Teaching Emergent Readers: Collaborative Library Lesson Plans

Citation

Ellis‐Barrett, L. (2007), "Teaching Emergent Readers: Collaborative Library Lesson Plans", Library Review, Vol. 56 No. 3, pp. 249-251. https://doi.org/10.1108/00242530710736064

In the current climate of concern about the literacy levels of school leavers, Teaching Emergent Readers provides the ideal opportunity for addressing the issue and redressing the balance. Starting at the beginning with children emerging as readers, Sauerteig presents teachers, librarians and parents (the intended readership) with an opportunity to encourage reading from the outset and she sets out to provide the tools by which this can be achieved.

It is exciting when a child can read a word – but to be able to read a whole book is an outstanding achievement. Understanding words and language is a further, vital element of this process and one that Sauerteig addresses. First, however, the child must learn to read the book and must find books that they enjoy. She recommends a large number of books in addition to those used as examples, hoping that there will be something that appeals to all tastes. Teaching reading is also about encouraging children to love books and the written word. Reading should motivate children: books open up a new world of understanding, and Sauerteig's methodologies can help children to create links between the classroom and the library in their own school.

Rather than preaching to the converted – the librarian and the teacher – she focuses on the children by providing a ready‐made plan for the educator. There is no discussion or instruction as to how to use the information presented, no studies are entered into, and no previous or current research is discussed. This is a vital difference from the majority of such texts and promotes the book to even the most time‐pressured educator.

Sauertig includes 35 books: these are in alphabetical title order. A quick reference guide indicating their recommended reading age is provided, with title, author and length. The index includes all the book titles highlighted in a bold typeface for quick reference. The format for each entry is identical – title, author, reading level and a brief synopsis of the story, followed by a range of activities. These activities are divided into categories: media specialists (my assumption is that she means librarians) and teachers. A “Parents Page” contains a sample letter to send home explaining how the book that has been read and the activities carried out. This letter also provides ideas for additional activities that parents may wish to engage in with their child, further encouraging understanding of the book and a reading habit. A very useful list of suggested books that may also be of interest,and that are related through subject or character, completes the letter.

The media specialist activities involve a “schema”, encouraging children to tell their own related stories; “predicting” (using the cover of the book, the chapter titles or an element of the text and asking children to predict the story from that one aspect), “visualizing” (using the front‐cover picture or picturing an event or image from the book and asking the children to visualize themselves in that situation) and finally “library skills” (a variety of activities that subtly teach the children how to use a library). The teacher activities include “decoding” (asking children to decode a selection of words from the text), “phonics” and “phonemic awareness” (word and sound‐related activities), “comprehension” (activities that ensure the children have actually read and understood the story) and finally “writing activities” (ways in which children can review the story).

These activities are the same for every book recommended, and there are plenty of suggestions that can be used as they are or adapted. It is probably worth adapting the activities from other stories providing an ample mix of ideas. Some of the activities can be given to the children as independent work, while others involve group work. This means that not only are the children learning a valuable skill when learning to read, but they are also discovering different methods of learning. This book is an excellent resource for any teacher or librarian involved with emergent readers, and could be easily adapted for use with children of primary school age. The books used are an excellent starting point and, for anyone not familiar with the individual titles, the brief synopsis provided is a helpful guide. This is a very usable and user‐friendly book with a wide appeal.