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starts off with his recognition of his parents divorce. Then it goes into the
about all the things they do together and how they gay. He describes gay
as “just one more kind of love” and explains how love is the best kind of
happiness and that his dad is happy and so is he. This book would be
complex the pictures take up most of the page and there is very little
writing on each page. Three words that represent unique themes are:
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
c. Recommended use: This book could lead into a lesson about love. After
reading this book in a group setting, younger children could draw a picture
for someone they love and an older child could write a letter to someone
they love. The picture could include things they love to do with this person
or things they love about this person. The letter could include things they
love to do with this person and some reasons about why they love this
person. This book could be read to students around the time of Valentine’s
this holiday. This activity could help students to understand what love
will write their name somewhere on their final product and give it to the
person they made it for and ideally explain what it is and why they made it
for them. This is also a way for students to incorporate their family and or
formation.
4. d) Use phonetically spelled words to convey messages or
tell a story
ii. Virginia Literacy Foundation Block 1: Oral Language
judge a person based on their skin tone. The main message of this book is
that in order to know a person you must know what’s on the inside and
take time to listen to their stories and what they have to say. This book
also surfaces the idea of “coming close and letting go of who you might
think I am”. The idea of forgetting about stereotypes and treating all
people the same. This book would be appropriate for grades 1-3. Although
students, such as; kindergarteners and pre-schoolers, are less aware and
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
children about not judging something by how it looks (don’t judge a book
by its cover). After reading this book in a group setting, the teacher could
“identity” and how there is more to a person than what they look like on
the outside. This will act as a reflection on what they have just read. For
younger students, you could present pictures of different kinds of dogs and
have the students discuss the different colors represented by the dogs and
use full sentences to ask and answer questions about the different dogs
appearances. Then the teacher will make the point that even though all
these dogs look different, they are all still dogs. This will take your
message and apply it to a different situation in order to broaden the
children’s understanding.
d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:
others.
among people. It talks about language and skin color and how people may
look and act different but no matter who we are we all smile the same. In
addition to talking about what can make people different, this book
identifies qualities that make us the same such as our smiles, hearts, and
tears. Although we may look different, we all can feel the same feelings.
words used can be seen as directed to a younger crowd, the book also
doesn’t just go into depth about race but it expands on numerous qualities
that can make us different. Three words that represent unique themes are:
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
idea of multiple cultures for younger children. Along with reading this
book, the teacher can print out the word “hello” written in multiple
different languages. This will allow students to visually see how “hello”
means the same thing in all languages. Students will be encouraged to pick
activity. The teacher could play the alphabet song in different languages in
different decisions one may make to different feelings one may experience
to different ways people may look. This book does an adequate job of
reassuring children that basically it is okay to be who you are. The last
page of the book tells children that when they are who they are that’s what
appropriate for kindergarten. The words and pictures are very simple and
easy to understand and follow. Three words that represent unique themes
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
a loud for students in the beginning of the school year. This time of the
year is all about getting to know your classmates, establishing class rules
that many things are accepted by you and the other students within the
classroom. I think reading this book will help you as a teacher to reach
others.
This book talks about various aspects of families that make them different
as well as parts of families that make them all the same, like their share of
love. The pictures make up most of the page and the texts are in simple
short sentences making the context easier to understand. This book would
understand and accept at a young age. Three words that represent unique
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
creative art activity. The lesson I wanted to conduct was based around
directed students to a table filled with coloring materials and asked them
think of things that may make them different from other families. After
drawing their pictures, I asked each student including myself to share their
final product with their classmates. After all students were done sharing, I
asked a broad question of, “did anyone’s family have anything in common
with someone else’s family? Did something make someone else’s family
others.
art selection.
iii. Virginia Personal and Social Development Foundation Block 5:
in your immediate family, but in your extended family as well. The book
addressed the idea of feeling left out or alone and how to cope with that
feeling. Although the main character was an only child, she surrounded
herself with animals and no longer felt as though she was alone. Many
words used throughout this book are a little more complex for younger
literacy levels. This book would be appropriate for 1st grade. There are
more elegant pictures with much more text going onto each page. The
attention span of a kindergartener would not allow for the reading of this
book and it may be too simple for any higher grades (2nd-5th). Three
words that represent unique themes are: relatives, affection, and rhymes.
b. Evaluation:
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
don’t think that this book is necessarily applicable to most students in the
for students who do identify as an only child, this book may be a book of
interest for them and would allow them to spend time with the book and
others.
2. b) Make the connection that he/she is both a member of a
main character and she is in the first grade. She is blind but is able to
complete the same activities as other in her class. Throughout the book,
her friends are there to support her through daily activities that may pose
more of a challenge for her. This book points out that although Zulay may
completed. Just like the other students in the class, Zulay was able to
succeed with the support of other students. The students treat Zulay as if
she isn’t any different although she is blind. She is treated as though she is
the same as everyone else. This book does a good job of conveying the
idea of perseverance and the fact that you can do whatever you set your
mind to, especially with the support of those around you. This book would
young are able to grasp the concept of someone being blind. I think
reading a book that address the idea of everyone being able to achieve the
understand. Three words that represent unique themes are: cane, touch,
and Brailler.
b. Evaluation:
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
c. Recommended use: This book provides a great opportunity for the teacher
be shared with the whole class as a read aloud. Then students would be
themselves in the shoes of the main character, Zulay. Since Zulay is blind,
the teacher will use bandanas to tie around students heads in order to block
their vision. The students will be in pairs in order for the visually impaired
teacher may then provide a variety of tasks for the blind folded students to
complete such as: drawing a smiley face using a pen and paper, walking in
a straight line, etc… Then the students will switch places and the other
partner will be blind folded. Then after this activity students will come
others.
Responsible Behaviors
1. a) Share equipment and space, and take turns with help
what it means to be part of a family very generally. Then the book goes
into talking about the different kinds of things families do together. The
book addresses numerous living styles for different families and how some
children aren’t raised by their parents, but by other people in their families
or by foster families. At the end of the book in the index there is a list of
where the pictures throughout the book were taken and gives a brief
caption. The very last page is a picture of a map, I think that this does a
close. I think that this book could be used for kindergarteners as it has few
words to a page and has very engaging pictures. Three words that
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
Characters represent a variety of cultural groups.
Children are exposed to multiple perspectives and values.
There are no negative stereotypes of the represented groups.
The lifestyles of the characters are genuine and complex not oversimplified or
generalized.
The characters use speech that accurately represents their culture and oral
traditions.
The author and/or illustrator are a part of the group represented.
“Good” characters reflect a variety of backgrounds.
There is diversity represented within cultural groups.
designated to one student. This could be called the star of the week. For
each star of the week, they should present the class with a little “all about
me” introduction. In this introduction, you could have the student bring in
a picture of their family in order to show the class where he or she comes
from and what their family is made up of. I think this activity would be
others.
Each child starts off with their name, disability, and then talks about what
he/she likes to do. On the last page, there is a colleague of pictures of each
child and shows various things each child can do. The glossary is a list of
the four different disabilities that were presented in each story. The
or 1st grade. I think that these disabilities could be hard for some younger
young age. Three words that represent unique themes are: Down
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
Characters represent a variety of cultural groups.
Children are exposed to multiple perspectives and values.
There are no negative stereotypes of the represented groups.
The lifestyles of the characters are genuine and complex not oversimplified or
generalized.
The characters use speech that accurately represents their culture and oral
traditions.
The author and/or illustrator are a part of the group represented.
“Good” characters reflect a variety of backgrounds.
There is diversity represented within cultural groups.
loud for students. This is a book that presents some information and
students during a unit that talks about differences amongst people or even
unfamiliar to some students and reading this book could allow for children
to ask questions and become aware and accepting of people who live with
these disabilities.
d. List of SOL’s
i. Virginia History and Social Studies Foundation Block 1:
has gone from being the baby of the family to now being a big sister. This
through. The young girl talks about how her brother takes up a lot of her
parents time and she has to wait and how now her parents need her help.
The young girl then begins to realize that only she can help her parents
because her baby brother is too young and this makes her feel special
again. This book presents many scenarios a child may have to go through
for kindergarten or first grade as there are sentences on the page but still
going along with a picture that takes up a lot of space. Becoming an older
sibling is something that may be hard for children at this young of an age
since children in this age group are more egocentric than older children.
Three words that represent unique themes are: baby, patiently, and helping.
b. Evaluation:
The story:
is interesting to children.
offers children a variety of things to think about, question, or consider.
is age-appropriate and children can understand what is represented.
includes a rich, thick plot.
includes a problem and resolution.
utilizes style and language that are appropriate for the children’s ages and
interests.
includes realistic, convincing characters.
The illustrations:
Cultural considerations:
don’t think that this book is necessarily applicable to most students in the
for students who aren’t an only child or are about to become a big sibling,
this book may be a book of interest for them and would allow them to
spend time with the book and explore it during independent reading.
d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:
others.