Multicultural Text Set

1.
Many Ways by Shelley Rotner and Sheila M. Kelly Ed.D.

Description:
o Summary: This book explains that while many people have different
beliefs about god and different ways of worshiping, it also shows the
many similarities between all religions. It has many pictures and
briefly lists the aspects of every religion that are the same. It ends by
stating that all religions teach to love each other and our planet.
o Grade Level: kindergarten
o 3 Key words: religion, love, Earth
Evaluation: Using the Quality Childrens Picture Book Checklist, I think this is
a good book for children because I think that different religions can be
interesting to children, it gives the children a lot to think about, and the
language is age appropriate. Some critiques of the book is that it doesnt have
a storyline or much of a plot for the children to follow, but I think it is still a
good book because it is simple and more nonfiction so it is more of a list of
simple statements about religions around the world. The book is filled with
colorful photographs for the children to enjoy on every page. Both the photos
and the text represent a lot of different cultural groups and people around
the world all practicing their respective religions.

Quality Childrens Picture Book Checklist
The following items are provided as a means of assessing the quality of your
childrens picture book. While all books will not address every item, it is
important that your book addresses a number of items in each section.

The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the childrens ages and
interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens interest while the text is read.
enhance and add to the story.

Cultural considerations:
Characters represent a variety of cultural groups.
Children are exposed to multiple perspectives and values.
There are no negative stereotypes of the represented groups.
The lifestyles of the characters are genuine and complex not oversimplified
or generalized.
The characters use speech that accurately represents their culture and oral
traditions.
The author and/or illustrator are a part of the group represented.
Good characters reflect a variety of backgrounds.
There is diversity represented within cultural groups.

References:
http://www.adl.org/education/assessing.asp
http://ksumail.kennesaw.edu/~pjohnso3/pbkeval.html
http://www.newhorizons.org/strategies/multicultural/higgins/htm

Recommended use: I would recommend using this book by having students
choose one religion to learn more about, with the help of the teacher, or by
talking with their parents at home, and then share what they learn with their
classmates. I think this would be a good way fro students to practice their
research skills at a young age and it allows them to follow their interests
within the topic of religion. I think this activity would work well with this
book because the book does give any specifics about any religion, but is more
of an overview of their similarities.
SOLs:
K.1 a) Listen to a variety of literary forms, including stories and
poems.
K.2 a) Increase listening and speaking vocabularies.
c) Use words to describe/name people, places, and things.
K.3 The student will build oral communication skills.
a) Express ideas in complete sentences and express needs through
direct requests.
e) Participate in group and partner discussions about various texts
and topics.
K.5 The student will understand how print is organized and read.
a) Hold print materials in the correct position. b) Identify the front
cover, back cover, and title page of a book. c) Distinguish between
print and pictures. d) Follow words from left to right and from top to
bottom on a printed page. e) Match voice with print (concept of
word).
K.6 The student will demonstrate an understanding that print conveys
meaning.
a) Identify common signs and logos.
b) Explain that printed materials provide information.
c) Read and explain own writing and drawings.
d) Read his/her name and read fifteen meaningful, concrete words.
K.10 The student will demonstrate comprehension of nonfiction texts.
a) Use pictures to identify topic and make predictions. b) Identify text
features specific to the topic, such as titles, headings, and pictures.

2. Its Okay to be Different by Todd Parr
Description:
o Summary: This book lists many difference that we may have from
other people or ways that others might be different from us and
explains that each of these differences are okay by starting every
statement with Its okay... It also lists some activities that tis okay to
do such as talking about your feelings or doing something nice for
yourself. The last page explains that everyone is important just for
being himself or herself.
o Grade Level: Kindergarten
o 3 Key words: differences, positive, special
Evaluation: Using the Quality Childrens Picture Book Checklist, I think that
this is a good childrens book because of its illustrations and its positive
message for children. It includes language that is age appropriate, many
colorful illustrations that correspond to the statements about being different
on each page. The illustrations include people from different cultural groups
and there is a lot of diversity included. The book lists many differences that
we could have and includes almost every aspect that could make us diverse.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I would recommend using this book as a read aloud and
then having a class discussion about which of the pages said something that
related to them and what differences there are among the students in the
classroom. Then the teacher could discuss how differences are important,
like the book says, and talk about how they are important and that
differences are good, not bad.
SOLs: K.1 a) Listen to a variety of literary forms, including stories and poems.
a) Express ideas in complete sentences and express needs through
direct requests.
e) Participate in group and partner discussions about various texts
and topics.
a) Hold print materials in the correct position. b) Identify the front
cover, back cover, and title page of a book. c) Distinguish between
print and pictures. d) Follow words from left to right and from top to
bottom on a printed page. e) Match voice with print (concept of
word).
meaning.

3. All Kinds of Friends, Even Green! by Ellen B. Senisi
Description:
o Summary: This book is about a student in a wheelchair who is trying
to write about friends. He thinks about each of his friends and why
they are important to him and about all of the different types of
friends he has. He realizes that even animals can be friends and that
he is friends with his neighbors pet iguanas. He especially likes one of
them because it has a hard time getting around, just like he does, so he
decides to write about that iguana. After the story, the book has a few
pages with more information about disabilities and iguanas.
o Grade Level: 1st grade
o 3 Key words: disability, iguanas, friends
Evaluation: Using the Quality Childrens Book Checklist and the Ten Quick
Ways to Analyze Childrens Books for Ableism article, I think this book does
a good job of including characters with disabilities without including any
stereotypes. It has the main character as a student in a wheelchair and he has
a positive self-image and says that he relates to the iguana because it has a
hard time getting around too. I think that children can easily relate to this
book since it takes place in a classroom and the main character us struggling
with what to write about. The photographs in the book go with what is
discussed on each page and the language used is appropriate for the age
group, as much of it is quotes from the student himself.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I would recommend using this book and then having the
special education teachers talk to the students more about different
disabilities or having the students interact with the special education class, if
they havent before. First grade students could probably read this book to
themselves or it could be used as a read aloud to the class.
SOLs:
1.5 The student will apply knowledge of how print is organized and read. a)
Read from left to right and from top to bottom. b) Match spoken words with
print. c) Identify letters, words, sentences, and ending punctuation.
1.7 The student will use semantic clues and syntax to expand vocabulary
when reading. a) Use words, phrases, and sentences. b) Use titles and
pictures. c) Use information in the story to read words. d) Use knowledge of
sentence structure. e) Use knowledge of story structure. f) Reread and self-
correct.
1.8 The student will expand vocabulary. a) Discuss meanings of words in
context. b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar
words. d) Use text clues such as words or pictures to discern meanings of
unknown words. e) Use vocabulary from other content areas.
1.10 The student will read and demonstrate comprehension of a variety of
nonfiction texts. a) Preview the selection. b) Use prior and background
knowledge as context for new learning. c) Set a purpose for reading. d)
Identify text features such as pictures, headings, charts, and captions. e)
Make and confirm predictions. f) Ask and answer who, what, where, when,
why, and how questions about what is read. g) Identify the main idea. h)
Read and reread familiar passages with fluency, accuracy, and meaningful
expression.

4. Faith by Maya Ajmera, Magde Nakassis, and Cyhtia Pon
Description:
o Summary: This book explains that while there are any different
religions that we celebrate in different ways, there are some common
aspects to all religions. The book has very short, simple sentences, so
it would be a quick read, but at the end of the book there is a section
that goes more in depth about the element of faith.
o Grade Level: 1st
o 3 Key words: religions, cultures, similarities
Evaluation: using the Quality Childrens Book Checklist, I think this is a great
book for young readers because while there isnt a traditional storyline with
characters, the book is full of bright, colorful pictures which feature many
religions and cultures and each picture has a caption explaining what you see
in that picture. I also think the way that it has more detailed information in
the back is helpful and might help get children to think more in depth about
the similarities and differences between religions. This book can help to
show students that religions other than their own are just as valid and
positive and just help to bring more diversity.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I would recommend using this book as a read aloud and
then using the back section to help guide a discussion with the students. So,
maybe they book could be read as a read aloud, and then the class could
discuss the broad idea. After that, the teacher could go through each element
in the back and talk about each one including the pictures and captions. Then
for students who feel comfortable or want to share, they can talk about how
these religions compare to theirs. This book could help them to better
understand other cultures and religions, as well as their own, and see that all
religions have similar goals.
SOLs:
correct.
expression.

5. One World, Many Religions by Mary Pope Osborne
Description:
o Summary: This book has very small chapters almost about Judaism,
Christianity, Islam, Hinduism, Buddhism, and Confucianism and
Taoism. It goes through the historical contexts in chronological order
and explains some of the beliefs and practices of each of these
religions. The religions are told in as a story and at the back there is a
small glossary as well as some maps and graphs about the religions.
o Grade Level: 1st -2nd grade
o 3 Key words: religions, chapters, glossary
Evaluation: This book is a more informational, nonfiction book and it is filled
with many photos of children practicing these religions around the world. I
really like how this book has a glossary at the back as well as a map depicting
where each religion is primarily practiced. This book can help to show how
positive all religions are and that all religions work towards the same goals,
just in different way and in different parts of the world.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I think this book could be used in a classroom as a
reference book about religions. For example, the teacher could read the
chapter or sections about whichever religion they are talking about or if it
just comes up in conversation and they want to learn more and talk about it.
But also, this book has a very simple glossary and maps that even younger
kids would be able to understand. At first glance it might seem to hard for
them, but the wording is very simple and appropriate for young children to
look at even on their own. So if someone had questions about a specific
religion or a specific aspect, this book could be referenced for answers or
research by the students.
SOLs:
correct.
expression.

2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to
entertain, to clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
2.5 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs
to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode
and spell words.
c) Decode regular multisyllabic words.
when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
d) Reread and self-correct
2.9 The student will read and demonstrate comprehension of nonfiction
texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful
expression
2.10 The student will demonstrate comprehension of information in
reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.

6. Islam by Philip Wilkinson
Description:
o Summary: This book about Islam is different from many. It has a
spread (2 pages) dedicated to each of the different elements or
important aspects of Islam. They each have a short description about
the topic and then the page is filled with any bright colorful pictures
that each have an explanation beside them.
o Grade Level: 3rd and up
o 3 Key words: Islam, history, photographs
Evaluation: This book would be good for upper elementary students because
it has many detailed explanations about different aspects of Islam and many
interesting and bright pictures to see. The language is appropriate for upper
elementary students, but may be too difficult for early elementary education.
The book does however; only include Islam, so that is the only culture that is
included in the book. Because the book is more informational, there isnt
really much of a story lien either. There is a lot of negative connotation
around Islam and this book can help show students that its nothing to be
afraid of and that Islam is just like any other religion and that the people who
practice it are just as kind and have the same goals as people who practice
other religions.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:
http://www.newhorizons.org/strategies/multicultural/higgins/htmended

Recommended use: I think this book would be best to be used by one student
at a time rather than with the whole class because of its unique formatting
and how much information is on every page. Maybe children could rotate
books and each have a turn with this book as well as books about other
religions to learn a little more about each one. This could be used in their
read to self time and they could rotate books with their classmates for a week
and then have a class discussion about what they learned from the books
about each religion.
SOLs:
3.1 The student will use effective communication skills in group activities. a)
Listen attentively by making eye contact, facing the speaker, asking
questions, and summarizing what is said. b) Ask and respond to questions
from teachers and other group members. c) Explain what has been learned.
d) Use language appropriate for context. e) Increase listening and speaking
vocabularies.
3.3 The student will apply word-analysis skills when reading. a) Use
knowledge of regular and irregular vowel patterns. b) Decode regular
multisyllabic words.
3.4 The student will expand vocabulary when reading. a) Use knowledge of
homophones. b) Use knowledge of roots, affixes, synonyms, and antonyms. c)
Apply meaning clues, language structure, and phonetic strategies. d) Use
context to clarify meaning of unfamiliar words. e) Discuss meanings of words
and develop vocabulary by listening and reading a variety of texts. f) Use
vocabulary from other content areas. g) Use word reference resources
including the glossary, dictionary, and thesaurus.
3.6 The student will continue to read and demonstrate comprehension of
nonfiction texts. a) Identify the authors purpose. b) Use prior and
background knowledge as context for new learning. c) Preview and use text
features. d) Ask and answer questions about what is read. e) Draw
conclusions based on text. f) Summarize major points found in nonfiction
texts. g) Identify the main idea. h) Identify supporting details. i) Compare and
contrast the characteristics of biographies and autobiographies. j) Use
reading strategies to monitor comprehension throughout the reading
process. k) Identify new information gained from reading. l) Read with
fluency and accuracy.

7. Tet: The New Year by Kim-Lan Tran, illustrated by Mai Vo-Dinh
Description:
o Summary: This book is a fictional story about a Vietnamese-American
boy going to class after the Vietnamese New Year and talking with his
teacher and classmates about the many interesting traditional
celebrations of the New Year. Then the class puts on their own
celebration to celebrate together as a class and invited the main
characters father too because he was new in the United States and
they wanted to make him feel more welcome.
o Grade Level: 1st grade
o 3 Key words: Tet, New Year, Vietnamese
Evaluation: This book is good for younger readers because it explains the
New Year in the context of a fictional story, rather than in a less interesting
informative way. The illustrations go well with the text and are very colorful
and eye-catching for students. This book can help to break any stereotypes or
single stories that children might have about Asian celebrations or religions.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: This book could be read to the class around the time of
New Years and the class could study how different cultures and religions
celebrate the new year, with this book representing Vietnam. Then the class
could have their own new years celebration and incorporate some of the
interesting traditions from around the world as well as those of the students
in the class.
SOLs:
correct.
fictional texts. a) Preview the selection. b) Set a purpose for reading. c) Relate
previous experiences to what is read. d) Make and confirm predictions. e)
Ask and answer who, what, when, where, why, and how questions about
what is read. f) Identify characters, setting, and important events. g) Retell
stories and events, using beginning, middle, and end. h) Identify the main
idea or theme. i) Read and reread familiar stories, poems, and passages with
fluency, accuracy, and meaningful expression.

8. K is For Kwanzaa by Juwanda G. Ford, illustrated by Ken Wilson-Max
Description:
o Summary: This nook goes through the alphabet with each letter
representing something that is important to the Kwanza celebration
as well as a short description about it and an illustration to match.
o Grade Level: Kindergarten-1st grade
o 3 Key words: Kwanza, Africa, Alphabet
Evaluation: This book would be great for younger students because it
incorporates the alphabet, it has concise explanations for each object that are
worded in a way that children can understand, and the pictures are
interesting and go well with the text on each page. This book could help to
promote inclusiveness by explaining that others should accept African-
American culture as well as having them be included in the celebration of it.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I would recommend reading this book to the class during
or as close to the dates of the Kwanzaa celebration (in the book, December
26-January 1st). Then , the students could have their own Kwanzaa
celebrations using some of the items listed in the books and talk about
African-American culture. The book explains that anyone can participate in
celebrating Kwanzaa.
SOLs:
K.1 a) Listen to a variety of literary forms, including stories and poems.
a) Express ideas in complete sentences and express needs through direct
requests.
e) Participate in group and partner discussions about various texts and
topics.
a) Hold print materials in the correct position. b) Identify the front cover,
back cover, and title page of a book. c) Distinguish between print and
pictures. d) Follow words from left to right and from top to bottom on a
printed page. e) Match voice with print (concept of word).
meaning.
K.10 The student will demonstrate comprehension of nonfiction texts. a) Use
pictures to identify topic and make predictions. b) Identify text features
specific to the topic, such as titles, headings, and pictures.
correct.

9. Fiesta! By Elizabeth Silverthorne
Description:
o Summary: This book explains the historical context of three different
types of cultural celebrations that take place in Mexico: religious,
patriotic, and others. These are presented as chapters with crafts or
cooking recipes throughout each section of the book.
o Grade Level: 2nd
o 3 Key words: Mexico, Fiesta, Culture
Evaluation:
This book is a good informational book, but it might not hold the interest of
the students as well as some of the others because it has longer sections with
more text and less illustrations. It does have language that is
developmentally appropriate for the students and it incorporates a lot of
different cultures within Mexico. This book could be used to show that even
in one country, there are many different cultures, and thats a good thing
because we can all learn from each other and bring different experiences to
the table.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I think this book could be used when studying Mexico as
a way to better understand their culture and traditions. After being read
aloud to the class, the students could make one craft or recipe from each
section of the book and explain their understanding about how these crafts
and recipes play a part in the celebrations of that culture.
SOLs:
2.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Use words that reflect a growing range of interests and knowledge.
c) Clarify and explain words and ideas orally.
2.3 The student will use oral communication skills.
a) Use oral language for different purposes: to inform, to persuade, to
entertain, to clarify, and to respond.
b) Share stories or information orally with an audience.
c) Participate as a contributor and leader in a group.
d) Retell information shared by others.
2.5 The student will use phonetic strategies when reading and spelling.
a) Use knowledge of consonants, consonant blends, and consonant digraphs
to decode and spell words.
b) Use knowledge of short, long, and r-controlled vowel patterns to decode
and spell words.
c) Decode regular multisyllabic words.
when reading.
a) Use information in the story to read words.
b) Use knowledge of sentence structure.
c) Use knowledge of story structure and sequence.
d) Reread and self-correct
2.9 The student will read and demonstrate comprehension of nonfiction
texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful
expression
2.10 The student will demonstrate comprehension of information in
reference materials.
a) Use table of contents.
b) Use pictures, captions, and charts.
c) Use dictionaries, glossaries, and indices.

10. Celebrate Easter by Deborah Heiligman
Description:
o Summary: This book explains the many ways that people around the
world celebrate Easter and what the beliefs are surrounding Easter. It
is explained in short simple sentences and the pages are filled with
bright and colorful photos.
o Grade Level: kindergarten-1st
o 3 Key words: Eater, Christianity, Culture
Evaluation: This book would be a great way to talk about Easter with
younger students because it has many eye catching and interesting photos
that could hold their attention and interest while the book is being read. It is
also brief and uses language that is developmentally appropriate for the early
education students. This book could help to promote inclusiveness by
helping students to be accepting of all religions by giving them a chance to
learn about them and experience the way that they are celebrated.


The story:
interests.

The illustrations:

or generalized.
traditions.

References:

Recommended use: I would recommend using this book around Easter time
when some students might be talking about Easter to help ensure that
everyone in the class understands what it is and is familiar with other
cultures and religions. The students could then make some of the crafts in the
book or do some of the activities, such as the egg race or making Easter eggs,
as a way to gain a better understanding and have an experience that will stick
with them.
SOLs:
K.1 a) Listen to a variety of literary forms, including stories and poems.
a) Express ideas in complete sentences and express needs through direct
requests.
e) Participate in group and partner discussions about various texts and
topics.
a) Hold print materials in the correct position. b) Identify the front cover,
back cover, and title page of a book. c) Distinguish between print and
pictures. d) Follow words from left to right and from top to bottom on a
printed page. e) Match voice with print (concept of word).
meaning.
K.10 The student will demonstrate comprehension of nonfiction texts. a) Use
pictures to identify topic and make predictions. b) Identify text features
specific to the topic, such as titles, headings, and pictures.
correct.

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Many Ways by Shelley Rotner and Sheila M. Kelly Ed.D.

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