Brooklyn Public Library’s STORYTIME GUIDE2015

BABIES & BOOKS

THE MISSION: Babies & Books is a developmentally appropriate program for children birth to 18 month olds and accompanying caregivers. This is a parent/caregiver education program with the goal of sharing and modeling the importance of reading, singing, talking, and playing with baby.

THE AUDIENCE:Babies need to be immersed in a language-rich environment to learn how to talk and later read, so storytime is a perfect opportunity for language stimulation. New babies love to listen to the human voice, so engaged adults who read, sing, talk, and play are key to promoting language and brain development.

Behavioral characteristics of babies: Need to be close to caregiver. May look like they are paying attention to you, or they may not. (Often they are still listening, even if

they are playing with their feet or a toy.) Like to reach for, bat at, and grasp books. Will put books in their mouths and will chew any papers available. Have short a short attention span. May look at interesting, high contrast and/or colorful pictures-or may not. Enjoy more songs, rhymes, and fingerplays than books. Like to experiment with making sounds. May babble or coo when engaged. Need repetition of rhymes and songs.

THE METHOD: Total time is between 20-30 minutes. Babies & Books is a great opportunity to model book-sharing

techniques for parents and caregivers. Most libraries include an additional 30 minutes of informal playtime with age appropriate toys and

books. Please get down on the floor and interact with the babies and their grown-ups! Encourage the parents to play and talk with their babies. This is a great way to get to know the kids and the families.

Encourage parents and caregivers to sit on the floor with babies on their laps. If it is a small group, sit on the floor with them. Some parents may need to sit chairs, which is fine.

If you like, play baby-friendly recorded music before and after the program. Remember young children learn through repetition. The Mother Goose on the Loose program is a great

model for how to structure your program. 80% of the program is repeated week to week. The other 20% you can change up, including books and rhymes.

If you like, use a doll, large puppet, or teddy bear to demonstrate the actions of songs or rhymes. Children who are walking may want to play with your doll. You may want to have a spare toy or doll to give them instead. Put the demonstration doll out of sight when you’re not using it.

Let parents and caregivers know this a participatory program! Encourage adults to participate by inviting them to sing, clap, and rhyme together.

Provide an take-home sheet for each participant. If you use the same favorites each week, make a list of “core storytime rhymes.” You may want to give these out at the end of the program. There is a sample in the guide.

To encourage participation, have the lyrics to rhymes and songs posted in the room. Flip chart paper can be ordered through the toy, craft, and game order.

For smaller groups, have nametags available so parents can make one for both their baby and themselves. Parents can stick a name tag on their child’s back, so he/she doesn’t play with it.

If you can enough copies of the same book, try a group read aloud together. Some libraries like to include an actual “book sharing” time by passing out multiple copies of the same board book for participants and enjoy a group read aloud. If you don’t have multiple copies of the same book, pick a few board books and have the grown-ups read them to their children. Circulate and talk to each baby about his/her book, encouraging adults to cuddle his/her child and talk about their book.

Expect a great variety of behavior from the babies—often limited response or crawling away. Remember that often they are still listening. You can redirect their attention with clapping, a noisemaker or familiar song or rhyme. Expect babies to put everything in their mouths! Remove paper clips, small toys, etc., from the program space.

Communicate to parents and caregivers the importance of their reading to their child each day and that they are their child’s best teacher. Explain the importance of rhymes, fingerplays and songs to build literacy skills. (See Early Literacy Tips for Babies & Books).

TIPS FOR SUCCESS: Be flexible and read your audience. Add another rhyme if they are patient, cut it short if they are

getting restless. And always have a welcoming smile and sense of humor! Start and end each program with the same song/rhyme to establish the routine and sense of

community. Repeat each rhyme/song at least twice, if not three times. Clap with enthusiasm after every book, song, rhyme, and activity. Remember fun is contagious! If you are having a good time, so will the children and grown-ups.

THE MATERIALS: Scarves to play peekaboo Baby-safe bells, shakers, and other instruments. (Look these over before you hand them out to the

babies.) Puppets. You may want to have one doll or puppet to use as your “baby” to model to the grown-ups

how to perform rhymes and songs with their babies.

What to look for when choosing books for babies:For larger groups, use big books or full-size picture stories. For smaller groups, board books may be appropriate.

Simple, clear, and colorful pictures—with or without words Bright patterns or pictures with high contrast Real life pictures of babies, people, animals, and things Rhythm, rhymes, songs, and simple poems Stories told with short, simple sentences, minimal text Pictures of familiar objects—teddy bears, trucks, home items, other babies Animals or things that make noise or intriguing sounds Peek-a-boo games Board or chubby books manageable for little hands

Favorite Books for Babies & Books:Please only share books that are in the BPL collection.

1, 2, Buckle My Shoe by Anna Grossnickle HinesAll Fall Down by Helen OxenburyBabies on the Go by Linda Ashman; illustrated by Jane DyerBaby Bear, Baby Bear, What Do You See? by Bill Marin, Jr., illustrated by Eric CarleThe Baby Goes Beep by Rebecca O’Connell; pictures by Ken Wilson-MaxBaby Parade by Rebecca O'Connell; illustrated by Susie PooleBig Fat Hen by Keith BakerA Book of Babies by Il Sung NaBooks Always Everywhere by Jane Blatt, illustrated by Sarah MassiniBrown Bear, Brown Bear What Do You Hear? By Bill Martin Jr.; illustrated by Eric CarleClap Hands by Helen OxenburyThe Cuddle Book by Guido Van GenechtenDear Zoo by Rod CampbellDo Cows Meow? By Salina YoonDo Crocs Kiss? By Salina YoonFive Little Ducks by Ivan BatesFiesta Babies by Carmen Tafolla, illustrated by Amy CórdovaFrom Head to Toe by Eric CarleHands Can by Cheryl Willis Hudson; photographs by John-Francis BourkeHead, Shoulders, Knees and Toes… by Annie KublerHello Day! By Anita LobelHooray for Fish! by Lucy CousinsI Kissed the Baby! by Mary Murphy

I Like it When… by Mary MurphyJazz Baby by Lisa Wheeler, illustrated by R. Gregory ChristieLeo Loves Baby Time by Anna McQuinn, illustrated by Ruth HearsonMama Cat Has Three Kittens by Denise FlemingMoo, Baa, La La La! by Sandra BoyntonMommy, Carry Me Please! by Jane CabreraMy Car by Byron BartonThe Neighborhood Mother Goose by Nina Crews (read selections) Peek-a-moo by Marie Torres Cimarusti; illustrated by Stephanie PetersonPeekaboo Bedtime by Rachel IsadoraPeekaboo Morning by Rachel IsadoraPlease, Baby, Please by Spike Lee and Tonya Lewis Lee; illustrated by Kadir NelsonPolar Bear, Polar Bear What Do You Hear? by Bill Martin; illustrated by Eric CarleSay Goodnight by Helen OxenburyTen Little Fingers and Ten Little Toes by Mem Fox, illustrated by Helen OxenburyTen, Nine, Eight by Molly BangThis Little Chick by John LawrenceTickle, Tickle by Helen OxenburyTwinkle, Twinkle Little Star by Caroline ChurchUh-Oh! By Rachel Isadora The Very Hungry Caterpillar by Eric CarleWhere is Baby’s Belly Button? By Karen KatzWhere’s Spot? by Eric HillYou Are My Baby (series) by Lorena Siminovich

SAMPLE BABIES & BOOKS FORMAT(These are suggestions; alter to fit the presenter’s personality and the group’s needs!)

1. Welcome and share the early literacy tip of the day. If it is a small group, have everyone introduce themselves (including grown-ups).

2. Share your opening song, rhyme, or ritual (same each time).3. Share two to three rhymes and/or songs, each done two or three times (repeat at least one from the

previous storytime). Add clapping, bouncing, tapping, patting, swaying, rocking. Encourage everyone to applaud after each rhyme.

4. Share an early literacy tip about the importance of singing and/or sharing songs and rhymes. 5. Share a book. 6. Share an early literacy tip about the importance of reading with babies.

7. Share two to three rhymes and/or songs, each done two or three times (repeat at least one from the previous storytime). You may invite the participants to stand, dance and move around for this segment of the program.

8. Share a book. (Try a “sing-able” book.)9. Give each baby an instrument or scarf. Share 2-3 songs or rhymes while using the prop (repeat at least

one from the previous program). Some staff members prefer to do this activity at the end of the program and allow the families to keep the toys for playtime. Collect instruments/scarves; make a game out of having children put them away.

10. Share 2-3 rhymes. As the babies may be a little more squirmy you can try bouncing or “flying baby” rhymes. A flying baby rhyme is a rhyme to say while that lifting the baby into the air.

11. Share a book. With a small group, have a group read aloud with everyone using the same board book. 12. Share a quiet song, rhyme, or lullaby. 13. Goodbye song or ritual (same each time). Thank everyone for coming to the library and share your key

early literacy tip one more time. 14. Introduce “Playtime” and bring out the toys. If you have set-up a “Play Station” (i.e. a special play

activity that can be easily replicated at home), tell the families about it.

SAMPLE BABIES & BOOKS PROGRAM (These are suggestions; alter to fit the presenter’s personality and the group’s needs!)

Welcome Song: Hello Song (Tune: London Bridge)

Hi, hello and how are you? Help baby wave during the song. How are you? How are you? Hi, hello and how are you? How are you today?

Early Literacy Tip (directed to the parents and caregivers): Read to your baby at a time when you are both relaxed. It doesn’t have to be for a long time. If she cries, stop and try again later. Follow your baby’s lead during this program and when you read to your baby at home.

Bounce or riding rhymes:

To Market, To Market

To market, to market, Bounce baby gently on knees.To buy a fat pig. Home again, home again, Jiggity, jig

To market, to market, to buy a fat hog. Home again, home again, Jiggity, jog.

Little Frog

A little frog in a pond am I, Bounce baby on lap. Hippity, hippity hop.

And I can jump in the air so high, Lift baby in the air. Hippity, hippity hop. Bounce baby on lap.

Source: Jane Marino. Babies in the Library. Scarecrow, 2003.

Picture book: Leo Loves Baby Time by Anna McQuinn, illustrated by Ruth Hearson

Early Literacy Tip (directed to the parents and caregivers): Like the babies in this book, little ones love to play with books like toys. This is great way for them to learn how books work and develop skills like turning pages. Check-out a stack of board books from the library and let them play with them!

Rhymes or songs: Share two to three rhymes/songs. Repeat short rhymes twice.

“Head Shoulders, Knees and Toes”Point to babies various parts named in this song while you sing.

Head, shoulders, knees and toes, knees and toes. Head shoulders, knees and toes, knees and toes. And eyes and ears and mouth and nose. Head, shoulders, knees and toes, knees and toes.

“Round and Round the Garden” Round and round the garden Trace circle on belly or back. Goes the teddy bear. One step, two step. Walk fingers up belly or back. Tickle under there. Tickle under chin.

Source: Jane Marino. Babies in the Library. Scarecrow, 2003.

Picture book: I Kissed the Baby by Mary Murphy

Action or Flying Baby Rhyme: Share two to three rhymes/songs. Repeat short rhymes twice.

Hey Diddle, Diddle

Hey, diddle, diddle, Bounce baby on lap. The cat and the fiddle, The cow jumped over the moon. Lift baby into the air. The little dog laughed Gently tickle the baby. To see such sport, And the dish ran away with the spoon. Wiggle legs and toes.

Acka Backa Soda Cracker

Acka Backa soda cracker, Bounce baby on lap. Acka backa boo! Up goes you! Lift baby into the air. Acka Backa soda cracker, Bounce baby on lap. Acka backa boo! I love you! Give baby a hug.

Early Literacy Tip (directed to the parents and caregivers): Nursery rhymes are great to share with babies. They are short, playful, and help build vocabulary. The library has lots of collections of nursery rhymes or picture books with just one rhyme. I set up a display for you to browse after the program.

Book Sharing Time: Share a picture book or, with a small group, have a group read aloud with everyone using the same board book. Big Fat Hen by Keith Baker

Quiet song/lullaby

“Hush Little Baby”For tune, see: http://www.kididdles.com/mouseum/h012.htmlGently bounce or rock baby on lap.

Hush, little baby, don't say a word Mama's gonna buy you a mocking bird If that mocking bird don't sing Mama's gonna buy you a diamond ring If that diamond ring turns brass, Mama's gonna buy you a looking glass If that looking glass gets broke Mama's gonna buy you a billy goat If that billy goat don't pull, Mama's gonna buy you a cart and bull If that cart and bull turn over, Mama's gonna buy you a dog named Rover If that dog named Rover won't bark, Mama's gonna buy you a horse and cart If that Horse and Cart fall down, then you'll still be the sweetest little baby in town.

Closing Song or rhyme: Try to keep this song or rhyme the same every time. “Good-Bye Song” (Tune: London Bridge)

Good-bye, good-bye, Help baby wave during the song. We’ll see you soon, See you soon, see you soon. Good-bye, good-bye, We’ll see you soon,On another day!

SUGGESTED EARLY LITERACY TIPS TO SHARE AT BABIES & BOOKSTry to share 3-4 early literacy tips directed to the parents throughout the program. These can be to the whole group or one-on-one. Try to make them conversational and short (2-3 sentences). If you have young children in your life, use them as examples. Here are some general tips you can use at most programs:

Reading to your baby is a great way to build your baby’s language skills and see reading as something positive. Studies show that kids who love reading are stronger readers!

Read to your baby at a time when you are both relaxed. It doesn’t have to be for a long time. If she cries, stop and try again later.

Slip a board book in your diaper bag when are traveling. Reading is a great activity to try when you’re waiting for the doctor, on the subway/bus, or waiting for storytime to begin!

With babies you don’t have to read a book cover-to-cover! Let them flip the pages. Talk some of the pictures and don’t worry about the story just yet.

You can also look at magazines with your baby. Babies love pictures of other babies so look at baby magazine together and talk the pictures. Point out the babies’ expressions, name body parts, and talk about what they are wearing.

Sing to your baby throughout the day. Sing songs you remember from your childhood or sing songs you learn in Babies & Books. Don’t remember the lyrics? Get a CD from the library or lookup the songs on YouTube!

Try singing the same song for different activities. Use the same song for bathtime, another song for mealtime, and different song when it is time to change the diaper. This will help your baby know what is happening next!

Talk to your baby! Talk about the things your baby is interested in. Describe and name the things she picks up and plays with. Language is brain food for your baby! You can tips for talking to your baby texted to your phone by texting TALK to 877877.

It is OK for your baby to play with books like toys. That is why the library has lots of sturdy board books for you to check out. Let him flip, pat, and pull on the pages and these books can take a licking!

Nursery rhymes are great to share with babies. They are short, playful, and help build vocabulary. The library has lots of collections of nursery rhymes or picture books with just one rhyme. Ask your librarian for a recommendation.

TODDLER TIME

THE MISSION: Toddler Time is a fun, educational program for children ages 18 to 36 months and accompanying parents and caregivers. Librarians use fun, engaging techniques and activities to develop positive feelings in toddlers toward books and reading. In the process, librarians model/teach these techniques to parents and educators so these techniques can be shared at home with their children. Positive associations toward books and reading are the beginning steps toward literacy and educational success.

THE AUDIENCE: Toddlers are learning how to use words to express feelings and how to act appropriately in different situations. They have intense emotions and are driven by compulsions; they easily get frustrated because there is so much they can’t do. Their comprehension exceeds their ability to articulate, which is why movement and gesturing during songs and rhymes are so important.

Behavioral characteristics of toddlers:

Thrive on routines (use the same opening songs and closing songs during storytime). Need clear, simple instructions. Are great imitators (show them what you want them to do!)

Have more receptive language than expressive language (they understand more than they can express themselves).

Often talk, make noise, and become distracted while you are reading. Like to make animal sounds and imitate actions of objects, like airplanes. Books that allow them to

participate by making sounds are good choices. Like to hear the same story and songs over and over. Learn with their whole bodies (so provide lots of activity). Are unpredictable and have emotional highs and lows (and may not be willing to do something they

did before). Are easily frustrated, which is why overloading them with new storytime material is not recommended. Cannot do complicated fingerplays; and do best with hand motions and action rhymes with big, broad

movements. Will not sit for very long. Although they are wandering during storytime, they are still listening. Are easily distracted (use this fact to redirect behavior). Do not easily share or take turns. May sit passively during storytime, simply observing and not participating. Participation may improve

as familiarity with storytime routines increase.

THE METHOD:

Total time is 30 minutes. Plan about 25 minutes with the books, rhymes, songs, musical instruments, flannelboard activities, and allow 5 minutes for opening/closing rituals. This program will vary greatly when having a mixed group of young and older toddlers.

You may want to have nametags available so parents/caregivers can make one for their toddler. This will help you, the librarian, learn the children’s names.

Make adults understand that when they participate in storytime, their children are more likely to participate. This also means that parents and caregivers are expected to stay with their child during storytime.

Encourage parents and caregivers to sit with the children, especially if it is the child’s first time. To improve adult participation, provide a rhyme sheet for each participant and/or provide a flip chart

with the rhymes in big letters, easily viewable from a distance. Toddlers especially enjoy having the same opening and closing songs, rhymes, and ritual each week.

Without routine and familiarity, toddlers may feel overwhelmed and lose interest. Introduce new material sparingly. In between opening and closing routines, you may want to rotate

previously shared songs, rhymes, and activities to maintain familiarity. Toddlers easily grow restless, so it helps to maintain a swift pace, but not overwhelming. Gauge varying

levels of attention spans and adjust the pace accordingly. Movement and participation help keep toddlers focused on storytime activities. Longer books do not have to be read word for word. Gauge your audience’s attention span. Interject

sounds, voices, etc., and be animated. The “book experience” should be fun for them. Communicate to parents and caregivers the importance of their reading to their child each day and

that they are their child’s best teacher. Explain the importance of rhymes, fingerplays and songs to build literacy skills.

TIPS FOR SUCCESS:

Be flexible and read your audience. Add another rhyme if they are patient, cut it short if they are getting restless. And always have a welcoming smile and sense of humor!

Start and end each program with the same songs/rhymes to establish the routine and sense of comfort that toddlers get from familiarity.

Repeat each rhyme/song at least twice. Clap with enthusiasm after every book, song, rhyme, and activity. Use instruments, flannelboard

activities, puppets, and other related props as appropriate. Have fun!

THE MATERIALS:

Activities: Songs, rhymes, storytelling, movement (with songs and rhymes), flannelboard activities, scarf activities, and draw & tell (requires white board). The repertoire will vary from librarian to librarian and audience to audience, but the first four activities on this list are strongly recommended.

Tools & Props: Books (larger formats are best for bigger audiences), rhyme handouts and/or flip chart, music CDs, boom box, percussion instruments (e.g., bells and shakers), flannelboard, puppets, scarves, and white board (if available).

What to look for when choosing books for toddlers:

Stories with lots of action, that move fast. Books with objects to name and identify. Songs in picture book format. Stories with sensory appeal—textures, smells, and sounds for independent exploration. Books about toddlers’ special interests—trains (“things that go”), animals, dinosaurs, daily routines

(e.g., bath or bedtime), teddy bears, weather…. Stories that encourage interactions and movement. Repeat phrases and sounds that children can echo. Pages with flaps or moveable parts. Bright, colorful, simple illustrations Books that introduce colors and numbers. Simple plots and predictable endings.

Favorite Books to Read-Aloud During Toddler Time:

Please only share books that are in the BPL collection.

1, 2, Buckle My Shoe by Anna Grossnickle HinesBig Fat Hen by Keith Baker Busy Fingers by C. W. Bowie, illustrated by Fred WillinghamBrown Bear, Brown Bear, What Do You See? by Bill Martin, jr., illustrated by Eric CarleCharlie Chick by Nick Denchfield Chicka Chicka Boom Boom by Bill Martin Jr.  and John Archambault; illustrated by Lois EhlertChuck's Truck by Peggy Perry AndersonChugga Chugga Choo Choo by Kevin Lewis Clip Clop by Nicola Smee Dear Zoo by Rod Campbell Dinosaur Roar by Paul & Henrietta Strickland Feast for 10 by Cathryn FalwellFeathers for Lunch by Lois Ehlert First the Egg by Laura Vacaro Seeger Five Little Ducks by Ivan Bates Five Little Monkeys Jumping on the Bed by Eileen Christelow From Head to Toe by Eric CarleGo Away, Big Green Monster! by Ed Emberley Hands Can by Cheryl Willis Hudson; photographs by John-Francis BourkeHondo and Fabian by Peter McCarty Hooray for Fish! by Lucy Cousins I Like it When… by Mary Murphy I Love Trains! by Philemon Sturges; illustrated by Shari HalpernI Went Walking by Sue Williams If You’re Happy and You Know It by Jane Cabrera Jamberry by Bruce Degen Kitten’s First Full Moon by Kevin Henkes Little Gorilla by Ruth Bornstein The Little Mouse, the Red Ripe Strawberry, and

the Big Hungry Bear by Don and Audrey Wood Machines Go to Work in the City by William LowMuncha! Muncha! Muncha! By Candace Fleming, illustrated by G. Brian KarasMy Car by Byron Barton The Neighborhood Mother Goose by Nina Crews (read selections) No, David! by David Shannon Odd Egg by Emily Gravett Seals on the Bus by Lenny Hort, illustrated by G. Brian KarasA Splendid Friend Indeed by SuzanneBloomSubway by Anastasia Suen; illustrated by Karen KatzSupertruck by Stephen SavageTen Little Caterpillars by Bill Martin, jr., illustrated by Lois EhlertThe Three Bears by Byron Barton Time for Bed by Mem Fox, by Jane DyerTip Tip Dig Dig by Emma Garcia To Market, To Market by Anne Miranda Today is Monday by Eric CarleTrashy Town by Andrea Zimmerman & David Clemensha, illustrated by Dan Yaccarino The Very Busy Spider by Eric Carle The Very Hungry Caterpillar by Eric Carle What Can You Do with a Paleta? / ¿Qué Puedes Hacer con una Paleta? By Carmen Tafolla, illustrated by Magaly MoralesThe Wheels on the Bus by Paul O. ZelinskyWhere is the Green Sheep? by Mem Fox Where’s Spot? by Eric Hill Who Hoots? by Katie Davis Wiggle Waggle by Jonathan Londo

SAMPLE TODDLER TIME FORMAT (These are suggestions; alter to fit the presenter’s personality and the group’s needs!)

1. Welcome and share the early literacy tip of the day. If it is a small group, have everyone introduce themselves (including grown-ups).

2. Opening song, rhyme or ritual (same each time). 3. Share 1-2 action rhymes and/or songs. While introducing new songs is good, be sure to repeat ones

from earlier sessions. Do each one at least twice, accompanied by clapping and other movements. Gauge your audience’s interest level to determine number of repeats.

4. Share an early literacy tip about the importance of singing and/or sharing songs and rhymes.

5. Book (usually the longest of those selected since attention spans are best at the beginning of the program).

6. Share an early literacy tip about the importance of reading with toddlers. 7. Action rhymes and/or songs with movement (e.g. clapping, standing, etc). Do each one at least twice. 8. Book or alternative format (flannelboard, puppet, big book, etc.). (If the children are listening well,

repeat steps 7 and 8). 9. Pass out musical instruments (bells, shakers) or scarves. Sing 2-3 action songs. 10. Goodbye song or ritual (same each time). Thank everyone for coming to the library and share your key

early literacy tip one more time. 11. Introduce “Playtime” and bring out the toys. If you have set-up a “Play Station,” tell the families about

it.

SAMPLE TODDLER TIME PROGRAM

Welcome song: Try to use the same song at all your programs.

Welcome, Welcome Tune: “Twinkle, Twinkle Little Star”

Welcome, welcome everyone! Wave hello. Now you’re here, we’ll have some fun. First we clap our hands hello, Clap hands. Then we bend and touch our toes. Touch toes. Welcome, welcome everyone! Wave hello. Now you’re here, let’s have some fun.

Early Literacy Tip: Today we are sharing books and songs that have a transportation theme, about buses, trains, cars, and even horses! Take books with you on long car or plane rides or even on a bus ride downtown. They are great way to entertain both you and your child!

Picture book: Read your longest picture book at this time. My Car by Byron Barton

Fingerplays, Rhymes, or Songs: Share one to three. Repeat short rhymes twice.

“Drivin’ in My Car” by Ralph CovertVideo: https://www.youtube.com/watch?v=PGOGKFBGy68

Chorus:Drivin’ in my carDrivin’ in my carDrivin’ all the way to New York City in my carRed light, stop!

What sound does a car horn make? (Beep!)Beep beep beep beep...ChorusRed light, stop!

What sound do car windshield wipers make? (Swish!)That’s right!Swish swish swish swish...Beep beep beep beep...ChorusRed light, stop!

What sound does a car muffler make? (Bbbbbft!)Bbbbbft! bbbbbft! bbbbbft! bbbbbft!...Swish swish swish swish...Beep beep beep beep...ChorusRed light, stop!

What sound would you make if you were driving downThe street and you saw your very best friend on theSidewalk and you rolled down the window, and you stuckout your hand...What would you say? (Hi!)Hi hi hi hi...Bbbbbft! bbbbbft! bbbbbft! bbbbbft!...Swish swish swish swish...Beep beep beep beep...Chorus

Picture book: Chugga, Chugga Choo Choo by Kevin Lewis (Hyperion, 2001).

Early Literacy Tip: If your child walks away when you are reading, that’s OK. Keep reading! Toddlers often can’t sit still for long periods. Read to her while she is playing. And even if they walk around during storytime, they will learn to participate with the group in time.

Fingerplays, rhymes, songs: Share one to three things. Repeat short rhymes or fingerplays twice.

“This is the Choo-choo Train”

Here's a little choo-choo train Move arms at sides like train wheels. Chugging down the track Now it’s going forward Lean forward. Now it’s going back Lean back. Now the whistle blows Whooooo, Whooooooo! Mime blowing whistle. What a lot of noise it makes Cover ears. Everywhere it goes. Spread arms wide.

Source: http://www.preschoolrainbow.org/transportation-rhymes.htm

Picture book: Clip Clop by Nicola Smee

Early Literacy Tip: If your child is interested in a particular topic, trains, cars, horses, etc., get a nonfiction book about it. Ask your librarian for help. Most nonfiction is too long for toddlers so just talk about what interests your child and look at the pictures together.

Share an Action Song/RhymeChildren may need to do something active at this point. Share one to two things.

“Shake My Sillies Out” by RaffiDo the actions in the song

I'm going to . . . Shake, shake, shake my sillies out Shake, shake, shake my sillies out Shake, shake, shake my sillies outAnd wiggle my waggles away. I'm going to . . . Jump my jiggles out… Clap my crazies out . . . Stomp my sillies out . . . Yawn my sleepies out . . .Stretch my body out . . .

“Zoom, Zoom, Zoom”Perform standing up.

Zoom, zoom, zoom, Hold hands overhead and brush palms together. We’re going to the moon. Zoom, zoom, zoom, We’re going to the moon.If you want to take a trip, Walk in place and mine climbing up a ladder to a rocket Climb aboard my rocket ship. to a rocket ship. Zoom, zoom, zoom, Hold hands overhead and brush palms together. We’re going to the moon! 10, 9, 8, 7, 6, 5, 4, 3, 2, 1 Slowly sink to the floor during countdown. Blast off! Jump up with arms overhead.

Picture book: The Wheels on the Bus by Paul O. Zelinsky

Song, fingerplay, rhyme or circle song: If you have a big group, don’t try a circle song. Some toddlers may not be comfortable holding hands with adults or other children for a circle song. Let me them stand in the center if they would like.

“Marching Song” Tune: “If You’re Happy and You Know it”

Let’s all march down the street, Grown-ups and children hold hands and walk Down the street. around in a circle. Let’s all march down the street,

Down the street. Let’s all march down the street, And smile at everyone we meet. Let’s all march down the street, Down the street.

Additional verses:Let’s all hop down the street…Let’s all wiggle down the street…

Closing song or rhyme: Try to keep this song or rhyme the same every time.

“The More we Get Together”The more we get together, together, together Children and grown-ups can walk The more we get together, the happier we’ll be. in a circle holding hands or sway side to For your friends are my friends, side while standing or sitting or standing. And my friends are your friends. The more we get together, the happier we’ll be.

SUGGESTED EARLY LITERACY TIPS TO SHARE AT TODDLER TIMETry to share 3-4 early literacy tips directed to the parents throughout the program. These can be to the whole group or one-on-one. Try to make them conversational and short (2-3 sentences). If you have young children in your life, use them as examples. Here are some general tips you can use at most programs:

Read, talk, play, and sing with your children in the language you are most comfortable. Children need a strong foundation in their home language to learn to English.

When your toddler says something, add a word or two to what he said. If he says “Doggie!” after seeing a dog in a books, say “Yes, that’s a big, brown doggie!”

If your child walks away when you are reading, that’s OK. Keep reading! Toddlers often can’t sit still for long periods. Read to her while she is playing.

Your toddler may want to hear the same book over and over again. That’s OK! Children learn through repeating things and familiar books can be comforting.

Try singing the same song for different activities. Use the same song for bathtime, another song for mealtime, and different song when it is time to change the diaper. This will help your toddler know what is happening next!

If your child is interested in a particular topic, trains, cars, horses, etc., get a nonfiction book about it. Ask your librarian for help. Most nonfiction is too long for toddlers so just talk about what interests your child and look at the pictures together.

Writing is an important early literacy skill and young children learn to write by drawing and scribbling. Give your child plenty of chances to use crayons and crayons. Have fun drawing on the sidewalk with sidewalk chalk!

Play with your child when you can and talk your child while you are playing together. Talk about what your child is doing. For example, say “You are stacking those blocks really high. Do you think they are going to fall over?”

Being able to talk about your feelings is an important literacy skill. When your child is angry or upset, help your child label those feelings. Label the feelings of the characters in the books you read together.

Take books with you when you’re going on trip across the ocean or down the street. They are great way to pass the time and occupy a bored or cranky child.

PRESCHOOL STORYTIME

THE MISSION: Preschool Storytime is a developmentally appropriate program for 3 to 5 year olds and accompanying parents or caregivers. This is a parent/child education program with the goal of sharing and nurturing the love of books by reading, singing, and rhyming with preschoolers. In the process, librarians model/teach these techniques to parents and educators so these techniques can be shared at home with their children.

THE AUDIENCE:Children from three to five years of age experience a tremendous growth spurt in language development, averaging 50 new words per month and they are capable of increasingly complex conversations. Storytime provides children with the opportunity to build their vocabulary and increase their language skills. Oftentimes, the youngest of this age group are generally observers, but as they grow older, they participate more.

Behavioral characteristics of preschoolers: Enjoy simple stories with characters and plot. Enjoy playing with language in stories, rhymes, and songs. For example, they love the song “I Like to

Eat Apples and Bananas.” Like to help (and it’s important that you allow them to participate in the reading experience). Like to repeat key story phrases, make sound effects, and make animal sounds. Can memorize a favorite book, word for word. Enjoy rhymes, action songs, fingerplays, musical instruments, and marching. Can act out a simple story. Can participate in group activities with simple rules and can take turns. Can complete a simple craft activity and enjoy the process as well as their finished product.

THE METHOD: Total time is typically about 30 minutes. Preschool Storytime is a great opportunity to practice dialogic

reading with two and three year olds, and to build phonological sensitivity in four to five year olds. Many libraries include an activity following storytime (art project, craft, simple science experiment,

math game, etc.). This usually takes an additional half hour. Some staff members prefer to do the activity first and the storytime after. Do what works best for you.

Parents and caregivers are expected to stay with their child during storytime. Remind parents that it is a program for the parents as much as the child.

For smaller groups, have nametags available so parents can make one for both their child and themselves.

Encourage children AND adults to participate in singing, rhyming, and book reading. Provide a take-home sheet for each participant. If you use the same favorites each week, make a list of

“core” storytime rhymes. Have lyrics to rhymes and songs posted chart paper.

Expect a great variety of behavior from preschoolers—from observational behavior from young preschoolers, to interactive behavior from older preschoolers.

Remember that even if they are not participating, they are listening. Should you notice that your audience is losing attention, you can redirect their attention with songs, clapping, fingerplays, and action rhymes.

Expect that they will not always sit quietly throughout the entire storytime and may need to move around. Remember that not only are preschoolers discovering language at this age, they are beginning to socialize, and storytime provides a perfect forum for their expanding needs and capabilities.

Model dialogic reading by asking open-ended questions with a preschool group. If you have a large group, you may only want to ask 2-3 questions per book. If you have a smaller group, you can ask more questions.

Play language games to demonstrate for parents how to encourage phonological or phonemic awareness. Have children complete the rhymes in songs, such as “Down by the Bay.”

Communicate to parents and caregivers the importance of their reading to their children each day and that they are their child’s best teacher. Explain the importance of rhymes, fingerplays, and songs to build literacy skills.

TIPS FOR SUCCESS: Play preschool-friendly recorded music before and after the program. Feel free to create your program around a theme if you would like, but don’t use mediocre books just

because they fit into your theme. You may want to pick broad themes, such as farm animals, winter, transportation, or all about me. It may be hard to find books on more narrow themes such as pigs, bikes, or clouds.

Be flexible and read your audience. Add another rhyme if they are interested, cut it short if they are getting restless. And always have a welcoming smile and sense of humor!

Use your plan as a guideline. If something isn’t working, it's fine to try something else. If the children are there for the first time, suggest they sit with a parent or caregiver. Share your longest book at the beginning of the program and shorter, more interactive books towards

the end when attention spans are shorter. Start and end each program with the same song/rhyme to establish the routine and sense of

community. Introduce each book: title, author, illustrator, and topic/theme (if applicable). Repeat each rhyme/song at least twice. Clap with enthusiasm after every book, song, rhyme, and activity. Use flannel board stories, puppets, instruments, and other related props as appropriate. Please only share books that are in the BPL collection. Have fun!

THE MATERIALS:Puppets, rhymes, songs, flannelboard stories, draw-and-tell stories, scarves, instruments including bells, shakers, rhythm sticks, maracas, drums, etc

What to look for when choosing books for preschoolers: Simple, clear, language and colorful pictures. Simple stories with memorable characters. Stories with a good plot, with action and description. A combination of short and long books. Stories that talk about family, friends, school, and relationships. ABC and counting books.

Concept books – colors, opposites, sizes. Simple nonfiction books that explain the world and the creatures in it. Rhyming stories and songs. Stories that promote interaction between the reader and the listener. Share 1-3 rhymes or poems from age-appropriate anthologies. Share full-size editions, not board books.

Favorite Books for Preschool Storytime: Please only share books that are in the BPL collection.

Animals Should Definitely Not Wear Clothing by Judi BarrettThe Baby Beebee Bird by Diane MassieBark, George! by Jules FeifferBebé Goes Shopping by Susan Middleton Elya, illustrated by Steven SalernoBee-Bim Bop! By Linda Sue Park, illustatred by Ho Baek LeeBlack? White! Day? Night! By Laura Vaccaro SeegerBread, Bread, Bread by Ann Morris, photos by Ken HeymanBrown Bear, Brown Bear, What Do You See? by Bill Martin, jr., illustrated by Eric CarleCan You Make A Scary Face? by Jan ThomasThe Cazuela that the Farm Maiden Stirred by Samantha R. Vamos, illustrated by Rafael LopezChickens to the Rescue by John HimmelmanClick, Clack, Moo Cows that Type by Doreen Cronin, illustrated by Betsy LewinDear Zoo by Rod CampbellDim Sum for Everyone! By Grace LinDon't Let the Pigeon Drive the Bus! by Mo WillemsEvery Friday by Dan YaccarinoFrom Head to Toe by Eric CarleGo Away, Big Green Monster! by Ed EmberleyGo, Go, Grapes! By April Pulley SayreGrumpy Bird by Jeremy TankardGrumpy Cat by Gritta TeckentrupHere Comes the Big, Mean Dust Bunny! By Jan ThomasHooray for Fish! by Lucy CousinsHow Do Dinosaurs Say Good Night? by Jane Yolen, illustrated by Mark TeagueHow Do You Wokka-Wokka? By Elizabeth Bluemle, illustrated by Randy CecilI Got the Rhythm by Connie Schofield-Morrison, illustrated by Frank Morrison I Went Walking by Sue Williams, illustrated by Julie Vivas

I’m the Biggest Thing in the Ocean by Kevin SherryIf You Give A Mouse A Cookie by Laura Numeroff, illustrated by Felicia BondIf You Give A Pig A Pancake by Laura Numeroff, illustrated by Felicia BondIf You’re Happy and You Know It by Jane CabreraIf You’re Happy and You Know It by David CarterJump, Frog, Jump! by Robert Kalan, pictures by Byron BartonKitten's First Full Moon by Kevin HenkesLeo the Late Bloomer by Robert Kraus, pictures by José AruegoLeonardo the Terrible Monster by Mo WillemsLittle Pea by Amy Krouse Rosenthal, illustrated by Jen CoraceLittle White Duck by Walt Whippo, music by Bernard Zaritzky, illustrations by Joan PaleyLlama Llama Red Pajama by Anna DewdneyLola at the Library by Anna McQuinn, illustrated by Rosalind BeardshawLola Loves Stories by Anna McQuinn, illustrated by Rosalind BeardshawA Mother for Choco by Keiko KaszaNot a Box by Antoinette PortisOfficer Buckle and Gloria by Peggy RathmanOwl Babies by Martin Waddell, illustrated by Patrick BensonPete's A Pizza by William SteigPete the Cat by Eric Litwin, illustrated by James DeanPigs Aplenty, Pigs Galore! by David McPhailPolar Bear, Polar Bear What Do You Hear? by Bill Martin; illustrated by Eric CarleThe Puddle by David McPhailRah, Rah, Radishes! By April Pulley SayreRaindrops Roll By April Pulley SayreRap A Tap Tap: Here's Bojangles-- Think of That! By Leo and Diane DillonThe Red Eyed Tree Frog by Joy Cowley, photographs by Nic Bishop

Rhyming Dust Bunnies by Jan ThomasRound is a Mooncake: A Book of Shapes by Roseanne Thong, illustrated by Grace LinSeals on the Bus by Lenny Hort, illustrated by G. Brian KarasThe Squiggle by Lexa SchaeferThere was an Old Monster by Adrian and Ed EmberlyThere’s An Alligator Under My Bed by Mercer MayerThis is the Farmer by Nancy TafuriThe Three Bears by Byron BartonTippy-toe Chick, Go! by George Shannon, pictures by Laura DronzekTrashy Town by Andrea Zimmerman and David Clemesha, illustrated by Dan Yaccarino

Walter Was Worried by Laura Vaccaro SeegerWe're Going on A Bear Hunt by Michael Rosen, illustrated by Helen OxenburyWhere Is the Green Sheep? by Mem Fox and Judy HoracekWhere the Wild Things Are by Maurice SendakThe Wide-Mouthed Frog by Keith Faulkner, illustrated by Jonathan LambertThe Wing on a Flea by Ed EmberleyThe Wolf's Chicken Stew by Keiko KaszaWho Hops? by Katie DavisThe Very Busy Spider by Eric CarleThe Very Hungry Caterpillar by Eric CarleYesterday I had the Blues by Jeron Ashford Frame, illustrations by R. Gregory Christie

SAMPLE PRESCHOOL STORYTIME FORMAT(These are suggestions; alter to fit the presenter’s personality and the group’s needs!)

1. Welcome and sharing the early literacy tip of the day.2. Opening song, rhyme, or ritual (same each time).3. Share a book. Make sure to read the longest story first.4. One to two rhymes, songs, or fingerplays (depending on their length).5. Share a book.6. One or two rhymes, songs, or fingerplays. Share songs or rhymes that get the children to stand up and

move their bodies.7. Share a book, flannel board story, or drawing story. 8. Interactive song or fingerplay with puppets, scarves, or musical instruments.9. Optional activity, such as a play time, craft, art project, simple science experiment, or math game. 10. Goodbye song or ritual (same each time).

Preschool Storytime (Sample program)

Introductions: Introduce yourself and the program. If it is a small group, have everyone introduce themselves, including parents and caregivers. You might to use a puppet to say hello. Put the puppet out of sight when you are done.

Welcome song: Try to use the same song at all your preschool programs.

“Hello Everyone” (Tune: Mary Had a Little Lamb)

Hello everyone, how are you? Wave to everyone How are you? How are you? Hello everyone, how are you? How are you today?

Hello everyone, clap your hands! Clap hands. Clap your hands!

Clap your hands! Hello everyone, clap your hands! Clap your hands, today!

Hello everyone, stomp your feet! Stomp feet. Stomp your feet! Stomp your feet! Hello everyone, stomp your feet! Stomp your feet!

Hello everyone, touch your nose. Stomp feet. Touch your nose. Touch your nose. Hello everyone, touch your nose. Touch your nose, today.

Picture book or flannel board story: Read your longest picture book at this time. The Gingerbread Boy by Richard Egielski

Fingerplays, rhymes, or songs: Share one to two. Repeat short rhymes twice.

“The Turtle” by Vaschel Lindsay There was a little turtle, With index finger draw a circle on other palm. He lived in a box. Put fingers of left and right hands together to form a box. He swam in a puddle, Palms together, wiggle hands forward. He climbed on the rocks. Climb fingers of one hand over the knuckles of the other. He snapped at a mosquito, Clap hands. He snapped at a flea, Clap hands. He snapped at a minnow, Clap hands. And he snapped at me. Clap hands and point to yourself. He caught mosquito, Clap hands. He caught the flea, Clap hands. He caught the minnow, Clap hands. But he didn’t catch me! Shake index finger and shake head.

Picture book: Bark George by Jules Fieffer

Early Literacy Tip: Did you know the library has lots of DVDs based on wonderful picture books, like Bark George! I created a display of DVDs and the books they are based on. Read them and watch with their child and talk about the stories together.

Fingerplays, rhymes, songs: Share one to two. Repeat each song or rhyme twice.

“An Elephant” Perform standing up. An elephant goes like this, like that. Stomp feet. He’s terribly tall. Raise arms up high. He’s terribly fat. Stretch arms out wide. He has no fingers Wiggle fingers. He has no toes. Touch toes. But goodness, gracious… What a nose! Make elephant truck with arms.

“A Ram Sam Sam” A ram sam sam, A ram sam sam. Pound fists together. Goolie, goolie, gooolie, goolie, Roll hands. Ram, sam, sam. Pound fists together. (Repeat) A raffey! A raffey! Throw arms over your head. Goolie, goolie, gooolie, goolie, Roll hands. Ram, sam, sam. Pound fists together. (Repeat) Repeat the whole song and get faster and faster.

Picture book: Kitten’s First Full Moon by Kevin Henkes

Fingerplays, rhymes, or songs: Share one to two. Repeat short rhymes twice.

“Tommy Thumbs”Tommy Thumbs up, Point thumbs up. Tommy Thumbs down. Point thumbs down. Tommy Thumbs dancing Dance thumbs back and forth in front of you. All around the town. Dance them on your shoulders, Dance thumbs on shoulders. Dance them on your head, Dance thumbs on head. Dance them on your knees, Dance thumbs on knees. And tuck them into bed. Fold arms across chest and tuck hands under arms.

“Open Shut Them”Open, shut them. Open hands. Open, shut them. Close hands. Give a little clap, clap, clap. Clap three times. Open, shut them Open hands. Open, shut them. Close hands. Put them in your lap, lap, lap. Clap hands to thighs. Creep them, creep them, Walk fingers up chest. Creep them, creep them, Right up to your chin, chin, chin. Tap chin three times. Open up your little mouth, But do not let them in. Quickly hide hands behind back.

Picture book: The Seals on the Bus by Lenny Hort, illustrated by G. Brian Karas

Early Literacy Tip: Singing with your child is a great way to help get your child ready to read. Singing helps children learn to rhyme and hear the smaller sounds in words. Sing the songs we share at storytime, sing favorite songs from own childhood, or make up silly songs together!

Active rhyme or song: Children may need to do something active at this point. Share one to two things.

“One is a Giant” One is a giant who stomps his feet. Stand and stomp feet. Two is a fairy so light and neat. Twirl around. Three is a mouse who crouches small. Crouch down on floor. Four is a great big bouncing ball! Jump up.

Picture book : Share a pop-up book, lift-the-flap, or a book with an interactive component. It Looked Like Spilt Milk by Charles Shaw Have the children guess what each picture is. They will need some help with a few of them.

Early Literacy Tip: When you read with your child at home, let them guess what is going to happen next and encourage them to chime in, like we did with this book. This will help stay focused on the book and with also help them when with reading comprehension when they go to school.

Activity (optional): Make your own cloud picture, like in It Looked Like Spilt Milk.

Materials: • Light blue or dark blue constructions paper • White cotton balls • Glue

When the children are done, have them tell you about their picture.

Closing song or rhyme: Try to keep this song or rhyme the same every time.

“Teddy Bear, Teddy Bear” Perform the actions described in rhyme. Teddy Bear, Teddy Bear Turn around. Teddy Bear, Teddy Bear Touch the ground. Teddy Bear, Teddy Bear Find your nose. Teddy Bear, Teddy Bear Dance on your toes. Teddy Bear, Teddy Bear Jump up now! Teddy Bear, Teddy Bear Take a bow. Teddy Bear, Teddy Bear Arms up high. Teddy Bear, Teddy Bear Wave good-bye!

SUGGESTED EARLY LITERACY TIPS TO SHARE AT PRESCHOOL STORYTIMETry to share 3-4 early literacy tips directed to the parents and caregivers throughout the program. These can be to the whole group or one-on-one. Try to make them conversational and short (2-3 sentences). If you have young children in your life, use them as examples. Here are some general tips you can use at most programs:

Read, talk, play, and sing with your children in the language you are most comfortable. Children need a strong foundation in their home language to learn to English.

Find a time to read with your child when you are relaxed. Some families like to read at bedtime and some like to read at breakfast. Create a reading routine that works for your family.

Your preschooler may want to hear the same book over and over again. That’s OK! Children learn by repeating things and familiar books can be comforting.

If your child is interested in a particular topic, trains, cars, horses, etc., get a nonfiction book about it. Ask your librarian for help. Some nonfiction is too long for preschoolers so just talk about what interests your child and look at the pictures together.

Writing is an important early literacy skill and young children learn to write by drawing and scribbling. Give your child plenty of chances to use crayons and crayons. Have fun drawing on the sidewalk with sidewalk chalk!

Play with your child when you can and talk your child while you are playing together. Use this as a time to help your child learn new words. You can say: “I see you’re playing with your doctor’s kit. Let’s find the stethoscope!”

When your child is angry or upset, help your child label those feelings. You can say, “I can tell you’re really angry at brother. I think you didn’t like it when he took your ball.”

Take books with you when you’re going on trip across the ocean or down the street. They are great way to pass the time and occupy a cranky child.

Read the neighborhood when you go on a walk. Point out street signs and signs on stores. Help your child find his or her favorite letter, the first letter of his/her name!

If your child likes to watch a particular TV show, watch all or some of it with him or her. Ask her questions about the characters and their actions. See if the library has books based on the characters and read these books together.

STORY PLAY

THE MISSION: Story Play is a developmentally appropriate program for 0-5 year olds and accompanying parents or caregivers. This is a parent/child education program with the goal of sharing and nurturing the love of books by reading, singing, and rhyming with preschoolers. In the process, librarians model/teach these techniques to parents and educators so these techniques can be shared at home with their children.

THE AUDIENCE:Story Play works well in branches that do not have a core baby, toddler, or preschool audience. It also works well in branches where families bring several siblings to a program and all of them are different ages. As this is a wide developmental age range, you probably want to gear the program to the median age group, which would be toddlers. Please see the “Toddler Time” information. As your program grows, consider splitting up the audience and offering programs for specific age ranges.

THE METHOD: Total time is typically about 40-60 minutes. The first 20-30 minutes are stories, songs and rhymes (see

the recommendations for other age groups) and the second half of the program is 20-30 minutes of play time.

Parents and caregivers are expected to stay with their child during storytime. Remind parents that it is a program for the parents as much as the child.

For smaller groups, have nametags available so parents can make one for both their child and themselves.

Encourage children AND adults to participate in singing, rhyming, and book reading. Provide a take-home sheet for each participant. If you use the same favorites each week, make a list of

“core” storytime rhymes. Have lyrics to rhymes and songs posted chart paper. Expect a great variety of behavior from this age range—from observational behavior from babies and

toddlers, to interactive behavior from older preschoolers. Remember that even if they are not participating, they are listening. Should you notice that your

audience is losing attention, you can redirect their attention with songs, clapping, fingerplays, and action rhymes.

Expect that they will not always sit quietly throughout the entire storytime and may need to move around.

Communicate to parents and caregivers the importance of their reading to their children each day and that they are their child’s best teacher. Explain the importance of rhymes, fingerplays, and songs to build literacy skills.

TIPS FOR SUCCESS: Play preschool-friendly recorded music before and after the program.

Feel free to create your program around a theme if you would like, but don’t use mediocre books just because they fit into your theme. You may want to pick broad themes, such as farm animals, winter, transportation, or all about me. It may be hard to find books on more narrow themes such as pigs, bikes, or clouds.

Be flexible and read your audience. Add another rhyme if they are interested, cut it short if they are getting restless. And always have a welcoming smile and sense of humor!

Use your plan as a guideline. If something isn’t working, it's fine to try something else. If the children are there for the first time, suggest they sit with a parent or caregiver. Share your longest book at the beginning of the program and shorter, more interactive books towards

the end when attention spans are shorter. Start and end each program with the same song/rhyme to establish the routine and sense of

community. Introduce each book: title, author, illustrator, and topic/theme (if applicable). Repeat each rhyme/song at least twice. Clap with enthusiasm after every book, song, rhyme, and activity. Use flannel board stories, puppets, instruments, and other related props as appropriate. Please only share books that are in the BPL collection. During play time, get down on the floor and play with the children. Encourage parents and caregivers

to interact with their children. See the tips and resources for other age groups. Have fun!

READING ALOUD TO SCHOOL AGE CHILDREN AND TEENS

Reading aloud to older children and teens gives them an opportunity to hear information and stories that might be too challenging for them to read on their own. Reluctant readers, struggling readers, and readers with disabilities particularly benefit. Hearing books read aloud exposes the listener to complex words and sophisticated language, and is a unique bonding experience, no matter how old the listener.

TIPS FOR SUCCESS:

Poetry works for all ages. Rhythm and rhyme help sustain interest. Mythology and folklore from various cultures appeal to almost

any age group. Pick a story that suits your audience. Scary short stories are well-received by groups of tweens and

teens.

RESOURCES:

“Study Finds Reading to Children of All Ages Grooms Them to Read More on Their Own”http://www.nytimes.com/2015/01/08/us/study-finds-reading-to-children-of-all-ages-grooms-them-to-read-more-on-their-own.html

“The Hidden Benefits of Reading Aloud - Even for Older Kids”http://www.greatschools.org/students/7104-read-aloud-to-children.gs

“Reading Aloud With Children Twelve & Older”http://www.bankstreet.edu/center-childrens-literature/childrens-book-committee/further-resources/read-alouds-for-older-children/

“Reading Aloud to Your Child: The Loving, Personal Gift”http://www.rif.org/us/literacy-resources/articles/reading-aloud-to-your-child.htm

“Father-Daughter Reading Streak Lasts Nearly 9 Years”http://www.npr.org/2011/06/18/137223191/father-daughter-reading-streak-lasts-nearly-9-years

“ALSC’s Picture Book Read-Alouds Beyond Preschoolers”http://www.alsc.ala.org/blog/2011/05/picture-book-read-alouds-beyond-preschoolers/

“The Read-Aloud Challenge” (includes a long list of suggested read-alouds)http://www.graspingforobjectivity.com/2012/05/read-aloud.html

FAVORITE BOOKS TO READ ALOUD TO SCHOOL AGE GROUPS:

Picture BooksCount the Monkeys by Mac Barnett, ill. by Kevin Cornell (Gr K to 2)Brief Thief by Michaël Escoffier (Gr K to 3) How Rocket Learned to Read by Tad Hills (Gr K &1)Humpty Dumpty Climbs Again by Dave Horowitz (Gr 1 & 2)The Boy Who Was Raised By Librarians by Carla D. Morris, ill. by Brad Sneed (Gr K to 3) The Book with No Pictures by B. J. Novak (Gr K & 1)

"Continue reading aloud even

after your children learn to

read. Young readers will

enjoy listening to many books

that they can't yet master on

their own, and many

teenagers like to hear old

favorites."

- Reading Is Fundamental

Open Very Carefully: A Book with Bite by Nicola O’Byrne (Gr K to 2)Squids Will Be Squids by Jon Scieszka, ill. by Lane Smith (Gr 3 to 7)Infinity and Me by Kate Hosford, ill. by Gabi Swiatkowska (Gr 2 to 4)Ira Sleeps Over by Bernard Waber (Gr K & 1)Each Kindness by Jacqueline Woodson, ill. by E.B. Lewis (Gr 1 to 4)

Illustrated Children’s FictionInstructions (Everything You Need to Know on Your Journey) by Neil Gaiman, ill. by Charles Vess (Gr 3 to 5)Mufaro’s Beautiful Daughters by John Steptoe (Gr 2 to 4)The Widow’s Broom by Chris VanAllsburg (Gr 3 to 5)

Early Chapter BooksThe Dunderheads by Paul Fleischman, ill. by David Roberts (Gr 3 & 4)Dory Fantasmagory by Abby Hanlon (Gr 2 & 3)The Amazing Gum Girl: Chews Your Destiny! by Rhode Montijo (Gr 2 & 3)

Chapter BooksThe One and Only Ivan by Katherine Applegate (Gr 3 to 5)Better Nate than Ever by Tim Federle (Gr 4 to 6)The Trolls by Polly Horvath (Gr 3 to 5)The Year of the Dog by Grace Lin (Gr 3 to 5)Lawn Boy by Gary Paulsen (Gr 4 to 6)The Adventures of Nanny Piggins by R. A. Spratt, ill. by Dan Santat (Gr 3 to 5)

FolktalesThe Rough-Face Girl by Rafe Martin, ill. by David Shannon (Gr 3 to 5)Head, Body, Legs by Won-Ldy Paye, ill. by Julie Paschkis (Gr K to 2)The Three Wishes by Margot Zemach (Gr 1 & 2)Mabela the Clever by Margaret Read MacDonald, ill. by Tim Coffey (Gr K to 3)Stories to Solve: Folktales From Around the World by George Shannon, illustrated by Peter Sis (Gr 3 to 5)

PoetryBronzeville Boys and Girls by Gwendolyn Brooks, ill. by Faith Ringgold (Gr 2 to 6)Forgive Me, I Meant to Do It by Gail Carson Levine, ill. by Matthew Cordell (Gr 3 to 6)The Cremation of Sam McGee by Robert W. Service, ill. by Ted Harrison (Gr 4 to 6) Where the Sidewalk Ends or Runny Babbit, by Shel Silverstein (Gr 1 to 5)

Non-FictionActual Size by Steve Jenkins (Gr K to 2)On a Beam of Light: A Story of Albert Einstein by Jennifer Berne, ill. by Vladimir Radunsky (Gr 2-4)Pop! The Invention of Bubblegum by Meghan McCarthy (Gr 1 to 4)

BiblioCommons list of these titles:Picture Books, Illustrated Fiction, Chapter Books http://btiny.intranet/e2XGi Folktales, Poetry, and Non-fiction http://btiny.intranet/k4KSy

Parts of this guide were adapted from The San Francisco Public Library’s Storytime Guidelines.