+

1. Abuela
2. A Rainbow of Friends
3. To Be a Kid
4. Big Red Lollipop
5. I Lost my Tooth in Africa
6. Amelias Road
7. Chin Chang and the Dragons
Dance
8. Separate is Never Equal
9. Umbrella
10. Black is Brown is Tan

Multicultural Text Set

Alyssa Woodard

+ Abuela
By: Arthur Dorros
Illustrated by: Elissa Kleven
n

Description of the book:

n

One day while walking in the park with her abuela, Rosalba starts
imaging what it would be like to fly with her grandmother. They explore the
city from above while on their grand adventure. Along the way, Rosalba
describes what they see using a variety of Spanish vocabulary.

Grade Level: 1st grade to 2nd grade

3 Key Words: Imagination, Adventurous, Language

Standards of Learning:
n

Civics: 1.12 The student will recognize that communities in Virginia c)

include people who have diverse ethnic origins, customs, and traditions,
who make contributions to their communities, and who are united as
Americans by common principles.
Reading: 1.9 The student will read and demonstrate comprehension of a
variety of fictional texts. F) Identify characters, setting, and important
events.

+ Abuela
By: Arthur Dorros
Illustrated by: Elissa Kleven
n

Evaluation of the book:

n

The book is grade level appropriate for my 1st grade practicum classroom. It represents a
cultural group that is not often represented in media. There are no negative stereotypes
and the characters use speech that is represents their culture and oral traditions. Rosalbas
abuela is depicted in a positive light showing a positive representation of the elderly and
women in the culture.
How the book addresses injustice, isms, or inclusiveness: The book shows how abuelas
culture is all around us in America. Often Spanish cultures are not depicted positively or at
all in the media. This book shows students that things they experience every day
originated in other places and opens their perspective to other cultures.

Recommended use:
n

Abuela can be used to introduce a variety of Spanish vocabulary. Throughout the book
she uses Spanish words such as nube oso and silla. Especially in Harrisonburg City
Public Schools, and my practicum classroom in particular, there are many students who
speak both English and Spanish. A great idea may be to have the Spanish speaking
students say the Spanish words and have the rest of the class repeat after them. This is a
unique way to have the class get to know about the Spanish language that many of their
classmates use at home. It creates a more close knit, understanding community within the
classroom. (Civics 1.12)

+ A Rainbow of Friends
By: P.K. Hallinan
n

Description of the book:

n

This book describes the importance of a acceptance. It talks about how

people come in all different shapes and sizes and how their differences
can be utilized to work together accomplish goals. Hallinan writes that
people have different personalities, wear different clothes, have different
challenges and interests, but these differences add to life.

Grade Level: Pre-K to 1st grade

3 Key Words: Acceptance, Peace, Harmony

SOLs:
n

Civics: 1.10 The student will apply the traits of a good citizen. A) focusing
on fair play, exhibiting good sportsmanship, helping others, and treating
others with respect.
Reading: 1.9 The student will read and demonstrate comprehension of a
variety of fictional texts. H) identify the main idea or theme.

+ A Rainbow of Friends
By: P.K. Hallinan
n

Evaluation of the book:

n

The book is age appropriate. There are not a lot of words and is very easy to
read. The illustrations are key for this book as they display a small portion of the
wide variety of people there are in the world. There are no negative stereotypes
and All characters are shown as kind and caring. The book displays all kinds of
differences people can have from physical abilities/disabilities, race, religion,
personalities, etc.
How the book addresses injustice, isms, or inclusiveness: The books main theme
is acceptance. The children will learn that no matter what, everyone and anyone
deserves to be treated with respect. It denounces, albeism, racism, sexism, and
other forms of discrimination.

Recommended use:
n

This book might be ideal for the beginning of the year when the students are still
getting to know each other. The book stresses treating people of all kinds with
respect which is an important lesson for kids of all ages to understand. While the
students are meeting each other, they will notice similarities and differences.
Introducing this book to them will allow them to meet new kinds of people with
an open heart and mind. A discussion about the book after a read aloud would
be beneficial so students can discuss how they would feel if they werent treated
with respect and ways to show respect. This will create a welcoming environment
for the classroom. (Civics 1.10)

+ To Be a Kid
By: Maya Ajmera & John Dilvanko
n

Description of the book:

n

The purpose of this book is show students how kids all over the world
share some of the same activities as they do. All kids have families that
love them, participate in after-school activities, play, experience the arts
and animals, have fun, and form friendships that last a lifetime.

Grade Level: Pre-K to 3rd grade

3 Key Words: Similarities, Uniqueness, Connection

SOLs:
n

Geography: 1.6 The student will describe how the location of his/her
community, climate, and physical surroundings affect the way people
live, including their food, clothing, shelter, transportation, and recreation.
Reading: 1.9 The student will read and demonstrate comprehension of a
variety of fictional texts. F) Identify characters, setting, and important
events.

+ To Be a Kid
By: Maya Ajmera & John Dilvanko
n

Evaluation of the book:

n

This book offers a lot for children to think about such as how another child
halfway around the world from them does the same kinds of things they do. If it
extremely realistic as it shows real life pictures of kids all over the world doing
the same thing like learning in school or acting silly. The book shows pictures
from all over the world and thus represents a large variety of people. All of the
people shown in the book are shown as happy people of their communities.
How the book addresses injustice, isms, or inclusiveness: Often times
discrimination is a result of fear. This fear could be that people of different
backgrounds are too different then themselves. This book shows kids that all
people are created equal and can experience the same kinds of things, thus
eliminating a fear of the unknown.

Recommended use:
n

This book can be used to support the geography SOL 1.6. After the read aloud,
the students can discuss ways that a persons environment can affect how they
go about routine, universal activities. They can doing a writing assignment on
how their geography plays a role in their own lives or what would be different
if they lived somewhere that was geographical the opposite of their
community.

+ Big Red Lollipop

By: Rukhsana Khan
Illustrated by: Sophie Blackall
n

Description of the book:

n

Rubina comes home from school one day excited to ask her mother if she can go to a
birthday party she is invited to. Her mother asks her what a birthday party is and when it is
explained says that Rubina must bring her little sister with her. Rubina is not happy about
this, but is forced to bring her sister, Sana, to the party. Sana later eats the lollipop that
Rubina brought home and saved from the party. Rubina is furious and chases Sana around
until their mother puts a stop to it. A few days later, Sana gets invited to a party that she
wants to go to, but her youngest sister wants to go. The mother says that it is only fair that
Sana bring her little sister to the party just like Rubina did. Sana comes home from the
party with a new big green lollipop as a peace offering/apology to Rubina. The stories
ends with them happily being friends.

Grade Level: 2nd grade to 4th grade

3 Key Words: Sibling Rivalry, Family, Traditions

SOLs:
n
n

Writing: 1.13 The student will write to communicate ideas for a variety of purposes. C)
revise by adding descriptive words when writing about people, places, things, and events.
Family Life: 1.3 The student will become aware of the effects of his or her behavior on
others and the effects of others behaviors on himself or herself.

+ Big Red Lollipop

By: Rukhsana Khan
Illustrated by: Sophie Blackall
n

Evaluation of the book:

n

The book is very interesting and relatable to children. Many students have siblings and will be
able to relate to the rivalry. This book is above grade level which makes it a good read aloud
or group read to challenge students and help them get to the next level. The main characters
family is Muslim and the mother is shown wearing traditional Islamic clothing. The mother also
does not know what a birthday party is since it is not a part of their traditions. This shows the
kids a unique look at a culture they may not know much about due to the fact that America
mostly shows Christian traditions in the media. There are no negative stereotypes in this book
as the family is portrayed as very close and caring. The author is of the same background as
the family in the book and thus can more accurately depict the culture.
How the book addresses injustice, isms, or inclusiveness: This book allows the kids to see into
the life of a Muslim family. After reading this book, students will be able to see that Muslims
can lead a life that is very similar to any other family in America. With all of the political
tension surrounding the Islamic religion these days, it is good for students to focus on the nonradical side of the religion.

Recommended use:
n

This book could be used to have students discuss their feelings about including everyone. At
one point in the story, Rubina is upset because she is no longer invited to birthday parties
because she brought Sana to the last one. The students could discuss how they would feel if
they were left out and realize how they could hurt someone by excluding others (Family Life
1.3).
This book could also be used to introduced a writing lesson about using adjectives. Rubina
uses several with the most obvious being describing her lollipop as big and red (Writing
1.13).

+ I Lost my Tooth in Africa

By: Penda Diakite
Illustrated by: Baba Wague Diakite
n

Description of the book:

n

Amina is traveling from Oregon to Mali to visit her fathers family. When her plane lands
in Mali, she notice she has a loose tooth. Her father tells her that if she puts her tooth
under a gourd in Africa then the African Tooth Fairy will bring her a chicken. She spends
her first day in Africa spending time with her family at the compound where her family
lives with her Grandma, waiting to lose her tooth. The first day goes by and nothing
happens, but when she wakes up the next morning and brushes her teeth the tooth falls
out. She puts it under a gourd and goes about her day. At the end of the day she finds two
chickens by where she put her tooth and immediately starts to care for them by feeding
them and building them a home. Later on in the story she discovers that her chickens
have laid eggs and starts the long wait for them to hatch. On her last day in Africa, she is
sad to say goodbye but is delighted to see her chickens eggs hatch.

Grade Level: 1st grade to 2nd grade

3 Key Words: Traditions, Myths, Mali

SOLs:
n

Civics: 1.12 The student will recognize that communities in Virginia c) include people
who have diverse ethnic origins, customs, and traditions, who make contributions to their
communities, and who are united as Americans by common principles.
Writing: 1.13 The student will write to communicate ideas for a variety of purposes.

+ I Lost my Tooth in Africa

By: Penda Diakite
Illustrated by: Baba Wague Diakite
n

Evaluation of the book:

n

The book includes very realistic characters, especially for my practicum classroom. The
class has some students who have family from Africa. It does an excellent job of depicting
what life in Mali is like for people in similar living conditions. It shows the food they eat,
some religious practices, folklore of Mali, geography, landscape, and how family structure
works in Mali. The author has an ethnic background similar to Amina therefore she can
accurately represent the culture and comment on it. The character does very realistic
things that are part of daily life in Mali.
How the book addresses injustice, isms, or inclusiveness: The book shows a beautiful view
of life in Mali, a country that many students probably know nothing about. As adults, we
often fear or dont like people that are different than us. Students who have never been
exposed to the culture of Mali can learn more about it so that they can better understand
their peers that are from there and other people that they meet throughout their lives from
similar backgrounds. This can help eliminate discrimination of these peoples.

Recommended use:
n

After this read aloud, the teach can discuss some things that were similar and different
from life as the students may know it. The teacher can have students from Mali or other
countries in Africa talk more about some of their customs that maybe the rest of the class
does not know about. (Civics 1.12)
The students can write about a time they lost a tooth in a formal writing assignment to
asses their writing skills. (Writing 1.13)

+ Amelias Road
By: Linda Jacobs Altman and Enrique O. Sanchez
n

Description of the book:

n

Amelia and her family are on their way to the next farm to begin work. While in the car she
describes her dream house and how she hates going from farm to farm. Amelia dreams of
settling down one day. The first day at work, Amelia wakes up early, works on the farm, and
then hurries off to school. She talks about how she only spent 6 weeks at this school the
previous year and that her teacher this year is much nicer. She grew to love her new class
and felt welcomed. On her way home from school she stumbles upon a road that led to a
tall, strong tree. She started going there everyday after school and work to sit and pretend
she had found a settled home. As the end of harvest season came closer, she began to worry
about when it was time to leave. She found a tin box and filled it with Amelia-things. She
took the box to the tree and buried it in a place where she felt she belonged and could
come back to.

Grade Level: Kindergarten to 3rd grade

3 Key Words: Belonging, Work, Migrant

SOLs:
n

Civics: 1.12 The student will recognize that communities in Virginia c) include people who
have diverse ethnic origins, customs, and traditions, who make contributions to their
communities, and who are united as Americans by common principles.
Visual Arts: 1.6 The student will depict personal experiences in works of art.

+ Amelias Road
By: Linda Jacobs Altman and Enrique O. Sanchez
n

Evaluation of the book:

n

The book has a clear problem and solution to it. Amelia does not have a sense of belonging
until she finds it at her school and a tree on an accidental road. When she is sad to leave to
finds a solution of making her tin box of Amelias things. Amelia is a very realistic
character as she represents the thoughts of children that is part of a migrant farm working
family. This is definitely a group of people that many do not get the chance to really have
any experience with. Thus, the book offer an excellent outlet for children to have
experience with immigrant farm workers.
How the book addresses injustice, isms, or inclusiveness: This book shows the unfortunate
circumstances that migrant farm workers have to live under. While some may like moving
around a lot, it is not very healthy for children to not have a sense of home. This book shows
students how hard it can be for these families so that they may grow up to make it easier for
these kinds of families to have more settled employment opportunities.

Recommended use:
n

A great idea for a lesson that I had was to have the students make their own box of
Amelias things but all of their own things. They could decorate the box with things that
are important to them or describe them. They can bring in items that they would like to put
in the box and write about what they put in the box and why it is important to them. (Visual
Arts 1.6)

+ Chin Chiang and the Dragons

Dance
By: Ian Wallace
n

Description of the book:

n

Chin has always dreamed of dancing the dragons dance. When the time
comes to participate in his first dance with his grandfather, he becomes
worried that he will fail and bring bad luck and shame to his family. During
the last practice with his grandfather, Chin runs away to a rooftop where he
meet Pu Yee. He finds out that she used to dance the dragons dance asks her
to help him practice. When the time comes for the dance to start, Chin tries
one last time to convince his grandfather that he shouldnt dance. His
grandfather encourages him to dance and has faith in him. Chin joins the
rest in the dance and dances beautifully. He even pulls Pu Yee in to dance
with them. The dance goes wonderfully and they celebrate with dinner.

Grade Level: Pre-K to 1st grade

3 Key Words: Dragon Dance, Perseverance, Tradition

SOLs:
n
n

Reading: 1.8 the student will expand vocabulary.

Writing: 1.13 The student will write to communicate ideas for a variety of
purposes.

Chin
Chiang
and
the
Dragons
+
Dance
By: Ian Wallace
n

Evaluation of the book:

n

The book is very interesting with beautiful images of Chinese art and culture. The
story is accurate in terms of characters as children are often very close to their
grandparents in some Chinese families. This story gives a specific perspective of
Chinese traditions, particularly celebrations during the Chinese New Year and the
dragons dance. There are no negative stereotypes as the characters are depicted
as helpful, determined, and artistic.
How the book addresses injustice, isms, or inclusiveness: This book shows the
importance of the traditions associated with the Chinese New Year. Often times,
the media portrays this as just the usual Chinese way and gives no background on
why these customs are important or even practiced in the first place. This book
offers an opportunity for a teacher to expose their students to Chinese traditions
and give background information on where they come from. My practicum
classroom has a student who celebrates his Chinese heritage and Im sure he
would love for his class to understand more about where his customs come from.

Recommended use:
n

This book offers a great opportunity to introduce some vocabulary to the

students. The book uses words such as splendid and fierce that students may
not be familiar with. As the teacher does the read aloud, they can write down
words she explains. Then afterwards, review the words and ask the students to
write sentences using these words.

+ Separate is Never Equal

By: Duncan Tonatiuh
n

Description of the book:

n

Sylvia is going to school during the 1940s. During this time, schools are segregated. Sylvia
attends the Mexican school- Hoover School where teachers are unmotivated, the school is
dirty, and there is no playground. The white school is much nicer. Her father is outraged and
starts a group to try to get schools to become integrated so that students of all skin colors or
backgrounds could have the same opportunities. A lawsuit was eventually filed. The people
sent Sylvia and her cousins to the Mexican school argued that Mexicans needed to learn
certain hygiene and social behavior they do not learn at home, all things that were untrue. The
judge ruled that in favor of Sylvias family and said that public education must be open to all
children. The school board appealed the case and had to go to state court. The Mendez family
gained support from several groups and in April of 1947, the Court of Appeals in San
Francisco ruled in favor of the Mendez family again. In June, it became law that all children in
California were allowed to go to school together.

Grade Level: 1st grade to 4th grade

3 Key Words: Segregation, Equality, Freedom

SOLs:
n
n

Civics: 1.10 The student will apply the traits of a good citizen. A) focusing on fair play,
exhibiting good sportsmanship, helping others, and treating others with respect.
Reading: 1.8 the student will expand vocabulary.

+ Separate is Never Equal

By: Duncan Tonatiuh
n

Evaluation of the book:

n

This book is quite complicated and may lead to the children having a hard time focusing, but
I feel if there are some turn and talk opportunities than students will be able to stay on track.
However, it shows the side of the fight against segregation of Mexican students. A lot of the
focus on segregation education is about how black students were sent to black schools. This
book shows the unique cultural identity of a Mexican student during this time. The good
characters are displayed as fighters (in a good way). They fight for what is right and do not
take injustice for reality.
How the book addresses injustice, isms, or inclusiveness: This book is all about fighting the
injustice of segregation in schools. It shows students exactly what had to be done in order to
get equality for students of all backgrounds. It allows them to discuss exactly why
segregation is unjust and ways that racism has affected this country.

Recommended use:
n

This book talks about a very complex issue in our countrys history. Although students may
not understand all of the concepts in this book, it could be a tool for talking about some
vocabulary in context such as ecstatic trial and segregation. This could be used a tool
for discussing how race relations evolved after Abraham Lincoln signed the Emancipation
Proclamation, which they learn about in the first grade. (Reading 1.8)
This book shows that there was a time when not only students could attend the same school
and give the opportunity for discussion about equality. The students can talk about why it isnt
fair to have the schools be separate. (Civics 1.10)

+ Umbrella
By: Taro Yashima
n

Description of the book:

n

Momo gets a pair of rain boots and an umbrella for her 3rd birthday. She is
so excited to use them, but unfortunately she must wait. It is still the very hot
summer and not a rain drop in sight. She tries to use the sunshine and wind
as an excuse to use her umbrella, but her mom says to wait until it rains.
Many days later, Momo wakes up to find that it is finally raining. She quickly
put on her boots, grabbed her umbrella, and headed outside. She goes for a
walk and listens to the sound of rain falling on her umbrella. She walks to
and from school holding on tightly to her new umbrella.

3 Key Words: Language, Weather, Patience

SOLs:
n

Science: 1.7 The student will investigate and understand weather and
seasonal changes. Key concepts include: b) there are relationships between
daily and seasonal changes.

+ Umbrella
By: Taro Yashima
n

Evaluation of the book:

n

This book is age appropriate for 1st grade. It has an adorable little girl who gets a
present for her birthday that she cant wait to use, something many students can
relate to. On some pages, there are Japanese characters, English spellings, and
English translations. This is a great way to show students some Japanese
characters and how not all languages write using the same letters as English or
other Latin languages do. There are no negative stereotypes and all of the
characters are depicted in a positive, realistic manner.
How the book addresses injustice, isms, or inclusiveness: This book shows a
character that is not white as the main character. A lot books used to only show
white characters, but not childrens literature is starting to incorporate more and
more diverse characters. This book allows for children who are of Japanese
background to identify with a favorite book character.

Recommended use:
n

This book can be used to introduce a lesson on weather. Momo has to wait in the
hot, dry summer for rain to come. This shows the daily and seasonal weather
relationships during the summer. The students can use this as research
knowledge for a weather categorizing assignment.

+ Black is Brown is Tan

By: Arnold Adoff
Illustrated by: Emily McCully
n

Description of the book:

n

This book is about a family who is happy and just so happens to have a black
mother and a white father. The mom does anything a normal good mother would
do: take care of her children and spend time with them. The father also does
everything a good father does. Grandma white and grandma black both kiss the
children on the cheek and aunts and uncles alike play with the children. That is
just the way they are.

Grade Level: Pre-K to 2nd grade

3 Key Words: Race, Family, Love

SOLs:
n

Civics: 1.12 The student will recognize that communities in Virginia c) include
people who have diverse ethnic origins, customs, and traditions, who make
contributions to their communities, and who are united as Americans by common
principles.
Civics: 1.10 The student will apply the traits of a good citizen. A) focusing on fair
play, exhibiting good sportsmanship, helping others, and treating others with
respect.

+ Black is Brown is Tan

By: Arnold Adoff
Illustrated by: Emily McCully
n

Evaluation of the book:

n

This book is a little hard to follow because of its structure but the rhythmic style
may keep the students attention. It shows a multicultural family in a positive
manner. They are clearly just like any other loving family. It shows a range of
people from white to tan to black. The characters are realistic and certainly
common in more families than students may realize.
How the book addresses injustice, isms, or inclusiveness: This books shows
students that black people dont only marry black people and white people
dont only marry white people. Love is love and love sees no color. It is possible
to love anyone and everyone despite their background. This helps to eliminate
the discrimination and judgment that is often passed on to interracial couples
and friend groups.

Recommended use:
n

This book could be used to teach students that love is love. The teacher can lead
a discussion where students talk about why it is important to judge people for
who they are and not by their skin color. The teacher should stress that respect
should be given to everyone and she/he expects to see all of the students show
respect towards everyone. (Civics 1.10 and 1.12)