By Lynn Brown and Tiffany Watson The Importance of Non-Fiction Read-Alouds and Activities to Teach Vocabulary in Kindergarten By Lynn Brown and Tiffany Watson

Introduction As kindergarten teachers we can see firsthand the power of read alouds to teach content and build vocabulary. Many times Kindergarten teachers have the task of creating student’s background knowledge in all content areas. Read-aloud experiences also build on the prior knowledge other students have already acquired. Reading aloud across the curriculum is a powerful tool in meeting the standards in the new Common Core.

Ten Commandments of Read- Alouds By Mem Fox 1. Spend at least ten wildly happy minutes every single day reading aloud. 2. Read at least three stories a day: it may be the same story three times. Children need to hear a thousand stories before they can begin to learn to read. 3. Read aloud with animation. Listen to your own voice and don’t be dull, or flat, or boring. Hang loose and be loud, have fun and laugh a lot. 4. Read with joy and enjoyment: real enjoyment for yourself and great joy for the listeners. 5. Read the stories that the kids love, over and over and over again, and always read in the same ‘tune’ for each book: i.e. with the same intonations on each page, each time. 6. Let children hear lots of language by talking to them constantly about the pictures, or anything else connected to the book; or sing any old song that you can remember; or say nursery rhymes in a bouncy way; or be noisy together doing clapping games. 7. Look for rhyme, rhythm or repetition in books for young children, and make sure the books are really short. 8. Play games with the things that you and the child can see on the page, such as letting kids finish rhymes, and finding the letters that start the child’s name and yours, remembering that it’s never work, it’s always a fabulous game. 9. Never ever teach reading, or get tense around books. 10. Please read aloud every day, mums and dads, because you just love being with your child, not because it’s the right thing to do. Ten Commandments of Read- Alouds By Mem Fox

Importance of Interactive and Repeated Readings In the articles we read, research supports: A single reading of a book is not sufficient for teaching. Repeated readings are essential for maximum student learning. Through re-reads teachers can focus and spend appropriate time on any chosen vocabulary words. Children gain through experiences that are interactive and invite all students to respond and discuss about what was read. “Repeated interactive read-alouds, allow teachers to scaffold children’s understanding of the book being read, model strategies for making inferences and exclamations, and teach vocabulary and concepts.” Lea M. McGee and Judith Schickedanz

Our Research on Non-Fiction Read-Alouds February-Two main topics we cover in Kindergarten are “Dental Health” and “The Presidents.” We wanted to focus our learning on these units through non-fiction read-alouds. We met before and chose appropriate books our focused vocabulary words and activities to build vocabulary.

“Dental Health” Vocabulary Words Purpose: To assess student’s prior knowledge with the following vocabulary words: Incisor Molar Fluoride Plaque Enamel Process: Teachers administered the assessment to the whole class. Each Vocabulary word was read and students circled the picture they thought to be correct. Results: Data was analyzed to guide instruction.

Circle The Right Choice

KWL Chart Prior to the read alouds about dental health, we began a KWL chart with students. The students shared what they already know and what they want to learn about dental health. The KWL charts were posted and referred to as the learning continued. At the end, students shared what they learned.

Dental Health Non-fiction Read-Alouds. We chose the following non-fiction books to guide instruction and introduce our featured vocabulary words. We decided on books because that are engaging in their rich vocabulary and eye-catching illustrations . These books have labeled diagrams, captions, bubbling and charts. We added a re-read element to enhance student learning. Read-Aloud Books I Know Why I Brush My Teeth. By Kate Rowan. Staying Healthy: Dental Care. By Alice B. McGinty

“Choose the Right Answer” This activity was introduced by Mrs. Amie Snow, an Instructor with ASU. Do incisors cut into food or grind food? Are there four or eight canine teeth in your mouth? What do we use our molars for: bite into an apple or chew steak? Where do we find fluoride: In toothpaste or bubble gum? What is a cavity: a hole in a tooth or sugar?

Assessments Writings: Shared Writing Journaling Individual Student Books These writings should include detailed illustrations, labeling, bubbling and the vocabulary learned. Circle the Right Choice! Student responses during discussions. KWL Chart

“Dental Health” Shared Writing detail labeling information

“Presidents” President Barak Obama White House George Washington After our Dental Health unit, we began our focus on “Presidents.” These are the vocabulary words we chose to feature: President Barak Obama White House George Washington Washington D.C. Abraham Lincoln

“Presidents” Assessment

Bubble Map: George Washington

Bubble Map: Abraham Lincoln

Bubble Map: Barak Obama

Choose the Right Answer: “President” We directed our students to “choose the right answer” when asked the following questions: Does the President: make laws or rule a school? Is Washington D.C.: where laws are made or where milk is made? Who lives in the White House: The Principal or President? Was George Washington: the 16th or 1st President? Was Abraham Lincoln: the 1st or 16th President? Who is our current President: George Bush or Barak Obama?

Dental Health Pre-Test Data Series 1=Lynn Series 2=Tiffany

Dental Health Post Test Data Series 1=Lynn Series 2=Tiffany

Presidents Pre-Test Data Series 1=Lynn Series 2=Tiffany

Presidents Post-Test Data Series 1=Lynn Series 2=Tiffany

Further Findings We contrasted the means between the pre and post tests and found that the means of the post tests were significantly higher(.000 in order for us to get the results we got, were 1 in 10,000.) Post test scores were much higher than pre-test scores. We concluded through our non-fiction read alouds that are students learned the focused vocabulary.

Annotated Bibliography Works Cited Annotated Bibliography Hoffman, Jessica. Constructing Meaning. The Reading Teacher. pp. 183-193. November 2011. Kindle, Karen J. Vovabulary Development During Read-Alouds: Primary Practices. The Reading Teacher. 63(3.) pp. 202-211. Koralek, Derry. Reading Aloud with Children of All Ages. Reading is Fundamental, Inc. Laminack, Lester L. and Reba M. Wadsworth. Reading Aloud Across the Curriculum. Portsmouth, NH. 2006. McGee, Lea M. and Schickedanz, Judith A. Repeated interactive read-alouds in Preschool and Kindergarten. The Reading Teacher. 60(8), 742-751. 2007. Santoro, Lana Edwards, David J. Chard, Lisa Howard and Scott K. Baker. Making the Very Most of Classroom Read-Alouds to Promote Comprehension and Vocabulary. The Reading Teacher Vol. 61, No. 5 February 2008