees have in common?

"They are all social insects.

"Social insects live together "in large groups called colonies.

"Social insects always have at least one queen.

"The queen is the mother.

"She lays the eggs.

"The rest of the group divides the work.

"Amazing Ants.

"Ants often live in underground nests.

"The nests have thousands of rooms connected by tunnels.

"Millions of ants may live together in a nest.

"It can contain more than one queen.

"Worker ants take care of all the other ants.

"Larger worker ants are called soldier ants.

"Their job is to guard the nest.

Did you have questions as I was reading this text to you?

Were some of those questions answered?

Here are some of my questions.

What work do the ants do?

How much work do they have to do?

Thousands of rooms and millions of ants, wow.

These are some the reactions and questions I had.

But remember for inferencing, we're only going to keep track of our questions.

We're gonna focus and zone in on those questions.

For the first question, I know my answer was right here.

They said the ants take care of other ants, and their job is to guard the nest.

Got it.

How much work do they have to do?

Well, I'm going to make an inference here, based on this fact.

The fact that there are thousands of rooms, and millions of ants, I can infer that there's a lotta work to do.

Let's keep reading.

"Busy Bees.

"Life in a honeybee hive is busy.

"Up to 60,000 bees may live together.

"Only one queen bee lives in a hive.

"Worker bees do all the chores.

"They care for the young bees and the queen.

"They clean and guard the hive, "and control the hive's temperature.

"The workers also make food for all the bees in the hive."

Take a look here at the photograph.

And make sure you read the sentence here.

That sentence under the photograph is called a caption.

"A bee hive is filled with rows of cells called honeycombs.

"They're made of beeswax."

And here are some of the things that I was wondering about, and had questions.

How do they do that?

How do they control a hive's temperature?

I don't know the answer to that one.

And when you have those kind of questions, it's good to keep track of them.

And continue to find the answers for them, with different texts.

That's called research.

You go ahead and read more about bees, and maybe you'll find the answer in a different text.

What do they eat?

I know from my background knowledge, that bees collect pollen.

And so I'm going to use that fact to make an inference here.

That bees eat pollen.

"Talented Termites.

"Termites build tall nests in wood or soil.

"A nest can be up to 40 feet high.

"Millions of termites may live in one nest.

"Every colony has a king and a queen.

"They make the eggs.

"Worker termites build the nest "and care for the eggs.

"Soldier termites protect the colony."

Now we read about three different kinds of insects.

Here's a question for you.

I want you to infer about this.

Are worker insects just as important as the queen insects?

Make sure you use your text evidence to make an inference.

So how many of you think the worker insects are more important?

How many of you think the queen insects are more important?

Do you have your text evidence to back you up?

When you make an inference in a nonfiction text, remember you can always go back to the text.

Make sure you find the evidence.

Look in the text features, they can provide you with some evidence.

And also use your background knowledge that's based in facts, all right.

I think we did a great job, learning to infer with a nonfiction text.

Okay, time to take a quick break again.

Do a little stretch, get a little drink of water, and meet me right back here.

(cheerful music) Now get yourself a piece of paper, and something to write with.

And join me back here.

Ready, gonna count to 10.

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

As readers, we learned about inferencing today.

We talked about how, as readers, we use the clues to make an inference.

So now we're going to switch it up a little bit.

We are now going to be the writers.

So when you are writing something, how can you give your readers clues so they can guess what you're trying to express in your writing?

Let me show you.

Let's think about a simple sentence.

It was a cold day.

Let's look at that sentence.

There is a word here that I can give you clues about, and not really use that word.

I think of this word right here, cold.

Let's think about how a person would act if they were cold.

Let's go back to that game of Charades.

Act it out with me.

(shivering breathing) Let's think about what we just did.

Let's start listing all the things we did to show that we were cold.

It's like playing a game of Charades, and then describing all the actions you saw.

So the first thing I did was I hugged myself, right?

I did this.

What else did I do?

Rubbed my hands together.

And sometimes I've seen that people's teeth chatter, ooh.

So we can put that there too.

Teeth chatter.

Now, as writers, we get to use all of these things that we thought of.

And write them as sentences.

So now our readers can then guess that it was a cold day.

Go back to your personal experience.

What happens when it's cold?

Not just the things that we just acted out right now.

But think a little deeper, when is it usually cold?

Winter perhaps?

It there maybe a breeze?

How does it feel on your face?

Think about all of those things, and those details will help your reader make that inference.

When you are adding details like this, but you're not really telling your readers simply that it was a cold day.

It's called a show, don't tell.

Some of you in school might call it show not tell.

They both mean the same thing.

It is a strategy in writing that makes your writing more interesting.

And it makes your readers want to read more because they're so engaged with your writing.

And they're going to make inferences.

So let's look at this, and let's try writing those sentences shall we?

Let's say this sentence was in the middle of one of my stories.

I'm going to stop and think of how I can use this information, plus all the information I know about what it is to be in a cold day.

Let's say one of my characters in my story is called Amy.

Before I put my pen to paper, I always like to think about it in my mind.

So I'm gonna say, Amy stepped out of her house.

And she felt a cold breeze on her face.

She started shivering and she hugged herself, rubbed her hands together as she walked toward her mailbox.

Her teeth began to chatter.

Don't you think that was a good scene that I painted for you with my words?

And this is exactly what your writing will do to your reader.

It'll help your reader imagine and understand more, the setting, in this case, and to really understand where your story is taking place.

Or understand the emotions of your characters, depending on how you use this strategy.

Let's start writing.

Amy stepped out of her house, and felt the crisp, cold air against her face.

She began to shiver.

She hugged herself, rubbed her hands together, and walked towards the mailbox.

Notice, it was one sentence.

But by using this strategy, show, don't tell, we actually made it so much bigger.

And by writing this way, you're engaging your readers.

They are now so interested in all these little details that you're giving them.

And they're able to make an inference.

Okay, I think you're getting the hang of it now.

Let's try another one.

We did one for the weather.

Let's think of other places where you can use the same strategy.

Let's think of an emotion.

That's what we were trying at the beginning of the lesson, weren't we?

I was angry, upset.

Let's try another emotion.

How about tired?

Instead of saying, Anu was tired.

How can we change that sentence?

How can we do a show don't tell for the word, tired?

First, let's make a list shall we?

Of all the things that our body does when it's tired.

Maybe you yawn.

What else do you do?

Move slowly, you're right.

What else?

Look sleepy.

Okay, so you have some ideas going here for you.

Now, just as we did the last time, why don't you now start thinking of ways that you can make this into a sentence?

Or multiple sentences.

Let's try not use the word tired.

Writers, it's going to take us a while.

It takes practice, so be patient with yourself.

So are you ready to share some of the sentences that you were thinking of?

Why don't you read what you have so far?

Those are great sentences.

Let me show you what I'm thinking.

Like I always say, not putting my pen to paper right away, good writers stop and think about what they wanna say.

And then write it.

It gives you a chance to think more deeply about what you wanna say.

Anu was moving slowly.

She yawned and she looked sleepy.

I can simply say all that in one sentence.

I could also keep expanding on each of these ideas.

Anu yawned, and she could not keep her eyes open.

She moved so slowly that it reminded her of a sloth.

She could not find the energy to move as quickly as she needed to.

She caught a glance of herself in the mirror, and her eyes were droopy, and she looked like she could fall asleep right then and there.

So notice what I did, writers.

Neither one of those two examples are wrong.

They both make your readers more interested in what you have to say.

When you spend more time thinking about the sentences, you can keep pushing yourself.

Let's try another one.

Kareem went to the beach.

Let's think of the word, beach.

Maybe you've seen a picture of it in a book, or even visited one perhaps.

Use your senses to kind of describe what you would see at a beach.

What would you see, what would you hear?

What kind of smells do you experience when you visit the beach?

All right, I see some of you are ready.

Okay, I'm ready.

Yes, there's a lot of sand isn't there.

Waves, mm hm.

You can hear the waves too, can't you?

Yes, it is windy.

Oh yes, you're right, there are a lot of seagulls.

So writers, as you keep thinking more about all the ways that you can describe the beach.

The more you'll have to as clues to your readers.

So this way, your readers can make that inference.

And you have more to expand on, with your writing.

What used to be just one sentence, is now multiple sentences, filled with juicy details.

All these details help your reader make a beautiful movie in their head.

Now let's take all these little pieces of information that we brainstormed together.

And start thinking about the sentences.

Once you've said it once, or only in your mind, you can start writing it down on that piece of paper.

Okay, are you ready?

I see some heads nodding.

And I see that some of you are not ready, and that's okay.

You can continue working on this, and remember, like I said, a writer is never really done.

Let's just use this time to hear other people's ideas.

And maybe that'll spark an idea for yourself, right?

So let's go back to this sentence.

Kareem went to the beach.

We talked about all these different things that we experience on the beach.

So let's think about what we would want to write.

As Kareem stepped on the beach, he felt the sand between his toes.

The wind hit his face, and he could hear the waves and seagulls in the distance.

He closed his eyes for a moment to take this all in.

It was his first time at the beach.

Remember what I said, you may or may not, as writer, choose to tell your readers that they were at the beach.

I thought it would be fine, after giving them this many clues to go ahead and say that Kareem was at the beach.

So I think you're really getting the hang of it.

You're beginning to grasp what a show don't tell is.

You, as the writer, are giving your readers enough clues so they are then, in turn able to infer.

Wow, what a day of learning it's been.

We surely learned a lot.

We read "Chester's Way", so we can infer, Chester and Wilson's character traits.

And we met Lilly, we inferred her character traits as well.

We also talked about text evidence.

Remember, good readers don't just make inferences, they back it up with good text evidence.

Think of text evidence as clues that the author's leaving you in the book, so you can sleuth your way through the book, and find that evidence to back up that inference.

Then, as writers, we kinda switched gears a little bit.

We then became the people who gave our readers clues.

When you use a show, don't tell, you can use it not just to show emotions.

You could use it to show the time of day, the season, the place that you are visiting.

As writers, I often find that it's useful to keep a notebook.

A little notebook where I just start writing down different things, and then taking notes about it.

Just like we did here.

I would perhaps write, angry.

And notice how every person has a different way of expressing their anger.

Maybe there's a toddler who just cries.

But maybe there's a more grownup person who is angry, and is able to calm themselves down.

All of these are great things to observe in life, and start to taking notes in that little notebook.

Pretty quickly you'll notice, you have such a great bank of ideas, that the next time you're setting your pencil to paper, you're gonna come across any of these situations, and be able to write those sentences using a show, don't tell strategy.

I know that we've been talking for quite a while now.

And for those of you learners in the audience who are visual, who likes to see an anchor chart or a poster.

Right after this, I have a segment just for you.

So stick around and watch that little video, and that will help you remember things just a little bit more.

It was so fun hanging out with all of you, and stay safe, and keep learning.

(cheerful music)