Why Home Library works

Home Library works best as one connected sequence built around role, sequence, and believable pretend cause-and-effect. Run a tiny library where books are sorted, borrowed and returned in a visible cycle. Begin by asking the child to sort the books into two simple shelf groups such as picture books and story books, and let that result prepare them to let the visitor choose one book and bring it to the desk.

Set up — Sort the books into two simple shelf groups such as picture books…

Prepare household items before the child is asked to sort the books into two simple shelf groups such as picture books and story books. Make sure that opening step is comfortable before the child moves on to let the visitor choose one book and bring it to the desk. Keep props ordinary and safe, and do not copy real hazardous, medical, or emergency procedures during the opening attempt to sort the books into two simple shelf groups such as picture books and story books.

Step 2 — Let the visitor choose one book and bring it to the desk

Sort the books into two simple shelf groups, then let the visitor choose one and bring it to the desk. Record the pretend checkout with a mark, stamp, or spoken due date. A perfect answer is not required.

Step 3 — Record the pretend checkout with a mark, stamp or spoken due date

After completing the instruction to record the pretend checkout with a mark, stamp or spoken due date, pause and ask what changed from the earlier step where they had to let the visitor choose one book and bring it to the desk. Use that answer to decide whether they are ready to return one book and reshelve it in the correct group.

Step 4 — Return one book and reshelve it in the correct group

Keep the adult prompt brief while the child tries to return one book and reshelve it in the correct group. If needed, return to the earlier step to record the pretend checkout with a mark, stamp or spoken due date before asking them to switch roles so the child becomes the librarian and explains the shelf rule.

Step 5 — Switch roles so the child becomes the librarian and explains the shelf…

Keep the pace slow while the child tries to switch roles so the child becomes the librarian and explains the shelf rule. If the effect is hard to see, simplify that action before continuing with the instruction to switch roles so the child becomes the librarian and explains the shelf rule.

What to notice before Switch roles so the child becomes the librarian…

Do not judge the activity only by whether the sequence reaches the point where the instruction is to switch roles so the child becomes the librarian and explains the shelf rule. Pay attention to whether the next pretend action follows from what the characters just did during the transition from record the pretend checkout with a mark, stamp or spoken due date to return one book and reshelve it in the correct group.

Make Record the pretend checkout with a mark,… easier or harder

If the child loses the thread while trying to record the pretend checkout with a mark, stamp or spoken due date, use one role, one place, and one short problem. When that step is secure, add a second responsibility, clue, customer, or consequence that must be handled in order without changing the setup that leads to return one book and reshelve it in the correct group.

Finish after Switch roles so the child becomes the librarian…

Switch roles so the child becomes the librarian and explains the shelf rule. Finish the activity there rather than repeating the same successful cycle. For another activity, use the activity search or create one with the activity generator.