Storytime Share

Introductory Aside: Rhyming is one way that children learn to hear that words are made up of smaller parts. By doing rhymes with them you are supporting phonological awareness. This skill helps them when they later try to sound out words. And it’s fun, too!
Read Who’s There on Halloween? by Pamela Beall

Song: Do a rhyming song to the tune of Are You Sleeping?
We are rhyming; we are rhyming.
Rhyme with me; rhyme with me.
Nose rhymes with toes; nose rhymes with toes. (substitute other words from story)
Rhyme with me; rhyme with me.
Closing Aside: Take advantage of lots of opportunities to play rhyming games with your children.
Submitted by participants in Saskatchewan Library Association Conference 2008

Aside:  As we read this book listen for words that rhyme, words that sound similar. Even the title of the book Move Over Rover has two words that rhyme.
Read Move Over Rover
Repeat the story using stuffed characters and a doghouse and let the children tell the story, using rhyming phrases from the book.
Submitted by participants of Saskatchewan Library Association Conference 2008

Aside:  Today we are focusing on phonological awareness, the early literacy skill that includes rhyming and helps children hear parts of words. This story, Fidgety Fish by Ruth Galloway, has rhyming and non-rhyming segments. We’ll see words that rhyme and words that don’t. Rhyming breaks words into smaller parts. Words that sound like the sounds they make also support phonological awareness. This is called onomatopoeia.
Submitted by participants of Saskatchewan Library Association Conference 2008

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

Introductory 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 and hearing the beginning sounds of words.
Aside before reading the book Animal Boogie by Debbie Harter: This is a book that we can sing. Listen to all the rhymes in this book. Singing and rhyming help with phonological awareness. You can also think of other words that rhyme, or add extra verses at the end.

Storytime Plan for Peas, Peas, Peas
peaspeaspeas1.doc
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

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

Aside: Board books are a great investment for babies! They allow babies to handle books freely, and even chew them. Good first choices are board books with pictures of everyday things. Try pointing to the pictures and then to the real objects around you.This hleps babies get the idea that pictures and words are symbols for real things.
Submitted by Cindy Christin, Bozeman (MT) Public Library