Cover Sheet – For the Presenter
The following storyhour program is designed for babies up to about 24
months.
Anyone who loves reading to children can do a lapsit program with a bit of
planning. You don’t have to read the suggested presenter’s comments wordfor-word, but try to include the information -- especially the asides to the
parents. Much of what we do at lapsit programs is to show the parents what
they can do to help their child develop early literacy skills. [The information
that is just for the presenter is in italics – so don’t read that text.]
Notice that this storytime includes fewer books and more “bouncing” and
“action” rhymes. Encourage caregivers to bounce their babies along with the
rhymes and to help them with clapping and other gestures.
Feel free to substitute your own opening and closing rhymes as well as any
suitable rhymes that the children have heard before. Repetition of songs
and action rhymes from previous storytimes is better than introducing all
new ones. Try to alternate active and passive activities. Be flexible about
the order and length of activities as you see how the children react. Most
rhymes can be repeated 2 or 3 times if the response is good.
The general outline of our storytime is:
I.
Opening Song
II.
Welcome/Introductory Comments
III.
Rhyme
IV.
Action Rhyme
V.
Book
VI.
Song
VII.
Book
VIII. Rhyme (use 2 if time permits)
IX.
Closing Song
We have provided several props that we think will be helpful.
*Flannel board cut-outs.
*Activity ideas to offer after your storytime has officially ended.
*Take home sheets.
Fuzzy Wuzzy Was a Bear
Opening Song (to the tune of “London Bridge”)
Hello Song
Hi, hello and how are you?
How are you?
How are you?
Hi, hello and how are you?
How are you today?
(Repeat several times as the group settles in.)
Introduction
To the caregivers:
Welcome to storytime. I am glad you could all be here today. We
are going to be sharing some rhymes and books. Adults, please
join in with our rhymes and actions. Some libraries call storytimes
like this “lapsit storytimes” because it is important for babies to
have an adult lap to sit on. Feel free to take a break if your child
becomes unhappy.
Let’s start with some rhymes. Songs and rhymes are a good way
for children to become aware of the different sounds that make up
words – we call this phonologic awareness. Some of these rhymes
are included on your take-home sheet so that you can do them at
home. You can also recite favorite nursery rhymes from your own
childhood.
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Rhyme
"Fuzzy Wuzzy”
(A puppet or teddy bear would be a good prop to use with this rhyme. Rub
Fuzzy’s head and have the parents rub their child’s head or tussle their hair
along with you. Be sure to shake your head emphatically at the last line. The
little ones won’t get the joke, but rhymes like this demonstrate how we can
play around with words.)
Fuzzy Wuzzy was a bear
Fuzzy Wuzzy had no hair
Fuzzy Wuzzy wasn’t fuzzy, was he?
(repeat 3 times)
To the caregivers:
Help your child do the actions in this rhyme as much as possible!
Be sure to touch each body part as we mention it!
Action Rhyme
Teddy
Teddy
Teddy
Teddy
Teddy
Teddy
bear, teddy bear, turn around.
bear, teddy bear, touch the ground.
bear, teddy bear, show me your nose.
bear, teddy bear, point to your toes!
bear, teddy bear, where is your eye?
bear, teddy bear, wave goodbye.
Book
To the Caregivers:
Now, we are going to read a book together. Your baby will enjoy
listening even if they can’t see or understand the story.
[Read “Brown Bear, Brown Bear What do you See?” by Bill Martin. Then
discuss with the toddlers by asking questions like “What color was the cat
that Brown Bear saw? The DLTK website at http://www.dltkteach.com/books/brownbear/index.htm offers flannelboard pieces or stick
puppets to go along with this book.
Bouncing Song or Calming Song
[At this point you might decide whether the children seem to be ready for action or
something soothing. Use “Hush-a-bye, baby” for calming or “”The Bear Went Over
the Mountain” for more action. Either way, encourage caregivers to bounce or rock
in rhythm with the tune.]
Hush-a-bye, Baby
Hush-a-bye, baby, on the tree top,
(with gentle rocking motion)
When the wind blows the cradle will rock;
When the bough breaks the cradle will fall,
Down will come baby, cradle and all.
(repeat 3 or 4 times)
OR
The Bear Went Over the Mountain
(to the tune of “For He's a Jolly Good Fellow” )
The bear went over the mountain,
The bear went over the mountain,
The bear went over the mountain,
To see what he could see
To see what he could see,
To see what he could see
The other side of the mountain,
The other side of the mountain,
The other side of the mountain,
Was all that he could see
Was all that he could see,
Was all that he could see,
The other side of the mountain,
Was all that he could see!
(You might want to print a large-size copy of these rhymes to put up to help
the adults sing along.)
Book
[Read one of your own favorite picture books here. It would be nice to find
something about bears or teddy bears, but the theme is not as important as
having a book that is good for this age group.]
Rhyme
Go back and do “The Bear Went Over the Mountain” if you didn’t use it
earlier. Or, choose a rhyme from 1001 Rhymes & Fingerplays – see pages 146
and 147. Or, try “Five Little Teddies” . . . . [Add an extra rhyme if time
permits, or move on to the Closing Rhyme if time is up.]
Five Little Teddies
(make flannel board teddies for counting)
Five little teddies, sitting on the bed
One rolled off and bumped his head
The rest of the teddies shrugged and said
“You must be careful when sitting on the bed.”
Four little teddies, etc.
Closing Rhyme
(Print this rhyme in large type rhyme and ask parents to join you. You will
need a wristwatch and a hankie or tissue.)
See you later, alligator (use hand to shade your eyes as if searching)
In a while, crocodile (point to watch or clock)
Bye-bye, butterfly (wave)
Toodle-oo, kangaroo (wave hankie)
Time to go, buffalo (look at watch and shake head as if running late)
Just like that, fat cat (snap fingers)
It’s the end, my friend. (shrug shoulders and throw up hands in a “giving up”
gesture)
To the adults:
Feel free to stay a while and visit or check out some books to take
home. (Point out any brochures or tip sheets that you have on
display for parents, etc.)
After Storytime Activities:
We like the idea of providing an activity/social time at the end of storyhour. Something
simple is fine. This gives parents a chance to visit and it re-inforces what the children
learned.
Following today’s storytime, you might have children practice “teddybear-matching”
with their caregivers. Make some teddybear pairs for this activity (see below).
The DLTK website at http://www.dltk-teach.com/books/brownbear/index.htm offers
coloring pag"s to go along with the book “Brown Bear, Brown Bear.” Print out a few for
those who are old enough to color. [Provide crayons.]
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Fuzzy Wuzzy
Take-Home Sheet
Read to your baby often. Your baby enjoys listening to your voice, even if
they don’t understand what you are reading. Read with a lot of expression
and a slightly higher pitch – we call this “parentese.”
Rhymes and songs are important ways to teach about the rhythm of language
and the sounds that make up words (“phonological awareness”). Try
repeating the rhymes from today’s storytime – and remember some favorites
from your own childhood! Rhymes with actions also build coordination.
Teddy Bear, Teddy Bear, Turn Around
Teddy
Teddy
Teddy
Teddy
Teddy
Teddy
Teddy
bear, teddy bear, turn around.
bear, teddy bear, touch the ground.
bear, teddy bear, show me your nose.
bear, teddy bear, point to your toes!
bear, teddy bear,
bear, teddy bear, where is your eye?
bear, teddy bear, wave goodbye.
Five Little Teddies
(If you have teddy bears at home, you might “act out” this rhyme with your
child.)
Five little teddies, sitting on the bed
One rolled off and bumped his head
The rest of the teddies shrugged and said
“You must be careful when sitting on the bed.”
Four little teddies, etc.
See You Later
See you later, alligator (use hand to shade your eyes as if searching)
In a while, crocodile (point to watch or clock)
Bye-bye, butterfly (wave)
Toodle-oo, kangaroo (wave hankie or tissue)
Time to go, buffalo (look at watch and shake head as if running late)
Just like that, fat cat (snap fingers)
It’s the end, my friend. (shrug shoulders and throw up hands in a “giving
up” gesture)
Color this alligator!
If you have Internet access at home, the DLTK website at http://www.dltkteach.com/books/brownbear/index.htm offers coloring pages for Brown
Bear, Brown Bear What Do You See? and many other activities. You might
want to print out some of the Colors Recognition Practice “Itsy, Bitsy Books”
at http://www.kidzone.ws/prek_wrksht/colors/single-books.htm to help your
child learn the colors.
One simple way to make a teddybear matching game is to print this page on several
different colors of stiff paper. Then just cut around the bears and they’re ready
to match by color.
More teddy bear matching artwork.