THE HANDBOOK FOR JUDY FREEMAN and CAROLINE FELLER BAUER An imprint of the American Library Association CHICAGO 2015 www.alastore.ala.org Caroline Feller Bauer (1935–2013) was a public librarian, professor of children’s literature, radio personality, international speaker and performer, author of nineteen children’s books and professional books about children’s literature for adults, and tireless cheerleader for literacy and storytelling. Judy Freeman (www.judyreadsbooks.com) is a former school librarian; an adjunct professor at Pratt Institute in New York City, teaching courses in children’s literature and storytelling; an international speaker and performer for children, teachers, librarians, and parents; a children’s book reviewer; and the author of more than a dozen professional books about children’s literature and storytelling. She continues to work closely with librarians, teachers, and hundreds of students at several elementary schools to test out new books, ideas, and ways to incorporate literature into children’s lives. Both have developed and performed thousands of programs and workshops incorporating children’s literature, storytelling, music, poetry, and drama to tens of thousands of children and adults across the United States and abroad. © 2015 by Judy Freeman and Caroline Feller Bauer Printed in the United States of America 19 18 17 16 15 5 4 3 2 1 Extensive effort has gone into ensuring the reliability of the information in this book; however, the publisher makes no warranty, express or implied, with respect to the mate- rial contained herein. All reasonable efforts have been made to identify and contact copyright holders, but in some cases these could not be traced. If you hold or administer rights for materials published here, please contact us. Any errors or omissions will be corrected in subsequent editions. ISBN: 978-0-8389-1265-2 (paper) Library of Congress Cataloging-in-Publication Data Freeman, Judy. The handbook for storytime programs / by Judy Freeman and Caroline Feller Bauer. pages cm Includes bibliographical references and index. ISBN 978-0-8389-1265-2 (print : alk. paper) 1. Children’s libraries—Activity programs—Handbooks, manuals, etc. 2. Storytelling—Handbooks, manuals, etc. 3. Children’s literature—Bibliography. I. Bauer, Caroline Feller. II. Title. Z718.3.F74 2015 027.62'51—dc23 2014043687 Book design by Kimberly Thornton in the Charis SIL and Tisa Sans Pro typefaces. Illustrations by Andere Andrea Petrlik/Shutterstock, Inc. Title lettering by Nenilkime/ Shutterstock, Inc. This paper meets the requirements of ANSI/NISO Z39.48–1992 (Permanence of Paper). www.alastore.ala.org Contents ix Acknowledgments xi Introduction PART 1 Interactive Storytelling 1 Chapter 1 Pictures and Objects in Storytelling ....................5 Chapter 2 Puppetry .............................................47 Chapter 3 Creative Drama. 75 Chapter 4 Storytime Fillers: Fingerplays, Tongue Twisters, Riddles, Jokes, Rhymes, and Other Nonsense ........109 Chapter 5 Music ................................................159 Chapter 6 Magic ...............................................217 PART 2 Programs 251 Chapter 7 Programs for Preschool and Primary School Children, from Birth to Age 7 ........................255 Chapter 8 Programs for Upper Elementary and Middle School Children, Ages 8 to 14 .......................455 541 Afterword: And, Finally . 545 Credits 547 Subject Index 5tk Author Index 5tk Title Index ~ vii ~ www.alastore.ala.org Introduction By Judy Freeman HILE EACH HANDBOOK (THE HANDBOOK FOR STORYTELLERS and The Handbook for Storytime Programs) stands on its own, each complements and buttresses the other. The books contain scores of carefully compiled and anno- tated story lists, booklists, and website lists, plus hun- dreds of ideas and activities for using storytelling and literature with children. When Caroline Feller Bauer’s first Handbook for Storytellers, published by WALA, came out in 1977, there was nothing like it. Truth be told, there was no one like Caroline Feller Bauer in the library world back then—a book- mad sprite who not only advocated reading aloud and telling stories to chil- dren, but incorporated books, magic tricks, creative drama, reader’s theater, puppetry, poetry, music, and technology in her books and presentations as part and parcel of what youth services librarians (both in schools and public libraries) and teachers could and should do with children. When she burst on the scene, she transformed the profession, giving us permission to fill our programs with delight and fun and joy. She revised her book in 1993, add- ing still more stories, poems, and songs, along with hundreds of new, useful, and innovative methods of storytelling and building a culture of reading with and for children. Fast-forward a mere twenty-plus years and, at long last, we have revised, updated, reworked, rethought, and rebuilt Caroline’s classic book—we’ve needed to break it into two large volumes to accommodate everything. Each book is filled to the brim with the best of Caroline’s wonderful stories and ideas, plus an overflowing cornucopia of new stories, poems, songs, plays, ~ xi ~ www.alastore.ala.org xii ~ INTRODUCTION ~ and activities; a grand assembly of all-new annotated lists comprising thou- sands of the best stories, children’s books, and professional titles; and a vast array of hundreds of related websites and technology tie-ins. It’s now an encyclopedic but very fun-to-read series of reference books that school and public librarians, teachers, and storytellers can use on a daily basis to support their programs and curriculums (tying in with the many educations goals of the Common Core State Standards, with their focus on “reading, writing, speaking, listening, and language”), and to sup- plement and strengthen their story hours. The thousands of titles and stories listed in this book are the most exem- plary ones of the hundreds of thousands I have read over the course of my career as a librarian, storyteller, reviewer, writer, and speaker to tens of thousands of teachers, librarians, and children. Inspired by Caroline’s mas- terwork, I have mined my own material and stretched my knowledge of children’s literature and storytelling to add practical ideas and inspiration on every page. Each book contains: • An eclectic and wide-ranging mix of folklore and children’s books to develop innovative connections between storytelling and litera- ture • Practical, surefire suggestions for using storytelling and children’s books together to create a literature-based and story-infused envi- ronment in schools and libraries • Easy-to-learn storytelling techniques and read-aloud strategies to make each storytime session an enthralling experience for tellers and listeners • The full texts of many dozens of stories just right for telling • Scores of stories, poems, songs, chants, jokes, crafts, story scripts, magic tricks, and other literary delights to share with children • Ideas, ideas, ideas, everywhere! The plethora of successful and invigorating ideas and activities can be used immediately in story hours, programs, booktalks, and lessons across the curriculum • Hundreds of painstakingly selected and annotated folktale, chil- dren’s book, professional book, and website bibliographies, all of which are the most up-to-date and comprehensive in scope in a storytelling and literature guide • Comprehensive indexes by author, title, and subject www.alastore.ala.org ~ INTRODUCTION ~ xiii Here’s what you’ll find in The Handbook for Storytime Programs. The first half of the book, “Part One: Interactive Storytelling,” consists of individual chapters, each of which delves into one possible aspect of story programs, with a plethora of stories, books, songs, rhymes, plays, crafts, games, and other engaging material for building your repertoire as a cracker- jack storyteller. These chapters are: • “Pictures and Objects in Storytelling” • “Puppetry” • “Creative Drama” • “Storytime Fillers: Fingerplays, Tongue Twisters, Riddles, Jokes, Rhymes, and Other Nonsense” • “Music” • “Magic” The second half of the book, “Part Two: Programs,” ties all of those elements together and gives guidance on how to pull together a cohesive themed curricular unit or story hour. Those chapters are: • “Programs for Preschool and Primary School Children, from Birth to Age 7” This chapter begins with descriptions of a range of story hour programs, from lap times for babies, to programs for toddlers, nursery school–age children, on up to grade 2. It includes a variety of participation stories, and two complete thematic units filled with stories, annotated booklists, and suggested activities: “Time for Bed” and “I’m Hungry.” It ends with a “quicklist” of 150 thematic program starters for young children, ages 1 to 7, each containing a carefully selected list of exemplary read-alouds; a song, poem, or verse; and an activity and/or craft. • “Programs for Upper Elementary and Middle School Children, Ages 8 to 14” This chapter is filled with more stories to tell for a tween audi- ence, and includes story jokes, think stories, convoluted logic puzzlers, scary tales to make kids shiver, funny stories to make them laugh, and even a few well-chosen tales about love and death. Each type of stories is accompanied by an annotated list of related children’s books to share. www.alastore.ala.org xiv ~ INTRODUCTION ~ The chapter ends with a “quicklist” of thirty-five thematic program- starters for tweens, ages 8 to 14, each comprised of two parts: • Program