Storytime Share

Read the book.
Craft/Activity: In this book, the boy is thinking of bad things that might happen to him. His father is figuring out how to save his son. I am giving each of you [adults and children] a piece of paper. On one side I want you to draw something you think of that is scary for you. On the other side I want you to think of something your Dad or a grownup could do to help you. It is all pretend, make-believe. What can you think of?
Aside: Having your children draw and then tell you about what they drew develops their narrative skills. It also gives us a window into their thoughts.
Submitted by Saroj Ghoting

<Before reading the book: Ask the children to describe things they would put in a box. And in this box it will contain art supplies. What can you think of? They reply with crayons, paint, etc. This is a great way for children to use the vocabulary that they do know and also good for developing Narrative Skills, which is the ability to describe events and tell stories. Now let’s see how a book can help introduce children to new vocabulary.
Read the book.
You can have items like compass, protractor, etc. available for the children to see and use.
Submitted by Katie Ross, Kanawha County (WV) Public Library System

Before reading the book talk about caterpillars and how they grow. Ask questions to see what the children already know.
Read the title, Don’t Worry Bear, and tell the group that these words are repeated throughout the book. Let’s say them all together, “Don’t worry, bear.” The caterpillar keeps saying “Don’t worry, bear,” and you will say it each time. Let’s try it.
Read the book.
Aside: Having the children repeat a phrase in the book is the beginning of developing your children’s narrative skills. The next step is to have your child retell the story to you. This later helps with your child understanding what he will read when he gets to school.
Submitted by Saroj Ghoting

Introductory Aside: Narrative skills can be developed by having your children tell stories. This is easier for some children when they recognize patters so that they can predict what will happen next.
Book Aside: Before reading the book–AS we read the book we want to encourage them to recognize the pattern and to repeat “buzz, buzz, buzz” and “buzz off.”
Read Buzz, Buzz, Buzz! Went Bumble-bee by Colin West
Fingerplay: Here is the Beehive
     Here is the beehive. Where are the bees?  (Hold up fist.)
     Hidden away where nobody sees. (Move other hand around fist.)
     Watch and you’ll see them come out of the hive. (Bend head close to fist.)
     One, two, three, four, five. (Hold fingers up one at a time.)
     Bzzzzzzzz… all fly away! (Wave fingers.)
Closing Aside:  Children enjoy repeating phrases as they did in our book and song. Please help your children look for patterns in the books and songs you do at home. This helps foster narrative skills.

Introductory Aside:  Narrative skills includes the ability to retell stories. This is one of the six early literacy skills that researchers have noted are important so that your children will later understand what they read.
Read Dog Blue.
Aside: Acting out stories or part so them helps children internalize the story and remember it. It will make it easier for your children to retell the story.
Act out the story.
Closing Aside: Children enjoy talking about books you have read together. It is a good way to engage them in conversation, and also helps them remember the story they have read. The ability to retell a story is an important skill to learn before going to school.
Submitted by participants of Saskatchewan Library Association Conference 2008

Introduction Aside:  Narrative skills is the ability to describe things and to talk about events, and to tell stories. Researchers have noted this skill as one of the six early literacy skills that will help your child be ready to read.
Read How to Be A Good Dog:  Our next book is How To Be a Good Dog by Gail Page. Let’s see what this dog learns.
Aside after the book: Acting out stories with your whole body helps our children remember the story. Let’s act out the story together now.
Closing Aside:  Narrative skills are as easy as talking with your child about what you’ve read AND having them respond too. You can ask them, “What was the funniest part for you?”
Submitted by Saskatchewan Library Association conference participants

Demonstrate aspects of dialogic reading* by asking open-ended questions during your sharing of a book.
Aside: With this next book we are going to focus on what we call “dialogic” or “interactive reading.” This just means that I will be discussing the book with the children and asking them questions as I go along. I will be asking questions that cannot be answered with just a yes or no. This technique of sharing a book helps develop their narrative skills, their ability to describe things and experiences.
Closing Aside:  Try dialogic or interactive reading at home with your child. Simply ask questions about what you’ve read. You can say, Guess what will happen next or relate the story to your child’s real experience. Try to ask questions that cannot be answered with yes or no, or just by pointing to the pictures. Having the children talk about the book helps the develop narrative skills.
Also, when the child gives a one-word response, you might expand on what she said, adding description or more information.
Submitted by Cindy Christin, Bozeman (MT) Public Library
* This webpage of the Talker Script from the Every Child Ready to Read @ your library initiative of the American Library Association gives more background on dialogic reading:
www.ala.org/ala/alsc/ecrr/workshopsab/workshopmaterials/scripts/script_t_basic0208.doc

Read book. Retell to group using story props. Have the children retell the story as you maneuver the props.
At the end of storytime hold up the handout of Pig’s Picnic and demonstrate how you have cut out the pieces so that the children can retell the story.
Closing Aside: You can strength your children’s narrative skills, the ability to tell stories, by taking home this storytime handout, having your children cut out the pictures and retell the story.
pigs-picnic-hand-out.doc
Submitted by Laura Mikowski, Hillsboro (OR) Public Libraries

Introduction Aside: When we talk about a story after reding it, we are helping our children remember what we have read. Having your children retell the story takes it a step further to help them develop narrative skills, which will later help them understand what they read.
During the storytime, read the book. Point out the different sounds and animals out at night. Describe the pictures. Ask children questions about what they think about at nighttime. How do you feel? What do you hear?
Aside: Talking about experiences and what your child is thinking about can enhance the book and may give your children a perspective different from their own. This interactive experience of discussing what your child thinks about nighttime is also a way to develop your child’s narrative skills.
Submitted by Sharon Lindsay, Rockbridge Branch, Bath County (VA) Public Library

Read the book. Retell the story using props.
Aside: You can retell with your children using things around the house. Retelling the story to your children will help them remember the story and retell it as well. When they retell stories they are developing their narrative skills.
Submitted by Cecil Holland, Ridgeway Branch, Blue Ridge (VA) Regional Library