Flannel Friday: Not Your Typical 10 Juicy Dog Bones

This year Groovy Joe: Dance Party Countdown was selected as the One Book 4 Colorado winner, and I just knew I needed a fun flannel that incorporated counting and dogs to go with it!

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I also wanted to really focus on building number sense, which requires something a little more versatile than your typical counting down rhyme. Number sense is a complex group of many skills that children need to understand and work with numbers. Strong number sense makes problem-solving, measurement, and even geometry much easier! Not only is number sense foundational to almost all mathematical concepts and operations, it’s also the key to making math meaningful.

A good test of a child’s mathematical understanding is to see if theycantransfer that knowledge to other contexts. For example, ifa child can count that there are4 people in his or her family, but only thinks 3 plates are needed for dinner, there’s a gap in their knowledge.  Another example would be if you count 5 green and speckled frogs on a flannelboard, then ask the children to show you 5 fingers… and they hold up a random number!

Number sense includes:

  • Understanding that quantities can be counted and represented
  • Verbally counting forward and backward
  • While counting, keeping track of each object counted and saying one number for each object (one to one correspondence)
  • Knowing how many objects are in a group just counted (cardinality)
  • Knowing how many of something without counting (subitizing)
  • Comparing numbers and quantities to determine which has more/less (magnitude)
  • Recognizing the number of objects in a set remains the same regardless of physical arrangement (number conservation)

There are many ways for families to build math into everyday moments, and likewise many ways we can (and should) incorporate early math skills into storytime. In the Center for Childhood Creativity‘s recent research review and position paper on Reimaginging School Readiness, they discovered that:

“Demonstrating strong math skills at an early age is a strong indicator of developing conceptual thinking skills and predicts longterm success in school, not just in later math learning but also in later reading proficiency… Interestingly, the inverse is not true: children’s foundational literacy predicts long-term proficiency with reading but is not correlated to long-term achievement in mathematics.”

When I made my bones, I made sure to include different sizes and colors. Each set had 5 brown and 5 white bones, with 1 noticeably bigger and 1 noticeably smaller than the rest. Here are some different things to discuss, depending on the age group of your kiddos:

  • How many bones do you think there are, just by looking?
  • Let’s count how many bones are on the board! 1, 2, 3, 4, 5…
  • After counting together, ask how many bones did we just count?
  • Can you show me 5 with your fingers?
  • Which bone is the biggest? Which bone is the smallest?
  • How many white bones do we have? How many brown bones?
  • Do we have more white bones, or more brown bones?
  • What if two dogs want to share the bones? How many bones would go in each pile?

And here’s a fun rhyme to use with a dog puppet! Instead of eating one bone each time, ask the children for suggestions, e.g. ”My dog is REALLY hungry (or REALLY full)… how many bones should he eat?” Have them help you count as your dog eats the bones on the board.  Ask “Now how many are left?”

5 juicy dog bones, oh, what a treat!

5 juicy dog bones, how many should I eat?

These concepts were so much to apply with the kiddos and I can’t wait to apply the same principles to more sets!

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LSC Journal Club Reflections: Not All Screen Time is Created Equal

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Our second Denver Metro Area LSC meet up was a long-delayed blast! This time we munched on delicious snacks at The Denver Bicycle Cafe while we dug deep into the subject of screen time.

Julie (from Tales for the Tiny) started us off with an icebreaker where we shared our favorite personal apps. I’m always on the lookout for personal productivity tips, so I was excited to learn about Wunderlist! As a big fan of Trello, I’m curious how Wunderlist will compare. For the podcast people, Pocket Casts also looks amazing.

This was a great ice-breaker because it showed just how ubiquitous apps are in our everyday lives. The research article we read (Putting Education in “Educational” Apps: Lessons from the Science of Learning) stated that 56% of Americans own a smartphone, but PEW estimates that number is now closer to 77%.

I really enjoyed the article we read this month. As a former teacher, I love when educational theory is applied to what we do in library land. The purpose of the article was twofold:

  • Guide researchers, educators, and designers in evidence-based app development
  • Set a new standard for evaluating and selecting the most effective existing children’s apps

What is this standard? Kathy Hirsh-Pasek and her co-authors suggest evaluating educational apps around Four Pillars of Learning… plus one!

  1. Active Learning
  2. Engagement in the Learning Process
  3. Meaningful Learning
  4. Social Interaction
  5. Scaffolded Exploration Toward a Learning Goal

There was a lot of information to unpack in this article, and while we loved the deep dive, our immediate concern was how to share this information in a family-friendly format? Lu shared a great acronym to help us easily remember and share the components of a high-quality app for kids: G.A.M.E.S.

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Questions We Explored:

  • How can we use apps in quality ways in youth programming, such as storytime?
  • How do we share this information and promote healthy, quality app use to our families?
    • Especially since so many apps don’t stay around long enough for in-depth study! How do we keep our lists current, relevant, and curated?
  • Should we hesitate to recommend apps that cost money?
    • Also, many free apps contain ads, which are distracting and detract from the quality of the app!
  • Do we only recommend “educational” apps?
    • Aren’t libraries all about reading for pleasure?
  • What about the other side of screen time research? We felt this article definitely glossed over the opposition.

Thoughts We Shared:

  • Technology is not a second parent! So often we see the iPad being used as the babysitter, but as Emily so aptly put it, technology should support (not substitute) parent engagement.
  • Recommending apps without explaining why is not enough. As Beth pointed out, we also need to empower parents to choose on their own.
  • With the increasing trend to remove/share/replace school librarians with paraprofessionals, we should also reach out to our local schools and educators.
    • I got all the feels when the authors mentioned the large number of schools jumping on the tablet bandwagon. I’ll never forget finding out ONE WEEK before school started that my kinders were getting a 1:1 iPad program… and I had never held a tablet in my life at that point!

Ideas We Had:

  • Host an “app-sit” parent/caregiver education series!
  • Does your library have a tablet? Create an “app of the week” exploration station…
    • …with signage explaining why it’s a good app for kids!
  • The picture book Tea with Grandpa by Barney Saltzberg is a great launching point for a media mentorship tip during storytime! This sweet story is great for toddlers or preschoolers and has a great twist at the end.
  • Encourage grown-ups to talk with their child about what they’re doing on their phones- e.g. “I’m reading about…”

Other Implications:

There’s a lot of good stuff in this article that has relevance not just to how we select and recommend quality apps, but also to how we plan and deliver storytimes and other youth programming. Are we making connections with children’s existing knowledge base? Do we encourage active participation from our audience (e.g. Do we give children enough wait time for responses? Are we respectful of their own active role in the learning process and naturally inclined problem-solvers? Do we show, not simply tell?) Are we building in scaffolding when we plan for storytime?

For example… Kathy Hirsh-Pasek cites Goldstone & Day and shares that “if learners have truly created a new understanding of a concept, they should be able to use that information to solve novel problems and flexibly transfer that knowledge to other problems.” She then gives an example, saying that if a toddler knows that 2 plus 2 equals 4, but NOT that 2 plus 1 equals 3, numbers likely have no meaning for that child. The child’s knowledge of addition is incomplete. They haven’t been able to transfer that knowledge to other situations.

Think about this in terms of the flannels we use in storytime. Are you always counting down from 5? What do you think would happen if you took away 2 little snowflakes instead of just 1 at a time? Would your children recognize that you took more than one away? This article was a great reminder to take a step back and think about how to be more intentional with moments like these. Use these moments to help children build a conceptual framework, not just rote memorization!

Additional Resources:

ALSC: Media Mentorship in Libraries Serving Youth (White Paper, Blog Posts, Professional Development and more!)

Claudia Haines @ Never Shushed (fantastic starting place and loads of additional links to explore, including this great Evaluating Apps and New Media for Young Children rubric and the DIG: Diverse and Inclusive Growth Checklist for Inclusive, High-Quality Children’s Media)

Speaking of Claudia, she’ll be teaching an AMAZING class through Library Juice Academy this fall! Check out Media Mentorship in Storytime and Beyond: Supporting Newborn to Five-Year-Olds and Their Families!

AASL’s Best Apps for Teaching and Learning (love these lists every year!)

School Library Journal App Reviews (also including an annual top 10 list)

Madison Public Library (check out Carissa’s App Picks for Kids and the App Fairy Podcast!)

Best Practices for Apps in Storytime & From Apps to Robots: How to Evaluate Digital Media for Literacy Learning (archived ALSC webinars)

Who Are We?

We’re a local group of youth services professionals in the Denver Metro Area! Every two months, we meet up to discuss the latest and greatest hot topics and research related to our field. We’re a part of the larger Library Services for Children Journal Club, a nationwide professional development group initiative launched by Lindsey (of Jbrary fame) and her coworker, Christie, in 2017. To learn more and find a group near you, please check out https://lscjournalclub.org/about/.

Interested in joining us next time? Use the Connect tab on top and reach out to me via Twitter or Email, and I’ll keep you posted! See you in April!

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Flannel Friday: I Lost My Sock!

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I loved this book as soon as I read it! It’s a super silly, simple picture book that would be great for early readers. I LOVE the illustrations and Ox’s last line at the end. Unfortunately, I feel it’s a bit small for storytime…. which means it’s a perfect candidate for flannel! I’m pretty proud of this flannel- totally freehand. It took forever, but I’m so happy with how it turned out.

I lost my sock

Basically, Fox is freaking out because he lost his sock. Ox tries to help out and find it. I love doing this as a flannel because it’s a great opportunity to ask kids “How can you tell?” and encourage them to explain why the sock Ox holds isn’t a match. There’s a lot going on in this book with patterns, visual discrimination, compare/contrast, and vocabulary. At the end, we find out Ox has Fox’s sock- he’s been using it as a hat to hold things! Why wouldn’t Ox just use his pockets?

OX: …BECAUSE I’M NOT WEARING PANTS!

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Anyways, many thanks to Lindsey at Jbrary for hosting this week! Be sure to check out the rest of the round up for more fun flannel ideas!

Have you heard? Flannel Friday is changing things up soon! Read the pinned post for more info and discuss story time/other youth services stuff on the Flannel Friday Facebook group!

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Flannel Friday: Shape Monster

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One more math flannel to share this week!  Shape Monster is super fun and easy.  All you need is a sock puppet and some shapes!

Shape Monster, Shape Monster, hungry for lunch!

I wonder which shape you’d like to munch?

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Credit: I found this shape monster rhyme (or something quite like it) in one of our storytime kits.  I’m not sure who to credit for the original idea, but I see that Deb’s Design has a slightly different and equally fun flannel shape monster activity!

I love this flannel because it’s a great opportunity to practice many different skills, not just shape recognition.  Maybe shape monster is hungry for a specific shape (like a star), or a specific color (a shape that is blue), or something round like a cookie.  I encourage the kiddos to use descriptive and directional vocabulary to help Shape Monster find the right treat!

After Shape Monster eats (and BURPS) a lot, he’s pretty thirsty!  I like to sneak in some more early math practice by asking the kids which juice Shape Monster should drink if he is REALLY thirsty.  What if he is just a little thirsty?  In the end, Shape Monster usually drinks all three and gets a tummy ache.  🙂

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Many thanks to Lisa for hosting this week at Lisa’s Library Land!  New to Flannel Friday or need more flannel inspiration?

  • Check out the official Flannel Friday blog that includes schedules and other important information.
  • Search for fun flannels on our Pinterest page!
  • Discuss story time and other YS stuff on the Flannel Friday Facebook group!
  • Follow #flannelstorytime on Twitter!
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Flannel Friday: Walter’s Wonderful Web

walter's web

I’ve got another bookish flannel to share this week!  I absolutely love Walter’s Wonderful Web by Tim Hopgood.  It’s a beautiful book as is, but I knew it would make an even more fun flannel.  This is a great one for a math, shapes, or spider themed storytime!

walter's web

This is a sweet story about a spider whose webs keep blowing away in the wind.  When I tell this tale, I have the kiddos shake their scarves and say “WHOOSH!” when the wind blows.  They love making Walter’s webs fly away and naming the shape of each new web he spins!

Many thanks to Lisa for hosting this week at Lisa’s Library Land!  New to Flannel Friday or need more flannel inspiration?

  • Check out the official Flannel Friday blog that includes schedules and other important information.
  • Search for fun flannels on our Pinterest page!
  • Discuss story time and other YS stuff on the Flannel Friday Facebook group!
  • Follow #flannelstorytime on Twitter!
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Flannel Friday: Hat Hiding Games

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This is a great flannel or prop game for talking with the kids and building their background knowledge! First, we take the hats out and talk about them. What color is this hat? Who wears it? Then I hide a cat or a bat inside the hat and we play a guessing game! This is a fun activity that can easily be used with a variety of themes: rhyming, pets, cats, hats, Halloween, and so on.

Here’s the flannel version:

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And here are some fun rhymes you can use:

My Friend Cat

My friend cat

Is hiding inside a hat!

Is my friend cat

Inside the cowboy’s hat?

(repeat with other hat types or colors)

Another option:

Kitty Cat, Kitty Cat

Kitty cat, kitty cat, where could you be?

Is that you inside the black hat I see?

I actually free-handed these, but went back later and traced some hat patterns for y’all.

More inspiration awaits! Check out the rest of this week’s fun flannels at the Weekly Round Up!

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Flannel Friday: Could You Lift Up Your Bottom?

Is it just me, or is there an abundance of hat-themed books just begging to be made into flannels?! This one has been on my To-Do list ever since I saw it at Jen in the Library’s blog.  Thanks Jen for putting me onto such a fun flannel!23359850

I love this story because it can be used with many different themes: e.g. shapes, hats, food, frogs, elephants.  Frog is hopping along in his fancy hat, having a lovely day, until the wind blows… and an elephant sits on it! Will the elephant lift up his bottom? NO! Elephant thinks of different shapes that he is hungry for and refuses to move until Frog brings him a food of each shape. Eventually, Frog resorts to trickery to get his hat back.

Could you lift up your bottom

Check out the rest of this week’s fun flannels at the Weekly Round Up!

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