Training Modules Children and Youth Module 5 Storytime-Planning your storytime - The pack

Training Modules  Children and Youth Module 5  Storytime-Planning your storytime -The pack

Storytime

•       Children over 3 years.

•       Held in all libraries except Bundeena during school term

•       Usually 30 minutes of songs and story including the movie-45 minutes.

•       Storytime packs are rotated between the branches, each on a specific theme. The front of the pack has the rotation list, the literacy skill to be developed and the contents.

•       Packs usually contain copies of books, rhymes, big books, puppets, felt board kits, storytime aids and puppets, props, pictures and a DVD/video. It is your choice what you use from the pack.

•       You can supplement the pack items with items of your own or branch resources.

•       Each library organises a craft activity from their resources. There are craft ideas on Objective

Objective Global Folder>Community Services>Library-Children’s Publications>Storytime craft

•       A storytime pack roster will be sent out before each term. This roster lists the themes and rotations between the branches for a full term.  Chris also tries to inform branches of upcoming themes so craft can be prepared.

Plan your storytime-Preparation and structure

           

Each pack comes with one of these in a plastic sleeve attached to the pack. It is important that you read and understand the Early Literacy Awareness column.

 

 

 

 

 

 

When you are confident with these skills you can combine them for example you might focus on letter knowledge but you might also say the author and illustrator. You might ask comprehension questions at the end and mention the rhyming words as you read.

Try this

 

This document has 15 pages of literacy tips sorted according to the early Literacy Domains.

Objective Global Folder>Community Services>Library>Childrens - Library Desk>Training - Children and Youth>Training for new staff>Storytime training for C.A.’s>What can I say-Literacy Tips

 

Consider this…

The 2015 Australian Early Development Census identifies 1 in 5 children starting school as developmentally vulnerable and shows that poor language proficiency contributes significantly to these figures (Commonwealth of Australia, 2016).

These results echo robust research evidence of the solid foundation that early language and literacy experiences provide for later reading and academic achievement (Dickinson, 2011; Dickinson, Golinkoff, & Hirsh-Pasek, 2010; Murnane, Sawhill, & Snow, 2012)

Public libraries across Australia have a history of promoting language and literacy learning from birth as a strategy for overcoming social disadvantage in the communities they serve (Australian Public Library Alliance, 2015).

P2 Early language and literacy in NSW public libraries: FRAMEWORK FOR DEVELOPING AND EVALUATING EARLY LITERACY SESSIONS (2018) Emilia Djonov | Maree Stenglin | Jane Torr Department of Educational Studies Macquarie University

As libraries are a type of educational institution, and early literacy sessions constitute an important community context for early language and literacy learning, library staff involved in providing these sessions are necessarily also educators. In this role, they can make a significant contribution to early learning.

P4 Early language and literacy in NSW public libraries: FRAMEWORK FOR DEVELOPING AND EVALUATING EARLY LITERACY SESSIONS (2018) Emilia Djonov | Maree Stenglin | Jane Torr Department of Educational Studies Macquarie University

Answer these… Click here to access the questions form.

Read through the Early Literacy Awareness column on these pack information sheets

What do you notice?

 

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Knowing how important these skills are for children’s development do you feel confident in giving this information to the parents? 

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Big Books

Read through these two samples of Early Literary Domains for Big Books.

Big Book Title: There’s a hippopotamus on our roof eating cake.  

Choose one skill to focus on NOT ALL!

Skills	Page	Script
Enjoyment of books/ Print Motivation	Cover	This book is about a hippopotamus that lives on a roof. Do you think a hippopotamus could live on your roof? Why not? I wonder how this one lives on her roof.
How to handle a book/ Concepts of print	Before reading	Place book upside down and back to front on the easel. Ask the children if you are ready to read?  Flip the book so it is front facing but still upside down. Ask the children if you are ready now? Place book right way up and front facing on the easel. Begin reading.
Letter knowledge	c	Cake starts with the letter ‘c’. We make a c-c-c- sound for the letter c in cake. Can you think of other words that start with the c sound? I wonder if we will see some on the book (cross, can crayons, cars, climb)
Vocabulary	Hippopotamus	Hippopotamus is a very long word. We say hippo for short.
Comprehension/ Background knowledge		Can you remember where the hippopotamus works? He works at the zoo. A zoo is a place where lots of animals live and you can go and see them there. Hands up if you have been to a zoo. What animals did you see?

 

Big Book Title: The very hungry caterpillar

Choose one skill to focus on NOT ALL!

Skills	Page	Script
Enjoyment of books/ Print Motivation	Before reading	I chose this book because it’s got lots of … (choose one or your own) Beautiful pictures Different types of food Lots of fruit and vegetables A surprise at the end Different sized pages and holes
How to handle a book/ Concepts of print	Before reading	Point to the title on the cover. Sweep your finger across as you read it. This book is called… the author is… That means he/she wrote it.
Letter knowledge	Cover and Double page spread of different food	This letter is called ‘C’. We say c-c-c-c when we see the letter ‘C’. caterpillar starts with c. (Cucumber, cake, cone, do not talk about ‘ch’ and the ‘s’ sound from c- too confusing)
Hear and play with sounds Rhyming words/Phonological awareness
Vocabulary Days of the week	Hatching page / throughout	Did you notice the day the caterpillar pops out of the egg? Did you notice any other days in the book? What day is it today? Let’s say the days of the week.
Comprehension/ Background knowledge	At the end	I wonder where the little egg came from at the beginning of the book. I wonder what the butterfly will do now. I wonder if you have ever seen a butterfly or a caterpillar. Where would you see them?

With each section you are given a script and/or steps to carry out to assist you. You are free to reword these so you are comfortable and they suit your presentation style.

Try rewriting one now

 

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When reading big books would you/do you use a variety of skills? Would you be/are you more comfortable with one than the others?

 

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 Click here to go to Module 6 after you've done the activity below