MacKenzie Frakes

ELED 310
Multicultural Text Set

1. My Family: My Military Mom

Author: Claudia Harrington
Illustrator: Zoe Persico
• Summary: My Military Mom is about a boy named Connor and how his
family functions with his mom deployed. Connor’s classmate, Lenny, is
the classroom reporter and goes to the student of the week’s house and
observes their home life and how it may be similar or different to his own
and other kids in the class. My Military Mom shows how Connor’s dad
does many of household duties that moms may usually be expected to
carry out and the slightly different life they live. The story is created with
easy vocabulary so that younger audiences can understand the moral of the
story. Therefore, I would recommend reading this story to
Kindergarteners. Three key words from the text that I chose are marines,
rations, and saluted.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: For this book, I would create a similar activity that is
carried out in the story. I would split the students into pairs and have each
student go to each other’s house and document their life at home. Students
will make a one-page creation of their time spent with their partner. They
 will include a picture, a short interview about an important part of the
student’s life, and any additional notes or a summary of the time spent
with their partner. The students will have the freedom to create the page
however they want, but should include the important information above.
This activity will allow for the class to get to know each other better and
see into each other’s worlds. The activity will allow the students to better
understand the story and they will get to experience how ______ collected
and shared the information he learned about his peers.
• Learning blocks/SOLs:
o Oral Language
§ K.1 The student will demonstrate growth in the use of oral language.
• a) Listen to a variety of literary forms, including stories and
poems.
• b) Participate in a variety of oral language activities including
choral and echo speaking and recitation of short poems,
rhymes, songs, and stories with repeated word order patterns.
• c) Participate in oral generation of language experience
narratives.
• d) Participate in creative dramatics.
• e) Use complete sentences that include subject, verb, and
object.
§ K.2 The student will expand understanding and use of word meanings.
• a) Increase listening and speaking vocabularies.
• b) Use number words.
• c) Use words to describe/name people, places, and things.
• d) Use words to describe/name location, size, color, and
shape.
• e) Use words to describe/name actions.
• f) Ask about words not understood.
• g) Use vocabulary from other content areas.
§ K.3 The student will build oral communication skills.
• a) Express ideas in complete sentences and express needs
through direct requests.
• b) Begin to initiate conversations.
• c) Begin to follow implicit rules for conversation, including
taking turns and staying on topic.
• d) Listen and speak in informal conversations with peers and
adults.
• e) Participate in group and partner discussions about various
texts and topics.
• f) Begin to use voice level, phrasing, and intonation
appropriate for various language situations.
• g) Follow one- and two-step directions.
• h) Begin to ask how and why questions.
§ K.4 The student will identify, say, segment, and blend various units of
speech sounds.
• a) Begin to discriminate between spoken sentences, words,
and syllables.
 • b) Identify and produce words that rhyme.
• c) Blend and segment multisyllabic words at the syllable
level.
• d) Segment one-syllable words into speech sound units
including beginning phoneme(s) (onset) and ending (rimes).
• e) Identify words according to shared beginning and/or
ending sounds.
o Reading
§ 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.7 The student will develop an understanding of basic phonetic
principles.
• a) Identify and name the uppercase and lowercase letters of
the alphabet.
• b) Match consonant, short vowel, and initial consonant
digraph sounds to appropriate letters.
• c) Demonstrate a speech-to-print match through accurate
finger-point reading in familiar text that includes words with
more than one syllable.
• d) Identify beginning consonant sounds in single-syllable
words.
§ K.8 The student will expand vocabulary.
• a) Discuss meanings of words.
• b) Develop vocabulary by listening to a variety of texts read
aloud.
§ K.9 The student will demonstrate comprehension of fictional texts.
• a) Identify what an author does and what an illustrator does.
• b) Relate previous experiences to what is read.
• c) Use pictures to make predictions.
• d) Begin to ask and answer questions about what is read.
• e) Use story language in discussions and retellings.
• f) Retell familiar stories, using beginning, middle, and end.
• g) Discuss characters, setting, and events.
§ 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.
o Writing
§ K.11 The student will print in manuscript.
• a) Print uppercase and lowercase letters of the alphabet
independently.
• b) Print his/her first and last names.
§ K.12 The student will write to communicate ideas for a variety of
purposes.
• a) Differentiate pictures from writing.
• b) Draw pictures and/or use letters and phonetically spelled
words to write about experiences.
• c) Use letters and beginning consonant sounds to spell
phonetically words to describe pictures or write about
experiences.
• d) Write left to right and top to bottom.

2. My Family: My Two Moms

Author: Claudia Harrington
Illustrator: Zoe Persico
• Summary: My Two Moms is about a girl named Elsie and how her family
functions with two moms. Elsie’s classmate, Lenny, is the classroom
reporter and goes to the student of the week’s house and observes their
home life and how it may be similar or different to his own and other kids
in the class. My Two Moms shows how Elsie’s life is no different with two
moms than any of her friends who have a mom and a dad. All of the things
that need fixing are either done by Elsie’s mom or her mommy! The story
is created with easy vocabulary so that younger audiences can understand
the moral of the story. Therefore, I would recommend reading this story to
Kindergarteners. Three key words from the text that I chose are mom,
mommy, and moms.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: For this book, I would either use the activity I listed
for the previous book, as the storyline is very similar, or I would modify it
to better suit my class’ learning level. For a modification, I would have
students make the one page creation about themselves. They could write
about their family and something that’s been important to them.
Additionally, they could either add a picture if the assignment is to be
taken home or students could simply draw a picture to add to their
creation. Regardless, the activity will allow classmates to get to know one
another better. Discussion would have to supplement the activity to
promote deeper sharing in the write-ups and a better understanding of the
diversity of families.
• Learning blocks/SOLs:
o Oral Language
§ K.1 The student will demonstrate growth in the use of oral language.
• a) Listen to a variety of literary forms, including stories and
poems.
• b) Participate in a variety of oral language activities including
choral and echo speaking and recitation of short poems,
rhymes, songs, and stories with repeated word order patterns.
• c) Participate in oral generation of language experience
narratives.
• d) Participate in creative dramatics.
• e) Use complete sentences that include subject, verb, and
object.
§ K.2 The student will expand understanding and use of word meanings.
• a) Increase listening and speaking vocabularies.
• b) Use number words.
• c) Use words to describe/name people, places, and things.
• d) Use words to describe/name location, size, color, and
shape.
• e) Use words to describe/name actions.
• f) Ask about words not understood.
• g) Use vocabulary from other content areas.
§ K.3 The student will build oral communication skills.
• a) Express ideas in complete sentences and express needs
through direct requests.
• b) Begin to initiate conversations.
• c) Begin to follow implicit rules for conversation, including
taking turns and staying on topic.
 • d) Listen and speak in informal conversations with peers and
adults.
• e) Participate in group and partner discussions about various
texts and topics.
• f) Begin to use voice level, phrasing, and intonation
appropriate for various language situations.
• g) Follow one- and two-step directions.
• h) Begin to ask how and why questions.
§ K.4 The student will identify, say, segment, and blend various units of
speech sounds.
• a) Begin to discriminate between spoken sentences, words,
and syllables.
• b) Identify and produce words that rhyme.
• c) Blend and segment multisyllabic words at the syllable
level.
• d) Segment one-syllable words into speech sound units
including beginning phoneme(s) (onset) and ending (rimes).
• e) Identify words according to shared beginning and/or
ending sounds.
o Reading
§ 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.7 The student will develop an understanding of basic phonetic
principles.
• a) Identify and name the uppercase and lowercase letters of
the alphabet.
• b) Match consonant, short vowel, and initial consonant
digraph sounds to appropriate letters.
• c) Demonstrate a speech-to-print match through accurate
finger-point reading in familiar text that includes words with
more than one syllable.
• d) Identify beginning consonant sounds in single-syllable
words.
§ K.8 The student will expand vocabulary.
• a) Discuss meanings of words.
 • b) Develop vocabulary by listening to a variety of texts read
aloud.
§ K.9 The student will demonstrate comprehension of fictional texts.
• a) Identify what an author does and what an illustrator does.
• b) Relate previous experiences to what is read.
• c) Use pictures to make predictions.
• d) Begin to ask and answer questions about what is read.
• e) Use story language in discussions and retellings.
• f) Retell familiar stories, using beginning, middle, and end.
• g) Discuss characters, setting, and events.
§ 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.
o Writing
§ K.11 The student will print in manuscript.
• a) Print uppercase and lowercase letters of the alphabet
independently.
• b) Print his/her first and last names.
§ K.12 The student will write to communicate ideas for a variety of
purposes.
• a) Differentiate pictures from writing.
• b) Draw pictures and/or use letters and phonetically spelled
words to write about experiences.
• c) Use letters and beginning consonant sounds to spell
phonetically words to describe pictures or write about
experiences.
• d) Write left to right and top to bottom.

3. Different Just Like Me

Author: Lori Mitchell
Illustrator: Lori Mitchell
• Summary: Different Just Like Me is about a young girl named April who
is going to her Grammie’s house. April discusses the many different types
of people she meets before, during, and after her visit at her Grammie’s
house. Each person mentioned has different abilities, qualities, and
characteristics from one another. However, at the end of each page, April
mentions how in one way or another, the other characters are just like her.
I think this book is suitable to read to Kindergartners. The three words
from the text that I chose are braille, languages, and different.
• Evaluation:
o 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 children’s ages and
interests.
 ¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: For this book, I would have students keep a journal
over a week’s time where they will document the different types of people
they encounter while out and about. At the end of the week, each student
can present the different kinds of people they wrote about in their journal
and there can be a class discussion about similarities and differences with
all the people that were written about as well as with the students
themselves. Depending on the grade level of the students, the “journal
entries” can vary in difficulty/proficiency. For younger grades, students
can just write one word or sentence for what they observed.
• Learning blocks/SOLs:
o Oral Language
§ K.1 The student will demonstrate growth in the use of oral language.
• a) Listen to a variety of literary forms, including stories and
poems.
• b) Participate in a variety of oral language activities including
choral and echo speaking and recitation of short poems,
rhymes, songs, and stories with repeated word order patterns.
• c) Participate in oral generation of language experience
narratives.
• d) Participate in creative dramatics.
• e) Use complete sentences that include subject, verb, and
object.
§ K.2 The student will expand understanding and use of word meanings.
• a) Increase listening and speaking vocabularies.
• b) Use number words.
• c) Use words to describe/name people, places, and things.
• d) Use words to describe/name location, size, color, and
shape.
• e) Use words to describe/name actions.
• f) Ask about words not understood.
 • g) Use vocabulary from other content areas.
§ K.3 The student will build oral communication skills.
• a) Express ideas in complete sentences and express needs
through direct requests.
• b) Begin to initiate conversations.
• c) Begin to follow implicit rules for conversation, including
taking turns and staying on topic.
• d) Listen and speak in informal conversations with peers and
adults.
• e) Participate in group and partner discussions about various
texts and topics.
• f) Begin to use voice level, phrasing, and intonation
appropriate for various language situations.
• g) Follow one- and two-step directions.
• h) Begin to ask how and why questions.
§ K.4 The student will identify, say, segment, and blend various units of
speech sounds.
• a) Begin to discriminate between spoken sentences, words,
and syllables.
• b) Identify and produce words that rhyme.
• c) Blend and segment multisyllabic words at the syllable
level.
• d) Segment one-syllable words into speech sound units
including beginning phoneme(s) (onset) and ending (rimes).
• e) Identify words according to shared beginning and/or
ending sounds.
o Reading
§ 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.7 The student will develop an understanding of basic phonetic
principles.
• a) Identify and name the uppercase and lowercase letters of
the alphabet.
• b) Match consonant, short vowel, and initial consonant
digraph sounds to appropriate letters.
 • c) Demonstrate a speech-to-print match through accurate
finger-point reading in familiar text that includes words with
more than one syllable.
• d) Identify beginning consonant sounds in single-syllable
words.
§ K.8 The student will expand vocabulary.
• a) Discuss meanings of words.
• b) Develop vocabulary by listening to a variety of texts read
aloud.
§ K.9 The student will demonstrate comprehension of fictional texts.
• a) Identify what an author does and what an illustrator does.
• b) Relate previous experiences to what is read.
• c) Use pictures to make predictions.
• d) Begin to ask and answer questions about what is read.
• e) Use story language in discussions and retellings.
• f) Retell familiar stories, using beginning, middle, and end.
• g) Discuss characters, setting, and events.
§ 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.
o Writing
§ K.11 The student will print in manuscript.
• a) Print uppercase and lowercase letters of the alphabet
independently.
• b) Print his/her first and last names.
§ K.12 The student will write to communicate ideas for a variety of
purposes.
• a) Differentiate pictures from writing.
• b) Draw pictures and/or use letters and phonetically spelled
words to write about experiences.
• c) Use letters and beginning consonant sounds to spell
phonetically words to describe pictures or write about
experiences.
• d) Write left to right and top to bottom.

4. I Have Two Homes

Author: Marian De Smet
Illustrator: Nynke Talsma
• Summary: I Have Two Homes is a story about a little girl named Nina.
Nina grew up for some time with both her mom and her dad living
together in one house. Her parents eventually began fighting a lot of the
time and making each other sad, so they decided to live in separate homes.
I Have Two Homes captures Nina’s changing emotions throughout this
change in her life, both positive and negative. Towards the end of the
story, the audience learns that her new situation may be more positive
rather than negative. This story may evoke strong emotions within some
 students, so I recommend reading it to first graders. Three words from the
text that I chose are sad, miss, and two.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: I would supplement the read-aloud of this book with

an art activity, where students can express how the book made them feel.
Because much of the book discusses the little girl’s emotions during her
separation, which included positives and negatives. A story about parental
separation is relatable to a lot of children in many ways. Having an art
activity where students can use different materials to create a picture of
how the book made them feel can help students express themselves in a
healthy emotional outlet. They can include a small description or certain
words that pertain to their artwork anywhere on their creation or a stick
note to attach to their work.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
§ Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
• b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
 • c) Make predictions about what might happen in a story
• d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
• f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Literacy Foundation Block 6 (Written Expression)
§ Through early writing experiences, young children develop
understandings about the functions of written language. Children
develop an awareness that ideas can be written. They begin to generate
ideas about how written language works and explore its uses. Young
children’s attempts to write through scribbling, forms, and inventive
spellings help them to understand writing as a means to communicate
ideas and information. Over time, attempts at early writing will more
closely align to conventional writing.
• a) Distinguish print from pictures
• b) Copy or write letters using various materials
• c) Print first name independently
• d) Print 5 - 8 letters with a writing tool
• e) Copy 3 - 5 letter words
• f) Use inventive spellings to convey messages or tell story
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
• a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
 demonstrate an understanding of what cooperation means. These
behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
§ Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
• e) Develop positive responses to challenges.

5. We Belong Together
Author: Todd Parr
Illustrator: Todd Parr
• Summary: We Belong Together is a story about many different types of
family that all have one thing in common: they adopted someone into their
family. This book discusses the many reasons to adopt someone into your
family and the benefits of doing so. Despite the different reasons, the
moral was the same: the families belonged together. This story includes
simplified pictures and text so that young students can easily understand
the concept and storyline. Therefore, I recommend reading this story to
preschoolers. The three words from the text that I chose are belong,
family, and needed.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: For this book, I would have students complete an art
activity about why they and their family members belong together. Each
student’s paper will have “We belong together because…” written on the
top, as each page in the book does. The student can draw a picture of their
family and either state why their family belongs together or have a teacher
write down what they say if they are too young to write. Responses should
reflect family values or important things each family does together. The
range of responses should reflect the diversity in the types of families that
each child in the classroom has.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
§ Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
• b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
• c) Make predictions about what might happen in a story
• d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
 • f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Literacy Foundation Block 6 (Written Expression)
§ Through early writing experiences, young children develop
understandings about the functions of written language. Children
develop an awareness that ideas can be written. They begin to generate
ideas about how written language works and explore its uses. Young
children’s attempts to write through scribbling, forms, and inventive
spellings help them to understand writing as a means to communicate
ideas and information. Over time, attempts at early writing will more
closely align to conventional writing.
• a) Distinguish print from pictures
• b) Copy or write letters using various materials
• c) Print first name independently
• d) Print 5 - 8 letters with a writing tool
• e) Copy 3 - 5 letter words
• f) Use inventive spellings to convey messages or tell story
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
• a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
demonstrate an understanding of what cooperation means. These
behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
§ Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
 • e) Develop positive responses to challenges.

6. The Family Book

Author: Todd Parr
Illustrator: Todd Parr
• Summary: The Family Book discusses several different types of families
in the world. The story points out that while all families are different, they
are special in their own way. Every family may be unique, but they all
share a huge amount of love. This story includes simplified pictures and
text so that young students can easily understand the concept and
storyline. Therefore, I recommend reading this story to preschoolers. The
three words from the text that I chose are some, all, and special.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: For this book, I’d have a discussion following the
read-aloud of this book to discuss the different kinds of families. A great
activity to supplement the read aloud and discussion would be to have the
students create a picture of their family during art time or at the art center.
The students can discuss what they included in their pictures and why.
Being able to visualize each other’s families will help students see how
everyone’s families may be similar or different from one another.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
 § Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
• b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
• c) Make predictions about what might happen in a story
• d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
• f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Literacy Foundation Block 6 (Written Expression)
§ Through early writing experiences, young children develop
understandings about the functions of written language. Children
develop an awareness that ideas can be written. They begin to generate
ideas about how written language works and explore its uses. Young
children’s attempts to write through scribbling, forms, and inventive
spellings help them to understand writing as a means to communicate
ideas and information. Over time, attempts at early writing will more
closely align to conventional writing.
• a) Distinguish print from pictures
• b) Copy or write letters using various materials
• c) Print first name independently
• d) Print 5 - 8 letters with a writing tool
• e) Copy 3 - 5 letter words
• f) Use inventive spellings to convey messages or tell story
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
 • a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
demonstrate an understanding of what cooperation means. These
behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
§ Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
• e) Develop positive responses to challenges.

7. It’s Okay to Be Different

Author: Todd Parr
Illustrator: Todd Parr
• Summary: It’s Okay to Be Different discusses the many different features,
characteristics, and abilities we all may have. The story touches on
physical differences, discussing emotions, and people with disabilities. It’s
Okay to Be Different makes sure to reiterate the fact that it is okay to be
who you are, even if that means you don’t look, act, or sound like the
person beside you. We are all unique in our own way, and that’s okay.
This story includes simplified pictures and text so that young students can
easily understand the concept and storyline. Therefore, I recommend
reading this story to preschoolers. The three words from the text I chose
are okay, different, and you.
• Evaluation:
o 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
children’s ages and interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: This is the book I am using for my READ 366 read-
aloud as well as my 372 art lesson. The lesson I created to supplement the
read-aloud is an art activity where students can create a picture of
themselves. Students will look at themselves in a mirror and then create a
picture of themselves on a paper plate using a variety of different
materials. The diversity of materials will help reflect the diversity in the
classroom and allow students the freedom to choose how they will depict
themselves.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
§ Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
• b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
• c) Make predictions about what might happen in a story
 • d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
• f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Literacy Foundation Block 6 (Written Expression)
§ Through early writing experiences, young children develop
understandings about the functions of written language. Children
develop an awareness that ideas can be written. They begin to generate
ideas about how written language works and explore its uses. Young
children’s attempts to write through scribbling, forms, and inventive
spellings help them to understand writing as a means to communicate
ideas and information. Over time, attempts at early writing will more
closely align to conventional writing.
• a) Distinguish print from pictures
• b) Copy or write letters using various materials
• c) Print first name independently
• d) Print 5 - 8 letters with a writing tool
• e) Copy 3 - 5 letter words
• f) Use inventive spellings to convey messages or tell story
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
• a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
demonstrate an understanding of what cooperation means. These
 behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
§ Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
• e) Develop positive responses to challenges.
8. Be Who You Are
Author: Todd Parr
Illustrator: Todd Parr
• Summary: Be Who You Are is quite similar to It’s Okay to Be Different in
that the book points out different characteristics or factors in one’s life that
differ from other peoples. Be Who You Are discusses the importance of
remaining true to yourself despite the differences that may set you aside
from others. Those differences could include ethnic background, physical
appearance, or emotions. This story includes simplified pictures and text
so that young students can easily understand the concept and storyline.
Therefore, I recommend reading this story to preschoolers. The three
words from the text that I chose are be, you, and proud.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: I would do a similar activity as I created for It’s

Okay to Be Different, where students can create a picture of themselves or
create something that represents themselves. Providing a variety of
materials for the students to choose from will promote more diversity in
the artwork and allow for deeper comprehension of the lesson.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
§ Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
• b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
• c) Make predictions about what might happen in a story
• d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
• f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Literacy Foundation Block 6 (Written Expression)
§ Through early writing experiences, young children develop
understandings about the functions of written language. Children
develop an awareness that ideas can be written. They begin to generate
ideas about how written language works and explore its uses. Young
 children’s attempts to write through scribbling, forms, and inventive
spellings help them to understand writing as a means to communicate
ideas and information. Over time, attempts at early writing will more
closely align to conventional writing.
• a) Distinguish print from pictures
• b) Copy or write letters using various materials
• c) Print first name independently
• d) Print 5 - 8 letters with a writing tool
• e) Copy 3 - 5 letter words
• f) Use inventive spellings to convey messages or tell story
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
• a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
demonstrate an understanding of what cooperation means. These
behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
§ Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
• e) Develop positive responses to challenges.
9. Last Stop on Market Street
Author: Matt de la Peña
Illustrator: Christian Robinson
• Summary: Last Stop on Market Street is a story about a little boy and his
journey to a specific location with his grandma. The readers do not find
 out the name of the location until the end of the story, but get to meet a lot
of interesting characters along the way. Each character has something
special about them that the little boy’s grandma makes sure to point out in
order to correct any negative views the little boy may have. This book
shows readers the beauty in what may first appear as the opposite, both
with people and places. This book is suitable to read aloud to preschoolers,
as it includes language that is easily understood. The three words from the
text that I chose are can’t, magic, and beautiful.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended use: I would have students reenact what occurred in the

story. Students can use dramatic play materials to set up the scenes and
dress up like their characters. By reenacting what occurred in the story,
students can form a deeper understanding of the moral of the story and the
plot.
• Learning blocks/SOLs:
o Virginia Literacy Foundation Block 1 (Oral Expression)
§ Children gain language and vocabulary skills by having multiple and
frequent opportunities to talk, as well as, listen to adults and peers.
These opportunities must be daily and routine as children begin to read
and write.
• a) Listen with increasing attention to spoken language,
conversations, and stories read aloud
 • b) Correctly identify characters, objects, and actions in a
picture book, as well as stories read aloud, and begin to
comment about each
• c) Make predictions about what might happen in a story
• d) Use two words to ask and answer questions that include
actions
• e) Use appropriate language for a variety of purposes, e.g., ask
questions, express needs, get information
• f) Engage in turn taking exchanges and rules of polite
conversation with adults and peers
• g) Listen attentively to stories in a wholeclass setting
o Virginia Literacy Foundation Block 2 (Vocabulary)
§ The more children know about the world around them, the easier it is
for them to express new information, ideas and vocabulary in
communicating this knowledge. Helping children to relate experiences
to new ideas and concepts also assists in the development of vocabulary
and related skills.
• a) Use single words to label objects
• b) Listen with increasing understanding to conversations and
directions
• c) Follow simple, one-step oral directions
• d) Engage in turn taking exchanges with adults and peers
• e) Use new vocabulary with increasing frequency to express
and describe feelings and ideas
• f) Expose children to a wide-variety of experiences to build
vocabulary
o Virginia Physical and Motor Development Foundation Block 1 (Skilled
Movement)
§ Manipulative skills of toss, catch, throw, aim, strike, jump, juggle, kick,
bounce, and dribble develop visual tracking of moving objects, eye-
hand and eye-foot coordination, visual fields, cross lateralization,
sequencing of patterns, and dynamic balance. These skills aid the brain
in organizing thoughts in sequence, and tracking exercises strengthen
the eye muscles and visual fields used in reading.
• a) Manipulate a variety of objects during structured and
unstructured physical activity settings.
• b) Manipulate small objects using one hand independently, the
other hand independently, and both hands working on the
same task.
o Virginia Physical and Motor Development Foundation Block 4 (Responsible
Behaviors)
§ All children must be provided with opportunities to experience rules
regarding safety and behaviors towards others, as well as to
demonstrate an understanding of what cooperation means. These
behaviors need to be practiced on a regular/daily basis so that
acceptable behaviors may be positively learned and reinforced.
• a) Demonstrate safe behaviors by applying rules regarding
behaviors in a physical activity setting.
• b) Share equipment and space, and take turns with help from
the teacher.
• c) Work well with all children.
• d)  Listen  to  and  follow  simple  directions.
o Virginia Personal and Social Development Foundation Block 2 (Self-
Control)
 § Young children benefit from routines and structure. They find comfort
and feel secure when they can predict the flow of events and people
each day. Managing change can be a challenge for preschoolers. Young
children are most successful handling transitions when they are told
what to expect in advance. Prior knowledge enables young children to
feel in control and participate without confusion.
• a) Contribute ideas for classroom rules and routines.
• b) Follow rules and routines within the learning environment.
• c) Use classroom materials purposefully and respectfully.
• d) Manage transitions and adapt to changes in routine.
• e) Develop positive responses to challenges.
10. I am Jazz
Author: Jessica Herthel
Illustrator: Shelagh McNicholas
• Summary: I am Jazz is about a young girl’s journey through life as
transgender. The main character, Jazz, discusses her unhappiness by being
born and perceived as a boy, when she feels as though she truly is a girl. I
am Jazz gently introduces the topic of young transgender children and the
importance of valuing their feelings and happiness, in a way that is
comprehendible by children. Because this may be a tough topic to
introduce, I recommend reading this book to fourth graders. The three
words from the text that I chose are transgender, unhappy, and boy body.
• Evaluation:
o 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 children’s ages and
interests.
¨ includes realistic, convincing characters.

The illustrations:
¨ are accurate in terms of setting, plot, and characters.
¨ correspond to the text.
¨ hold the children’s 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.

• Recommended Use: I would supplement this read aloud by having a

discussion or writing activity in which the students discuss the qualities
 they admire in their peers. This will assist with the issue of self-confidence
and positive self-talk that may lack at this age. Additionally, I am Jazz
discusses how the main character feels unvalued by some of her peers,
despite her appealing qualities. To fight this stigma in the classroom, I
would incorporate this activity and make sure to discuss why we admire
and like our classmates and the positive contributions they make to our
classroom.
• Learning blocks/SOLs:
o Family Life SOLs
§ THIRD GRADE
• 3.1 The student will demonstrate a sense of belonging in
group work and play. Descriptive Statement: The child
experiences cooperative group games and acceptance as
a member of the class. This involves reciprocal helping
behavior and positive mental health practices.
Participation in groups, such as the scouts, is
encouraged. Students will be introduced to appropriate
and inappropriate behavior of virtual groups on the
internet.
• 3.2 The student will express what he or she likes about
himself or herself to continue developing a positive self-
image. Descriptive Statement: Expressive media (for
example, exercises, games, art, music, dance, internet,
and drama) are used for student expression of the
capabilities, personality traits, and physical features that
the child likes about himself or herself.
• 3.3 The student will become aware of the changes
occurring in family life that affect daily living and
produce strong feelings. Descriptive Statement: Changes
which occur include moving to a new home, the addition
or birth of a sibling, the birth of a disabled child, death,
illness, drug abuse, separation, divorce, remarriage, and
children leaving home. Children are assisted in adjusting
to such changes on an individual basis through the
teacher-parent team approach to problem solving using
positive mental health practices.
• 3.5 The student will identify and use correct terms for
external body parts associated with reproduction and
elimination. Descriptive Statement: External genitalia
are explained, including correct scientific terms such as
penis, scrotum, vaginal opening, opening of the urethra,
and anus.
• 3.6 The student will recognize that while all human
beings grow and develop in a given sequence, rates and
patterns vary with individuals. Descriptive Statement:
The student's own biographical data are used to chart
growth and development patterns and sequences and to
demonstrate and validate individual variations in
development. Students are taught to be accepting of
 other’s differences, including physical and mental
differences.
• 3.9 The student will describe the types of behavior that
enable him or her to gain friends or to lose friends.
Descriptive Statement: Behavior that helps children
make and keep friends includes: friendly attitudes, being
aware of others' feelings, sharing, using appropriate
language and behavior, and accepting the attitudes and
feelings of others. Behavior that causes children to lose
friends includes: verbal or physical aggression;
embarrassing or criticizing the friend; excluding the
friend from activities; and violations of the relationship,
such as lying, gossiping, cheating, stealing, and breaking
promises. Behavior in groups also is discussed with
emphasis on the rights and responsibilities of being a
member of a group. Positive mental health practices
should be utilized when discussing behaviors.