The Missouri Reader Vol. 36, Issue 2 | Page 23

immersed in a wide variety of texts. The
kindergarten classroom may be the first time
students have seen a library or experienced
different genres of books. Your classroom library
should allow children access to a variety of
genres, including informational texts, mysteries,
and fantasies.
According to Routman (2003), “An adequate
classroom library will have at least two hundred
books, but an excellent library will have more
than a thousand” (p. 67). Your classroom library
should include both fiction and nonfiction texts.
It is also a good idea to put former read-alouds
into the library for students to read
independently (Routman, 2003). Take note of
books that are popular with the students in your
classroom, and try to provide multiple copies of
the book. Not only will this allow students to
have access to any text they want, but they can
also read the book with a partner. In addition, a
classroom library should contain books used
during shared reading and those written by
students or teachers. In my classroom, I try to
create a class book at least once a month. Once
the book is completed, I read it aloud to the class
and then place it in our special “Kids as Authors”
tub in the library. These books are my students’
favorite and are always popular during
independent reading time.
Read Alouds
Kindergarten students need to experience a
wide variety of texts, including fiction and
nonfiction texts. Read-alouds should also include
simple texts with predictable stories and repeated
patterns as well as more difficult texts with
complex ideas. Books with repeated patterns
allow children to simply enjoy the story, learn
the pattern quickly and join in. Examples of
books with repeated patterns would be Brown
Bear, Brown Bear, What do you See? by Bill Martin,
Jr. and Eric Carl or In the Meadow by Yukiko
Kato. Reading simple and predictable books
builds students’ confidence as readers and helps
them see patterns in the text (McGee &
Schickedanz, 2007).

Reading aloud more complex stories allows
kindergarten students the opportunity to
synthesize, infer, and experience new vocabulary
(McGee & Schickedanz, 2007). Examples of
more complex read alouds include Henny Penny
by Paul Galdone and Corduroy by Don Freeman.
This should be done with the assistance and
guidance of the teacher. According to McGee and
Schickedanz (2007), “effective interactive readalouds include a systematic approach that
incorporates teachers’ modeling of higher-level
thinking, asking thoughtful questions calling for
analytic talk, prompting children to recall a story
in some way within reasonable time frame” (pp.
742-743). By doing this, students are not only
using higher level thinking skills, but they are
actively involved in the read aloud. When
students are actively involved, they are more
likely to make connections with material and
retain the information.
Word Walls
Tompkins (2009) writes “Words wall are
collections of words posted in the classroom that
students use for word-study activities and refer to
when they’re reading and writing” (p. 139).
These collections can be a valuable tool in the
kindergarten classroom if used correctly. Word
walls can be created using words from a thematic
unit, classroom names or high frequency words.
When students see these words displayed in the
room and have the opportunity to use them in
their reading and writing, they will retain the
information.
Routman (2005) writes “A word wall is only
a useful literacy tool if you and your students
understand and value it as a reference” (p. 165).
In order to expect students to use a word wall,
they should be explicitly taught how to use the
word wall and be given time to practice with
assistance. Before placing a new word on the
wall, students should practice stretching out the
word and saying the word. Students can also help
place words on the wall, in order to bring
attention to the word and its location. Placing
words on the wall also help improve letter
©The Missouri Reader, 36 (2) p. 22