The Skinny on School Author Visits

Tis the season to get inquiries about author visits! Some of these inquiries come in the form of requests to donate books and/or school visits to annual fund raising auctions. Other inquiries are from folks with a budget, (albeit typically a limited budget!), such as professional development conference coordinators, library media specialists, and/or PTO/PTA volunteers.

I thought it might be helpful to summarize commonly requested information to provide folks with a starting point. Please feel free to ask additional questions in the comments section below, or get in touch with me directly.

My author visits typically fall into one of the following areas:

Young Writer's Workshops

Sign Language Story Times

Family Literacy Nights and/or Parent/Teacher Education/Outreach

I have a more complete listing of program offerings here, and I regularly customize my visits to meet the specific learning targets requested by the school/organization.

For local visits (in the vicinity of Portland, Oregon), my standard consulting rate is $125/hour (or $100/hour for four or more consecutive hours, $600 for a full school-day visit, or $100 for two full school-day visits). If there are additional expenses  associated with visiting your location (e.g. travel expenses, extra fees I will be charged for working in your town, or lots and lots of paperwork required by your grand poo-bahs, then additional fees will be negotiated accordingly).

If your school visit spans more than one classroom or grade level, (e.g. it involves most or all of the school community) and if a school-wide book sale is facilitated/promoted by your school, then I gift a teacher in-service or a family literacy night to supplement my visit.  This "extra" programming does not need to take place on the same date as my visit, but it should be coordinated/packaged as an extension of (or a preview to) the author visit experience.

Whenever pricing is a barrier, I do my best to be flexible and creative. I never want a motivated learning community to miss out on an author visit experience because of budgetary issues. I'm typically able to find a way to work within budgetary constraints to create an author experience that is meaningful and educational for students, teachers, and families. For example, I will waive one hour of instructional fees for every 24 books that are pre-ordered directly from me at the $19.95 school/library price, (and I'll happily autograph those books at no additional charge!).

I'm regularly asked if I can donate my books and/or time to local school/organization auctions. I do honor several such requests a year in the form of classroom author visits. It's important to me that this donation of time and expertise is valued and valuable. By this I mean that I want the school/ organization to benefit financially from my gift (in the form of strong auction bids), and I want the learning community to know about (and even compete for!) the author visit opportunity.

In my experience, the best way to increase interest, bidding, and value is to have one or more teachers, librarians, or key volunteers vocally championing the classroom author visit. When teachers/librarians/ administrators let parents know that they want to "win" a classroom-based writing workshop and/or sign language story time, parents are more inclined to bid on the item(s) at the auction. It can also work to have one or more teachers "co-host" the event (e.g. "Enjoy an After School Story Time and Tea Party with Mrs. Smith and children's author Dawn Babb Prochovnic"), and then families can sign up for a "slot" at the auction as a "Pay-to-Play" type of event).

In addition to auction-based donations, each year I gift several "sign language story times" directly to classroom teachers/school libraries that have actively supported and/or promoted my work. For these visits I do ask that a book order form be sent home with students prior to or directly after my visit, (but I do not have any required minimum orders). I also offer complimentary 20-30 minute SKYPE (or FaceTime) Q and A sessions, as well as Email Q and A sessions.

For the complimentary "E-Visits" I do request that students are familiar with at least one of my books before the visit (which is easy to accomplish, since all 16 of my books in the Story Time Series are widely available in public libraries). I do not "prepare" a presentation for complimentary SKYPE/FaceTime visits. For these visits, I ask teachers (or homeschool groups) to prepare students with questions ahead of time (typically ranging from my writing process, to the names of my pets ; ), and then we engage in a back and forth exchange during our time "together." For Email "visits," I ask that the teacher summarize up to ten questions from the students, and then compile them in one email. I make every effort to respond within two weeks (and generally sooner).

I'm also currently offering free in-person author visits to local groups that are able to provide me a group/subset of students/families that are willing to participate in/assist with a filmed sign language story time (with appropriate photo/video releases signed, so the experience can be posted/shared on YouTube and/or SchoolTube). Here is a video from one such visit.



I've pasted a summary of some of my most popular young writer's workshops below. As I mentioned earlier, I have a more complete listing of overall program offerings here, and I regularly customize my visits to meet the specific learning targets requested by the school/organization. Please get in touch directly (you can use the contact form at the left, or the links at SmallTalk Learning). I hope to visit with you and your students someday soon!

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Young Writers’ Workshops:

Gotcha! How to Find and Capture Great Writing Ideas: In this “how-to” workshop, Dawn discusses how to think like a writer by doing things like reading, remembering, watching and listening to the things going on around you.

Revision Rocks!: A workshop that explores some of the actual revisions Dawn made over time in her picture book, "The Nest Where I Like to Rest," (a 2011 Oregon Book Awards Finalist) and provides participants with an opportunity to suggest revisions to one of Dawn’s current works-in-progress.

Your Pencil is Magic: A hands-on workshop that demonstrates how writing props and prompts can help you unlock the creative ideas hiding inside of you.  This workshop is based on a popular class Dawn teaches at the Oregon Writing Festival.

You’re a Poet and Didn’t Know It: How to Write Poetry When You Think You Can’t: In this workshop, Dawn shares a not-yet-published book about finding inspirations for poetry in nature, and facilitates age-appropriate poetry-writing exercises.

Write On! An Author’s Perspective on Why Writing is (Possibly) the Most Important Thing You’ll

Ever Do”: In this workshop Dawn reads her book, "There's a Story in Your Head" and shares with students why she writes and some of the rich experiences she’s had in her life because she writes. The workshop (like the book) concludes with an invitation for students to get busy writing the stories that are in their own heads.

Anatomy of a Picture Book: An informational workshop that provides a behind-the-scenes look at how picture books are made and the opportunity to have an informal Q & A with a published children's author.

Boo's Bad Day Blog Tour Stops Here

A writing colleague, Penny Lockwood, recently released a new, softcover picture book called, "Boo's Bad Day." Boo has been  busily making his rounds on his book release blog tour, and today is the day for his stop at my blog.

Over the past few months, I've written several posts about how to plan story times that incorporate sign language. In those posts I've typically focused on the books in my Story Time with Signs & Rhymes series, because the books in this series were designed to be signed along with. However, Boo's visit to my blog provides a great opportunity to share ideas for signing along with any book that you and your child enjoy together.

The first step is to start with a book that you and your child both enjoy and that you are confident reading. By this I mean, choose books that you are familiar with and that fit your child's interests and attention span. Start with stories that have shorter sentences and familiar vocabulary. It's also helpful if the pictures include images of words you already know the signs for (or are motivated to learn).

Classics like Goodnight Moon, Brown Bear, Brown Bear, and The Cat and the Hat are examples of books that are fun to read and easy to sign along with. Once you learn the sign for moon, bear, and cat, you will have an opportunity to use these signs over and over again as you read (and re-read) these books.  

Likewise, as you explore a new story, like "Boo's Bad Day," you can learn the signs for some of the familiar words in the story, such as outside, tree, and scared, and incorporate these words as you read. Another option is to learn the sign for the word where, and use that sign to tell your own story through the pictures in the book (i.e. "Where is Boo? There is Boo!  Where is Boo, now? Uh oh, Boo is outside."). You can also use the signs cat, dog and tree, and invite your child to "find the cat . . . find the dog . . . find the tree" when those images appear in the illustrations.

I hope you have fun signing along with your favorite books (and I hope Boo finds his way into the hands of young readers).

NOTE: If you're interested in learning more about Penny Lockwood's work, click here to link to yesterday's stop on Boo's blog tour (and Boo will be here tomorrow). As a fun extra, at the end of Boo's blog tour, author Penny Lockwood will be sending an autographed copy of Boo's Bad Day to one blog commenter (US Addresses only. If the name selected is outside of the US, a PDF copy of the book will be sent instead). I'd love to hear  some of your favorite books to sign along with. Share your ideas in the comment section below, and you will have the added bonus of being entered into Penny's drawing.

Summary Post: Book Trailers Made by Students

I'm starting to receive examples of book trailers that students have made for my books in the "Story Time with Signs & Rhymes" series using the student-directed learning project I outlined in earlier posts.

I thought it might be fun to have a consistent spot to post these as they come in. Here goes:

The Nest Where I Like to Rest (Book Trailer by Carli H., Julia T., and Josie B.)  I absolutely LOVE the clucking sound effects in this one!!

The Big Blue Bowl (Book Trailer by two fifth grade boys). I think this is such a clever use of props!

Shape Detective (Book Trailer by Mrs. Hembree, who has recently started a "Book Trailer Club" for her students). She created this using iMovie and her iPhone . . . over winter break! That's Dedication!

Keep them coming, folks! I will add more as I receive them and am able to upload them.

Cheers!

Autism Awareness Month (Deaf History Month, National Poetry Month) WOW!

There is so much to be aware of and celebrate this month that has a tie-in to sign language and/or my books in the Story Time with Signs & Rhymes series. I've read several blog posts and Facebook status updates about these topics and thought it would be helpful to do a round-up here:

Autism Awareness Month (April)

Signing Time posted a series of blog posts in honor of World Autism Awareness Day. Via this post, you can download a free guide that explains how sign language can help you and your family, if your child is on the Autism Spectrum. Pages 8-10 of the guide offers some great testimonials from parents and professionals about the benefits of sign language for children on the Autism Spectrum. One of my favorite quotes in the guide was from Amy Baker, the 2010 Co-Chair for Utah Walk Now for Autism Speaks. She said that sign language turned her family's "spoken vocabulary into works of art, pictures that [her son] could better understand." Isn't that beautiful?

Later in the Signing Time resource guide, a first grade teacher shares how incorporating sign language into his literacy programs benefits all of the students in his classroom, (by increasing vocabulary, improving letter and word recognition, improving written sentence formation, and helping students focus on learning). However, he goes on to say that sign language plays an especially key role in communication for his students identified on the Autism Spectrum. Specifically, sign language gives those students a valuable tool that enables them to ask for what they need, and it gives them an opportunity to feel like bone fide members of the learning community. These are some of the topics I touch on in my "Sign Language Beginner Basics for Early Literacy (and Fun!) workshop that I teach frequently at community events and professional development conferences (coming up next at the SW Washington Early Childhood Tapestry Conference, April 6, 2013). (Visit the website for the Southwest Association for the Education of Young Children for more info, or contact me if you'd like to schedule me to present a workshop at your upcoming event).

Deaf History Month (March 13 - April 15, each year)

When I attended ALA this past January, I had the opportunity to listen to Alec McFarlane discuss his work to help Deaf History Month become elevated to the same level of national recognition as Black History Month and Women's History Month. To quote Amy Bopp, President of the Library Friends Section of the National Association for the Deaf:

"By observing Deaf History Month, as well as any other appropriate annual events during the year, you will be reaching out to your diverse community increasing their awareness of the rich deaf history and of your various library resources that will benefit the public—hearing and deaf." 

The New York Public Library recently blogged about this topic, honoring library activist, Alice L. Hagemeyer, and sharing that one of their traditions is to commemorate Deaf History Month by inviting hearing authors with Deaf parents (also known as CODAs), who have written memoirs to share their stories.  What a wonderful way to build awareness about Deaf culture and community.

(Image from Story Time with Signs & Rhymes Series)

One of the ways to involve children in Deaf History Month is to introduce them to American Sign Language. My publisher, Abdo Publishing Group, has a free Sign Language Event Guide that can be downloaded from their website (scroll down past the Star Wars Event info).

Although I'd love to be invited to present a workshop at your event, the free event guide provides all of the information and resources you'll need to independently host an "ASL and/or Deaf Culture" event in your area!

I should also mention that each book in the Story Time with Signs & Rhymes series has a page of Activity Ideas, Fun Facts about ASL, and a list of Additional Resources to help readers learn more about ASL and Deaf Culture. One of my favorite tips offered in the books is to invite someone from the Deaf Community and/or who is fluent in ASL to your school, library or community event. Not only will you make a new friend, and learn something about Deaf Culture, you will discover first hand, that ASL is a beautiful and poetic language to see in action!

Speaking of poetry, that brings us to . . .

National Poetry Month (Also in April)

According to Poets.org, National Poetry Month was "inaugurated by the Academy of American Poets in 1996." It is now held every April, and it is a time when "schools, publishers, libraries, booksellers and poets throughout the United States band together to celebrate poetry and it's vital place in American culture."

One of the fun poetry-related traditions I've enjoyed over the past couple of years, is the Poetry Slam put on by http://www.thinkkidthink.com. Poets are given words that they must incorporate into a fresh poem within an established deadline. It's so much fun to read the poems that are created and vote for favorites. If you missed it this year, be sure to bookmark it in your calendar for next year (it actually starts in March with a "March Madness" theme, and wraps up in April).

I also have enjoyed being the recipient of a student-written poem via the Poetry Postcard Project, facilitated by a teacher librarian, and one of my author friends, Jone MacCulloch. Here is a picture of the lovely poem I received in the mail last year and keep posted right above my writing space:

I really love this poem. Don't you?

So how does poetry relate to the Story Time with Signs & Rhymes series? Most of the stories in the series are essentially rhyming poems.


One of my favorites is, "Four Seasons! Five Senses! Sign Language for the Seasons and the Senses."

Here is one of the stanzas:

It is Spring!

I see pink blooms on bright green trees.

I hear the buzz of bumblebees.

I feel wet puddles with my feet.

I smell the air. It's fresh and sweet.

I love the taste of homemade
bread on a rainy springtime day.

I've been writing poetry since I was a young child. My first book was a collection of poems that I wrote for my mom as a gift for Mother's Day when I was in junior high. One of the manuscripts I've recently started submitting is called, "There Once Was a Poet." It is a cumulative picture book that inspires young writers to awaken their creative voice and silence the noisy thunder of self-doubt. I've shared this manuscript in some of my young writers' workshops, but can't wait to be able to share the published version with you some day.

Happy Birthday, Dr. Seuss!

I've had so much fun celebrating Dr. Seuss's Birthday over the past few days.  On Saturday, Dr. Seuss's actual birthday, I presented at the PCPO conference where I taught parents and preschool teachers about the early literacy and behavior management benefits of sign language and tips and techniques for enriching story times at home and in the classroom. On Sunday I attended the baby shower for one of my nieces (and I of course showered her with books, including some of my favorite Dr. Seuss books!).

To top that off, today and yesterday I had the pleasure of participating in Dr. Seuss celebrations at two different schools. Am I lucky or what?

Here are some photos from the Dr. Seuss Birthday Bash at a local preschool:

Here I am with "The Cat in the Hat" on the left and then with "Thing 1" on the right.

And here is another "Cat in the Hat" and "Thing 1" on the left, and on the right, "Pale green pants with nobody inside them."  How clever is that?

Speaking of clever . . . this particular preschool is located inside of a high school. The high school students learn about early childhood development by working with and learning alongside the preschoolers. For the Dr. Seuss Birthday Bash, the high school students dressed up as Dr. Seuss characters, just like the kids . . .  The most creative costumes, in my opinion, were Horton and one of the characters from "Ten Apples Up On Top." 

During this event I got to read from several of my rhyming picture books, and I got to share (and wear) some of my favorite hats! I decided to open with "Wear a Silly Hat," since so many of the kids were dressed up, and since Dr. Seuss was a hat lover himself.

As usual, I opened with a song to teach the signs for some of the words in the story, in this case, the sign for hat, and the signs for different articles of clothing. My favorite kid comment of the day occurred after I'd been through a few verses of my opening song. A child piped up and said something along the lines of, "Why do you keep on singing? I thought we were here to listen to you read?" Touche'. We learned a couple more signs, and then dove into the book!

Visit ABDO Publishing Group

Next up was a visit with a classroom of 3rd graders at a local elementary school. I got to share my love of reading with the kids, and read one of my books. I showed them tattered copies of some of my beloved books from childhood (including "The Eye Book" by Theo. LeSieg) and my treasured "Pleasure Reading Award," from Mr. Snook's fifth grade class, then I read my book, "The Nest Where I Like to Rest."

As usual, I taught the kids some signs before I read them the story, and told them their job was to listen for those words in the story, and to sign along while I was reading so I could tell they were listening. Just before we started reading, one of the kids asked how he could possibly remember all of those signs. I reassured him that the signs would be easy to remember, and sure enough, he (and the entire class) enthusiastically (and capably) signed along with the story. At the end of the story I pointed out that someone had been worried that they wouldn't remember all of the signs. The little boy raised his hand and said, "That was me!" I told him I saw him signing the whole time, and I wish I could have captured his proud grin on camera!

Speaking of capturing things on camera, I waived my usual author visit fee for the preschool visit because the school participated in my "Capture that Story" campaign by filming my story time program at their school.  Once I get a chance to do the necessary uploading, I will add these video clips to the blog and my YouTube channel.  If you would like to host me for a "Capture that Story" story time at your school, get in touch.  Happy Signing!

Start to Finish Story Time: A to Z Sign with Me

Visit ABDO Publishing Group

This week I continue with my "Start to Finish Story Time," series, where I provide a "start to finish" lesson plan for a sign language story time program for each of the themes covered in my "Story Time with Signs & Rhymes" books. This week's post provides a lesson plan for the theme, "Alphabet," using the book, "A to Z Sign With Me."

I love exposing children of all ages to the alphabet handshapes. It's a soothing distraction for babies (parents: try signing the alphabet when you're waiting with your baby in the grocery store line instead of jingling your keys--babies love it!). It's also a great way to help children exercise their fine motor muscles (which is helpful for pencil practice!), it builds letter knowledge, and it gives kids a tool to enable them say just about anything they want to say in American Sign Language, because even if you don't know the ASL sign for a word, you can always fingerspell it!

As I explained last time, my aim is to build each lesson plan in a pick-and-choose/modular format, meaning that you can apply the elements that work for your environment, age group(s) and personal interests, and skip the rest.

Each lesson plan incorporates ideas that are suitable for infant/toddler, preschool and/or school age audiences, and each program incorporates activities that promote literacy/early literacy and one or more of the six keys skills recommended by the National Research Council for preparing children to become readers when they enter school. Programs can last from 20 - 45 minutes, depending on what you include and who your audience is.

I continue to welcome your feedback on these posts, as I will consider and apply your suggestions and ideas into future lesson plans and posts. I hope you will share your additional ideas/experiences after trying out the lesson plans, allowing others to benefit from your input. Here is this week's offering:

A to Z SIGN WITH ME: Sign Language for the Alphabet

Props/Supplies:

*Include one or more of the following to enrich the learning environment:

-Alphabet mat (I have a foamy alphabet puzzle mat, and each square piece serves nicely as a sit-upon)
-An easel with the text of the story, "A to Z Sign with Me" written vertically down the page
-Alphabet flash cards for card games, matching games and spelling games
-Alphabet blocks and magnets for free play and spelling games
-Letter-based board games, such as Boggle or Scrabble
-Several print outs of ASL glossaries and alphabet games/activities (for younger kids or for older kids)
-Paper, blank index cards, colored markers, alphabet stickers and other basic art supplies

Sing an Opening Song to Practice/Introduce Signs:

*I like to open with The Alphabet Song (which is essentially the melody to "Twinkle, Twinkle Little Star").  I sing it relatively slowly, so everyone can follow along and make the alphabet handshapes. Depending on the age and attention span of the kids, I might review this two or three (or more!) times. NOTE: Even a baby, situated on his or her back, will enjoy listening to this melody and watching his or her loving caregiver sign from overhead...it's like a human mobile!

*I find that it is more fun to introduce the signs by singing vs. simply showing the signs and asking participants to sign along/practice with you. (Click here for links to a series of past posts where I delve into the topic of singing and signing).

*Don't feel obligated to introduce/incorporate all of the alphabet handshapes the first time you share this book in a story time. Let your comfort level be your guide.  At a minimum, introduce the first several letters of the alphabet (or the key letters you have studied thus far in class).  The glossary on pages 31 and 32 of "A to Z Sign with Me" has detailed instructions for how to make each sign, or you can download the glossary from my publisher by clicking here (scroll down past the Star Wars Event info, and choose the glossary for Set 2). You can also refer to an online resource such as ASL University/Lifeprint or Signing Time. (NOTE: Just as there are variations in the ways in which people write letters and there are variations in typed fonts, so too are there variations in the ways in which ASL handshapes are made for the different letters in the alphabet. Don't let that stump you or your kids. Choose a trusted resource to find your signs/handshapes, and know that the variation you are using is one acceptable way to make the handshape).

Read (or sing) the "Story Time with Signs & Rhymes" Story: "A to Z Sign with Me," by Dawn Babb Prochovnic, Illustrated by Stephanie Bauer.

*Before you begin reading, invite children (and/or their grown ups) to listen for the words in the story that start with each letter of the alphabet, and show the letter sign when they hear the appropriate word. This story is a unique approach to an alphabet book in that it is a story about going to a carnival, but featured words beginning with the letters A to Z are incorporated in sequential order (i.e. "Eat frankfurters while they're good and hot.").

NOTE: "A to Z Sign with Me" can be sung (loosely) to the tune of The Alphabet Song/Twinkle, Twinkle Little Star, but you have to repeat the melody again before the story is complete. I tend to save singing this story for older and/or more experienced kids (or for a subsequent reading), re: I like to be able to take my time with the story. For example, as the children see the pattern of the alphabet emerging from the story, I like to build narrative skills and invite them to predict what might come on the next page.

Sing, Dance, and Sign Along with Some Music:

*Play music that incorporates the alphabet. Some fun options to consider include, Signing Time's "A is for Alex and Alligator," from the Signing Time Songs, Volume 4-6 CD, and the classic version of, "A You're Adorable," but any song/music that incorporates the alphabet will work. (Click here for a post about music made for signers.)

*Invite kids and their grown-ups to get up and dance to the music and do the signs for the the alphabet when they hear the letters in the lyrics (and when they see you signing).

Round Out the Remainder of Your Story Time by Adding Some Quieter/Listening Activities and Some Active/Movement Activities: 

*Choose one or several of the options below to fit your participant age/attention span and program time available.

*In classroom or homeschool settings, these learning activities can be incorporated at different times during the day or even over several days.

*In library settings, different activities can be incorporated for different age groups of participants (i.e. All groups start with the basics above, but for the infant/toddler group, add another song or two and wrap it up; for the preschool group, add another story, some songs and/or music, and a game or a craft; for the school aged group, add a couple more stories, some songs and/or music, a game or two, some fun facts, and a craft).

Re-Read A to Z Sign with Me. This is one of the few (only?) stories I read more than once in a story time environment.  After kids have heard the story once from the book, I like to turn to an easel page where I've written the text of the story down the page vertically. This builds print awareness and enables kids to "see" how the alphabet is structured in the story:

Eat
frankfurters while they're
good and
hot.

Using the easel as a visual tool, I recite the story again, pointing to, and signing along with the letter for each alphabet word featured in the story. Kids really get a kick out of joining in on this!

Read and Sign Along with Additional Stories:

*Two good (and very familiar) stories for incorporating the alphabet signs are:

Chicka Chicka Boom Boom and Dr. Suess's ABC.

Two other ABC books I would highly recommend are Lora Heller's Sign Language ABC and Nellie Edge's ABC Phonics (which has a companion musical CD, and is available from Nellie's website, which is packed with resources for building literacy skills).

Sing Songs:

*"If You Sign and You Know it, Show Me A/B/C, etc" sung to tune of "If You're Happy and You Know It." (i.e. "If you sign and you know, show me "A." If you sign and you know it, show me "B." If you sign and you know it, show me "C." Really show it. If you sign and you know it, show me "A-B-C."). This song is really good practice, because in the subsequent verses, you need to start in the middle of the alphabet (with D, E, F, and G, H, I, etc). I like to have a cheat sheet of the actual alphabet within view, to help me stay on track!

*"Do You Know the Sign For A/B/C?" sung to the tune of "London Bridge." (i.e. "Do you know the sign for "A," sign for "B," sign for "C?" Do you know your "A-B-C's?" Show me ____.") This song is especially fun, because you can turn it into a game by asking kids to show you the sign for the letter that you say for the "blank" at the end.

*"Mary's Name begins with "M" sung to the tune of "London Bridge." (i.e. Mary's name begins with "M," begins with "M," begins with "M." Mary's name begins with "M." Let's sign "M." NOTE: I would not do this song and the one before it during the same session because they use the same melody, but this is an especially good literacy activity for children ages preschool and up."

*"Find the Letter "K," sung to the tune of "The Farmer and the Dell." (i.e. "Find the letter "K." Find the letter "K." Hi Ho the Derry O, you found the letter "K!""). This is a great activity to build print awareness. Invite younger kids to search for letters from an alphabet listing you have posted in your classroom or library story time area (I know you have one of these!). For older kids, invite them to find the featured letter anywhere in the room (on a sign, in a book, on a name tag), and for even older kids, you can invite them to find a person or object that begins with the featured letter. Repeat this for several different letters based on time/attention span available. (An alternative that can be fun for preschool aged children is to ask the children to close their eyes (they will peek...it's okay) and then "hide" a block with a featured letter under a blanket in the center of the circle. Preschoolers get an absolute thrill out of being able to anticipate and predict where the "letter B" is "hidden" time and time again (and yes, as I've mentioned before, I hide each object in the same place each time--the kids can barely contain themselves by about the third round of play).

Play Signing Games:

*Have an alphabet "cake walk." Set out foamy alphabet letters (or even pieces of paper with a different alphabet letter on each page taped to the floor will work).  Play music and instruct participants to move around the circle. When the music stops, each participant should stop near an alphabet letter. Select a letter that is represented in the circle and say (and/or show the sign for) that letter. Anyone who is standing on/near that letter (and who can make the correct sign for that letter) wins a prize.  To provide an additional stretch for older kids, you can require them to fingerspell their name to win a prize instead of just signing the letter they are standing on.

*Sign Language Memory Game. Have participants stand in a circle. The first person begins by saying, "My name is _____ and that starts with the letter ______" (using the alphabet sign for the letter their name begins with). The second person in the circle continues, "My name is ______ and I know the sign for the letters ______ and _______" (repeating the first letter and adding the first letter in their own name). The third person continues, "My name is _____, and I know the sign for the letters ______, _______, and _______," (repeating the first two letters and adding the first letter in their own name), and so forth. A new round begins when someone cannot remember the string of letters in the correct order.

*Fun, online fingerspelling games from Lifeprint/ASL University can be found here and here.

*Sign Language Wiggle Buster: Have participants stand up. Call out for participants to engage in different movements based on the letters in their name. For example, "If your name begins with the letter "B," put your hand on your head." "If you have the letter "A" anywhere in your name, hop up and down three times." "If you have a double set of letters in your name, spin in a circle." "If you have more than three letters in your name, sit down." Use the signs for the letters you refer to during the game. This is a great activity to get the wiggles out. For younger kids, it's helpful for them to have an index card with their name on it that that they can check to see if their name "qualifies" for the particular action being called out.

NOTE: Instructions for several other signing games are included in each book in the "Story Time with Signs & Rhymes" series. Instructions for "Alphabet Circle Game," "Alphabet Song," and "Alphabet Guessing Game" are offered on page 31 of "A to Z Sign with Me."

Fun Facts:

*There are fun facts about ASL included on page 30 in each "Story Time with Signs & Rhymes" book. Older kids particularly enjoy the fun facts, but even preschoolers, and the parents of infants/toddlers enjoy learning about ASL and/or Deaf Culture in addition to learning key signs.

*A fun fact I like to point out during the "Alphabet" theme is that although there are ASL signs for many English words, some words do not have a sign. These words are fingerspelled. Once you learn to sign the alphabet, you can fingerspell any word you want to say in sign language (even if there is an ASL sign for the word).

Craft Activities:

*Encourage participants to make their own "Alphabet" book. Give each participant 4 sheets of paper. Stack the paper, and fold it in half to make a "book" that will be 8 pages. Ask kids to choose their "8 favorite letters." Offer art supplies and instructions to create one alphabet letter-themed illustration per page. Alphabet stickers are a great hit, too! Encourage participants to read and sign their book to a partner.

-Print out several copies of the free ASL glossaries and alphabet games/activities (for younger kids or for older kids) from my publisher's website. Invite children to cut out the letters/handshapes in their name, and paste those on a piece of paper or on a series of index cards. You can also make several sets of letter handshape flashcards ahead of time using the glossary and blank index cards. Kids can see how many different words they can spell with a deck of cards.

Free Play Activities:

*Put out alphabet blocks or magnets for free play, and/or encourage kids to make words with the magnets or letters on the blocks.

* Make sets of alphabet flash cards as described above or use ready-made cards. Encourage participants to spell words with the cards, or invite them to play matching games like "Concentration" or "Go Fish" using the cards. Add a rule that the appropriate letter must be signed before you can keep your "matches' and/or to obtain a requested letter in "Go Fish."

NOTE: For parent/child programs, I prepare instruction cards that go along with each set of cards/blocks so that parents can read the instructions (i.e. how to play "Concentration" or "Go Fish," so each parent/child pair can play independently or with other families in attendance).

*For older kids (where choking is no longer a hazard), letter-based games such as Boggle and Scrabble can be enriched with sign language (i.e. you don't get your points if you can't successfully sign/fingerspell the words you create!

Find at SeeMeTalking.com

*The Signing Pretzel is a fun, independent activity for early elementary aged kids.



Closing Song:

*I typically close each story time with a song that reviews the signs we've learned during the program. This theme is no exception. I usually close this story time with the "Alphabet Song," which is the same song I open with. (I find it amazing how much more readily participants can make the signs, and they seem pretty impressed with themselves, too!). I usually sing this song AFTER I've given instructions for the craft and/or free play activities (if I have these elements planned for the program), but BEFORE I let participants transition to the craft and/or free play activities.

This wraps up another "Start to Finish Story Time." I hope this has been helpful, and I look forward to your input and ideas, which I will incorporate into future posts. If you are planning your own Sign Language Story Time event, be sure to check out the great resources my publisher has developed to help you plan your own event (scroll down past the Star Wars Event Info).

If you love the ideas I've shared, but would prefer that I deliver the Sign Language Story Time to your students or patrons, invite me to your school or library, or ask me about Skype visits!

Happy Signing! Dawn

Start to Finish Story Time: See the Colors

Visit ABDO Publishing Group

This week I begin a new series of posts that I've had in mind for quite some time. I'm calling it "Start to Finish Story Time," with the idea being that with each new post, I will provide a "start to finish" lesson plan for a sign language story time program for each of the themes covered in my "Story Time with Signs & Rhymes" books. This week's post provides a lesson plan for the theme "colors," using the book, "See the Colors."

My aim is to build each lesson plan in a pick-and-choose/modular format, meaning that you can apply the elements that work for your environment, age group(s) and personal interests, and skip the rest.

Each lesson plan incorporates ideas that are suitable for infant/toddler, preschool and/or school age audiences and each program incorporates activities that promote literacy/early literacy and one or more of the six keys skills recommended by the National Research Council for preparing children to become readers when they enter school. Programs can last from 20 - 45 minutes, depending on what you include and who your audience is.

I welcome your feedback on these posts, as I will consider and apply your suggestions and ideas into future lesson plans and posts. I hope you will share your additional ideas/experiences after trying out the lesson plans, allowing others to benefit from your input. Here is the lesson plan:

SEE THE COLORS: Sign Language for Colors

Props/Supplies:

*Include one or more of the following to enrich the learning environment:

-Colored mats (or carpet squares/scarves/fabric samples) for children to sit on
-Colored hats for a playful hide and find song/game (described below)
-Colored scarves for dancing or playing hide and find games
-Colorful blanket
-Felt board and felt pieces for story retellings
-Colored balls/blocks/ for free play
-Paper, colored markers, and other basic art supplies

Sing an Opening Song to Practice/Introduce Signs:

*I Often Sing, "This is the Way We Sign for Yellow/Green/Brown/Pink/Etc" to the tune of "Here We Go "Round the Mulberry Bush," but any opening song that incorporates words/signs for the colors introduced in the book will work.

*I find that it is more fun to introduce the signs by singing vs. simply showing the signs and asking participants to sign along/practice with you. (Click here for links to a series of past posts where I delve into the topic of singing and signing).

*Don't feel obligated to introduce/incorporate all of the color signs included in the book the first time you share it for a story time. Let your comfort level be your guide.   At a minimum, introduce the primary colors, yellow, red, and blue. There is a signing glossary at the back of "See the Colors," or you can download the glossary from my publisher by clicking here (scroll down past the Star Wars Event info).

Read (or sing) the "Story Time with Signs & Rhymes" Story: "See the Colors," by Dawn Babb Prochovnic, Illustrated by Stephanie Bauer.

*Before you begin reading, invite children (and/or their grown ups) to:

1) Sing/chant the repeating phrases at the beginning of each page spread along with you (i.e. "See the yellow, see the yellow, see the yellow little one . . .)
2) Sign "baby" or "child" each time they hear the repeating phrase, "Little One."
3) Sign each color word when they hear it.

NOTE: "See the Colors" can be sung to the tune of "Oh My Darlin' Clementine." See my rendition here.


Sing, Dance, and Sign Along with Some Music:

*Play music that incorporates colors/signs for colors.  I like to use the song, "Do You Know the Colors of the Rainbow," from the Signing Time Songs Volume 2 CD, but any song/music that incorporates some of the colors that you've featured in your story time will work. (Click here for a post all about music made for signers.)

*Invite kids and their grown-ups to get up and dance to the music and do the signs for the colors when they hear the words for colors in the lyrics (and when they see you signing).

*Bring out the colorful scarves if you want to add this to your dancing (though it's harder to sign along if you're waving a scarf around!)

Round Out the Remainder of Your Story Time by Adding Some Quieter/Listening Activities and Some Active/Movement Activities: 

*Choose one or several of the options below to fit your participant age/attention span and program time available.

*In classroom or homeschool settings, these learning activities can be incorporated at different times during the day or even over several days.

*In library settings, different activities can be incorporated for different age groups of participants (i.e. All groups start with the basics above, but for the infant/toddler group, add another song or two and wrap it up; for the preschool group, add another story, some songs and/or music, and a game or a craft; for the school aged group, add a couple more stories, some songs and/or music, a game or two, some fun facts, and a craft).

Invite a Retelling of "See the Colors":

*Retell "See the Colors" using a homemade felt board and felt pieces (I cut basic shapes out of colored felt to match the story, i.e. a round yellow sun, a strip of brown dirt, a blue bird, a pink flower, a red apple, etc.). I let the kids help me retell the story and/or add each new felt shape. To encourage signing, my rule is to be a helper, you have to be a signer!

Read and Sign Along with Additional Stories:

*Two good (and very familiar) stories for incorporating the color signs are:

Brown Bear, Brown Bear What Do You See? and Pete the Cat: I Love My White Shoes.

Sing Songs:

NOTE: For any of these songs you can add props like hats, scarves, balls, blocks, etc. to help cement the color connection. I've listed a couple of examples where scarves or hats are explicitly used, but props can be incorporated into any of the songs.

*"If You Sign and You Know it, Show Me Red/Blue/Yellow, etc" sung to tune of "If You're Happy and You Know It." (i.e. "If you sign and you know, show me red. If you sign and you know it, show me red. If you sign and you know it, show me red. Really show it. If you sign and you know it, show me red.)

*"Do You Know the Sign For Blue?" sung to the tune of "London Bridge." (i.e. "Do you know the sign for blue, sign for blue, sign for blue? Do you know the sign for blue? Show me blue.")

*Find a Blue Scarf" sung to the tune of "Where is Thumbkin." Pass out colored scarves to participants, then sing and sign, "Find a blue scarf. Find a blue scarf." When the blue scarves have been "found," encourage participants to wave their "blue" scarf and sing the next portion of the verse, "I have blue. I have blue" (or "S/he has blue. S/he has blue."or "Sally has blue. Sally has blue.") Repeat this for several different rounds/colors based on the time/attention span available. This activity works well with infants/toddlers, too. The babies will enjoy the songs and the waving motion of the scarves, and the parents will learn the signs by singing and signing.

*"Where is the Red Hat?" sung to the tune of "The Farmer and the Dell." For this song, you'll need a bag full of colored hats. I sing and sign the beginning part of the verse for one of the colors I'm featuring, (i.e. "Where is the red hat? Where is the red hat?") then I fetch the related hat out of the bag and put it on my head and finish the verse ("Hi Ho the Derry O, I Found the Red Hat!"). Repeat this for several different colors based on time/attention span available. (An alternative that can be fun is to ask the children to close their eyes (they will peek...it's okay) and then "hide" the appropriate hat under a colorful blanket in the center of the circle. Preschoolers get an absolute thrill out of being able to anticipate and predict where the hat is "hidden" time and time again (and yes, I hide it in the same place each time--the kids can barely contain themselves by about the third time).

Play Signing Games:

*Have a colorful "cake walk." Set out a circle of colorful mats/carpet squares or other small props. Play music and instruct participants to move around the circle. When the music stops, each participant should stop near a colored mat or prop. Select a color that is represented in the circle and say (and/or show the sign for) that color. Anyone who is standing on/near that color (and who can make the correct sign for that color) wins a prize (or wins a chance to continue playing, while others sit out).

*Pass the colorful ball. I use a big ball I got at a science store in my hometown, but any colorful ball will do. Have participants sit in a circle. Start the ball moving around the circle by saying, "My name is ____ and I like the color _____" (using the color sign for the color word). Now, roll the ball to another player who says, "Thanks, ______. My name is _______, and I like the color ______," (again signing the color word). Play until everyone has had at least one chance, and/or until participants have learned each other's names.

*Sign Language Memory Game. Have participants stand in a circle. The first person begins by saying, "My name is _____ and I know the sign for the color ______" (using the color sign for the color word). The second person in the circle continues, "My name is ______ and I know the sign for the colors ______ and _______" (repeating the first color, and adding a new color, using the color signs for both). The third person continues, "My name is _____, and I know the sign for the colors ______, _______, and _______," (repeating the first two colors and adding a third, using the color signs for all of the color words), and so forth. A new round begins when someone cannot remember the string of colors in the right order.

*Sign Language Wiggle Buster: Have participants stand up. Call out for participants to engage in different movements based on the color of the clothing they are wearing. For example, "If your shirt is white, put your hand on your head." "If your shoes are brown, hop up and down three times." If you are wearing anything black, spin in a circle." "If your pants are blue, sit down." Use the signs for the colors you refer to during the game. This is a great game to get the wiggles out.

NOTE: Instructions for a wide variety signing games are included in each book in the "Story Time with Signs & Rhymes" series. Instructions for "Create a Deck of Cards," "Play Go Fish," and "Guess the Mystery Person" are offered on page 31 of "See the Colors."

Fun Facts:

*There are fun facts about ASL included on page 30 in each "Story Time with Signs & Rhymes" book.   Older kids particularly enjoy the fun facts, but even preschoolers, and the parents of infants/toddlers enjoy learning about ASL and/or Deaf Culture in addition to learning key signs.

*A fun fact I like to point out during the "colors" theme is that many of the signs for colors are signed using the handshape of the letter the color word begins with (i.e. the signs for blue and brown both use  "B hand." The sign for yellow uses the "Y hand," and the sign for green uses the "G hand.")

Craft Activities:

*Just about any crafty project can work into the "colors" theme; even a simple coloring sheet. To tie into the sign language story time, just ask participants to show you or a partner the signs for the different colors they've incorporated into their artwork.

*One craft activity I really like to use for this theme is to encourage participants to make their own "See the Colors" book. Give each participant 4 sheets of paper. Stack the paper, and fold in half to make a "book" that will be 8 pages. Offer art supplies and instructions to create one color-themed illustration per page. Encourage participants to read and sign their book to a partner.

Free Play Activities:

*Put out colorful blocks or balls and allow children to do what they do best; play. Encourage parents/caregivers to engage children with questions that invite the use of color signs in the conversation (i.e. "Will you hand me the red block?" "How many yellow balls can you find?")

Closing Song:

*I typically close each story time with a song that reviews the colors we've learned during the program. I usually sing this song AFTER I've given instructions for the craft and/or free play activities (if I have these elements planned for the program), but BEFORE I let participants transition to the craft and/or free play activities. I often sing the same song that I opened the program with (For example, "We Learned the Sign for Red/Blue/Green/Brown/Pink/Etc Today" to the tune of "Here We Go "Round the Mulberry Bush," but any closing song that incorporates words/signs for the colors introduced in the book will work).

That wraps up this week's "Start to Finish Story Time." I hope this has been helpful, and I look forward to your input and ideas, which I will incorporate into future posts. If you are planning your own Sign Language Story Time event, be sure to check out the great resources my publisher has developed to help you plan your own event (scroll down past the Star Wars Event Info).

If you love the ideas I've shared, but would prefer that I deliver the Sign Language Story Time to your students or patrons, invite me to your school or library, or ask me about Skype visits!

Happy Signing! Dawn

Six Key Skills to Prepare Children to Become Readers When they Enter School: Summary Post

Available from Abdo Publishing Group

Back in March and April of 2012, I wrote a series of posts that summarized the six key skills recommended by the National Research Council for preparing children to become readers when they enter school, and I shared practical examples for incorporating these elements when reading the books in my Story Time with Signs & Rhymes series with children.

These six skills are routinely emphasized by the American Library Association and their member libraries. Since I'll be at the ALA Midwinter Conference this coming weekend, (January, 2013) and I'm asked about this series of posts fairly regularly, I thought I'd create a summary post to bring them all together! Here goes:

Print Motivation: Make Reading Fun

Yee Ha Hee Ha Ho! Ideas for Building Phonological Awareness

There's a Story In My Head: Developing Narrative Skills in Young Readers

Pusillanimous: Enrich Children's Vocabulary

Show Me a Sign (as in a street sign): Ideas for Building Print Awareness

It's All Greek to Me: Ideas for Developing Letter Knowledge

And . . . here is a link to related resources, including a great summary of books that are especially helpful in emphasizing the six early literacy skills. (This link will bring you to a page created by Melissa Depper, Youth Services Librarian at the Arapahoe Library District. There are many images on this page, so in my experience it takes awhile to load. Be patient. It's worth it!).

Capture That Story (Film, Edit and Publish Your Book Trailer)

Greetings innovative teachers, librarians, home schoolers, scout troop leaders and readers interested in books and technology! Today's post offers parts five and six of my lesson plan for a hands-on, self-guided Book Trailer Project that you can incorporate into your own learning environment.

As I noted in an earlier post, I'm embarking on a quest to capture video footage of story time experiences  involving books in my Story Time with Signs and Rhymes series and/or book trailers for titles in my series. For a limited time, I will provide a complimentary Skype/Facetime or Email Author visit with any group that shares a video of this nature that is suitable and available for upload to YouTube.

So far I've Introduced the Project and Provided Sample Book Trailers and discussed Choosing a Book and Planning Your Book Trailer. This week's focus is on Filming, Editing and Publishing Your Book Trailer.

Part Five: Film and Edit Your Book Trailer

Film and edit your book trailer using the tips and guidelines described in this website (developed by Michelle Harclerode, a Teacher Librarian in Florida).

Additional Resources

*If you decide to include background music in your trailer, be sure to use royalty free music (or obtain the proper rights to the music).  Mrs. Hembree, a teacher in Seattle, Washington, who has done book trailer projects in her classroom suggests that students use the royalty free music from Kevin MacLeod on his website, Incompetech.com. He shares his music for free for others to use as long as you give him credit. 

If you want to use pictures or other images in your book trailer, it’s important that you find images that are “copyright friendly” (i.e. so you are not using someone else’s copyright protected files). If you use Google Advanced Image Search, at the very bottom of the screen, next to the option for “usage rights,” click on one of the “free to use” choices. This will filter your image search so that you only get images that are copyright friendly.  The Rochester High School website also has lots of links for other copyright friendly resources.   

Photo Credit: ABDO Publishing Group

*If you want jpegs of the book covers in the Story Time with Signs & Rhymes series, or a picture of me, those resources can be found here.  

*If you want access to electronic/PDF files of any of the books in the Story Time with Signs & Rhymes series (beyond what is available via the Google eBook previews ), please contact me, so I can put you in touch with my publisher.

Part Six: Publish and Announce Your Book Trailer

If you’d like to share your finished project with me, message me or let me know via comment, and we'll make arrangements so I can get a link to your video and plan for your complimentary author visit via Skype/Facetime or Email.  I can’t wait to see your work (and, if I have your permission, and the permission of those who have been filmed, I’ll share it with others). Even if you don't share your work with me, I hope you had fun and learned a lot and will share feedback about your experience with me.  

*Need inspiration? Here is a link to a video project produced by two fifth grade boys.  I think they did a great job, don't you agree?!

*If you really enjoyed this project, and/or you want to do something similar, (and you can finish your project before February 1, 2013), there is a fun, 90-Second Newbery Book Film Festival that you might want to participate in. The Multnomah County Library, in Portland, Oregon, my hometown, is one of the national screening locations. You can find out more about this project here and here.  

Capture That Story (Choose a Book and Plan Your Book Trailer)

Today's post is geared for innovative teachers and librarians, home schoolers, scout troop leaders and readers interested in books and technology! I'll continue with parts three and four of my lesson plan for a hands-on, self-guided Book Trailer Project that you can incorporate into your own learning environment.

As I noted in my last post, I'm embarking on a quest to capture video footage of story time experiences  involving books in my Story Time with Signs and Rhymes series and/or book trailers for titles in my series. For a limited time, I will provide a complimentary Skype/Facetime or Email Author visit with any group that shares a video of this nature that is suitable and available for upload to YouTube.

This week's focus is on Choosing a Book and Planning Your Book Trailer. (NOTE: The Voki video below may not be viewable with iPads or other devices that do not use Flash)

Part Three: Choose A Book

Now that you know what book trailers are, and you’ve seen some samples, I hope you will decide to make a book trailer. To get started, choose a book you’d like to feature in your book trailer.  

You can choose whatever book you like, but I HOPE you will consider one of my books from the Story Time with Signs & Rhymes series (Set One or Set Two) because I would LOVE to feature your trailers on my website, blog, and YouTube channel! If you choose one of my books, they are easy to find in libraries around the world using Worldcat. You can find eBook previews here.

Part Four: Plan Your Book Trailer

You can find an excellent resource for planning your book trailer here, (on the website of Michelle Harclerode, an innovative Teacher Librarian in Florida).

Some special things to consider if you are using a book from the Story Time with Signs & Rhymes Series:

*Learning and demonstrating a little bit of American Sign Language (ASL) will enhance your book trailer. You can find online sign language dictionaries here.  

*You can find downloadable glossaries and sign language activity ideas here (scroll down past the “Star Wars” info).

*Some of the books can be “sung” to the tune of familiar children’s songs. Read this blog post for a list of the songs that match up with some of my books.

*The books in this series are geared for three to eight year olds. Consider involving kids in this age group (siblings, neighbors, younger kids from your school) in your project.  Kids in this age group usually LOVE to sing and sign. (You will need to obtain appropriate releases to show other people on film.  Your teacher should have the appropriate release forms that will need to be signed by parents, but if not, feel free to contact me and I will send you a sample release form). 

*There are ASL Fun Facts and Activity Ideas in the back of each book. You can also find out more information by reading some recent interviews with me (scroll down past the Mike Thaler and Stan Lee interviews). 

In my next post I'll discuss filming and publishing your book trailer. In the meantime, please feel free to message me directly or via the comment section if you have questions or requests for additional information.