Book Review 2

Early Literacy Instruction in Kindergarten by Lori Jamison Rog is a straight forward, reader friendly text.  The author makes it very clear that literacy instruction, including writing instruction, is of crucial importance at the kindergarten level.  Published by the International Reading Association in 2001, she presents her case with genuine concern.

The organization of the book makes it very easy to follow, and lends strength to her thesis.  She first presents what the "exemplary kindergarten classroom" looks and sounds like, and then presents strategies for implementing an effective kindergarten classroom.  Ms. Rog uses ample research to support her ideas.

As I began reading the book, I found myself to be in a real quandary.  I, an experienced teacher of kindergarten, found myself "against the wall" so to speak.  I have been teaching 6 years at the kindergarten level, and I, too, strongly believe in teaching literacy to our students.  I fully support her belief that "children need a rich literary environment that also includes vocabulary development, sense of story, and conventions of print. . ." My nervousness developed, however, upon realizing the differences in what we viewed as "developmentally appropriate" at this age.  As I read Figure l "What Developmentally Appropriate Is and Is Not" I found myself in the "Is No" column.  This discrepancy was made further evident to me as I read the chapters on learning centers in the kindergarten classroom.  I went on the defensive, you might say.  It was not easy to read that a "play oriented environment" would be necessary for learning. 

Thankfully, as I continued to read, my thoughts were evolving.  I considered the direct instructional practices that I use, and the great degree of success my kindergarten students have shown, as a result.  I do not wish, or choose, to give those up.  But, I then realized, that I could continue what I had been doing, and with careful scrutiny, implement many of the strategies suggested by Ms. Rog.  In fact, by the time I completed the book, I found myself very excited about trying out many of the ideas presented.  I am more persuaded to do this by the very manner in which the author makes her point, with passion.  She reminds us "Everything we know about how children learn reinforces the importance of the teacher in developmentally appropriate early literacy instruction." The teacher role is so very important.

A few of the ideas that I plan to borrow and use in my classroom are:  the teacher prompt "ask 3, then me," the creation of an "author's chair" from which the student author would share his/her work with the rest of the group, and the practice of expecting my kindergarten students to write every day.  I am eagerly anticipating the opportunity to write with my students next fall.

Once again, although the author's proposed teaching style varies considerably from my own, I found the book to be extremely useful.  First, it challenged my own ideas and beliefs, and in the process made me more convinced that I would continue.  But, secondly, it offered many new ideas that I hope might enhance my teacher performance, and enable my children to be more successful.  I am anxious to put these ideas into practice.