Storytime Fundamentals Instructor: Penny Peck An Infopeople Workshop Spring 2007

This Workshop Is Brought to You by the Infopeople Project Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis. For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.

Workshop Overview What is Storytime? Formats by age Selecting books and sharing these in a group setting, themes, bilingual storytimes Songs and fingerplays Issues – dealing with disruptions Extras – crafts, puppets, props, storytelling, outreach

Storytelling vs. Storytime (Storytime is our subject today) Storytelling - memorized stories - book not used - oral tradition Storytime - books used - not a performance

What is Storytime? Opening song Introduce the theme “Get Ready” song First book Fingerplay Second book Stretch song Apron story Closing song

Storytime by Age: Lapsit Babies up to 18 months Approx. 20 minutes in length Opening song, simple book Song or fingerplay, simple book Another song or fingerplay, simple book Closing song Pass out board book for parent/child Handout with song lyrics for parents

Toddler Time Lots of movement activities, 25 minutes Opening song Interactive book Song, short book Stand-up song, book Fingerplay, book Closing song/dance Stamp hand

Preschool Storytime Opening Song, state the theme Book Fingerplay Book Stretching song Book Song Book Closing song Craft activity

Family Storytime Very similar to Preschool Storytime Shorter books More songs Still have a craft Aim toward the preschoolers, while including the younger children

Reading to a Group Vocal projection and Pacing: Posture Head voice or chest voice? Breathing exercise – blow out between your lips

Holding the Attention of the Audience Audience participation Rapport with audience Age appropriate materials Holding the book so audience sees the illustrations

Why Libraries Do Storytime Importance of reading aloud - models reading aloud for parents -assists in brain development -develops vocabulary Increases library circulation - brings in new users -creates high profile for library -supports school curriculum

Kindergarten Readiness Learning parts of a book: spine, title page, direction to turn pages How to hold a book Motor skills: hold a crayon, hop on one foot, use scissors Alphabet, counting

Physical Environment for Storytime Registration - does it create barriers? - nametags? Scheduling - what works for your patrons? Preparation Time - what is the minimum needed? Setup - what is essential?

Selecting Books and Materials Selecting books –by age group: one sentence per page for toddlers, more for preschoolers Themes Movement activities Multicultural topics

Types of Stories - Cumulative Stories that have recurring phrases which are added on (or accumulate) and repeat “House That Jack Built” “Jacket I Wear in the Snow” “The Chair Where Bear Sits”

Interactive Stories Also called Participatory Story, Call and Response, Pattern Story, or Repetition Story – kids call out repeated words and phrases “Little Red Hen” – “Not I!” Eric Carle’s books – “The Very Hungry Caterpillar” Use at least one Interactive story in every Storytime

Circular Stories Stories that end up where they started (or “circle back”) “If You Give A Mouse A Cookie” Allows listener to predict what will happen

Concept Books ABC Counting Shapes Colors Opposites Part of Kindergarten Readiness, also invites participation

Creative Dramatics Act out the story – using mime and movement, re-enact parts of the story Books like “The Turnip,” “Going on a Bear Hunt,” “Wiggle Waggle” Can either act out as a group, or choose children from the audience to come up and act out the story

Books for the Very Young Board Books Picture books with just a few words per page Large, uncluttered illustrations Bright colors “Time for Bed” “This is the Farmer” “Baby Rock, Baby Roll” “Crunch Munch” “Another Important Book” Selection

Themes What are themes? –storytimes on snow, tying your shoe, apples –What are some of your favorite themes? Are they necessary? –how themes can help: reflect what will happen in Kindergarten –how themes can be limiting: more effort to include multicultural characters Websites that list Storytime themes

Dialogic Reading Dialogic reading: what it is –create a dialogue using the pictures by encouraging child to talk about the story –asking open-ended questions How to incorporate it into Storytime –use interactive stories –do fewer books to allow time for dialogue –do it during the last story Why it is important –improves vocabulary, builds sentence skills –you are modeling dialogue for the parents

Bilingual Storytimes What that means: reading the same story in two languages Spanish/English Other bilingual storytimes

Using Bilingual Volunteers Partner-style storytime –you read one page in English, volunteer reads same page in other language –Demonstration of Partner-style Storytime: need one English reader and one Spanish reader

Where to Buy Bilingual Books -Rainbow Books -Lectorum/Scholastic -Pan Asian -Shen’s Books

Multicultural Storytimes Multicultural themes –Lunar New Year, Black History Month Diversity at all Storytimes –nonwhite characters in books on any subject

Using Multicultural Books Authenticity important – does it accurately reflect the culture? Or is it dated? Do’s – Celebrate holidays, also add nonwhite characters in all storytimes Don’ts - books with dialects, books where the nonwhite character is “exotic” or “different” Other thoughts on this?

Outreach to Diverse Populations Outreach to non-English speakers –contact them to publicize these new storytimes Send volunteer readers to Daycare/Headstart/Preschools with non- English speakers Send volunteer readers or book bags to diverse daycare/preschools

Songs and Fingerplays Opening songs “Get Ready” songs Stretch songs Fingerplays Closing songs

Issues in Storytime Dealing with disruptions - Child behavior challenges - Parent behavior challenges Size of the group -Dealing with large crowds

Limiting the Size of Storytime Daycare and preschool groups –allowing them at Storytime, or going to their site with volunteer readers Age groups –how to advise parents who want to bring toddlers to preschool storytime Using “Big Books” –oversized copies of popular picture books Avoid registration or is registration necessary? –any tips?

Outreach and Marketing Outreach –volunteer readers going to preschools –book bags for preschool teachers –training local daycare providers –sending staff to daycare/preschools Marketing –flyers: at library, doctor’s office, stores, where parents go –newspaper coverage –target mailings to groups –press releases to Parents’ Press, homeowners newsletters, etc.

Dealing with Disruptions Common disruptions - child behavior issues - parents talking - latecomers Positive steps - set expectations - volunteer ushers

Value of Crafts at Storytime How crafts relate to Kindergarten Readiness - motor skills - following directions Crafts can attract more parents - added value with crafts - time to talk to other parents Crafts are fun!

Storytime “Extras” Puppets Props Flannelboards Apron stories Games Dance and movement Videos

Using Puppets and Props Puppet as mascot Puppet shows to tell stories Props and realia Musical instruments Appealing to kinetic learners

Flannelboards and Apron Stories Use Flannelboards -for simple stories -cut our pictures Use Apron stories -for large groups Sources to purchase these –Sisters-in-stitches.com –Lakeshorelearning.com

Let’s Get Moving Dances - “The Hokey Pokey” Movement activities - “Head and Shoulders” - “Shake Your Sillies Out” Games that move - “Farmer in the Dell” - “Simon Says”

Evaluating your Storytime Age-appropriate material Pace and variety Vocals Rapport with audience Interactive elements

Dealing with Success Crowd control Volunteers Adding more sessions Outreach to daycares & groups Kits for Storytime outreach

Where Do You Go From Here? What will you do next? What other questions/topics should we address? Closing song