Reviews of Books for Emerging Bilinguals

[Kathleen]

Czekaj, J. (2011). A call for a new alphabet. Watertown, MA: Charlesbridge.

A Call for a New Alphabet is a fun book in which all the characters are letters of the alphabet. The letter X is the main character and he expresses that he is unhappy that he has to be at the end of the alphabet and that he feels left out because he is not used in many words. He suggests that a new alphabet be arranged and there is to be a vote the next day to decide whether or not to go through with it. That night, X dreams that he is not himself, but other letters. Each letter describes their role within the English language as well as their unique characteristics. Q complains that he is sick of always being next to U in every word. I and E complain about constantly being switched around depending on whether they follow a C. In this way, the book teaches its readers about many spelling rules in the English language. At the end of the story, X realizes that every letter has a hard job to do and that he is better off staying the way he is.
I think this book is a great way to familiarize ELL students with the alphabet as well as the many spelling rules and irregularities of the English language. I think this book is perfect for grades K-3. Kindergarteners could read it aloud to their students in order to familiarize them with the alphabet. First, second, and third graders could read the book with support or on their own (depending on ability level and language proficiency) and focus more on the spelling rules described. This book has the potential to be a powerful learning tool disguised as a fun, quirky story.

[Kathleen]

Kupperberg, P. (2010). The kid who saved superman. Mankato, MN: Stone Arch Books.

The Kid Who Saved Superman is a graphic novel about a group of students on a science class field trip to the Adirondack Mountains. The story’s main character, Hakeem Bennett is a 13-year-old boy who is passionate about Geology and has a tendency to daydream. The students are led up the mountain by their teacher, Mr. Brown who, despite being visually impaired, knows the mountains better than anyone else. Hakeem wanders off away from the rest of the class to explore a cave when suddenly an earthquake strikes and he finds himself trapped inside all alone. When Superman comes to the rescue, he is suddenly rendered helpless when he is exposed to Kryptonite, a rock that has the ability to kill Superman. Hakeem ends up using what he knows about geology to save Superman and himself and they are able to make it safely out of the cave.
I was, surprisingly, very impressed by this book. I first thought that it would not be at all appropriate for ELLs from different cultures because the story of Superman may not be known to those from different cultures and I was pretty sure that minorities were not represented in any of the Superman comics. We learn that the main character, Hakeem, is an African American boy and he ends up saving the day. While we are used to the big brawny superhero coming to the rescue of helpless civilians, it is Hakeem who comes to Superman’s rescue.
At the end of the book we learn that the story is based off of real-life characters. Hakeem Bennett is an actual 13-year-old boy who won a contest by writing about how he considers his teacher, Mr. Brown to be a real life hero. In Hakeem’s essay he explains how, despite being visually impaired, Mr. Brown has the courage to do things that even non-disabled individuals my be hesitant about. I think that this book has an extremely important message and could inspire any young student. A glossary in the back of the book can aide ELLs with some of the more advanced vocabulary words.

[Kathleen]

Soto, G. (1987). The cat's meow. Portland, Oregon: Scholastic Inc.

The Cat’s Meow is a short chapter book written by Gary Soto. In the book, 8-year-old Graciela can’t believe her ears when she hears her cat, Pip, speaking Spanish. Graciela desperately wants to tell her parents about her discovery but she figures they wouldn’t believe her because she is, after all, just an 8-year-old kid. Pip ends up telling her that she has been secretly visiting Graciela’s neighbor, an old and very wise man named Sr. Medina. Sr. Medina, who knows seven different languages, is the one who has been teaching her Spanish.
I think this book would be appropriate for ELL students at a second or third grade reading level. This book is FULL of concepts that I think ELL students could relate to (especially those of Hispanic descent). The book describes different language learning techniques used by Pip, the cat. Throughout the book, Graciela calls her parents “weird” and says they are hard of hearing and often misunderstand her. Although it does not directly state this in the book, I have a feeling that he may be alluding that her parents are not fluent English speakers. Foods such as chorizo and huachinango are referenced, which are traditional Hispanic dishes. Illustrations by Joe Cepeda provide clues to aid comprehension. I loved this book and would recommend it to any ESL or bilingual teacher.

[Kathleen]

Muaddi Darraj, S. (2009). Modern world leaders: Felipe calderon. New York, NY: Infobase Publishing.


This biography tells the story of Felipe Calderon, The President of Mexico from 2006-2012. The book covers everything from Mexico’s historical roots to the controversial election, which ended in victory for Calderon. It seems to me that the information in the book is presented from a relatively unbiased viewpoint. Not only are Calderon’s accomplishments include but the book also mentions the corruption many people believe to be present within the Mexican government.

I think that this book would be appropriate for ELLs who are at a fairly advanced stage in their development of English proficiency. I think the book is very much worth reading for anyone of Hispanic descent wanting to learn about his or her political history. The biography of Felipe Calderon mentions that ever since he was a child, Calderon dreamed of becoming the president of Mexico. Reading this book could help encourage ELLs to follow their dreams no matter how grandiose they may seem.

[Kathleen]

Katz, K. (1999). The colors of us. New York, NY: Henry Holt and Company, LLC.

Karen Katz’s The Color of Us is a picture book about a young African American girl named Lena. One day Lena is painting a picture and her mom tells her that if she mixes red, yellow, black and white she will have the right shade of brown to paint a picture of herself. Lena tells her mom that “brown is brown” but she suddenly realizes that there is more than one shade of brown. Lena and her mom go for a walk through the neighborhood observing the beautiful, unique shades of their friends’ skin. Katz uses beautifully descriptive similes like “his skin is reddish brown, like leaves in fall” and the illustrations are vivid and bright.
I would recommend this book to ELL students around the first grade reading level. The illustrations provide excellent context clues to help students decode meaning. The descriptive similes can also help students understand words they may not know the definitions of. More important than the aesthetic and literary qualities of the book is the book’s message that everyone is unique and everyone is beautiful regardless of their skin color.

[Kathleen]

Soto, G. (1994). Crazy weekend. New York, NY: Scholastic, Inc.


Crazy Weekend by Gary Soto is a chapter book about two seventh grade boys, Hector and Mando, who go to spend a weekend with Julio, Hector’s uncle. The boys are disappointed that they can’t go somewhere more exciting and are sure they are in for a boring few days. Much to the boys’ surprise their weekend ends up as action-packed as a Hollywood movie. Uncle Julio, who is a photographer, takes the boys up in his airplane to do a special photo shoot. While soaring above the streets, the boys end up witnessing a car heist which causes the two criminals to threaten revenge.
I would recommend this for readers at a fourth or fifth grade reading level. Similar to many of Soto’s books, all the main characters are of Hispanic descent and Spanish words are present throughout the story. These features make the story extremely relatable to Spanish-speaking ESL students. Aspects of the Hispanic culture are referenced throughout the book. Although one thing I would say is that this book is more appropriate for ELLs who are at a fairly advanced level of English proficiency due to the fact that there are no pictures and not very many features that would help less proficient English speakers derive meaning without significant amounts of support.

[Christina]

book #5

Gary Soto. Too Many Tamales.1993.Putnam Sons Inc.New York.


Too Many Tamales is a great realistic fiction book. It is about a girl and her family traditions making tamales. It features a few Spanish words like Masa, that makes the tamales. After trying on her mothers ring, she forgets to take it off while making the tamales. Fearful of someone eating the ring, her siblings and her decide to eat as many tamales as they can. Unable to find the ring she confronts her mother. Her m other secretly hinds the ring from her daughter that was on her hand. The whole family decides to make more tamales.
I believe this is a great book to make connections to ESL students, particular Spanish speaking students.The students can relate and share their experiences making tamales. This book can be used for culture content and moral value. The book also display a Spanish vocab page for teachers that do not speak the language.I suggest this reading for k-3rd grades.

[Christina]

Book #6

Sarunna Jin. My First American Friend.Publish a Book Series.

My first American Friend is about an Asian girl from China who comes to America. she explains her first encounter with an American and her first American friend. She displays the stress of being different and adjusting to Americas culture.
I believe this is a great book for all ELL's because they can relate to the difficulty adjusting. I think it is important to relate children literature to the students life. This book can be used for a friendship unit.

[Christina]

Book #7

Gary Soto. Chato's Kitchen. Penguin Putnam. New York

This book I believe is the cutest book. It is about a cat named Chato that lives in LA. He has new neighbors that are mice that he invite to dinner. His cooks authentic Mexican dinners. This book also uses Spanish vocabulary, like hola, orele. It feature a page of vocabulary translation and Chato's Dinner Menus translation.The illustrations are acrylic on scratchboard.

This a great book to make connection to Spanish speaking ELLs with the fantastic use of language and culture. This book can be used for a cultural unit or even a food chain unit.It is great for higher order thinking.

[Christina]

Book 8

Yangsook Choi. The name Jar.2003. Dragonfly Book.

The name jar is about a Korean girls who arrives to America. She has a difficult time with others pronouncing her name. So they make a name jar for her to pick one and pretend that is her name. Until one day she finds out the meaning of her name. She is thrilled and begins to make sure everyone can pronounce her name.

This book is perfect for the students whom have a difficult name to pronounce. It can make a connection to those students facing the name battle and also help others to be more polite when meeting someone with a different name.

[Christina]

Book #9

Eric Carle. The Very Hungry Caterpillar.

This book is about a caterpillar going through the stages of the life cycle. It explains in detail the foods the caterpillar consumes. It has a healthy and unhealthy examples of foods.

This is a great book for ELLs because it is a two bird one stone kind of book. It teaches the life cycle of a butterfly as well as healthy and unhealthy food choices. This book is perfect with practice of sequencing.

[Christina]

Book # 10

Michael Rosen. Were going on a Bear Hunt. 2009. McElderly Books.


This book is about the journey this family has when going on a bear hunt. The family encounters many different animals and mother nature.


WERE GOING ON A BEAR HUNT is perfect for Ells because you can do a reenactment of the story.This can be done along with the audio version.

[Jessica]

5.
Liu, N., & Vera Martinez, A. (2012). A Little White Duck: a childhood in
china. Minneapolis, Minnesota: Graphic Universe. Graphic novel.


In this graphic novel the author tells her story about her experiences as a young girl growing up in China, starting with the death of Chairman Mao in 1976. Readers learn about traditional celebrations, such as Chinese New Year, and the daily lives of citizens, such as her parents having to harvest rice at one point. working A map of The People’s Republic of China, the author/narrator’s biography, timeline, translations of Chinese characters, and glossary of Mandarin Chinese words are included for readers at the end of the story.

This would be a good book for ESL students in middle school or junior high. The teacher can incorporate history into the lesson about Chariman Mao and how his government kept the country separated from the rest of the world. New opportunities emerge for the young girl and her brother in the book because of the new government after his death. Therefore, students may connect with the story of having a different childhood than their parents, especially if they are new to the United States, and the opportunities that are being offered. The graphics of this novel present the story and information in a more informal and less intimidating way than a traditional text.

6.
Pfister, M. (1992). The Rainbow Fish. New York: North-South Books.

The Rainbow Fish tells the story of a special fish who has amazing scales that other fish find fascinating. Throughout the book, the fish constantly ask him for one of his scales, but he rejects them. The other fish eventually reject the Rainbow Fish because he did not give away any of his scaled One day, the Rainbow Fish giveWs away one of his scales to a fish, and then keeps sharing with the others until he is only left with one of his amazing scales. In the end, everyone is accepting of each other, especially after the Rainbow Fish shares what he has to offer to others.

This book was brought to my attention while I observing when I asked a second grade ELL student what one of his favorite books to read was from the classroom library. I believe this story would be useful to use with ELLs because they may be able to relate to the Rainbow Fish. I am sure ELLs have felt left out at times, and discussing this topic in class would allow them to share their experiences while also emphasizing the importance and sharing with the class as a whole. This is also a good opportunity to practice colors (with young students) and introduce new vocabulary related to the ocean and sea life.

7. Czekaj, J. (2011). A Call For a New Alphabet. Watertown, MA: Charlesbridge.

In this graphic novel/ picture book, the letter “X” is tired of being at the end of the alphabet and rallies for a change in the order of the alphabet. Grammar rules like Q is followed by u and i before e except after c are also included. As X discovers the importance of each letter’s role in the alphabet, he realizes that there are many words that start with X and have X in them , and proudly remains in his place third to last in the alphabet.

This book would be targeted for ages 6-8 and would help ELLs who are learning how letters work together in the English language. English grammar rules are also presented in a more informal and comical way with images, which may catch their interest and reinforce what has been presented in other texts. Images are also presented with words to give examples of the usage of letters, such as words that sound like there’s an “f” but are really spelled with “gh” (e.g. telephone, dolphin, tough, cough). Therefore, students have the opportunity to see English grammar rules presented with images in a storytelling fashion.


8.

Yang, G. (2006). American Born Chinese. New York: Square Fish. Graphic Novel.

This graphic novel tells the story of three characters’ struggles to fit in. The characters include: a Chinese-American student who wants to be all-American because of his love for an all-American girl, an all-American boy whose reputation at school is ruined by his Chinese cousin who visits, and the Monkey King who wants to be among the immortal gods in heaven, but is denied. Through these characters and their struggles, Yang presents readers with the realities of a harsh and judgmental society in which we live. However, as the characters come into contact, they learn how difficult, yet important, it is to remain to true to yourself and take pride in your background and identity.

I would recommend that this young adult text be used with older ELLs in middle school, junior high, or high school. This text presents ideas that ELLs may experience because of their ethnicity and language skills and can provoke a discussion about stereotypes and discrimination that exists within society. The idea of assimilation and the pressure to assimilate can also be discussed. Students will be able to interpret these issues in another form using the visuals presented in this graphic novel. Students may even make their own cartoon or visual telling about their own experiences or opinions about the issues presented (stereotypes, discrimination, assimilation, etc.).

9.

Canales, V. (2005). The Tequila Worm. New York: Wendy Lamb Books.

In this novel that is set up in short stories, readers learn about the life of the main character Sofia, a young girl living in a poor barrio in Mexico. Sofia shares life lessons throughout her stories about her childhood. Readers learn of Sofia’s childhood and her family traditions, such as el Dia de los Muertos, quinceaneras, and the importance of making First Holy Communion. Sofia is faced with a difficult decision when she is accepted into college with a scholarship. Should she stay with her family? Or break tradition of getting married and settling down before finishing high school? Eating the tequila worm is what helps Sofia and cures her homesickness.

This would be a good book to incorporate into a diverse classroom with ELLs because they may be able to relate to the traditions and stories from the book, especially Mexican-Americans. Everyone can share their experiences about feeling like they are in another “mundo” like Sofia felt going into college and even returning to the her barrio after growing up. Students can learn and report on what their family traditions are and share them with others, contributing to a more accepting and safe classroom environment. Students can also discuss if they have ever felt like they were “stuck” in between two worlds or had to make a difficult decision.

10.

Choi, Y. (2001). The Name Jar. New York: Knopf.

In The Name Jar, students learn about a young Korean girl’s experience at a new school in the United States. Unhei struggles with her identity when children make fun of her name on the bus; she even refuses to tell her peers her name when she enters her new classroom, and decides she is going to pick out an American name. The teacher suggests that the class make a name jar filled with suggestions for a new name for Unhei. She decides to keep her name and explain its meaning (grace) to the class. Her classmate shows his acceptance of her when she shows up to her house with a special stamp he created, like the one Unhei’s grandma gave her; her friend’s stamp says “friend” and Uhei’s stamp says her name in Korean.

This would be a good book to use with ELLs in order to promote and create a classroom environment filled with respect and acceptance. The teacher can facilitate a discussion, even with young students, about students’ ideas of how people can feel left out and if they have felt left out before. Through Unhei’s perspective, students can see how people are embarrassed about their name/culture/identity because people are not accepting of them. As an extended activity, students can create their own name stamps in their native language or with a symbol that represents their culture. They can also research what their name means and find out why they were given that name.

[Gloria]

Title: The Backyard, non-fiction
This book is good for teaching ELL because it points out specific objects in the environment. The teacher can develop a lesson around the vocabulary of the week, based on the format of the book. Because it is simple and easy to follow for teachers and students, the students will develop strong sentence patterns and relate the concepts of the story to prior knowledge.
Title: Happy Endings Children’s Stories, fictional
Poems, tongue-twisters, proverbs, and brain-teasers.
Title: Where the Sidewalk Ends, poetry
This book is good for ELL students because it takes you off the ordinary into silly words, ink drawings and unusual short story titles. This can be an addition to a theme. To take it to a different twist, the teacher can ask students to listen, gesture along, and this is a great read aloud.
Title: Make Way for Ducklings, picture book
This book is good for ELL and ESL because it gives sequencing and is a good read aloud. The teacher can relate it to teaching one or two step directions.
Title: Getting Dressed, non-fiction
A book which takes the student through steps of getting dressed; this is good for sequencing, categorizing, and classify information, and making prior knowledge connections.
Title: Dolphin, non-fictin
This would be a good resource for ELL and ESL students because it gives large pictures and details of marine life.
Title: Charlotte’s Web, fictional
This story would be good for a read of one to two days. It has details and gives summaries of concepts throughout the story. It has examples of categorizing people and animals with fiction. This is a story of a little girl who has animal and insect friends who talk to each other. The story is about challenges and moving on through the trials of life.
Title: Those Who Save Us, historical fiction
This story gives students an opportunity to better understand historical fiction through the life of a young girl who travels from Germany to the United States. The book makes connections to the story and real life experiences.
Title: Molokai, fiction
A long story; the teacher can use this as an ongoing story for a week into a theme. This book is good for prior knowledge, categorizing, details, and making connections to real life.
Title: Energy Sources: The Pros and Cons, non-fiction
This book is good for compare and contrast, pictures, charts, and gives more complex words.

[Faith]

Book #1
Type of Book: Chapter book
Cultural Background: African American
Curtis, Christopher Paul. (1999). Bud, Not Buddy. New York, NY: Bantam Doubleday Dell Publishing Group, Inc.

A young African American boy the age of 10 named Bud is without a family and is forced to take care of himself during a period where African Americans weren’t considered of equal value compared to those of Caucasian descent. Going through the journey and attempt to finding his father, Buddy is caught in many instances of reality that could easily break one’s spirits: an abusive adoptive family, society viewing him as grown when he’s only a child, having to feed and shelter himself during the disasters of the Depression, etc. Though Buddy is only a boy, the audience is able to find him in times of happiness as he continuously builds his character. During these moments one can indirectly experience Buddy becoming a strong and more capable of taking care of himself despite his age and his background: a black boy.

This book is beneficial to young readers for many reasons. For those of African American descent, this text helps them understand the types of backgrounds they come from and how much different their world, the modern world, is from that of their parents before them. Their peers will also benefit from this text since they’ll become more diverse as to the type of peers they have and their histories. Maybe, the non-African American students will appreciate the histories of their classmates too.
I recommend this book for those in sixth grade and up and for children who’re eleven years old and up.

Book #2
Type of Book: Historical Fiction
Cultural Background: Jewish/African American
Polacco, Patricia. (1992). Mrs. Katz and Tush. New York: Bantam Books.

The neighbor of the young African American boy named Larnel is an old widow named Mrs. Katz. She is Polish and very lonely since the death of her husband. After getting to know of her through his mother, Larnel decides to convince Mrs. Katz to adopt a runt cat. To conclude her adopting it, Larnel had to help her take care of it, seeing as how she never taken care of one herself. With all the time spent with Mrs. Katz, Larnel learns how his cultural history is very much common to that of Mrs. Katzs Jewish background.

Mrs. Katz and Tush show us that no matter the differences between one person and another—whether it be age, cultural background, experiences, etc.—one can still respect the other and show love and compassion towards one another. Though there exists hate in our world, we don’t have to follow that same path. All children, both ELLs and non-ELLs can appreciate a story that only wishes to spread peace, respect, and love through the minds of our young ones. This book conveys that diversity is beautiful and doesn’t mean we have to be separate in the end because of the major differences. And though there are major differences, there are major similarities as well. We simply have to bring ourselves to wanting to learn and understand those similarities.
In the end, we are all human with feelings, with struggles, and with a want to be loved and have loved ones around us.
I recommend this book for second graders and up and children who’re seven years old and up.

Book #3
Type of Book: Poetry Anthologies
Cultural Background: Multicultural Backgrounds
Gillan, Marua Mazziotti. (1994). Unsettling America: An Anthology of Contemporary Multicultural Poetry. Young Adult Library Services Association.

This book contains an accumulation of poems from various cultural backgrounds. With these poems comes the confrontation of problematic situations for certain ethnicities (i.e. stereotyping). These poems provide authenticity because they were real-life situations before published. They reveal segregation and inequality through the lenses of eye-witnesses. Some poems help to indirectly take the audience to a place of loss where people lose their customs and sense of home. The book opens opportunities for audiences of any background to experience with the writers’ times when it was hard simply being who they were born to be in America: Latino; Asian American; Native American; Hispanic; etc.

Through the eyes and words of authentic multicultural Americans, this text brings facts to awareness and awareness to life. The authors of these poems illustrate their experiences in America that made them feel alien to their surroundings. These real-life experiences draws the audiences’ attention and plants in our minds different information other than the stereotypes and myths that cloud our insight and judgment of those with different backgrounds. These poems help people within and outside the culture to appreciate and emphasize those of different cultural backgrounds.
I recommend this book for sixth graders and up and for eleven years olds and up.

Book #4
Type of Book: Picture book
Cultural Background: African
Amenii, Nehprii. (2008). Memories of the Little Elephant. Khunum Productions, Incorporated.

A young African girl in her homeland is happy with her life. She lives richly in happiness with her family, her traditions and religion. Beginning as was predicted by the stars, invaders from across the sea began to invade Africa and those who dwelt in it. After finally being captured, the little girl and her family were taken across the sea, sold, and taken away. They’re lives were the very opposite of how they were at home, back in Africa. This story is a very heartfelt story, and though the girl and her family is treated cruelly and with little, if any, regard from those who bought her, she finds herself remembering her home and remembering where she came from and never letting them go after having forgotten them for some time.
This story gives its audience a clear idea of how Africans moved across the world and the continuation of their lives from there. It also gives the audience ideas of the ancient traditions African people performed. With this story sprouts many facts and knowledge of the past world in Africa and America.
With this book, ELLs and non-ELLs have the opportunity to look at a time in history without biasness but pure innocence through the eyes of the little girl. It doesn’t speak of hate, rather of a way of achieving one’s freedom and remembering who one is. There’s some hard times described in this book, however it is remains a juvenile read with its kind nature.
Many cultures can relate to hard times when it comes to their ancestors. It’s important to know where one comes from and the struggles of their ancestors to appreciate the now. Many English learners feel like outsiders in American schools. Many don’t want to continue their education because, to them, it’s not worth feeling like an outsider and not understanding people and the content around them. Bringing to light who students are and the history of their families will definitely help close the gap for those who don’t want to continue and finish their education. Students can have the opportunity to find their identity, their cultural identity.
This story helps those of African descent with cultural identity. The young girl’s story help build the character of Africans and their history.
I recommend this book to third graders and up and to eight year olds and up.

http://www.childrenslibrary.org/icdl/...

Book #5
Type of Book: Historical Fiction
Cultural Background: Puerto Rican
Picó, Fernando. (1991). The Red Comb. U.S.: Troll Medallion.

Description:

Based in Puerto Rico, a man named Pedro Calderon is captured runaway slaves, receiving wealth from the awards after recapturing them. The slaves were set and working in surgarcane plantations. Vitita and Rosa were neighbors of Pedro and disliked his occupation. One day, they’d found a young black lady who was thieving eggs from Vitita’s house to eat. Vitita and Rosa kept her safe and cared for her while hiding her. Suspicious of the presence of the black woman, Pedro tries to find her, Vitita and Rosa find ways to outwit him.
This book teaches social values, especially values between two different cultural backgrounds. This book teaches children to have a heart for others, to look at matters from someone elses’ shoes and for people who’re in need of aid to appreciate the love they do receive from those of different backgrounds.
This book contains very colorful illustrations about the countryside. It also pops out Spanish words, which gives some genuineness to the text.
This book is appropriate for ages five and up and grades Kindergarten and up.

[Faith]

Book #6
Type of Genre: Traditional
Martin, Rafe. (1998). The Rough-Face Girl. Turtleback Books.

Description:
While there is an invisible and supposedly very handsome man who’s extraordinarily powerful and sought by the women to marry, a girl, the youngest of the three daughters of a poor man, is mistreated by her sisters. Physically and emotionally she is marred by working by the fire as often as she’s forced to do by her spoiled, bossy sisters. From the lack of her physical appearance—hands, arms, and face scarred and burnt; her once long, beautiful hair rough and charred—the young girl’s beauty is questioned. The invisible man is cared for by his sister and can be with the girl who’s able to see him. Though the youngest sister has physical scarring, the invisible man sees her as greatly beautiful. They marry.
This book has a fairytale feel. It’s the Native American version of Cinderella, which is very exciting because it gives students of color something to be excited about. Little girls love princesses, and I can see them getting engrossed in this book because it’s similar to Cinderella. Young boys can gain from this too, they can learn that despite how society views things, they don’t have to give in to conformity. This theme links to the ideas about stereotypes, of which every culture can relate to. This story shows children that they can beat stereotypes and societal views. They don’t have to be the same if they don’t please. They can be their own person and grow from the negativity around them.
I like this book as well because it’s about Native Americans. There aren’t too many reads about Native Americans. This book illustrates some of the heritage of the Native Americans and the rituals they’d practiced every day. Students can really become enlightened when reading this text.
I would use this story for grades two and up and for ages seven and up.

Book #7
Type of Genre: Contemporary Realistic Fiction
Going, K.L. (2004). Fat Kid Rules the World. Penguin Group (USA) Incorporated.
Description:
Troy, a young 17 year old whose positive self-image is nonexistent because of his weight, is on the verge of performing self-infliction…permanent self-infliction that involves his life. Interrupted by a fellow teenager—Curt—Troy’s path to suicide has fallen differently before him. Curt is a very skinny, homeless high school drop-out who plays rock music as a guitarist. He also helps Troy by inviting him to be a part of his band as the drummer, though Troy hasn’t been practicing since late elementary school. These two characters become each other’s rock, a solid foundation that makes hardship not so hard at all. Curt shows extraordinary belief in Troy, which is rare for him since he’s not given much of it for a long time. Troy shows an enormous admiration for Curt and shows his friendship during Curt’s tough times. Both boys have troubles to conquer, both boys are vulnerable, and both boys have each other along for the ride.
This modern day story is very relatable for students. Though the two boys don’t have a distinct cultural background, they do have different home and life backgrounds. Students can relate this to anything they please, ranging from social differences to cultural differences. Either boy doesn’t have an easy life, and though things can grow too much for them individually, together they are each others’ rocks. Together, they make it through the day. Together, they find themselves stronger. Children can see that friends really do make a difference and can help them with and through anything. Troy and Curt are very different characters, this didn’t, however, keep them from being kind to one another and learning to like each other and, ultimately, befriending each other.
I recommend this book for grades five and up and ages 10 and up.

Book #8
Type of Genre: Historical Fiction
Lowry, Lois. (1989). Number the Stars. Houghton Mifflin Harcourt.

Description:

During the time when Nazis were omnipresent and ready to make extinct the Jews, a young girl—Annemarie Johansen—grows aware of the world around her and the cruel intentions of the many people who abide in it, especially for those who weren’t German with an exemplary example being her friend—Ellen Rosen—who’s Jewish. Annemarie and her family hides Ellen so she’s unable to get caught and forced to go to a concentration camp by disguising herself as part of the family. Forced to live in secret, forced to ration, forced to fear, Annemarie quickly sprouts maturity and an appreciation for her family, friends and life.
Another great story about friendship and the extents one would go to protect someone despite the evil views society can feed its children. This book holds strong to family and friendship, holds strong to being oneself through the toughest times, even when one is threatened with their lives. In this book, the audience is encouraged to think of how today’s society is. Though the setting of this story is long ago, there are people who still hold some grievances with other cultures: racism, biasness, bigotry, etc. The book overall helps children have a look at how status depictions, social outlines, and power.
This book is appropriate for ages eleven and up and grades six and up.

Book #9
Type of Genre: Biography
Garza, Carmen Lomas. (1990). Family Pictures/Cuadros de Familia. Lee & Low Books, Inc.

Description:

This book is a biography of the author and her life when she was younger. It tells the audience of her aspirations as a little girl, her times with her family and friends, and the how her community around her worked as well as her culture—Mexican American. The book is rich with detailed pictures and gives visuals as to the author’s love of her environment.

I recommend this book because of its rich illustrations and details of the lives of Mexican American. What makes it even better is that it’s written by a Mexican American who’s experienced everything she’s talking about, especially since the books is according to her biography.

Being able to look at the Spanish text while reading the English text can help an English Learner better retain English words.

This book is appropriate for grades Kindergarten through third grade and for ages five to eight.
Book #10
Type of Genre: Historical Fiction/Picture Book
Mochizuki, Ken. (1995). Baseball Saved Us. Lee & Low Books, Inc.

Description:

Pearl Harbor is attacked. It’s World War II. People are being sent to an internment camp after the attack, including a young Japanese-American boy—Shorty—and his family. While in the camp, the young boy’s father builds a baseball diamond and creates a baseball team. Shorty plays on the team. With the growing anger caused by racism, Shorty finds his anger producing a talent for him in baseball. After being released from the concentration camp, Shorty continues baseball as a career.

There are many students, let alone people, who’re ignorant of the rough histories Asian cultures have faced. Japanese and Japanese-American people have had their share of that while in America.
This book is a powerful representation. The author’s book is about the story of his parents’ experiences during the Second World War. This is an intimate display of a pastime students can appreciate and learn from. It presents authenticity and factual knowledge.
I will recommend this book for fourth graders and up and children who’re nine years old and up.

In all, these books contain a great deal of quality and worth to our young learners. These books help give children some reassurance of who they are. There are loads of information that is lost within our environment. There’s a great ignorance that stretches far and wide that surround children and their cultural backgrounds. This is a spot that needs filling. We all should be ravenous for information concerning who we are, where we come from, our history, and our journeys. Authentic multicultural literature books can fill these gaps and fulfill the inner us that abides in our culture. Everyone deserves a chance to learn and know who they are. Not all of these books bring to light everything children should be aware of nor will they address every need. But the worth of these books together possess great knowledge that will be of great use to children of all color culturally, ethnically, socially, personally, etc.

[Faith]

Book #11
Fleming, Candace. (2008). Lowji Discovers America. Atheneum Books for Young Readers.
Audience: 8-10 years; grades 3 and up
Description:
New in America, a nine-year old boy from India named Lowji has to adjust himself to the much different life settings there. Lowji tries to be optimistic, but finds it difficult without his best friends and having friends in America. Later, though, he makes new friends in his neighborhood while learning idioms and other phrases in America.
One of the most important methods to combine with one’s lesson plans as an educator is to bring material that relates to the children, especially for ELLs. This book is very relatable to ELLs and will very much engage students in its content. This book is appropriate for grade levels three and up and ages eight and up. This book is definitely culturally appropriate because it illustrates correct facts, and it’s culturally responsive because the children, though they might not be Indian, can relate themselves to having a different cultural background than what they’re used to at home.

Book #12
Osa, Nancy. (2003). Cuba 15. New York: Delacorte Press.
Audience: grades 5-7; ages 10 and up.

Having not even seen the country that she’s rooted to through her family, Violet is given great obligation to fulfill habits, responsibilities and a ritual: a quinceañero. It’s her time of age (age 15) and her ‘womanhood’ is approaching her. Violet becomes curious of her heritage. All of this mingles together while she’s balancing herself in school, with her best friends and with a crush. This teenager is pretty busy.
There are many Spanish-speakers in the student body in schools. This book can relate to the growing Spanish-speaking population (the quinceañeras, the Spanish, the culture, etc.) Also, it’s very good for those who’re not familiar with other cultures, specifically Cuban. It’ll help the teacher, for instance (if he/she is non-Cuban) to open his/her mind to his/her students with different backgrounds. Reading about others is a great way to learn about them. Teachers who aren’t from the same background as their students have plenty of questions that need answering, and because our mission as teachers is, partly, to be life-long learners, we must find answers to those questions. This book helps answer some of those questions and makes you want to dig more into the Cuban culture through Violet’s story.
This book is appropriate for ages ten and up and grades five to seven.

Book #13
Altman, Linda Jacobs. (1993). Amelia’s Road. Ill. Enrique O. Sanchez. New York, NY: Lee & Low
Books Inc.
Amelia Martinez and her family and are migrant farm workers. Because of this occupation, Amelia and her family are forced to move from one harvest to the next. During one harvest trip, though, Amelia finds herself a spot she favors under a tree.

Amelia relates to migrant children with families who consistently have to adjust themselves in a new environment. This also relates to children who’re new to America and have to find their comfort in a foreign place. It also can relate to Mexican-American, Chinese-American, etc. children who’re born here, however, still find it hard to make their place known in America and how to adjust. This book can be beneficial for teachers as well, enlightening them on the lives of those who’re culturally different. I recommend this book for ages five and up, and grades Kindergarten through five.