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https://www.justbooksreadaloud.com/ReadToMe.php?vid=ChocolateMe&iP=IndexCategory.php&t=Category&p1=Being%20Different&p2=

https://socialjusticebooks.org/guide-for-selecting-anti-bias-childrens-books/

https://www.youtube.com/watch?v=hr4Ufy16HLw

https://en.wikipedia.org/wiki/Taye_Diggs

https://www.google.com/search?q=chocolate+me+book+cover&rlz=1C1GCEB_enUS893US893&source=lnms&tbm=isch&sa=X&ved=2ahUKEwi9zc25uNzqAhWxTt8KHZ2fA9EQ_AUoAXoECA0QAw&biw=1536&bih=706#imgrc=SH4P1gosPvBydM

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“Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family’s way of life reflected in your book collection?” (Sparks,2013)

I learned that I need to make sure that I have a variety of books that reflect all the children in the classroom. Also, that these books need to reinforce the message that I’m trying to teach. I want all the children to be excited to read some type of story about themselves.

“Do you have books reflecting a balanced range of author and illustrator identities and experiences?” (Sparks, 2013)

We should make sure the author and illustrator portray a true example of what they are writing and drawing about. If the author is a different culture or race they may not portray the story appropriately.

“If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need.” (Sparks, 2013)

We need to make sure the illustrations hold the student’s attention, because if not the child will not read the book. The illustrations will capture the student’s attention and keep them interested.

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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I would choose "Mixed Me", it’s also by Taye Diggs and would compliment this book. It’s about a black kid that is happy with being black and explains why. This book would also be a “Windows” type of book that shows characters of the black race.

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I learned that we can relate people’s looks to other things that we enjoy like the mother did in the book with her son. I knew kids could be cruel, but really never expected a kid to ask if it hurt to wash the dirt off them.

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In this book, the main character is insecure about the way he looks based off of what others say about him. By the end of the book, he is proud to be the way he is because he explains how he should feel about himself. Because of this change, the character is seen as multi-dimensional.

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In the beginning the main character isn’t strong enough to stand up for himself, but at the end he is strong enough to stand up for himself. He says his friends didn’t seem so smart when they came by at the end. He was satisfied with himself being as sweet as chocolate.

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The character is shown as needing reassurance from his mom about his skin color, hair, and teeth.

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The character in this book is the main character and represented as being a black kid picked on about his skin, teeth, and hair.

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In the book there are positive and negative messages. The negative messages are when the kids are talking about the black kid’s hair, nose and skin. The positive messages are when the mother is explaining how the kids skin is like velvet fudge frosting, cotton candy hair, and smile makes her happy.

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The social issue that this address is being a black kid within society. The author addresses this issue by talking about the different things the white kids are saying to the black kid about how he looks. This issue is important to me because I teach we are all human, color doesn’t matter. We should all be taught this. Racism is learned and can stop if we teach this way.

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The person telling the story is the main character in the story. He doesn't give his name he just says Chocolate me. Taye Diggs is the author and is also a well-known actor. He is using his #Ownvoices literature because he is a black man talking about a black kid.

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Scott Leo " Taye" Diggs (born January 2, 1971) is an American actor and singer. He is known for his roles in the Broadway musicals and Hedwig and the Angry Inch, the TV series Private Practice and All American, the films How Stella Got Her Groove Back, Brown Sugar, The Best Man and its sequel, The Best Man Holiday. Between 2014 and 2016 he starred as Inspector Terry English in Murder in the First.

Diggs was born in Newark, New Jersey, and grew up in Rochester, New York. His mother, Marcia (née Berry), was a teacher and actress, and his father, Andre Young, is a visual artist. When he was a child, his mother married Jeffries Diggs, whose surname Taye took. His nickname, Taye, comes from the playful pronunciation of Scotty as "Scottay". He is the oldest of five children. He has two brothers, Gabriel and Michael, and two sisters, Christian and Shalom. He attended Allendale Columbia School in Rochester and later transferred to School of the Arts. He received a BFA in musical theater from Syracuse University.

Diggs performed many times at the popular Lakes Region Summer Theatre in Meredith, New Hampshire. He also spent a summer at the New London Barn Playhouse in New London, New Hampshire. His Broadway debut was in the ensemble cast of the 1994 Tony Award-winning revival of the musical . In 1995, he also performed as a dancer in Sebastian's Caribbean Carnival at Tokyo Disneyland.

In 1996, Diggs originated the role of the landlord Benny in Jonathan Larson's Tony Award- and Pulitzer Prize-winning , which also starred his future wife, Idina Menzel. After Rent, he appeared as Mr. Black opposite Idina Menzel's character of Kate in Andrew Lippa's off-Broadway production of The Wild Party at Manhattan Theatre Club. Diggs also played The Bandleader in the 2002 film version of the long-running Broadway revival of and filled in as Billy Flynn on Broadway. He also temporarily filled in for Norbert Leo Butz (an original Rent standby) as the love interest Fiyero of Menzel's Elphaba character in .

Diggs then moved from stage to television with a role on the soap opera Guiding Light. In 1998, he made his film debut in How Stella Got Her Groove Back, which brought Diggs much acclaim and exposure. The following year, he played a tantric sex god in Doug Liman's , and AWOL groom in the coming-of-age drama alongside Omar Epps. Malcolm D. Lee's The Best Man features Diggs as the title character, an author and best friend of the groom (portrayed by Morris Chestnut).

He also starred in the 1999 remake of William Castle's House on Haunted Hill. Diggs was featured in an episode of America's Next Top Model helping the contestants through an acting challenge. Another notable role of his was on the comedy-drama Ally McBeal as a lawyer named Jackson Duper who was the love interest of the character Renee Raddick and the possible love interest of the Ling Woo character.

Diggs portrayed the title character on the short-lived UPN television series which despite critical acclaim was not renewed for a second season. He reprised the role of Benny for the 2005 Rent film. Diggs is featured on the following cast recordings: Carousel 1994 revival cast; Rent 1996 original Broadway cast; The Wild Party original off-Broadway cast. He also sings on the Rent film soundtrack. In 2002, he reprised his role as the Bandleader in the film adaptation of Chicago, and also played opposite Christian Bale as Bale's partner/antagonist Brandt in the dystopian sci-fi thriller Equilibrium.

In 2003, Diggs appeared on the TV show after being tricked by Ashton Kutcher, while getting a check-up at a Punk'd-operated doctor's office. In early 2006, Diggs guest-starred for several episodes as Will Truman's love interest, James, on the eighth season of . In May, ABC picked up his pilot, , in which he portrayed a detective trapped in the same day and forced to relive it to clear his name of murder; the show debuted in mid-November 2006, but was abruptly canceled due to poor ratings. Although his film and television career continue to move forward, he still returns to the stage frequently. He was seen opposite James McDaniel in Charles Fuller's A Soldier's Play at Second Stage Theatre in New York.

Diggs co-starred as Sam Bennett opposite Kate Walsh in Private Practice, the spin-off of Grey's Anatomy, which ran for six seasons from 2007 until 2013. Diggs had a guest role onThe West Wing as a Secret Service agent in charge of the security detail for the President's daughter. He then guest-starred on Grey's Anatomy again in the Grey's Anatomy/ Private Practice Crossover Event. Diggs had a major role in the live action adaptation of the comic Dylan Dog: Dead of Night (2011). He also narrated the ESPN Films documentary The Fab Five about University of Michigan basketball players Chris Webber, Juwan Howard, Jalen Rose, Jimmy King, and Ray Jackson. Diggs is one of the stars of the independent film drama Between Us that won the grand jury prize at the 2012 Bahamas International Film Festival among its other festival appearances.

From 2014 until 2016, Diggs starred in the TNT serial crime drama Murder in the First with Kathleen Robertson. The show ran for three seasons.

Diggs is the author of three children's books, Mixed Me! (2015), Chocolate Me (2015), and I Love You More Than... (2018), all illustrated by Shane Evans (artist).

Diggs performed the role of the titular character Hedwig in the Broadway production of Hedwig and the Angry Inch at the Belasco Theatre from July 22, 2015 until the production's closing on September 13, 2015.

In 2017, Diggs appeared in the films 'Til Death Do Us Part and My Little Pony: The Movie, where he voices Capper the cat.

Diggs has twice appeared on Paramount Network's reality competition series Lip Sync Battle and is the show's only two-time winner. In a third season episode against Ne-Yo, Diggs sang his competitor's song " Let Me Love You (Until You Learn to Love Yourself)" and then performed as Madonna for round two's performance of " Vogue". In his next appearance, the fourth season's Christina Aguilera tribute episode, he competed against Erika Jayne, performing " Beautiful" and " Candyman".

Diggs hosted the game show Hypnotize Me with hypnotist Keith Barry, based on Barry's British program You're Back in the Room. Hypnotize Me was originally shot for broadcast on FOX in 2016, but never aired on the network. The eight-episode series was eventually broadcast on The CW, in the summer of 2019.

Diggs married actress Idina Menzel, his Rent co-star, on January 11, 2003. Their son, Walker Nathaniel Diggs, was born on September 2, 2009. In 2013, Diggs and Menzel separated after ten years of marriage. Their divorce was finalized on December 3, 2014.

Diggs is the co-artistic director of a dance company, Dre.dance, with fellow Broadway veteran and School of the Arts alumnus Andrew Palermo.

Television

In 2012, in the "Dr. Klaustus" episode of the animated series American Dad!, the character Roger sees a picture of Diggs in a magazine and comments that he is "still perfect". He refers to Diggs as "my constant, my ebony north star".

On the NBC series Parks and Recreation, Diggs is often referenced by character Tom Haverford, who likens himself to Diggs. He also fantasizes about co-owning a burlesque nightclub with Diggs and two of the Pussycat Dolls.

On the NBC series , Diggs is referenced as a male-excellence example by Jack Donaghy: " If I were dating a man he would be at the top of my list, with Michael Jordan, Denzel Washington."

On the ABC/TBS television series Cougar Town, the character Laurie Keller is shown to have a crush on Diggs. She describes his smile as one that "lights up the world" and has numerous pictures of him in her apartment.

Season 4 episode 10 of Unbreakable Kimmy Schmidt: "The only people who follow Fran's girlfriend Monica on Twitter are her mom "and, of course, Taye Diggs"

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Scott Leo " Taye" Diggs (born January 2, 1971) is an American actor and singer. He is known for his roles in the Broadway musicals and Hedwig and the Angry Inch , the TV series Private Practice and All American, the films How Stella Got Her Groove Back , Brown Sugar, The Best Man and its sequel, The Best Man Holiday .

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In the story there is a black kid that is getting looked at differently by white kids. He talks about why his name can’t be like theirs and his skin color can’t be lighter like theirs. He also talks about why his hair can’t be like theirs.

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I chose “Chocolate Me” because the title seemed interesting and I wanted to know more about what the book was about. The title gave some clues, but I was still curious to find out.

Click the picture!

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chocolate me! - english preschool books read aloud

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elementary school teacher reading resource

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Chocolate Me! - Children's Books Read Aloud - no clutter, no games, no pseudo-tv