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Multicultural Text Set

1. Daddy’s Roommate by: Michael Willhoite


a. Description: This book is written from the perspective of a young boy. It

starts off with his recognition of his parents divorce. Then it goes into the

description of his dad’s new “roommate” or boyfriend. The boy talks

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

appropriate of grades kindergarten-1st. Although the theme is a little more

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:

divorce, love, and gay.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

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

day, in order to incorporate a meaning as to why some people celebrate

this holiday. This activity could help students to understand what love

means to them individually. After completing their picture or letter, they

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

people they love in their learning and activities.


d. List of SOL’s:
i. Virginia Literacy Foundation Block 6: Writing
1. a) Demonstrate use of print to convey meaning.
2. b) Print first name independently.
3. c) Begin to use correct manuscript letter and number

formation.
4. d) Use phonetically spelled words to convey messages or

tell a story
ii. Virginia Literacy Foundation Block 1: Oral Language

1. a) Use complete sentences to ask and answer questions

about experiences or about what has been read.

2. b) Listen attentively to stories in a whole class setting.

3. c) Follow simple one- and two-step oral directions

2. Skin Again by: Bell Hooks


a. Description: This book talks about race and skin color. The repeated line

of “the skin I’m in is just a covering” helps to convey to children to not

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

it does have few words, the overarching theme is complex. Younger

students, such as; kindergarteners and pre-schoolers, are less aware and

concerned about racial differences. Three words that represent unique

themes are: identity, imagine, history.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book could be used in teaching a lesson to

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

facilitate a conversation with the students about what makes up a persons

“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:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.

2. b) Describe his/her own unique characteristics and those of

others.

3. c) Make the connection that he/she is both a member of a

family and a member of a classroom community.

4. d) Engage in pretend play to understand self and others.

5. e) Participate in activities and traditions associated with

different cultural heritages.

ii. Virginia Literacy Foundation Block 1: Oral Language

1. a) Use complete sentences to ask and answer questions

about experiences or about what has been read.

2. b) Listen attentively to stories in a whole class setting.

3. c) Follow simple one- and two-step oral directions.

iii. Virginia Literacy Foundation Block 2: Vocabulary


1. a) Use size, shape, color, and spatial words to describe

people, places, and things.

3. Whoever You Are by: Mem Fox


a. Description: This book identifies all the differences that children may see

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.

This book would be appropriate for grades kindergarten-2. Many of the

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:

different, pain, grown.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.
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.

c. Recommended use: This book could be used as a good introduction to the

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”

can be written and expressed in various different languages, but still

means the same thing in all languages. Students will be encouraged to pick

a language to say hello in and practice saying hello to each other in

another language. The teacher could also incorporate technology in this

activity. The teacher could play the alphabet song in different languages in

order to engage students in hearing the languages of various cultures in

order to foster engagement with the unfamiliar languages.


d. List of SOL’s:
i. Virginia Literacy Foundation Block 1: Oral Language
1. a) Listen with increasing attention to spoken language,

conversations, and texts read aloud.


ii. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.


2. b) Engage in pretend play to understand self and others.

3. c) Participate in activities and traditions associated with

different cultural heritages.

iii. Virginia Personal and Social Development Foundation Block 4:

Interaction with Others


1. a) Initiate and sustain interactions with other children.
2. b) Participate successfully in a group settings.
4. It’s Okay to Be Different by: Todd Parr
a. Description: This book draws attention to differences that children may

find to be more relatable. Differences addressed in this book range from

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

makes each of them special and important. This book would be

appropriate for kindergarten. The words and pictures are very simple and

easy to understand and follow. Three words that represent unique themes

are: different, feelings, important.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book would be a significant book to use as a read

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

and expectations, and providing for a supportive, comfortable, and

accepting learning environment. This book reiterates that “it is okay to

____, it is okay to_____.” This allows children in your class to understand

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

your students in an engaging way and convey to them that in your

classroom we are all accepting of other and their differences.


d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.


2. b) Describe his/her own unique characteristics and those of

others.

3. c) Make the connection that he/she is both a member of a

family and a member of a classroom community.

5. The Family Book by: Todd Parr


a. Description: This book discusses the theme of diversity within families.

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

be appropriate for kindergarten. The pictures are simple drawings and

nothing too complex. The theme of diversity is crucial for kids to

understand and accept at a young age. Three words that represent unique

themes are: adopt, different, and special.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.
c. Recommended use: I used this book for my read-a-loud and a follow up

creative art activity. The lesson I wanted to conduct was based around

diversity in people’s backgrounds. I read the students this book and

encouraged them to reflect on their own families as I was reading and

make connections or differentiations. Then after reading the book, I

directed students to a table filled with coloring materials and asked them

to draw a picture or some representation of their family. I asked them to

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

special?” This activity and follow up questions can help to check to

comprehension of the students and allow for reinforcement of

acknowledgement and acceptance of diversity.


d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.

2. b) Describe his/her own unique characteristics and those of

others.

3. c) Make the connection that he/she is both a member of a

family and a member of a classroom community.

4. d) Participate in activities and traditions associated with

different cultural heritages.

ii. Visual Arts

1. a) Use the body to express a response to a work of art

2. b) Understand that each person responds to and creates

works of art in unique ways.

3. c) Use available art supplies to express an individual

response to an art form.

4. d) Use word to describe a response or reaction to a visual

art selection.
iii. Virginia Personal and Social Development Foundation Block 5:

Social Problem Solving

1. a) Allow others to take turns

2. b) Increase the ability to share materials

6. What’s So Bad About Being an Only Child by: Cari Best


a. Description: This book addresses the idea of being an only child. Not only

in your immediate family, but in your extended family as well. The book

brings in literacy concepts such as rhyming as well. This book also

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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book could be placed in the reading center. I

don’t think that this book is necessarily applicable to most students in the

class, so therefore wouldn’t have much significance as a read a loud. But

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

explore it during independent reading.


d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Describe his/her own unique characteristics and those of

others.
2. b) Make the connection that he/she is both a member of a

family and a member of a classroom community.

7. My Three Best Friends and Me, Zulay by: Cari Best


a. Description: This book addresses the concept of blindness. Zulay is the

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

have a different way of completing a task, the task is still able to be

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

be appropriate for ages of kindergarten- 1st grade. I think children this

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

same goals with varying levels of support it crucial for children to

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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book provides a great opportunity for the teacher

to encourage students to put themselves in others shoes. This book would

be shared with the whole class as a read aloud. Then students would be

involved in an activity that provides them with the opportunity to place

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

students (blind folded) to be assisted by the non- impaired student. Then

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

back together as a class and reflect on their experience.


d. List of SOL’s:
i. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.

2. b) Describe his/her own unique characteristics and those of

others.

3. c) Make the connection that he/she is both a member of a

family and a member of a classroom community.

4. d) Engage in pretend play to understand self and others.

ii. Virginia Personal and Social Development Foundation Block 4:

Interaction with Others


1. a) Initiate and sustain interactions with other children.
2. b) Participate successfully in a group settings.
iii. Virginia Health and Physical Development Foundation Block 4:

Responsible Behaviors
1. a) Share equipment and space, and take turns with help

from the teacher.


2. b) Work well with others.
3. c) Listen to and follow simple directions.

8. Families by: Ann Morris


a. Description: This book introduces children to the various kinds of

families, with an emphasis on different cultures. The book talks about

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

good job of summing up the book and bringing everything discussed to 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

represent unique themes are: foster, stepparents, and celebrate.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: Each week throughout the school year could be

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

crucial in fostering and accepting peoples different backgrounds and

family culture as well as showing an appreciation for every student by

making them a star of the week.


d. List of SOL’s
i. Virginia History and Social Studies Foundation Block 1:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.

2. b) Describe his/her own unique characteristics and those of

others.

3. c) Make the connection that he/she is both a member of a

family and a member of a classroom community.


9. We Can Do It by: Laura Dwight
a. Description: This book shares stories of individuals with various

disabilities. Each page is dedicated to an individual child and their story.

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

descriptions of each disability is written in language that is easier for

younger students to understand. This book could be used for kindergarten

or 1st grade. I think that these disabilities could be hard for some younger

children to grasp, but it is important for them to be exposed to them at a

young age. Three words that represent unique themes are: Down

syndrome, Spina bifida, and Cerebral palsy.


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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book would be very beneficial to use as a read a

loud for students. This is a book that presents some information and

pictures that may be hard for students to understand without it being

addressed and talked about as a whole group. This could be introduced to

students during a unit that talks about differences amongst people or even

in a health unit when talking about certain disabilities. Disabilities may be

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:

Similarities and Differences

1. a) Recognize ways in which people are alike and different.

ii. Virginia Literacy Foundation Block 1: Oral Language

1. a) Use complete sentences to ask and answer questions

about experiences or about what has been read.

2. b) Listen attentively to stories in a whole class setting.


10. Big Sister Now: A Story About Me and Our New Baby by: Annette Sheldon
a. Description: This book is written from the perspective of a young girl who

has gone from being the baby of the family to now being a big sister. This

is a transition in which many younger students in a class may be going

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

or experience when becoming an older sibling. This book would be good

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:

 are accurate in terms of setting, plot, and characters.


 correspond to the text.
 hold the children’s interest while the text is read.
 enhance and add to the story.

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.

c. Recommended use: This book could be placed in the reading center. I

don’t think that this book is necessarily applicable to most students in the

class, so therefore wouldn’t have much significance as a read a loud. But

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:

Similarities and Differences

1. a) Describe his/her own unique characteristics and those of

others.

2. b) Make the connection that he/she is both a member of a

family and a member of a classroom community.

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