TARGET Ages Ages Parents/ Teachers/

Others
AUDIENCE 0-2 3-5 Guardians Caregivers
TITLE OF
Moo, Baa, La La La: Interactive Animal Sounds! (20 minutes)
STORYTIME
AUDIENCE Adults in a child’s life need appropriate and positive resources to support and
NEED FOR
THE encourage them to be the first and best teachers of early learning skills and
PROGRAM knowledge.
TOPIC
LIBRARY
Support literacy, lifelong learning, civic engagement, and cultural awareness
GOAL
EARLY
Learning to Communicate: Children respond to and use a growing vocabulary
LEARNING (NC FELD)
GOAL
ADULT INDICATORS & MEASUREMENT
OUTCOMES
1. Adults address ● Observe 100% of parents waving hello and goodbye to their children
sounds, words, during “Hello” and “Goodbye, My Friends, Goodbye.”
and gestures to ● Observe 100% of parents waving hello and goodbye to other children
their children. during “Hello” and “Goodbye, My Friends, Goodbye.”
2. Adults engage ● Observe 100% of parents joining in singing and making hand gestures in
in familiar songs, “Going on a Bear Hunt,” “Tiny Tim,” and “Old McDonald Had a Farm.”
chants, or ● Observe 100% of parents helping their children make the “pop” sound
rhymes with and motion during “Tiny Tim.”
their children.
3. Adults use ● Observe 50% of adults talking to their children during free play,
new words identifying the animals they pick up and making animal sounds with them.
around their
children,
especially when
pointing to
pictures or
objects in
motion.
CHILD INDICATORS & MEASUREMENT
OUTCOMES
1. Children ● Observe 100% of toddlers imitating animal sounds in rhymes and stories.
imitate sounds, ● Observe 50% of toddlers using animal sounds unprompted during free
words, and play.
gestures.
 Supercharged Storytime Planning Worksheet
Rebecca C. Zimmerman
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2. Children ● Observe 100% of toddlers attempting to join in the refrain of “Going on a
imitate parts of Bear Hunt,” “Goodbye, My Friends, Goodbye,” “Tiny Tim,” or “Old
familiar songs, McDonald Had a Farm.”
chants, or
rhymes.
3. Children show ● Observe 50% of toddlers saying or attempting to say the names of two
steady increase new animals before the end of storytime.
in words used.
DETAILED DESCRIPTION OF ACTIVITY
●  Welcome adults and toddlers with the song “Hello, My Friends, Hello,” getting them all to sit
on the floor together and learn each others’ names as they wave to each other in turn.
● Read “Moo, Baa, La La La” by Sandra Boynton aloud, encouraging toddlers’ to make the
animal noises that they already know along with the book.
● Share beanie babies with participants, allowing toddlers to play with them freely. Share
animal facts and noises with children and adults, encouraging adults to point out what
animals their children are playing with and what new words they can associate with those
animals.
● Literacy Tip: It’s more important for toddler to hear different words and sounds than it is for
them to be able to repeat or fully understand all of them. This is called phonological
awareness. It helps them prepare for reading and writing by listening to how different noises
can be put together! (Makin, Laurie, and Whitehead and NC Feld)
● Use beanie babies to add to the poem “Tiny Tim,” encouraging toddlers to toss the toys at
the end when the rhyme says “pop!” Repeat the poem several times, demonstrating it the
first time and encouraging adults and toddlers to join in the second and third times.
● Let each toddler pick one beanie baby to act out the story “Going on a Bear Hunt.”
● Lead the toddlers through navigating the imaginary tall grass, sticky mud, and shallow pond
until they find the polar bear beanie baby!
● Recap what toys the toddlers chose and what they did throughout the course of the story.
● Literacy Tip: Children this age love hearing stories about their day. At this point they don’t
need plot, just sequence, which is what they are focused on learning. Told stories like this
allow kids to be the central characters of things while they learn what kinds of words to
associate with the things they’ve been doing (Makin, Laurie, and Whitehead)
● Use the polar bear to narrate “Polar Bear, Polar Bear What Do You Hear” by Eric Carle.
● Ask toddlers to find the beanie baby that matches each picture in the book and to make that
animal’s sound together.
● Sing “Old McDonald had a Farm” letting toddlers and parents pick which animal noises they
want to make for each verse of the song.
● Say goodbye to the beanie babies and end storytime with the song “Goodbye, My Friends,
Goodbye.” 
 Supercharged Storytime Planning Worksheet
Rebecca C. Zimmerman
3
 
INPUTS OUTPUTS
1. The books “Moo, Baa, La, La, La” by 1. Number of toddler and adult participants.
Sandra Boynton and “Polar Bear, 2. Number of new words said or attempted to be
Polar Bear, What Do You Hear” by said by toddlers during the program.
Eric Carle. 3. Number and popularity of beanie babies used
2. Me, the Storytime facilitator. to determine which animals to bring to other
3. A storytime area in which to sit, read, Storytime activities.
and play.
4. A minimum of 15 minutes before and
after Storytime to set up and clean-
up the designated area.
5. A 20-minute time slot in which to
gather and perform Storytime.
6. The toddlers and adults participating.
7. Approximately 35 beanie babies.
EVALUATION
PARENT EVALUATION OF OUTCOMES BY INDICATOR (actual numbers or
percentages)
1.  Observed 100% of 1 parent waving hello and goodbye to their children during “Hello” and
“Goodbye, My Friends, Goodbye.”
2.  Observed 100% of 1 parent joining in singing and making hand gestures in “Going on a Bear
Hunt,” “Tiny Tim,” and “Old McDonald Had a Farm.”

Observed 100% of 1 parent helping their children make the “pop” sound and motion during “Tiny
Tim.”
  
3.  Observed 100% of 1 adult talking to their children during free play, identifying the animals they
pick up and making animal sounds with them.
 
CHILD EVALUATION OF EACH OUTCOME BY INDICATOR (actual numbers or
percentages)
1. Observed 100% of 2 toddlers imitating animal sounds in rhymes and stories.

Observed 50% of 2 toddlers using animal sounds unprompted during free play.
 
2.  Observed 100% of 2 toddlers attempting to join in the refrain of “Going on a Bear Hunt,”
“Goodbye, My Friends, Goodbye,” “Tiny Tim,” or “Old McDonald Had a Farm.”
  
3.  Observe 50% of 2 toddlers saying or attempting to say the names of two new animals before the
end of storytime.
 
 Supercharged Storytime Planning Worksheet
Rebecca C. Zimmerman
4

SHARE DATA
FROM HOW & WHY
EVALUATIO
N
WITH
 Ms. Lori Special  To show her how I have been able to implement my training in 663.
 Mary Ledford To let her critique my goals and plan so I can improve for further activities.

Outside Sources
Makin, Laurie, and Marian R. Whitehead. How to Develop Children's Early Literacy: A Guide for
Professional Carers and Educators. Paul Chapman, 2004.

Songs and Rhymes

“Hello, My Friends, Hello” (Adapted at the end to “Goodbye, My Friends, Goodbye”)

“Hello, my friends, hello!”
“Hello, my friends, hello!”
“Hello, my friends!”
“Hello, my friends!”
“Hello, my friends, hello!”
“Hello, my friends!”
“Hello, (go around the room and greet each person in tune)”
I learned this song while assisting with a baby music class at Presbyterian College from Ms. Kerri
Gearheart. I do not know where it originally comes from.

Tiny Tim
“There was a little (insert animal here),
His name was Tiny Tim.
I put him in the bathtub to see if he could swim.
 Supercharged Storytime Planning Worksheet
Rebecca C. Zimmerman
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He drank up all the water,
He ate up all the soap,
And now he is in the bathtub,
With a bubble in his throat.
Bubble, bubble,bubble,
Bubble, bubble, bubble,
Bubble, bubble, bubble,
Bubble, bubble, pop!”
L., Wanda. “Tiny Tim.” Preschool Nursery Rhymes about Animals,
https://www.preschoolrainbow.org/animal-rhymes.htm.

We’re Going on a Bear Hunt

We’re going on a bear hunt!
We’re gonna find a bear!
Oh no!
Tall, tall grass!
Can’t go over it.
Can’t go under it.
Can’t go around it.
Have to go through it.
(Mime going brushing aside tall grass)
Swish, Swish, Swish, Swish

We’re going on a bear hunt!

We’re gonna find a bear!
Oh no!
Sticky, sticky mud!
Can’t go over it.
Can’t go under it.
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Rebecca C. Zimmerman
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Can’t go around it.
Have to go through it.
(Mime walking through mud)
Slurp, slurp, slurp, slurp

We’re going on a bear hunt!

We’re gonna find a bear!
Oh no!
Big, big pond!
Can’t go over it.
Can’t go under it.
Can’t go around it.
Have to go through it.
(Mime wading through water)
Splash, Splash, Splash, Splash

We’re going on a bear hunt!

We’re gonna find a bear!
A bear!
Where?
There!
Polar bear!
I remember this rhyme from my childhood. It’s usually performed as a repeat-after-me chant. I
changed the ending to fit our program better and removed the “hunting as killing” aspect to
make our journey about just finding our friend the bear.

Old McDonald Had a Farm

Old McDonald Had a Farm
Ee-Ii-Ee-Ii-Oo
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Rebecca C. Zimmerman
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And on that farm he had a (animal)
Ee-Ii-Ee-Ii-Oo
With a (animal sound) here and a (animal sound) there.
(animal sound), (animal sound), everywhere a (animal sound).
Old McDonald Had a Farm
Ee-Ii-Ee-Ii-Oo