Make Some Noise! Storytime Lesson Plan
Storytime Theme
Make Some Noise! A storytime about sound.
Books
Austin, Mike. Fire Engine No. 9. Random House Children’s Books, 2015.
Bluemle, Elizabeth. Tap Tap Boom Boom. Illustrated by G. Brian Karas. Candlewick Press, 2014.
Cronin, Doreen. Click, Clack, Moo: Cows that Type. Illustrated by Betsy Lewin. Simon & Schuster Books for Young Readers, 2000.
Dillon, Leo and Diane Dillon. Rap A Tap Tap: Here’s Bojangles – Think of That! Blue Sky Press, 2002.
Dr. Seuss. Mr. Brown Can Moo! Can You? Random House, 1970.
Marsalis, Wynton. Squeak! Rumble! Whomp! Whomp! Whomp! Illustrated by Paul Rogers. Candlewick Press, 2014.
Morales, Yuyi. Niño Wrestles the World. Roaring Brook Press, 2013.
Paquette, Ammi-Joan. Petey and Pru and the Hullabaloo. Illustrated by Joy Ang. Clarion Books, 2013.
Schoefield-Morrison, Connie. I Got the Rhythm. Illustrated by Frank Morrison. Bloomsbury, 2014.
Wheeler, Lisa. Jazz Baby. Illustrated by R. Gregory Christie. Harcourt, 2007.
Wong, Janet S. Buzz. Illustrated by Margaret Chodos-Irvine. Voyager Books, 2000.
Songs
Egg shaker song: “If You’re Happy and You Know It, Give a Shake!” Lyrics and demonstration available from Jbrary (accessed on 6/13/2016). Can also easily be adapted to other small percussion instruments.
“The Marvelous Toy.” Originally by Tom Paxton. Lyrics with guitar chords are available in Rise Up Singing: The Group Singing Songbook, edited by Peter Blood. Recording available on Peter, Paul and Mommy by Peter, Paul and Mary (3:07).
“Mi cuerpo hace música” [My Body Makes Music]. Classic Latin American children’s song. Lyrics and demonstration available from Burnaby Public Library’s Embracing Diversity Vimeo channel (accessed on 6/13/2016).
“Parade Song.” Lyrics and demonstration available from CLEL StoryBlocks (accessed on 6/13/2016).
“The Wheels on the Bus.” Classic children’s song. Lyrics and demonstration available from CLEL StoryBlocks (accessed on 6/13/2016). Lyrics with guitar chords are available in Rise Up Singing: The Group Singing Songbook, edited by Peter Blood. Recording available on Laurie Berkner's Favorite Classic Kids' Songs by the Laurie Berkner Band (2:19) [album available on Freegal].
Fingerplays/Action Rhymes
“Boom Bang.” Words and demonstration available from the King County Library System Tell Me a Story site (accessed on 6/13/2016).
“Boom-Chicka-Boom.” Words and demonstration available from the King County Library System Tell Me a Story site (accessed on 6/13/2016).
“I Played My Drum - Tum, Tum, Tum.” Words available from the King County Library System Tell Me a Story site (accessed on 6/13/2016).
Props
Egg shakers (accessed on 6/13/2016). One could also easily substitute bells or other types of noisemakers.
Art Project
Noisemaker Craft (accessed on 6/13/2016).
Every Child Ready to Read Skills/Practices
Talk: ask children about the noises they hear in certain places or from certain objects.
Sing: encourage children to sing along or chime in on the chorus of songs.
Read: point to where books use large or different fonts to indicate loud noises or other onomatopoeia. Encourage children to chime in when these sounds appear in the book.
Write: have children write their names on nametags at the beginning of the session.
Play: encourage children to do movements along with songs and rhymes.
Possible Asides to Parents & Caregivers
Singing, talking, reading, and playing with environmental sounds can help children begin to hear the smaller sounds in words. This skill will later help your children sound out words when they learn to read. Pointing out the sounds of the world around you and encouraging your children to make those sounds is a great way to start developing this skill.
When you are playing or reading together, you can make animal sounds, the sounds of cars, a doorbell, any sound, and have your children try to repeat what you say. This supports phonological awareness, hearing the smaller sounds in words.
[When sharing books that use dynamic fonts for loud sounds or onomatopoeia] One way to support early literacy is to help children recognize that print has meaning. When we talk about the words on the page as we read them, children are making the connection between the written word and the meaning of the word. A great place to begin is by pointing out where sounds are written out differently from the other words.
Minnesota Early Childhood Indicators of Progress
Domain III: Language and Literacy Development
- Listening - encourages children to listen to and start recognizing various sounds
- Emergent Reading - helps children start to associate words and sounds with text on the page