PB - Detail The Kindergarten Book Detail

Professional Development \| Book Publishing \| E-mail Us \| Catalogs \| Our Company
PROFESSIONAL BOOKS - Detail Page The Kindergarten Book: A Guide to Literacy Instruction by Marilyn Duncan
DETAILS ABOUT THIS BOOK: Preface Contents Author Bio Introduction BROWSE by Author by Subject by Title Professional Books Introduction COURSE ADOPTION Exam/Desk copy OTHER Permissions Submissions Exhibit Schedule Sales Representatives CHILDREN'S BOOKS PROFESSIONAL DEVELOPMENT	Click on icon for ArmchairEd course available Other Books by The Author My Book Other Works by the Author Keynote Address by Marilyn Duncan TLN Coordinator	"This text offers a rich and inviting view of kindergarten. I appreciate the author's belief that every child comes to school with knowledge and that the teacher must build on the strengths of the learner. I especially value the emphasis on collecting information in a manageable way about what each child knows and using that information to guide instruction. I like the idea that children can learn to manage their own learning time. Every kindergarten teacher should read this book." Sharon Martel kindergarten and first grade teacher, Florence Roche School, Groton, MA Item # 542 2005 pb 256 pages ISBN 1-57274-704-8 [Add to Cart] [View Cart]


TOP Contents Author Bio	Preface: The purpose of this book is to encourage a conversation between the reader and the author about why and how to move students along a continuum of literacy in kindergarten. The Kindergarten Book addresses questions about the kindergarten teacher's role in literacy learning. The book is based on a set of beliefs about literacy and teaching and learning that are critical to the effective professional development of teachers of young children. For those of us with experience of kindergarten teaching, this book illustrates how beliefs become the foundation for understanding about learning and teaching. • Learning occurs best when it is built on learner's strengths, when we determine what the learner can do, what the learner is attempting to do, and then decide what we need to do next. • Learning is developmental; as the more knowledgeable other, we develop readers, writers, mathematicians, and thinkers along a continuum of development. • Every learner has unlimited potential, and it is our job to realize and release that potential. • Personal reflection is the key to developing our own learning. Our ability to ask questions of ourselves allows us to make shifts in what we do, and why and how we do it. The book begins with an introduction. The reader is invited to walk through a kindergarten classroom seven months into the school year. Chapter 1 explores what a teacher needs to understand about the development of a literacy set for kindergarten children. Chapter 2 provides examples of how a kindergarten teacher gathers relevant information about the incoming students, and how the information is valued to determine what individual children know and what they need to know next. Three children are introduced in this chapter as case studies to be followed more closely through the book. Chapter 3 explores the tools used to monitor literacy learning growth. Chapter 4 discusses organizing the environment to support literacy learning, and Chapter 5 provides guidance in how the environment is introduced in the first weeks of school. Chapter 6 focuses on scheduling the teacher's time to manage learning. Teaching for learning is explored in Chapter 7, with an emphasis on how to use the child as a guide to instruction. Chapter 8 describes the support needed for children to progress through the emergent stage of the literacy continuum. Chapter 9 provides examples of how knowledge and skills are developed as children move into the early stage of the literacy continuum. The book ends with Chapter 10, which returns to the author's beliefs that were introduced above. The book concludes by revisiting the three case study children to explore their progress seven months into the school year.
TOP Preface Author Bio	Table of Contents: Preface vii Acknowledgments ix Introduction A Day in the Life of a Kindergarten Classroom 1 Chapter I The Literacy Set 15 Chapter 2 Knowing the Learners Upon Entry Kindergarten 31 Chapter 3 Monitoring Student Learning 60 Chapter 4 Learning Spaces 77 Chapter 5 Managing the First Weeks of School 90 Chapter 6 Planning My Time to Manage Student Learning 108 Chapter 7 The Child Is the Guide to Instruction 128 Chapter 8 Developing the Knowledge and Skills of the Emergent Learner 142 Chapter 9 Developing the Knowledge and Skills of the Early Learner 167 Chapter 10 Teacher Reflection: Thinking about Our Work 196 APPENDICES Appendix A Instructions for Using My Book 215 Appendix B Blank Monitoring Form: Letters, Sounds, Words 219 Appendix C Mooney's Characteristics of Learners: Emergent and Early I 220 Appendix D The Literacy Record 222 Appendix E Essential Word List 224 Appendix F Icons for Student Plan Sheet 225 Appendix G Blank Monthly Plan Form 229 Appendix H Blank Weekly Plan Form 230 Appendix I Teacher Daily Plan Sheets 231 Bibliography 233 Index 237
TOP Preface Contents	Author Bio: . Marilyn Duncan has been a teacher for over thirty years. Her work has been in the classroom with children and as a teacher developer. Marilyn has been the Trainer of Coordinators for The Learning Network®, the general editor for Inside Learning Network Schools (1997) and currently is involved in a large-scale district initiative in Colorado. While she has worked in all areas of education she regards herself primarily as a kindergarten teacher. She is a popular international presenter and keynoter. Marilyn lives with her husband Peter in Wanaka, New Zealand.