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
For those of us with experience of kindergarten teaching,
this book illustrates how beliefs
become the foundation for understanding about learning and
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.
developmental; as the more knowledgeable other, we develop readers,
mathematicians, and thinkers along a continuum of development.
Every learner has unlimited potential, and it is
our job to realize and release that potential.
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
early stage of the
The book ends with Chapter 10, which returns to the author's
beliefs that were
above. The book concludes by revisiting the three case study children to
explore their progress seven months into the school year.