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              The Kindergarten Book:
              A Guide to Literacy Instruction
                           
                                          by Marilyn Duncan             
 
 

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       Item # 542  $29.95
       2005 pb  256 pages 
       ISBN 1-57274-704-8
     
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"Tried and True! The Kindergarten Book by Marilyn Duncan is an
amazing resource for all early literacy teachers, whether new to the
 profession or veteran teachers.  It is obvious that the author has
used these techniques and strategies in her own classroom, which
 enables teachers to replicate them with little effort.  This
'reader-friendly' book has reproducible materials and samples of
how they were used with students. Every kindergarten teacher
should have this book in his or her hands!"

Monica Weiner, Leslie Snogren,
Michelle Lee and Tawnya Trail -
Teachers at Dalton Elementary, Aurora, CO
 

 
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    Contents
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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.


 

 
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    Preface
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Table of Contents:

  Preface    
  Acknowledgments    
 

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 

                                                                    

233


 
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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.



 

 

 

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