Storytime Share

 Aside: As I read this story, I am going to pause and have the children fill in the rhyming word. This is something you can easily do with rhyming books. Start off by using rhyming books that your child has read with you before.
Read the book: As you read the book, let the children chime in with some of the rhyming words, like head to follow red.
After the book activity: Everyone stand up! What’s a word that rhymes with head? Children give suggestions. Pick one–bed. OK, take your hand and dip it in red paint on the floor (pretend). Now take your hand and draw a bed. Good! What’s a word that rhymes with green? Perhaps the children say bean. OK, dip your foot in some green paint on the floor, and draw a bean. We all laugh together.
Submitted by Katie Ross, Kanawha County (WV) Public Library System

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

[Notice how the fonts for what the boy says and what the father says are different.]
Read the book. Point to some of the words that are in large type (gorilla, robot, Mars)
Aside: I pointed to some of the words in the book, the ones with larger type, as I read them. This helps children understand that it is the words we are reading, which develops print awareness.
Submitted by Saroj Ghoting

Say to all: In our next book, there is a mother hen and her three chicks, one is a Big Chick, one the Middle Chick, and lastly the Little Chick. The Little Chick likes to run on tiptoes, very quickly. Everyone stand up. Let me see you run in place, just where you are standing. Great! Now let me see you stand on tiptoe. That’s right you don’t touchyour heel to the floor. Now run in place again, but on tiptoe–that’s how Little Chick runs. Everyone sit down and let’s see what happens. In this book there are sounds like RUFF-RUFF that the dog makes. Let me hear you say that. Great! For Little Chick the sound is tippy-toe, tippy-toe, tippy-toe. Let me hear you say that. Great!
OK, ready?! As I read the book you’ll be making these sounds. Listen to the story too and see how smart Little Chick is.
Read the story.
Aside: Having your children make the sounds of animals and other sounds helps them develop phonological awareness, being able to hear the smaller sounds in words. This is so important when they later try to sound out words.

Aside: Letting your children know when you really enjoy a book helps them see your own enjoyment. Even doing this small thing helps develop print motivation, a child’s interest and enjoyment of books and reading.
Our next book is funny and clever. I enjoy this book because the little chick is the one who is so smart! Listen to what happens.
Read the book.
[For more participation, which also supports print motivation, have the participants chime in for RUFF-RUFF and tippy-toe, tippy-toe.]
Submitted by Saroj Ghoting

Say to all: Our next book is Don’t Worry Bear by Greg Foley. [Run your finger under the title.] In this book the caterpillar says the words “Don’t worry bear” over and over again. Let’s practice saying that–”Don’t worry bear.” Good! . . .
As I read the book, I’ll point to you all and you’ll know to say, “Don’t worry bear.” [As you read the book run your finger under the words don’t worry bear, as they say these words.]
Aside: You noticed that I ran my finger under the words don’t worry bear each time you all said those words. This helps develop your children’s print awareness, knowing that print has meaning and that it is the words we read. You can do this with any book you read!
Submitted by Saroj Ghoting

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

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.