Even though I am mostly an adult services librarian, I was lucky enough to be sit in on a few days of story time training led by Gay Ducey. Il Ducey has been a children’s librarian for 30 years, folks, and in between that has traveled the nation telling stories on stages large and small.
Here’s the kind of experience she’s got: In addition to being someone who’s provided library service to Eldridge Cleaver, the blurb on her bio is:
“Everyone should tell stories like Gay Ducey tells stories” – Mr. Rogers.
Here’s the kind of librarian she is: People show up at the library asking,
“Is Gay Ducey here? I used to go to her story time. I just wanted to let her know that I just got my first job as a librarian (sometimes they say teacher), and it’s because of her.”
Here’s the kind of person she is: She says
“Children are my natural peer group.”
Kids light up like a Christmas tree when they see her behind the desk.
She’s got a lot of library knowledge, to say the least.
The training is for a program called Books for Wider Horizons. This program trains community members to visit preschools as volunteer story readers. It is provided through the Oakland Public Library as part of Oakland’s Head Start program. It started in 1994! If you’re interested in reading to kids, and live in the East Bay, you should consider donating your time.
Here are some of my notes from the training.
Story time is not for teaching children; children spend so much of their lives being taught, that they don’t need that from us. During story time, we don’t teach children, but they still learn. Learning is what children do naturally.
Story time is to induct children into the private joy of reading. Our primary job is to model the pleasure of reading.
Some education is ok, but avoid leading kids to listen for the right answer, rather than enjoying the story. Don’t create pressure to identify vocabulary words, or right or wrong choices.
When reading is no longer an assignment, when they someday leave school and no longer “have to” read, they will not pick up a book, if they have not already, discovered the private pleasure of reading. Story time creates positive memories of reading that last into adulthood. You remember having a good time reading.
Everyone has trashy reading – a juicy mystery, a gossip magazine – its ok for kids to have trashy reading too. Not everything needs to be a high quality classic.
If you’re interested in rhymes and meaning, Iona and Peter Opie have a good book on it.
Our society is big on levels of competence. If you ask a five year old “can you sing?” she will say “yes of course.” If you ask a ten year old, she may say yes. A fifteen year old will often say “no way!” And by the time we are adults, many of us “can’t sing.” But you can sing. Everyone can sing. Singing is our birthright. All five year olds can do art. Art is everyone’s birthright.
SONG: “I Have a Dog and His Name is Rags”
*Note: there were multiple requests by participants to do this one again, at the end of the class and on day two.
Songs implant memories -> singing is also literacy. Songs are another way to implant literature.
The American Academy of Pediatrics recommends no screen time before age 2.
BOOK: Beware of the Frog by William Bee. Illustrations = primary colors. 3rd grade is about the youngest that “gets” this book.
Test the waters. Not all your favorites will be kids’ favorites.
Kids that want repeated readings are taking something new each time the book is read to them, and its none of our business what that is.
BOOK: Bark, George by Jules Feiffer. Notice colors -> muted. Just a few words on the page. 2-5 is an ok age range, but 4 is best age. Understanding the sounds are wrong takes the sophistication of a four year old.
BOOK: Little Black Crow by Chris Raschka. Natural colors, 4-6 years. Even though it ends “are you a boy like me?” girls can identify with the story as well.
Don’t point out small secrets in the illustrations, let kids discover them.
Kids do have an appetite for quiet. Although, kids don’t necessarily like this book.
Repetition is a tool for learning and kids like it.
BOOK: Froggie Plays Soccer by Jonathan London and Frank Remkiewicz. Visually complicated. Age 6 or even later. Tough to read -difficult choice for story time.
If there are several images on a page, you can point to them as you read to help children see the progression.
BOOK: Come Along, Daisy by Jane Simmons. Ages 2-5. Beautiful book, good story, excellent story time.
Doesn’t use paper clips, turns every page. My theory: Gay’s not afraid to go slowly and take time, she knows the children will come along with her. It gives them room to think and process. Children need more time for this than adults do.
How scared do you let kids get during a story? Not very.
BOOK: An Egg is Quiet by Dianna Hutts Aston and Sylvia Long. Pretty illustrations, long paragraphs of text, a little complicated but maybe still ok.
Kids like to know.
Skipping some text is ok.
Put some room for socializing after the story time. Give kids a chance to talk to you after story time, but otherwise don’t really respond to interrupters. This is not an interactive program. The rules are different during story time.
SONGS: “My Rhinoceros” and “Down in the Valley Two by Two”
Songs get us excited, involved and happy.
BOOK: The Snowy Day by Ezra Jack Keats. Spare, abstract illustrations. 3-5 year olds, even twos. Book for children – they understand it, adults don’t. A solitary adventure. No hint of violence.
Gay says the author’s name at the beginning (e.g. This book is called Snowy Day by Ezra Jack Keats). Sometimes she will say the illustrator’s name at the end.
BOOK: Just a Little Bit by Ann Tompert. Action packed, voices. Up to 2nd grade. Bug detail on the cover Gay never mentions – it would spoil the story. Children have come up to her weeks later and pointed it out.
You can stop reading and look at a picture.
Pan slowly occasionally. Not every page, just once in a while. Good when there’s a double page illustration.
Hold the book so it doesn’t go anywhere. Two fingers on the spine. Gay rests the corner on her should to anchor it (my note: this also puts the book on the same level as her face).
Read slowly. Children need you to go about three times as slowly as you think you should.
The story can do the work. No need to tart it up with voices, etc. You can a little bit, but you don’t need to. The story is the focus.
Gay sits on a low chair.
Know what distance you need between you and the children and keep that space.
Soft cover books are generally too much trouble. Giant books are cool but hard to handle. Caveat Emptor.
The order of presentation can help a book succeed.
Songs can be used to focus or quieten.
Themed story times are nice but not necessary.
Transitional activity first, in between each book and at the end. Gay only reads three books. Middle can be quiet, or can be a song, or song with props. Flannel Board.
Religion teaches us how to put things into the head. Ritual prepares you for a certain type of experience. Story teller should create a safe, quiet space where grown-ups don’t interfere. **STORY TIME IS DIFFERENT THAN ALL THE OTHER TIMES** You have to help kids understand how it is different and what it is like. Becomes an enchanted space. **Create a beginning and an ending that is the same each time. ** Knowing how something begins is reassuring, understanding how something works.
SONG “Good Morning, Dear Earth” (Gay’s opening)
Take control of the end. Never go “that’s it good bye!” Ease them out. Take time. End song could be anything. Have seen: Splish Splash, KISS, Phil Collins, Na Na Na Na…
Childhood is Revealed Secrets.
Took a pledge never to use a book we haven’t read first.
Missed it because I had a program at my other job (Easy Peasy Super Easy Seeds to Save). Got a summary from Gay the day after. Participants chose books and read to each other. They also learned some fingerplays, which grown-ups think are weird and dorky, and kids really enjoy.
Assignments for next week: attend one story time. Work out what your opening and closing will be (use same ones every story time, to create the story time ritual).
Gay also told me this story, when we were talking about introducing the pleasure of reading.
One day a child she knew and liked a lot came in to find a book.
Gay noticed that the child was looking at Tuck Everlasting, one of Gay’s favorites.
Gay said, “Ohhhh, do you like that one?”
The child said, “We read it in school. I hate it. I hate that book.”
Crestfallen, Gay asked, “What do you hate about it?”
The child responded, “The worksheets.”
School ruined a perfectly wonderful book for this kid. Worksheets after every chapter aren’t the way to create lifelong readers. The value of story time is in creating positive experiences.