||This action research project focuses on improving vocabulary for first grade students by incorporating culturally relevant text during read aloud instruction. Vocabulary instruction is a key component to reading and overall reading comprehension. Culturally relevant text is defined in this study as children's literature that is specifically chosen for students based upon their culture and race. When culturally relevant text is used during read aloud instruction, students are able to make real-life connections with the story that is being read. I designed and implemented an eight-week vocabulary study in my classroom of 21 first grade students. Each week students were introduced to four to five new vocabulary words that were derived and taught from culturally relevant text. Students were given daily vocabulary instruction and various vocabulary activities were used to enhance comprehension. Along with whole group instruction, a four-week intervention group was implemented with six of the lowest performing students in the class. The intervention group was pulled two to three times a week for fifteen minutes per session to review and discuss the current week's vocabulary words at greater depth. After reviewing pre and post-tests, field notes, observations and video recordings, I found that students made significant improvement in vocabulary acquisition, specifically students in the intervention group. A combination of whole and small group instruction, paired with culturally relevant text, proved to be an effective method for vocabulary instruction for first grade students.