Storytime Plan Theme 1
Discovering all the ways we move
Launch the Theme Introduce the Poster Hang the poster “Up, Down, All Around!” at children’s eye level and welcome them to this theme about different ways to move. I see children having lots of fun. What are they doing? What do you do when you go to the playground?
The books in this theme focus on moving around—and help celebrate children’s own growing physical abilities. Reading these stories will reinforce the early literacy concept that we have words that name the ways we move around. From the well- known action rhyme The Itsy Bitsy Spider to the up, down, and all-around motions of Ruby and Rosie, this Storytime Plan shows children how we match spoken words to written ones. Skills Focus • Vocabulary: Position Words • Print Awareness: Written Words Have Meaning • Print Motivation: Enjoying Books • Social & Emotional: Pride in Accomplishment
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Use Position Words Give simple directions using position words (e.g., on , under , over, between ) and invite children to copy your actions. Then encourage children to lead the game and suggest new positions to their friends.
Stand up. Put your hands on your head. Put your finger under your chin.
Plan a Course Work together to plan an obstacle course for children to complete during outdoor time. Talk about different objects that are outside and how you might move around them. Work together to create visual directions with up to four steps (e.g., around the tree, under the bench, down the slide, into the sandbox). Post the directions outside and challenge children to complete the course you’ve planned together. Play the CD Play the song, “This Little Light of Mine” from the American Playground CD. Invite children to sing and dance along. First Language Support • Provide translations of key words that will help children better enjoy and understand the stories. For example, for Spanish speakers: across = a través de ; down = abajo ; under = debajo de ; up = arriba • Ask families or community members for support with translations, and post these words on a position words chart.
Resources
• Big Book: The Itsy Bitsy Spider by Iza Trapani • Read-Aloud: Ruby in Her Own Time by Jonathan Emmett • Read-Aloud: Rosie’s Walk by Pat Hutchins • Music: American Playground • Character Cards: Ruby & Family • Poster: Up, Down, All Around! Refer to the Program Guide for Family Time and additional activities.
1111 STORYTIME 1
After Reading Aloud Talk About It! Flip back through the book and ask children to name what the spider does on each page. Ask children to identify the obstacles in the spider’s way. Then discuss how the spider might feel at the end of the book. What happens every time the spider climbs up somewhere new? What does the spider want to do? Where does she build her web? How do you think she feels when she finally builds it? Good Move! Sing sections of the book to the tune of “The Itsy Bitsy Spider.” Ask children to choreograph new actions to accompany the song. Repeat with different parts of the book. Reread Some illustrations hint at the next obstacle the spider will face. For example, before the cat appears, the illustration on the previous page shows a food bowl that reads “kitty.” Reread the book focusing on these visual clues. English Language Development Offer extra support for action rhymes by modeling how children should say each target word, along with the associated movement. For example, carefully articulate position words such as up and down as you repeat the finger movements of the action rhyme. Research Connection Children’s engagement with a text increases when a book builds on a familiar song or action rhyme. In this case, children have already sung and acted out a part of the book. The song and fingerplay help young children understand that what we say (and sing) can be represented by written language.
In The Itsy Bitsy Spider , the spider searches far and wide before finding a safe place to spin her web.
Before singing this classic fingerplay, demonstrate the finger motions that represent the spider’s actions in the song. The Itsy Bitsy Spider The itsy bitsy spider climbed up the waterspout. Down came the rain and washed the spider out. Out came the sun and dried up all the rain, So the itsy bitsy spider went up the spout again. Share the Big Book Introduce The Itsy Bitsy Spider Show the cover of the big book as you read aloud the title and author’s name. Point out the spider and her web. We just sang a song about the itsy bitsy spider. Now we’ll read a story to find out what happens after she climbs up the waterspout the second time. Read Interactively As you read, invite children to look for the spider on each page and talk about the challenges she faces.
Keep your eye on the little spider as I read. Where is she on this page? Every time she goes to a new place, something gets in her way. What challenge does she face now? What do you think she’ll do?
STORYTIME 2
Read Interactively Focus on the main characters. Ruby’s parents and siblings must love her and have patience with her. Ruby takes her time to hatch. She takes her time to eat. Why do you think Ruby doesn’t do things at the same time as her brothers and sisters?
Ruby in Her Own Time shows a character growing at her own pace. Children might relate to Ruby, who takes a little extra time to catch up to her siblings.
It’s okay that Ruby takes her time. What happens when she stretches her wings?
Practice counting to five and then get children moving with this popular fingerplay. Encourage children to imagine that their fingers are five little ducks! Five Little Ducks Five little ducks went out one day, (hold up five fingers) Over the hill and far away. Mother duck said, “Quack, quack, quack!” (make a “beak” with your fingers and make them quack) But only four little ducks came back!
After Reading Aloud Talk About It! Invite children to connect their experiences to Ruby’s. Have you ever felt like Ruby—doing things in your own time? What was that like? What would you say to Ruby to make her feel good about herself? Act it Out! Use the character cards to retell Ruby’s story. As you retell the story, invite children to take turns holding and moving the cards to show the actions of Ruby and her family. Reread As you reread the story, encourage children to read along with you each time you say “in her own time.”
(hold up four fingers) One, two, three, four (count your fingers one-by-one)
Share the Read-Aloud Introduce Ruby in Her Own Time Read aloud the title and tell children that this is a book about Ruby, a duck with four brothers and sisters. Explain that Ruby doesn’t always follow what others do. Instead, she does things in her own time. Ruby is a duck who does things “in her own time.” That means she won’t be rushed. How does Ruby look on the cover? Do you think she’s in a hurry or taking her time? Let’s read to learn what things Ruby does in her own time.
Help me read when Ruby’s mother or father says, “in her own time.”
English Language Development Remind children that when we take our time doing something, it means we don’t do it right away. Encourage children to talk with each other about something they took their time learning to do. Peer conversations give English learners an opportunity to practice their language skills in a relaxed way. Research Connection Choral reading works well with books that have a repeating phrase. Research shows that having children join in at appropriate parts makes them feel more engaged with the book—and usually with the adult who is reading it.
STORYTIME 3
After Reading Aloud Talk About It! After reading, guide children to talk about the story. What are some of the places Rosie walked by? Do you think Rosie saw the fox? Why or why not? Why is the fox following Rosie? Why is this book called Rosie’s Walk ? Obstacle March Lead children on a march around the classroom doing some of the same movements Rosie did in the story. Have children repeat the position words after you as you act them out: across, around, over, past, through, and under. Reread Read the book again, this time focusing on the fox’s point of view. As you turn the page, invite children to share what the fox might be thinking or feeling. English Language Development Encourage additional conversation by pausing to talk about the details you see when Rosie walks around the pond. Point to the frogs, the butterfly, the bird, the tree, and the rocks. Ask children to name those things in their home language. Research Connection While it’s important to read with children every day, the amount of time is not as important as the shared experience. Researchers have found that the quality of the interaction is most important—a story read in a positive and warm environment builds print motivation in children. Having many books around is also crucial, as it shows children how important books are to the adults they admire.
In Rosie’s Walk , children delight in knowing something Rosie doesn’t— a fox is following her!
Share the Read-Aloud Introduce Rosie’s Walk Read aloud the title and then turn to the first page. What kind of animal is a hen? Rosie is a hen who lives on a farm. She’s going on a walk, but she doesn’t see the fox! It looks like the fox wants to get her. Why might the fox want to get Rosie? Let’s see what Rosie does. Read Interactively Guide children to pay close attention to the illustrations, especially on wordless pages. Pause on the pages without text to gauge children’s comprehension. Sing this song to each child in the circle to the tune of “Twinkle, Twinkle, Little Star.” This action song provides practice with the position word up and gets children settled before you begin reading the book. Wave Hello (Child’s name), (Child’s name), If you’re here, Wave your hand up in the air. (wave hello)
Did the fox walk the same way Rosie did? What happened to the fox?
Connect the Stories Display the books and discuss what the three main characters have in common.
Why should the spider feel proud of herself? What about Ruby? What does Rosie do that the spider and Ruby also do? Which character reminds you of yourself? Why?
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