My Wishlist To Improve Balance My Classroom Library

MY WISHLIST TO IMPROVE & BALANCE MY CLASSROOM LIBRARY by Laura Leard
1.
Book Analysis Form Amazing Grace
Publication Date & Language 2016-English
Genre Fiction
Author Ethnicity/Race Mary Hoffman(Author) England White
(Illustrator? Class/SES Middle Class
) Sex/Gender Female/Feminine
Authenticity Mary had 2 older sister who could read, so Mary taught
(match w/ herself how to read before she went to school. Like Grace,
Protagonist?) Mary loved reading. Mary also wrote plays in primary school. Grace liked
to act out books in the story.
Protagonist Ethnicity/Race Grace/African American
Class/SES Middle
Sex/Gender Female/Feminine
Family Structure She lived with her mother and Nana. Grace is an independent and
imaginative little girl. Her mother and nana both support her in anything
she wants to do. Nana even took her to a ballet. Grace has life
experiences that most kids do not. In the end Grace gets the part of Peter
Pan and is supported by everyone around her.
Justification including a Quote This book doesn’t point out any obvious cultural differences, it’s just a
from a course reading in sweet story about a little girl who wants to be whatever she wants to be.
Perusall My students should be able to relate to Grace in some way. I hope my
African American female students will connect with the character
because she is also African American. Just seeing that the characters are
like them should instantly connect them. “We can avoid these pitfalls by
building our multicultural curriculum efforts, not around cultural
awareness or cultural diversity, but around the cultivation of equity
literacy in both ourselves and our students.” from the article, Equity
Literacy for All.
2.
Book Analysis Form Be You!
Genre Fiction
Author Ethnicity/Race Peter H. Reynolds (Author & Illustrator) White
(Illustrator? Class/SES Middle Class
) Sex/Gender Male/Masculine
Authenticity Peter grew up with very eccentric British parents. I think
(match w/ his appreciation for the eccentric is what connects him to this book. The
Protagonist?) book tells the reader to be who they are no matter what others think.
Protagonist Ethnicity/Race African American
Class/SES All classes
Sex/Gender Female/Feminine Male/Masculine
Family Structure This book doesn’t have one main character with a family structure. This
book is encouraging students to be themselves. The story encourages the
students to not be afraid of being who they are and stepping out and being
brave to be able to be the best you can be.
Justification including a Quote This book includes characters from all races. I have a variety of races in my
from a course reading in classroom. Representing them all would be a great opportunity for them
Perusall to identify with a book. The kids who are illustrated in the book also have
different kinds of clothes on which brings out their own unique and
personal style. The book also encourages the reader to surround
themselves with people who will support them on their journey to be
themselves. “We all need to see ourselves in books, because if we don’t
see ourselves in books we may not feel as connected to the human
experience”. We Need Diverse Books Campaign Video
3.
Book Analysis Form Justin and the Best Biscuits in the World
Genre Fiction
Author Ethnicity/Race Mildred Pitts Walter/African American
(Illustrator? Class/SES Lower Class
Authenticity Mildred is an African American just like Justin. She had
(match w/ siblings growing up just like Justin did.
Protagonist?)
Protagonist Ethnicity/Race Justin/African American
Class/SES Middle
Sex/Gender Male/Masculine
Family Structure He had two sisters and a mother. His two sisters and his mother fussed at
him a lot. His grandfather invited him to his ranch for the summer. He
learns some lessons at the ranch that summer and finds his belief in
himself.
Justification including a Quote This book would be perfect for reaching the African American boys in my
from a course reading in classroom. When they see themselves through a character, they will more
Perusall than likely be intrigued to listen. Justin gets to escape from his mother
and two sisters who give him a hard time. My students may find some
similarities with Justin’s situation. If I have male African Americans in
my classroom that have sisters they would certainly relate to Justin’s
situation. “If we want to see change, if we want to see diversity in
literature, we have to buy the books”. Children’s Books Still in an All
White World
4.
Book Analysis Form Bedtime Bonnet
Genre Fiction
Author Ethnicity/Race Nancy Redd/African American
(Illustrator? Class/SES Upper Class
Authenticity Nancy is an African American woman and the
(match w/ character in the story is and African American girl.
Protagonist?) Their hair is something they have in common.
Class/SES Middle
Family Structure In this story the little girl has a grandmother, grandfather, mother, father,
brother and a sister. Her family is a supportive group who are all getting
their hair ready for bedtime. The main character has lost her nighttime
bonnet and everyone in the family is helping her look for it.
Justification including a Quote The African American girls in my class will love this book! I don’t know
from a course reading in anything about how they take care of their hair and neither do some of the
Perusall other students in the class. This would be a great informational text about
African American hair. “The dialogue they create between old and new
ways of thinking can be another way both to sow and to nurture the seeds
of social change, as seen in the way children’s literature has contributed to
developments in the areas of quality and diversity”. Reynolds Intro
5.
Book Analysis Form Did I Tell You I Love You Today?
Genre Fiction
Author Ethnicity/Race Deloris Jordan with Roslyn M. Jordan/African American
(Illustrator? Class/SES Middle
Authenticity The author and the protagonist are mother and son. This
(match w/ Story tells about how she loved him every day.
Protagonist?)
Class/SES Middle
Sex/Gender Female/ Feminine and Male/Masculine
Family Structure The story is about a mother and how much she loves her son. The mother
are actual real life characters in real life. One of the protagonists is the
authors son.
Justification including a Quote The boys in my class who like basketball may connect with the character of
from a course reading in the little boy in the book since he is supposed to be representing Michael
Perusall Jordan. The love shown from the family in the book would represent a
loving African American family for my students who are African
American. “But one thing that librarians can do is to buy the books that are
out there now. Read them. Know them well enough that they become the
go-to books...Share them with children of all kinds, not just because they
are multicultural, but because they are good books”. Children’s Books Still
in an All White World
6.
Book Analysis Form Roberto Walks Home
Genre Fiction
Author Ethnicity/Race Ezra Jack Keats/White
Authenticity The characters in Ezra’s books come from the community around him. He
(match w/ used his childhood experiences to help him write his books. Ezra Jack
Protagonist?) Keats is a white male so his race and culture do not match very well but
his experiences in his neighborhood as a child do.
Protagonist Ethnicity/Race Roberto; Latinx/Hispanic/Latin American
Class/SES Lower
Sex/Gender Male/Masculine
Family Structure Roberto lives with his Abuelo and his bother Miguel. Roberto is waiting
for his brother Miguel to pick him up at school. Miguel never comes so
he has to walk himself home.
Justification including a Quote This book as characters with Hispanic names. The students who are
from a course reading in Hispanic may connect with the characters if they have the same name or
Perusall know someone in their family who have the same name. The presence of
his Abuelo will help connect the Hispanic students who also have an
Abuelo. Just by reading books with Hispanic names we introduce a
culture without much effort. “The rules of talking with children about
text have changed as well, for issues of culture and class can no longer be
ignored in the classrooms, especially if we want to encourage children’s
uptake of literature”. Interpreting Literature with Children
7.
Book Analysis Form Harvesting Friends
Publication Date & Language 2018-Bilingual (English and Spanish)
Genre Fiction
Author Ethnicity/Race Kathleen Contreras/White
Authenticity The author is a bilingual educator also. Her Mexican roots connect her with
(match w/ the book because it is written in Spanish and English. The characters in
Protagonist?) the book speak both English and Spanish.
Protagonist Ethnicity/Race Lupe/Mexican/Latinx/Hispanic/Latin American
Class/SES Middle
Sex/Gender Male/Masculine Female/Feminine
Family Structure Lupe is girl who lives with her mother and her father. They grow a
vegetable garden. Soon the whole community comes to grow vegetables
in the garden.
Justification including a Quote The book is about how a community comes together to harvest vegetables.
from a course reading in Before they begin to work together as a community, Lupe has a problem
Perusall in her vegetable garden. Someone is taking her big ripe tomatoes. The
little boy, Antonio, decides to help Lupe in her garden. The community
soon begins to help in the garden. Along the way they all learn that they
are harvesting more than just vegetables. This book would give the
Hispanic students in my class a book to read that has words that are
spoken in their language as well as English. “Mentor texts should not
leave the students feeling alienated, confused or simply uninterested”.
Migrant Students Scaffolding
8.
Book Analysis Form The Place Where You Live
Genre Fiction
Author Ethnicity/Race James Luna/La Jolla Luiseño and Mexican American
Authenticity Luna was an active community member of the La Jolla
(match w/ Indian Reservation. He served as the director of the tribe's education
Protagonist?) center in 1987. The book focuses on the community and how everyone
works together and gets along. His work in the community seems
reflected in this story. The book has some words in Spanish which is part
of his ethnicity.
Protagonist Ethnicity/Race Latinx/Hispanic/Latin American
Class/SES Middle
Sex/Gender Male/Masculine and Female/Feminine
Family Structure This book is about a family and the neighborhood around them. The book
is a rhyming book that repeats the title on every page, “Here in the place
where you live”.
Justification including a Quote This book is all about the definition of what a home is. The story captures
from a course reading in every moment of the children’s lives who are being portrayed in the
Perusall story.
The community that is being portrayed is also shown as being very close
knit. I hope my students would be able to connect with some of the
examples that are given of what the definition of a family can be. The
Hispanic students in my class will be able to enjoy the Spanish words that
are in the book. “If we select our literature with care and help children
consider the world around them, and then wait a little while, the fruit will
fall into our hands”. Interpreting Literature with Children
9.
Book Analysis Form Tooth on the Loose
Genre Fiction
Author Ethnicity/Race Susan Middleton Elya/White
Authenticity Susan always wanted to learn the Spanish language because her dad could
(match w/ speak a little Spanish.
Protagonist?)
Protagonist Ethnicity/Race Latinx/Hispanic/Latin American
Class/SES Middle
Family Structure The little girl lives with her mother, father, and brother. Her father’s
birthday is the next day and she doesn’t have any money to buy him a
gift. She is hoping her tooth will fall out so she can get money from the
tooth fairy.
Justification including a Quote This is a bilingual book that has words that are in English and Spanish.
from a course reading in There is a glossary at the beginning of the book with the Spanish words
Perusall that are in the text. The glossary has the words and a pronunciation guide
to help you say the words correctly. The glossary would be a great way to
help my English speaking students learn how to pronounce the Spanish
words. The author is able to incorporate Spanish vocabulary into the
reading. The Spanish words she incorporates are also the words in the
story that rhyme. “…teachers and children should have access to a variety
of books that collectively represent students from various backgrounds
and communities”. The Representation of Latinos and the Use of
Spanish: A Critical Content Analysis of Skippyjon Jones
10.
Book Analysis Form Operation Rescue Dog
Genre Fiction
Author Ethnicity/Race Maria Gianferrari/White
Authenticity Maria was born in New Hampshire. She lived with her mother, father, and
(match w/ two siblings. She has several rescue rats and a black lab. She rescued her
Protagonist?) rats just like Alma rescued the dog from the story, Lulu.
Protagonist Ethnicity/Race Alma/Latinx/Hispanic/Latin American
Class/SES middle
Sex/Gender Female/Feminie
Family Structure Alma lives with her grandmother because her Mami is in Iraq. Alma hasn’t
seen her Mami in several months. Alma has an idea to get a dog. She and
her abuela set out on what would become and adventure to the Operation
Rescue Dog stop. The book takes us on the journey that the dog takes to
get to Alma and her journey to the Operation Rescue Dog stop.
Justification including a Quote This book uses Spanish names such as Alma, Mami, and Abuela. These
from a course reading in names may be recognizable to my Hispanic students. The author also
Perusall includes words like arepas de queso and huevos when they are talking
about the kind of food they are making. These may help make
connections with the Hispanic student in my class. The pictures also
portray the culture in the clothes they are wearing. An added bonus in this
story is the fact that Alma’s mother is serving in Iraq with the military.
Students who have a parent serving in the military will connect with
Alma in this way. “We must be the agents of change. Otherwise we are
all participants in the “cultural lobotomy”. Children’s Books Still in an
All White World

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MY WISHLIST TO IMPROVE & BALANCE MY CLASSROOM LIBRARY by Laura Leard

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