Haley Kunze

ELED 310
Shin Ji Kang
28 February 2017
Multicultural Text Set

For this assignment I decided to focus on the topic of children with disabilities. I found 10 books,
that I describe below, that cover an array of different disabilities inside and outside of the
classroom. These books are appropriate for a range of kids, from Pre-k to 4th/5th grade.

1. Just Because by: Rebecca Elliott

a. Summary: This story is about a young boy who considers his big sister, Clemmie, to
be his best friend. She cant talk, walk, or do much on her own and he isnt quite sure
why but he isnt too concerned why. He talks about how pretty, nice, and funny she is.
This young boy tells everyone about the things they like to do together and what she
is good at. Despite his older sisters disabilities, her loves her, just because.
b. Appropriate age level: Pre-k and Kindergarten
c. 3 words to describe it:
i. Appreciation
ii. Love
iii. Acceptance
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
 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.
e. Recommendation: This would be a good book for a read aloud where students can
discuss the importance of loving an appreciating those around us, no matter their
limitations. As an activity to follow, the students could share why they appreciate
their classmates and why. The teacher could make a board where kindergarteners
could practice writing why they appreciate or love someone in the classroom and put
it up there. For preschoolers, it would be more appropriate for the teachers to write
what the preschoolers say about each other and put that on the board.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.

2. The Deaf Musicians By: Pete Seeger and Paul Dubois Jacobs, Illustrations by: R. Gregory
Christie
a. Summary: A jazz musician, Lee, was a member of a band and once he began losing
his hearing, he was kicked out. Feeling hopeless, he started going to this school for
the deaf, learned sign language, and made a friend who played the saxophone. Every
day on the subway, Lee and his friend would play their instruments in sign language.
Along the way, they ended up finding 2 more members, one of them being a singer
who was a translator for sign language. Before they knew it, every day on the Sunday
they were playing a for a whole crowd. Lee realized that his musical career wasnt
over just because he had lost his hearing!
b. Appropriate age level: Pre-k to 2nd
c. 3 words to describe it:
i. Impaired hearing
ii. Perseverance
iii. Music
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: I think this would be a good book for a music teacher to read aloud
and discuss with some younger students. It sends an important message that just
because of a disability, one can always find passions and stick with them. This would
be a good book to implement into a music curriculum because often students dont
feel confident in their musical skills and dont have a lot of prior practice, so this
book shows that everyone can do it in their own way. It would be beneficial to follow
this book up with the music teacher teaching students how to sign (or play the
instruments in the air) to a song with whatever instrument they want to show that
there are so many ways to express music.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
 3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. History and Social Science Foundation Block #2: The child will develop an
awareness of change over time.
1. f) Take on a role from a specific time, use symbols and props, and act
out a story/narrative
iv. Physical and Motor Development Foundation Block #2: The child will
demonstrate the use of the movement concepts of directions, levels, pathways,
and effort.
1. d) Perform various locomotor movements demonstrating changes in
directions, levels, pathways, effort, and relationships in space while
listening to music, or responding to a drum beat, the beat of a
tambourine, verbal instruction, or other signal.
v. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.

3. Pedros Whale by: Paula Kluth and Patrick Schwarz, Illustrations by: Justin Canha
a. Summary: A young boy with Autism, Pedro, starts school. On the first day he brings a
toy whale with him into the classroom. However, his teacher does not allow outside
toys so she takes it away from him. Pedro has a meltdown, hides underneath the table
in the classroom, and refuses to do any work. The principle comes in and explains to
the teacher that he works best when he has his whale with him. The teacher decides to
give it back to him, and just as the principle predicted, Pedro went straight to work.
Throughout the year, Pedros teacher allowed him to keep the whale during calendar
time, story time, and during science, even incorporating whales into the curriculum
whenever she could, to support his learning the best she could.
b. Appropriate age level: Pre-k to 1st
c. 3 words to describe it:
i. Autism
ii. Flexibility
iii. Adapting
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This could be a read aloud lesson followed by a day where kids get
to have a show-and-tell with one of their toys that make them feel comfortable. Ask
the students to explain why this is their favorite toy and how it makes them feel safe
and happy.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.

4. Lets Talk About It: Extraordinary Friends By: Fred Rogers

a. Summary: This book explains how important it is to have friends and everything
friends can do for each other. It begins by explaining that everyone is special in their
own way and you will find that there are similarities and difference between you and
 those around you. Many kids might have questions about why people are the way that
they are and that its okay to ask questions to adults in your life. Some people may not
be able to do certain things that you can and its okay to ask them if they want help,
introduce yourself, and ask questions about themselves. This book explains that
everyone needs to have friends and be loved but everyone also has their differences
that need to be respected.
b. Appropriate age level: Pre-k to 1st
c. 3 words to describe it:
i. Friends
ii. Acceptance
iii. Respect
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This is an excellent book to use to talk about disabilities with
younger children. This book doesnt go into specific disabilities but shows how
people can be different, what children may notice, and how they can approach their
 questions and confusions. The teacher could use this book to ask students what they
have seen before and answer some of their questions that they may have.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.

5. Thank you, Mr. Falker by: Patricia Polacco

a. Summary: This book is about a young girl named Trisha who was very excited to
start kindergarten because she loved books and wanted to learn to read. However,
when she started school she wasnt learning as easily and quickly as she thought she
would be. From Kindergarten all the way to fifth grade she struggled in reading and
math, feeling like she was dumb, and being teased along the way. When she started
fifth grade, she was in Mr. Falkers class. In the beginning of the year the whole class
would tease her when she tried to read out loud, but Mr. Falker made sure that
everyone knew that it was not acceptable to treat others poorly because nobody was
perfect. Mr. Falkner focused on Trishas amazing drawing abilities rather than
highlighting her struggles in other subjects. One day, Trisha was being bullied by a
young boy during recess when Mr. Falkner found her and took her to his classroom.
He said a bunch of letters and numbers and she had to write them on the chalkboard.
At the end of the game, Trisha knew that it was all wrong. Mr. Falkner was the first
teacher to figure out that she had dyslexia, and worked with her every day after
school on her reading. Before she knew it, she was reading all by herself.
b. Appropriate age level: 2nd- 5th
c. 3 words to describe it:
i. Dyslexia
ii. Bullying
iii. Respect
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This book is directed at an older elementary grade level. I think
that it would be very beneficial for students to do a read aloud with their teacher,
discuss the book in depth, talk about bullying/accepting everyone, and talk
specifically about what the teacher did for the student. After this, ask the students to
write a letter to one of their past teachers, parents, or anyone that has helped them or
guided them through something in their life.
f. SOLs (second grade):
i. Literacy

1. 2.3 The student will use oral communication skills.

a. a) Use oral language for different purposes: to inform, to

persuade, to entertain, to clarify, and to respond.

b. b) Share stories or information orally with an audience.

c. d) Retell information shared by others.

2. 2.8 The student will read and demonstrate comprehension of fictional

texts.
 a. a) Make and confirm predictions.

b. b) Relate previous experiences to the main idea.

c. c) Ask and answer questions about what is read.

d. d) Locate information to answer questions.

e. e) Describe characters, setting, and important events in fiction

and poetry.

f. f) Identify the problem and solution.

g. g) Identify the main idea.

h. h) Summarize stories and events with beginning, middle, and

end in the correct sequence.

i. i) Draw conclusions based on the text.

ii. Family Life

1. 2.1 The student will recognize that everyone has strengths and
weaknesses and that all persons need to be accepted and appreciated as
worthwhile.

6. Lee the Rabbit with Epilepsy by: Deborah M. Moss, Illustrated by: Carol Schwartz
a. Summary: This books tells the story of little rabbit who starts having moments where
she stares off into space, doesnt answer anybody or move, and then doesnt
remember what had just happened. Lees parents take her to the doctor to see what is
going on. The doctor comes to the conclusion that she has epilepsy, a seizure disorder,
and will need medication to help stop them. Lee is scared to do things in case she has
a seizure during it and then makes a mistake. Lees grandpa takes her fishing, at the
place she had had a seizure before and lost a fishing pole. Lee is afraid she will lose
another fishing pole. When Lees grandpa falls asleep, a fish bites on his pole and she
has to run over and catch it. Lees grandpa is proud of her and explains that she can
do anything, even with epilepsy.
b. Appropriate age level: Pre-k to 1st
c. 3 words to describe it:
i. Epilepsy
ii. Determination
iii. Bravery
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
 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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: I dont think this would be a good read aloud book because it is
pretty complicated for younger kids. However, it would be a good book to have in the
reading center for the kids to have access to and a teacher or person in the classroom
could help read it to them. Reading this book in smaller groups or one-on-one would
be more beneficial for the students.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
 1. c) Recognize self as a unique individual and respect differences of
others.

7. My Three Best Friends and Me, Zulay by: Cari Best, Illustrations by: Vanessa Brantley-
Newton
a. Summary: This book is about a young girl, Zulay, who is blind. She explains to
everyone how her days at school go, what she hears, smells, and feels in her
classroom, outside, and with her friends. She spends a lot of time talking about her
best friends, what they do together, and how they all help each other. She explains
that she feels sad when she gets called out in class to work with her aid and that she
hates working with her cane because she isnt confident with it. One day her teacher
tells her class that they will be having a field day and that everybody needs to think
about what event they want to compete in. The next day, Zulay tells her class that she
wants to run in a race. For the next few weeks, she works with her aid to run together
in unison. It takes a lot of practice and when field day arrives, she is nervous that she
wont be able to do it. However, during the race, her and her aid run around the track
perfectly together and win the race.
b. Appropriate age level: K-2
c. 3 words to describe it:
i. Blindness
ii. Perseverance
iii. Friendship
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This is an excellent book because of the rich plot that is included
in it. It is not only informative on kids who are blind, what they use, and what they go
through, but develops a struggle that may be presented and how that girl overcame it.
This is an excellent story on perseverance, friendship, respect, and how it is possible
that everyone can do anything if they work hard and put their mind to it. After this
read aloud and discussing with the kids what happened, how the girl was feeling
throughout the book, and how she overcame her feelings, children could get involved
in a field day of their own. It would be important to express to the children to choose
something they are passionate about and really want to do, to try their best, and to feel
good about themselves no matter the outcome of the game/competition.
f. SOLs (Kindergarten):
i. Literacy

1. K.1 The student will demonstrate growth in the use of oral language.

a. c) Participate in oral generation of language experience

narratives.

2. K.3 The student will build oral communication skills.

a. d) Listen and speak in informal conversations with peers and

adults.

b. e) Participate in group and partner discussions about various

texts and topics.

3. K.8 The student will expand vocabulary.

a. a) Discuss meanings of words.

b. b) Develop vocabulary by listening to a variety of texts read

aloud.

4. K.9 The student will demonstrate comprehension of fictional texts.

a. b) Relate previous experiences to what is read.

b. d) Begin to ask and answer questions about what is read.

 c. e) Use story language in discussions and retellings.

ii. History and Social Sciences

1. K.8 The student will demonstrate that being a good citizen involves

a. e) practicing honesty, self-control, and kindness to others;

iii. Family Life

1. K.2 The student will experience respect from and for others.

2. K.3 The student will become aware of the effects of his or her
behavior on others and the effects of others' behavior on himself or
herself.

8. Moses Goes to School by: Isaac Millman

a. Summary: In this book, we learn about a young boy named Moses and his adventures
at his school for the deaf. Moses takes us through a usual day for him, morning
meeting with his teacher, working on their computer skills, learning to read and write,
signing different songs, and then heading home. This book highlights that days at a
school for deaf children are not that different from another elementary school.
Throughout the book, there are pictures to sign different words and phrases.
b. Appropriate age level: K to 2nd
c. 3 words to describe it:
i. Sign language
ii. Acceptance
iii. School
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This would be a good book to use as a read aloud. First go through
the book, read it, and discuss it with the class then go through it again and teach them
the sign language that is used in the book. From here, the teacher could begin to
incorporate signing in the classroom, for a variety of different things. This could be
beneficial for those who are constantly fidgeting, an interesting way to communicate
with the class, and can be a silent way of communicating with them. This could be an
extension of learning about disabilities and the people who have them.
f. SOLs (Kindergarten):
i. Literacy

1. K.1 The student will demonstrate growth in the use of oral language.

a. c) Participate in oral generation of language experience

narratives.

b. d) Participate in creative dramatics.

2. K.3 The student will build oral communication skills.

a. d) Listen and speak in informal conversations with peers and

adults.

b. e) Participate in group and partner discussions about various

texts and topics.

3. K.8 The student will expand vocabulary.

a. a) Discuss meanings of words.

b. b) Develop vocabulary by listening to a variety of texts read

aloud.

4. K.9 The student will demonstrate comprehension of fictional texts.

 a. b) Relate previous experiences to what is read.

b. d) Begin to ask and answer questions about what is read.

c. e) Use story language in discussions and retellings.

ii. History and Social Sciences

1. K.8 The student will demonstrate that being a good citizen involves

a. e) practicing honesty, self-control, and kindness to others;

iii. Family Life

1. K.2 The student will experience respect from and for others.

2. K.3 The student will become aware of the effects of his or her
behavior on others and the effects of others' behavior on himself or
herself.

9. Taking Diabetes to School by: Kim Gosselin, Illustrated by: Moss Freedman
a. Summary: This is a book all about a child who has diabetes and continues to go to
school. Throughout the book, it informs other kids all about the disease and what they
may notice that someone with diabetes may do, and why they do it. It talks about
what the disease is, why a child may eat snacks at special times, and why they may
leave class at different times to go to the nurses office. This book also lets kids know
that this disease isnt contagious and that everything they can do, a child with diabetes
can too.
b. Appropriate age level: Pre-k to 2nd
c. 3 words to describe it:
i. Acceptance
ii. Diabetes
iii. Respect
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.
 The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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.
e. Recommendation: This would be a book that would be very helpful if there was
someone in the class that has diabetes. Of course, it would be necessary to talk to the
parents and student first in order to not make them feel singled out. This is a very
descriptive and informative book that could be very helpful in letting the students
classmates know what his disease is, why he may do things at special times, and how
they can be helpful. If the student was comfortable with it, you could also get him
involved in the read aloud, share personal preferences and stories, and let his
classmates know that he isnt contagious and that he wants to be everyones friend.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.

10. Arnie and the New Kid by: Nancy Carlson

a. Summary: This book follows two young boys in an elementary school as their
friendship evolves. At first Philip, who is in a wheel chair, is the new kid at school
 and Arnie isnt very nice to him. Arnie teases Philip because he isnt fast, eats slow,
and needs help doing a lot of things. One day, Philip accidently runs into Arnie who
falls down a flight of stairs. Arnie breaks his leg and sprains his wrist so he is on
crutches. Philip finally is able to beat Arnie in something and eat faster than him.
After school that day, Arnie finds out that Philip has a huge baseball card collection
and wants to hang out with. Arnie and Philip bond over their disabilities and become
best friends. When Arnies injuries heal and is able to walk without the crutches,
Philip is nervous that he wont want to play with him anymore but is pleased when
Arnie makes sure to include him and find something for him to do during all the
games.
b. Appropriate age level: Pre-k to 1st
c. 3 words to describe it:
i. Friendship
ii. Respect
iii. Disabilities
d. Evaluation: Quality Childrens Picture Book Checklist-
The following items are provided as a means of assessing the quality of your childrens
picture book. While all books will not address every item, it is important that your book
addresses a number of items in each section.
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 childrens ages
and interests.
includes realistic, convincing characters.

The illustrations:
are accurate in terms of setting, plot, and characters.
correspond to the text.
hold the childrens 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 no
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
e. Recommendation: This would be a good book to tie in with a bullying discussion.
Respect of everyone, those with and without disabilities, is very important and young
kids need to understand that it is not okay to be mean to their peers. Talking to the
children about how they think Philip felt when he was being teased and then how
Arnold felt when he got hurt and wasnt as fast as he was before. Discussing with
students why its important to always remember their friends feelings and the
importance of being nice to everyone around them. Students could create a list with
their teacher, nice phrases and words they could use when talking to their friends
throughout the day.
f. SOLs:
i. Literacy Foundation Block #1: The child will develop listening and speaking
skillsby communicating experiences and ideas through oral expression.
1. a) Listen with increasing attention to spoken language, conversations,
and stories read aloud
2. f) Engage in turn taking exchanges and rules of polite conversation
with adults and peers
3. g) Listen attentively to stories in a whole- class setting
ii. History and Social Science Foundation Block #1: The child will identify ways
in which people are alike and different.
1. a) Recognize ways in which people are alike and different
2. b) Describe his/her own unique characteristics and those of others
iii. Personal and Social Development Foundation Block #1: The child will
demonstrate self-confidence and self-reflection.
1. c) Recognize self as a unique individual and respect differences of
others.