storytime guide

92 Pages·2014·11.72 MB·English

STORYTIME GUIDE
STORYTIME
GUIDE
developed by
Stacy Roberts

Assisted by: Myndi Daniels
Mary Sanchez
Mary Jan Bancroft

2010 Edition: Mary Jan Bancroft
Julie Friberg
Emily Phy
Jenny Volpe
Copyright Notice (2005, 2009, 2010)
All art and written material in this guide is copyrighted. You have permission to use these mate-
rials in your own classroom or library. You may not copy, reproduce or distribute, for sale or
commercial use, any portion of the art or written material.
i
ACKNOWLEDGEMENTS

About the Storytime Guide Developer: Stacy Crossen Roberts holds a master’s degree in
Elementary Education, with a focus on early childhood. Drawing upon 33 years of experience
teaching in Arizona and Connecticut schools, Ms. Roberts has developed reading materials and
conducted numerous teacher training workshops. Under the pen name “Stacy Crossen,” she
created some of the poems found within this guide. MAKE WAY FOR BOOKS greatly
appreciates her efforts.

Most of the ideas and activities in this guide were found in the resources listed in the
bibliography. Our thanks go to the many teachers and authors who developed them.

The third edition of the Storytime Guide is:

First Things First (FTF), approved by Arizona voters, works to ensure that our youngest children
have access to quality early childhood experiences so they will start school healthy and ready to
succeed. For more information on First Things First visit www.azftf.gov

MAKE WAY FOR BOOKS also thanks the United Way of Tucson and Southern Arizona for
enabling us to provide this guide to numerous centers in Southern Arizona through the First
Focus on Kids Community Initiative.

MAKE WAY FOR BOOKS is a non-profit 501(c)(3) organization established to promote early
literacy in children from low-income areas of Tucson and Southern Arizona.

MAKE WAY FOR BOOKS
3955 E Fort Lowell Road, Suite 114
Tucson, Arizona 85712
[phone]
www.makewayforbooks.org
TABLE OF CONTENTS

Make Way for Books Core Titles 1
How To Use This Guide 3
Lesson Plans
Abuela, Arthur Dorros 4
Angela’s Airplane, Robert Munsch 7
Baby Bear’s Books, Jane Yolen 10
Brown Bear, Brown Bear, What Do You See?, Bill Martin 12
Chicka Chicka Boom Boom, Bill Martin 15
Corduroy, Don Freeman 20
George and Martha, James Marshall 24
Good Night, Gorilla, Peggy Rathmann 26
Goodnight Moon, Margaret Wise Brown 30
How Do Dinosaurs Say Goodnight?, Jane Yolen 32
I Like Me!, Nancy Carlson 36
Knuffle Bunny, Mo Willems 38
Little Mouse, Red Ripe Strawberry…, Don & Audrey Wood 44
The Little Red Hen, Paul Galdone 46
Lunch, Denise Fleming 52
Mouse Paint, Ellen Stoll Walsh 54
Napping House, Audrey Wood 57
No, David!, David Shannon 61
On Mother’s Lap, Ann. H. Scott. 65
Owl Babies, Martin Waddell 69
Three Little Javelinas, Susan Lowell 71
Way Out in the Desert, Marsh and Ward 73
We’re Going on a Bear Hunt, Michael Rosen 77
What a Wonderful World, Thiele and Weiss 82
When Sophie Gets Angry-Really, Really Angry…, Molly Bang 84
Resources/Bibliography 87
Table of Contents iii
MAKE WAY FOR BOOKS
Core Titles for Ages Three to Five
Angela’s Airplane by
Abuela
Robert Munsch
by Arthur Dorros
Brown Bear, Brown
Bear, What do you see? Baby Bear’s Books
by Bill Martin Jr. by Jane Yolen
Corduroy by Don Freeman
Chicka Chicka Boom
Boom by Bill Martin, Jr.
Goodnight Moon
by Margaret Wise Brown
George and Martha
by James Marshall
Good Night, Gorilla
by Peggy Rathmann
How Do Dinosaurs Say
Good Night by Jane Yolen
I Like Me!
by Nancy Carlson
Knuffle Bunny
by Mo Willems
The Little Mouse, the Red
Ripe Strawberry, & the
Big Hungry Bear
by Don & Audrey Wood
1
MAKE WAY FOR BOOKS
Core Titles for Ages Three to Five
The Little Red Hen Lunch
by Paul Galdone by Denise Fleming
Mouse Paint
No, David! by David Shannon
by Ellen Stoll Walsh
The Napping House
On Mother’s Lap
by Audrey Woods
by Ann Herbert Scott
Owl Babies
Three Little Javelinas
by Martin Waddell
by Susan Lowell
Way Out in the Desert
When Sophie Gets Angry
by T.J. Marsh and
by Molly Bang
Jennifer Ward
We’re Going on a Bear
What a Wonderful World by
Hunt by Michael Rosen
George Weiss and Bob Thiele
2
HOW TO USE THIS GUIDE

We encourage teachers to read to their children every day. Research has shown that reading
aloud to young children is the single most important factor in learning how to read.

Please use this as a resource but feel free to add to or modify any of the activities to meet the
needs of your children. For each title you will find the following storytime elements:

Things to get ready

Read through each storytime before you begin so that you can decide which activities you would
like to do or if you need to modify anything. Be sure to read each book ahead of time so you can
do a great job reading it aloud.

In addition to materials needed for activities, this section also includes a list of related books that
may be of interest to your students. Teachers are encouraged to read related books to their
children to reinforce a particular topic. All suggested books are available at the public library.

Getting the children ready to listen

This section includes fingerplays, poems, songs, or other games and activities. These types of
activities will help to focus the children and introduce the topic of the story. Fingerplays help
children to develop their fine motor skills, to increase their vocabulary, and to learn new
concepts. Songs and poems are great for language development and give children a sense of
empowerment when they learn them. You can encourage children to teach songs and poems to
their families. Singing can be especially effective in getting children to come over to the
storyime area and in settling them down.

Read-Aloud Guide

A step-by-step guide is offered in this section to help you get the most out of reading each book
aloud. Suggestions of what to do before you read will prepare the children for a certain topic and
will increase their interests. What you do during the reading will encourage children’s active
participation. Questions and comments you make after reading will help children make
connections to their own lives and experiences.

Extension Activity

Extension activities are suggested for each book. Most are designed to reinforce the peace area
identified beneath the title of each book. These activities may also focus on one of the six areas
of reading readiness. Please encourage children to take their projects home and retell the stories
to their parents. This is an excellent way to enhance language development and comprehension.
Certain activities in this section ask teachers to write down what the children dictate or tell about
their pictures. This helps children see that what they say can be written down and then read by
others.

How to Use This Guide 3
Abuela
By Arthur Dorros

 Things to Get Ready:

 A copy of Abuela, by Arthur Dorros
 Choose one of the following extension activities:
Grandma Pictures:
drawing paper for each child
crayons or colored pencils
Cloud Drawings:
white paint
paintbrushes
blue paper for each child
crayons
 Related books to read during storytime and place in the library corner:
o A Busy Day for a Good Grandmother, by Margaret Mahy
o Luka’s Quilt, by Georgia Guback
o Grandmother and I, by Helen Buckley
o Me and Nana, by Leslie Kimmelman

 Getting the Children Ready to Listen:

Grandma Pictures:
 Tell the children you will be reading a book about a grandmother called Abuela who is
good at taking her granddaughter on adventures.
 Ask them if they have a grandma or abuela. Have them share something they enjoy doing
with their grandmothers.
 Read the poem together:

Grandmas, by Stacy Crossen
Grandmas are good at imagining things,
Flying up high and soaring on wings,
Helping discover new friends and new faces,
Visiting all kinds of interesting places,
Taking the time to pretend and to be,
Sharing some time with just you and just me.

Cloud Drawings:
 Show the end papers in the book to the children and ask them to be quiet for a minute.
 Tell them to close their eyes as you read the poem slowly.
 Afterwards tell them you will be reading a book about a little girl and her grandmother
who go floating through the sky.

Abuela 4
Cloud Dragons by Pat Mora

What do you see What do you see
In the clouds so high? In the clouds so high?
What do you see in the sky? What do you see? Tell me, do.

Oh, I see dragons Oh, I see caballitos
That curl their tails That race the wind
As they go slithering by High in the shimmering blue.

 Read-Aloud Guide:

BEFORE you read the book:

1. Open the book and show the children the entire cover (front and back). Read the title,
author and illustrator. Talk about which one is Abuela and which is the granddaughter.
2. Ask the children to look carefully at the illustration and tell you where Abuela and her
granddaughter are.
3. Refer back to the poem you have read and connect it to your invitation to the children to
listen to the story.

Grandma Pictures: “This grandma is flying up high and soaring too. Let’s see what
kinds of places they visit.”
Cloud Drawings: “Abuela and her granddaughter are floating through the sky.
Let’s listen and find out why.”

DURING reading:

1. This book is very imaginative. Help the children enjoy the pretending by using your
voice to show imagination and wonder.
2. Be sure to hold the illustrations long enough for them to see the details. Try to point to a
part of the picture as you are reading that will help them connect the words with the
illustration.

Example: Move your finger around Liberty’s head as you say “We would circle around
Liberty’s head…”

AFTER reading:

1. Invite several children to share their favorite adventure that Abuela and the granddaughter
took.
2. Encourage children to use their imaginations by asking questions about flying.

Examples: What would be the best part of being able to fly?
Where would you go if you could fly?

Abuela 5
 Extension Activities:

Grandma Pictures:

1. Lead a discussion about the book. Invite the children to share a favorite “adventure”
from the book, if they haven’t already. If you can, tell about a special time you shared
with your grandmother.
2. To help the children understand how to get started, describe simply and briefly how you
would draw your picture of this memory. You may start your own drawing for the class
to see.
Tip: Don’t draw too much of your own picture so that students will be able to
think of their own memories.
3. Students will now have a chance to make their own drawings. Ask students to think about
a happy time they have spent with a grandmother or special grown-up friend. Invite a few
to share what they will draw in their picture.
4. Distribute drawing paper, crayons, colored pencils (preferably not markers). Tell them
you will be around to help write a sentence they tell about their picture.
5. Encourage them to share their pictures with their families.

Cloud Drawings:

1. Show the end sheets of the book. Lead a discussion about what they see. Ask students if
they have they ever seen “pictures” in the clouds themselves. Have them imagine what
they see in the clouds.
2. Give them an example of something you would draw in your picture. Describe to
students how they will use white paint to make cloud “pictures” on their own blue paper
skies.
3. As the children are finishing their cloud “pictures,” walk around and write down a
sentence they dictate about their picture.
4. Once the paint has dried, have them draw themselves in the clouds with crayon.
5. Encourage them to share their pictures with their families.

 Take Home Activity:

1. Send home a note to parents about the story of Abuela. Suggest that they help their child
write a note or call their own grandmother or other special family member to tell them
about a fun adventure they have taken together.
2. Encourage children to share the activity you completed in class with their parents as they
tell them about the book, Abuela. Send home a note with the title and author of the book
and encourage parents to check it out from their local library branch.
Abuela 6