Since I started back to story time off schedule, beginning with a bilingual owl program on Saturday the 19th and then keeping the same theme for Spanish story time on Thursday the 24th, I had a random theme for the bilingual story time on the 26th to get back on schedule (I try to keep the theme from Thursday the same on Saturday). It was a fun theme!
Bilingual Story Time Plan:
Theme: Breakfast
Literacy Skill: Print Motivation
Walk-in song: Have Some Fun Today/Imagination Movers (Eight Feet)
Welcoming comments
Literacy tip: One method to help your child develop a love for reading and books is to allow your child to select books on a topic that he or she finds interesting. Un método para que su hijo puede desarrollar el amor por la lectura y los libros es permitir que él or ella selecciona libros sobre un tema que le parece interesante.
Activity song: Pimpón/José-Luis Orozco (Diez Deditos)
Fingerplay: Al Subir una Montaña
1st story: ¿Cómo Comen los Dinosaurios?/Jane Yolen
Activity song: I've Got Two Hands/Peter and Ellen Allard (Sing It! Say It! Stamp It! Sway It!, vol. 3)
Fingerplay: Ten Fluffy Chickens
2nd story: Don't Forget the Bacon!/Pat Hutchins
Standing fingerplay: Los Pollitos Dicen
3-D story: Si Le Das un Panqueque a Una Cerdita/Laura Numeroff *with props
4th story: Bear's Busy Morning/Harriet Ziefert
Instrument song: Moliendo Café/Colibri (Papalóapan: River of Butterflies) *with maracas
Stamp hands and bubbles
Hand stamp song: Chicken Medley/Sharon, Lois, & Bram (Sing Around the Campfire)
Saturday, January 26, 2013
Thursday, January 24, 2013
Owls Bilingual and Spanish Story Time: January 19th and January 24th, 2013
In another post, I relayed how I succumbed to the flu, which *ruined* the opening of the winter/spring session of Spanish and bilingual story time programs at the public library where I work. I had planned to open with an owl-themed program with two owl crafts. When I came back to work, I did the owl program without the crafts. The plans for the story times can be found below.
Bilingual StoryTime Plan:
Theme: Owls
Literacy Skill: Vocabulary
Walk-in song: Have Some Fun Today/Imagination Movers (Eight Feet)
Welcoming comments
Literacy tip: In Spanish, buhó and lechuza are two words that mean owl. We're going to use both words today, and we'll also learn the names of different birds. En español, las palabras buhó y lechuza significan el mismo pájaro. En ingles, buhó y lechuza es un owl. También vamos a aprender los nombres de diferentes tipos de pájaros.
Activity song: Pimpón/José-Luis Orozco (Diez Deditos)
Fingerplay: Al Subir una Montaña
1st story: Las Lechucitas/Martin Waddell
Activity song: Percival the Parrot/Hap Palmer (Aprendiendo en Dos Idiomas)
Fingerplay: Two Little Dickie Birds
2nd story: Over in the Meadow/Jane Cabrera
Standing fingerplay: Lunita
3-D story: ¡Buenas Noches, Buhó! (Goodnight, Owl!)/Pat Hutchins *flannelboard
4th story: Can You Cuddle Like a Koala?/John Butler
Instrument song: Vals del Trompo/Francisco Gabilondo Soler (Homenaje a Cri-Cri) *with scarves
Stamp hands and bubbles
Hand stamp song: Twinkle, Twinkle, Little Star/Raffi (One Light, One Sun)
Hora de Cuentos Plan:
Theme: Owls
Literacy Skill: Vocabulary
Walk-in song: La Fiesta/Tatiana (Serie Millennium, disc 1)
Welcoming comments
Literacy tip: En español, buhó y lechuza significan el mismo pájaro. Hoy vamos a usar las dos palabras. También vamos a aprender los nombres de diferentes tipos de pájaros.
Activity song: Pimpón/José-Luis Orozco (Diez Deditos)
Fingerplay: Al Subir una Montaña
1st story: Las Lechucitas/Martin Waddell
Activity song: Lorenzo el Loro/Hap Palmer (Aprendiendo en Dos Idiomas)
Fingerplay: Dos Pájaritos
2nd story: Alla en la Pradera/Olive A. Wadsworth
Standing fingerplay: Lunita
3-D story: ¡Buenas Noches, Buhó! (Goodnight, Owl!)/Pat Hutchins *flannelboard
4th story: Pájaros/Diane James and Sarah Lynn
Instrument song: Vals del Trompo/Francisco Gabilondo Soler (Homenaje a Cri-Cri) *with scarves
Stamp hands and bubbles
Hand stamp song: Minuet de los Pájaros/Francisco Gabilondo Soler (100 Años Cri-Cri, disc 3)
Bilingual StoryTime Plan:
Theme: Owls
Literacy Skill: Vocabulary
Walk-in song: Have Some Fun Today/Imagination Movers (Eight Feet)
Welcoming comments
Literacy tip: In Spanish, buhó and lechuza are two words that mean owl. We're going to use both words today, and we'll also learn the names of different birds. En español, las palabras buhó y lechuza significan el mismo pájaro. En ingles, buhó y lechuza es un owl. También vamos a aprender los nombres de diferentes tipos de pájaros.
Activity song: Pimpón/José-Luis Orozco (Diez Deditos)
Fingerplay: Al Subir una Montaña
1st story: Las Lechucitas/Martin Waddell
Activity song: Percival the Parrot/Hap Palmer (Aprendiendo en Dos Idiomas)
Fingerplay: Two Little Dickie Birds
2nd story: Over in the Meadow/Jane Cabrera
Standing fingerplay: Lunita
3-D story: ¡Buenas Noches, Buhó! (Goodnight, Owl!)/Pat Hutchins *flannelboard
4th story: Can You Cuddle Like a Koala?/John Butler
Instrument song: Vals del Trompo/Francisco Gabilondo Soler (Homenaje a Cri-Cri) *with scarves
Stamp hands and bubbles
Hand stamp song: Twinkle, Twinkle, Little Star/Raffi (One Light, One Sun)
Hora de Cuentos Plan:
Theme: Owls
Literacy Skill: Vocabulary
Walk-in song: La Fiesta/Tatiana (Serie Millennium, disc 1)
Welcoming comments
Literacy tip: En español, buhó y lechuza significan el mismo pájaro. Hoy vamos a usar las dos palabras. También vamos a aprender los nombres de diferentes tipos de pájaros.
Activity song: Pimpón/José-Luis Orozco (Diez Deditos)
Fingerplay: Al Subir una Montaña
1st story: Las Lechucitas/Martin Waddell
Activity song: Lorenzo el Loro/Hap Palmer (Aprendiendo en Dos Idiomas)
Fingerplay: Dos Pájaritos
2nd story: Alla en la Pradera/Olive A. Wadsworth
Standing fingerplay: Lunita
3-D story: ¡Buenas Noches, Buhó! (Goodnight, Owl!)/Pat Hutchins *flannelboard
4th story: Pájaros/Diane James and Sarah Lynn
Instrument song: Vals del Trompo/Francisco Gabilondo Soler (Homenaje a Cri-Cri) *with scarves
Stamp hands and bubbles
Hand stamp song: Minuet de los Pájaros/Francisco Gabilondo Soler (100 Años Cri-Cri, disc 3)
Thursday, January 17, 2013
The Flu...Interrupts a New Story Time Session and New Semester But Induces New Ideas
Last Thursday, January 10th, was supposed to be the first session of Spanish story time, but I got terribly sick with the flu. Last week's sessions for both Spanish and bilingual story times were canceled (however, one of my co-workers did the craft I had planned with those who had come for Spanish story time--yay!), and, tonight, a co-worker from another branch is covering Spanish story time for me. This was not the ideal way to begin the winter/spring program, but it does remind me that on top of my literacy tip, I also will do a health tip, like wiping books and toys, when I return to my normal schedule. (This also reminds me that I had to miss the illness prevention training I was scheduled to take today...sigh.) Thankfully, the children's and reference departments have been able to get subs and have been encouraging me to take time to get well. I am doing much better and plan to be back to work on Saturday for bilingual story time, but I will have to make changes to the program because I had this wonderful owl craft and program lined up for the original first week. My energy is just zapped.
I also had to call in sick to my job at the community college, which was disappointing because it was the first week of the winter/spring semester, and I was supposed to teach an informal instructional literacy session on Tuesday, January 15th. I called on Monday afternoon, so I was able to re-schedule for next Tuesday, which means I need to get busy planning in between resting (I get dizzy from looking at the computer screen...boo!). I'm glad the instructor was able to be flexible!
In between my coughing spells and naps, I came up with a few things I'd like to work on in the next few months, job-wise:
1.) Reader's Advisory
I read a lot, but there are certain genres that I tend to neglect, like young adult novels. I read two before the flu took over, but I need to read at least one young adult novel a month. I, luckily, have a coworker who reads a lot of teen material, so I can pick her brain.
2.) Reader's Advisory + Upkeep
I finally am up to date with Goodreads, except for one book that's still sitting on my to-read shelf that actually is one I've read, but I need to more timely with the books I use in story time because six picture books a week (I use four books per story time, but I replace two Spanish titles with English books for bilingual story time) pile up quick.
3). StoryTime Guidelines + Seating
This season, I am going to make a bigger plea to have parents sit on the floor with their children. I can understand if you have a medical condition, but it seems strange not to sit down with your child. Your children want to spend time with YOU is listed on our tips to make story time pleasant for all (in much nicer language), but I need to publicize the tips more. A co-worker found a hidden pile of "rules" in Spanish, so I'll be making those available. Also, because our other story time programs are larger, audiences don't typically sit in a circle/semi-circle but behind a strip of yellow tape. In my program, it means entire families stretch out along the tape, but I am going to begin the semi-circle style to make what is a smaller program more intimate, and perhaps it will help encourage parents to sit with their kids. At least everyone will be able to get a better glimpse of the pictures than when I walk back and forth as I read.
4). Crafts
I believe I have commented how I am going to do an after story time craft once a month versus the once a quarter recommendation we were given by the big bosses. I got to a pretty good start in fall with four crafts.
5). Professional Development
I need to do more webinars! Last April, I took an ALA e-course on basic web design, but now that I'm busier with all my jobs, webinars instead of classes are the way to go. I'm actually waiting to watch the recording of a webinar on Common Core Standards that I registered for but couldn't watch live. Because many K-12 students and parents come to the public library for school projects, I think it's important to know about changes that may affect the questions we receive regarding materials. I also need to do a bit more reading from the community college side of my librarian career. I've had a sharp disconnect since finishing library school because I only have access to Library, Information Science, & Technology Abstracts through my job at the community college, but there are several books I've been meaning read, including the fun The Library Instruction Cookbook edited by Sittler and Cook, which I have read a little of while at work.
And now to sleep some more...
I also had to call in sick to my job at the community college, which was disappointing because it was the first week of the winter/spring semester, and I was supposed to teach an informal instructional literacy session on Tuesday, January 15th. I called on Monday afternoon, so I was able to re-schedule for next Tuesday, which means I need to get busy planning in between resting (I get dizzy from looking at the computer screen...boo!). I'm glad the instructor was able to be flexible!
In between my coughing spells and naps, I came up with a few things I'd like to work on in the next few months, job-wise:
1.) Reader's Advisory
I read a lot, but there are certain genres that I tend to neglect, like young adult novels. I read two before the flu took over, but I need to read at least one young adult novel a month. I, luckily, have a coworker who reads a lot of teen material, so I can pick her brain.
2.) Reader's Advisory + Upkeep
I finally am up to date with Goodreads, except for one book that's still sitting on my to-read shelf that actually is one I've read, but I need to more timely with the books I use in story time because six picture books a week (I use four books per story time, but I replace two Spanish titles with English books for bilingual story time) pile up quick.
3). StoryTime Guidelines + Seating
This season, I am going to make a bigger plea to have parents sit on the floor with their children. I can understand if you have a medical condition, but it seems strange not to sit down with your child. Your children want to spend time with YOU is listed on our tips to make story time pleasant for all (in much nicer language), but I need to publicize the tips more. A co-worker found a hidden pile of "rules" in Spanish, so I'll be making those available. Also, because our other story time programs are larger, audiences don't typically sit in a circle/semi-circle but behind a strip of yellow tape. In my program, it means entire families stretch out along the tape, but I am going to begin the semi-circle style to make what is a smaller program more intimate, and perhaps it will help encourage parents to sit with their kids. At least everyone will be able to get a better glimpse of the pictures than when I walk back and forth as I read.
4). Crafts
I believe I have commented how I am going to do an after story time craft once a month versus the once a quarter recommendation we were given by the big bosses. I got to a pretty good start in fall with four crafts.
5). Professional Development
I need to do more webinars! Last April, I took an ALA e-course on basic web design, but now that I'm busier with all my jobs, webinars instead of classes are the way to go. I'm actually waiting to watch the recording of a webinar on Common Core Standards that I registered for but couldn't watch live. Because many K-12 students and parents come to the public library for school projects, I think it's important to know about changes that may affect the questions we receive regarding materials. I also need to do a bit more reading from the community college side of my librarian career. I've had a sharp disconnect since finishing library school because I only have access to Library, Information Science, & Technology Abstracts through my job at the community college, but there are several books I've been meaning read, including the fun The Library Instruction Cookbook edited by Sittler and Cook, which I have read a little of while at work.
And now to sleep some more...
Thursday, January 10, 2013
Shadow Puppet Resources
In an earlier post, I mentioned that I would share the resources I used to create the shadow puppet show for a black and white themed program for Spanish and bilingual story time that I did in October 2012. (Here is the link to my previous post: http://www.librarianlindsay.blogspot.com/2012/12/black-and-white-spanish-and-bilingual.html)
For inspiration, I actually looked at print books available in the children's department. Here's what I checked out:
Anderson, D. (1997). Amazingly easy puppet plays: 42 new scripts for one-person puppetry. Chicago: American Library Association.
I actually used the template for I Know an Old Lady from the Andersen book (I do have to double check). First, I made a copy of the templates using a copy machine. Then I cut the templates, traced the designs on black poster board, and cut them out. Then I attached the individual animal silhouettes with straws and tape. The old lady did require a brad so her jaw could move up and down (the jaw piece had its own straw, so the old lady gets two straws). Here's how they turned out:
For my literacy skill tip for the program, I shared with the parents an easy way to make their own shadow puppet theater with a cardboard box. Here is a link that offers information on how to make a shadow puppet theater out of a cereal box: http://www.squidoo.com/shadow-puppet-theater I also found a very cool blog, The Rowdy Pea, that has a post on making a shadow guessing game: http://rowdypea.typepad.com/the_rowdy_pea/2008/02/the-mystery-sha.html After you make a shadow puppet theater out of a box (or cereal box), all you do is hold up different items from around the house behind the "curtain" and light and have the kids identify the items. Fun!
For inspiration, I actually looked at print books available in the children's department. Here's what I checked out:
Anderson, D. (1997). Amazingly easy puppet plays: 42 new scripts for one-person puppetry. Chicago: American Library Association.
Bryant, J., &
C. Heard. 2002. Making shadow puppets.
Tonawanda, NY: Kids Can.
Sims, J. (1988). Puppets for dreaming and scheming: More than80 ideas for puppet projects, props, and stages. Santa Barbara, CA:
Learning Works.
For my literacy skill tip for the program, I shared with the parents an easy way to make their own shadow puppet theater with a cardboard box. Here is a link that offers information on how to make a shadow puppet theater out of a cereal box: http://www.squidoo.com/shadow-puppet-theater I also found a very cool blog, The Rowdy Pea, that has a post on making a shadow guessing game: http://rowdypea.typepad.com/the_rowdy_pea/2008/02/the-mystery-sha.html After you make a shadow puppet theater out of a box (or cereal box), all you do is hold up different items from around the house behind the "curtain" and light and have the kids identify the items. Fun!
Story Time Crafts and Early Literacy
I started incorporating crafts this past fall during Spanish and bilingual story time, but I only do a project about once a month to stretch out the children's department's existing craft supplies. So far, I've done a paper plate pizza (lots of prep work), drawing with chalk (easy and no prep), illustrating a book (little prep because the books were already made from a previous craft), and newspaper sailor hats (practice, practice, practice!). This spring, we'll be making paper plate owls, Mo Willems crafts (put together by a co-worker, whew!), a butterfly made from a toilet roll tube, flower (not fully planned yet), all sorts of crafts for Día de los Niños/Día de los Libros, and maybe some kind of transportation-themed craft, like paper airplanes or a rocket.
My personal reasons for after storytime crafts are that they make story time even more fun, slightly increase attendance (with advance publicizing), and I get to spend more time talking with the parents and getting to know the kids that much more. And it's not all "fun." Here is a link to a post by Colorado Libraries for Early Literacy (CLEL) that discusses how crafts build early literacy skills: http://www.clel.org/node/307
My personal reasons for after storytime crafts are that they make story time even more fun, slightly increase attendance (with advance publicizing), and I get to spend more time talking with the parents and getting to know the kids that much more. And it's not all "fun." Here is a link to a post by Colorado Libraries for Early Literacy (CLEL) that discusses how crafts build early literacy skills: http://www.clel.org/node/307
Here are other blog posts related to crafts and early literacy from CLEL:
Benefits of Crafts in Library Storytimes: http://www.clel.org/node/304
Selecting and Presenting Enriching Storytime Cratfs: http://www.clel.org/node/313
Creating Storytime Crafts that Support the Six Skills and Five Practices: http://www.clel.org/node/316
Early Literacy-Based Crafts: Incorporate Print: http://www.clel.org/node/322
Early Literacy-Based Crafts: Tell a Story/Sing a Song: http://www.clel.org/node/324
Early Literacy-Based Crafts: Talk About It: http://www.clel.org/content/early-literacy-based-crafts-talk-about-it
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