Then I segued to our lead-in song and first book by saying, "Now that we've learned some information about owls, how about some stories about owls?"
In this story, a young owl is at the nest alone, waiting for his mother to return. He hears various noises made by other animals/things, and each time wonders if that is his mother, giving the audience the opportunity to predict whether it is his mother, and if not, what made the sound.
This is also fairly short and sweet, with bright illustrations, and provides not only the opportunity to identify colors, but also to discuss the word "nocturnal".
I gave them each one sheet of black paper, one sheet of brown, small scraps of yellow and orange, 4 large colored cupcake liners, 3 small white cupcake liners, and two large googly-eyes.
It's become apparent to me over the years that many librarians, even MLIS-degreed librarians, do not have a good understanding of the principles and practices of collection maintenance and development, and either never get rid of anything, or purge based on a single criterion or report, without laying eyes on the book, considering all factors, and using some professional judgement. It amazes and frustrates me that there are many MLIS (or equivalent) programs that do not require collection development courses, and I'm very glad that I took one and had an excellent instructor. I will soon be putting that knowledge into practice in a new position where I will be responsible for not only the maintenance of the children's collection, but the selection of all youth materials (which is a little intimidating!).