Flannel Friday--Waiting by Henkes

As soon as I read "Waiting" by Henkes I started thinking about those adorable nested kitties. I knew there had to be a way to do that with flannel! I knew it would be tricky, because it would be creating something that was nine layers of flannel deep, but after some tinkering I came up with a design that worked.

Once, there was a cat with patches.

What was the kitty in the story waiting for?

POP! Out came another spotted cat!

The whole family

Here they all are, with some perspective on size.

The teeniest kitty revealed--Just one spot!

I used this in my weather storytime recently when I read Waiting by Kevin Henkes. There were lots of delighted oohs and ahhs when I pulled out this flannel.

"Look! It’s a cat with patches. In the story she was waiting for something, do you remember what it was?

POP! Out came a kitty with green spots! Is she waiting for something? 

 

POP! etc."

We talked about the colors of each cat, and I used different vocabulary words like spots, patches, circles, and dots. After all were revealed, I took them down and put up two at a time so we could talk about size. "Which one is bigger? Yes, the one with purple spots!" or "Is the cat with green spots bigger or smaller than the cat with pink spots?"

I will use this one with our without reading Waiting, and it's a good fit for storytimes about size, families, colors, cats, or weather, so I will have a lot of chances to use it. 

You can see it in action here: https://vine.co/v/iQxgLLbMxDT

And, finally (best of all), I have a template to share in case you'd like to make your own. I'd love to see your version if you make one!

Flannel Friday is hosted this week at Adventures in Storytime. Make sure to check out the other awesome flannels this week! To participate in upcoming roundups, or just find out what's what, check out the Flannel Friday Blog. 

Once Upon a Reader

My 'free' time for blogging became non-existent last February when I accepted an independent contractor position working as a project manager for a new "One Book" initiative in Minnesota.

When I took the position, there was a vague idea of what the program would look like, and how it would be formed, but other than that it was something completely new. It has been a wild ride!

I am so happy to finally be able to share the program, Once Upon a Reader: Minnesota Libraries Bring Young Children and Books Together. Each year, OUR will choose a book with a Minnesota connection and unite children all over the state with early-literacy based programming that revolves around that year's book.

My role in the project was about program development--what would the program look like and what would it offer? I advocated strongly for the book that was chosen by the steering committee for our first year--Moo! by David LaRochelle, illustrated by Mike Wohnoutka. Because David and Mike are both local to me, I knew that both of them would be great to work with, and Moo! had just won a Minnesota Book Award. I was excited to work with Moo! for a bunch of reasons: I loved it, I knew that it was popular and well-received, and it was less than six months old. I was really excited to create programming around a book that new! Part of the program includes getting a free copy of Moo! into the hands of every Head Start student in Minnesota. That's nearly 17,000 kids with a free book in their hands. How cool is that?!

My highlights from Once Upon a Reader:

• Getting to call both David and Mike to tell them their book was chosen and invite them to be part of the project
• All of the amazingly talented people I got to work with on the project
• The original moo-sic that we commissioned for Moo!
• The (moo-velous) Moo!-based puppet show that David and Mike wrote and developed
• The custom Cow puppets we commissioned--she is one sassy bossy!
• All of the cow puns
• GETTING TO NARRATE MOO! AND PRETEND TO BE ON READING RAINBOW

Watch the Moo-vie, listen to the Moo-sic (AWESOME FOR STORYTIME!), and watch the "Creation of Moo!" interviews here (really! Go do it).

One of the things that I was passionate about with the project was finding a way to provide high-quality programming that would be easy for ANY library in Minnesota to quickly implement. To make this happen, I created the concept of the Program Menu. Instead of a curriculum of ideas for libraries to adapt, they would have a 'menu' of fully realized programs that they could order from. The menu items range from a puppet show/author and illustrator visit (the "Traveling Trunk Show"), to the simple passive program, "Cow's Scavenger Hunt." Each program on the menu has detailed instructions, templates, signs, AND all the supplies that libraries need to do the program. Hopefully, with the range of options, any library in Minnesota--no matter their size or staffing reality--can easily take part in Once Upon a Reader. Whether or not this was a successful method remains to be seen, but I'm very proud of the programs I've created. You can find the Program Menu here.

And finally, even if you're not in MN, you can still take advantage of all the music, movies, and program ideas for your library. Lots of free downloads and activities on the page for parents and caregivers, here.

Thanks for looking, and for still reading after my long silence!

xoxo,
Anna

Everyday Diversity

This post has moved! The post you are looking for is now here on the Everyday Diversity blog. The project will launch soon, stay tuned.

Saving an Unruly Storytime

Immediately upon starting the first book today, I knew this Storytime was in trouble. LOTS of squirrely kids, a few criers—This group was NOT WITH ME. It was glaringly obvious that the kids have been cooped up for days with our subzero temperatures. So I decided to blog the process of how I kept it together! 

Source

Here was my plan: (Yes, I color code. It gives me a quick visual on the balance of storytime activities. I also normally only read three of four planned books).

Theme: Night

(Opening Song) 1, 2, 3

(Book) When Sheep Sleep by Numeroff

Letter of the day with Fergus (LINK)

Count People--Parent message about counting higher than three five or ten

(Song/chant) Twinkle Twinkle Little Star—twinkle fingers for first part, wave arms overhead for second part

(Action activity/fingerplay) Here is a cup (LINK)

(Book) Shhhhhh! Everybody’s Sleeping by Markes

(Flannel Story) Five in the Bed (LINK)

(Fingerplay) This is my right hand (LINK)

(Book) Cornelius P. Mud, Are You Ready for Bed by Saltzberg

(Action activity/fingerplay) Oliver Twist-stick out not touch tongue  (LINK) 

(Book) Who Said Coo? by Ruddell

Sleeping Sleeping All the Children Sleeping Learned from this page on Perpetual Preschool, and you can see Mel's version here. 

(Closing Song) Storytime is over now/See you later (tune of London Bridge)

Hand Stamp

And here’s what I did. The red indicates all the decisions I made on the fly.

(Opening Song) 1, 2, 3—

(Book) When Sheep Sleep by Numeroff

I tried to make the book more interactive by adding animal sounds or motions on each page, but that wasn’t enough. So I skipped a few pages to get to the end. 

Next, I knew that we’d have to get some serious wiggles out for this storytime to work. I needed to convince the kids that I was super fun and worth listening to for the next 25 minutes! I decided to just do directed movements so I could get a good gauge on the group. “Ok everybody stand up and reach waaaaay up high. Wiggle those fingers. Now stretch your arms way out to the side. Now clap them together in front of you. Now stretch them out to the side annnnnnnnd...CLAP. Stretch them out to the side annnnnnnnnnd…CLAP. Clap fast! Clap slooooow. Great. Now let your hands fall to the side and clap over your head. Again! I did lots of repeating here and different commands to get them focused on me and following along. I made it suspenseful and pretty soon they were giggling and listening well. 

Once I had them with me I did started the “Show me five” game I like to play before starting a fingerplay. “Show me five (hold out hand with fingers out). Hide them! (ball fist). Fiiiiiiiiive—hide them! FIVE! THREE! Did I fool you? Five!” I do this several times, varying fast and slow and how many fingers I want to see. They love it. I most often use this to move into “Five Fat Peas” which I do as a full body motion fingerplay. We did Five Fat Peas three times before moving on to the Letter of the Day. 

Letter of the day with Fergus

Count People—Parent message about counting higher than three five or ten

(Song/chant) Twinkle Twinkle—twinkle fingers for first part, wave arms overhead for second part

(Action activity/fingerplay) Here is a cup

(Book) Shhhhhh! Everybody’s Sleeping (On each spread we put our finger to our lips and said shhhhhh)

(Flannel Story) Five in the Bed

(Fingerplay) This is my right hand

We went as planned for a while, but by the time we finished the fingerplay above many of them were spontaneously standing, and I realized they had been sitting for a while and were definitely not ready for a book. So I added one of our regular action activities, “I Can Jump Jump Jump” but I expanded it this time to include fast/slow versions of each movement to expend more energy. THEN we were ready to listen to our next book.

(Book) Cornelius P. Mud  Who Said Coo?

I switched the book here to Who Said Coo? Since Cornelius is more of a ‘list’ type story similar to Shhhhhhhh! Everybody’s Sleeping and I knew that Who Said Coo’s more cohesive plot and repetitive refrain would draw the kids in more.

(Action activity/fingerplay) Oliver Twist

(Book) Who Said Coo? At this point we only had two minutes left so we went right into the imagination game I had planned.

Sleeping Sleeping: All the Children Sleeping—bumblebees, snowflakes, dogs, pigs, horses          

(Closing Song) Storytime is over now/See you later We are still practicing our skills at lining up, so we skipped the goodbye song.

Hand Stamps!

 And there it is. It turned out to be a very successful storytime with 58 attendees.

Elephant & Piggie's EXCELLENT Summer Vacation

Since starting my new job, one of the things I'm most proud of is "Elephant & Piggie's EXCELLENT Summer Vacation," a program I managed to get implemented system-wide.

It started with these guys:

Last year I got a second set for Christmas and, as much as I love E&P,  even I don't need two sets.

This was around the time that that article about the library that was lending out an American Girl doll was going around, and I thought, "What if we had Elephant and Piggie for kids to check out?"

I was really invested in this idea for several reasons:

• The program, while fun, would be tied to books and reading rather than something commercial. E&P don't have a TV show, but they are hugely popular and recognizable BECAUSE OF BOOKS. Hello circ boost.
• The program encouraged families to interact together outside the library--playing, writing, talking, reading, (and yes, even singing!)--and gave them a concrete framework to accomplish those goals while having a LOT OF FUN.
• Beyond initial set-up, the program was basically no work--and you know how I love THAT sort of thing. Stealth programs FTW!

E&P were available for checkout for a about a week at a time (not cataloged). A parent had to be there for checkout (since we did have a replacement fee involved). E&P traveled in a blue drawstring backpack, and came with a special scrapbook that explained the program and had lots of prompts for writing, drawing, and sharing pictures.

The results were impressive. E&P went on first plane rides, and visited California and Niagara Falls. They participated in all sorts of real-life summer fun like family reunions, trips to the cabin, plays, picnics and restaurants (think of all those real-life conversations started by E&P). They met a former MN state Senator in the Skyway, and went swimming A LOT. They read bedtime stories, had dance parties, and played dress-up.

Ziplock baggie: #LOLForever

This program completely surpassed my hope for it in terms of at-home learning and PLAY. The level of 'buy-in' from patrons was truly amazing.

Some of my favorite submissions:

"We ate some tasty seaweeed!"
"We read books and snuggled"
"When we got homesick, we visited the Little Free Library"
"Piggie slept in a special place (hand-drawn picture of an exersaucer)."
"Grampa and I read a book to them. It was about them! I read the pink words and Grampa read the grey words"

Facelift

I noticed that kids at the circ desk were often bored bored bored and literally trying to climb the wall while their parents registered for cards, paid fines, or took care of other adult business. At self-checkout, kids are involved in the process, but here at the desk there was nothing for them to do. So I bought some acrylic mirrors through Amazon, and gave the desk a facelift (...see what I did there? FACElift? I'm hilarious).

I wish I could post pictures of all the kids interacting with the display. They are adorable! I notice pre-readers "reading" the emotions portrayed, and naturally mimicking the expressions--often in every mirror, big and small. And most importantly, it serves as a great distraction for while the adults are busy at the desk. Success!

Edit: I'd be happy to share the files with the faces I created. Email me at gmail: opinionsbyanna

CLEL Bell Awards-PLAY

It's my pleasure to wrap up the Bell Award blog tour. I think it's a fabulous new award that helps make early literacy skills and practice accessible for everyone!

"The Bell Awards are designed to support parents, caregivers, librarians, and early childhood professionals by celebrating great picture books that model and inspire the early literacy practices of reading, writing, singing, talking, and playing with young children. You can join in and share your expertise with your colleagues by nominating titles and adding to the conversation on the CLEL blog."

To me, the best books that highlight PLAY are ones that I can see inspiring families to imitate at home, and those that cause lots of giggles and imitation in storytime. These are some of the books that I've chosen to highlight the practice of PLAY:

Tell Me the Day Backwards by Albert Lamb, illustrated by David McPhail

A mother bear and her cub take turns reminiscing about their day backwards--from bedtime to breakfast. I love that this is an activity can be easily translated into home life. “Parents, a simple bedtime activity like the one in this book help your kids get ready to read by building narrative skills, adding to their vocabularies, and creating background knowledge about how daily life works.”

Monkey and Me by Emily Gravett

This is one of my all-time favorite storytime books. A young girl and her toy monkey pretend to be various animals following the refrain, “Monkey and me. Monkey and me. Monkey and me. We like to be____.” The repetitive nature of the chant builds phonological awareness, and the format of the book lends itself to vocabulary-building chatter about animal names, body parts, and actions.

Tap the Magic Tree by Christie Matheson

This book asks readers to interact directly with the pages rather than passively observing the illustrations. “Tap the magic tree twice,” and the page turn reveals changes ostensibly created by the reader’s actions. Intrinsically playful, stories like this reinforce the idea that books are something to be interacted with, full of the power to surprise and delight. They help create the connection between the real world, and the symbolic world of reading and writing by integrating both worlds in one experience.

Traction Man is Here! by Mini Grey

The text narrates the heroic adventures of action-figure Traction Man, while the illustrations show the reality of the situations--Traction Man’s epic undersea adventure is shown to be a normal night of dishwashing at the kitchen sink. This book introduces some great vocabulary, and serves as a fantastic model for creative, language-filled imaginative play. This title also does a great job showing how through imagination we learn how to let one object represent another--which is a big part of what reading boils down to! Also: totally hilarious.

Banana by Ed Vere

Two monkeys manage to evoke a huge range of emotion as they converse using only the word, “Banana.” Aside from the narrative building that naturally happens in a wordless (or nearly wordless) book, this book invites readers to play along--and it’s easy to encourage families to play the ‘banana game’ at home by having one-word conversations that rely on facial expressions and body language to convey meaning. We know how important comprehension is, and games like this are good practice for inference and interpretation. 

Now it's your turn--what books do you think best exemplify the five practices? Do you have a book you'd like to nominate? The deadline for nominations is November 15th and the winners will be announced February 15, 2014. 

There are lots of ways to get involved:

• Nominate a book
• See what has already been nominated
• Learn more about how books are selected

Don't miss the other great stops on the tour:

Write -- Show Me Librarian

Talk -- Great Kid Books  

Sing -- Jbrary 

Read -- LibLaura5

Letter of the Day without Puppets

Image by mconnors via MorgueFile

I was brainstorming with @lizpatanders on Twitter about ways to do a "Letter of the Day" in storytime. I normally use a puppet for the letter of the day (Fergus the Letter Monster), but Liz was looking for ideas without using puppets and we came up with this idea:

"Letter" of the day. Decorate a box like a mailbox, or just use a manila envelope addressed to storytime.

"Letter B went on vacation and sent us back some pictures of things that start with 'B'!

Here's an uppercase letter 'B', and a lowercase letter 'b'. When we see the letter B we make the sound, Buh. Let's see what letter B sent us."

Then you could have pictures of things that start with B (and maybe even one that doesn't start with the right letter).

For doing this with a toddler group, eliminate the pictures, and just show the letter B and talk about its shape using words like straight, tall, round--maybe with some directed movement. Throw in some vocabulary stretching B words and you're set!

What other ways do you use to share a letter of the day--with or without puppets?

Most popular toy in the library

This is BY FAR the most popular toy I have purchased for the children's area in my library:

Alphabet Machine

I remember standing in Lakeshore Learning debating whether or not to buy this--it seemed kind of pointless? But, wow, am I glad it was on sale, which is what tipped the balance for me to try it out. It is, by far, the most popular toy in the library.

Basically there are 81 buttons that pop up and down with a click. On top, there is a picture that corresponds with a letter sound, and the letter is printed on the sides of the buttons. I've seen kids and parents create all sorts of games--parents asking kids to find, "The picture that starts with B" or "Find the apple." Kids are perfectly delighted to exercise their fine motor skills by popping all the buttons up, popping all the buttons down, making patterns, taking turns, racing--and on and on and on. It turns out that this is the perfect balance of open-ended and directed play.

It makes approximately the same amount of sound as a pen clicking, but not as annoying--I think because it isn't as fast and manic as someone repeatedly clicking a pen. Our reference desk is a ways away from the toy area, and it was months before my boss asked what made the clicking noise (despite the toy being in CONSTANT USE), so I take that as a good sign.

*this is not a sponsored post

Children's Area Makeover

Window seat area

My new library has this lovely window seat that houses a shelving unit. There are twelve compartments that with clear-bins that pull out. When I started here a few months ago the toys were pretty sad. Most of the bins were empty, and others had a sad hodgepodge of random toys rolling around in them. It wasn't inviting, and toys were often left all over the place. At first I felt like there were too many bins, and worried that if I filled them all with toys the mess would get worse in my tiny area.

Re-creation of the Sad Toy Area

I started the revamp by taking away about four of the bins. That made me feel like the project was a bit more manageable, and I didn't want more bins than toys. All of the toys here either came from S&S Worldwide or Lakeshore Learning. I was lucky to have some early literacy grant money to use. 

Ooh, shiny labels

Once I had new toys, I made labels for the bins, using both pictures and words. I wanted to promote literacy, and I also hoped it would encourage both parents *and children* to put things away in the proper place, since with the labels it is clear that everything has a proper place rather than a free-for-all.

Not pictured: Two still-empty bins to the right.

I am pleased to report that it works! The majority of the time, toys are picked up and put in the right bins, and I see a lot of awesome creative play happening. I've also been getting lots of appreciative comments from parents. What a difference some labeling can make.