Kerol Harrod's Preschool Storytime Program Page

  

Word cloud created at Wordle.net

Written by Ana Martín Larrañaga (Candlewick Press 2004)

Reading Time Used with Permission

Created at Tagxedo.com

              

 

 

 

 

 

 

 

 

 

 

 

 

 

Title of Program (Example): Apples are Everywhere

 

ALSC Competencies:

 

I. Knowledge of Client Group

1. Understands theories of infant, child, and adolescent learning and development and their implications for library service.

 

VI. Programming Skills

1. 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.
2. Identifies and utilizes skilled resource people to present programs and information.
3. Provides library outreach programs which meet community needs and library goals and objectives.
4. Establishes programs and services for parents, individuals and agencies providing childcare, and other professionals in the community who work with children.
5. Promotes library programs and services to underserved children and families.

    

Age Group of Audience (Example): Fall Storytime designed for children ages 3-5

  

Books:

  

Driscoll, Laura. 2003. Apples and How They Grow. New York: Grossett & Dunlap.

There are many types of apples that come in many different colors. How do these apples grow, and what kinds of trees produce the different types of apples? This informational picture book details the way apple trees are planted, how they grow, how they are tended, and even how limbs from one tree can be grafted onto another.

 

Larrañaga, Ana Martín. 2004. Pepo and Lolo and the Red Apple. Cambridge, MA: Candlewick Press.

Pepo the pig and Lolo the baby chick are out walking one day when they spot a red, juicy apple hanging from the tree. They both try to reach the apple, but it is too high. They then formulate a plan. Working together, they reach the apple and each get half of it to eat. All the while, three tiny ants are also marching toward the apple. Though they don’t reach it first, the ants carry off the remnants of what Pepo and Lolo eat. Working together, everybody wins.

 

LeSieg, Theo. 1961. Ten Apples Up On Top! Ill. by Roy McKie. New York: Beginner Books.

The lion, the dog, and the tiger are in a race to see who can stack the most apples on their head. But will the bear knock them off with its mop? Will the hungry birds eat them? As the three competitors run from their antagonists, everyone slams into a giant cart of apples in one spectacular crash. The result of this face-paced book is that all the animals are left with ten apples on top of their heads.

 

Activities including fingerplays, songs, and readings:

 

Introduction: Storytime Rules and Explain Aside [Welcome everyone to storytime. The rules include turning off cell phones, taking children out of the room if they get too rowdy and bringing them back after they settle down, focusing on the children during the storytime, and participating with children.] (1 minute)

 

Song: Hello Song [Clap hands with syllables and sing the song twice.] (1 minute)

https://www.youtube.com/watch?v=YuXn636oKrE

 

Puppets: Bear Puppet Introduction/Jokes [Bring out bear puppet from bin. Establish that the theme of the storytime is about apples. Establish that the bear likes to eat apples. Tell two quick jokes (bear asks questions, presenter answers).] (2 minutes)

Joke 1: When is an apple like a book? When it’s red!

Joke 2: When do you find a pear in an apple tree? When it’s a pair of apples!

 

First Book Reading: (Ten Apples Up On Top!) (5 minutes)

 

Song: Ten Little Apples (1 minute)

One little, two little, three little apples

Four little, five little, six little apples

Seven little, eight little, nine little apples

Ten little apples, yum, yum yum! [count on fingers 1-10; rub belly on last line]

 

Pick some, pick some, pick some apples

Pick some, pick some, pick some apples

Pick some, pick some, pick some apples

Pick some, pick some, pick some apples

Pick some apples, yum, yum, yum! [pretend to pick apples; rub belly on last line]

 

Eat some, eat some, eat some apples

Eat some, eat some, eat some apples

Eat some, eat some, eat some apples

Eat some, eat some, eat some apples

Eat some apples, yum, yum, yum! [pretend to eat apples; rub belly on last line]

 

Second Book Reading: (Pepo and Lolo and the Red Apple) and Example Aside [Read the book twice, following the illustration of the ants in the second reading.] (5 minutes)

 

Rhyme: Here Comes Bear [Bring out an actual red apple from the bin for this rhyme. Tell what type of apple it is (for example, red delicious or roma). Ask children what color it is. Show the real apple and ask if children remember which animal likes to eat apples. That’s right, it’s bear! Bring out bear puppet from the bin. Bear is hungry and asks to do the rhyme a second time.] (2 minutes)

One apple swayed in the apple tree

Teasing Mr. Bear, saying “you can’t eat me, you can’t eat me.”

Along came the bear as quiet as could be

And snatched that apple right out of that tree.

 

Flannel Board Activity: Apple Tree [The audience watches as presenter attaches and removes flannel pieces brought out from bin. For the ending line, put the apples in a row on the flannel board for final counting.] (2 minutes)

Once there was an apple tree

With apples growing: one, two, three.

I give one of the apples to you.

You eat it up, and then there are two.

Two apples growing in the apple tree,

I take one apple just for me.

I eat it up until I’m done.

Take it away, and there’s just one.

One apple left in the apple tree.

Along comes bear. “I’m hungry,” says he.

What do you think he’s going to do?

That’s right. He eats an apple, too.

No more apples in the apple tree.

All eaten up: one, two, three.

 

Rhyme: Picking Apples [Do this twice to the tune of Where is Thumbkin?] (1 minute)

Picking apples, picking apples [pretend to pick apples]

You and I, you and I [point away, then point to self]

Bake it in the oven, bake it in the oven [pretend to place in oven]

Apple pie, apple pie [rub belly]

 

Final Book Reading (Apples and How They Grow) and Empower Aside (4 minutes)

 

Song: The More We Read Together [Use ASL sign language while singing.] (1 minute)

https://www.youtube.com/watch?v=j9pZW0SQ7zk

 

  

Hands-on Learning Component:

 

Craft: A is for Apple [Encourage parents to let children write their own names (with help, if necessary). Children will use glue sticks to paste on die-cut letters on the craft page and crayons to color the picture and letters. Tell parents this is a great work product to hang on the refrigerator or to display somewhere else at home where they can look at it together later.] (5-10 minutes; can finish at home if desired)

 

Craft Template

3" die-cut letters

Completed Craft

 

  

  

 

 

  

  

  

  

  

  

  

  

 

 

 

 

 

 

 

 

 

 

  

Caregiver Involement and/or ECRR2 Family Education:

 

Explain Aside: Today we will be talking about the importance of reading with children. Reading aloud to children helps improve their vocabulary, which is important when they are learning to read on their own. Seeing parents read and have fun with books is a great motivator for children to learn to read independently. Making the connection between the printed word and spoken language is also important for early reading development, and we’ll talk about ways to do that later in our storytime today.

 

Example Aside: Parents, you’ll notice that I will be underlining the words in this book with my finger as I read it. This lets children understand that the words we read correspond to the words we say, increasing their print awareness. It also lets them understand that print is read from left-to-right, which helps them understand print conventions. Also, reading books multiple times, pointing to the text and the illustrations, and interacting with your child will make the reading more enjoyable.

 

Empower Aside: Now parents, go out and read with your children. It doesn’t have to be a book. It can newspapers, magazines, road signs, product names at the grocery store, and billboards. Point out individual letters and encourage your child to learn to spell his or her name. The important thing is to share the act of reading and let your child feel comfortable interacting with you while reading. Through directed reading, writing, talking, singing, and playing, your child will become a more confident reader.

 

References

 

Association for Library Service to Children. 2009. Competencies for Librarians Serving Children in Public Libraries. http://www.ala.org/alsc/edcareeers/alsccorecomps (accessed September 25, 2014).

 

Reading Time. Photograph from the Personal Collection of Kerol Harrod. Used with permission.

 

Larrañaga, Ana Martín. 2004. Pepo and Lolo and the Red Apple. Cambridge, MA: Candlewick Press.    

 

 

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