For many of our school districts reading and mathematics have become a large part of the school day for our kindergarten through third grade students. Many reading programs use fiction as the main stay of their reading selections. Trying to counterbalance this with factual readings can be very difficult at this young age.

Elementary students need to make a connection with their readings and fictional materials seem to be used more often than not. Finding non-fictional materials that are level appropriate and still hold the interest of the reader is not always easy.

As the student learns to sound out words, understand their meaning, identify the purpose of text using illustrations and text format clues, acquire a reading vocabulary consisting of sight words, high frequency words and word families and use a picture dictionary when appropriate he or she can now start to put the real world into their reading selections.

Having young learners connect new information or ideas into reading selections that look at real life events are truly a transition. As the student ask the questions who, what, where and why, their reading text must take into account their comprehension skills and abilities. The non-fiction text must address materials that the young student has some ability to understand based on where they are in the learning curve.

As we look at the environment and ecology standards, we can start to see places that would make a natural connection for young learners. The books must be reading level appropriate, learner centered, content appropriate and content accurate. In order to actually learn the content embedded in the reading passage or book, the teacher must go beyond just reading/sharing the materials. The teacher must reinforce the content with a related activity that brings the concepts home for the students.

In order for the young learner to grasp the content, we cannot overload them with multiple concepts. We must remember their learning capacities and understand how they learn. This means placed-based learning. By this we mean keeping the young learner home (house, school, community) and then as they start to understand their connection at this level move the student to areas outside their visual recognition.

As we look at animals and habitats, we need to use examples of things the young students could recognize from their daily lives. This may mean using animals like pigeons, birds, squirrels, dogs, cats, etc. If the students have the knowledge base to incorporate different animals then the teacher can certainly do that. With the young learner, more is not better. Making connections to the environment in small doses is much better for their understanding.

The new program being put together with the environment and ecology standards, the national and state programs and Continental Press will enable teachers of young learners to relate simple text books and environmental content. Young learners will read books on pets and animals you find in the zoo. They will then be able to address the differences between wildlife and domesticated animals. They can talk about needs of each animal and start to put the concept of habitat together. A second group of books will look at the differences between real and imaginary animal behaviors. This lesson helps the young learner understand that real animals do not wear clothes or have birthday parties, etc.

We can also start to look at content that the young learner has experience in because they do it on a regular bases. Some examples of this would be recycling and litter. They know from an early age that throwing things on the ground is wrong and that there are consequences for this action. They also understand that we do not throw out bottles and cans but we put them in the recycling bin. Now we need to find reading books or passages that will reinforce these concepts and still keep it in a simple learning format.

These are just some of the materials of the new environment and ecology reading to learn content for the young learner. Additional work is on going and the program will be used with a cadre of K-3 teachers across the State and at the Governor’s Institute. If you have any school districts that you are currently working with that would be interested in talking with us about the program, please have them get in touch with me at This e-mail address is being protected from spambots. You need JavaScript enabled to view it .

Patricia Vathis
Environment and Ecology Advisor
Bureau of Teaching and Learning Support