Black Rabbit by Philippa Leathers

January 7, 2014 on 1:02 am | In 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Science, Books, Crafts/Activities, Empower Aside, Storytime Component | No Comments

Our next story is about a rabbit who notices a black rabbit following him around in the light of day. Let’s see if you can figure out what that black rabbit is.
Activity: Use a flashlight to demonstrate making a shadow. If you want you can do this after the book as an explanation.
Read The Black Rabbit by Philippa Leathers.
Activity: Hand out flashlights for children to make hand shadows. Ask questions about how to make a shadow larger or smaller. Have children and adults experiment together.

Early Learning Aside–Empower: As you walk around outside during the day, talk about shadows and how they are made. Do you see your shadow on a cloudy day? at night? When you talk with children about shadows, you are helping them learn about earth sciences, their world and how it works. Children are curious and interested in the world around them. Your explanations will later help them understand what they read.

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Solomon Crocodile by Catherine Rayner

January 7, 2014 on 12:21 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Empower Aside, Example Aside, Storytime Component, Vocabulary | No Comments

Introduction: Our next book is about a crocodile who is trying to have some fun and in the process is stirring up a big ruckus!
Early Literacy Aside–Example: Adults, listen to the many interesting words that children may not hear in everyday conversation. You’ll see that I will actually talk about a couple of the words. This is a good way to build your children’s vocabulary in a gentle way.

Read the book. [You can see there are many synonyms such as a pest, a nuisance, a pain and several interesting verbs such as stalk, splat, croak, squawk, spies, charges. Choose one or two to talk about.]

Early Literacy Aside–Empower: Children learn through repetition. So, reading a story such as Solomon Crocodile over several days or weeks will help them understand the story better. They may become so familiar with it that they join in with the words in the book. And you may find that they use some of those interesting words in other situations. You can too. The best way to learn new words is not from lists of words with definitions, but from using the words in different situations when appropriate.

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Too Tall Houses by Gianna Marino

July 17, 2013 on 2:25 am | In 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Conceptual Thinking, Books, Empower Aside, Example Aside, Explain Aside, Storytime Component | No Comments

Early Literacy Aside–Explain: In today’s storytime  I will be pointing out ways you can support your children’s background knowledge through talking about what is happening in a book and writing about it too. By asking children about the story, we help them thinking bout what is happening and help them better understand the story. 
Introduction:
Our next book is Too Tall Houses by Gianna Marino. There are two houses in this story, one for Rabbit and one for Owl and they get the two houses get too tall; they get very tall. In this story Rabbit and Owl have a problem. Let’s see what that problem is and maybe you can give some suggestions on how to solve it.
Read the book to the page where Owl’s house is blocking the sun that Rabbit needs for his garden, but Owl wants to see the forest. Ask an open-ended question such as “What do you think might happen?” “What do you think Rabbit and Owl could do solve their problem? Rabbit needs sun for his garden but his garden has grown tall and Owl wants to see the forest.”
Early Literacy Aside–Example: Some stories, like this one,  really lend themselves to helping your children think about how to solve problems. Asking them to stop and think about possible solutions develops their thinking skills which also helps with understanding. Remember there is no one right answer. It is good for them to think about different possibilities.
Early Literacy Aside–Empower: In our storytime today we read the story Too Tall Houses. There are several ways Rabbit and Owl might have solved their problem. Have your children draw their own ending to the story and write down what they say. This activity combines writing with problem solving to make for better comprehension now and as they learn to read themselves.

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Peanut & Fifi Have a Ball by Randall de Seve

May 15, 2013 on 3:38 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Book/Story--Narrative Skills, Background Knowledge--Book/Story--Print Motivation, Books, Empower Aside, Example Aside, Playing, Puppets/Dolls/Props/Dramatics, Storytime Component, Writing | No Comments

Introduction: When we use books that are fun and use imagination, our children make a connection to the story. In Peanut and Fifi Have a Ball written by Randall de Seve and illustrated by Paul Schmid, Peanut has a new ball and Fifi tries so hard to get her to play.  Watch how this story uses a simple item and adds imagination.
Read the book.
Activity: Act out the story.
Early Literacy Aside–Example: Acting out the story, dramatic play, reinforces both the story itself and the pleasure about the story. By internalizing the story, they are better able to understand it.
Early Literacy Aside–Empower:  I hope you’ll encourage playing with stories at home as well. Take a box, ruler, blanket, ball, or many other simple items and use make believe to encourage play.  Other books that work with Play and imagination are Not a Box and Not a Stick by Antoinette Portis.  After playing with a simple item, you can always expand on this play by having your child draw something they did, dictate a story about their play, or just describe what they did with the item.  Using writing to expand on the story validates your child’s play. Talking about and recording the story,  going over the sequence is uses their narrative skills which helps your child learn how stories work by using first, next, and last.
Submitted by Dianna Burt, Allen County (IN) Public Library

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The Doorbell Rang by Pat Hutchins Handout

April 23, 2013 on 9:20 pm | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Conceptual Thinking, Books, Empower Aside, Storytime Component, Storytime Handouts | No Comments

Introduce the book The Doorbell Rang by Pat Hutchins. Have children repeat the phrase “No one makes cookies like Grandma.”
Read the book. Count the cookies on one plate as more children arrive.
Early Literacy Aside–Empower: The kitchen is a great place for activities around counting and measuring whether you use recipes or not. A “handful” is a measurement! How does the amount in your handful compare to the amount in your child’s handful? The bathtub is another great place to play with measurement, pouring water from one container to another.
I have a handout here to go with The Doorbell Rang. You and your children can cut out the twelve cookies and plates and see how the cookies are divided as more children come.
Handout:  doorbellranghandout

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Chicka Chicka Boom Boom Tree Craft

April 23, 2013 on 8:40 pm | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Crafts/Activities, Empower Aside, Letter Knowledge, Storytime Component | No Comments

Chicka Chicka Boom Boom Tree Craft:
Offer enough materials for one per person (children and adults). Use construction paper cut outs for tree and cocoanuts, or offer a blank sheet of paper to draw a tree. Children can color their trees, and glue coconuts and leaves to tree. The youngest children can pat the glued pieces. Older children can write letters or something that looks like a letter.  If they know how to write their name, they can write those letters on their tree.  Encourage adults to describe and talk about what their children have drawn and made.
Early Literacy Aside–Empower: As you make things with your children, you can take opportunities to support their awareness of letters. With your preschoolers, help them write the letters in their name, but don’t worry if it’s not perfect. For younger children, talking about shapes, like the shapes of the cocoanuts or the shapes in the leaves, is the beginning of letter knowledge because children recognize letters by their shapes. Enjoy!

Submitted by Katie Ringenbach, Bucks County (PA) Public Library

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Joseph Had an Overcoat by Simms Taback

April 22, 2013 on 4:41 pm | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Book/Story--Narrative Skills, Books, Empower Aside, Flannel Board, Storytime Component, Storytime Handouts | No Comments

Read book:  Joseph Had an Overcoat by Simms Taback
Have children say the repeated phrase, “But it got old and worn.”
Retell with flannel board: Now let’s do the story on the flannel board. What happened first?
Early Literacy Aside–Empower: [As you give out the handout] I have a handout for you today for Joseph Had an Overcoat. It is the same pattern that I used for the flannel board. You can cut out the pieces and have your children retell the story. As you have your children retell other stories too, using props can help them remember what comes next. For your younger children who may not be able to retell stories, they can repeat a word or perhaps a phrase. These are all activities that will later help your child understand how stories work and also help them understand what they read.
Pattern for flannel board and handout:  josephovercoathandout

 

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Elmer by David McKee Craft

April 15, 2013 on 7:56 pm | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Crafts/Activities, Empower Aside, Storytime Component, Vocabulary | No Comments

Extension Activity: Elmer Puppet
Hand out elephant cut outs on white card stock and colorful construction paper squares to glue to the elephant or crayons to color the elephant. They then glue a popsicle stick to the back. Encourage children to describe what they made and to retell the story using their puppet. Adults with babies can make a colorful elephant to move in front of their babies’ eyes and talk about the shapes and colors.

Early Literacy Aside–Empower: Adults as you play with your children or make crafts with them, try to use a word they are less familiar with. Children learn words best through their experiences, not by memorizing words. You might use less familiar words for colors, like fuschia or magenta, or perhaps the way the elephant is walking, lumbering slowly along. You have many opportunities throughout the day to build your children’s vocabulary. It is these little things you do over and over again that make a difference.

Submitted by Katie Ringenbach, Bucks County (PA) Public Library

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There Were Ten in the Bed by Annie Kubler or Five Little Monkeys

April 15, 2013 on 7:52 pm | In 2's and 3's, Adult Aside, Age Levels, Background Knowledge--Book/Story--Narrative Skills, Books, Crafts/Activities, Empower Aside, Music/Songs, Phonological Awareness, Storytime Component | No Comments

Extension Craft Activity: Five in the Bed
Hand out half-sheet of construction paper cut lengthwise and figures for children to decorate. Younger children glue five figures in the bed; older children decorate with more detail.
Each child also gets a brad so that they can rotate their figures onto and out of the bed as in the book/song.

Early Literacy Aside–Empower: Adults, your children are not only using their art to reinforce retelling the story There Were Ten in the Bed we read today, but also to reinforce our early literacy skill.  Singing is a great way to support phonological awareness in that it slows down the words and gives a different note to each syllable, so today’s activity is a 2 for 1!

 

Submitted by Katie Ringenbach, Bucks County (PA) Public Library

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Little Red Hen Handout

April 15, 2013 on 6:48 pm | In 0 to 2, 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Background Knowledge--Book/Story--Narrative Skills, Books, Empower Aside, Practices, Storytime Component, Storytime Handouts, Talking | No Comments

Early Literacy Aside–Empower: In our storytime today, we read the story of the Little Red Hen by Byron Barton. Your children also retold the story with me on the flannel board. In today’s handout I have the repeated phrases and the order of what the little red hen did. There are also boxes for your children to draw the animals. You can cut them out and have the children retell the story for you. For your younger children, they can say the words “Not I” or say the sounds of the animals. Having your children retell stories helps them understand the story better and helps them learn how stories work. Enjoy!
Handout: lrhenhandout

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