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Language of the Heart Storytimes

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Language of the Heart Storytimes. Dana Bjerke, HCL. Bernie Farrell, HCL ... of the Heart _at_ Your Library Dana Bjerke and Bernie Farrell, Hennepin County ... – PowerPoint PPT presentation

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Title: Language of the Heart Storytimes


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Language of the Heart Storytimes
Dana Bjerke, HCL Bernie Farrell, HCL
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  • Go to http//www.hclib.org/extranet/ and scroll
    down to
  • Recent Staff Presentations
  • Public Library Association, March 27, 2008
  • Supporting Early English Language Learners
    Lillian Duran, PhD, Minnesota State University,
    presenterPresentation (PPS - 9.4MB)
  • Language of the Heart _at_ Your Library Dana
    Bjerke and Bernie Farrell, Hennepin County
    Library, presentersPresentation (PPS -
    5.3MB)Favorite Books and Music for Spanish
    Storytime(DOC - 308KB)Best Practices for a
    Successful World Language Storytime (PDF -
    87KB)Components of a Successful World Language
    Storytime Guidelines (PDF - 87KB)Resource List
    (DOC - 15KB)

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Be an innovator in your community!
  • The library is uniquely positioned to assist
    families with preparing their children for
    school, emphasizing the importance of home
    languagein early literacy development.
  • Take advantage of the possibilities!

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What is the role of storytime?
  • Demonstrate to parents and caregivers how to
    effectively share language with their children.
  • Support families as they help their children with
    early reading success through home language
    usage.

10
Six steps to a successful storytime!
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Step 1 Know your neighborhood
  • Find organizations, however informal
  • Meet community leaders

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Step 2 Finding a partner
  • Find the program leader, someone who is a native
    speaker, either paid or a dedicated volunteer.

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Step 2 Finding a partner
  • The librarian works closely with the community
    partner to train them in early literacy
    development, including the importance of native
    language programs.
  • The librarian is the expert on early literacy,
    storytime procedures, and resources available.
  • The community partner is the expert in the way
    language is shared with young children in that
    culture.

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Step 3 Preparing for storytime
  • Start small
  • Leave your comfort zone
  • Plan and practice with your community partner

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Step 3 Preparing for storytime
  • In many cultures, reading is not done for fun,
    but more for gathering information. Use
    nonfiction books as part of the storytime.
    Explain the fun component of storytime.
  • For some families, libraries were either
    non-existent or a resource for academic use only.
    Families may not be familiar with the public
    library concept and services, especially
    services for young children.

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Step 4 Introducing the storytime
  • Give clear guidelines about how the storytime is
    set up and the goals.
  • Include culturally traditional stories or songs,
    not just translations.

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Step 4 Introducing the storytime
Parents and caregivers may need to be encouraged
to participate and need an explanation about why
their participation is so important.
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Step 5 Doing the storytime
  • NATIVE LANGUAGE AUDIENCE Entire story, dialogue,
    and follow-up activities will be presented by the
    native-speaking partner in the target language,
    including early literacy tips.
  • The librarian may use some English to welcome
    families, introduce storytime, describe library
    resources or events and to coach the
    native-speaking partner.
  • Special efforts should be made to thoroughly
    explain library services and resources, for both
    adults and children.

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Step 5 Doing the storytime
  • IMMERSION AUDIENCE Librarian will lead the
    discussion, and the native-speaking partner will
    read the stories and lead songs and other
    activities.
  • Dual language education indicates that children
    learn two languages best when they are kept
    separate.
  • Read book entirely in target language and then
    discuss book in English.
  • In a sentence or two, introduce the book in
    English. Then have the native-speaking partner
    read the book entirely in target language.

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Step 5 Doing the storytime
  • Use books with more literal themes
  • Themed storytimes may work well for highlighting
    new vocabulary words and allowing families to
    continue conversations at home.

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Step 6 Come back soon
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