Presentation on theme: "Planning, Doing, & Sustaining a Successful Bilingual Storytime Instructor: Ana-Elba Pavon An Infopeople Workshop Fall 2007."— Presentation transcript:
Planning, Doing, & Sustaining a Successful Bilingual Storytime Instructor: Ana-Elba Pavon firstname.lastname@example.org An Infopeople Workshop Fall 2007
This Workshop Is Brought to You by the Infopeople Project Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis. For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.
Introductions Name Library Position Tell us about your storytelling experience
Workshop Overview Getting Started Bilingual Format Demonstrations Planning Your Program Attracting and Keeping an Audience
Questions for the Group Why do you want to start a bilingual storytime? How can we justify doing bilingual storytime?
Need for Bilingual Storytime Serve Spanish-speakers and Latinos Educate non-Latinos about Latino culture and expose them to another language Community demand
Targeting a Specific Audience New Immigrants Mono-lingual Spanish-speakers Latinos wishing to celebrate their culture A particular neighborhood or group
Presenting a Book You –Holding book –Dramatic storytelling –Different voices –Physically do something (e.g., point to pictures) Audience Participation Possibilities –Call for response (e.g., action/sound – “moo”) –Ask questions –Pause, let them repeat repetitive text /sound
Exercise #1 Evaluate Books and Plan Your Presentation
Spanish Language Help!!! Spanish-speaking staff –paraprofessionals at all levels Volunteers –recruit in library adult(s) already attending storytime usual volunteer mechanism post need in library –recruit in community Latino and Spanish-speaking organizations, schools, churches Coach (helps with pronounciation)
Question for the Group What do you have to think about before starting a new bilingual storytime program?
Age Group –specific ages –family storytime Specific Age vs. Family Storytimes Family Storytime Strategies –Wide age-range interest books –Introduce younger audience books –Prepare books for every age and adapt
Frequency Regular (e.g., weekly, monthly) Special programs (e.g., holidays) Ongoing vs. sessions
Age-appropriate Books Amount of text on page –Word(s) for babies (infants to 2 years) –Short sentences for toddlers (2 years) –Couple of sentences for pre-schoolers (3-5 years) –Short paragraphs for primary school children (Kindergarten -1 st grade) –Longer paragraphs for older school children
Age-appropriate Books Plot –None or simple for infants and toddlers –Simple for preschoolers –Increasingly complex for school-aged children Children in story are same age Children can identify with story
Reading Options Read entire story in one language and then again in the other language Read story page by page, alternating between the two languages Sprinkling: Spanish words appear randomly throughout a mainly English text Code-switching: a story is told using either Spanish or English without translation or repetition
Bilingual Presentations Two presenters –two books –one book One presenter –two books –post-its –index paper (highlight and color text) –know your limits
Exercise #2 Practice Reading Aloud in Pairs 1.Choose a partner and any book. 2.Take turns reading aloud. 3.Read book entirely in one language and then again in the other language. 4.Read book page by page alternating between the two languages.
Question for the Group What tips do you have for reading a book aloud to a group?
Question for the Group What are some of your regular storytime activities?
Poetry Important to child’s early development (e.g., Mother Goose/rhymes) Short Culturally relevant Latinos love poetry
Music Poetry set to music Parents love to sing Boom box Play musical instrument Children play musical instruments You lead on instrument (e.g., drum)
Flannelboards Alternative to reading story or rhyme in a book Attention-getter Can gather material from variety of sources –individual storybook –resource including lots of material –oral tradition (e.g., community member)
Fingerplays Learn manual dexterity and movement Generally rhyme Sometimes have a tune Bilingual ones usually translated into Spanish Most storytimes alternate between books & fingerplays
Planning Storytime - Decisions Pace Age-group Theme or Tie-in –Tie-in with craft, reward, or activity Craft Traditions –Opening/closing song –Puppet/stuffed animal model child –Reward at end (e.g., hand-stamp)
Planning Storytime - Materials Number of books Number of songs/rhymes Non-book material Attention-getters –Puppets, stuffed animals, props –Musical instruments –Storytelling mechanisms –Special books – e.g., big books, pop-ups