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K-5th

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Morales, Y. (2015). Niño Wrestles the World. (Y. Morales, Illus.). Square Fish.

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K-5th

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3rd-5th

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K-2nd

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K-5th

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3rd-5th

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K-2nd

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K-2nd

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3rd-5th

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3rd-5th

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Kostecki-Shaw, J. S. (2011). Same, Same but Different. (J. S. Kostecki-Shaw, Illus.). Christy Ottaviano Books.

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Tonatiuh, D. (2010). Dear Primo: A Letter to My Cousin. (D. Tonatiuh, Illus.). Abrams Books for Young Readers.

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Yim, N. (2014). Goldy Luck and the Three Pandas. (G. Zong, Illus.). Charlesbridge.

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Peña De La, M. (2015). Last Stop on Market Street. (C. Robinson, Illus.). Penguin Young Readers Group.

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Khan, H. (2012). Golden Domes and Silver Lanterns: A Muslim Book of Colors. (M. Amini, Illus.). Chronicle Books.

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Kobald, I. (2015). My Two Blankets. (F. Blackwood, Illus.). HMH Books for Young Readers.

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Ochiltree, D. (2012). Molly, by Golly!: The Legend of Molly Williams, America’s First Female Firefighter. (K. Kemly, Illus.). Calkins Creek.

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Bullard, L. (2012). Chelsea’s Chinese New Year. (K. Saunders, Illus.). Millbrook Press.

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Reynolds, A. (2013). Back of the Bus. (F. Cooper, Illus.). Puffin Books.

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The story begins on December 1, 1955 in Montgomery, Alabama. While a little boy is playing with a marble in the back of the bus, it slides to the front of the bus and is caught by Mrs. Parks. As the marble is given back, people enter the bus. When the bus gets to the next stop, people who were already seated are told to move to the back of the bus, but one person (Mrs. Parks) does not move. Mr. Blake, the bus driver, then calls the police, and the little boy is told by his mother to put his marble away. The little boy listens, and hides his marble in his pocket. Fifteen minutes later, a policeman arrives and questions Mrs. Parks, but she continues to refuse to give up her seat and move to the back of the bus. The policeman then puts Mrs. Parks in handcuffs and takes her to jail. Although the little boy first felt afraid and worried, these feelings begin to change at the end of the story as he starts to feel strong, and just like his marble, he does not need to hide anymore.

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Dear Primo: A Letter to My Cousin tells the story of two cousins, Carlitos, and Charlie. Carlitos lives in Mexico, while Charlie lives in America. Throughout the story, Carlitos and Charlie write to one another describing where they live, how they get to school, activities played at recess, and their favorite meal to eat. Carlitos and Charlie also describe the activities they do after school, and how they shop for their foods, and how they celebrate their cultures traditions. For example, Carlitos describes how his family celebrates Dia De Los Muertos, while Charlie describes celebrating Thanksgiving and Halloween. As the story comes to an end, and the boys are going to sleep, they both have the same idea: their primo should visit them!

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Tonatiuh’s illustrations are very unique and are sure to captivate any reader the moment they open the book. Various perspectives of how each boy lives their life is discussed, which shows that although the two boys are primos (cousins), they live their lives differently, and in different parts of the world. Throughout the story Charlie and Carlitos are describing their everyday lives, which allows the reader to compare their life to the ones described. Along with this, because the story brings Mexican heritage to life, Hispanic students can have a sense of appreciation and feel represented as they read and relative to various parts of the story. Any reader will see that other children their age in other parts of the world may be more alike than different.

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In art class, Elliot drew a picture of his world and his teacher mailed it out to another young boy, Kailash, who lives across the ocean. When Kailash receives the letter, he draws a picture of his world, and sends it back. Throughout the story, Elliot and Kailash exchange letters describing themselves, their family, pets, neighborhood, and how they travel to school. The boys continue sending letters describing the alphabet they use, their favorite class, and how they say hello to others. Throughout the story after every description, the boys respond with “same, same, but different”. At the end of the story, the boys realize that even though they live in two different worlds, they both do the same things, just in a different way.

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The illustrations seen throughout Same, Same but Different help the reader grasp the similarities and differences that are discussed. For example, when Elliot and Kailash describe their families, the reader is able to see their differences with the illustration of their homes in the background with their family standing in front of it. With each difference that is described throughout the story, the phrase “same, same, but different” is used. By adding this phrase after each difference shows that even though these two boys live in different parts of the world, many of their everyday activities are only slightly different. By incorporating a book such as this one in an elementary classroom can assist in young students learning to be accepting of other cultures.

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The story begins on the day of Chinese New Year with Goldy Luck not wanting to take her neighbors (Mr. and Mrs. Chan, and Little Chan) turnip cakes. Goldy’s mother insists that she goes to start the New Year off with a fresh start, so Goldy Luck went next door. When no one answered the door, she pushed the door open and tumbled into the Chan’s apartment and dropped the plate of turnip cakes on the floor. She then went into the kitchen to find a broom, and saw three bowls of congee. She tried each bowl, until she reached the smallest bowl of congee that was just right, and she ate it all up. The bowl of congee made Goldy sleepy, so she sat in Mr. and Mrs. Chan’s chair, but found Little Chan’s chair to be just right. She rocked herself back and forth until she pushed too hard and broke the chair! Since she was still sleepy, she decided to take a nap. Goldy laid on each bed, but found Little Chan’s bed to be just right and she fell asleep. As Goldy was napping, the Chan’s arrived home. They looked at the congee that was eaten, and Little Chan’s broken chair. When they went to check the beds, they saw Goldy Luck still sleeping in Little Chan’s bed. Goldy Luck then jumped out of bed and ran back home. At home, she thought about the congee that she ate, the chair that she broke, and the bed she messed up. Feeling bad, she went back to the Chan’s apartment, taking her congee to give and offered to help fix the chair and make the bed. The Chan’s forgave Goldy, and they made turnip cakes together. Goldy Luck then wishes the Chan’s great luck for the New Year, and Goldy and Little Chan eat the turnip cakes together.

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Goldy Luck and the Three Pandas is a Chinese take on the classic folktale, Goldilocks and The Three Bears. Reading both stories will have students intrigued as they compare the similarities and differences between the two. Along with this, having Goldy Luck and the Three Pandas available for students incorporates more cultures in a classroom/library setting by expanding students' cultural knowledge in a familiar way.

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Niño, a young boy who imagines himself as a lucha libre wrestles various imaginary monsters, such as la momia de guanajuato, cabeza olmeca, and La Llorona. After defeating the various monsters, las hermanitas nap time was over and it was time to wrestle them. Since his sisters (las hermanitas) were defeating him, Niño decided to not be against them, and instead be on the same team and have fun.

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The illustrations throughout the story bring the text to life. Young students will enjoy the funny storyline and seeing these imaginary monsters, many of which may be recognized by Hispanic students. Although the text throughout the story is in English, there are various Spanish words used, and a glossary of the words is found in the back of the book. By having the glossary available, teachers who read the story to their students can use the glossary to discuss the Spanish words used in the book.

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While waiting at a bus stop after church with his grandmother (Nana), CJ begins to question why they live their life differently than other people. As his curiosity

continues throughout the bus ride, Nana explains to CJ why he should be appreciative of what is around him. Finally, when the bus ride comes to an end, CJ and Nana are dropped off in a different community heading towards a soup

kitchen. It was at that moment when CJ comes to the realization that he is happy with the way that they live their lives, even if it is different from others.

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Young readers will learn about acceptance and see a diverse community with Robinson’s vibrant and colorful illustrations. From the beginning of the story, the colors in the illustrations reflect CJ’s internal feelings towards his and his grandmother’s lifestyle. As the story continues, the colors change from dull to vibrant as CJ begins to see the beauty in the world around him. Along with this, Robinson uses various colors of skin tones to show a diverse community throughout the story. With these details, young readers will see how people with different backgrounds come together and create a diverse community. Also, at the end of the story when CJ and Nana volunteer at the soup kitchen, it shows readers the importance of being appreciative for what they have along with the importance of giving back to the less fortunate people.

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The story begins with Molly Williams and the New York City Fire Company No. 11 for whom she cooks for. The story continues with the topic of Influenza, a sickness which many people suffered from, including the volunteer firefighters. This made Molly wonder what the firefighters would do if a fire occured, and at that moment, church bells rang a fire alarm! Molly wrapped herself in a woven blanket and ran outside to warn others, and a group of young boys came running down the street screaming for help. In the neighborhood, men ran out of their homes to help, while women and children handed out leather buckets to them. Molly and the volunteers then ran to a fire company's equipment shed to gear up. The captain was shocked by Molly’s will to help, but Molly knew her hands can do more than just cook. Molly and the group of men worked together to stop a burning house, and after a few hours, the fire was finally out. The fire captain and the other volunteer men were gracious for Molly’s assistance in putting out the fire.

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The storyline is significant in showing how a female is capable of assisting in a job that was first thought to be done only by males. This nonfiction story shows how Molly Williams turned from being a cook for male firefighters, to joining a group of firefighter volunteers when assistance was needed. Because of this significance, this story would be a great addition to read in a classroom to empower young female students on their capabilities of doing “a man's job”. Along with this, the story would be a great addition to read during Black history month to showcase an African American woman who was the first female firefighter.

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Golden Domes and Silver Lanterns is used to tell the story of certain aspects of Muslims lives using English colors. For example, blue is the color used to describe the hijab that the young girl’s mother wears, and the color brown is used to describe the color of dates that are eaten during Ramadan. At the end of the story, all of the various colors used come together to make-up the Muslim faith.

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Khan uses simple and rhythmic text to incorporate a few Muslim words mixed with English text, making it simple and easy for English readers to read and follow along to. With this, the book would be useful to incorporate Muslim culture into any classroom setting.

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Back of the Bus discusses a critical part of Black history, and lightly shows the reader a form of racism. These topics, however, are illustrated/discussed in a way that is not too graphic, or descriptive, yet young students will be able to still grasp this monumental moment. Although the storyline focuses on the young boy and his marble, the historic moment of Rosa Parks not giving up her seat is still brought to life. This moment in the story can be used for an open discussion about its significance in Black history in a classroom setting. Also, Back of the Bus would be a significant book to include in a classroom library to incorporate when discussing Rosa Parks and/or to read during Black history month.

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The story begins with Cartwheel and Auntie needing to move to another country after a war. Cartwheel didn’t feel like herself in this new country, because everything was different. The food, animals, and the language was all new to her. Cartwheel only felt comfort by being wrapped up in her own blanket of words and sounds that she knew, and she called it her old blanket. After going to a park, Cartwheel met a young girl who she befriends. Not knowing each other's language, the young girl brings items to Cartwheel and teaches her new words. Soon, Cartwheel was weaving a new blanket of the new words she was learning. This is when Cartwheel realized no matter what blanket she uses, new or old, she will always be herself.

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The tone of My Two Blankets begins a bit sad with Cartwheel and Auntie leaving to a new country, making Cartwheel not feel like herself. This however begins to change when a young girl befriends Cartwheel and teaches her new words. With this, readers are shown that even though two people may not speak the same language, a friendship can still be formed. Also, the story shows a young girl being kind to someone who needed a friend, which would also be beneficial for young students as they can begin to see the importance in being kind to others.

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Chelsea takes the reader through her day of preparing/celebrating China’s most important holiday, Chinese New Year. To celebrate, Chelsea’s family gathered at her grandparents house. Her aunts, uncles, and cousins all play games, eat delicious food, and watch fireworks until it is midnight. The next morning, Chelsea’s parents give her a red envelope with money inside, and Chelsea and her family take presents to friends and family, and the Chinese New Year celebration comes to an end with a parade.

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Chealsea’s Chinese New Year is a nonfiction picture book that shows how a Chinese family celebrates this important holiday. Although the illustrations may not be as captivating, this story is filled with great information of this special day. Besides the storyline that the reader is following along to, other facts are written on various pages throughout the story. With these added text features, readers are able to grasp more information of this Chinese celebration. This short, yet informative text can be used to compare the Chinese New Year to the traditional New Year celebration that may be familiar to students.

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The Snowy Day has made a tremendous impact in the world of children’s literature. Whether it is being read by young readers, or being read to students in a classroom setting during Black history month, this story has left a great imprint in children’s literature. The Snowy Day brought forward a young African American character that many students may relate to. With this, it is important that students, especially at a young age, begin to feel represented/ appreciated in literacy.

Using The Snowy day as a reference, the ten books included can be used as a means of representing various cultures in a classroom setting. By incorporating multicultural books in a classroom, students learn to be appreciated/appreciative and accepting of others. Along with this, students learn that they may have some similarities to children who live in other parts of the world.