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I created this text set for my future classroom. A growing concern within schools across America is student representation within texts. More than half of the books I chose are culturally diverse. These books would be meaningful to the students because they are well rounded texts that will teach students to be accepting of others and their backgrounds. I made sure to pull more than just stereotypical books for students to read and interact with. Some students and even myself, get bored of simply reading book after book so I made sure to pick some graphic novels so the students won't have traditional wordy readings all the time. With the books I have chosen, they will be analyzing the illustrations as well.
Advice I have for teachers who would like to use this text set would be to have fun with it and to make it your own! The ideas I have come up with, you do not have to do and if you like a different standard for one or two of the books, change them. I just wanted to make sure that I had a nice balance in diversity and representation for the students.

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This book is considered nonfiction and is an award winning text. I included this text because it informs its audience about a very important thing we do in our country, vote. This is a nice and easy read to help students understand what it means to vote, how we vote, and why we vote. This would be a perfect book to read to the whole class in November right before Election Day or during a government unit. The teacher can stop and ask open ended questions throughout the story. It is also a diverse text with a main character being a woman of color running for mayor. This text is best suited for grades 3-5.
A great standard to use for this text would be CCSS.ELA-LITERACY.SL.3.2

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
A standard like this helps the teacher make sure the students understood the overall message of the book by using more than just what was read to them to back up what they think the main idea and supporting details are.
This story is a bit lengthy but can be done in about 20 minutes. It was also published in 2003 so it might be a little dated, but it has diverse characters in it and is told in a comic book sort of format. This content is also more complex, so an older audience would be better suited for this text.

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This is a fictional text. This book is relatable in the sense that even though it is a made up story, we all have memories. This story talks about wanting to hold the things we love most close to us, but some things don't fit in jars. This story also includes diverse characters, allowing my students to be able to relate to the characters more and showing them that there is more than just white people and animals as the only characters in books. This text is preferred for grades K-3.
I would use this in my class as a quick read aloud before dismissing my class to recess or to quiet and calm my students down after the fun of lunchtime or going to specials (gym, music, art, library).
A nice standard for this book would be CCSS.ELA-LITERACY.RL.K.3. With prompting and support, identify characters, settings, and major events in a story.
This is a simple and easy standard for students to accomplish since they are only identifying characters, setting, etc.
A shortcoming of this text is that younger students could misinterpret this story and try it what the character did at home.

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This text is also fiction. It is a chapter book, so it will get students use to reading longer texts. This story is about helping a neighbor after they hurt their foot, by walking their dog. This would support students learning by teaching them about empathy and that good deeds are always appreciated. This book would be appropriate for 1st-2nd graders.
I would put this book in my classroom library for students to pick on their own for independent reading. During independent reading time, I would have the students journal about what they read to check for comprehension, see what concepts they are grasping, if they can identify the conflict within the story, etc.
A standard that would work for this text would be CCSS.ELA-LITERACY.RF.2.4a. Read with sufficient accuracy and fluency to support comprehension. Read grade-level text with purpose and understanding.
This book was published in 1994, so it is definitely an older text. This is also not a diverse text so some students might not be able to relate with the story (it would be more of a window than a mirror).

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This is a graphic novel, making this a fictional, multimodal text. This is an amazing text to have in the classroom. It is about a kid going to a new school. The main character really wants to go to an art school but his parents put him in a bigger preppy school where he struggles to fit in and diversity is low. This could be a story that students can relate to and this can open students eyes to what it could be like to be a new student, teaching the students about empathy and friendship. It is also a diverse text. 4th-7th graders would benefit from this story.
I would use this book in a small group setting and/or as an independent reading option. Using this book in a small group, students can ask more in depth questions and the teacher can break down some of the more important concepts going on in the book.
A standard that can be used for this multimodal text is CCSS.ELA-LITERACY.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
This standard would be perfect seeing as they are reading a graphic novel. Having the students analyze the pictures shown to draw conclusions about how a character is feeling or making predictions based off of what was said or what they saw.
The shortcomings of this text is that white students may take offense to how they are being represented. Students may also not take this text as seriously because it is like a comic book.

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This is a multimodal text. This book is just pictures, no words, and it is also fiction.
I included this book because it shows students that you do not need words to express yourself. You do not even need to draw a complete picture to create a story. This text shows students that they can get creative and still be successful.
I would read/show this to the whole class and have them come up with and write their own story that goes along with the illustrations in the book, or have them create their own book but instead of lines have them create a pattern or use different materials (yarn, paints, etc.). This would give the students the opportunity to write freely about anything and it allows them to really get creative. Even though this book is meant for preschool level through 3rd grade, I believe anyone could learn or get something out of this book.
Standard: CCSS.ELA-LITERACY.W.6.3a. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
I feel like this standard would go along with my examples above really well.
A shortcoming from this book would be that it is too simple for the older students.

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This book is fiction, it is a picture book for children.
I wanted to include this text because of its diversity. I want to make sure my students identities are represented and that they feel included in my classroom. This story would teach students to embrace themselves and to develop confidence. Kindergarten through 3rd grade would get the most out of this text.
I would put this book in my classroom library for students to read independently, or if I had the time, I would read it to the whole class either when we begin our reading time or when I am trying to settle students down from a transition.
Standard: CCSS.ELA-LITERACY.RI.1.7. Use the illustrations and details in a text to describe its key ideas.
This standard makes students focus more on what they see to know that they understand the key idea of the story.
Shortcomings: Not everyone goes to the barber shop but they should be able to relate to feeling good after getting their hair cut.

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This is a nonfiction award winning text. It is also a graphic novel making it a multimodal text.
This book would be great to have in the classroom due to rising mental health issues. Student would be able to relate to the book if they have similar feelings in certain situation. The story could also help students learn about empathy and how to help their friends who suffer from anxiety.
I would use this text in small reading groups so I can analyze and dissect the text more closely with students compared to the whole class. I would also put this in my classroom library for students to read on their own time.
Standard: CCSS.ELA-LITERACY.RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

With this standard, students should be able to interpret and identify anxiety and mental health through the visuals represented in the graphic novel. They should be able to connect ideas and show comprehension through the pictures.
Some shortcomings of this text is that even though it is meant for 3rd-6th graders, the older grades like 4th through 6th might have an easier time grasping the concept of this book and know what anxiety is. The book has diverse characters, however the main character is white.

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This is a fictional text. It is also culturally diverse. Children ages 9-12 are recommended to read this book.
I wanted to include this text because it is a cute story and I also want to make sure more of my students are represented. So many people focus on the representation of the black community that the others like Latinx, Asian, Middle Eastern, etc, fall through the cracks. This story is about coming of age, but the main character is too impatient and wants to be included in the family secret. This text will teach the students  that sometimes patience is key, but it is good to test yourself, accept the challenge you are faced with, and to try new things.
I would put this in my classroom library for students to read independently.
Standard: CCSS.ELA-LITERACY.RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

I chose this standard because some Spanish words are used through the book so I want to see if the students can make an educated guess as to what the English translation would be.
Shortcomings: Some Spanish language is used throughout the book, so mono-linguistic students may struggle to read and understand this book with the small language barriers. The main character does not follow what they are told and can be quite mischievous. The character also doesn't face punishment for their actions. Students may think that they can get away with things as long as their heart is in the right place.