Feel free to use the resources on this page to help plan programs for your library. Please make sure to cite any name and/or public library in the use of handouts or materials accessed from this site.
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Program Plans/Lesson Plans
Preschool Storytime Planning Template
This template is provided by Lynn Baker at Paul Sawyier Public Library in Frankfort. This template provides guidelines for each component that should be included in a preschool program, including asides. A script with natural language is provided to explain early literacy skills through literacy asides.
R. Lynn Baker, 2015
Preschool Storytime Planning Outline
Welcome/aside: This is a few sentences welcoming participants. You should take a moment to introduce yourself and briefly explain the format of the program to adult participants. It is also important to explain the importance of adult participation, as well as any group expectations (behavior, phones, discussion between parents, etc.). Explain to adults that their involvement is crucial, as their children will become comfortable with participating if they see them participating. Children learn to value what they see their parents/adults value.
Opening Song: Choose an opening song that can be repeated each week of your program (if your program includes a series of sessions), or a song that is easy for children/adults to learn (if your program is a one-time program). Introduce the song by singing the lines and asking participants to repeat after you.
Book: Choose an opening book that will help introduce the overall theme or content of your program. Choose a book that is developmentally appropriate with an appropriate amount of text on each page for the age of your audience. The text of the book should be supported by the illustrations, and unfamiliar words should be explained as you go. As you read each book, be sure to ask open-ended questions, such as what might happen next, or what choices might the characters make. Books that are interactive, use repetition, and/or incorporate rhyme pull young children into the experience of the book. Books that incorporate humor and singing are also good choices for using with preschool children. Be sure to introduce the book title, as well as the author and illustrator’s names. Explain the role of the author (story) and illustrator (pictures), as these may be new concepts for the children.
Aside: Briefly explain the song you will sing next. If you are handing out musical instruments or props, you can give the explanation as you hand out the supplies. Explain that songs are important for literacy development because singing helps to slow down sounds in words and new vocabulary is introduced in a fun way that helps children make sense of new words.
Song: Choose a song that emphasizes new vocabulary and/or the subject matter of the book you just read. Songs that involve movement, actions, and/or musical instruments also help children connect to the language, sounds, and rhythm of the song.
Aside: Briefly introduce the next book you will read while you are collecting the supplies that you just handed out to the group. Be sure to introduce any new concepts that will be included in the story. Introduce any early literacy skills that might be paramount in the book (letter knowledge, print awareness, vocabulary, narrative skills, print motivation, and phonological awareness). Be sure to use everyday language when describing these.
Everyday language to explain early literacy skills
1. Letter Knowledge: A child’s ability to recognize the names of letters and the child’s understanding that letters make different sounds
2. Print Awareness: A child’s understanding that printed words have meaning
3. Vocabulary: A child’s ability to learn the meaning of new words and to use new words correctly
4. Narrative Skills: A child’s ability to tell or retell a story
5. Print Motivation: A child’s interest in reading and books
6. Phonological Awareness: A child’s ability to hear the sounds and parts of words
Book: Your second book can build on the concepts introduced in your first book or present entirely new concepts. Be sure to introduce your book in the same way as the first, including title, author, and illustrator.
Aside: According to the props you choose to use below, explain the importance of play to developing language and literacy skills. Explain how interactive play helps children connect to the story and build vocabulary.
Book or Interactive Story: (flannel/magnet board; puppets; fingerplay; group game)
Choose an interactive activity to connect to a story. The story can be reenacted from a book or you may choose to tell the story of the book that you just read in an interactive way. Repetition is a great method for connecting children to new vocabulary and helps to build narrative skills.
Aside: Explain that the group time portion of the program is coming to an end, but also explain that there will be interactive stations for the adults to do with their children. Explain that each week, you will sing a closing song before the participants will go to the stations.
Closing Song: Choose a song to close your program each week—and always use the same song to close the group time segment of your program. This will encourage children to learn the words to the song (which promotes narrative and language skills), and helps prepare children for a transition. Prior to beginning the song, explain to the children that they will need to wait for instructions before going to the stations. You will give instructions after singing the song.
Aside: Explain each of the interactive stations to the participants before allowing them to choose which station they would like to go to first. It is a good rule of thumb to allow participants to choose where to start with the interactive stations and move freely according to their interests. If you need to place a time limit for circulation, be sure to explain that there will be a signal that they should listen or watch for that will tell them when to move to another station. You may choose to flash the lights, ring a chime or bell, or play a song as a signal.
Interactive Stations: Choose several interactive stations (five or six) for adults and children to engage in together. These stations should connect to the six early literacy skills and the five best practices of Every Child Ready to Read 2 (talk, sing, read, write, play). Activities may include things such as: arts and crafts; puppets with matching books; writing/tracing activities; cutting activities; literacy-based games; match cards or flash cards; small motor activities; building blocks; etc. Choose activities which will engage adults with their children. The group part of the program focuses on fostering social skills with peers—this part is about the adult being engaged with their child.
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Gingerbread Man Storytime
Provided by Crystal Packard from LaRue County Public Library
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