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Storytime Fundamentals

Storytime Fundamentals. Instructor: Penny Peck Pikly@aol.com An Infopeople Workshop Spring 2007. This Workshop Is Brought to You by the Infopeople Project.

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Storytime Fundamentals

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  1. StorytimeFundamentals Instructor: Penny Peck Pikly@aol.com An Infopeople Workshop Spring 2007

  2. This Workshop Is Brought to You by the Infopeople Project Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis. For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.

  3. Workshop Overview • What is Storytime? Formats by age • Selecting books and sharing these in a group setting, themes, bilingual storytimes • Songs and fingerplays • Issues – dealing with disruptions • Extras – crafts, puppets, props, storytelling, outreach

  4. Storytelling vs. Storytime (Storytime is our subject today) • Storytelling - memorized stories - book not used - oral tradition • Storytime - books used - not a performance

  5. What is Storytime? • Opening song • Introduce the theme • “Get Ready” song • First book • Fingerplay • Second book • Stretch song • Apron story • Closing song

  6. Storytime by Age: Lapsit • Babies up to 18 months • Approx. 20 minutes in length • Opening song, simple book • Song or fingerplay, simple book • Another song or fingerplay, simple book • Closing song • Pass out board book for parent/child • Handout with song lyrics for parents

  7. Toddler Time • Lots of movement activities, 25 minutes • Opening song • Interactive book • Song, short book • Stand-up song, book • Fingerplay, book • Closing song/dance • Stamp hand

  8. Preschool Storytime • Opening Song, state the theme • Book • Fingerplay • Book • Stretching song • Book • Song • Book • Closing song • Craft activity

  9. Family Storytime • Very similar to Preschool Storytime • Shorter books • More songs • Still have a craft • Aim toward the preschoolers, while including the younger children

  10. Reading to a Group Vocal projection and Pacing: • Posture • Head voice or chest voice? • Breathing exercise – blow out between your lips

  11. Holding the Attention of the Audience • Audience participation • Rapport with audience • Age appropriate materials • Holding the book so audience sees the illustrations

  12. Why Libraries Do Storytime • Importance of reading aloud - models reading aloud for parents • assists in brain development • develops vocabulary • Increases library circulation - brings in new users • creates high profile for library • supports school curriculum

  13. Kindergarten Readiness • Learning parts of a book: spine, title page, direction to turn pages • How to hold a book • Motor skills: hold a crayon, hop on one foot, use scissors • Alphabet, counting

  14. Physical Environment for Storytime • Registration - does it create barriers? - nametags? • Scheduling - what works for your patrons? • Preparation Time - what is the minimum needed? • Setup - what is essential?

  15. Selecting Books and Materials • Selecting books • by age group: one sentence per page for toddlers, more for preschoolers • Themes • Movement activities • Multicultural topics

  16. Stories that have recurring phrases which are added on (or accumulate) and repeat “House That Jack Built” “Jacket I Wear in the Snow” “The Chair Where Bear Sits” Types of Stories - Cumulative

  17. Interactive Stories • Also called Participatory Story, Call and Response, Pattern Story, or Repetition Story – kids call out repeated words and phrases • “Little Red Hen” – “Not I!” • Eric Carle’s books – “The Very Hungry Caterpillar” • Use at least one Interactive story in every Storytime

  18. Circular Stories • Stories that end up where they started (or “circle back”) • “If You Give A Mouse A Cookie” • Allows listener to predict what will happen

  19. Concept Books • ABC • Counting • Shapes • Colors • Opposites • Part of Kindergarten Readiness, also invites participation

  20. Creative Dramatics • Act out the story – using mime and movement, re-enact parts of the story • Books like “The Turnip,” “Going on a Bear Hunt,” “Wiggle Waggle” • Can either act out as a group, or choose children from the audience to come up and act out the story

  21. Board Books Picture books with just a few words per page Large, uncluttered illustrations Bright colors “Time for Bed” “This is the Farmer” “Baby Rock, Baby Roll” “Crunch Munch” “Another Important Book” Selection Books for the Very Young

  22. Themes • What are themes? • storytimes on snow, tying your shoe, apples • What are some of your favorite themes? • Are they necessary? • how themes can help: reflect what will happen in Kindergarten • how themes can be limiting: more effort to include multicultural characters • Websites that list Storytime themes

  23. Dialogic Reading • Dialogic reading: what it is • create a dialogue using the pictures by encouraging child to talk about the story • asking open-ended questions • How to incorporate it into Storytime • use interactive stories • do fewer books to allow time for dialogue • do it during the last story • Why it is important • improves vocabulary, builds sentence skills • you are modeling dialogue for the parents

  24. Bilingual Storytimes • What that means: reading the same story in two languages • Spanish/English • Other bilingual storytimes

  25. Using Bilingual Volunteers • Partner-style storytime • you read one page in English, volunteer reads same page in other language • Demonstration of Partner-style Storytime: need one English reader and one Spanish reader

  26. Where to Buy Bilingual Books • Rainbow Books • Lectorum/Scholastic • Pan Asian • Shen’s Books

  27. Multicultural Storytimes • Multicultural themes • Lunar New Year, Black History Month • Diversity at all Storytimes • nonwhite characters in books on any subject

  28. Using Multicultural Books • Authenticity important – does it accurately reflect the culture? Or is it dated? • Do’s – Celebrate holidays, also add nonwhite characters in all storytimes • Don’ts - books with dialects, books where the nonwhite character is “exotic” or “different” • Other thoughts on this?

  29. Outreach to Diverse Populations • Outreach to non-English speakers • contact them to publicize these new storytimes • Send volunteer readers to Daycare/Headstart/Preschools with non-English speakers • Send volunteer readers or book bags to diverse daycare/preschools

  30. Songs and Fingerplays • Opening songs • “Get Ready” songs • Stretch songs • Fingerplays • Closing songs

  31. Issues in Storytime • Dealing with disruptions - Child behavior challenges - Parent behavior challenges • Size of the group -Dealing with large crowds

  32. Limiting the Size of Storytime • Daycare and preschool groups • allowing them at Storytime, or going to their site with volunteer readers • Age groups • how to advise parents who want to bring toddlers to preschool storytime • Using “Big Books” • oversized copies of popular picture books • Avoid registration or is registration necessary? • any tips?

  33. Outreach volunteer readers going to preschools book bags for preschool teachers training local daycare providers sending staff to daycare/preschools Marketing flyers: at library, doctor’s office, stores, where parents go newspaper coverage target mailings to groups press releases to Parents’ Press, homeowners newsletters, etc. Outreach and Marketing

  34. Dealing with Disruptions • Common disruptions - child behavior issues - parents talking - latecomers • Positive steps - set expectations - volunteer ushers

  35. Value of Crafts at Storytime • How crafts relate to Kindergarten Readiness - motor skills - following directions • Crafts can attract more parents - added value with crafts - time to talk to other parents • Crafts are fun!

  36. Storytime “Extras” • Puppets • Props • Flannelboards • Apron stories • Games • Dance and movement • Videos

  37. Using Puppets and Props • Puppet as mascot • Puppet shows to tell stories • Props and realia • Musical instruments • Appealing to kinetic learners

  38. Flannelboards and Apron Stories • Use Flannelboards -for simple stories -cut our pictures • Use Apron stories -for large groups • Sources to purchase these • Sisters-in-stitches.com • Lakeshorelearning.com

  39. Let’s Get Moving • Dances - “The Hokey Pokey” • Movement activities - “Head and Shoulders” - “Shake Your Sillies Out” • Games that move - “Farmer in the Dell” - “Simon Says”

  40. Evaluating your Storytime • Age-appropriate material • Pace and variety • Vocals • Rapport with audience • Interactive elements

  41. Dealing with Success • Crowd control • Volunteers • Adding more sessions • Outreach to daycares & groups • Kits for Storytime outreach

  42. Where Do You Go From Here? • What will you do next? • What other questions/topics should we address? • Closing song

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