Storytime Share

<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 the process of how a caterpillar grows and then goes into a chrysallis or cocoon and then emerges as a butterfly or moth.
Aside: Talking about what you know, even if it is not in the book, helps your children understand the world around them. Use words that your child may not already know, just explain them. This is how you build their vocabulary.
Read the book.
Submitted by Saroj Ghoting

Introduction Aside: Today I’ll be pointing out some activities we are doing that support ealry literacy in the area of vocabulary. This is the term that researchers give to knowing the names of things. You can see what we do here in storytime and you may get some ideas of what you can do with your children throughout the day.
After reading the book Who Is Driving?: As you can see, I don’t just read the book. We talk about the pictures and ask questions. Allow time for your child to say something back.
Closing Aside:  Our youngest children learn words that name things they can see (pig, tractor, hippopotamus). As children get older they understand words for feelings and concepts, and older still, they understand words for ideas.
Submitted by Saskatchewan Library Association conference participants

Aside: As your baby begins to talk, respond by elaborating on what he says. For example, if your baby points to a picture and says “dog” respond by saying, “Yes, that’s a little brown dog.” This will help build your child’s vocabulary.
Submitted by Cindy Christin, Bozeman (MT) Public Library

Introduction Aside: Today we are going to focus on vocabulary, one of the six early literacy skills. Vocabulary is knowing the names of things, not just of things, but of concepts, feelings and ideas.
During the storytime, read the book: At the beginning of the book talk about the word cellar. What is a cellar? Explain the word.
Book Aside:  Go ahead and use words that are unfamiliar to your child. Don’t replace words in books that they may not understand, but explain them. This will build their vocabulary.
Closing Aside: Don’t forget when reading to your children at home, don’t replace words, but explain them. This helps build their vocabulary.
Submitted by Janet Boucher, Blue Ridge (VA) Regional Library

As you read the book, ask the children to identify the animals in the book. Talk about the landscape in the pictures–where in the world might this take place? Use words the children may not know (arctic, icebergs, ice floes, glaciers, etc.). Also, talk about Tacky the Penguin’s personality, his uniqueness and originality, explaining words children may not know. For an activity, have children and adults draw and color a penguin however they want.
Aside: We used lots of interesting words today with Tacky the Penquin, some were not even in the book. This helps develop your child’s vocabulary. On your way home, talk about being creative and ways your child is unique.
Submitted by David Banker, Radford (VA) Public Library

One of the most important skills you can give your young children is a large vocabulary. That means using big words, words they don’t understand, in a variety of situations. Knowing lots of words, having a large vocabulary, helps children not only understand what they later learn to read, it also helps them recognize words when they later try to sound them out. Today we’ll see how the language of books expands your child’s vocabulary.
Submitted by Saroj Ghoting

Read book with time to allow children and adults respond with the opposite word.

Aside: Vocabulary is a very important early literacy skill. By vocabulary, I mean knowing the names, not just of things, but of concepts, feelings and ideas. Today we’re focusing on the concept of opposites!
Submitted by Ellen Abramson, Fairfax County (VA) Public Library System

Song: This Is the Way We Wash Our Face (Sung to the tune of Here We Go ‘Round the Mulberry Bush)

Let’s sing this song and tell a little story about how we take a bath.

This is the way we        wash our face               (actions to words to all these)

                                    shampoo our hair

                                    scrub our skin

                                    dry with a towel, etc.

This song helps us learn different vocabulary words about bathtime, like shampoo and scrub. I hope you will talk about this when you take a bath tonight. What other words can you come up with? Talking about interesting, fun words like this will help your children recognize words later on when they read them.
Submitted by Stacey Harwood, Henrico County (VA) Public Library, Twin Hickory Branch

Our next book is on trains and has some words that are opposites. For example, the opposite of happy is  . . . sad, that’s right! The opposite of hot is . . . cold, right! As you listen to this book see if you notice words that are opposites.
Read the book all the way through. Then come back to the pages that have opposites (old, new; fast, slow; up, down). Read one set and ask, whatis the opposite of old?  NEW! and so forth.
Adults, talking about not only words but their relationships, like opposites, helps develop your child’s vocabulary.
Submitted by Saroj Ghoting