- Hi everyone and welcome.

We're so delighted to have you with us.

We are going to present a presentation today entitled "Rosie's Rules."

Before we get into it, let me introduce myself.

I am Angela Wilson.

I am a Workshop Facilitator and Education Specialist for PBS NC.

I also have with me one of my co-presenters and fellow workers there at PBS NC, Ms. Celia Santos.

Celia, will you introduce yourself, please?

- Thank you so much, Angela.

I'm so happy and honored to work with you.

[Celia speaking in Spanish] My name is Celia Santos and I am a native Spanish speaker, born in El Salvador, and I also work as a Spanish Teacher, and I'm an Educational Consultant and Digital Innovator for PBS North Carolina.

Today we'll be discussing the importance of supporting linguistic diversity.

Specifically, we're gonna talk about Rosie's Rules, the program, and as you wait, we wanted to share with you two great PBS Kids websites that you will love just like we do.

So let's take a look and open the first page.

So as you wait for everyone, go ahead and explore our amazing resources.

So our first website is PBSKids.org/RosiesRules.

Here you will find the Slime Store, Riding with Rosie games.

We have activities and videos that you can find in English and Spanish.

So let's take a look at the other website.

So we have PBSKids.org and we have PBS.org/Parents.

So here you're gonna download an app and if you go to the website that we have provided, you're going to see that it takes you to this amazing website for parents.

You wanna find the shows that your kids watch on PBS Kids.

You can check those out, you can play different games and you can download coloring pages and printables as well as videos that you can watch with your little ones at home.

And all these resources that you'll find are available in English and Spanish.

So a lot of cool things here to explore.

So I'm gonna pass it back to Angela.

She's gonna introduce our presentation for today.

- Thank you so much, Celia.

So yes, we are gonna be talking about Rosie's Rules today and we're gonna talk about and focus on supporting linguistic diversity with PBS Kids Rosie's Rules in a meaningful and relevant way.

I'm so excited about this information because it's information that can be used in a classroom for early childhood providers and educators, but also at home for families.

And as Celia talked about all of those wonderful resources that are available on the website, they are available for my favorite price, that is FREE!

So let's take a look at some more of what we have to offer today.

- We are going to begin and explore, and learn about Rosie's Rules.

We're gonna go behind the scenes and meet the cast so you learn a little bit more about the show.

And through Rosie's Rules, children learn to appreciate the beauty of different languages and develop an understanding of cultural significance of the language that they're learning.

In this case, Spanish.

The program features Rosie, a lovable animated character who speaks English and Spanish at home.

This representation is an important step towards creating a more inclusive environment for children who come from bilingual or multilingual households.

So let's learn about Rosie's Rules and watch this really, really fun video.

[characters faintly speaking] I hope the video got you as excited as I am to watch another Rosie's Rule episode.

Let's take a look at what we're gonna be covering today.

So here's our agenda and we're going to explore a little bit more about the advantages of learning a second language.

We're gonna introduce new vocabulary in Spanish, review the learning stages of the developmental sequence of language acquisition, and we're gonna create tools for teaching in your classroom environment.

We're gonna learn a little bit about daily routines and we're going to ask Angela a little bit more about these.

- Thank you so much Celia.

I was just gonna say, I saw on one of the bullets on your list for the agenda is that we are gonna talk about some tools that educators can use and that families can use.

And here are two of them right here.

So the first one we're gonna take a look at is Iggy's Bedtime lesson plan.

As we think about coming to the end of the school year, I know that a lot of times educators are already getting plans in their minds for things that they want to share with families in the upcoming year.

Well, we have a couple of them for you?

Celia, will you click on the link there?

- Yes.

- And we're gonna take a look at Iggy's Bedtime lesson plan.

As you will know, those of you that are parents and certainly those of you who care for young children, sometimes it's hard for children to get a bedtime routine.

This is a tool that they can use, that families can use that makes the teaching and learning tangible for children, and gives them a predictable routine.

So here's the information that families can use talking to children about when it's time to go to bed, what a routine looks like, what patterns they can develop, as well as how to schedule those things that needed to be done prior to bedtime.

Just given that sense of order to what happens at night and makes bedtime much more manageable.

That's exactly what we wanna do.

This tool is available for you on the website.

You can find it there.

PBS Kids Under Rosie's Rules, okay?

Another one we'll take a look at there briefly is the bedtime routine chart.

It is a printable chart that children can use.

Again, an opportunity to make bedtime a predictable, orderly occurrence where there's not a lot of back and forth, and upset children and they don't know what's gonna happen when they can really have something that a tool that they can use to help them to pull everything together.

So this printable chart is available also on the website under Rosie's Rules.

This is something that I would suggest that you share with parents maybe at the beginning of the year when they come into your classroom or when you're meeting them for the first time.

Just helping them to again, extend learning from the classroom even to home.

As they complete those charts, certainly you'll want to have conversations with them and with the children about their charts, and what types of things they're putting on their charts, what kinds of routines they set up.

It makes it such a wonderful learning tool.

The last thing we'll share with you is a song... Who doesn't love music, right?

I'm not gonna sing, are you gonna sing Celia?

- We can sing along at home sing as we- - Yeah, you may sing along with them, I'll let her sing.

But here's a wonderful little song that the children can use for their bedtime routine.

It's coming.

I love it.

So let's look at how we can really think about using information that we are sharing today in a very practical way.

There again, in your classroom or even at home.

We have a framework that we use, a model called Watch, Play, Explore, Share.

Now, if you were with me in person, I would have you to repeat that with me.

Watch, play, explore, share.

It's really important that you think about these different ways that children learn.

They learn by watching, they certainly learn by playing, they learn by exploring, they learn by sharing.

Let's take a look at each one of these and how they play a role in learning.

First of all, watching.

This is where children are making observations.

They inquire and are asking questions.

We encourage them to be curious about information and that can be where they're watching certainly a video or a TV show, one of our clips, and let me just share this.

This is one of the things we always share with parents.

It's not necessary for a child to watch an entire episode to get an idea that they can really move forward with.

Sometimes it's just two or three minutes.

So just like the clips that we've been showing, and we'll show a few more in today's presentation, only a few minutes is needed to really get a child interested in an idea, so you want them to watch.

Then you want them to play.

We always say that play is children's work.

Encourage them to interact and to build skills, to learn how to do things even better as they are playing.

That's just an organic way that they interact with materials.

Then we want them to explore.

That's a deeper dive where they're going into hands on learning, doing bigger, better, and more things with the materials that they have.

That's also the place that the trusted adult who's with them joins in to further their exploration by asking open-ended questions.

Those why questions, those how questions... How can you... Why does the... All of those questions that really encourage children to think and explore.

Lastly, children can share, that's where they create connections.

They are drawing, they are demonstrating what they have learned by creating artifacts or whatever it is that they want to do.

Sometimes children even make up songs or little skits, but that's how you can tell what they have learned when they share back with you the information that they have taken in.

So watch, play, explore, share.

Please use that with your children in your classroom or at home.

Celia, take us a little farther.

- We are gonna continue to talk about the PBS Kids Watch, Play, Explore, and Share.

This is such a great valuable tool that can be used with Rosie's Rules to reinforce the program's message of promoting linguistic diversity and cultural awareness.

So we're going to be incorporating the learning experiences and gaining a deeper understanding and appreciation for other cultures.

So Rosie's Rules has allotted parts of the show that demonstrates the kids that you can do anything if you put your mind to it.

And we're going to share with family and friends when we watch this show.

We, on this one is "Rosie's Rules, I really gotta know, Chef Rosie."

So Chef Rosie provides us with a fun engaging way to experience culture through food by inspiring young chefs to try new foods.

In this case, her and Iggy make Tostadas.

And tostadas is a traditional Mexican dish that is cooked for festive days like Cinco de Mayo.

So you can enjoy this right at home because it's a very simple dish to make.

It does not take a lot of ingredients and you can substitute ingredients based on preferences.

So what is a tostada?

This is what a tostada is, and then in the show, Iggy and Rosie make a tostada, they show us how.

So we are going to go ahead and look at the recipe of a tostada.

We have ingredients like chicken, polo, ground beef, carne, lettuce, lechuga, cheese, queso, tomato, tomate, olives, olivos, green peppers, pimientos, onions, cebollas, salsa, sour cream, salsa crema, beans, frijoles.

So these are not the only ingredients you can add.

You can add a lot of different ones.

So on the resource that we have here on our presentation, it's going to show you how you and your young chef can make tostadas at home and learn more about culture through food.

So here, traditional tostadas, which are really baked or fried corn tortillas.

So they're hardened and they provide a crunchy texture and you can add all different toppings to it.

Think about like an open face taco.

That's really what a tostada is and I like it because it's very simple and uses a lot of healthy ingredients.

So here shows you the steps, all the ingredients that you need, make it with your children, share with your neighbors and friends, and you can explore too, other recipes that they have on the website, on not just tostadas, but here is a short video that will teach you a little bit more about Rosie's Rules and her connect- [characters faintly speaking] There's a lot of tasty recipes that she inspires us to make and that you can make at home.

So if you wanna do something in the classroom, but maybe not wanna cook a recipe with your students, we can make a tostada from classroom supplies.

So you can make it with simple supplies that you can use at home, like a paper plate and create something like this that you can see here.

It's a paper tostada which is just as appealing 'cause it's very colorful.

But to talk to us more about tostadas, I'm gonna share with Angela, how do you make tostadas in the classroom, Angela?

- That's a wonderful question Celia, and thank you so much for asking.

'Cause again, as an educator, I'm always thinking about the ways we can make things happen for children if we don't have the food or in some classrooms they're not allowed to bring food in and prepare in that way.

So this can still be a wonderful activity that children can participate in as they actually create the food.

Wouldn't it be great to ask them to come up with creative ways, use their imaginations to come up with what they think beef might look like or what they could use to make chicken, or what they could use to make tomatoes, or maybe even Play-Doh, maybe we'd use some of that and make all of these different ingredients.

And from there, they can also create their own recipes.

So maybe they have a recipe that says there should be four slices of tomato or three strips of onion, or four strips of a green pepper, or whatever vegetables they want to use.

So not only there have we made it an art activity for them, but we've also included the counting, some math, they could measure the writing of the actual recipe that they come up with as well as again, their imagination.

As they're working together, that's a great way to help build those social skills.

So there are a lot of things that we can do with this recipe that maybe we don't even have to have food to do.

So thank you so much for asking, Celia.

- Thank you so much for sharing all those great ideas for the classroom because sharing food can bring people together and I think that children learn by doing, and it's so important that we connect what we learn and teach them that everything that we learn is important, and promote a sense of community and connection.

We're gonna continue with the learning stages of developmental sequence and language acquisition.

- Yes, so as we're talking about what happens in a classroom, I'm always concerned and thinking about making sure that we build a solid foundation for children.

And one of the ways that we can do that to make sure that they have a solid educational foundation that is, is to make sure that we're aligning the things that we're doing, the activities we're doing in the classroom with the North Carolina foundations for early learning and development.

We have five developmental domains that we take a look at to make sure that we're touching on each of these throughout the day.

So first of all, there's approaches to play and learning.

And again, that's where children are using their imaginations, where they're learning to be persistent and to stay with task, just trying hard, but doing that through play.

There's also emotional and social development, and we know all about that children learning to feel good about what they're doing, learning how to work with other children, how to interact with the adults that come into the classroom and so forth.

There's also health and physical development and that can be not only the gross motor development, but also fine motor.

So just like the recipes that we were just talking about and creating those tostadas, Celia, that's a good way for them to bring in those fine motor skills if they're using Play-Doh for instance, to make those ingredients for their tostadas.

There's also language development and communication and that's really what we are talking about today is that whole thing about language and being exposed to new and different languages as well as cognitive development where children are thinking, they're thinking about what they're doing, they're diving deep, they are exploring, they're discovering, and all of those things can be done through these activities that we are sharing today.

As we move along...

So Celia, some more information that can be found in the foundation's book is the information regarding dual language learners.

Okay, we'll take a look at that.

Yeah, let's take a look at the diversity.

Wonderful.

So the link that you have provided for us here does give us information and this is from the University of North Carolina at Charlotte.

This is on our website, but something that we share with teachers and wanted to make it available to you also.

It's talking about the importance of exposing young children to diversity.

Our state continues to become more and more diverse and so we need to help children to be inclusive of others, to be understanding, to be kind and compassionate in a lot of ways that they are learning to do that is through their play.

We make these things very relevant and natural for them, very organic.

So this is some information again that, that teachers, educators, families can use.

As I shared with you earlier, one of the things I really like on this, Celia, is those reflective questions that are available there.

Is there one that kind of sticks out to you, Celia?

- How do your cultural values, backgrounds impact, how you reflect diversity in your classroom?

And I think that that one as a teacher is, you know, like I bring my culture into the classroom.

I like to teach my students how to be sensitive through other cultures because it's important to understand, like if I'm teaching them about Dia De Los Muertos, I like to give background information about what it is, you know, my beliefs are kind of shown to them, but I also want them to reflect and share how they feel, and to be open-minded because it's important to know that not everybody may think the same or may act the same and things like that.

And when you're teaching in the classroom, it's important to be sensitive to other people's beliefs and things like that because it makes us more culturally aware and it also helps us to become more connected with other people and to empathize with other cultures.

So as a teacher, but also have, you know, my background, I always try to make sure that I am patient to teaching, dual language learners that the consistency and that you can be creative with everything that you learn is very important.

Which one do you think you would?

- Well, I'm always interested in what families are doing, so, and that's kind of small for me to read, but that second one there, are the families used to use, I'm sorry I cannot read that.

- Are the families use as a resource for understanding and incorporating the child's culture into the classroom?

- Thank you for doing that.

So yeah, just thinking about again, how families are connected with what's happening in the classroom.

We find that when information is being shared in the classroom and being mirrored at home and the same vice versa, it just makes the child stronger.

So then if we are sharing things in the classroom, making sure that families understand and they're able to incorporate some of those things at home too.

I think that's one of the things that I really love about PBS NC and the PBS Kids programs is that we provide those materials that can follow the children home, you know?

And so often that's where the breakdown is.

Educators don't have things that they can share with families, so that's huge.

So again, just some of these questions to really make sure that what you're sharing is irrelevant.

Okay, as we move along, one of the other things that we have available in the foundation's book is information about dual language learners and the stages that these children go through as they are acquiring a new language.

So one of the first stages we take a look at there is the home language use and of course, their hearing, their native language at home and that's what they are acquiring.

The second stage is kind of a non-verbal stage, and so they're hearing a new language taking it in, but they may not be given much of it back.

So there's the receptive language, but not a lot of the expressive language in that new language.

Then the third stage there is the telegraphic and formulaic speech that they are starting to form words, they're starting to share those words and you'll hear some of it come back maybe in short phrases, but you'll hear some of it.

And then the final stage there, the fourth stage is the productive language usage and that's where children are using, starting to use even full sentences, you know, and really using the language to share what they know, but they're sharing it in the new language.

So that's something that educators should be aware of in the classroom.

And thinking about you and your children, Celia, how does this information really relate to you all?

- I can relate because I have three children who I am raising bilingual, Spanish is my native language.

So a lot of things is when you're teaching children another language at home, like for me it's Spanish, I speak Spanish at home with my little ones.

And they'll first is they, you know, when they're learning another language they start off with, if I say a word, they'll give me a cue that they understand, then they are learning the word and then they're repeating the word like little parrots, they say it back.

Then I've noticed when they're starting to put together two words at a time in Spanish.

And then with Spanish we have, you know, as they progress, they're gonna be saying it correctly the words in Spanish, change with the nouns.

So that's important that they learn like [speaking in Spanish] in English when we say I eat is you eat, the verb doesn't change, but in Spanish, the verb changes based on the subject that it's used.

So when students are learning Spanish, it becomes difficult then as a teacher too, I understand that there's always that, you know, they're learning English too with their friends and with other family members.

But when they're doing Spanish with me, they wanna use that same rules that apply to English that don't quite apply to Spanish.

So at home, they'll say something funny and stuff like that.

Like if you say a word in Spanish, depending on how you say it, you can change the meaning like in Spanish, papa is potato, but also papa means dad.

So depending how you say a word, you know, they'll change the meaning.

So it's funny when they're learning and they start to imitate what I say.

And then my oldest, he speaks Spanish, and reads and listens, you could see how throughout the years that he's learned Spanish, how he's acquired both Spanish and English.

And you know, I could see how as he gets older, these languages are balancing it out.

Like when I learned English took me a long time because of pronunciation.

I had a hard time saying the words in English because they, in Spanish is phonetic, the way I write the word in Spanish is how I say it.

Whereas in English, the words, the way you write 'em doesn't always match the way you say them.

So there's always going to be those issues with language learning that a lot of students who are acquiring a dual language have difficulty with.

And it's just as a teacher, as a caregiver, as a mom and parent, it's important to be patient because children's will acquire the language just not maybe at the same pace that you would want them to.

Because language learning, you're a lifelong learning, you know, you're a lifelong learner so you never stop learning.

Like in English I learn words, you know, as they get integrated into the language.

I learn you words all the time in both languages.

Like back in the day, texting wasn't in the dictionary, but now I have a verb now, [speaking in Spanish], you know?

So that you gotta add that in.

And it's funny, you know, we got that Spanglish too, the mix of languages.

So I think that as long as children are having fun and learning, as long as you're consistent and doing it every day, I think that children can learn.

You just gotta keep up with it and show them that it can be done.

- Thank you for everything you shared.

And one of the things I was thinking about as you were talking is the trusted adult has to make sure that they're making the environment such that children want to try.

And a lot of times as you're learning, I mean, just like anything, as you're learning a new skill, you're gonna make mistakes, right?

You know, but making sure that children feel comfortable and even when they're making mistakes, grammatical errors or whatever, we are just encouraging them to keep trying and we show them a really good attitude, and make an environment that makes them want to try.

So thank you so much for sharing that.

Let's take a look at what's next.

So now we're moving on to a little Spanish game.

- Yey!

- I love it, I love it.

We like a game, so we gotta let folks know if they were in-person with us, we would be up playing this game, right?

But because we're doing this recording, we're still gonna try and have some fun.

So this is Simon says, and we know that game, but we're gonna make it today, "Rosie Says," and I'm loving that I have a co-host who is able to speak Spanish and speak it correctly.

So we're going to hear her pronounce some of the words that we would be using on a regular basis, but she's gonna pronounce them in Spanish.

And tell us how this game can be played with young children, toddlers, on up to adults.

Come on, Celia and tell us how to do it.

- I think one of my favorite games to play in the classroom and at home has to be, "Simon Says," in this case we're gonna do, Rosie Says, Rosie Dice.

So Rosie dice, dice means says in Spanish.

So in this game, I always like to get students up and in a circle, but before we do that, I always like to go over with students the words.

And what we usually do in the classroom is I'll have the word and we will say the word together and I'll say like, if it's a greeting, we'll start off like, "ola" and then everybody says "Ola."

And so either in the game, they either have to tell me what it is that you know, you either have to wave, you know, what it is.

So I would say, "Ola," and then they would either wave and tell me that they know or they would say, "Ola, hi" in any way that they can do it through translation, through sounds, any way that I know that they know.

So we're gonna go over some words in Spanish that I would like for you to practice with me.

Words like... Let's say "Adios."

Adios, let's say it together.

Angela, if you can help me.

Adios.

- Adios.

- Adios is goodbye.

So we'll do this, adios.

So adios is goodbye.

Another way that I teach this one is through hand gestures like, "por favor."

This one, por favor, say it with me Angela, Por- - Por- - Favor, it means please.

And everybody knows this one is gracias.

So gracias.

- Gracias.

- is thank you.

We're gonna say some words that are a lot of the ones that Rosie Rules use is like the pets.

So we're gonna say together, "perro."

This one is that double R, so we'll try it again.

- Perro.

- Perro.

I couldn't never roll my R's.

- It takes practice.

Even native speakers sometimes don't quite say it correctly, so it's okay, perro.

It's like the equivalent of the R in English that read, perro.

Dog, so perro, the students in the classroom, I could do, perro, woof-woof, they could do sounds.

Gato, let's say it together, "Gato."

- Gato.

- Gato, cat.

[speakers meowing] Manos, so you can incorporate hands in there.

Manos are the hands las manos.

Pies, the feet, but we could...

If we were playing in the classroom and you wanted to do just the animals, we would continue with more on the animals and this could be like fun.

So we would all get together in a circle and if I pulled out the word, let's say, "gato" then you would have to tell me what it the word would be.

So Rosie rules dice, "gato."

[Angela meowing] muy bien, [applauding] Angela.

Rosie's rule dice, "perro."

[Angela barks] Oh my goodness Angela, you are so good.

Muy bien.

So the thing is, with the game, it gets so fun that the students all as they're learning the words will know if others are not doing it and they'll be like, you're out, you sit down.

And then as students really learn the vocabulary, you can add more words in there.

You can add like commands in Spanish like, sentarse, sit, so [speaking in Spanish], so the cat would sit and then you would know as you're adding more of the commands that the students really know, not only the noun that they're learning, but also the command.

And that's really helpful for language as those we use a lot.

So you can differentiate the game based on skills.

Again, I like to pass the ball around 'cause it's a really great way to get students up and as they're passing the ball you can say, "Simon dice," that person can say that Simon dice and everyone would follow along.

So it's a really great activity.

I think that you can do it with really any vocabulary that you're teaching, whether it's colors or anything a vocabulary that you wanna teach students, and make it really fun.

I think this game would be something you wanna do.

And we're gonna continue with Rosie and we're gonna learn a little bit more about pets.

So this episode is just a little clip we're gonna show you.

It's called Crystal's New Bunny.

And in the classroom, if we were doing it, we would like everybody to write it on the whiteboard, all the animals that you hear on the video.

In this case, because we're doing a virtual workshop, if you're following with us, you can write down what you see on your notes.

So here is an introduction to what Rosie Rules does in the show, which are called Diminutives.

You'll hear these on the video.

Gato, we learned this cat and we have words like gatito, which is a small cat or a kitten.

A perro, a dog, perrito, a puppy.

A conejo, a bunny and conejito would be a little bunny.

So on the vocabulary that you see here, when you watch the video, see how many times you see these words repeat.

So let's take a look and this comes to us from PBS Learning Media.

So if you want to go ahead and download the resources that they have, there are extension to this video, their extension resources that you can find here.

So the clip is caring for a family pet and is a visit to this pet store for Crystal's new bunny.

Find Rosie's struggling to figure out what bunny she wants versus what she needs.

So we're gonna look at the video and here below, you can see what you can use with the video if you wanted to continue and use this in the classroom.

There's Crystal's new bunny lesson plan, also our Family Pet, Rosie's Rules and more activities that you can download.

So we're just gonna show you a small little part of the video, but you can watch this at home.

[characters faintly speaking] So we're gonna stop the video right here.

You probably heard one of the words on there that we're gonna talk a little bit more about conejo, that bunny, conejito, so he change the noun, conejo to conejito, we're gonna talk about why that happens in Spanish.

So here is something you'll see a lot in Rosie's Rules, that it's something we do a lot in Spanish.

So it is called diminutives and diminutives are a common feature that we use and they're used to indicate smallness or endearment.

So diminutives are used in Rosie's Rules.

You'll hear them with words like libro, I'm librito, which means little book in English.

Similarly, her friend Marco uses sillita instead of silla, mesita instead of mesa.

So what's good about the diminutives in Spanish is that they're really easy to use and is a word added to the suffix that slightly changes the meaning of the word typically to reference a smaller version of something or to serve as an emotional endearment to that.

So like you saw Rosie, instead of the conejo, the bunny, but as she called it conejito, like a sweet bunny, like a little bunny.

So the English equivalent is the Y like dog, doggy.

So that's what you would see in English.

So typically diminutive are formed by adding either "ito" at the end of the noun or "ita" to the ending of the noun, or even adjectives are used as well.

So keep in mind the diminutives also agree with the gender of the noun in question.

So we're gonna learn a little bit about that.

So if a noun in Spanish ends in O like perro, then you would add the ito, the I-T-O.

And if the noun in Spanish is feminine, it ends in A typically we would add the ita to the noun.

So we're gonna talk about this a little bit more because this way of language is used to to show that a less intimidating way for children to learn words and it's a playful and endearing way to add to a dialogue.

And children and students really like to really learn these because we use them a lot in the language.

And to talk to us a little bit more about diminutives.

Angela, if you can explain this to us a little bit and you are great because you have such great Spanish pronunciation and I want you to go ahead and talk to us about diminutivos, diminutives.

- You are so encouraging.

Thank you Celia.

You're doing exactly what we want to do for children is to encourage them to try.

And I know that my pronunciation is probably quite a bit off, but thank you so much for again, creating an environment that makes me want to try.

So what I heard you say was, if we add to the ending of a word, either ito or ita, we can change the meaning and we create a diminutive, okay?

So we're gonna add those endings to some words and just see what happens.

So I'm gonna start with perro.

If I say puppy in Spanish, I would say perrito.

Oh good.

And apple, la manzana, if I say little apple in Spanish, I would say la manzanita.

[Celia speaking in Spanish] Thank you for letting me try.

You know what?

You've inspired me.

I think I'll try a couple more.

- You're doing so good, we have to do more.

- Okay, let's try the next one.

[chuckles] All right, let's try gato, which is cat, gatito.

Yes!

All right, I'm gonna try one more.

Casa, which is house, casita, would be small house.

- Excelente.

Wonderful, you know what, Celia?

I am working on a tiny house, so I'm working on a casita.

- Si, Angela, excelente.

Wow, you really getting the hang of this stuff.

- Thank you for letting me try.

- And we have so many resources to share with you guys and since due to time we can't go over all of them.

We've added a resource and support material slide just for you to check out at home in your spare time.

So you will see that PBS has so many resources that are educational, fun, and engaging.

We're gonna go ahead and look at this one that we didn't really talk about before and it's the family tree activity.

So this takes us right to a printable, which again can be done as you see up here, change the language to Espanol.

So we can add English or we can do the family tree [Celia speaking in Spanish] - Wow, just that simple, huh?

- Just a click away and we can change the language.

- Fantastic.

You know, Celia?

I just wanted to say this about the worksheet that we're looking at there.

We were talking about providing some relevant tools for educators to use in their classrooms.

So I know a lot of the NC Pre-K classrooms use creative curriculum and they have a tree study that's a part of that curriculum.

This will be a great activity for teachers or educators to share with families so that they're able to pull this up when they get home and the children can work on an activity like this.

It's a great homeschool connection.

- It really is.

And it gives a chance to children to explore their backgrounds and see where all their family has come from, and know that we are all from different places.

And you'd be surprised, you know, how engaged and how interesting your children are to learn more about where they come from, and it just keeps the connections going and it keeps us as parents happy to share all our earlier experiences with their little ones, and being able to find in such, you know, in such a fun and playful way.

And I really have to say I love all the PBSKids.org activities because they have so many different things that we can do at home with our little ones if we just take 30 minutes, if we take, you know, an hour or even five minutes just to make their day just so much more fun.

And there's not just, you know, interactive printables, you can even do games and you know, our little ones, anything that they can learn in any way that we can do it either indoors, outdoors, and even just a little game, they get so much out of it.

- Absolutely, and I was just thinking too, Celia, you know, all of the PBS Kids programs have been vetted by professionals who know all about early childhood, about child development and all of the information is aligned to early learning standards and to the standard course of study that's used even for elementary school.

So you can be just reassured that whatever material you pull up on PBS Kids, it's gonna be something that's beneficial to your child.

And you're sure to see their development, their learning just increased because of these materials and these tools and resources that are available.

- I completely agree.

There's so much out there and the fact that they're created by educators who are teaching children in the classroom and they bring all their tools to us and all these activities are completely free.

They're just a click away.

You can download them, you can have the mobile apps too, and you can have it anytime, anywhere really.

In the car, you play a video in Spanish or English you try to get that language moving.

It's just so great.

And we are almost at the end of our slideshow.

So it has been a great opportunity to share with everyone, all our experiences and to show everybody that we can support linguistic diversity at home and to promote just the cultural awareness as well as develop, you know, abilities that we're trying to teach our children to improve their communication and to be more culturally sensitive because we are creating the future of America.

And it's so great to bring PBS Kids rules, you know, Rosie's Rules because it's such a show that really promotes these values, provides children with just a fun and interactive way to learn about language and culture.

So I just wanna say that I'm so happy to encourage culture and embrace and respect different languages, and all the cultures of the world because we are here and we are all together.

- Absolutely, and Celia, I'll just add, I hope that the information that was shared today really inspires you to bring some of these activities into your classroom and to try some of the words maybe that you haven't tried before, try speaking some Spanish.

Thank you again for being with us.

And with that, we'll say adios.

- Adios, thank you so much, muchas gracias, thank you guys for joining us today and I hope that you take one thing that we did today, and try it out every day you try something new.

Thank you all for watching, - Adios.

- Bye, adios!