Storytime is a library staple and at the heart of any elementary school library program. The many benefits of reading aloud have been widely documented. Besides being an academically sound practice, it also creates connection and builds empathy.

There is something magical about sharing a story together.

But after returning to in-person school after the COVID-19 shutdown, I noticed that many of my learners struggled mightily with their listening skills, especially in kindergarten through third grade. Even though I was sharing engaging stories, inviting participation, and including frequent movement within the lesson, I noticed a marked decrease in attention spans, impulse control, and listening skills.

In short, what had worked for me for the past 20 years was no longer working.


storytime book, owl puppet, colored scarvesStudents use movement scarves during library storytime

To combat the problem, I modified lessons and ramped up the engagement factor, incorporating even more puppets, songs, and movement. Still, many kids struggled to pay attention to even a five-minute, interactive story or activity.

To be honest, I began to dread my read-aloud lessons with certain groups because I knew we would struggle with behavior issues. I was losing my joy for reading aloud.

I knew it was time to address the problem head-on, so I went on a mission to develop a plan. As I checked in with my online PLN (professional learning network), I learned that I was not alone in my struggle. I noted that many educators were taking a “back to basics” approach and dedicating daily time to setting clear expectations and practicing routines. One librarian said that he discussed class expectations with every class, every day.

I put together a plan with clear-cut goals:

1. Set clear expectations. Use anchor charts that include pictures and text.
2. Regularly review the expectations at least once per class period.
3. Slowly build reading/listening stamina over time.
4. Celebrate success.

I liked the idea of having a visual anchor chart to reinforce expectations, so I created poster-sized versions to post in our library’s classroom area and near the story steps where we read aloud.

Whole body listening poster
I also found some expectations-based songs to sing as part of our storytime routine.

At the beginning of each lesson, I referred to the anchor chart as we reviewed expectations for whole body listening. After transitioning to other activities, we would go back to the anchor chart if necessary to reinforce expectations.

One day in the middle of a second-grade lesson, attention spans were waning and I was starting to lose part of the group. I turned to point to our poster to reinforce the expectations for the second time that day when a student in the front row turned around and said to the class, “Hey! Be quiet or she’s going to make us do that body thing again!” 

I had to hold back my laughter as the class quieted down and focused so we could continue on with the lesson. All hail the power of an effective anchor chart. 

 

Active listening. Eyes are watching, ears are listening, hands are quiet, body still.

Active listening song sung to the tune of “Frere Jacques” (“Are you  sleeping?”).

 

Please be patient song.

“Please be patient” song sung to the tune of “If you’re happy and you know it.”


As the year went on and I stayed consistent with using the anchor charts and songs, I saw my students’ listening skills and reading stamina slowly grow. We still had ups and downs in behavior, but implementing these strategies made class much more enjoyable for everyone and helped me regain my joy for reading aloud.

If you have favorite anchor charts, songs, or procedures, please share in the comments.

 

Printable anchor charts: