Storytime Plan. Pajama Party Scared of the Dark

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Madlyn Neal
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1 Storytime Plan Pajama Party Scared of the Dark Ages: 4-5 Featured Literacy Skills: This kit is a bit different from some of the other kits posted here: it does not focus on one particular early literacy skill, but instead incorporates several (as do most storytime programs). Specific asides to parents are not included, but there are opportunities to call attention to the skills if caregivers are present. Look for ways to build the skills of Print Motivation (making reading fun by using funny voices or expressions); Print Awareness (opportunities to run a finger under the print in books especially when introducing the title); Vocabulary (being aware of unusual words used in books and rhymes that you may need to explain); Narrative Skills (asking the children questions); Phonological Awareness (rhymes and songs); and Letter Knowledge (point out any large letters in books or prominent sounds in rhymes). Preparation: You may wish to enlarge rhymes and songs so that any caregivers present can join in. Nametags are a good way to enhance Print Awareness at all storytimes. You might spread a large blanket for the children to sit on and pretend it is the bed for the opening song. You will need a flannelboard which you can make by covering a sturdy cardboard with felt or fleece. Use an easel to hold your flannelboard. Make copies of the take-home sheets. Program Plan Opening Rhyme or Song (Sing as children are settling in. Encourage the children to join in especially when you sing come over. ): There was one in a bed all alone, so he/she said Come over, come over So another came over And crawled right in There were two in the bed and the first one said Come over, come over So another came over And crawled right in

2 There were three in the bed and the second one said Come over, come over So another came over And crawled right in... [etc.] Welcoming Statement: Welcome to storytime! Tonight we are going to have some fun with books and rhymes. So everyone snuggle up with their blankets and pillows and let s pretend that we re in a big bed and it s very dark outside. Apron Story: If possible, borrow an apron kit or flannelboard set to tell the story of Where the Wild Things Are. Or just read the book. Be sure to allow for a brief wild rumpus. Quieting Rhyme: (Put up flannelboard of the moonman.) Do you ever look at the moon and try to see the face of the man in the moon? Well, there is a little rhyme about the man in the moon and it begins like this..." The man in the moon looked out of the moon and this he said to me [ shhh! Pause to listen.] It s time for all children at storytime to sit still for a sto-ry. [If children are still restless, you might ask What did the man in the moon say? and repeat the rhyme encouraging the children to say the last lines with you.] Book: Choose from Franklin in the Dark by Paulette Bourgeois; There s a Nightmare in My Closet or There s an Alligator Under My Bed by Mercer Mayer; Can t You Sleep, Little Bear? By Martin Waddell; Funnybones by Janet and Allen Ahlberg; Go Away Big Green Monster by Ed Emberley; or Hilda Hen s Scary Night by Mary Wormell. -2-

3 Discussion: Any of these stories would be a good way to introduce a discussion of various things that the children are afraid of especially at night. Try to incorporate some new vocabulary words for feelings were you scared or just a little bit nervous? Use words like anxious, lonely, curious, and annoyed in addition to just scared and afraid. You can use a turtle puppet to help lead the discussion -- even if you don t read Franklin in the Dark, you can introduce the children to the little turtle who was afraid to go into his shell because it was dark inside. We ve also posted some smileys that you can make into flannelboard pieces depicting different emotions to add to your discussion. For example, you might put up the angry smiley and the frightened smiley and ask the children to choose which is one is afraid. Use these smileys to reinforce new vocabulary words. Rhyme: Little Shadow from 1001 Rhymes & Fingerplays (p. 51). You might use a flashlight to create shadows on a wall. You might have each child stand in front of the light to show their silhouette on the wall. Point out the different hairstyles, etc. You will want to test this out ahead of time to be sure that the room can be darkened enough. If it is not possible to do this at your library, you might use some simple silhouette shapes (black die cut shapes will work, or enlarge the shapes from the take-home sheet) to play a game see how quickly the children can name the shape as you put it up on the flannelboard (or hold it up). [Rapid naming of things sort of like flashcards -- is a good way to build literacy skills.] Book: Read Glad Monster Sad Monster by Ed Emberley; The Something by Natalie Babbitt; choose another book from the list above; or pick one of your own bedtime favorites. Have a third book ready in case there is time for another story. Closing Rhyme: (Reverse the opening rhyme. You can begin with ten in the bed if you wish. You might put up the letter R and ask the children to listen for the sound of R as you say this rhyme. Exaggerate the R sound.)

4 There were five in a bed and the little one said Roll over, roll over So they all rolled over And one fell out There were four in the bed and the little one said Roll over, roll over So they all rolled over And one fell out... [etc.] One in a bed and the little one said, "Alone at last." Suggestions for crafts If you read about nightmares, you might have the children draw what they imagine a nightmare to look like. Encourage them to turn their nightmare into something silly. If they ve drawn a monster, suggest that they add a silly hat, glasses, or striped socks. Or they might re-draw the nightmare using pastel colors suggest pink and lavender. You might also make paper bag puppet monsters by gluing eyes, horns, etc. on a lunch-sized sack. Provide various shapes of paper scraps and glue sticks. Make a sample to show the children how to use the fold of the bag as a mouth. You will find more craft suggestions on the Preschool Education website at -4-

5 Take Home Sheet Scared of the Dark At storytime, we discussed being afraid of the dark. Talk with your child about nighttime fears. How do you deal with those fears? Does your child have a nightlight? A flashlight? Reading about these fears might help. Below are a few books to look for your librarian may suggest others, too. Franklin in the Dark by Paulette Bourgeois There s a Nightmare in My Closet by Mercer Mayer There s an Alligator Under My Bed by Mercer Mayer Hilda Hen s Scary Night by Mary Wormell. Can t You Sleep, Little Bear? By Martin Waddell Glad Monster Sad Monster by Ed Emberley As you read any stories with your child, talk about how the characters might be feeling. Try to introduce a variety of feeling words. In addition to happy and sad, look for examples of worried, gloomy, grumpy, disappointed, confused, shy, curious, comfortable, pleased, playful, giddy, and so on. Use a flashlight to make strange shadows on a wall. See if you can make shadows that look like animals or monsters by piling up blankets, stuffed animals or other objects. Show your child how the shadow changes when you move the light nearer and farther away. Having a flashlight of his own can be comforting to a child who has a fear of the dark.

6 Ask your child to identify the silhouette shapes below. Talk about the way that things look different in the dark sometimes all we can see is the outer shape. Identifying the shapes of things also develops skills that will help with recognizing letters of the alphabet.

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