The main idea of this article is the objectives of storytime, mainly regarding parental participation. The librarian is to explicitly model early literacy behaviors and activities so that the caregivers can see the connection between what they do and what the children learn. These objectives need to be brief and conversational so that it will be easily understood, because parents already have a laundry list of things to do at home.
There are four parts to a storytime: Activity, Skill, Good Readers, and Practice. The Activity Statement is when the storytime facilitator draws the caregivers' attention to the component just completed or about to begin, wether it be a book, song, rhyme, fingerplay, flannelboard, or game. Depper explains that the facilitator needs to begin the sentence with, "When you...," in order to remind the parents they will be able to do similar activities with their children.
The Skill Statement lets the adults know that what they do with their children makes a difference, whether it be a conversation, game, song, project, or book they share always involves learning. It introduces concepts about early literacy skills by making connections to storytime.
The Good Readers Statement shows practical outcomes of building early literacy skills. Like mentioned in the first paragraph, adults already have long lists of tasks to be completed at home. It is a simple way of letting them know how it connects skills to children becoming successful readers. When we understand a concept and have a rationale for applying it, we are much more likely to adjust our behaviors. The Good Readers Statement provides meaning, context, and motivation to parents and caregivers (Depper, Spring 2014).
Last, the Practice Statement, simply reinforces the "skill of the month" for the caregivers, and provides closure for the literacy message.
There is also a template included is a wonderful way to begin planning for storytime. It gives examples of what practice to incorporate, whether it be singing, talking, writing, playing, or reading. The skill of the literacy message is also included. It includes print motivation, phonological awareness, letter knowledge, vocabulary, letter knowledge, and narrative skills.
I am excited to use the template and information provided with my own storytimes, whether it be in the school library media center or the classroom.
Storytime template from article
Depper, Melissa. (2014). Now Hear This! Children & Libraries. vol 12(1), pp. 16-18.