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Every Child Ready to Read in Michigan - June 2017
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This Month's Wisdom...
"One thing we know about babies’ brains is that it is advantageous for babies to have positive sensory experiences for synapse development. Also, around the age of one, babies develop object permanence (peek-a-boo) and flap books are the most ideal thing for children developing object permanence."
~ Sue McCleaf Nespeca
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Though
everyone is in the midst of their summer reading program, fall storytimes are
right around the corner. On July 11 at 2:00 p.m., the Library of Michigan will
host a webinar with me on “Storytime Basics." So if you are a “newbie” or just feel
like you might like a “shot in the arm,” I hope you will attend! Following are
just a few tidbits of information that will be covered.
Storytimes for Babies
The
important thing to remember about storytimes for babies is that the program is
really more for the caregiver. You are modelling how to share books, rhymes and
songs with babies for the sole purpose to encourage caregivers to continue
these activities at home.
A goal
should be to share many nursery rhymes and songs including: finger/hand rhymes;
tickle/touch rhymes; toe/foot rhymes; and bounce/lift rhymes. Having this
variety should keep baby’s interest. Why are these rhymes and songs so
important? Here are just a few reasons:
• Rhymes can be a baby’s first introduction to
literature.
• Reading rhymes to babies begins the
reading habit and introduces babies to the pleasures of reading.
• It is important to talk to a baby. Sharing rhymes is
one good way of sharing language with babies.
• Rhymes provide an opportunity to
play with baby - babies can be directly involved.
•Rhymes do not need to make sense to
babies – they will simply enjoy the sound of the words.
• Sharing rhymes can establish a
pleasurable bond between the parent and baby.
Recommended
Website for Baby Storytimes Beginners
Jbrary's Baby Storytime Guide
Included are sections on: Welcoming Activities at Babytime;
Favorite Fingerplays and Tickles;
Favorite Lap Bounces;
Focus on Newborns; Favorite Dancing Songs;
Favorite Books for Baby Storytime;
Using Scarves and Egg Shakers with Babies;
Using a Parachute with Babies;
and Putting it All Together: A Baby Storytime Program.
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Storytimes for Toddlers OR Two’s and Three’s
The challenging thing with storytimes for two’s and three’s is the reactions of the children in the group. Some younger children may watch and listen only, some will participate and some may appear to pay little attention or may attempt to wander around the room. This is why the caregivers should participate in all activities – rhymes and songs - and help the child act out the motions or actions. However, it is important to remember that not all two’s will have the fine motor skills to do finger plays as three’s might so adults will probably need to help with finger rhymes. Children of these ages have short attention spans so it is important to keep the program moving. Two developmentally appropriate books may be enough alternated with rhymes and songs and an opener and a closer.
Recommended Website for Toddler Storytime Beginners
Jbrary's Toddler Storytime Guide
Included are sections on: How to plan the storytime; Favorite Read Alouds; Favorite Songs and Rhymes; Songs To Get the Wiggles Out; How to Incorporate Puppets; and Favorite Felt Stories.
Storytimes for Preschoolers
It is important that the caregiver is also present for this program – it is an excellent way to model to the caregiver how to share books, language, and songs and encourage them to extend the experiences at home. Programs are almost always thematically arranged. Alternate 3 or 4 stories with one or two activities such as: active rhymes, finger rhymes, creative dramatics, poems, or songs. Use various methods of storytelling to tell those stories with at least one story more visual through the use of a flannel or magnetic board, puppet, tell-and-draw story, etc. Also, have one participation book. Remember to have children do an activity which allows them to stretch or be active midway through the program.
Recommended Websites for Preschool Storytime Beginners
Here are three storytime sites that list themes and then show a complete program arranged around that theme.
1. Abby the Librarian - http://www.abbythelibrarian.com/p/storytime-themes.html
2. Storytime Katie - https://storytimekatie.com/
3. Storytime Themes Perry Public Library - http://www.perrypubliclibrary.org/storytime_themes.htm
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Books
for Babies
Where’s the Giraffe? Ingela Arrhenius. Nosy Crow, 2017. ISBN: 978-0-7636-9334-3.
$8.99.
One thing we know about babies’ brains
is that it is advantageous for babies to have positive sensory experiences for
synapse development. Also, around the age of one, babies develop object
permanence (peek-a-boo) and flap books are the most ideal thing for children
developing object permanence. However, many libraries resist purchasing flap
books because unless the flaps are very sturdy, book circulations are few
before the book is damaged. Enter --- a flap that is made of material! That’s
right --- not paper – but material. Is this a good idea? I don’t know. We need
to circulate them to find out, but I certainly am intrigued by the concept.
Arrhenius is an illustrator, but she also has created patterns for fabrics, wallpaper, toys, and stationery. Thus, her
use of material here is not surprising. The books themselves are great for
babies – there are bright colors, clear uncluttered illustrations, a safe
mirror, and of course that interactive element. So far, there are three books
in this new series; Where's the Giraffe?, Where's the Ladybug?, and Where's Mr. Owl?
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Books
for Toddlers
Higgly Hen. Axel Scheffler. Nosy Crow, 2017. ISBN: 978-0-7636-9324-4. $9.99.
“A Farm
Friends Sound Book” series has two titles so far; the one pictured here and Cuddly Cow. The first makes a very loud clucking sound when you press
the button, and the second “moos” but there are also birds chirping in the
background. Colors are bright and the
illustrations are very appealing for twos and threes. Children will love the
sounds that emanate from the book while you are reading the simple and
repetitive text. Scheffler is the illustrator for the Pip and Posy books and also Gruffalo.
Both are great to share in storytime programs.
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Book
for Preschoolers
Go Sleep In Your Own Bed! Candace
Fleming and Lori Nichols.Schwartz & Wade, 2017. ISBN:
978-0375866487. $17.99.
As animals
at the farm try to go to bed, they each find another animal in their bed. Each
hollers “Go sleep in your own bed!” Children can join in on this repetitious
refrain, which makes it a great choice for narrative skills. The last animal
chased out of dog’s bed is cat, who is welcomed to her bed by the little girl
who lives in the farmhouse. This is both a great storytime choice and also a
book to recommend for bedtime reading.
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Book
for First Readers
An Elephant and Piggie Biggie! Mo Willems. Hyperion, 2017. 978-1-48479-967-3. $16.99.
This is
a collection of favorite Elephant &
Piggie books, all in one volume. Included are: Today I Will Fly; Watch Me Throw the Ball!; Can I Play Too?; Let’s Go
For a Drive!; and I Really Like Slop! Willems has stopped
writing new books in this series now, but celebrates the tenth anniversary with
this collection. Elephant & Piggie
books won two Theodor Seuss Geisel Medals and five Geisel Honors!
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Presently I am chair of the Every Child Ready to Read Oversight
Committee which is a joint committee of the Public Library Association and
the Association for Library Service to Children. We are presently evaluating
the current manual (which most of you have received from the Library of Michigan).
Since it was published in 2011, it is time to consider whether it needs
revised, updated, changed etc. After visiting many states and talking to
librarians and children’s coordinators I find most people using ECRR first edition (six skills) or second edition
(five practices) most often take those skills or practices and incorporate them
into their storytime programs. However, ironically, there is no information in
the manual on how to use the research or early literacy information in
storytime programs. The manual actually has workshops that are to be done for
parents or early childhood educators. How many people are using the workshops?
Do they still have value? Should they be revised? Or, should the project work
on producing modules that will assist librarians with information NOT already
in the manual such as:
1) Reaching Teen Parents 2) Reaching New Parents 3) Providing an informal workshop or information for parents of babies and
toddlers (also not in the manual) or 4) How to share early literacy
information in storytime programs.
I would LOVE to hear your views. SERIOUSLY!
Please write me at: sue@kidlitplus.com.
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