The confident Black narrator of this book is proud of everything that makes him who he is. He's got big plans, and no doubt he'll see them through as he's creative, adventurous, smart, funny, and a good friend. Sometimes he falls, but he always gets back up.

Being the new kid in school is hard enough, but what happens when nobody can pronounce your name? Having just moved from Korea, Unhei is anxious about fitting in. So instead of introducing herself on the first day of school, she decides to choose an American name from a glass jar. But while Unhei thinks of being a Suzy, Laura, or Amanda, nothing feels right. With the help of a new friend, Unhei will learn that the best name is her own.

Grace loves to act out stories. When her school decides to perform Peter Pan , Grace is longing to play Peter, but her classmates say that Peter was a boy, and besides, he wasn't black...But Grace's Ma and Nana tell her she can be anything she wants if she puts her mind to it.

There are many reasons to feel different. Maybe it's how you look or talk, or where you're from; maybe it's what you eat, or something just as random. It's not easy to take those first steps into a place where nobody really knows you yet, but somehow you do it.

Readers will follow a group of children through a day in their school, where everyone is welcomed with open arms. A school where students from all backgrounds learn from and celebrate each other's traditions. A school that shows the world as we will make it to be.

When a teacher asks the children in her class to think about what makes their families special, the answers are all different in many ways ― but the same in the one way that matters most of all.

Derman-Sparks, L., D. LeeKeenan, & J. Nimmo. 2015. Leading Anti-Bias Early Childhood Programs: A Guide for Change. Early Childhood Education Series. New York: Teachers College Press; Washington, DC: NAEYC.

"Even if you do not speak the home languages of children in your program, you can still include their languages in conversations. Get help from family members by inviting them to come teach you and the class important words; also ask them for recommendations on literature and songs written and recorded in their languages" (NAEYC, 2019).

"There are several reasons why joint activities in small groups promote conversation: a shared activity gives participants a common subject to talk about; the tools or props related to the activity can aid in communication; and educators can tailor the activity and, based on the interests of the children participating, guide the conversation, thereby increasing the children’s motivation and the likelihood that they will share their ideas" (NAEYC, 2019).

DiGiacomo, D.K., & K.D. Gutiérrez. 2016. “Relational Equity as a Design Tool within Making and Tinkering Activities.” Mind, Culture, and Activity 23 (2): 141–53.

"Teachers know even the youngest students are extremely perceptive. That definitely includes observing the teacher. Your reactions to questions kids ask about the differences they observe in people around them, for example, paint a landscape for your students" (Flavin, 2018).

"This one might seem obvious, but it can be tricky to know what to say when a student blurts out something an adult would never say. But it’s very natural for children to make observations and ask questions about race, gender and family structure differences" (Flavin, 2018).