Recurring Story and Activity Times
Tree Buds (0-18 months) Weekly, every Tuesday | 2 PM
Tree Sprouts (18 months & up) Weekly, every Wednesday | 10:30 PM
Uprooted (18-36m) Weekly, Tuesdays & Thursday | 10:30 PM
Saplings Stories (Preschool) Monthly, every third Monday* | 6:30 PM
Saplings Crafts (Preschool) Monthly, every third Saturday* | 6:30 PM
*Subject to change based on holiday/library closings, etc.
1000 Books Before Kindergarten
The 1,000 Books Before Kindergarten program is an exciting early literacy initiative aimed at getting children from age birth to five ready to learn how to read independently. Shared reading is one of the best ways to help babies, toddlers and preschoolers develop important early literacy skills. This program encourages parents and caregivers to read aloud 1,000 books with his or her child. And for every milestone that you and your child meet, you’ll be rewarded with fun prizes and incentives along the way!
Sign up by stopping by the library’s youth desk!
Ready Let’s Grow!
March 11th | 6 pm
Oakland Family Services presents a playgroup for children 0-6 and their parents that focus on motor skills, problem solving, development, and communications
Mondays 2/25 – 4/1 | 10:30 am
Parents Interacting With Infants (and Toddlers). Over the course of six sessions, you will interact with your child free of distractions, get to know other families and build relationships. Families will talk about such topics as developing your child’s friendship skills, exploring new play areas, learning how to support your child’s personality, and helping your child learn how to deal with his or her emotions. Brought to you by Oakland Family Services. Register by stopping by the Youth Desk or calling 248-546-2504 ext 694.
We welcome all families to our early literacy programs, no registration or library cards necessary. Attend whatever program fits your family best; you are welcome to try out different ones. We only have a few suggestions for attendees so everyone can have the most enjoyable storytime experience:
By participating and interacting with your child at storytime, you are setting them up with great early literacy skills. They also love to interact and play with you!
Some children may take a few sessions to participate, or some children like to just observe. This is entirely ok. You may often find them repeating the songs and fingerplays at home where they are more comfortable, even when you thought they were not paying attention.
If your child is not enjoying storytime, try out our early learning area for a few minutes and come back to the circle when they are ready. We want reading to always be an enjoyable experience for children.
Please keep your child from obstructing the storytime of others. Jumping and dancing is ok and encouraged during songs and rhymes, but not when it bothers other attendees.
*Please keep cell phones on silent and put away adult conversations until after storytime. We love that you are mingling with other parents and provide playtime afterwards for this exact purpose.
A lot of time and effort goes into getting children reading for their first days of school. The library is a hot spot for parents and kids learning to read. Here are a few quick facts about how and your child can benefit from regular library visits:
- Children who are read to frequently are also more likely to count to TWENTY, write their own names, and read, or pretend to read.(1)
- The more students read for fun on their own time, the higher their reading scores.(2)
- Reading just FIVE books throughout the summer can aid in preventing a decline in reading achievement from spring to fall (summer slide).(3)
- 15 minutes a day of independent reading can expose students to more than a million words of text in a year.(4)
- 98 percent of public libraries offer technology training.(5)
(1)U.S. Department of Education. (2000). National Center for Education Statistics. (2)U.S. Department of Education. (1999). The Condition of Education. 1998. (3)Kim, Jimmy. (2004): ‘Summer reading and the ethnic achievement gap’. Journal of Education for Students Placed at Risk. (4)Anderson, R. C., Wilson, P.T., & Fielding, L. G. (1988). Growth in reading and how children spend their time outside of school. Reading Research Quarterly. (5)American Library Association. (2015). State of Americas Libraries Report 2015.