Back to School Stories
Lola Loves Stories by Call Number: E MCQ (Early Childhood Library)Publication Date: 2010-07-01
Little Quack by Call Number: E THOPublication Date: 2003-02-01
I Am Human by Call Number: E VERPublication Date: 2018-10-02
Pearl Barley and Charlie Parsley by Call Number: E BLAPublication Date: 2008-09-01
Blocks by Call Number: E DIC (Early Childhood)Publication Date: 2016-05-10
Now by Call Number: E POR (Early Childhood)Publication Date: 2017-07-11
Please, Mr. Panda by Call Number: E ANT (Early Childhood)Publication Date: 2014-12-30
Un-Brella by Call Number: E FRAPublication Date: 2007-04-03
Oct-Dec Story Times
Pete the Cat: Five Little Pumpkins by Call Number: E PET (Early Childhood Library)Publication Date: 2015-07-21
Duck and Goose, Find a Pumpkin by Call Number: BB HIL (Early Childhood)Publication Date: 2009-07-28
Glad Monster, Sad Monster by Call Number: POP E EMBPublication Date: 1997-09-01
What's Opposite? by Call Number: E SWI (Early Childhood)Publication Date: 2000-09-01
We Love You, Rosie! by Publication Date: 2017-02-28
Dear Zoo by Call Number: E CAM (Early Childhood)Publication Date: 1986-10-01
Thank You, Omu! by Call Number: E MORPublication Date: 2018-10-02
The Snowy Day by Call Number: E KEA (Early Childhood)Publication Date: 1962-11-05
PK4 Library Lessons, General Guidelines
Many PK4 children are learning English, so simple language in stories is essential. PK4 students can generally listen and pay attention a bit better than PK3 children, but materials still need to be chosen carefully with their age and language abilities in mind.
Before the lesson:
- The librarian will provide the text and a brief lesson outline.
- Please pre-read the text so that you know which illustrations or phrases to emphasize
- Pull similar titles. For example, if the lesson features a story about trees, be sure to have a few tree books on hand for students who are interesting in reading something similar.
- Make a color copy of the book's cover illustration and hang it on the Early Years Library display board. This way the children can visually follow their lesson progress.
General Lesson Structure: Usually, in a PK4 lesson we:
- Welcome the children with a smile and calm environment.
- Once the children are seated on the carpet, sing a settling in song. "The Hello Song" is one example.
- Remind the children what they did last week. Point out any changes in the library space.
- Introduce the lesson/topic with a few remarks. Ex: "Because this is our first visit to the library this year, we're going to read a little bit about libraries." Another example, "Because it is spring, we will enjoy a happy story about flowers in a garden."
- Slowly read the story to the children, pausing when appropriate for their comments or questions.
- After reading, talk a little bit about the text. Ex: "I really loved that story because . . . . " "I had a connection to that story because . . . . "
- Invite children to slowly and carefully stand up and choose two books to take home and bring back next week.
- Children browse for books and read on the carpet until the class walks to the circulation desk.
- After check-out, the children put their books in their library bags and line up on the red line.
Please bear in mind:
- PK4 teachers may want to pause for Chinese translations, especially early in the year.
- Sometimes it is necessary to change your plan at the last minute. So, be sure to take time to read widely from the Early Years library. The PX ES Library has a wealth of wonderful materials and the more you know, the better prepared you will be.