[upbeat music] - [Announcer] Ready to learn?

- [Both] Hi!

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

- Let's read it back.

- [Announcer] Discover science, sing- ♪ Somewhere ♪ - [Announcer] Play, and so much more.

- Cupcake!

- Very good.

- [Announcer] Stay tuned for lessons and activities.

- We're gonna start making some words.

Isn't that fun?

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

- Hi everybody, my name is Maria.

And this is-- - Miller.

- Miller.

And this is Hopper, and Hopper is going to be sitting with us as we tell this story today.

- He's probably gonna fall asleep.

- You think he's gonna fall asleep?

Yeah, yeah I have a feeling he will.

But maybe he'll stay for the whole story.

So, today we're going to read a book to you, and the name of the book is called-- - "Lovely."

- [Maria] "Lovely."

I love the word, lovely.

And the author and its illustrator is- - [Miller] Jess Hong.

- Jess Hong.

Okay.

And beautiful illustrations.

What do you notice on the cover, Miller?

- [Miller] Each one of them has something different about themselves.

- Ah!

Very interesting.

Miller said, each one of them has something different about them.

Right.

Different color hair, right?

- Different skin.

- Different skin.

Different heights.

Different body shapes.

All different.

I love it.

And on the back too, right?

Ooh, she has green hair.

Purple hair, brown hair.

He's wearing glasses.

So different types of people.

"Lovely," okay?

So what does the word, lovely, mean?

Miller, what does the word lovely mean?

- It means, like, really nice.

- Really nice.

I use the word lovely all the time, and I say lovely any time something makes me happy, any time something looks nice.

Lovely is a great word.

So you should start using it, too.

Anytime you like something you say- - [Both] Lovely.

- Lovely.

So let's get started.

"Lovely" by Jess Hong.

Okay.

What is lovely?

And this is a reflection of a girl, and she does look lovely, right?

Lovely.

Lovely is- - [Miller] "Different."

- [Maria] Now what is different about her face?

- Both of her eyes are different colors.

- And you know there are people who's eyes are different colors.

It happens sometimes.

Yes.

She has a blue eye and a brown eye, and she is-- - Lovely.

- Lovely, lovely.

Ooh, she's dressed in- - [Miller] Black.

- Black.

And her hair is white, her eyebrows are white, beautiful flowers in her hair.

And they are both- - Lovely!

- Lovely, lovely.

Opposite colors and lovely.

Hopper's doing quite well sitting with us, isn't he?

Oh, tall- - [Miller] Short.

- Yeah.

Oh, and what do you notice about her puppy?

- It's small.

- And he has a- - Big doggie.

- Yeah, he has a big dog.

So they have opposite puppy dogs, right?

Her dog is short and his dog is- - Big.

- Yeah, is tall and big.

- Like me and my sister.

[laughs] - Like you and your sister.

Well one day, maybe, you'll be taller than her, right?

It's just because you're younger than her.

Tall and short.

Both- - [Both] Lovely.

- Lovely.

And what do you notice about her face?

- She's wearing glasses.

- She's wearing glasses, and some of us have to wear glasses.

I wear glasses sometimes.

Sometimes I put something else onto my eyes, like contact lenses, so I can see.

But even when we have our glasses on, we look- - [Both] Lovely.

- Oh, what's on her arm?

- [Miller] Tattoos.

- [Maria] Tattoos.

Can you read this?

It's in cursive.

- [Miller] Simple.

- [Maria] Simple.

So she has a simple tattoo, and what word is this?

- [Miller] Complex.

- Complex, and she has complex tattoos.

And tattoos are- - Lovely.

- People have had tattoos for thousand, thousands of years, and tattoos can be quite lovely.

- It looks like Hopper's falling asleep.

- Oh, he's falling asleep.

Ooh, fluffy, sleek.

So what's fluffy here?

- The cat.

- Yes, and her hair, right?

And then her hair is sleek because she has this, oh, I'm gonna turn it upside down so you can see her.

That's confusing, but look, see, she has sleek hair cause it's cut short.

I used to have a hair cut like that long time ago.

And, oh, and the snake, right?

- Yes.

- The snake is sleek.

Yeah.

Oh, no, no, her hair's not short.

She just has a long ponytail in the back.

Okay, so they are both- - [Both] Lovely.

- Okay, lovely.

And what is lovely about her?

- [Miller] She has braces.

- Braces.

And sometimes we have to have braces.

I had braces, right?

Sometimes we have braces.

And they are- - Lovely.

- Lovely.

- [Miller] Soft.

- [Maria] Soft.

- [Miller] Sharp.

- And sharp.

So what's soft over here?

The teddy bear, right?

The teddy bear is soft.

And what's sharp?

- Her clothes.

- Her necklace has spikes on it, and her jacket has spikes on it.

And look, and she has a lot of earrings, and she has different piercings.

And she is still- - [Both] Lovely.

- Because different types of people are lovely.

- And so is this baby.

- Oh, yes, and the baby is lovely.

The baby is lovely.

Oh, Miller, look over here so they can see you.

Move closer to me, okay.

Big and small.

And they are- - [Both] Lovely.

- My sister's big, and I'm small.

- Yes, and you are both lovely.

Okay, oh, okay so, oh, they are making the sign.

- [Miller] L-O-V-E-L-Y.

- Lovely.

- L-O-V-E-L-Y.

- Lovely.

- That's how you spell lovely.

- That was lovely.

Fancy.

And what's fancy about her?

- [Miller] Her shoes.

- [Maria] Her shoes with the pearls, right, and flowers.

Sporty.

Oh, and what do you notice about his leg?

He has a prosthetic leg, right?

So, he lost his leg somehow, right?

So he has a prosthetic leg, but he's still able to be sporty, right?

Graceful.

And what is graceful about her?

What kind of shoes does she have on?

- [Miller] Like balance shoes.

- [Maria] Yeah, ballet shoes.

She's a ballerina.

And stumpy.

Stumpy shoes, right?

- Boots.

- Yeah, boots.

Your sister kind of has boots like that, right?

Yeah.

Lovely.

All different and lovely.

Let's continue.

Different people everywhere.

Green hair, red hair, blue hair, pink hair, purple hair.

- Brown hair.

- Brown hair.

All- - [Miller] Lovely.

- [Maria] Lovely, lovely, lovely.

Humans are so lovely because we are all so different from each other.

- So are animals.

- So are animals like our sweet Hoppy, our sweet Hopper.

Lovely is different, weird, and wonderful.

It's all lovely.

And she is lovely.

- [Both] Lovely is you.

Lovely is me.

We are all lovely.

- And you see different types of people.

Look, look, look, a wheelchair, pink hair, someone who's sporty, different types of people, and they all- - [Both] Lovely.

- Short, tall, old, young, all lovely.

Okay, so I wanna do something with you.

Any time, let's say you're sitting at home and you're a little bored, or let's say you're just a little down.

I want you to think about lovely things.

Are you gonna pretend?

Are you acting like you're down?

Okay.

So I want you to think about lovely things.

So first, let's think about lovely things we see.

Miller, can you think about lovely things you see?

Can you think about lovely things you see?

- My family.

- Yes, your family is lovely.

That's lovely.

Okay, can you think, and Hopper is lovely.

Okay, now let's do the next one.

You ready?

Can you think about something lovely that you smell?

It doesn't have to be right now, but something lovely that you like to smell.

What do you like to smell, Miller?

What do you like to smell?

You know what I like to smell?

Miller, you know what I like to smell?

- Roses.

- Roses, yes, I love to smell flowers.

In summer, I love the smell of flowers.

I wonder what you like to smell.

Okay, next one, what do you like to hear that's lovely?

Miller, what do you like to hear that's lovely?

- Music.

- Music, and you were listening to music today while you were doing your homework, right?

And it was lovely.

Okay, so we did see.

We did smell.

We did hear.

Touch, what do you like to touch that's lovely?

- My dog.

- Hopper, he has.

What do you like to touch that's lovely?

We have Hopper right here, and he has the softest, softest fur, and it is- - [Both] Lovely.

- So we did hear, see, touch, smell.

Last one is taste.

What do you like to taste that's lovely.

Ooh, so many things.

What do you like- - Candy.

- Ooh, candy.

And I like to taste ice scream because ice cream is lovely.

What do you like to taste that's lovely?

So, that is it for us.

Thank you for listening to our story.

And thank you for thinking about all the lovely things we can see, we can hear, we can smell, we can touch, and that we can- - [Both] Taste.

- So thank you and have a great day.

I hope to see you soon.

Bye from Miller and I. Bye.

- And bye from Hopper too.

- And bye from Hopper.

- Hi, movers and shakers.

This is Violet, and we're going to do a special dance today.

So I want everyone to either stand up or sit up really tall in your seat, around the floor.

And we're gonna do the hokey pokey.

Are you ready?

♪ You put your left hand in ♪ ♪ You put your left hand out ♪ ♪ You put your left hand in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right hand in ♪ ♪ You put your right hand out ♪ ♪ You put your right hand in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what's it's all about ♪ All right, you ready to put your leg in?

♪ You put your left leg in ♪ ♪ You put your left leg out ♪ ♪ You put your left leg in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ ♪ You put your right leg in ♪ ♪ You put your right leg out ♪ ♪ Put your right leg in ♪ ♪ And you shake it all about ♪ ♪ You do the hokey pokey ♪ ♪ And you turn yourself around ♪ ♪ That's what it's all about ♪ Bye, guys!

[upbeat music] - Hi, friends.

How are you today?

I'm Miss Lauren, and today we're going to continue learning all about different letters and their sounds.

And the way we're gonna do that today is we're going to do three things.

Okay?

The first thing we're going to do is play a listening game.

And in that listening game, we have to listen super closely to all of the sounds that we hear, okay?

The second thing we're going to do is play another listening game.

But this time we're only going to focus on the sounds in the middle of the word, okay?

Right in the middle.

I'll show you.

And the last thing we're going to do, our third thing we're going to do, has to do with reading words on a list, right, going across, and they're gonna get harder or trickier and trickier.

And they're gonna focus on a couple of different letters and one of our vowels.

And I'll tell that to you a little bit later.

All right?

And today you don't really need anything.

You don't need a white board.

We're doing lots of listening.

So all I need you to do today is be a super good listener and shout out answers when you know them.

Okay?

All right, so let's get started.

Okay, friends, so our first game is our listening game that has to do with listening very closely to all sounds and words, all right?

And to help us out, I am gonna do this, right.

And you can use my board on your screen.

You can use this along with me cause I think it's going to be very helpful.

All right?

I'm gonna say a word, and when I say the word, I'm gonna break it down into each sound that I hear.

Are you ready?

I'm gonna do the first one for you.

You ready?

Okay.

First word is bet.

Say it again.

Bet.

Buh eh tuh.

Did you see that?

Yeah, I used the boxes to break down every sound that I heard.

So I'll do it again.

Ready?

Bet.

Buh-eh-tuh, bet.

Okay?

Easy peasy.

Are you ready to do on your own?

Okay.

Let's do, you know what?

Let's do one together.

Are you ready?

Do this one with me?

Say the word up.

Up.

Okay, let's see.

Uh-puh.

Yeah, do it again.

Uh-puh.

It only has two sounds, doesn't it?

Yeah, and that's okay.

These boxes are here just to help guide us with how many sounds we hear so we can point them out.

Are you ready to do more?

All right.

The word is zip.

You say it.

Zip.

Okay.

Ready?

Did you do it?

Zz-eh-puh, zip.

Good job.

Yes, there are three sounds in the word zip.

Ready for another one?

Fin.

You say it.

Fin.

Tap it out.

What was it?

Fuh-eh-nn.

Yeah, fin.

It also has three sounds.

Nice job.

You're ready for more?

Okay.

How about duck?

Say it.

Duck.

Ready?

Duh.

Kuh.

Put it together.

What do we have?

Duck.

Break it apart.

Duh-uh-kuh, duck.

Good job.

Another one.

Wave.

You say it.

Wave.

Ready?

Wuh-ay-vuh.

One more time.

Wuh-ay-vuh, wave.

Excellent job.

Nice.

You guys did great.

Let's move on to our second listening game.

All right, readers.

Now we're going to play our second listening game, but this time we're only going to shout out the middle sound, all right?

Only the middle sound.

So let me do one for you.

The first word is sick.

Say it again.

Say it with me.

Sick.

I'm gonna do it in my head.

I'm gonna think out loud for you, right?

Let's see.

Ready?

SS-eh-kuh.

[gasps] Eh, that would be the sound that I would wanna shout out.

Eh, that's the middle sound, right?

And what is eh?

Do we know that?

Yeah, it's the short I.

Good job.

All right, let's do one.

You ready?

The word is lap.

Say it.

Lap.

What's the middle sound?

Ah, yes, did you do that?

Ah, yeah.

A as an Apple.

Ah.

Good job.

All right, let's do another one.

Ready?

Been.

Say it.

Been.

Do it with me.

What's the middle sound.

Eh, yes, eh.

Short I again.

Eh, igloo, right?

Yes.

All right, let's do another one.

Tag.

You say tag.

Ready?

What's the middle sound?

Ah, yes.

Tuh-ah-guh, tag.

Yeah, so ah, apple.

Good job, friends.

You did a great job with your listening games.

Okay, readers, so now what we're gonna do is we're gonna read some words.

We're going to blend and decode some words.

And in order to do that we are going to be reviewing short a sound and a few consonants letters that we've already learned, and those will be a mixed into all these words, okay?

And today our focus is gonna be on a couple of different sounds.

Are you ready?

The first one is I, igloo, eh.

It's the short I sound.

F, fish, ff.

R, rabbit, rr.

And S, sun, ss.

So these are the letters that will be, you'll see often throughout all of our words, okay?

First-line we're gonna read together, and this is a practice cause we wanna get some fluency going on, right?

We wanna make sure that we get our fluency, and that we're able to read these words looking very closely with our eyes as best as we can.

So let's go ahead and read.

Ready?

Cuh-ans.

Cuh-ans.

Cans.

Right, there we go.

Ready?

Fuh-ans.

Fans.

Fans.

Ran.

Keep going.

Rams and fins.

Yeah.

Did you notice that changed?

Did you notice the vowel changed from A to I?

Yes, all right, let's do the next line.

Are you ready?

Okay.

Pay attention.

Look carefully with your eyes.

Ready?

Duh-eh-ps.

Dips.

Fits.

Rips.

Fat.

Sits.

Good.

Did you get those words along with me?

All right.

Now, I'm leaving this one really up to you.

So go ahead and do this third line all on your own.

You ready?

Okay.

Did you do it?

I'm sure you did.

Did you get dad, did, nip, nap, pan?

Good job.

Okay, let's keep going.

They're gonna get a little trickier now.

Are you ready?

This is a hard one.

Let's see.

Ready?

Bid.

Dim.

Fad.

Fib and rid.

Yes, all right.

Now, let's read the sentences down here.

Are you ready?

One cat naps in the bin.

Right?

Let's put it together.

One cat naps in the bin.

Right?

We could even phrase it a different way.

You ready?

One cat naps in the bin.

I like that way the best.

Let's do the last sentence.

Many tin cans tuh-ip, tip.

All right, let's phrase it.

Ready?

Many tin cans tip.

Let's phrase it one more time.

Many tin cans tip.

Friends, you did so good today.

You did two listening games, and you read by blending and decoding words.

Really great work.

I wanna thank you for being here with me today, and be sure to keep tuning into you can keep learning about your letters and sounds.

All right?

I'll see you soon.

Bye.

[upbeat music] - Hi, friends.

How are you today?

My name is Katherine Rodriguez-Aguero, and I'm the instructional coordinator with the Queens Office.

I have my helper here today.

Can you say hi to her friends?

- Hi.

- Her name is Genevieve.

So we're excited.

Today we're gonna do two different kinds of slimes.

Are you ready?

[garbled baby talk] Yes, we're gonna make sticky slime.

It's gonna be so much fun.

[garbled baby talk] It's gonna be terrific.

These are the ingredients you'll need.

You can have a bowl.

We have this pan over here.

[garbled baby talk] Oh, we have cornstarch.

So you're gonna need cornstarch today.

And you're gonna need one quarter cup of cornstarch to put inside.

You're also gonna need one half cup of shampoo.

- I like shampoo in my hair.

- Yeah, the shampoo that you put in your hair.

- And take a bubble bath too.

- Yes, so the shampoo that you might use when you have your bubble baths or your regular baths.

This is a type of shampoo we're gonna be adding into our pan today or into our bowl.

You're also gonna need some food coloring, but that's optional.

- I got food coloring.

- We got food coloring.

Are we ready?

So it's so simple.

Genevieve, the first step.

Can you please pour in our shampoo into the bowl?

- Okay.

- So there she goes.

Remember our first step, put one half cup shampoo into the bowl.

Put it all the way in.

So as you can see, she's pouring it in.

Great work.

- I can pour it in.

- So if you have a little bit of trouble, you can also use a spoon to help out.

Ready?

Let's do it toget, okay.

We're gonna put that spoon in.

- I got it on the table.

- It's okay.

It happens.

Messes are gonna happen, but it will be fun.

[garbled baby talk] It's so much fun, yeah.

Messy play is a great.

We can't eat the shampoo.

No, no, no.

Okay, ready?

So here we have the shampoo.

We have half of a shampoo, and now we're gonna put some cornstarch in there.

[laughs] - Too funny.

- Okay, we're gonna pour one quarter of our cornstarch.

[garbled baby talk] - Okay, ready?

So we're gonna open up our cornstarch container [laughs] and we're gonna take some and put it in here in this cup.

Right here in this cup.

[laughs] - Trying to eat it.

- We can't eat it.

It's cornstarch.

Ready?

Let's put it in.

Good job.

Can you keep filling it up?

Over here, let's pour it in.

I need more, Genevieve.

Let's keep adding some more.

Okay, ready?

So here's one quarter.

We're gonna fill it up together.

[laughs] Okay, friends.

[laughing] cornstarch could be really fun, yes.

Okay.

Ready, put it inside here, sweetie.

So we have one quarter.

There we go.

That should be one quarter.

Okay, yep, can you pour the whole thing in there?

- No, I use my hands.

- Yes, I can see you're using your hands.

[laughing] [garbled baby talk] Okay, so guess what the next step, Genevieve, is.

We're gonna be mixing it together.

Can you mix this together?

[laughs] - Too funny.

- Use your spoon.

- It's so funny.

- It's so much fun?

Genevieve wants to use her hands.

So you know what?

I get it.

Sometimes these activities can be really exciting, and we might wanna use our hands.

[laughing] - Slimy.

- It's slimy.

[laughing] Are you starting to feel that slimy texture?

Okay, look friends, so we're gonna put it inside.

- Yay.

[garbled baby talk] - Okay, let's keep it inside this bin, okay?

So now we're gonna keep mixing it.

Let's keep mixing it.

Here, hold this spoon.

[garbled baby talk] You're my mixing helper.

Let's go.

Yeah, so much fun.

- Try it.

- Yeah, friends have to try it at home.

So see how it's looking.

It's looking really slimy, and it's starting to make that texture of a slime.

- Slimy.

- Here's some napkins to clean your hands.

So take a look, friends.

See that slimy texture.

It starting to form.

There we go.

Oh, let's not put the napkin in there cause then it's gonna get even more messy.

Okay, silly.

So we're gonna mix it.

And guess what?

Now we have started to form that slime texture.

Do you wanna see?

[gasps] Look at that slime texture.

You know how you can make your slime even more exciting?

Wow, look at that slime.

[laughs] - Yeah, that's slimy.

- It's so slimy.

So we can make slime even more exciting by adding some food coloring to it.

What color would you add, like to add to our slime?

See how our slime turned out, and it smells great cause of the shampoo.

Which color?

Just one color.

Yellow?

Okay, so let's open up yellow.

- I can't open up a yellow.

- You know why?

'Cause our hands are so sticky and messy.

There we go.

And you can add two to three drops.

You can add some.

Perfect, okay.

- No, no, no, no, no.

- But look, it's all done now.

We ran out of yellow.

Okay, now mix it up.

Mix the yellow food coloring in.

Bye-bye yellow food coloring.

Yeah.

- Slimy!

- It's slimy.

Look, we are making slime.

Yellow slime.

- Yay!

[laughing] Look at how sticky that slime is.

[laughing] [garbled baby talk] Look, so sticky, so messy.

See.

- Ew!

[laughing] - Ew, my fingers.

- You can feel it in between your fingers?

So this was really easy.

It's called basic fluffy slime.

And it really just needs those three materials, the shampoo the cornstarch, and then if you would like to add the food coloring, but you don't have to.

We decided to add the yellow food coloring to this one.

Yes, look, so messy.

- Yes!

- Okay, so now we're gonna make a different kind of slime.

- What about blue slime?

- We're gonna make Oobleck slime.

- Yucky.

- Oobleck slime, that sounds really funny, right?

[laughing] [garbled baby talk] So this is Dr. Seuss's Oobleck slime.

What do you need to make Oobleck?

You need one cup of cornstarch.

[garbled baby talk] Yes, it's over there.

We need one half cup of water.

- Over there.

- And then just three drops of food coloring.

Okay?

So this is what we need to make Oobleck.

So we're gonna have a different container for this.

So Genevieve, just play with that container.

I'm gonna be making a new kind of slime.

Okay, so first step is one cup of cornstarch, okay?

So we're gonna do the cornstarch first.

Oh, here we go.

Do you need a napkin?

Use this napkin.

Okay, so we're gonna do first one cup of cornstarch.

So we're gonna get the cornstarch from over here, and we're gonna make one cup of cornstarch.

So we're gonna get this container of cornstarch.

We're gonna pour it in.

And Genevieve love the feel of cornstarch and flour in her hands.

Okay, so let's pour it in.

Thank you, friend.

So here we have cornstarch.

Next step, one half cup of water.

So I'm gonna ask some water.

So much fun to play.

Ready?

Here goes the water!

Here comes the water.

We're making Oobleck.

Okay, let's mix it in.

Mixy, mixy.

Oh, this kind of texture is very dense.

You could feel there's a difference between this Oobleck and the other slime that we made.

Look at that feeling.

[laughs] [squeals] So if you can see it, it's a very dense like texture over here.

See?

- Yeah.

- Yeah, we might need to add a little bit more cornstarch to here which we can do.

- Then we can test it.

- Test it out, see how much cornstarch you can add.

Look, mix this cornstarch over here.

Wow.

- This one.

- Oh, here we go.

Look, Genevieve, it's starting to turn into that Oobleck mixture.

[laughing] Keep kneading it, and you have to knead it for a couple of minutes.

You're smelling it.

What does it smell like?

[garbled baby talk] - It smells funny?

Take a look at how our Oobleck is looking.

It's looking very funny.

[garbled baby talk] See, look at this texture.

It's looking like a very texturous Oobleck.

Excellent.

- It's dropping.

- See, wow, look at that Oobleck texture.

[laughing] So silly.

Okay, friends.

So after making the Oobleck, feel free to also add some food coloring to the Oobleck as well.

- Ooh!

- Let's see what food coloring we could add.

So exciting.

[garbled baby talk] You wanna make some blue, add some blue?

Go ahead.

Let's add some blue.

- I can't do it.

- Okay, our hands get sticky.

That's why.

Ready?

- I can do it myself.

- Sure, hun.

- Oobleck.

- Let's make our Oobleck into a blue Oobleck.

Excellent, now let's keep mixing.

[gasps] Wow, friends.

Look at how beautiful this color looks.

Let's show our friends.

Do you see that?

- It's on the table.

- Oh, be careful.

- Oobleck.

- Look at the Oobleck.

- I do red and blue.

- Oh, what happens if we add red?

I bet we're gonna mix another color in.

So, friends, thank you so much for being here today, for helping us make Oobleck, and for also helping us make our basic fluffy slime.

Take care.

[upbeat music] - Hello, friends, and welcome to- - [Both Girls] Math time!

- I'm Rachel, and I'm joined today by my daughters.

- Maya.

- And Eva.

- And today we're gonna be thinking about- - [Both Girls] Patterns.

- What's a pattern?

- Ooh, me first.

Me first.

- Go ahead.

- Well, I think that pattern is a sequence of a repeated array of numbers, colors, shapes, objects.

- I think a pattern is a set of numbers, colors, shapes, pictures, whenever.

And an example of a pattern is water bottle, pen, lip gloss.

And it keeps going like water bottle, pen, lip gloss.

And that's a pattern.

- Because it repeats.

- Yeah.

A pattern is a repeated set of colors, shapes, whatever.

- Interesting.

I'm hearing both of you say that the idea of repeating is really important in a pattern.

- Yeah.

- Yes.

- I think I can see something that repeats.

Maya?

- Oh, I think you mean my shirt.

It has black and white stripes.

See black, white, black, white, black, white.

- Well that's definitely repeats.

- And speaking of patterns on clothes, I noticed the pattern on my hat with the things.

- Rainbowish color.

- So I'd like you to take a moment right now and look around.

Do you see any patterns in your home?

- Even a happy birthday sign like we have, that's a pattern.

- Take a moment.

We'll wait.

For our first activity, we're gonna look at a series of images.

Is this a pattern?

How do you know?

Look at the shapes.

Do they repeat?

Is this the pattern?

How do you know?

Look at the shapes.

Do they repeat?

- Mom, I don't think that's a pattern.

It doesn't have repeated shapes.

- [Rachel] This pattern looks really different.

I think it's a pattern.

What about you?

Do you think it's a pattern?

- I think that this is a pattern, and I also noticed that each time the sequence gets repeated, one blue star is added onto each end.

- [Rachel] Look at each pattern.

Can you figure out what's missing?

What shape comes next, and how do you know?

[upbeat music] There are so many patterns in nature.

Here, look at the skin of a chameleon, or the seeds of a kiwi, or even a snowflake.

Beautiful patterns can be found in nature.

They're different than some of the other patterns we looked at.

We know for sure that this is a zebra because we can see the black and white pattern.

Do you notice how the stripes are not exactly the same?

Maya, tell us about the pattern you're making here.

- Well, I just took a bunch of random things out of my house and I found some crayons and markers.

So my pattern is marker, crayon, marker, crayon, marker, crayon.

What comes next?

I don't think we just see patterns.

You can hear them like these bird calls.

[birds chirping] Yeah, I noticed that each sound is repeated about two to six times before the bird switches off to a different sound.

- So we've looked at some patterns with shapes and colors.

We looked at patterns in nature.

We even listened to patterns in nature.

And I think this idea of listening to a pattern and being able to predict or know what comes next is really cool.

And we're gonna try a little bit of that now.

[horn blowing] [laughing] Well that wasn't it.

[horn blowing] Maybe you don't have a musical instrument at home to make a pattern.

No problem.

You can use your hands to clap a pattern.

We're gonna do that now.

I'm gonna go first and you repeat after me.

Ready?

[clapping] I think it's pretty amazing that our brains can see and hear these patterns and we know how to keep them going.

We can just know what comes next.

That's something really, really special about humans, and birds, and nature, that these patterns just exist, and we can see them, and we can hear them, and we can continue them.

So this is an activity, this kind of clapping, that you can do at home with an adult, a brother, with a sister, with a friend, and it actually helps your brain to grow.

Music and rhythm actually is really connected to math, and the more music or rhythms that you listen to and that you make, the more your brain will be able to recognize these patterns.

I bet you have some toys at home that you could use to make patterns of your own.

Look at that mess.

Is there a way to turn these Magna-Tiles into a pattern?

Is this a pattern, Maya?

- I think so.

I mean, it's up, down, up, down, up, down, up, down, up, down, up, down, up, down.

So I think it's a pattern.

- [Rachel] Eva, tell us about your pattern.

- Well my pattern is a set of cubes, and there are different patterns.

There's orange, red, orange, red, and there's blue, green, blue, green, and there's clear, navy blue/purpleish, clear, navy blue/purpleish.

- Take a look at this pattern here.

Tell somebody in the room, what shape comes next, and how do you know?

Take a look at this pattern here?

Can you find colors and shapes that repeat?

Do you see how on the outside the triangles go green, blue, green, blue, green, blue, and then there's a different pattern with triangles and squares.

And in the very center, I see purple and clear triangles.

There's so many patterns in this shape.

Here I've made two patterns with rods.

Let's look at the on the top.

What is the pattern?

Say it to yourself.

Say it to someone near you.

What is the pattern for the row on the top?

Do you see how it goes orange, green, orange, green.

You finish.

Now, how about the one on the bottom?

I still see some orange and green in there.

Do you?

But I also see some blue.

Let's look at these two rows and think about how they're similar and how they're different.

So I notice here on the top, we have orange to start, but here we have blue to start.

So orange, green.

Down here it's blue, green.

Then on the top we have orange, green.

Down below, we also have orange, green, but then it goes back to blue.

See how those two patterns work.

They're sort of the same and sort of different.

Here are two more patterns side by side.

Just like we did before, think about what the patterns are, and how they're similar, and how they're different.

And you can turn and tell somebody in the room.

You can say it to yourself.

What are you noticing?

Well, this has been a super fun math time.

I hope you've enjoyed looking at patterns with me.

And I'm thinking back to what Eva and Maya said in the beginning, how patterns repeat, and I'm thinking about the birds that we listened to, and the music that we listened to, and some of the images or pictures that we looked at, and how just by looking and listening we can know what comes next in a pattern.

Very cool.

So after today's program, I'd like you to look for some objects, some toys, something from the kitchen.

Ask your trusted adult and make some patterns of your own.

And I encourage you to try like we did with the different colored blocks to make two patterns that are almost the same but just slightly different.

See you next time.

Bye, bye [upbeat music] [mutterings] [sneezing] - Hello, everyone.

My name is Lauren Sharpe, and I am a teaching artist at the New Victory Theater.

I am sitting here in my Brooklyn apartment with my two fellow clowns.

One is named- - Maewyn.

- And the other one is named- - Pia.

[laughing] - This is Maewyn and Pia, and the cats running through.

Just like your house, we all are creatures living here.

I am a performing artist and a clown, and today we're going to teach you how to do a very simple clown routine, and it's easy.

Sometimes we have to get silly at our house.

So this is a good way to sort of practice that.

And once you know it, you can teach it to your grownups too.

Are you ready to begin?

Are you ready to begin?

- Yeah.

- Are you ready to begin?

- Mm-hm.

- All right.

- I am so ready.

- I am too.

Now, it may seem difficult to clown, but the truth is, I think lots of people are doing it all the time when we're silly.

And one thing to know about being a clown and clowning is that you have to share your feelings with the audience.

So if I were having a feeling about something, I wouldn't just share it with my friend Maewyn, I would also share it with my audience right here.

So we are going to learn how to do a simple clown routine with just a few steps.

So we're gonna imagine that we're walking through a meadow.

Can we stand up?

Let's walk.

We're walking through a meadow, a beautiful meadow.

Isn't it lovely?

And then we're going to spot just ahead of us and tiny and beautiful flower.

I see it there in front of me.

Do you see yours?

Do you see yours?

And instead of just focusing on that beautiful flower, I'm going to share how I feel with the audience.

So look at your flower, and then check in or chicken to the audience.

So everybody chicken to the audience and back to your flower.

And you're going to decide, I wanna pick that flower.

I'm gonna pick it.

And then you're gonna chicken to the audience again.

Check to your flower, bend over, and pick it.

Bring it up to your eyes.

Chicken to the audience and share how you feel.

Are you excited about this flower?

Are you a little bit sorry that you picked it.

Maybe you shouldn't have picked it.

Gary has feelings about his flower.

And now you're gonna decide, I think we're gonna smell it.

So decided that, chicken to the audience.

I'm gonna smell it.

And take a deep breath in.

[inhales] Now here, you might decide that you are going to love the smell.

Let's see Pia love the smell of her flower.

And then share it with the audience by chickening.

Good.

And let's see Pia, I'm sorry, Maewyn.

Let's see you smell your flower and think it's the yuckiest thing that you've ever smelled.

[groans] Share it with the audience.

Chicken to the audience.

Pretty good.

Now I'm gonna decide to do something different, and let's see if you can guess what I choose.

I'm gonna smell it really deeply.

[gulps] So we all had something different.

Pia really enjoyed that smell of that beautiful flower.

Maewyn [sneezes] did not love it.

And I thought it was delicious, and I had to eat it.

So you have a choice to make.

You get to choose your own adventure.

So let's start at the beginning.

Let's see it all three together.

Back down to our seats.

And we decide silently that we're gonna go on a little adventure walking through the meadow.

Should we go?

[humming] [gasps] Down, chicken.

Look down.

And pick your flower.

Chicken to the audience.

Pick it up.

And make your choice before you smell it.

How are you going to feel?

Deep breath in.

[inhales] [sneezes] And we have a seat.

Wow, which did you choose?

- I chose the sneeze.

- I saw you and I heard you sneeze.

- What did you choose, Pia?

- Eat.

- You chose to eat the flower.

Maybe it was a beautiful herb that was edible and delicious.

I chose to enjoy it so much, and it made me feel so happy, and I decided to use it to decorate my hair.

So we have three different choices.

And the reason why we're able to share those feelings is cause our checking, chicking in, chickening in with the audience, right?

So now that we know the very simple clown routine, walking through a meadow, chicken, see the flower, chicken, pick the flower, chicken, smell the flower, chicken, and have whatever it is, a reaction that you want, chicken.

Wait, we got it down, right?

Now, once you have this simple routine down, you can play with it a lot of different ways.

You can also add some things to it if you like.

- And make your own.

- If you want, you can also add some cute little things to put on if you wanna play it at home.

Like I got these glasses and this Anna and Elsa bracelet.

And I'm gonna put it on to see how I look.

And we can all do it together.

- Bye, bye.

- Bye, bye.

- Bye.

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

[upbeat music] [chimes]