Mindy Enderle's Preschool Storytime Program Page
Word cloud Created at wordle.net Created at tagxedo.com Photo from the personal collection of Written by Elizabeth Schoonmaker
Mindy Enderle
Title of Program (Example): Let's Have Fun with Shapes and Cats!/Vamos a divertirnos con las formas y los gatos!
ALSC Competencies:
I. Knowledge of Client Group
- Understands theories of infant, child, and adolescent learning and development and their implications for library service.
6. Understands and responds to the needs of parents, caregivers, and other adults who use the resources of the children's department.
7. Cultivates an environment which provides for enjoyable and convenient access to and use of library resources.
VI. Programming Skills
- Designs, promotes, presents, and evaluates a variety of programs for children of all ages, based on their developmental needs and interests and the goals of the library.
- Identifies and utilizes skilled resource people to present programs and information.
- Provides library outreach programs which meet community needs and library goals and objectives.
- Establishes programs and services for parents, individuals and agencies providing childcare, and other professionals in the community who work with children.
- Promotes library programs and services to underserved children and families.
Age Group of Audience (Example): Preschool (ages 3 - 6)
Books:
Square Cat by Elizabeth Schoonmaker
Miau y las sillitas/Miau and the Little Chairs by Sebastien Braun
Cats/Gatitos by Alice Twine
Activities including fingerplays, songs, and readings
“What’s Your Name/Cómo te llamas?” (Children go around the room and each says their name. Then, each name is said as the song is sung and the syllables in each name are clapped. One verse is sung is Spanish and then repeated in English.)
http://bilingualchildrensprogramming.blogspot.com/2012/05/bilingual-storytime-idea-opening-song.html
“If You Want to Hear a Story” (This ritual song is sung before the first book is shared. It could easily be translated into Spanish as well.)
http://ysostorytime.pbworks.com/w/page/6334313/Storytime%20Openings%20and%20Closings
“El gato de trapo/Raggedy Cat” (This is a traditional children’s Mexican rhyme. A cat puppet could be brought out to enhance the telling of the rhyme.)
http://www.mamalisa.com/?t=es&p=3353&c=50
“We Just Got a Letter”
http://bluesclues.wikia.com/wiki/We_JustGot_A_Letter
"Shake My Sillies Out" by and Raffi Cavoukian (This is a ritual song that is sung before the second book is read. Children and guardians will be encouraged to stand up and follow the motions of the song.)
https://www.youtube.com/watch?v=e2TbrRz8pLo
“The More We Talk Together” (This is the regular closing song. The traditional word “get,” is replaced with the Every Child Ready to Read five practices (talk, sing, read, write, and play) necessary to prepare children for school.)
http://www.kidsongs.com/lyrics/the-more-we-get-together.html
Fingerplays
“Diez gatitos/Ten Little Kitties”
As the song is being sung, flannel cats (similar to the ones below) will be displayed on board. Children will have the opportunity to count the cats as the song is being sung.
http://nikarella.wordpress.com/2011/09/09/flannel-friday-five-little-cats/
http://nikarella.wordpress.com/2011/09/09/flannel-friday-five-little-cats/
Letter of the Day – M
After the letter of the day is pulled out of the mailbox, children will be introduced to both the uppercase and lowercase versions of the letter and will practice saying the letter. Children will be asked to hide their lips and pretend that they just ate something really yummy to mimic the sound the M makes. Then the storytime facilitator will present four English objects (mustard, monkey, money, and milk) in the form of flannel cut-outs that begin with M and four Spanish objects that begin with the letter M (mono, mapache, manzana, mesa). Each time the facilitator presents a new object, she will place emphasis on the initial sound and point to the letter M as she says it. At the end, she will ask the children if they can think of anything else that begins with the letter M or if they can think of a different animal that also makes a sound that starts with M (cow).
Hands-on Learning Component:
Each child will receive a bag of shapes containing one big blue rectangle, five smaller blue rectangles, four red squares, four red triangles, one white triangle, one big yellow circle, two small orange circles, and two small white circles. Additionally, they will receive a piece of construction paper, a black marker, and a glue stick. A pattern was not used for this activity. Instead, shapes were cut out of regular construction paper. Each child’s supplies will be laid out in piles like this:
Photo from the personal collection of Mindy Enderle
Before showing the finished product, children will be encouraged to separate the shapes by shape type as the storytime facilitator walks around and models supportive behaviors.
Photo from the personal collection of Mindy Enderle
If time permits, children will also be encouraged to separate the shapes in groups by color.
Photo from the personal collection of Mindy Enderle
Children will then be shown the finished product and encouraged to organize the shapes in order to make a cat! As shapes are presented to the child, he/she will be encouraged to recite the name of the shape and the color. If the child is able, he/she can write his/her name at the top of the page and the initial sound for cat/gato. Parents may ask questions like, “do you see any shapes in the letters that are in your name?” or “Besides the cats tail, where else can we find a triangle in this room?”
Photo from the personal collection of Mindy Enderle
After the craft, children and parents will be invited to stay and play with shaped building blocks similar to the ones below.
http://wpluxe.com/2008/02/basic-graphic-design/
Caregiver Involvement and/or ECRR2 Family Education:
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ASIDE:
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Your Early Literacy Asides
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Early Literacy aside:
EXPLAIN
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“Letter knowledge is knowing that letters are different from one another and that the same letter can be written in different ways.” Because letters often contain common shapes like circles, triangles, and rectangles, children who know their shapes are more easily able to recognize letters later on (Ghoting and Martin-Diaz 2013, p. 218-219).
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Early literacy aside:
EXAMPLE
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WHAT YOU WILL DO:
Before reading the book, “Miau y las sillitas,” I will ask children to help me look for shapes as I read the book. Also, during the introduction of the letter of the day, I will ask the children to air write the letter “m” and introduce the different between the capital letter M and the lowercase letter m.
YOUR ASIDE: Before I read, “Miau y las sillitas,” I will say, “Parents, it is very important that your children learn common shapes as this is the beginning stages of letter recognition. As you see the capital letter M has the characteristics of a triangle and a lowercase m has rounded edges like a circle. Please join your child and encourage them to look for the shapes as I read this book.”
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Early literacy aside:
EMPOWER
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Today, I made several references to shapes. As you go about your day, ask your child if they see any shapes around them. For example, a door is a rectangle and a ball is a circle).
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ASIDE:
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Your Early Literacy Asides
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Early Literacy aside:
EXPLAIN
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“Vocabulary is knowing the meaning of words […] When children are learning to read, they sound out words. It is easier for them to know they sounded out the word correctly if they have heard the word before (Ghoting and Martin-Diaz 2013, p. 221-222).”
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Early literacy aside:
EXAMPLE
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WHAT YOU WILL DO:
As I read the book, “Kittens/Gatitos” I will read the text as is but will stop to explain the words, “wrestle/luchan” and “sense/sientan.” I will read, “Kittens have whiskers. Whiskers help a kitten sense things that are moving near it.” To sense things means to feel them. When you are sitting near your kitty, he can feel you with his whiskers, even if he isn’t touching you.
YOUR ASIDE: “Parents, it is important when you’re reading books to your children that you don’t replace words you think they may not understand. Instead, take the time to explain them. This will expand their vocabularies and become stronger readers.
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Early literacy aside:
EMPOWER
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Talking with your children is one of the best ways to help them develop their vocabulary. Instead of replacing more complex words with simpler ones, use the complex word and then explain it. This can be achieved even in simple processes like changing a light bulb or shopping for groceries.
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References
Blue’s Clues Wiki. “We Just Got a Letter.” http://bluesclues.wikia.com/wiki/We_JustGot_A_Letter (Accessed September 19, 2014).
Braun, Sebastien. 2011. Miau y las sillitas/Meeow and the Little Chairs. Barcelona: Pirueta.
Cavoukian, Raffi. 1996. “The Singable Songs Collection.” Cambridge, MA: Shoreline Records.
Every Child Ready to Read. n.d. “From the Six Skills (in ECRR 1st Edition) to the Five Practices (in ECRR 2nd Edition)” http://www.earlylit.net/workshopmats/ecrr2/From% 20Six%20Skill%20to%20Five%20Practices.pdf (Accessed September 19, 2014).
KidsSongs. 2013. "The More We Get Together." http://www.kidsongs.com/lyrics/the-more-we-get-together.html (Accessed November 23, 2014).
Nadkarni Ghoting, Saroj & Martin-Diaz, Pamela. 2013. Storytimes for Everyone! Chicago: American Library Association.
Nikarella. 2011. “Flannel Friday: Five Little Cats.” http://nikarella.wordpress.com/2011/09/09/flannel-friday-five-little-cats/ (Accessed September 19, 2014).
Orozco, José-Luis. 1997. Diez Deditos. Berkeley: Arco Iris Records, Inc.
Scherrer, Katie. 2012. “Es Divertido Hablar Dos Idiomas.” Blog. http://bilingualchildrensprogramming.blogspot.com/2012/05/bilingual-storytime-idea-opening-song.html (Accessed September 16, 2014).
Schoonmaker, Elizabeth. 2011. Square Cat. New York: Aladdin.
Tebo, Virginia. 2009. “Storytimes Openings and Closings.” Wiki. http://ysostorytime.pbworks.com/w/page/6334313/Storytime%20Openings%20and%20Closings (Accessed September 16, 2014).
Twine, Alice. 2008. Kittens/Gatitos. New York: PowerKids Press.
WPLuxe. 2008. “Basic Elements of Graphic Design.” http://wpluxe.com/2008/02/basic-graphic-design/ (Accessed September 19, 2014).
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Yannucci, Lisa. 2014. “Este era un gato (Mexican Counting out Rhyme)” http://www.mamalisa.com/?t=es&p=3353&c=50 (Accessed September 19, 2014).
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