Dynamic Storytimes - Dynamic Children's Programming
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Dynamic Storytimes - Dynamic Children's Programming

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The Abilene Public Library in Abilene, Texas presents ideas and suggestions to aid in creating dynamic and fun storytimes including literacy aspects and further activities.

The Abilene Public Library in Abilene, Texas presents ideas and suggestions to aid in creating dynamic and fun storytimes including literacy aspects and further activities.

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  • 1. DYNAMIC STORYTIMES Presented by Darla Casella Children’s Librarian Mockingbird Branch Library Dynamic Children’s Programming Workshop Abilene Public Library – www.abilenetx.com/apl March 17, 2014
  • 2. STORYTIMES ARE ESSENTIAL! Attract children and adults  Create relationships between children and the library  Allow parents and caregivers to interact Get children excited about books and reading Encourage the development of essential pre-reading skills
  • 3. DYNAMIC STORYTIMES: DEFINITION Imaginative storytimes that captivate audiences using practical, yet creative ideas.
  • 4. KEYWORD FOR DYNAMIC STORYTIMES FLEXIBILITY
  • 5. PLANNING CONSIDERATIONS FOR DYNAMIC STORYTIMES  Logistics  Elements  Structure  Literacy
  • 6. STORYTIME LOGISTICS  Who?  What?  When?  Where?
  • 7. STORYTIME ELEMENTS  Books  Music  Fingerplays  Rhymes  Puppets  Props  Crafts  Activities
  • 8. STORYTIME STRUCTURE (EXAMPLE) 1. Opening Songs/Fingerplays/Rhymes  Generally the same every time 2. Story 3. Short Story 4. Movement 5. Story 6. Song or Game or Activity 7. Story 8. Ending Stand Up Songs  Generally the same every time *Should last about 30 minutes
  • 9. LITERACY IN STORYTIMES Purpose Components Implementation
  • 10. PURPOSE OF LITERACY IN STORYTIMES Provide literacy support for parents, caregivers, and schools Provide a foundation of the English language Provide pre-literacy skills before children go to school Provide parents/caregivers confidence and skills necessary for teaching their children
  • 11. COMPONENTS OF PRE-LITERACY Vocabulary Building (I know words) Phonological Awareness (I hear words) Letter Knowledge (I know my ABCs) Print Motivation (I love books) Print Awareness (I see words) Narrative Skills (I tell stories)
  • 12. IMPLEMENTING LITERACY INTO STORYTIMES Books Music Rhymes Fingerplays Initial sounds Clapping Rhythm
  • 13. WHAT WORKS WELL: RHYMES AND FINGERPLAYS Tell-A-Story Nursery Rhyme Kit Five Monkeys Glove Puppet Set Three Little Speckled Frogs Whoops, Johnny!
  • 14. WHAT WORKS WELL: INITIAL SOUNDS Letter of the Week Alphabet signs Fish cutouts Phonics books
  • 15. WHAT WORKS WELL: PROPS AND BOOKS The Very Hungry Caterpillar by Eric Carle  Storytelling Kit  Caterpillar/Butterfly Puppet Go Away, Big Green Monster by Ed Emberley  Storytelling Puppet  Storytelling Kit Owl Babies by Martin Waddell  Felt Board Storytelling Kit The Wide-Mouthed Frog by Keith Faulkner  Puppet
  • 16. WHAT WORKS WELL: SONGS AND MUSIC The Wheels on the Bus and props Cows in the Kitchen and CD Five Fat Turkeys Are We Bells and songs (in handout) Homemade CD
  • 17. RESOURCES Cobb, Jane. I’m A Little Teapot! Presenting Preschool Storytime. Vancouver: Black Sheep Press, 1996. Ghoting, Saroj Nadkarni and Pamela Martin-Diaz. Early Literacy Storytime @ Your library: partnering with caregivers for success. Chicago: American Library Association, 2006. Lincycomb, Kay. Storytime…Plus! New York: Neal-Schuman Publishers, Inc., 2004. Totten, Kathryn. Family Literacy Storytimes: readymade storytimes suitable for the whole family. New York: Neal- Schuman Publishers, Inc., 2004.