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- Description
- Table of Contents
- About the authors
- Reviews
According to recent research, the best way to make new connections in a child's brain is by building on something already known. A child who loves a book will listen to it repeatedly, maintaining interest. Using a selected book in a number of consecutive preschool storytimes, but presenting it differently each time, can help children learn new skill sets. This book presents a new approach to storytime, one that employs repetition with variety to create an experience which helps children connect and engage with the story on a higher level. Diamant-Cohen, recently awarded the 2013 ASCLA Leadership and Professional Achievement Award, and Hetrick offer a year's worth of activities specifically designed to address multiple intelligences through a repetition-based process. Incorporating recent theories on developmental learning, this book includes
- Scripts for 8 different books, with enough activities to repeat each one for six weeks, along with lists of optional alternative books
- Planning aids such as outlines of storytime sessions, a fill-in-the-blanks planning sheet, questions for evaluation, and tips for enhanced storytimes using props and crafts
- Detailed but straightforward explanations of theory and research that will help readers communicate effectively with parents, caregivers, and other stakeholders
From setup to execution, here's everything you need to create and implement a successful, elevated storytime.
Check out this book's Web Extra now!
Contents
List of Figures
Preface
Acknowledgments
Part I: Preschool Storytime, Learning Theories, Research, and Practical Applications
Chapter 1- An Overview of Preschool Storytime
What Is Preschool Storytime?
Benefits of Preschool Storytime
Read It Again!
Constructivism
Scaffolded Learning
Multiple Intelligences
Every Child Ready to Read @ your library
Incorporating Technology into Programs
Themes
Presenting a Book in Multiple Ways
Incorporating Repetition into Preschool Storytime
Leveling the Playing Field
Notes
Resources regarding Preschool Storytime, Theories of Learning, and Repetition
Chapter 2-The Nitty Gritty: A Step-by-Step Guide for Organizing a Storytime
Basics for Preschool Storytime Planning
General Structure of Preschool Storytime
Planning Helpers
Tips for Presenting Preschool Storytime
Consider Enhanced Storytimes
Keep Records
A Brief Explanation of Six Consecutive Sessions Utilizing Repetition with Variety
Resources for Planning
Building One Session upon Another
Additional Information
Notes
Part II: Scripts Using Eight Different Books
Chapter 3-Series 1: The Three Bears by Paul Galdone
Week 1: Introduce The Three Bears
Week 2: Tell "The Three Bears" as a flannelboard story
Week 3: Narrate the story and have children act it out
Week 4: Read other versions of the story by different authors and illustrators
Week 5: Read a fractured version; find opposites in the book
Week 6: Give children props to play with while they retell the story themselves
Chapter 4-Series 2: The Princess and the Pea by H.C. Andersen, adapted and illustrated by Janet Stevens
Week 1: Introduce The Princess and the Pea
Week 2: Tell "The Princess and the Pea" as a flannelboard story
Week 3: Use dialectic reading, illustrations, and questions about the story
Week 4: Read the same story by a different adapter; show different illustrations
Week 5: Read more versions of the story; dance with peas
Week 6: Invite the children to retell the story in their own words
Chapter 5-Series 3: I Ain’t Gonna Paint No More by Karen Beaumont
Week 1: Introduce I Ain’t Gonna Paint No More
Week 2: Inspire imagination with the aid of colored scarves
Week 3: "Paint" body parts; review vocabulary and develop fine motor skills
Week 4: Discuss the silent story being told by "reading" the illustrations to convey meaning
Week 5: Discuss the book’s illustrations, focusing on colors, lines, and shapes
Week 6: Examine other books by Karen Beaumont
Chapter 6-Series 4: Buz by Richard Egielski
Week 1: Introduce Buz
Week 2: Explore the book through flashlight play and dramatization
Week 3: Tell Buz as a flannelboard story
Week 4: Narrate the tale while the children act it out
Week 5: Focus on the illustrations; compare pictures
Week 6: Invite the children to go through an obstacle course to act out the story
Chapter 7-Series 5: Muncha! Muncha! Muncha! by Candace Fleming, illustrated by G. Brian Karas
Week 1: Introduce Muncha! Muncha! Muncha!
Week 2: Tell Muncha! Muncha! Muncha! as a flannelboard story
Week 3: Use creative dramatics to build a garden and surrounding walls
Week 4: Compare books by the same author and illustrator
Week 5: Use ICDL to digitally compare Muncha! Muncha! Muncha! with a similar book
Week 6: Invite the children to act out the story
Chapter 8-Series 6: Duck Soup by Jackie Urbanovic
Week 1: Introduce Duck Soup
Week 2: Make an imaginary pot of soup
Week 3: Use soup to test scientific concepts
Week 4: Reenact the search for Max with puppets
Week 5: Compare similar stories
Week 6: Invite the children to act out the story
Chapter 9-Series 7: Bark, George by Jules Feiffer
Week 1: Introduce Bark, George
Week 2: Tell Bark, George as a flannelboard story
Week 3: Tell Bark, George with stick puppets
Week 4: Encourage multisensory exploration while narrating the story
Week 5: Interview George and his friends to find out what really happened
Week 6: Examine the story from a veterinarian’s perspective
Chapter 10-Series 8: The Little Old Lady Who Was Not Afraid of Anything by Linda Williams, illustrated by Megan Lloyd
Week 1: Introduce The Little Old Lady Who Was Not Afraid of Anything
Week 2: Repeat the story using props and signs
Week 3: Put yourself in another person’s shoes
Week 4: Take a nut-and-herb walk
Week 5: Build a scarecrow and watch a movie starring storytime children
Week 6: Encourage children to dramatize the story, guided by book illustrations
Appendix
Questions for Evaluation
Index
About the Authors
"Drawing on research about how children learn, Diamant-Cohen and Hetrick propose a new model for storytime: one where repetition is built into the structure of ongoing programs so that children can build on what they have learned. It sounds like a simple concept, but the key is to provide repetition in context, with enough variety to keep children engaged and allow them to approach the same material from multiple angles … Whether you're a librarian who is new to the idea of an anchor text in your storytimes, or a preschool teacher who uses the concept regularly, you are sure to find lots of inspiration here!"
--Storytime Stuff