By Areli Morales, a DACA recipient, Illustrated by Luisa Uribe

Areli Morales tells her own powerful and vibrant immigration story. When Areli was just a baby, her mama and papa moved from Mexico to New York with her brother, Alex, to make a better life for the family--and when she was in kindergarten, they sent for her, too. Everything in New York was different. Gone were the Saturdays at Abuela’s house, filled with cousins and sunshine. Instead, things were busy and fast and noisy. Areli’s limited English came out wrong, and schoolmates accused her of being illegal. But with time, America became her home. And she saw it as a land of opportunity, where millions of immigrants who came before her paved their own paths. She knew she would, too. This is a moving story--one that resonates with millions of immigrants who make up the fabric of our country--about one girl living in two worlds, a girl whose DACA application was eventually approved and who is now living her American dream. The Deferred Action for Childhood Arrivals (DACA) is an immigration policy that has provided relief to thousands of undocumented children, referred to as “Dreamers,” who came to the United States as children and call this country home.

Tags: Diverse characters, Mexican American, Spanish, DACA, immigration, citizenship, identity, belonging, family, #ownvoice, autobiography, picture book, undocumented, Latina, moving

Reviews:

-“A confident, heartfelt story…. Powerful in its cleareyed optimism.” —Kirkus Reviews, starred review

-"This beautifully illustrated picture book presents hardships that many undocumented children face when making the journey to America.... Highly recommended." —Booklist, starred review

-“This book could be used in a social science class highlighting Areli’s capacity to adapt and thrive as she navigates her new environment. It contains an author’s note addressing the fragility of the DACA program and back matter with a glossary defining the Spanish language terms in the story…A moving biographical picture book.” —School Library Journal

Discussion Questions:

-Before Reading: Talk about what a “dreamer” is - young undocumented immigrats brough tot eh US as children, who have lived and gone to school in teh US, and identify as American.

-What do you think this book will be about?

-What was it like for Areli at her Abuela’s house in Mexico? How do we know? Why did she have to wait before she could go to New York with her brother and parents?

-How was Areli’s life different when she comes to New York? What was positive and what was difficult?

-How do the other kids treat her when she starts school in New York? Have you ever experienced teasing like this? How could the students have responded differently?

-What is the message of this book? Why did Areli want to share her story?

-Activity: Explore two or more of these young immigrant stories. What similarities and differences do you notice with Areli’s story?

Standards:

RI.1.1, RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.1.2, RI.2.2, RI.3.2, RI.4.2, RI.5.2

RI.3.9, RI.4.9, RI.5.9

Sources: Churn: Areli is a Dreamer, you can click for even more activities!

By Megan Madison, Jessica Ralli, and Isabel Roxas

Based on the research that race, gender, consent, and body positivity should be discussed with toddlers on up, this read-aloud board book series offers adults the opportunity to begin important conversations with young children in an informed, safe, and supported way. Developed by experts in the fields of early childhood and activism against injustice, this topic-driven board book offers clear, concrete language and beautiful imagery that young children can grasp and adults can leverage for further discussion. While young children are avid observers and questioners of their world, adults often shut down or postpone conversations on complicated topics because it's hard to know where to begin. Research shows that talking about issues like race and gender from the age of two not only helps children understand what they see, but also increases self-awareness, self-esteem, and allows them to recognize and confront things that are unfair, like discrimination and prejudice.

Tags: Nonfiction, discussion starter, race, racism, prejudice, discrimination, empowerment, SEL, antiracism, picture book

Reviews:

-“This timely book is essential for all collections.” – School Library Connection (STARRED REVIEW)

-“An accessible, important addition to any anti-racist bookshelf.” – Kirkus (STARRED REVIEW)

-"Children and adults can come together over this book, which takes apart the meanings of race and skin color at the foundational level. It’s a stepping stone on the path to understanding what it means to be human, with cheerful art and easy language." --School Library Journal (STARRED REVIEW)

Discussion Questions:

Before Reading:

-What do you know about race?

During Reading:

-Answer the questions that are prompted in the book.

After Reading:

-Has your thinking changed after reading this book?

-What did you learn from this book?

-Why do you think the authors wrote this book? What lesson are we supposed to learn from it?

-Compare and contrast the representation you see in the book with your own experiences. Has anything in this book happened to you or been said to you? How does it make you feel to have read this book?

-There are discussion guides in the back of the book. Use these to prompt a discussion with your class about race and racism.

Standards:

RI.1.1, RI.2.1, RI.3.1, RI, 4.1, RI.5.1

Sources: Library Lessons With A Book

By Syrian Refugee and Human Rights Activist Bana Alabed, Illustrated by Nez RIaz

A poignant picture book memoir from Bana Alabed, the seven-year-old Syrian girl from Aleppo whose messages to the world have turned her into a global symbol and advocate for refugee rights. “I just want to live without fear.” —Bana Alabed, Twitter, October 12, 2016. When seven-year-old Bana Alabed took to Twitter to describe the horrors she and her family were experiencing in war-torn Syria, her heartrending messages touched the world and gave a voice to millions of innocent children. Written in Bana’s own words, this picture book offers a uniquely intimate child’s perspective on one of the biggest humanitarian crises in history. Bana has lost her best friend, her school, her home, and her homeland. But she has not lost her hope—for herself and for other children around the world who are victims and refugees of war and deserve better lives.

Tags: Nonfiction, autobiography, Syria, Syrian, refugee, immigration, war, peace, identity, resilience, family, Arabic, activism, #ownvoice

Reviews:

-”In the intimate interaction between the daughter and mother, hope and reassurance are exchanged, and Bana’s roots grow deeper. In an author’s note at the end of the book, Alabed contextualizes and historicizes the story and shares what became of her after leaving Syria. Importantly, the narrative depicts pride in speaking a heritage language, here Arabic, in a new foreign country. An important addition to children’s literature about refugees, featuring a young activist’s own story.” -Kirkus

Discussion Questions:

-Bana Alabed became famous for her tweets when she was 7 years old, she was calling for peace during the war in her country Syria. Her family was safely evacuated to Turkey in 2016. How does it make you feel to hear that a 7 year old sparked change in this way? What does it make you feel about what you are capable of?

-Read Bana’s author’s note at the end. What is the message she has for kids? What is the message she has for adults? Why do you think she tells adults “Kids shouldn't have to always be so strong. Every child deserves to live in peace”?

-What is the lesson Bana wants us to learn after reading her story?

-The meaning of Bana’s name is very important to her. What is the meaning of your name? Do you know? If you don’t, talk to your family about the meaning behind your name.

-How did Bana show she was strong, like the tree she was named after? Give examples from the text to support your answer.

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.2. RI.3.2, RI.4.2, RI.5.2

By Stephen Costanza

A stunning, rhythmic picture book biography of African American composer Scott Joplin, whose ragtime music paved the way for jazz.There was something special about Scott Joplin…This quiet kid could make a piano laugh out loud. Scott, the son of a man who had been enslaved,

became a king—the King of Ragtime. This celebration of Scott Joplin, whose ragtime compositions paved the way for jazz, will captivate audiences and put a beat in their step, and the kaleidoscope-like illustrations will draw young readers in again and again.

Tags: Diverse Characters, Black historical figure, music, biography, nonfiction, picture book, inspirational, Black History

Reviews:

- "Costanza delivers a biography as bouncy and colorful as ragtime itself. . . full of animation and joy, motifs that repeat throughout each gorgeous spread. . . Outstanding." (Kirkus Reviews, Starred Review )

- "The melodic, flowing text goes beyond Joplin's personal details to paint a picture of what life looked like for African Americans during the Jim Crow era . . . Examples are effortlessly woven into the narrative. . . [Events] come alive through gloriously vibrant, full-page gouache collages that pop off of pages, filled with creative and expressive details . . . this attractive offering makes a great read-aloud. (Booklist, Starred Review )

Discussion Questions:

-Summarize Scott Joplin’s life in a few sentences. What are the most important things you would include in the summary?

-Activity: Make a timeline of Scott Joplin’s life.

-How did the events early in Scott Joplin’s life affect what happened later in his life?

-Why do you think the author wrote this book? What did he want us to learn?

-What questions would you ask about this book? Have a partner answer your questions using evidence from the text.

-What did you notice about the illustrations in this book? Did you notice any patterns?

-Activity: At the end of the book there are suggested songs to listen to of Joplin’s music. Listen to a couple together as a class. How do the songs add to the meaning of the story? Had any students heard of ragtime before?

Standards:

RI.1.1, RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.2, RI.4.2, RI.5.2

RI.3.3, RI.4.3, RI.5.3

By Martha Brockenrough and Grace Lin, Illustrated by Julia Kuo

He challenged the Supreme Court on his right to be called citizen—and won. When American-born Wong Kim Ark returns home to San Francisco after a visit to China, he’s stopped and told he cannot enter: he isn’t American. What happens next would forever change the national conversation on who is and isn’t American. After being imprisoned on a ship for months, Wong Kim Ark takes his case to the Supreme Court and argues any person born in America is an American citizen. I am an American: The Wong Kim Ark Story is an important picture book that introduces young readers to the young man who challenged the Supreme Court for his right to be an American citizen and won, confirming birthright citizenship for all Americans.

Tags: Nonfiction, Chinese American, China, Supreme Court, identity, empowerment, biography, immigration, citizenship, picture book, AAPI HIstory, #ownvoice

Reviews:

-"An important and complex period in American history geared to young readers."―Kirkus

-"An important picture book biography to augment classroom conversations about immigration and citizenship."―School Library Journal

Discussion Questions:

-Retell the story of Wong Kim Ark’s life in your own words. What are the most important details you need from his life to retell it?

-Activity: Make a timeline of Wong Kim Ark’s life using information from the text.

-Activity: Research more about the United States v. Wong Kim Ark supreme court case.

-What events in Ark’s early life led to the events later in his life?

-How would you describe Wong Kim Ark using evidence from the text?

- The author said “But the decision did not mean the end of unfair treatment of Chinese people and other minorities. For many people, America was often far from fair”. What do you think she meant by this? What examples does she give from the text? Is this still true today? What examples do you have from your life or our world today?

-Read through the author’s notes and timeline. Why was it so important that Wong Kim Ark won this case? What did it mean for others in the United states?

Standards:

RI.3.1, RI.4.1, RI.5.1

RI.3.3, RI.4.3, RI.5.3

RI.3.7, RI.4.7, RI.5.7

RI.4.8, RI.5.8

By Traci Sorrell, Illustrated by Natasha Donovan

Mary Golda Ross designed classified airplanes and spacecraft as Lockheed Aircraft Corporation's first female engineer. Find out how her passion for math and the Cherokee values she was raised with shaped her life and work. Cherokee author Traci Sorell and Métis illustrator Natasha Donovan trace Ross's journey from being the only girl in a high school math class to becoming a teacher to pursuing an engineering degree, joining the top-secret Skunk Works division of Lockheed, and being a mentor for Native Americans and young women interested in engineering. In addition, the narrative highlights Cherokee values including education, working cooperatively, remaining humble, and helping ensure equal opportunity and education for all.

Tags: Nonfiction, biography, Indigenous, Cherokee, Native American, space, engineer, math, science, empowerment, picture book

Reviews:

- “A stellar addition to the genre that will launch careers and inspire for generations, it deserves space alongside stories of other world leaders and innovators. A biography that lands beyond the stars!"―starred, Kirkus Reviews

-”This title spotlights the story of an innovative Cherokee aerospace engineer, whose life sets an inspiring example for all children. Pair it with the picture book version of Margot Lee Shetterly's Hidden Figures."―School Library Journal

-”Appended with a time line, author's note, and resources, this biography makes a valuable addition to units on Indigenous individuals or women in STEM."―Booklist

Discussion Questions:

-Visit the author, Traci Sorrell’s Website, for STEM activities and teaching materials for grades 2-7 based on “Classified”

-What do you think drove Ms. Ross to want to learn so much as child and as an adult?

-How do you think she felt being the only girl or woman in her classes and at her job as an aerospace engineer?

-Reread the four Cherokee values that shaped Ms. Ross’s life. How do you see her exemplifying those values? Use evidence from the text.

-What are four values that are important to you in your life?

-Why did the author write this book? What did she want us to learn from reading it? How can you take that lesson and apply it to your life?

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.2. RI.3.2, RI.4.2, RI.5.2

RI.2.3, RI.3.3, RI.4.3, RI.5.3

RI.2.6, RI.3.6, RI.4.6, RI.5.6

By Michelle Duster, illustrated by Laura Freeman

Biography of Ida B. Wells and all of her accomplishments written by her great-grandaughter. Ida B. Wells was a founder of the NAACP, founder of the National Association of Colored Women’s CLubs, a founder of the Alpha Suffrage Club, and a founder of the Negreo Fellowship League. Faced with criticism and threats to her life, she never gave up.

Tags: Nonfiction, biography, #ownvoice, civil rights, suffrage, picture book, Black history,

Reviews

A superb biography for all libraries, this picture book can effectively be used with a broad range of students as an introduction to the importance of activism and Black history. -School Library Journal

Discussion Questions:

-Before Reading: The book mentions lynching of black men. Before reading, have a developmentally appropriate discussion of what lynching is (grade 3 and up). Also what suffrage means.

-How did events earlier in Ida B. Wells’ life lead her to make decisions later in her life? You can look at the timeline to help explain your thinking.

-How would you describe Ida B. Wells? Why do you say that?

-Does Ida B. Wells remind you of someone else we have learned about? Who and why?

Standards:

R.I.3.3, R.I.4.3, R.I.5.3

R.I.3.1, R.I.4.1, R.I.5.1

By Leah Henderson, Illustrated by Floyd Cooper

Today is a special day. Eli knows it’s important if he’s allowed to miss one second of school, his “hard-earned right.” Inspired by true events and told through the eyes of a young boy, this is the deeply moving story about what is regarded as the first Memorial Day on May 1, 1865. Eli dresses up in his best clothes, Mama gathers the mayflowers, Papa straightens his hat, and together they join the crowds filling the streets of Charleston, South Carolina, with bouquets, crosses, and wreaths. Abolitionists, missionaries, teachers, military officers, and a sea of faces Black, Brown, and White, they march as one and sing for all those who gave their lives fighting for freedom during the Civil War.

Tags: Diverse characters, Black history, memorial day, Civil War, enslavement, freed, celebrate, #ownvoice, nonfiction, picture book

Reviews:

-"Cooper’s illustrations are soft and gentle. . . Henderson’s choice to show the development of this day of remembrance from the perspective of a child involved in the literal work required to build it gives the story weight and meaning."―Kirkus Reviews

-"Cooper’s mixed-media illustrations beautifully depict the community’s emotions and their actions in creating a memorial. Soft colors gently envelop readers in the story... An enchanting account of the first Memorial Day, this book is recommended for all."―School Library Journal

-"The moving story, as seen through the eyes of a newly freed boy watching his father and others work hard in anticipation of memorial festivities, is enhanced beautifully by Cooper’s illustrations." ―Booklist

Discussion Questions:

-Memorial Day was first celebrated to acknowledge the sacrifices of the Union soldiers who fought to free the slaves in the south. How do you think it became a day to thank all those who have served in the US Military?

-How do you celebrate Memorial Day?

-Did you know that enslaved people were not allowed to learn how to read? How do you think that made it harder for them when they were freed?

-Eli talks about his fears and how they are gone now that he is free, how do you think he felt when he found out?

-Eli’s parents were very strict about him being in school so he could learn and improve his life. What would you lose if you couldn't go to school?

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.3, RI.4.3, RI.5.3

Sources: Readalotamus Books Youtube

By Alicia D. Williams, Illustrated by Jacqueline Alcantara

Zora was a girl who hankered for tales like bees for honey. Now, her mama always told her that if she wanted something, “to jump at de sun”, because even though you might not land quite that high, at least you’d get off the ground. So Zora jumped from place to place, from the porch of the general store where she listened to folktales, to Howard University, to Harlem. And everywhere she jumped, she shined sunlight on the tales most people hadn’t been bothered to listen to until Zora. The tales no one had written down until Zora. Tales on a whole culture of literature overlooked…until Zora. Until Zora jumped.

Tags: Nonfiction, biography, author, diverse, Black history, resilience, anthropology, folklore, Harlem Rennassaince, #ownvoice

Reviews:

-"A lively, joyfully rendered portrait of a literary legend." (Publisher Weekly, starred review)

- “Williams’ narration is a read aloud dream….it will be a joyful guide for folklore enthusiasts” (BCCB, starred review )

- “This introduction to an American icon feels just right.” (Kirkus Reviews, starred review )

Discussion Questions:

-Zara's mother encouraged Zora to jump at the sun, saying that even though she might not land on the sun, at least she'd get off the ground. What did she mean? How did Zara jump? How can you jump?

-Zora Neal Hurston had a lot of losses and setbacks. What were some that were shared in the book? How does she respond to these setbacks? How do you respond to setbacks?

-Zara was a writer and an anthropologist. She was a storycatcher! Where did she gather some of her stories from? What can a community’s stories, songs, and games tell us about the people who live there. What stories, songs, and games are shared in your family?

-When Zara moved to New York, she became part of the Harlem Renaissance. It was a movement that promoted African American thinkers, artists, musicians, dancers, writers, and political leaders. How did being in a community of supportive, creative people help Zara NEal Hurston? How can the people you spend time with help or hurt you?

-Activity: Look up and read some of the stories that Zara collected. Which one was your favorite? Why?

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.3, RI.4.3, RI.5.3

RI.2.6, RI.3.6, RI.4.6, RI.5.6

By Atinuke, Illustrated by Mouni Feddag

Discover the exhilarating diversity of the African continent in storyteller Atinuke’s kaleidoscopic nonfiction guide to the people, flora, and fauna of all fifty-five countries.

A Nigerian storyteller explores the continent of Africa country by country: its geography, peoples, animals, history, resources, and cultural diversity. The book is divided into five distinct sections—South, East, West, Central, and North—and each country is showcased on its own bright, energetic page brimming with friendly facts on science, industry, food, sports, music, wildlife, landscape features, even snippets of local languages. The richest king, the tallest sand dunes, and the planet’s largest waterfall all make appearances along with drummers, cocoa growers, inventors, balancing stones, salt lakes, high-tech cities, and nomads who use GPS! Atinuke’s lively and comprehensive introduction to all fifty-five African countries—a celebration scaled to dazzle and delight even very young readers—evokes the continent’s unique blend of modern and traditional. Complete with colorful maps, an index, and richly patterned and textured illustrations by debut children’s book artist Mouni Feddag, Africa, Amazing Africa is both a beautiful gift book and an essential classroom and social studies resource.

Tags: Nonfiction, expository nonfiction, Africa, African, countries, history, #ownvoice

Reviews:

-”The text is lively and engaging, concisely conveying the astounding richness of history and culture that make the continent of Africa so exciting to explore. Small wonder that Atinuke can make a nonfiction book every bit as fun to follow as a storybook. Readers will leave this volume full of new, amazing views and eager to discover more about the familiar and unfamiliar territories covered here. This loving tribute is absolutely dazzling. - Kirkus Reviews

Discussion Questions:

-Before Reading: Start with this introduction video from the author herself: Atinuke

-Pick countries that students are interested about, or where students are from or their family is from. Then, find the corresponding questions, activities, and extensions on this thorough activity guide. It can be done in sequence, as the guide indicates, or you can choose which places to read about and which questions to answer.

Standards:

RI.1.1, RI.2.1, RI.3.1, RI.4.1, RI.5.1

By Hudson Talbott

Hudson Talbott's inspiring story vividly reveals the challenges--and ultimately the rewards--of being a non-mainstream kind of learner. When Hudson Talbott was a little boy, he loved drawing, and it came naturally to him. But reading? No way! One at a time, words weren't a problem, but long sentences were a struggle. As his friends moved on to thicker books, he kept his slow reading a secret. But that got harder every year. He felt alone, lost, and afraid in a world of too many words. Fortunately, his love of stories wouldn't let him give up. He started giving himself permission to read at his own pace, using the words he knew as stepping-stones to help draw him into a story. And he found he wasn't so alone--in fact, lots of brilliant people were slow readers, too. Learning to accept the fact that everyone does things in their own unique way, and that was okay, freed him up and ultimately helped Hudson thrive and become the fabulous storyteller he is today.

Tags: Diverse characters, dyslexia, learning, persistence, perseverance, school, autobiography, nonfiction, picture book, disabilities

Reviews:

-New York Times Book Review: Drawing was "like diving into my own world," Talbott writes in this fast-paced, highly visual autobiographical tale. Reading was terrifying — "too many words coming at me at the same time." While tempted to give up, Talbott "loved stories too much to quit."

-Kirkus Reviews: Strongly influenced by Talbott's own childhood reading journey. He loves art, but reading doesn't come as naturally. The youngster learns to search for familiar words, using them as stepping stones. And there are advantages: "Slow readers savor the story!"

-School Library Journal: With a directness similar to Jordan Scott's I Talk Like a River, this story addresses the stigma surrounding dyslexia... Leavened with humor, charm, and a child's self-empowerment, this is an important book both for struggling readers and for classmates who need to cultivate a dose of empathy.

Discussion Questions:

-Before Reading: In this story the author/illustrator writes about when he was a boy and he struggled with reading. Can you think of anything that you have struggled with or found challenging? What did you do to overcome those challenges? What is something you are talented in? How can you use your talents to overcome challenges?

-Before reading: define dyslexia

- How does Hudson feel about reading at the beginning of the story? How can you tell? How does he share his feelings through the pictures?

-What does the author mean when he writes “curiosity won”? Can you think of a time when curiosity won for you?

-What is the “Slow Readers Hall of Fame”? Do you recognize any of the people in the hall of fame?

-How does Hudson deal with his struggles at school? How is that similar or different to how you solve your struggles at school?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

Sources: https://www.rif.org/literacy-central/material/walk-words-discussion-guide

The Testimonies of Children Detained at the Southern Border of the United States. Compiled by Warren Binford, Illustrated by 17 Latino Illustrators

The moving stories of children in migration—in their own words. Every day, children in migration are detained at the US-Mexico border. They are scared, alone, and their lives are in limbo. Hear My Voice/Escucha mi voz shares the stories of 61 of these children, from Honduras, Guatemala, El Salvador, Ecuador, and Mexico, ranging in age from five to seventeen—in their own words from actual sworn testimonies. Befitting the spirit of the project, the book is in English on one side; then flip it over, and there's a complete Spanish version. Illustrated by 17 Latino artists, including Caldecott Medalist and multiple Pura Belpré Illustrator Award-winning Yuyi Morales and Pura Belpré Illustrator Award-winning Raὺl the Third. Includes information, questions, and action points. Buying this book benefits Project Amplify, an organization that supports children in migration.

Tags: Latino, border, detained, immigrants, immigrations, asylum, family, children, nonfiction, bilingual, Spanish, picture book, compilation.

Reviews:

-"In Spanish and in English, a devastating first-person account of children’s experiences in detention at the southern U.S. border.... A powerful, critical document only made more heartbreaking in picture-book form."

—Kirkus Reviews starred review

-"The text unfolds simply but meaningfully—with the children’s own words, intertwined not as a single, broad narrative but in a harmonious array of voices, each with a unique story to tell... this is a heartrending but vital work."

—Publishers Weekly starred review

-Nautilus Award Winner - Gold Medalist in Middle Grade Non-fiction

-Skipping Stones 2022 Honors books in Multicultural and International Books

-New York Public Library best book for kids 2021

-2022 Flora Stieglitz Straus award for excellence in children's nonfiction writing

-2022 Kansas NEA Reading Circle Intermediate (Grades 3-5 / Ages 8-10) honor

-Children’s Book Committee best book of the year 2022 (ages nine through twelve, notation for diversity and outstanding merit)

Discussion Questions:

-The book begins with a list of redacted names, followed by the statement: “I declare under penalty of perjury that the following is true and correct to the best of my knowledge and recollection.” Why is it important to establish that these are the actual testimonies of children detained at the border (a work of nonfiction instead of fiction)? How does this knowledge change the way you experience the book? Why do you think the book is presented in both English and Spanish? Why do you think they chose not to include full names of the children they interviewed?

- Because this book contains the testimonies of children detained in government facilities, it is considered a primary research source. Why is it important to look at primary sources to understand history or contemporary events? How do you think the story would change if it was written as a secondary source (someone who has not experienced it first hand)? How do you think it would change if it was a work of fiction?

-The first illustrations in the book portray the children realistically, but these are followed by illustrations that depict them as birds. Explain what the comparison of the children to birds might symbolize. Examine other illustrations that contain symbolic elements and explain what the symbols represent.

-Why do you think the children were separated from other members of their family when they entered the United States? What did you find the most upsetting about the descriptions of the conditions in the detention center?

- The narratives in the text are illustrated by many different Latino artists: “Every illustration is intended to help bridge the humanity between the children whose collective stories are told and the child who is trying to understand what is happening to children forced to move across national borders.” For example, the illustration about being held in a crowded cage shows people of many different ages and nationalities behind bars, allowing readers to find someone who looks like them in the cage. Choose another illustration that you believe achieves this goal and explain what makes it particularly effective.

-The foreword to Hear My Voice / Escucha mi voz says: “This book, a story for children by children, wasn’t easy to tell and isn’t easy to hear.” Why is it important to document things that are hard to hear? Why is it important to hear these stories?

Standards:

RI.3.1, RI.4.1, RI.5.1

RI.3.6, RI.4.6, RI.5.6

RI.3.7, RI.4.7, RI.5.7

RI.3.8, RI.4.8, RI.5.8

Sources:

Hear My Voice Educator Guide

By Nikole Hannah-Jones and Renee Watson, Illustrated by Nikkolas Smith

The 1619 Project’s lyrical picture book in verse chronicles the consequences of slavery and the history of Black resistance in the United States, thoughtfully rendered by Pulitzer Prize-winning journalist Nikole Hannah-Jones and Newbery honor-winning author Renée Watson. A young student receives a family tree assignment in school, but she can only trace back three generations. Grandma gathers the whole family, and the student learns that 400 years ago, in 1619, their ancestors were stolen and brought to America by white slave traders.

But before that, they had a home, a land, a language. She learns how the people said to be born on the water survived. With powerful verse and striking illustrations by Nikkolas Smith, Born on the Water provides a pathway for readers of all ages to reflect on the origins of American identity.

Tags: Diverse characters, nonfiction, Black history, heritage, slavery, enslavement, slave trade, Africa, picture book, family, community, resilience, hope, Black Lives Matter, affirmation

Reviews:

-"A gift to Black Americans and everyone else who reads it." ―Kirkus Reviews,starred review

-"Black history is not merely a story of slavery and suffering but one of perseverance and hope." ―Publisher's Weekly, starred review

-"A stunning work, providing a glimpse into the history of the Black experience before and after the slave trade; the poetic language and breathtaking artwork will have a lasting effect on readers." ―School Library Journal,starred review

-"Written in lovely and loving verse, with dynamic, expressive, and expansive illustrations that convey the emotional journey of a resilient people, this book provides a moving, informative answer to an essential question." ―Horn Book, starred review

Discussion Questions:

-Where do you notice repetition in the poems? Why do you think the authors chose to repeat these particular lines?

-Why do you think the authors used poems to tell the story? What is an example from the text of how the message would impact the reader differently if they had used prose instead?

-Do the people in this poem have a problem? If they do, are they able to solve it? How do they solve it, or why can’t they? Why did the people solve their problem in that way? Could they have made a different decision? What do their choices make us think about what kind of people they are?

- Do the people change in this poem or across the book? How do you know? If the people changed, why and how did they change? Are there ways the people stayed the same? Does the way the people stayed the same or changed help you think about the meaning of the book?

-What do you think the characters learned about themselves and the world in the poem(s)? Do the lessons they learned help you think about the meaning of the book?

-From whose perspective did the authors choose to tell the story? Whose perspective did they leave out? How do these choices impact the tone of the story? How does that tone impact the reader?

-While reading Born on the Water, we learned that despite harrowing circumstances, Black Americans survived and continue to thrive. Black Americans did the grueling labor that built this nation as enslaved people who did not receive compensation. Black Americans have made and continue to make remarkable contributions to the United States of America and its culture. Research to find out more by reading several picture book biographies and stories of resistance and then choosing a person or idea to study deeply.

Standards:

RL.3.1, RL.4.1, RL.5.1

RL.3.2, RL.4.2, RL.5.2

RL.3.3, RL.4.3, RL.5.3

RL.3.5, RL.4.5, RL.5.5

RL.3.6, RL.4.6, RL.5.6

Sources:

1619 Project Educators Guide

By Jackie McCann, Illustrated by Aaron Cushley

Help your child become a global citizen with this accessible introduction to the people who live on our planet, with big ideas broken into bite-size chunks through clever graphic design. Perfect for home and classroom settings! With almost 7.8 billion people sharing the earth, it can be a little hard to picture what the human race looks like all together. But if we could shrink the world down to just 100 people, what could we learn about the human race? What would we look like? Where and how would we all be living? This book answers all these questions and more! Reliably sourced and deftly illustrated, If the World Were 100 People is the perfect starting point to understanding our world and becoming a global citizen. If we focus on just 100 people, it's easier to see what we have in common and what makes us unique. Then we can begin to appreciate each other and also ask what things we want to change in our world.

Tags: Nonfiction, picture book, world, global, citizenship, village, people, humanity, similarities, differences, statistics, facts, culture

Reviews:

-"This is a terrific find for social studies teachers who want to promote inquiry and active citizenship" --School Library Journal, starred review

-"Visually engaging...An informative, appealing primer on societal data." --Publishers Weekly

-"A book worth reading many times over, discussing, and a call to take action, regardless of someone’s age."--Books to Borrow . . . Books to Buy

Discussion Questions:

-What did you learn from this book? What surprised you? What was something you already knew?

-Did you notice anything unfair in this book? What? Why do you think it is unfair?

-What are some of the problems you notice? How could we help to fix them?

-What did you think about the section that talks about where we are headed in the future? How does that make you feel?

-What do you think we are supposed to learn after reading this book?

-How do the diagrams, illustrations, captions, and graphs help you understand the information better?

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.3, RI.4.3, RI.5.3

RI.2.7, RI.3.7, RI.4.7, RI.5.7

By Ibi Zoboi, Illustrated by Loveis Wise

The People Remember tells the journey of African descendants in America by connecting their history to the seven principles of Kwanzaa. It begins in Africa, where people were taken from their homes and families. They spoke different languages and had different customs.

Yet they were bound and chained together and forced onto ships sailing into an unknown future. Ultimately, all these people had to learn one common language and create a culture that combined their memories of home with new traditions that enabled them to thrive in this new land. Sumptuously illustrated, this is an important book to read as a family—a story young readers can visit over and over again to deepen their understanding of African American history in relation to their own lives and current social justice movements. By turns powerful and revealing, this is a lyrical narrative that tells the story of survival, as well as the many moments of joy, celebration, and innovation of Black people in America.

Tags: Diverse characters, Black characters, Kwanza, Black history, memories, family, heritage, history, slavery, thrive, resilience, nonfiction, picture book, #ownvoice, art, creativity, music

Reviews:

“[Ibi and Loveis’s] collaboration focuses on Black resilience, a cultural inheritance powerful enough to break the curse of generational trauma. Guided by the seven principles of Kwanzaa, Zoboi’s narrative explores both the burden and the strength of collective consciousness…. The image and the words work in harmony to emphasize the limitless potential of the human spirit.” — New York Times Book Review

“This immaculately illustrated picture book walks through a vast swath of history… Zoboi’s poetic retrospective breathes life into Black history narratives and reverently celebrates Black lives.” — Kirkus Reviews (starred review)

“Zoboi’s gorgeous prose illuminates… and Wise’s illustrations highlight the beauty of African American culture. Their color palette takes readers on an emotional journey that is also a brilliant blend of poetry, African, and African American history. Zoboi skillfully weaves together the narratives of enslaved Africans into a wonderful tapestry that is honest and beautiful. Perfect for school and public libraries, this must-have offering celebrates African American cultural identity should be included in all collections.” — School Library Journal (starred review)

Discussion Questions:

-The book begins with “The people remember when it first happened.” What is “it”? “It” is mentioned several times throughout the book. Is “it” the same thing every time? Why do you think the author doesn’t name “it”? What and whom does the author name? Why do you think the book is written this way, with some parts named and others not?

-. What kinds of emotions do the words and pictures in this book make you feel? Point out some of the pages that stay in your memory. Share what you feel when you see those pictures and hear or read those words. Do you feel one emotion throughout the book, or many different emotions?

-Reread the description of community life on pages 19 and 21, beginning with “In the loud, bustling cities” and ending with “Ujima. Collective work and responsibility.” How do these moments, places, and activities help the people keep surviving and thriving?

-How and why are music, dance, art, poetry, and literature important to the survival of a community and a people? Why do you think African Americans invented so many new ways of expression? Think about the verse, “out of the heart comes the finest art.”

-What does this story show about the United States of America as a country? About the journey of African descendants in the Americas? At the end of the book, what hopes are you left thinking about?

-Activity: Music Is Black History. Find a video on the evolution and history of Black music and the influence of Black culture on music in general, such as “Music Is Black History,” and show it to your class. Have the class choose a genre, era, or style they would like to learn more about.

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.3, RI.4.3, RI.5.3

Sources: The People Remember Educator's Guide

By Victoria Tentler-Krylov

An inspiring picture book biography about British Iraqi architect Zaha Hadid, who was a pioneer in her field against all odds, told by debut author-illustrator Victoria Tentler-Krylov.

The city of Baghdad was full of thinkers, artists, and scientists, the littlest among them Zaha Hadid. Zaha knew from a young age that she wanted to be an architect. She set goals for herself and followed them against all odds. A woman in a man's world, and a person of color in a white field, Zaha was met with resistance at every turn. When critics called her a diva and claimed her ideas were unbuildable, she didn't let their judgments stop her from setting goals and achieving them one by one, finding innovative ways to build projects that became famous the world over. She persisted, she followed her dreams, and she succeeded.

Tags: Nonfiction, biography, picture book, Iraq, architect, resilience, creativity

Reviews:

-"As an architect, Tentler-Krylov brings an abundance of understanding to her subject’s profession and the obstacles she faced. And by helping readers imagine the challenges of designing a building, she enables them to appreciate Hadid's process and achievements. Text and art work well together in portraying her forceful, flamboyant personality, her strong determination, and her brilliant architectural designs. With fluid lines and vibrant watercolor washes, the well-composed double-page scenes vividly illustrate Hadid’s life and work. A memorable introduction to a visionary architect.” -- Booklist, starred review

-"An inspiring story based on a dazzlingly influential life." -- Kirkus Reviews

Discussion Questions:

-Right after her first design got built, the author said that her success came with more “scrutiny”. What do you think scrutiny means using clues from the text?

-The author said that Zaha “defied convention”. What do you think that means? What are conventions and how was she defying them?

-Look up real photos of the buildings Zaha Hadid designed. Were they what you were expecting them to look like? Do agree with Zaha’s design ideas or do you prefer a different style of architecture?

-How did Zaha Hadid’s experiences as a child impact the design style of her buildings?

-Zaha Hadid challenged a lot of traditions, like how buildings should look or what people should wear at work. How did that help her and how, sometimes, did it make things more challenging?

-Ms. Hadid met a lot of resistance to her ideas. She designed buildings for years before any got built. Why do you think people resisted her ideas? Was it because they were so different? Because she was a woman? Because she was so young? Can you think of other reasons? How do you respond when you hit an obstacle? How can her story help you?

-Art Activity: Architecture Shape Collage

Standards:

RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.2.3, RI.3.3, RI.4.3, RI.5.3

RI.2.4. RI.3.4, RI.4.4, RI.5.4

RI.2.6, RI.3.6, RI.4.6, RI.5.6

Written by Diana Ejaita

Two cousins, Olu in Nigeria and Greta in Italy, have never met in person before. Though they are in different countries their ways of living are quite similar. They send pieces of each other’s lives in the mail to each other and talk on video call. They dream of one day getting to meet each other in person.

Tags: Diverse characters, Nigerian, Italian, Nigeria, Italy, #ownvoice, differences between cultures, picture book

Reviews:

"A compelling bicontinental story of kinfolk, uniquely illustrated by an artist who’s lived the experience." --Kirkus (STARRED REVIEW)

"A salient reminder that love and connection transcend difference and distance." --Publishers Weekly (STARRED REVIEW)

"Viewers will get a visual treat and a reminder that they’re not alone across cultures." --The Bulletin of the Center for Children's Books

Named a BEST BOOK OF 2021 --Kirkus

Discussion Questions:

-Why does the author keep repeating the words “They cannot get to each other by _____”

-What do you think happens to Olu and Greta after this story ends? What makes you think that?

-How are Olu and Greta alike? How are they different?

-How would you describe Olu? Greta? Give examples from the text to support your claim.

-What does this story make you think about your own life?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.4, RL.2.4, RL.3.4, RL.4.4, RL.5.4

RL.3.3, RL.4.3, RL.5.3

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

Written by Ammi-Joan Paquette, Illustrated by Felicita Sala

Emilia’s grandpa gives her a walnut one morning and tells her the story behind it - how he brought it with him across the ocean to his new home when he was a little boy and planted it to become a huge walnut tree. Her grandpa helps Emilia plant and grow her own walnut tree step by step, but as the tree grows, grandpa starts to slow down and Emilia has to say goodbye. Her walnut tree reminds her that even when they are no longer here, the ones we love are always a part of us.

Tags: Immigration, grief, loss of a grandparent/family member, picture book, SEL

Reviews:

"Captures the personal-feeling family story with a poignant immediacy that also enshrines respect for the family’s legacy."―Publishers Weekly

"The warmhearted watercolor, gouache, and colored-pencil illustrations are the true highlight of the book, offering lovingly rendered images of Sala’s native Italy and a poignant view of Grandpa’s aging and eventual passing... A glowingly illustrated exploration of immigration, family bonds, and human resilience."―Kirkus Reviews

"Paquette’s emotive writing is strong and clear. . .Sala’s paintings, in shades of green, gold, and sepia, are equally effective." ―The Horn Book Magazine

Discussion Questions:

-What did the author mean when they wrote: “As she dug, Emilia thought of Grandpa’s journey. Her own tree had come from a nut that had come from his tree. They would always be a part of each other.”? (page 31)

-What does the walnut/walnut tree symbolize?

-What do you think is happening on the last page?

-Were there any clues in the illustrations of this story that helped you understand what was happening?

-What was the lesson of this story? How can you use that lesson in your own life?

-Does this story make you think of anything from your own life?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

By Adrea Theodore, illustrated by Erin K. Robinson

Being the only brown girl in a classroom full of white students can be hard. When the teacher talks about slavery and civil rights, she can feel all the other students' eyes on her. In those moments she wants to seep into the ground, wondering, is that all you see when you look at me? Having gone through the same experiences, the girl's mother offers a different, empowering point of view: she is a reflection of the powerful women that have come before her, of the intelligence, resilience, and resourcefulness that have been passed down through the generations. Her history is a source of pride, a reason to sit up straight and recognize everything beautiful and powerful in herself.

Tags: diverse characters, Black characters, #ownvoices, identity, self-esteem, picture book

Reviews:

"The book wraps children in the lived experience then and now. Digitally rendered illustrations shine with the love and pride of the book’s message, honoring history while also empowering young brown children to seek a dazzling future. This title powerfully places history in a light that honors the past, challenges the way history is taught, and looks forward. Inspirational."—School Library Journal, Starred Review

"A child discovers how to rise above isolation at school in a compassionate and rewarding picture book that portrays how self-esteem and racial pride intersect."—Shelf Awareness

"A love letter of recognition to children of color. . . . The colors go from subdued to vibrant, with the protagonist’s daughter shown on one page as an almost literal beam of light"—The Horn Book

"An empowering picture book seeks to instill pride in the descendants of enslaved people. . . . This emotionally honest look at the challenges of processing historical injustice and racial trauma provides a much-needed mirror for Black students, but anyone who has ever felt trapped by other people’s definitions of who they are can relate to the story on some level. . . . An uplifting story that rightfully asserts the multidimensionality of Black identity."—Kirkus Reviews

Discussion Questions:

-What do you think the author meant by “sliding to the floor” or “seeping into the ground”? Why do you think she included lines like this throughout the book?

-Why do you think the narrator and her daughter were feeling the way they felt in this story? Have you ever felt like this before?

-How would you describe the daughter in this story? What makes you think that?

-What does it mean to look in the mirror and ask yourself “What do I see when I look at me?” What do you see when you look at yourself?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.4, RL.2.4, RL.3.4, RL.4.4, RL.5.4

RL.3.3, RL.4.3, RL.5.3

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

By: Refiloe Maoholo, illustrated by Zinelda McDonald

In southern Africa, there is a belief called ubuntu—the idea that we are all connected. No matter where we’re from or who we are, a person is a person through their connections to other people. This book is a great introduction to the idea of Ubuntu, and a celebration of friendship and kindness.

Tags: Diverse characters, South African, South Africa, #ownvoices, kindness, picture book

Reviews:

“[Refiloe] Moahloli’s work makes for a stunning picture book for young readers and their grown-ups that focuses on our shared sense of community…I Am You acknowledges differences children experience in who they are and the environments in which they are raised, but celebrates our shared humanity and the strength in treating other with love and respect. A recommended first purchase.” —School Library Journal (starred review)

“An edifying, unifying picture book that’s much needed in these divisive times.” —Kirkus Reviews

Discussion Questions:

-What does ubuntu mean to you?

-How do we show ubuntu at school? Home

-How are we different here at school? How are we alike?

-What is the lesson the author wanted us to learn after reading this book? What does that lesson make you think of in your own life?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

A middle grade novel by Lisa Jenn Bigelow

Hazel knows a lot about the world. That’s because when she’s not hanging with her best friend, taking care of her dog, or helping care for the goats on her family's farm, she loves reading through dusty encyclopedias. But even Hazel doesn’t have answers for the questions awaiting her as she enters eighth grade. What if no one at her new school gets her, and she doesn't make any friends? What’s going to happen to one of her moms, who’s pregnant again after having two miscarriages? Why does everything have to change when life was already perfectly fine? As Hazel struggles to cope, she’ll come to realize that sometimes you have to look within yourself—instead of the pages of a book—to find the answer to life’s most important questions.

Tags: Diverse Characters (LGBTQ+, characters with disabilities), friendship, making new friends, family, acceptance, middle grade, chapter book

Reviews:

“This vivid first-person narrative revolves around the well-drawn main character. Bigelow portrays many characters with empathy and skill. A heartfelt novel of family, friends, and change.” -- ALA Booklist (starred review)

“Warm and memorable.” -- Kirkus Reviews

“Bigelow celebrates intersectional diversity with her cast of well-drawn characters. Through a relatable first-person narrative, she also addresses universal conflicts adolescents face while paying tribute to their individuality.” -- Publishers Weekly

Discussion Questions/Activities:

-Pick two characters from the book to compare and contrast using examples from the text.

-What was familiar and what was unfamiliar to you from Hazel’s Theory of Evolution? How did it feel to notice the familiar and unfamiliar?

-How did Hazel change throughout the story? When did you notice she started to change? What caused the change? Use examples from the book to support your claim.

-How would the story be different if Becca were the narrator? Carina or Yosh? One of her moms? Write a part of the story from the point of view of one of the other characters.

- Activity: Make a story map of the book including: Rising Action, Climax, Falling Action, Resolution, and Foreshadowing.

-Activity: Make two venn diagrams to compare the following:

1)Consider the characters in the book: Personality, physical traits, language, good, and interests, What do you notice about the characters? What about you?

2) Consider the setting in the book: neighborhood, community, home, climate, and era. What do you see in the book? What do you see in your own world?

Standards:

RL.5.1, RL.5.2, RL.5.3, RL 5.5, RL.5.6

By Mamta Nainy, illustrated by Sandhya Probhat

A young girl from Kaithoon, India helps her mom (Ammi) weave and make beautiful saris to sell. Ammi works so hard making these saris but never gets to wear them, so the narrator and her little sister decide to use their own money and do odd jobs around the town to buy one of Ammi’s saris to gift to her. There is a glossary of Indian terms and an author’s note about the history of saris made in the region.

Tags: Diverse characters, Indian characters, India, #ownvoice, family, kindness, picture book

Reviews:

“The sweet and gentle story organically integrates details about the daily lives of these skilled and rarely represented craftspeople. The cartoonlike illustrations are full of color, texture, and detail…This delightful picture book shines a spotlight on a rural, underrepresented Indian Muslim community.” —Kirkus Reviews

“This universal story of a loving family working together to care for and support each other, and of generous children who cleverly find ways to express their love, is highly recommended.” —School Library Journal

“Kaithoon, a village in northern India renowned for its handmade saris, is brought vividly to life by the bold colors and patterns in the artwork, echoing the vibrant saris in almost every scene. Children will find lots to relate to in this story about sisterly teamwork that emphasizes the perennial joy of gift giving…” —Booklist

Discussion Questions:

-Retell or summarize the story in your own words.

-What do you think the lesson of this story was? How do you know? How can you use that lesson in your own life?

-What can we do when we come to words we don’t know the meaning of in this book? What clues did the author give us?

-What was familiar to you? What was unfamiliar?

-How would you describe our narrator in this book? Use evidence from the text.

Standards:

RL.1.1, RL.1.2, RL.1.3, RL.1.4, RL.1.6

RL.2.1, RL.2.2, RL.2.3, RL.2.4, RL.2.6

RL.3.1, RL.3.2, RL.3.3, RL.3.4, RL.3.6

RL.4.1, RL.4.2, RL.4.3, RL.4.4

RL.5.1, RL.5.2, RL.5.4

By Margaret Chiu Greanias, illustrated by Tracy Subisak

Kylie’s grandma, or Amah, lives in Taipei which is so far away from her own house in San Francisco. They visit on video calls once a week, but then Kylie gets to visit her Amah in Taiwan. At first she is shy and uncomfortable with the customs, culture, and food. But soon she sees Taipei through her Amah’s eyes and has such a fun visit. After she goes home their video calls will be extra special until they can visit again.

Tags: Diverse characters, Taiwanese, Tawian, family, culture, identity, #ownvoice, language (Taiwanese), picture book

Reviews:

This is a poignantly emotional and highly relatable story for children whose grandparents or other family members might live far away, but also one that teaches universal lessons about overcoming fears of the unfamiliar.” ―School Library Journal, starred review

“An au courant portrayal of a transnational childhood.” ―Kirkus Reviews

“A sympathetic portrayal of long-distance family ties.” ―Booklist

“Encouraging openness toward new experiences amid a centering of one child's diasporic shift in cultural perception, this contemporary tale tenderly spotlights the strengthening of an intergenerational relationship.” ―Publishers Weekly

Discussion Questions:

-What is the same and what is different between the beginning of the book and the end of it? -Did you notice a pattern in the book? The author used some of the same sentences but with a slight, but important, difference many times throughout the story. Can you spot it? Why do you think the author chose to do this?

-How did Kylie change in this story? When did you notice the change first happening?

-Retell or summarize the story in your own words.

-How are Kylie and Amah the same? How are they different? Use evidence from the book to support your thinking.

-Let's read the author’s note and the extra information at the end of the book. How does this help you understand the book better? Can you give an example?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.4, RL.2.4, RL.3.4, RL.4.4, RL.5.4

RL.3.3, RL.4.3, RL.5.3

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

By Alex Gino

Rick's never questioned much. He's tagged along with his best friend Jeff, even when Jeff's acted like a bully. He's let his Dad joke with him about girls, even though it makes him feel uncomfortable. Everyone around him seems to think that they've figured him out. But the truth is, Rick hasn't given his own identity much thought. Now Rick's in middle school, and it's a place of new possibilities. With the help of his new friends that he meets at the Rainbow Spectrum club, Rick embarks on a journey to find out who he truly is.

Tags: Diverse characters, LGBTQ+, bullying, identity, friendship, family, middle grade, chapter book,

Reviews:

Gino seamlessly introduces language to describe a variety of sexualities and gender identities through the perspective of Rick, who is learning many of the words for the first time. Although the book shares characters with Gino’s Stonewall Award–winning George (2015), it stands alone. The cast (including students of color) represents a spectrum of genders and sexualities with an emphasis on self-identification and encouragement of exploration. - Kirkus Review

Discussion Questions:

-Pick two characters from the book to compare and contrast using examples from the text.

-What was familiar and what was unfamiliar to you from “Rick”? How did it feel to notice the familiar and unfamiliar?

-How did Rick change throughout the story? When did you notice he started to change? What caused the change? Use examples from the book to support your claim.

-How would the story be different if Jeff were the narrator? Grandpa? One of the other students in the Rainbow Spectrum club? Write a part of the story from the point of view of one of the other characters.

- Activity: Make a story map of the book including: Rising Action, Climax, Falling Action, Resolution, and Foreshadowing.

-Activity: Make two venn diagrams to compare the following:

1)Consider the characters in the book: Personality, physical traits, language, good, and interests, What do you notice about the characters? What about you?

2) Consider the setting in the book: neighborhood, community, home, climate, and era. What do you see in the book? What do you see in your own world?

Standards:

RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6

RL.5.1, RL.5.2, RL.5.3, RL 5.5, RL.5.6

By Yevgenia Nayburg

A young Ukrainian girl doesn’t like borsch, a beloved soup from Ukraine. Even her grandma can’t convince her to like and eat it. But when she immigrates to America, she finds herself not enjoying any of the food there. She finds many recipes for borsch from her family in her suitcase and rediscovers a love for the soup and her history.

Tags: Ukraine, Ukrainian, #ownvoice, Immigration, picture book, belonging

Discussion Questions:

-Use your own words to summarize (or retell) this story.

-Why do you believe her opinion on borsch changes in the story? Use evidence from the text to defend your answer.

-What does the author mean by "floating on a borsch river" and "the sun setting is like a large beet"?

-What was the lesson in this story? What did the author want us to learn after reading it? How can you use that lesson in your own life?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

By Reem Farqui, Illustrated by Fahmida Azim

Ramadan has come to an end, and Amira can't wait to stay home from school to celebrate Eid. There's just one hiccup: it's also school picture day. How can Amira be in two places at once? Just the thought of Eid makes Amira warm and tingly inside. From wearing new clothes to handing out goody bags at the mosque, Amira can't wait for the festivities to begin. But when a flier on the fridge catches her eye, Amira's stomach goes cold. Not only is it Eid, it's also school picture day. If she's not in her class picture, how will her classmates remember her? Won't her teacher wonder where she is? Though the day's celebrations at the mosque are everything Amira was dreaming of, her absence at picture day weighs on her. A last-minute idea on the car ride home might just provide the solution to everything in this delightful story.

Tags: Diverse characters, Muslim, Islam, #ownvoice, Eid, Ramadan, holiday, family, school, belonging, picture book

Reviews:

-"Faruqi effectively builds up the excitement to celebrate Eid and balances it with Amira’s distress at missing Picture Day—readers will see that both are important. The characters and interactions at the masjid are real, reinforcing a community celebrating Eid, and so are Amira’s interactions with her classmates. There is much diversity among the people at the masjid, including hijab styles, other attire, and racial presentation. . . . Sweet and sympathetic." —Kirkus Reviews, Starred Review

- "Deceptively simple, Faruqi’s narrative gently addresses the impact that the celebration of ­non-­Judeo-Christian holidays has on children and choices families make to uphold traditions. Moreover, Amira’s conflicted feelings and insistence on finding a solution create opportunities for dialogue about the importance of acknowledging spaces that matter to children, especially while families try to foster positive identity. Azim’s illustrations are fun and colorful, with tiny details reflecting the family’s personality, while the people attending Eid celebrations at Amira’s masjid are ­racially and culturally diverse, with varied skin tones, body types, and expressions of fashion and style."—School Library Journal, Starred Review

Discussion Questions:

-Retell the story in your own words.

-Have you ever felt like Amira in the story? Have you had a similar problem? Explain.

-Do you think Amira’s solution to her problem was a good one? What else could she have done to solve her problem?

-How would it feel (or does it feel) to have a big holiday during the school year when there is no day off?

-How do the illustrations in this story help you to understand the story better? Give specific examples.

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.7, RL.2.7, RL.3.7

Rl.2.5, RL.3.6, RL.4.6, RL.5.6

By Hilda Eunice Burgos, Illustrated by Gaby D'Alessandro

A young Dominican American girl in New York City moves from jealousy to empathy as her parents babysit children whose families work overnight shifts in this honest and warm picture book debut. Night after night, a young girl watches her mami set up a cot in the living room for guests in their Washington Heights apartment, like Raquel (who's boring) and Edgardo (who gets crumbs everywhere). She resents that they get the entire living room with a view of the George Washington Bridge, while all she gets is a tiny bedroom with a view of her sister (who snores). Until one night when no one comes, and it's finally her chance! But as it turns out, sleeping on the cot in the living room isn't all she thought it would be.

Tags: Diverse characters, Dominican American, #ownvoice, empathy, SEL, picture book

Reviews:

A 2022 ALSC Notable Children’s Book

-“The Cot in the Living Room beautifully captures the gifts we receive when we open our hearts to others.” -- BookPage, starred review.

-"An important message about empathy, delivered with a light and skillful touch." --School Library Journal

-"The final spreads ... illustrate how understanding can alter a child's perspective. This heartfelt and endearing story should strike a chord with many." --Booklist

Discussion Questions:

-How does our narrator feel at the beginning of the story? How does she feel at the end? How do you know? When do you notice that change happening?

-What do you think the lesson of this story is? How can you use that lesson in your own life? How can we use that lesson at school and in the classroom?

- How would this story be different if it were told from one of the guest’s (Raquel, Edgardo, or Lisa point of view?

-How do you think the Raquel, Edgardo, and Lisa feel? How do you know?

-Where do our characters live in this story? How do you know?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3

Rl.2.6, RL.3.6, RL.4.6, RL.5.6

By Dan Yaccarino

No one knew where the strange storm came from, or why it lasted so long. The family at the center of this timely story has to hunker down together, with no going outside - and that's hard when there's absolutely nothing to do, and everyone's getting on everyone else's nerves. This classic in the making will lift hearts with its optimistic vision of a family figuring out how to love and support one another, even when it seems impossible.

Tags: Family, overcoming obstacles, empathy, resilience, picture book, COVID

Reviews:

"Feels emotionally true to the process of going through any profound crisis….Resonant and reassuring.” — Kirkus Reviews, STARRED

"In the aftermath of a strange time, “The Longest Storm” feels like a validation—a blessing, even.” —Wall Street Journal

“A deceptively simple story with real emotional and visual depth, concluding with an acknowledgment that happy endings often leave work yet to be done. That, too, hits home.” — New York Times Book Review

Discussion Questions:

-Who are the characters in this book? What do we know about them? How would you describe them using evidence from the text? How do we know how they are feeling?

-What is the setting of this story and why is it so important?

-What is the lesson of this story?

-When does the family change in this story? What do you think caused the change to happen?

-What do the illustrations show us that the words don’t?

-Activity: Learn to Draw Emotions using "The Longest Storm"

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

By Bahram Rahman, Illustrated by Gabrielle Grimard

It is still dark in Kabul, Afghanistan when the library bus rumbles out of the city. There are no bus seats—instead there are chairs and tables and shelves of books. And there are no passengers—instead there is Pari, who is nervously starting her first day as Mama’s library helper. Pari stands tall to hand out notebooks and pencils at the villages and the refugee camp, but she feels intimidated. The girls they visit are learning to write English from Mama. Pari can’t even read or write in Farsi yet. But next year she will go to school and learn all there is to know. And she is so lucky. Not long ago, Mama tells her, girls were not allowed to read at all.

Tags: Diverse characters, Afghanistan, refugee, resilience, #ownvoice, picture book, education, empowerment

Reviews:

“The conversational text is great for one-on-one sharing, but this will also come in handy at story times, for a celebration of reading, and for a glimpse of Afghani culture.”―School Library Journal Starred Review

“In a story inspired by the first library bus in Kabul, Afghanistan, where Rahman grew up during the civil war, it brings books to girls in remote villages and refugee camps who have no other access to education.”―The New York Times

“An inspiring story that conveys the power of education―paying it forward and meeting avid readers where they are.”―Kirkus Reviews

Discussion Questions:

-What is the setting of this story? Why is this setting important?

-Read the author’s note and the note about refugee camps - then go back and look at the pictures from the refugee camp. Have students look up The WFP (www.wfp.org) and UNHCR (www.unhcr.org) to learn more about what they do and how they help refugees.

-Why do you think learning to read is important? Is it brave what Pari and her mom are doing?

-How would you describe Pari? Her mom? Use evidence from the text to defend your thinking.

-Who’s point of view is the story told from? How would the story be different if it were told from the point of view of one of the girls at the refugee camp?

-How do the illustrations help you understand more about where Pari lives? Can you point to specific examples in the book?

-The illustrator’s dedication says “To all the beautiful people who contribute in their own way to make the world a better place”. What do you do to make the world a better place?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

By Traci Sorell, Illustrated by Madelyn Goodnight

River wants so badly to dance at powwow day as she does every year. In this uplifting and contemporary picture book perfect for beginning readers, follow River’s journey from feeling isolated after an illness to learning the healing power of community. Additional information explains the history and functions of powwows, which are commonplace across the United States and Canada and are open to both Native Americans and non-Native visitors. Author Traci Sorell is a member of the Cherokee Nation, and illustrator Madelyn Goodnight is a member of the Chickasaw Nation.

Tags: Diverse characters, Indigienous characters, Native American, childhood illness, family, friends, community, #ownvoice, picture book

Reviews:

-”The author develops the plot by creating text that is rooted in feeling and emotional connection. As a Cherokee Nation member, Sorell infuses the story with information about various traditions and experiences. Chickasaw Nation member Goodnight provides exquisitely detailed illustrations that exemplify the meaning and importance of Powwow Day. VERDICT A tender and inspiring view of Indigenous traditions and how celebrating them can lead to healing and redemption. —School Library Journal, starred review

-”Goodnight’s vibrant, energetic digital illustrations capture the beauty and intricacy of powwow regalia as well as the unique atmosphere of a powwow gathering. Together, the artwork and text sensitively portray and celebrate a powerful ritual that upholds the culture, healing traditions, and creative spirit of Native American communities. No specific tribe is mentioned in the story, though the backmatter mentions the Ponca and Omaha tribes.

A heartwarming picture book about the roles of courage, culture, and community in the journey of personal healing.” —Kirkus Reviews, starred review

Discussion Questions:

-What lesson does the author want us to learn from reading her story?

-What did you know about powwows before reading this story? What did you learn after reading it?

-Activity: Research powwows, watch a video of a dance at a powwow, or show real photographs from powwows. How does this help you to better understand the story?

-Read the “Information about Powwows” and Authors note as well. How do these help you to understand the story better?

-Who is telling this story and how do you know? What would be different if someone else told this story?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

By Jenny Torres Sanches, Illustrated by Andre Ceolin

With Lots of Love By Jenny Tores Sanchez, Illustrated by Andre Ceolin

Rocio has grown up in Central America, but now she and her family are moving to the United States. Rocio does her best to adjust to a new way of living, but there are many things she misses from her old life—Abuela’s cooking, Abuela’s pinata creations, Abuela’s warm hugs, and of course, Abuela herself most of all. But Abuela finds a way to send Rocio something special just in time for her birthday—a gift wrapped with lots of love—and that fills Rocio to the brim.

Tags: Diverse characters, Latino, Central American, Spanish, immigration, family, moving, #ownvoice, picture book, grandparent

Reviews:

A celebration of the grandparent-grandchild bond and an immigration tale that any child missing home will relate to. -Kirkus Review

Discussion Questions:

-Retell or summarize the story in your own words including the important information.

-Is “With Lots of Love” a good title for this book? Why or why not, provide evidence from the text to support your answer.

-What is Rocio’s problem? How did it get solved? Was the solution a good one for her problem?

-What kind of a person is Rocio? Her Grandma? How do you know using evidence from the text.

-What story element would you change if you were the other and why?

-What are the differences between Rocio’s old home and new home? How do you know? What are the similarities?

Standards:

RI.1.1, RI.2.1, RI.3.1, RI.4.1, RI.5.1

RI.1.2, RI.2.2, RI.3.2, RI.4.2, RI.5.2

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

By Katherin Locke, Illustrated by Anne Passchier

Follow Ari through their neighborhood as they try to find their words in this sweet, accessible introduction to gender-inclusive pronouns that is perfect for readers of all ages. Whenever Ari's Uncle Lior comes to visit, they ask Ari one question: "What are your words?" Some days Ari uses she/her. Other days Ari uses he/him. But on the day of the neighborhood's big summer bash, Ari doesn't know what words to use. On the way to the party, Ari and Lior meet lots of neighbors and learn the words each of them use to describe themselves, including pronouns like she/her, he/him, they/them, ey/em, and ze/zir. As Ari tries on different pronouns, they discover that it's okay to not know your words right away—sometimes you have to wait for your words to find you. Filled with bright, graphic illustrations, this simple and poignant story about finding yourself is the perfect introduction to gender-inclusive pronouns for readers of all ages.

Tags: Diverse characters, LGBTQ+ characters, pronouns, respect, gender, identity, picture book

Reviews:

-"An affirming, conversational picture book that models the ease with which our language can adapt to gender diversity and pronoun use. A recommended first purchase for all libraries."

―School Library Journal, starred review

-"Awesome, insightful, powerful, necessary, relevant and woke.... The variety of adjectives used throughout Ari's journey to find their words will delight Language Arts teachers and can serve as a teaching text."―Cicely Lewis, School Library Journal

-"Locke's simple narrative...seamlessly incorporates the appropriate pronouns for each person, demonstrating the ease with which language can change to accommodate pronoun diversity.... A sweet, affirming introduction to the language used to communicate a range of gender identities."―Booklist

Discussion Questions:

-Activity and DIscussion Guide from Little Brown Library

-Includes a scaffolded discussion about pronouns, gender expression, and identity. Additionally, at the beginning of this resource there are links about respecting pronouns in the classroom.

-Why do you think the author wrote this book? What did they want us to learn from reading it? How can you use that lesson in your own life?

-How does Ari change throughout the story? Give examples.

-What was new to you in this story? What was familiar to you?

-Pronouns are the words we use to describe ourselves. In the story Ari uses many other words to describe himself - what words would you use to describe yourself?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

By Allysun Atwater, Illustrated by Stevie Lewis

I Am Thinking My Life illustrates how the power of positive thinking can be the secret to manifesting hopes and dreams over time. An imaginative little girl thinks inspired thoughts, envisions positive actions, and engages in creative activities as she unveils the secret connection between her thoughts, dreams, and actions. Her visions of her future unfold in brilliant, heartwarming illustrations. A child’s first person look at manifestation, affirmations, and the law of attraction, this encouraging picture book will help children build confidence and self-esteem, while still acknowledging that there will be obstacles and storms in life that must be weathered. Filled with positive affirmations and an encouraging message about the role positivity and mindfulness play in bringing hopes and dreams to fruition, I Am Thinking My Life makes a wonderful gift, and will appeal to children and adults alike.

Tags: Diverse characters, Black characters, Self-esteem, self-confidence, positive, positivity, mindfulness, SEL, #ownvoice

Reviews:

-“In her debut picture book, Atwater creates an empowering look at imagining the life you want to live. The story is well-suited for read-alouds where connections can be drawn and independent context provided. A welcome addition to early elementary and public libraries.”—School Library Journal

-“I Am Thinking My Life is a solid affirmation of the steps that any reader might take positively to affect their own world view.”—Shelf Awareness

-“A child ponders the connection between thought and action in this meditative book by Atwater, which uses incantatory phrasing to express empowerment: ‘I think myself smiling. I see myself smiling. I am smiling.’ Later shifting to affirmations of character traits (‘I am powerful. I am radiant’), the book builds to a beatific suggestion of future possibilities.”—Publishers Weekly

Discussion Questions:

-What do you notice happening after our narrator thinks something? Why do you think that is happening?

-What is the lesson the author wants us to learn? How can you use that lesson in your own life?

-Have you ever felt like the narrator? Have you noticed what you are thinking and how it affects other things in your life?

-Why do you think the author kept repeating “I think ___, I feel ____, I am ____”?

-What do you notice about the illustrations? Do you notice the lifecycle of the butterflies? Why do you think the illustrator included that? What does it symbolize?

-What do you dream for yourself? How can you help make that dream come true?

-Activity: Draw your dream just as the narrator did on many of the pages in the book.

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.4, RL.2.4, RL.3.4

RL.1.7, RL.2.7, RL.3.7

By Margarita Engle, Illustrated by Sara Palacios

From Pura Belpré Award–winning author Margarita Engle comes a lively, rhythmic picture book about a little girl visiting her grandfather who is a pregonero—a singing street vendor in Cuba—and helping him sell his frutas. The little girl loves visiting her grandfather in Cuba and singing his special songs to sell all kinds of fruit: mango, limón, naranja, piña, and more! Even when they’re apart, grandfather and granddaughter can share rhymes between their countries like un abrazo—a hug—made of words carried on letters that soar across the distance like songbirds.

Tags: Diverse characters, Latino characters, Cuba, Cuban, Spanish, family, traditions, #ownvoice, picture book

Reviews:

- "Palacios' beautiful artwork renders the city in rich, saturated colors with bustling crowds of people set against brightly hued buildings . . . Engle deftly weaves Spanglish through the conversational text . . . an author's note [enhances] the experience of this heartfelt read. . . " (Booklist, Starred Review )

- "Palacios gives a visual richness to the spreads, portraying streets teeming with people of various skin tones talking, dancing, and buying. . . Engle’s mix of Spanish and English flows easily off the pages." (Publishers Weekly, Starred Review )

-"Engle’s text is rich in sensory details . . . Palacios’s digital illustrations are characterized by soft lines and warm colors that augment the positive mood throughout. . . Fond reminiscences and a nuanced cultural depiction make for another warm ode to Engle’s beloved isla." (Horn Book Magazine )

Discussion Questions:

-Why do the little girl and her abuelo sing as they sell fruit? What words from the story help to explain this?

-How do the illustrations and the words work together to tell this story? How do the townspeople feel about the little girl and her abuelo and their fruit? How can you tell? Why do you think the fruit words are written in a different style from the rest of the text?

- How does the little girl feel at the end of the story? How do you know? What words on the last few pages of the story help us understand how she feels about her abuelo and about writing letters to him?

-One of the little girl’s wishes is for “friendship between countries.” What does she mean by this? Why is this important to her?

-Activity: . Learn more about Cuba by taking a virtual video tour! You can watch Cuba for Kids at YouTube.com/watch?v=Lcg8cInaq74 and Cuba—A Virtual Field Trip at YouTube.com/watch?v=vNN8ce2RT3k. Then create a K-W-L chart to track what we Know, Want to know, and Learned after watching the video(s).

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

RL.1.7, RL.2.7, RL.3.7

Sources: A Song of Frutas Guide

By Susana Gomez Redondo, Illustrated by Sonja Wimmer

Two girls forge a forever-friendship by learning each other’s language. The Day Saida Arrived demonstrates the power of language to build bonds beyond borders. What happens when a new friend arrives who doesn’t speak your language? A young girl searches for the words to help her friend feel welcome and happy in her new home, and along the way learns about differences and similarities in countries and words. The two forge a strong bond while they each learn the other’s language, exploring the world around them.

Tags: Diverse characters, Morocco, Moroccan American, immigrant, multilingual, friends, friendship, family, compassion, kindness, belonging, Arabic, picture book

Reviews:

"Best Children's Books of the Year" (2020) —Bank Street College of Education

-"A lyrical, playful book about immigration, respect, learning, and friendship across cultures. Remarkably, the exchange between the two new friends presents the two languages and cultures as equal and the learning as reciprocal, offering a great resource for learning about immigration and cultural difference." ―Kirkus Reviews

-"Each child’s knowledge and competence is equally valued as the two embark on a balanced friendship ..." ―Publishers Weekly

-"Exploring and widening each other worlds through language and friendship, these girls are a model for promoting a culture of welcoming and belonging."—Abdelaziz Rhazzali, I'm Your Neighbor Books

Discussion Questions:

-Retell, or summarize, the story in your own words including the important characters and events of the story.

-Why was Saida quiet when she first got to school? What does the narrator do to help her?

-Have you ever had a classmate who was learning English? How do you think it feels to be in a school where you don’t know the language? What can you do to make people learning English feel more comfortable?

-How are Saida and the narrator alike? How are the different? Use examples from the book to support your answer.

-Why does the narrator say that “border” is an unwelcome word? What does border mean?

-A simile compares two things. Similes use the words like or as. Can you find an example of a simile that the author used in the story?

-What challenges do immigrants face in the United States? What factors might a person have to weigh when considering whether to immigrate to another country? What might it be like to be faced with this decision?

Standards:

RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.2.6, RL.3.6, RL.4.6, RL.5.6

Sources: Blue Dot Press

By David Bowles, Illustrated by Erika Meza

A boy's life on the U.S.-Mexico border, visiting his favorite places on The Other Side with his father, spending time with family and friends, and sharing in the responsibility of community care. Early one Saturday morning, a boy prepares for a trip to The Other Side/El Otro Lado. It's close--just down the street from his school--and it's a twin of where he lives. To get there, his father drives their truck along the Rio Grande and over a bridge, where they're greeted by a giant statue of an eagle. Their outings always include a meal at their favorite restaurant, a visit with Tío Mateo at his jewelry store, a cold treat from the paletero, and a pharmacy pickup. On their final and most important stop, they check in with friends seeking asylum and drop off much-needed supplies.

Tags: Diverse characters, Mexican, American, #ownvoice, compassion, kindness, family, refugee, asylum, picture book

Reviews:

"Characters’ friendly greetings, the vibrant illustrations, and the thoughtful actions of this father and son come together to create a feeling of warmth and hope, while also bringing to the forefront the plight of so many like Élder and his family. An excellent addition to Spanish picture-book collections." —Booklist, starred review

- "Bowle’s picture-book debut weaves weightier realities into a story of ordinary border town life, and does so with a gentle hand." —The Horn Book, starred review

- "Meza (Balloons for Papa) pours artistry into mixed-media images of the towns, which mirror each other across the river… the father and son look forward—with warmth and care—to a 'wonderful day,' when passage between the border towns isn’t limited." —Publishers Weekly, starred review

- "Beautiful, honest, complex." —Kirkus Reviews, starred review

Discussion Questions:

- Based on the title and the cover, what do you think will take place in the story?

-What is a border? Why do we have borders?

-The boy says “This town’s a twin of the one where I live.” But what is different about this town from the boy’s town? What is different for some of the people who don’t live in the boy’s town?

- Crossing the border requires meeting a guard and driving through a gate-like structure. What details do you notice in the drawing? Was it what you thought it would be?

-What do the pictures of the families “stuck” at the border tell us about how they live?

-Why are there people on a bridge, and what do you think, based on the pictures, their life is like? Why do you think Élder can’t come to the boy’s town? Based on the pictures, how do the boys feel about it?

-What do you have in common with the boy in the story? What is different about the two of you?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

Sources:

My Two Border Towns Teacher's Guide

NEA - My Two Border Towns

By Emily Neilson

A sweet and celebratory story of a family's first time at Pride. One day in June, Mommy, Mama, and Emily take the train into the city to watch the Rainbow Parade. The three of them love how all the people in the street are so loud, proud, and colorful, but when Mama suggests they join the parade, Emily feels nervous. Standing on the sidewalk is one thing, but walking in the parade? Surely that takes something special. This joyful and affirming picture book about a family's first Pride parade, reminds all readers that sometimes pride takes practice and there's no "one way" to be a part of the LGBTQ+ community.

Tags: Diverse characters, LGBTQ+ characters, pride, community, family, identity, brave, picture book

Reviews:

- “This welcome addition to picture books for young children directly addresses the Pride parade and LGBTQ+ community and promotes the straightforward, positive message of recognition and acceptance.” – Booklist, starred review

-“Delightfully dynamic… A buoyant tale that fleshes out the notion of Pride.” –Kirkus, starred review

Discussion Questions:

-Who are the characters in this book? What do we know about them? Prove your thinking with evidence from the text.

-How was Emily feeling at the beginning of the story? The middle? The end? When does she change in the story?

-What is the lesson of this story? How can you use that lesson in your own life?

-What do you notice about the illustrations in this book? What do the illustrations teach you about Pride and the LGBTQ+ community?

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

RL.1.7, RL.2.7, RL.3.7

By Tricia Elam Walker, illustrated by Ekua Holmes

Visit a truly special street bursting with joy, hope, and dreams. Welcome to Dream Street--the best street in the world! Jump rope with Azaria--can you Double Dutch one leg at a time? Dream big with Ede and Tari, who wish to create a picture book together one day. Say hello with Mr. Sidney, a retired mail carrier who greets everyone with the words, "Don't wait to have a great day. Create one!" On Dream Street, love between generations rules, everyone is special, and the warmth of the neighborhood shines. A magical story from the critically acclaimed author of Nana Akua Goes to School and a Caldecott Honor and Coretta Scott King Award winning illustrator. Illuminating this vivid cast of characters are vibrant, joyful illustrations that make this neighborhood--based on the Roxbury neighborhood in Boston where the author and illustrator grew up together as cousins--truly sing. This book is a perfect way for parents to share with their children the importance of community.

Tags: Diverse characters, Black characters, family, community, #ownvoice, neighborhood, joy, celebration, picture book, dreams

Reviews:

-"Dreams for Black children manifest in striking art as the very idea of street is reimagined." —Kirkus Reviews, starred review

-"Beautiful and uplifting." —Booklist,starred review

-“A buoyant celebration of community nourishment, extolling the virtues of supporting children in dreaming freely and fully.” —Publishers Weekly, starred review

-“A stunning work of art that dismantles stereotypes about Black communities and portrays a place where love abounds.” —The Horn Book, starred review

Discussion Questions:

-Describe your “Dream Street.” Is it a place? Is it a group of people?

-On page 6, the children pass Mr. Sidney, who is a fixture of their community. What does “Don’t wait to have a great day. Create one!” mean? How can you as the reader embody that message daily?

-Black culture is celebrated in this story, including through the addition of specific things like “double Dutch” and “the Hat Lady.” Discuss culture and the cultures around us. What do you love and celebrate about your communities?

-What is your neighborhood like? What makes it special to you?

-Which neighbor did you like the most? Why? Use evidence from the book to support your answer.

-The author and the illustrator are cousins who grew up together on this street. What do you notice about the style of the illustrations? Why do you think the illustrator chose to do the artwork like that? What do the illustrations show you that the words don’t?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

Sources: Dream Street Teacher's Guide

By Andrea Wang, illustrated by Jason Chin

Driving through Ohio in an old Pontiac, a young girl's parents stop suddenly when they spot watercress growing wild in a ditch by the side of the road. Grabbing an old paper bag and some rusty scissors, the whole family wades into the muck to collect as much of the muddy, snail covered watercress as they can. At first, she's embarrassed. Why can't her family get food from the grocery store? But when her mother shares a story of her family's time in China, the girl learns to appreciate the fresh food they foraged. Together, they make a new memory of watercress. Andrea Wang tells a moving autobiographical story of a child of immigrants discovering and connecting with her heritage, illustrated by award winning author and artist Jason Chin, working in an entirely new style, inspired by Chinese painting techniques. An author's note in the back shares Andrea's childhood experience with her parents.

Tags: Diverse characters, China, Chinese American, immigrants, embarrassment, history, culture, heritage, family, compassion, understanding, #ownvoice, identity, picture book

Reviews:

- "An adept gem of a picture book"—Publishers Weekly, Starred Review

- "Understated, deep, and heart-rending—bring tissues."—Kirkus Reviews, Starred Review

- "Simple text and beautiful illustrations pack a strong emotional punch . . . A powerful story sure to awaken empathy and ­curiosity"—School Library Journal, Starred Review

- "Watercress is a delicate and deeply felt exploration of memory, trauma and family."—BookPage, Starred Review

Discussion Questions:

-Before Reading: Define “famine”

-From the author, Andrea Wang: Think about a food that you either love or hate to eat. Do you have a memory about eating it? Maybe you remember the first time you tasted it, or a time when you wanted to eat it but there wasn’t any left! Write about your memory—or draw it.

-What does the narrator learn, and how does this knowledge change her?

- Have you ever been embarrassed by something your family or friends did?

-The girl’s mother praises watercress for being free, but to the girl, “Free is bad. Free is hand-me-down clothes and roadside trash-heap furniture and now, dinner from a ditch.” Lead students in a discussion about the word free. Based on the mother’s story and the history of China, what do they think free symbolizes for her? Write the word at the top of a piece of chart paper and make a T-chart. Making inferences from the book's text and illustrations, fill one column with the mother’s definition and thoughts about the word and the other column with the daughter’s ideas and connotations.

- Take a picture walk through the book and ask students to identify specific details in the illustrations that signify the family’s heritage. Encourage students to notice cultural elements present in their own homes or in the home of relatives.

-The girl is caught between two cultures. How does she feel different? What is the first hint that she wants to belong in Ohio? Explain how her parents’ cutting watercress by the side of the road embarrasses her. Discuss how this is a typical feeling of someone who feels like an outsider.

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

RL.1.6, RL.2.6, RL.3.6, RL.4.6, RL.5.6

RL.1.7, RL.2.7, RL.3.7, RL.4.7, RL.5.7

Sources:

Watercress: Teacher Tips

By Harry Woodgate

Discover a wonderful grandfather-granddaughter relationship, as a little girl hatches the perfect plan to get her Grandad adventuring again. Gramps and Grandad were adventurers. They would surf, climb mountains, and tour the country in their amazing camper. Gramps just made everything extra special. But after Gramps died, granddad hasn't felt like traveling anymore. So, their amazing granddaughter comes up with a clever plan to fix up the old camper and get Grandad excited to explore again. This beautiful picture book honors love and reminds us not only to remember those we have lost, but to celebrate them.

Tags: Diverse characters, LGBTQ+ characters, grandad, grandpa, grandparents, grief, empathy, kindness, picture book

Reviews:

-"As warm and friendly as a kind grandparent." Kirkus Reviews, STARRED REVIEW

-"For the hope for new adventures, and the glimpse of intergenerational kindness and understanding, this lovely book should be on every shelf." School Library Journal, STARRED REVIEW

-Best Picture Books of 2021--School Library Journal

-Future Classic Picture Books of 2021--Bookstagang's Best of 2021

-"An effective tool for teaching empathy, and the intergenerational bond at the story's center is a heartstrings puller. This picture book, in which a girl helps her grandfather embrace life again following the death of Gramps, may well aid young readers in understanding others' grief." Shelf Awareness

Discussion Questions:

-Art Activity by the author. You can listen to the author read aloud the book too, or skip to the 7:00 minute mark in the video to do the art lesson of designing your own camper.

-Why does the child like staying at Grandad’s house? How do you know?

- How does Grandad describe Gramps and how did they spend their time together?

- “There are so many wonderful things in this world and I want to see them with you.” How do you think Grandad and Gramps feel about each other?

- How do you think Grandad feels when he shares his memories about Gramps even though Gramps has gone?

-Do you think the granddaughter helped Grandad to feel better by encouraging him to talk about his memories? Why didn’t the child just talk to Grandad about their life instead?

-Can memories upset people sometimes? How do you know if it is ok to ask someone about their memories? Think about your own memories; which ones do you like to think about? If there are any that worry you, what can you do about that? What can we learn from this story about sharing memories and our mental health?

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.1.3, RL.2.3, RL.3.3, RL.4.3, RL.5.3

By Jodie Patterson, Illustrated by Charnelle Pickney Barlow

Jodie Patterson, activist and Chair of the Human Rights Campaign Foundation Board, shares her transgender son's experience in this important picture book about identity and acceptance. Penelope knows that he's a boy. (And a ninja.) The problem is getting everyone else to realize it. In this exuberant companion to Jodie Patterson's adult memoir, The Bold World, Patterson shares her son Penelope's frustrations and triumphs on his journey to share himself with the world. Penelope's experiences show children that it always makes you stronger when you are true to yourself and who you really are.

Tags: Diverse characters, LGTBQ+ characters, identity, picture book, nonfiction, true story, pride

Reviews:

-"This representation of a Black family and transgender child shines with joy and affirmation... A triumphant declaration of love and identity." —Kirkus Reviews, starred review

-"A heartening true story for children that offers guidance to caretakers." —Publisher's Weekly

-“Readers will be rooting for Penelope from the first page to the last.” —The Horn Book

Discussion Questions:

-Everyone thinks that Penelope is a girl and treats him like a girl. How does Penelope respond to this?

-When Penelope was born, the doctor or midwife said that he was a girl. Now that he is older, he can explain to people that he is a boy. What is a term we can use to describe people who are assigned boy/girl at birth and don’t feel that way?

-How does Penelope let people know that he is a boy? Does he change some things about himself? Are there some things that he does not change?

-What happens in this story? Retell it in your own words using the important events from the story.

Standards:

RI.1.1, RI.2.1, RI.3.1

Sources:

Welcoming Schools: Born Ready

Click for more extensions, and other lessons for how to help elementary students understand gender and LGBTQ terms.

By Margaret McNamara and G. Brian Karas

Everyone in Mr. Tiffin's class couldn't be more excited that the new school library has finally opened. Everyone except Jake. Jake is a slow and careful reader. Sometimes he reads the same page more than once to figure everything out. And he often feels left behind on class Library Day. All that changes when Librarian Beck notices Jake running his fingers across the grooves of a brand-new bookshelf and offers him an old, worn book: Woodworking for Young Hands. Jake checks the book out, studies the pictures and instructions, and renews the book again and again. When the school year comes to an end, Jake has the perfect gift idea for the librarian who changed his life--and he makes it with his own two hands.

Tags: Reading, library, building, talents, gender neutral pronouns, nonbinary characters, reluctant reader, picture book

Reviews:

-“A standout. Not only does Librarian Beck offer Jake compassionate encouragement… they also present as nonbinary with they/them pronouns and clothing and hairstyling that resist strict gender norms. The matter-of-fact inclusion of this character is groundbreaking.” —Kirkus Reviews, starred review

-"Gently illustrating that every book has its reader, this story of a reluctant reader assisted by a helpful and welcoming librarian is another solid addition to Mr. Tiffin’s classroom series.” —School Library Journal

Discussion Questions:

-What was the problem that Jake has? How does it get solved? Would you solve it in a different way? How?

-Jake is reluctant to read, until he finds the type of book he enjoys. Have you ever felt like Jake? How is your experience similar or different to Jake’s?

- Read the author’s note about Free Little Libraries, then go to https://littlefreelibrary.org/ to see where the closest ones to your school or home are!

-Tell what happens in this story in your own words.

-What is the lesson of this story? Why do you think Margaret Mcnamara wrote it? How can you use that lesson in your own life?

-Jake built a free little library to share something he loves with others. What could you build or make to share with others what you love?

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.6, RL.2.6, RL.3.6

By Ashley Rhodes-Courter, Illustrated by MacKenzie Haley

Evan loves being big brother to Sam and Finn. They do everything together―go fishing, climb trees, and play astronauts. But lately, Evan notices that he and Sam don't look like brothers anymore. Sam wants to have long hair, and even asks to wear a dress on the first day of school. As time goes by, Evan comes to understand why Sam wants to look like a girl―because Sam is a girl. Sam is transgender. And just like always, Sam loves to dream with Evan and Finn about going to the moon together. Based on one family’s real-life experiences, this heartwarming story of a girl named Sam and the brothers who love and support her will resonate with readers everywhere.

Tags: Diverse characters, LGBTQ+ characters, transgender, school, identity, family, support, compassion, understanding, picture book

Reviews:

-"…successfully explains being transgender in a clear and age-appropriate way while demonstrating the value of a loving family…can support discussion at home or school."―Kirkus Reviews

-"It's clear narrative arc, slightly didactic prose, and expressive art cohere into a picture book that is a solid jumping-off point for guardian- or educator-led discussions."―Publishers Weekly

-"Recommended for public and elementary school libraries everywhere; transgender children need stories like this as it models both peer and self-acceptance in a logical, accessible, and loving way."―School Library Journal

Discussion Questions:

-What kinds of things do Evan, Sam and Finn like to do to have fun together?

-What does Sam want to change about herself in order to be true to who she is on the inside? -How does it make her feel to be understood and allowed to like what she likes?

-How do Evan and Finn respond to these changes? How do the children at school respond to the changes Sam makes?

-How does it make Sam feel when other children tease her?

-How does Evan help out (be an ally)?

-Sam’s family understands that Sam is transgender. What does the word transgender mean? -Activity: Draw pictures of things that are sometimes considered “girl things” or “boy things”. Explain why all children can like all things, no matter what kind of toy or activity.

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

By Blanca Gomez

A grandmother and grandchild nurse an injured bird together in this touching story about caring for all creatures, the wonder of nature, and letting go. On a snowy day, a grandmother and grandchild find an injured bird. They take it home and care for it until it can fly around the living room. It is fantastic—just like everything at Abuela’s house! But a fantastic moment is also bittersweet, for the little bird’s recovery means that it’s time to let it fly free. Drawing inspiration from a formative childhood experience, Blanca Gómez crafts a deceptively simple story that is morally and emotionally resonant and is brimming with love, wonder, and a deep respect for the natural world.

Tags: Diverse characters, Latina characters, Spanish, caring, empathy, nature, compassion, picture book, #ownvoice, family, love, grandma

Reviews:

-"Spanish author/illustrator Gómez’s semiautobiographical tribute to her own abuela is a charming window into an idyllic childhood infused with love for all living things. This little gem elicits a sense of deep-seated comfort and refuge for these uncertain times." ― Kirkus Reviews

-"A loving intergenerational relationship between a light brown–skinned narrator and their abuela is the heartening center of this tender narrative. A refreshing ending imparts a message of the significance of natural preservation and respecting animals’ agency." ― Publishers Weekly

-"Spare, simple, first-person text, narrated from the child’s point of view, leaves room for the sweet, collage like illustrations to pull readers’ attention into the story and hold them in this magical space. The illustrations exude the warmth and coziness of a dear relationship between a young child and loving caregiver, and this cherished relationship is enhanced by the new friend they make together." ― The Horn Book Magazine

Discussion Questions:

-Tell what happened in this story in your own words using important details from the book.

-How do you think the narrator was feeling when they had to let the bird go? What in the story makes you think that is how she felt?

-How would you describe the narrator? Abuela? Use evidence from the book to support your thinking.

-What is the lesson of this story? How can you use that lesson in your own life?

-Abuela said the bird doesn’t belong to them. Why do you think she says this? Why can’t they keep the bird?

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

By Naaz Khan, Illustrated by Merce Lopez

A young boy on a crowded bus discovers that, after some wiggles and giggles, there’s room for everyone in this lighthearted rhyming picture book set in Zanzibar. The dala dala rumbles and roars as Musa and Dada drive off to the shore—but the bus stops for multiple detours: “Do you need a ride? It’s hotter than peppers out there in the sun! Come in, there’s room for everyone!” One stop becomes two stops which soon becomes ten, and Musa wonders when it will end: “How can any more people get in? We’re already smushed like sardines in a tin!” But there's always room for one more, if you make the room, which is the heartwarming take-away from this bouncy, joyous tale in rhyme.

Tags: Diverse characters, Black characters, East Africa, Zanzibar, Tanzania, rhyme, caring, compassion, community, picture book, inclusion, kindness

Reviews:

-Khan and López take readers on a uniquely East African journey toward a global sense of compassion and inclusion. -- Kirkus Reviews, STARRED ― September 1, 2021

-The zippy anapestical rhymes are laced with dramatic emphasis (playfully signaled by the font) and touches of repetition as well as the entertaining cumulation. A fresh and gorgeous outing all its own, eminently suitable to get giggles from kids doing their own complaining about close quarters. -- BCCB *STARRED REVIEW* ― September 1, 2021

-This irrepressible story in verse by newcomer Khan is simultaneously a counting book and a study in generosity of spirit. López (I Am Smoke) brings bright color, fine draftsmanship, and communal warmth to jovially packed spreads. Even the characters’ robes and the attractive chaos of the things they carry are captured with care in this affirming portrait set in East Africa.

-- Publishers Weekly *STARRED REVIEW*

Discussion Questions:

-The author, Naaz Khan, has a webpage with more information, videos, songs, and pictures from Tanzania and Zanzibar. Visit together as a class or let students explore: https://naazkhan.org/resources-for-kids/

-Why do you think the driver kept stopping and offering a ride to everyone? Would you do the same?

-Did you notice the rhymes in the book? What is an example of one of the rhymes the author used? Why do you think she chose to rhyme in this book?

-How do the illustrations show you the setting? Have you heard of Zanzibar before? Do the illustrations help show you what life is like there? How?

-Retell the story in your own words.

Standards:

RL.1.1, RL.2.1, RL.3.1, RL.4.1

RL.1.2, RL.2.2, RL.3.2, RL.4.2

RL.1.5, RL.2.5, RL.3.5, RL.4.5

RL.1.7, RL.2.7, RL.3.7, RL.4.7

By Yuyi Morales

Inspiring, reassuring, and beautifully illustrated, this new story from the creator of the New York Times bestseller Dreamers is the perfect gift for every child. A New York Times Best Children’s Book of the Year. With the combination of powerful, spare language and sumptuous, complex imagery characteristic of her work, Yuyi Morales weaves the tale of a fawn making her way through a landscape that is dangerous, beautiful—and full of potential. A gentle voice urges her onward, to face her fears and challenge the obstacles that seek to hold her back.

Tags: Picture book, Spanish, facing fears, courage, safety, brave, bravery, nature, animals

Reviews:

-"In English text that holds Spanish within it, Morales meditates on community, imagination, immigration, and the natural world, often pulling from current events and recent societal traumas. Thanks to some awe-inspiring moments and rather startling images, the fawn’s journey moves at a dreamy pace, inviting further rereads. . . . Utterly beautiful."—Kirkus Reviews, Starred Review

- "An effective picture book both for learning about the Sonoran Desert’s many layers and ecological diversity and for emphasizing for younger readers the dangers of harsh divisions. . . . With all the careful and lush attention to detail, this is a picture book worth coming back to over and again. Whether in English or Spanish, keep a space for it on the shelf."—Booklist, Starred Review

- "Beauty gleams from the pages. . . . Morales shares her love for the borderlands, shows the pain the border wall inflicts, and presents an invitation to learn more."—School Library Journal, Starred Review

Discussion Questions:

-What do you think the mother and fawn are searching for? What are some clues the words and illustrations show us? Pay attention to where the other animals are going.

-The book never tells us where it takes place, but use the illustrations to figure out the setting of this book. What clues told you?

-Who is telling the story? How do we know?

-The deer and fawn come to a wall in the story. Where do you think the wall and the fence are located? What is the purpose of the wall? How does that hurt the animals and the people that Yuyi is writing about?

-What is the lesson of this story? How does this story give us hope?

Standards:

RL1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

RL.1.7, RL.2.7, RL.3.7

By Kao Kalia Yang, Illustrated by Khoa Le

A warmhearted and tender true story about a young girl finding beauty where she never thought to look. Drawn from author Kao Kalia Yang's childhood experiences as a Hmong refugee, this moving picture book portrays a family with a great deal of love and little money. Weaving together Kalia's story with that of her beloved grandmother, the book moves from the jungles of Laos to the family's early years in the United States. When Kalia becomes unhappy about having to do without and decides she wants braces to improve her smile, it is her grandmother―a woman who has just one tooth in her mouth―who helps her see that true beauty is found with those we love most. Stunning illustrations from Vietnamese illustrator Khoa Le bring this intergenerational tale to life.

Tags: Diverse characters, Hmong, Asian history, Laos, grandmother, family, love, acceptance, #ownvoice, picture book

Reviews:

-"A deep and moving reflection on enduring hardship and generational love. . . . Poignant storytelling with stunning visuals."―starred, Kirkus Reviews

-"A sincere narrative that centers on the power of family love."―starred, School Library Journal

-Minnesota Book Award Finalist, ALA Notable Children's Book, New York Public Library Best Book for Kids, NPR Best Book of the Year

Discussion Questions:

-The illustrations in this book are vivid and detailed. Show a couple of spreads from the book and have the students answer: “I see…. I think…. I wonder….” Have them share their thinking with a partner and the class. (Adapted from https://www.teachingbooks.net/media/pdf/activity_guides/57623.pdf)

-Analyze Me Naib’s actions and motives and what they tell us about her (generous, thoughtful, caring, etc). How does her experience with poverty enhance these traits?

-Evaluate themes as they relate to Hmong culture. How are beauty, wealth and caring for others interconnected?

-What is the lesson of this book? How do you know? How can you use this lesson in your own life?

-Activity: In the book, grandma’s stories are priceless. Ask your parents, grandparents, or family members to share a story about their lives. Did you learn something new?

Standards:

RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.2.3, RL.3.3, RL.5.3, RL.5.3

RL.2.7, RL.3.7, RL.4.7, RL.5.7

Sources: https://www.teachinghumanity.org/diversity/the-most-beautiful-thing

By Rina Singh, Illustrated by Ellen Rooney

Every morning, a young girl walks her grandmother to the Aajibaichi Shala, the school that was built for the grandmothers in her village to have a place to learn to read and write.

The narrator beams with pride as she drops her grandmother off with the other aajis to practice the alphabet and learn simple arithmetic. A moving story about family, women and the power of education―when Aaji learns to spell her name you’ll want to dance along with her.

Women in countless countries continue to endure the limitations of illiteracy. Unjust laws have suppressed the rights of girls and women and kept many from getting an education and equal standing in society. Based on a true story from the village of Phangane, India, this brilliantly illustrated book tells the story of the grandmothers who got to go to school for the first time in their lives.

Tags: diverse characters, Indian characters, India, grandmother, resilience, learning, education, true story, picture book, perseverance, freedom, school, culture, family, #ownvoice

Reviews:

-“Offers its readers a poignantly lively picture book that expressly reveals the power and freedom found in words for women across the world. How great a treat it will be to read this book in a grandmother’s lap. Highly Recommended.” ― CM: Canadian Review of Materials

-“A moving story about family, women and the power of education―when Aaji learns to spell her name you’ll want to dance along with her.” ― Here Wee Read blog

-“Joy is evident on the page―and infectious...A spirited book about gender, age, rights, and the importance of education.” ― Kirkus Reviews

Discussion Questions:

-Activity: Read the interview with the author, Rina Singh, about the true story that inspired the book! https://blog.orcabook.com/rina-singh-the-story-behind-grandmother-school/

-What can we learn from grandma?

-What kind of person is grandma? Use evidence from the text to support your thinking.

-Read the author’s note and look at the map of India. How do these help you understand the story better?

-Grandpa said that it was no use to learn to read at this age. Why do you think he said that? Is that fair for him to say? Why or why not?

-Why do you think women of grandma’s age didn’t learn how to read? How does that make you feel? How do you think it made grandma feel?

Standards:

RL.2.1, RL.3.1, RL.4.1, RL.5.1

RL.2.2, RL.3.2, RL.4.2, RL.5.2

RL.2.3, RL.3.3, RL.5.3, RL.5.3

RL.2.7, RL.3.7, RL.4.7, RL.5.7

By Nomar Perez

A heartfelt picture book based on the author-illustrator's own experiences, about a boy who moves to the U.S. mainland from Puerto Rico and realizes that New York City might have more in common with San Juan than he initially thought. Miguel's pet frog, Coquí, is always with him: as he greets his neighbors in San Juan, buys quesitos from the panadería, and listens to his abuelo's story about meeting baseball legend Roberto Clemente. Then Miguel learns that he and his parents are moving to the U.S. mainland, which means leaving his beloved grandparents, home in Puerto Rico, and even Coquí behind. Life in New York City is overwhelming, with unfamiliar buildings, foods, and people. But when he and Mamá go exploring, they find a few familiar sights that remind them of home, and Miguel realizes there might be a way to keep a little bit of Puerto Rico with him--including the love he has for Coquí--wherever he goes.

Tags: Diverse characters, Latino characters, Puerto Rico, Puerto Rican American, pets, moving, immigration, family, Spanish, #ownvoice, picture book

Reviews:

- “Perez lavishly portrays San Juan and New York City with beautiful artwork and crafts a tale that is sure to ring true to many children.”—School Library Connection, starred review

-“Perez draws upon his own childhood experience of moving from Puerto Rico to Ohio, capturing the emotional experience of moving, adjusting, and remembering one’s culture and origins. Bright, bustling cartoon illustrations offer readers plenty to look at as they take in the two distinct cities alongside Miguel.”—Booklist

-“The happy and positive message that not all new beginnings are to be feared is a welcome one.”—Kirkus Reviews

-“Vivid spreads bring Miguel’s entwined trepidation and awe to life, resulting in a reassuring narrative.”—Publishers Weekly

Discussion Questions:

-What was Miguel’s life like in Puerto Rico? What was it like in New York? What is the same and what is different? (Bonus, make a venn diagram)

-Why do you think Miguel finding the frog, or coqui, in New York made him feel better? Even if it wasn’t the same coqui he had back at home?

-When does Miguel change in the story? Why do you think he changes?

-How does Miguel feel in the beginning, middle, and end of the story? How would you feel if you had to move to a new place? (Or if you have moved to a new place, how did you feel?)

- Does this story remind you of any other stories we have read? Which ones? How are they similar? How are they different?

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

By James Catchpole, Illustrated by Karen George

Imagine you were asked the same question again and again throughout your life . . .

Imagine if it was a question that didn't bring about the happiest of memories . . . This is the experience of one-legged Joe, a child who just wants to have fun in the playground . . .

Constantly seen first for his disability, Joe is fed up of only ever being asked about his leg. All he wants to do is play Pirates. But as usual, one after the other, all the children ask him the same question they always ask, "What happened to you?" Understandably Joe gets increasingly angry! Until finally the penny drops and the children realize that it's a question Joe just doesn't want to answer . . . and that Joe is playing a rather good game . . . one that they can join in with if they can stop fixating on his missing leg . . . Because children are children, after all.

Based on experiences the disabled author had as a young child, WHAT HAPPENED TO YOU? genuinely reflects a disabled child's perspective for both disabled & able-bodied readers.

Tags: Diverse characters, characters with disabilities, #ownvoice, school, boundaries, respect, picture book, privacy

Reviews:

Young readers will love Joe and his imaginary play, and I expect, won’t be too bothered by his leg – they’ll be more interested to know whether they can climb ropes and play pirates like he can! Which is the biggest strength of this story – it’s imparting some really important wisdom and empathy without seeming to do so. And the adults reading it will pick up the important message it contains and use it to start a conversation with their child, or the children they teach, at the right moment. --The Book Activist

Discussion Questions:

-Begin with a class brainstorm: ‘What is a disability and what do we do when we meet someone who is disabled or looks different?’ Gauge how much background discussion you need to support understanding of this reading.

-How do you think Joe feels?’ Point out facial cues and discuss what emotions they indicate.

-What could these kids have done differently?

- What did the kids do that was right?

-If you saw a bunch of kids asking a disabled child questions like this, what could you do?

-Why do you think we didn’t find out why Joe only has one leg?

-The author of this book is missing a leg like Joe is. Why do you think he wrote this book? What did he want us to learn?

-Have you ever been uncomfortable by people asking you questions? Share with a neighbor if you are comfortable to do so.

Standards:

RL.1.1, RL.2.1, RL.3.1

RL.1.2, RL.2.2, RL.3.2

RL.1.3, RL.2.3, RL.3.3

Sources:

What Happened to You Lesson Plan