Discussion
With the inclusion of nonfiction literature in the
early elementary classroom, teachers help students
understand that fiction is not the sole source of
enjoyable literacy (Yopp & Yopp, 1994). Multiple
ways can be used to integrate content area instruction
with nonfiction. However, Sibberson (2011)
contends “focusing more on curriculum content” (p.
1) neglects the critical process of modeling to students
that nonfiction can be read for enjoyment as well.
Teachers can engage in meaningful instructional
opportunities that will help to “make reading for
information part of the pleasure of reading, not the
work of reading” (Doiron, 1994, p. 621). Doiron has
asserted that one of the best ways to achieve this goal
is through reading quality nonfiction books to
students. Teachers can use the following books
recommended by Sibberson (2011):
Owen & Mzee: The True Story of a Remarkable
Friendship by Isabella Kathkoff, a book about
a “turtle and a hippo that became unlikely
friends” (p. 1).
Hero Dogs: Courageous Canines in Action by
Donna M. Jackson, an “engaging nonfiction
read with several separate stories about dogs”
(p.1).
You Forgot Your Skirt, Amelia Bloomer by Shana
Cory, a book about “the woman who
invented bloomers and the fight for women’s
rights” (p. 2).
Bat Loves the Night: Read and Wonder by Nicola
Davies, a book that encourages “students to
savor the language of quality nonfiction” (p.
2).
Why Why Why Can’t Penguins Fly by DeLa
Bedoyere, a book that can be used to
demonstrate the idea that some nonfiction
“can be read in any order” (p. 2).
My America: A Poetry Atlas of the United States
by Lee Bennett Hopkins who “explores
regions of the United States through poems”
(p. 2).
Being exposed to nonfiction in early
elementary through meaningful literacy activities
provides students with an advantage in many
areas of education and in later schooling. It
facilitates ease with expository forms of texts
students will encounter in upper elementary and
beyond. Inclusion of nonfiction in early
elementary will support children with low
socioeconomic backgrounds by supplying them
with crucial background knowledge they
commonly lack. Research has shown that
nonfiction is appropriate and can be used
successfully in the early elementary grad