Songs, Rhymes
June 12, 2008 on 5:12 am | In 0 to 2, 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Fingerplays and Rhymes, Introduction, Music/Songs, Phonological Awareness, Storytime Component | No Comments
Aside: Singing songs and saying rhymes are good ways for children to become aware of the different sounds that make up words. We call this phonological awareness. It also helps them get a feel for the rhythm of language, how words are divided into syllables.
Submitted by Cindy Christin, Bozeman (MT) Public Library
What Shall We Do With the Boo-Hoo Baby? by Cressida Cowell
June 11, 2008 on 3:19 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Closing, Introduction, Phonological Awareness, Storytime Component | No Comments
Introductory Aside: I will be having the children hear and make animal sounds. This is one of the ways to develop phonological awareness, hearing the smaller sounds in words.
During the storytime, read book. We are now going to read What Shall We Do With the Boo-Hoo Baby? by Cressida Cowell. All join in together with the animal sounds and the crying baby! Letting the children hear and make the sounds helps them later hear the sounds in words.
Closing Aside: Feel free to check out these books I have displayed which have animal and other sounds, which will help with phonological awareness.
Submitted by Cindy Thompson, Roanoke City (VA) Public Library
Night in the Country by Cynthia Rylant
May 30, 2008 on 1:31 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Introduction, Narrative Skills, Storytime Component | No Comments
Introduction Aside: When we talk about a story after reading 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
Harry and the Terrible Whatzit by Dick Gackenbach
May 30, 2008 on 12:51 am | In 4's and 5's, Adult Aside, Age Levels, Books, Closing, Introduction, Storytime Component, Vocabulary | No Comments
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
Old MacDonald Has a Farm Song
May 29, 2008 on 2:58 am | In 0 to 2, 2's and 3's, Adult Aside, Age Levels, Closing, Introduction, Music/Songs, Phonological Awareness, Storytime Component | No CommentsIntroduction Aside: Researchers have found that one of the six early literacy skills is phonological awareness. This is the ability to hear and play with the smaller sounds in words, like rhyming, playing with syllables or parts of words, and hearing beginning sounds of words. The beginning of this skills starts with children hearing and saying the sounds of animals.
During storytime sing “Old MacDonald” with the children, including several animals–cow, pig, sheep, chicken, duck, etc.
Aside: Making the sounds of animals contributes to phonological awareness and hearing sounds in words. Researchers have found these skills help with reading later on.
Closing Aside: Take advantage of opportunities to play with rhyming words and saying the sounds of animals.
Submitted by Kimberly Burnette-Dean, Roanoke County (VA) Public Library
The Aminal by Lorna Balian
May 29, 2008 on 2:37 am | In 4's and 5's, Adult Aside, Age Levels, Books, Closing, Introduction, Narrative Skills, Storytime Component | No Comments
Introduction Aside: Narrative skills is helping your child tell a story. Researchers say this is an important skill towards your child learning to read. In this storytime we will have fun while using narrative skills.
During the storytime–Book Aside: In this story we will be using narrative skills to tell our story and to talk about the events taking place. Narrative skills are the six early literacy skills that help your children learn to read. This includes giving your children time to think about and answer questions about the story. Listen as I ask questions that cannot be answered with just yes or no. Read the book.
Closing Aside: Ask your child about storytime today when you get home and help them retell one of the stories.
Submitted by Carolyn B. Morehead, Big Island Library, Bedford (VA) Public Library
Blue Goose by Nancy Tafuri
May 29, 2008 on 2:27 am | In 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Books, Closing, Introduction, Print Awareness, Storytime Component | No Comments
Introduction Aside: Researchers have found that 95% of children’s attention goes to the pictures in the book. When you run your fingers under the title as you read it, this helps show them you are reading the text, not the pictures. This is part of print awareness.
During the storytime–Book Aside: You can run your finger under the repetitive phrases to match the text to the words. Then your action doesn’t get in the way of the story. Read the book running your finger under the repeated phrases.
Closing Aside: When you read withyour children at home, hold the book upside down or backwards and see if your child notices. Be sure to turn the book if a page is in a different direction. Theis helps with print awareness.
Submitted by Melissa Davis, Bedford (VA) Public Library
Shapes
May 7, 2008 on 12:20 am | In 0 to 2, 2's and 3's, Adult Aside, Introduction, Letter Knowledge, Storytime Component | No Comments
Today our early literacy tip is on letter knowledge. You may think of letter knowledge as being able to write letters. Actually there is a lot to know related to letter knowledge long before children can write the letters. One aspect is recognizing shapes. Today I’ll be pointing out some fun ways we can help them recognize and talk about shapes.
Submitted by Saroj Ghoting
Print Awareness Introduction
May 7, 2008 on 12:13 am | In 0 to 2, 2's and 3's, 4's and 5's, Adult Aside, Introduction, Print Awareness, Storytime Component | No CommentsOur early literacy tip of the day today is on print awareness. There are many ways we can help children understand that print has meaning. Research studies point out that about 95% of a child’s attention goes to the pictures. Today in storytime I’ll be pointing out some ways we can help them focus on the print as well.
Submitted by Saroj Ghoting
Language of Books
May 7, 2008 on 12:08 am | In 0 to 2, 2's and 3's, 4's and 5's, Adult Aside, Age Levels, Introduction, Storytime Component, Vocabulary | No CommentsOne 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
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