This storytime planning form summarizes a program focused on the theme of food. The opening will introduce the theme of food being important for health. Books like "Wolf's Chicken Stew" and "Bear Wants More" will teach about animals needing healthy food. A fingerplay, song, and flannelboard activity also relate to eating. The closing will remind children it is time to go home. Parents will receive a handout on daily food groups and tips on emphasizing fruits and vegetables over sugary snacks.

1. Storytime Planning Form
Title/Source/Description Literacy Tip/Comments
for Parents/Caregiver
Content Theme Food is important for a
Food healthy body & mid.
All beings need food.
Reading Pre Readers
Readiness Skill
Opening The Theme for this The need for food is as
Comment/Tip for storytime will be food great for animals as it is
Parents for humans. Food is
important to keep our
bodies healthy.
Opening Ritual Roll call; answer with a
fruit or vegetable; say
the Pledge to the Flag
Finger Play Opening
1 and 2 and 3 and 4
(hold up fingers for
numbers)
Look who came through
the door (Point to one
child)
A and B and C and D
(Clap for each letter)
Can you say your name
for me? (Child tell
name. Greet all children
this way)
Books

2. 1. Wolfs Chicken Stew
2. Bear Wants More Animals need good
healthy food, too.
3. Tops & Bottoms For a healthy body eat a
variety of veggies; both
tops and bottoms.
Fingerplays/
Rhyme
1. Alligator Pie Reputation children
love this rhyme.
2. Peas porridge hot,
peas porridge cold
Peas porridge in the
pot 9 days old
Some like it hot,
some like it cold
Some like it in the
pot 9 days old.
1, 2, 3, 4 & 5
6, 7, 8, then the next
number is 9.
Peas porridge hot,
peas porridge cold
Peas porridge in the
pot 9 days old
Some like it hot,
some like it cold
Some like it in the
pot 9 days old.
1, 2, 3, 4 & 5
6, 7, 8, then the next
number is 9.

3. Song On top of Spaghetti Eating is important, but
this is a way of having
On top of spaghetti, fun with food.
All covered with cheese,
I lost my poor meatball,
When somebody
sneezed.
It rolled off the table,
And on to the floor,
And then my poor
meatball,
Rolled out of the door.
It rolled in the garden,
And under a bush,
And then my poor
meatball,
Was nothing but mush.
The mush was as tasty
As tasty could be,
And then the next
summer,
It grew into a tree.
The tree was all covered,
All covered with moss,
And on it grew
meatballs,
And tomato sauce.
So if you eat spaghetti,
All covered with cheese,
Hold on to your
meatball,
Whenever you sneeze.

4. Flannelboard Goldilocks and the Eating a healthy
Three Bears breakfast is important,
even though you have to
go to the neighbors to
get it.
Puppet Bear puppet – it can be
used with books.
Closing Ritual Good –bye-song This will let the children
Tune: Are You know that it is time to
Sleeping? go home.
We are leaving
We are leaving
To our house
To our house
Today is
_____________
Tomorrow is
_____________
Have a nice day
Have a nice day
Closing Repetition of stories,
Comments for finger plays and songs
Parents/Caregive help pre readers grasp
r the first concept of
reading.
Handouts for The government www.mypyramidlgov is
Parents/Caregive recommendations on the a good website for find
r daily food groups, this the food groups and other
will help parents realize helpful information.
the importance of fresh
fruits and vegetables as
opposed to sugary
snacks.
• Your content theme should be broad (pets, winter, farm animals).

5. • You will emphasize one or two reading readiness skill (vocabulary, print
motivation, phonological awareness, print awareness, narrative skills, letter
knowledge). All programs should address print motivation but you will
probably only include one or two other skills in a specific storytime.
• An opening and closing ritual frames the program, allowing children to
understand that the program is beginning and concluding. Young children also
find comfort in routine.Your ritual should be the same for every program,
regardless of the storytime theme.
• Books, fingerplays, rhymes, songs, and other storytime enhancements should be
related to the theme. Select 2-3 books and one or two other storytime
enhancements. You will not have all of the enhancements in any storytime; pick
one or two that you are comfortable using.
• Think about specific points you want to make to the parents; use the
terminology of the skill and provide a specific example for the
parents/caregiver. Use the “What Can I Say” From Skill to Parent/Caregiver”
handout as a guide.
• Provide a reinforcing handout for the parents to take home, either one you
created or one you printed from another resource.
• Be sure to always display related books for checkout and provide time for
parents/caregivers and children to interact with books after the storytime
program.