Thank you for all the ideas. I may let them check out later in the year. The
kindergarten students last year only chose from table tops so I want to concentrate
on browsing and finding a book with K and 1 first.
Here are the ideas:
Seems like you will need to do something along the lines of a traditional public
library preschool story time: finger plays, stretchers, flannel board/puppet
stories, several picture books.
I have pre-k for 45 miutes (teacher planning time). It will take 5
minutes at the beginning of the school year to get them seated and teach
them about keeping their hands to themselves. You'll probably have two or
three that will cry. My prek were all hispanic and they all would cry
and say something in Spanish that I could not understand but figured
that they were crying about their teacher or mother. I had one that kept
saying banos and when she pee-ed on my feet I learned banos was
restroom. Bless her heart. But one point I would like to stress, is that I
believe that they need "browsing time" and "sharing time". I got out in my
neighborhood and asked neighbors to donate the little board books. I
now have 4 baskets full. eThey get 15 minutes to "browse" for a book and
sit back on their spot. When thru with the book, then they can share it
with a buddy or put it back in the basket and get another book. This
absolutely their favorite time.At first, it was tough with the sharing
part. they would snatch books and then I would have one crying but the
snatcher would have to go to time out. The other part of the period we
would sing, do finger plays and have story time. At first I just would
die laughing because they would all just sit there not knowing a word I
was saying and others would just sit there and cry. But my laughing
seemed to break the tension and they soon joined in with my hand signs - I
used my hands alot and I am theatreical when telling the story.
……………………………………………..
I did a neat thing with my kindergarteners once....had 20 some books selected (all
brightly photographed, motivational, non fiction to introduce this genre). The kids
were seated along the edge of the carpet and a book was in front of each student.
They would have five minutes to look at the book, and then I would ring a
bell....they would pass the book to the next neighbor. At the end, volunteers
offered topics (from what they had looked at) that constituted non-fiction. The
changing of books was good for short attention spans plus they were motivated by
the bell ringing (also they may have learned something or seen something new which
would motivate them to learn about the topic in the future).
……………..
Hi. I've retired after 29 years at the elementary level. I learned that finger
plays work well (and it's something the teacher probably does in class); you can
repeat them each week and add a new one each week. A successful story at the
beginning of the year is Piper's The Little Engine that Could, and then get the
group up to chug-chug around the room to "I think I can, I think I can", going
faster and faster. It's also a good motto for success in school. Caps for sale by
Slobodina is another good one; collect various hats (make sure you have a cap like
in the story--with a brim) (baseball cap, football helmet, fire fighter hat, hard
hat, party hat, etc.); do a "lesson" on names of head coverings; have individual
kids try to balance hats on his/her heads and walk to "Caps for sale, Caps for
sale, 50 cents a cap". Act out nursery rhymes (Miss Muffet, Jack be nimble, etc.)
……………………
Find out what they are doing in their class and do read alouds and crafts and
coloring to go along with that. The first week we also do a fire drill run through
with the little ones, taking them outside (if weather permits). They walk so slowly
that this uses up much time. Since I do not have them take out books, we do a
lesson that sometimes revolves around their work in class (I get a schedule of what
they are covering in units). This includes a read aloud and also letting them tell
what they have learned about that particular topic so far. Then show them
nonfiction books about their topic to give them a common knowledge base and maybe a
fiction easy story if time. The last five or ten minutes we do a coloring activity
that either goes with the lesson, or is seasonal related etc.
………………….
I try to change books into puppet plays and then add large motor actvities,= songs,
finger plays, and sometimes art activities to round it out. Anansi= and the Moss
Covered Rock (followed by making paper bag puppets) was fun a= nd also Book!
(followed by a follow the leader activity as different animal= s) I don't always
have the exact puppets animals to match the book but they= really don't care. Big
books are helpful, but mainly you have to keep the= m activily involved with the
story
……………………
I teach two sections of Pre-K each week for 30 minutes. I run the class more like a
storyhour, than a lesson. I usually try to read 1-2 stories about their theme for
the week (our Pre-K teachers base their lessons on weekly themes, and they give me
a copy of the year's plan in Sept.), and then we do a song, game, or flannel board
activity. I leave about 8-10 minutes for book selection (the books stay in the
classroom- they do not go home). At the beginning of the year, I do spend a few
minutes each week about book care and being a good listener. They need lots of
reinforcement. I also use mats for sitting in the story circle. They play around on
the mat, but I find it keeps them from touching each other and keeps them in "their
own space." Be sure they go to the bathroom before coming to the library. I talk
with the teachers each year about making sure the kids go before coming to the
library. I don't have a bathroom in the library and the kids are not used to using
the hall
bathrooms since they have one in their classroom. It is really disruptive when one
complains they have to go- then everyone has to go! I sometimes have an aide when
they come, so then it isn't such a big deal, she can take them to the hall
bathroom. When I am alone, it is a pain in the neck. I taught Pre-K for 11 years,
so I lots of experience with them! If you need any more help, just let me know.
……………………..
I always start my preschoolers off with Brown Bear, Brown Bear. We usually read it
twice so they can predict for the second go round. The following week we read Polar
Bear, Polar Bear. I have 4-6 special needs and head start preschool classes every
week. They come with teachers and aides for 20 minutes. I place preschoolish books
on tables and let them choose a book. They are checked out to the teacher but the
kids bring them to the desk. They sit and read for a short time before going back
to class. This has worked very well for us for the last three years. Even the
tiniest and most disabled 2 year-olds love choosing a book! I will send you some
more titles that have been successful when I get a chance.
………………………..
Last year I had a preschool in my school and I saw them for 30 minutes. I broke it
into three parts. First I read them a book. Then they got to take a book from the
shelves or the top of the shelves and sit on the floor and read it with each other
or the teachers and I read it with them. (A teacher stayed with the class each
period.) Then each child could take a book out. Actually in this class they signed
the books out with their names on the card but I put the cards with the book cards
the teachers had signed out. Kids didn't take their books home but kept them in the
class. It worked out well and they were really fun to have.
…………………………
We learn some Mother Goose rhymes as well as sing songs. I do some movement songs.
Have them change position about every 5 minutes or you get in trouble..:)
………………………….
My son just finished Pre-K in May and the librarian at his school did a lot with
book care using Mr. Wiggle's Book. They did check out one book a week also so
that's probably why she focused on book care. He still talks about Mr. Wiggle
anytime we see a library book that someone hasn't taken care of. I'm not sure why
the Pre-K students at your school are not checking out books but you might consider
allowing it if it's up to you. It was the highlight of my son's week when they had
library day and got to choose a new book so we could read it that evening. If not,
you might check Mailbox magazines for some great ideas to do with Pre-K students.
Good luck!
………………………………………………
Sorry, I forgot to mention that at the beginning of the year, I read No! David and
David Goes to School. These books really open the discussion for discipline
expectations. We discuss what David should have done and why David's behaviors
where wrong. I also read If You Take a Mouse to School. I found a little lunchbox
and filled it with items from the book. They look at the lunchbox I made and tell
me what is different and what is the same, comparing mine to what they recall from
the book. Then I let them guess what might be inside, based on what they recall.
They can't wait to see what's in there as soon as they walk in-- what curious
little minds that they have!. These take a little while and may cover 2 weeks.
……………………………………………
I do a lot of repetition with these kids. I have a set routine for opening class
that gets them ready to participate and gets some wiggles out of them! Years ago I
ran across some little activities that prek and k love to do on the flannel board
to start library. I start with Jack-in-the-box. Kids sit in tuck position
pretending to be a Jack-in-the-box. They repeat these the words three times. First
time through normal voice level, then loud, then quietly for one line in the rhyme.
I got this idea from a activity box with pictures. The jack-in the-box is about six
inches tall. He is placed somewhere on the flannel board along with seven houses
(in different colors) and three worms (well, there were three worms to start
with--over the years one was lost!). The kids are sitting on the carpet leaning
forward grasping their ankles with their hands and tucking down their head to neck.
Jack-in-the-box, Jack-in-the-box, Sit so still Will you come out? Will you come
out? Yes, I will! First
time through we say it in normal tones. Second time through when we get to the
line Yes, I will the kids shout (or say loudly!) the phrase yes I will. Third time
through when we get to the line Yes, I will the kids say it very quietly! Also on
the phrase Yes I will, the littles one and myself pop up out ot the tuck position.
THis seems to help get them into a listening mode. Then we play little mouse. The
seven houses are in different colors. (from the same activity book I bought years
ago). I hide the little mouse behind one of the houses and then ask the kids to
repeat the phrase "Little mouse, little mouse, "Are you in the ________ house?" The
kids fill in the name of the color of the house I'm pointing to. I play many
variations off this simple game. I ask the children which house shall we begin with
and they must name either a color, direction, or anything else you can think to
ask. WHen the kids repeat the phrase naming a house, I take the house off the
flannel board. If the
mouse isn't there the kids say "No, he is not in the ________ house." And we
continue to search for Little Mouse. When he is discovered, the kids say "Yes, he
is in the_______house." Once the kids have learned the routine, I start playing
tricks by palming the mouse when I remove it from the board. They love it when I
can trick them and they really begin to watch you! We play this game three or four
times. Then we sing my theme song "Nobody likes me, everybody hates me, Guess I'll
go eat some worms." Originally there were three worms--somehow we lost one. I made
up actions to the song and we have a blast singing it. Then library begins with the
purpose of the day. I use the flannel board a lot. The kids love to see and
participate in moving things around. I found nursery rhyme characters and use them
for repeating nursery rhymes. I read two or three stories depending upon length of
time or other activities that go with the story. Having a routine really helps
whatever you use. Plan
on including movement and leave wiggle room. It also helps to establish a sitting
assignment. Kids come in ready to have fun and settle down into acceptable
behavior. I also use songs a lot to review the parts of the book. One song "Turn
the Pages from the top" the kids hear throughout their days in the library. I push
the kids turning their library and text books from the top very carefully!!! If I
see anyone not turning their pages correctly, I start singing "turn the pages from
the top, from the top!!" and anyone in the library joins in singing. I never
identify the child by name just start singing. Everyone is used to this by now....
and it is an easy, nonthreatening way to correct a child! A former librarian now
consultant etc. has a wonderful book of library songs. And I can't think of her
name at the moment. IF you want the info write me and I'll locate the book in my
messy library room at home. I think it is Judy Freeman. Kids learn about title,
author, publisher copyright
date in song. The little ones sing these songs with me when we start looking at
the books I'm reading to them. Basically a lot of repetition in fun ways to
reinforce whatever the scope/sequence is for that grade level....
Thanks again,
Terri Harrison, Media Specialist
Fred Wild Elementary, Sebring, Florida
hiterriharrison@yahoo.com
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