How Smudge Came, by Nan Gregory Description: Cindy, when going home from cleaning a Hospice, rescues a puppy from the garbage—but dogs aren’t allowed in the group home where she lives. She hides him in her room, feeds him scraps of her dinner and takes the puppy to work with her the next day. At the Hospice, a blind man names the puppy Smudge since that is all he can see, a smudge. When the people who run the group home discovers she has a puppy, they take it to the BCSPCA. Will she ever get her puppy back? Relevance/Quality: This book celebrates children with special needs, as even when it is never stated that Cindy has a special need. Cindy is a hard worker, who cares and knows and understands many things even if she doesn’t understand everything. Cindy has Down Syndrome, and in this book, it is not the main topic of the story. Nan Gregory has normalized what can be seen as a disability, and that they are so much more than their disability. It is written with simple language, and at times using repetition to convey an important message. I would rate this book as a Developing/Proficient book, this is because it introduces the topic and shows a complete understanding of those with Down Syndrome; however, additional support can be required if the teacher decides (extra books or class discussion). Ideas: This book can be used to introduce children to those who have Down Syndrome. As a class we would brainstorm how we can help those who need support in their learning, and how we can respect everyone on their learning journey. We can discuss what is the same about them with Cindy, and how they differ. They could be similar because they want a puppy and they also need to concentrate when putting dishes away. They may differ based on their age, and if they do not have this special need. We all live beautiful lives, which can be celebrated and respected by showing kindness. A note from Ms. D: This is the first book I ever read by myself.
When Charley Met Emma, by Amy Webb Description: When Charley goes to the park, he notices Emma, a differently-limbed girl, who is new to him. She doesn’t have hands. He imagines all kinds of ways she could have lost them, “Did a monster bite them off?” He looks at his mom and asks, in a not-so-quiet voice, why that girl is so weird. Charley saw that his moms face looked weird after that question, he also noticed that the girls face looked sad too. His mom reminded him of their conversation that they had on how he is different (he likes to play and run, but he also likes to be quiet and draw). After introducing himself and apologizing to the girl, they talk and then realize that they like similar things. She can play tag, even in her wheelchair. She can draw but does it with her feet. Charley learns again about "different". Relevance/Quality: This book celebrates how children can look different, but they still are able to play and do things that others can do without a limb difference. This book can be used to help students realize that it is not kind to stare or point at someone who looks different, and that it may hurt the feeling of others. They are able to ask, respectfully, what happened or why they are different; but to also to realize that some people may not want to answer. It also shows that students can use wheelchairs to move around on the playground with our friends, so we can include everyone! The book uses kid-friendly language, making it accessible for younger students. I would rate this book at a Developing/Proficient level, as it can require no additional support but, in most cases, it will require more supporting resources. Ideas: This book can be used to introduce the concept of being kind to those who look different, and to treat them the way you want to be treated. It can also introduce an ADST project where students are designing a tool to help those with limb differences. It can also transfer over to P.E. when creating games that the class can play with someone in either a wheelchair or with a limb difference. As a class, we would have a discussion on how to ask someone why they have no hands or are in a wheelchair, or how to ask an adult this question respectfully. We all are unique, some are unique on the inside and some are on the outside, but we are all unique in a way.
The Black Book of Colours, by Menena Cottin Description: Our eyes tell us what a colour is. But what if you can’t see that colour? Can those without eyesight still know what colours are? This book describes colours using the remaining 4 senses (hearing, touch, smell and taste). The book is told through the perspective of “Thomas” who shares their perspective on what the colours “look” like to them. The pictures are raised on the page, with the only non-black colouring coming from the white text that can be read. The book also has a braille alphabet at the front, along with braille accompanying the visible text. Relevance/Quality: This book is quite different, and is most likely not something they have ever seen before. The pictures are not appealing, as they are raised lines; however, this is what I believe would make it intriguing for students that they are able to “feel” the pictures. They also will be able to see a different style of language, and feel it for themselves. This book helps to normalize those who have a visual impairment, and giving students a connection to those who use Braille to read. I would rate this book as Proficient, however, as a teacher I would continue to support this book with additional resources for students to experience braille and “seeing” in alternative ways. Ideas: This book can be used to introduce students to the world of those who are visually impaired. Our class can have a discussion on how they move around (“Have you ever seen someone walking around with a long cane in front of them or a service dog?”), and how they read. We can study the braille alphabet and use it to create our names using white-glue dots that are left to dry. It can also help to encourage students to create their own descriptive words to describe colours. As a teacher, I would encourage students to “feel” this book as I am reading it and noticing what their fingers touch.
Books Celebrating Cultural Diversity and Anti-Racism
Hair Love, by Matthew Cherry Description: When mom’s away, it is time for daddy to step in to do Zuri’s hair. Her hair has a mind of its own—it kinks, it coils and curls every which way, but it is beautiful. When her mom does her hair, Zuri feels like a superhero; but dad has a lot to learn, and he will do anything to make her happy. Relevance/Quality: This book celebrates the difference of how we view our natural beauty. It also celebrates the relationships between fathers and daughters, and how they are able to work together to help the get ready in the morning. Creating an inclusive classroom will mean celebrating the differences between us, and recognizing the way we are unique. I would rate this book as a proficient resource, as it requires no additional support and introduces the concept. Ideas: From this book, our class can have a discussion on what are the different ways those around you show their love. In the book, the father showed his love by learning and attempting to do Zuri’s hair, which may be similar in our classroom. As a class we would brainstorm and discuss how families show our love, and then create cards for that someone who has shown love to them.
Our Favorite Day of the Year, by A. E. Ali Description: On the first day of school, Musa is feeling a little bit nervous. He is not used to being away from home, and he doesn’t know any of the other kids in his class. Musa meets his new classmates, Moises, Mo and Kevin; but he doesn’t think they will have much in common. Over the course of the year, the class celebrates different holidays, their favourite foods and what they like about school. For being so nervous about his first day of school, Musa is able to share about himself and connect with the other students in his class through what makes him unique and how he can connect. Relevance/Quality: This book celebrates the cultural diversity that can be in a classroom. This is relevant as many classrooms are diverse, and students are beginning to recognize the different celebrations that their friends are a part of. This book is an Extending resource for celebrating cultural diversity in a classroom, and an excellent way for teachers to begin a conversation on cultural diversity and celebrations. Ideas: From this book, our class will be beginning a discussion on what holidays we celebrate and when they are in the year. We can create a graph that shows how many students celebrate different holidays. When those holidays occur, our class can celebrate with students (and parents) teaching about their traditions surrounding it. Do they eat a certain food or wear certain clothes? This will help to create an inclusive classroom community where students are reflected in our classroom celebrations.
The Skin You Live In, by Michael Tyler Description: In this book, there are different boys and girls of different races doing everyday things and feeling every which way. There are kids eating ice cream, snuggling before sleep, playing in the sun, being happy and being sad. Kids are put in relatable situations in this story, to bring forth the ideology that race is only skin deep and that we can enjoy similar things and feel similar ways. Even when we all have different looking skin, we are all beautiful and special. Relevance/Quality: This book is an excellent resource to help students recognize that even with different skin tones, people have similar interests. This book is a proficient resource for teachers to use. Ideas: This book will be used as an introduction to students creating their own self-portraits. They will notice the different skin tones within the book and how they are all able to enjoy the same things. During reading, the class will be asked questions (“who likes to eat ice cream?”), and raise their hands if they do or not. The teacher will say, “Is it okay to like something different? Do we all need to like eating ice cream?” for the students to think about their similarities and differences.
The Proudest Blue, by Ibtihaj Muhammad Description: On the first day of school, Faizah is excited, and she is excited to see her older sister Asiya wear her blue Hijab. To Faizah, her older sister looks like a princess wearing her blue Hijab that represents beauty and tradition. When the other kids find it strange and make mean comments about them. As each negative comment is said, Faziah finds something else that is beautiful about her sister’s Hijab. It’s not a laugh, a whisper or a tablecloth; it is a beautiful symbol of strength and celebration. Relevance/Quality: This book is an excellent resource for students to recognize the cultural importance of what we can wear. Students may have parents who wear a Hijab, or similar item, and are encouraged to be proud and accepting of what they wear. It promotes cultural diversity, and encourages students to see themselves in the characters of the book. It is an Extending resource for teachers to use, and for teachers to encourage discussion. Ideas: After reading this book, students will have a discussion on “what do you wear that is special?” Is there a specific cultural item that you wear (like a Hijab), or a special piece of jewellery? They will also be asked if they know why they wear it, if they don’t know as a teacher I would encourage them to ask their families. If possible, we may have a “fashion show” with parents joining in to see or the class could draw a picture of them wearing their special outfit.
Whoever You Are, by Mem Fox Description: This book brings together a celebration of diverse childhoods, and things that make us all the same. Everyday children are laughing and crying, playing and learning, eating and sleeping. They may not look the same, they may not speak the same language—their lives may look quite different. Inside, everyone is the same and there are common ties that unite us all. Relevance/Quality: This book is a resource that can be used for students to recognize their similarities and differences. It is written with easy to understand language, making it accessible for students of all ages and abilities. It is a Proficient resource for teachers to use in the classroom, and when promoting a discussion as discussed in the “Ideas” section below. Ideas: As a class we would brainstorm what makes us the same, and what makes us different. Students would then write using the sentence prompts “I am the same because______, and I am different because_____.” And create a picture of them to go along with the sentences. These will be posted around the room near their self-portraits.
Bilal cooks Daal, by Aisha Saeed Description: Six-year-old Bilal is helping his dad make his favourite South Asian dish- Daal. This dish requires a lot of ingredients, and a lot of waiting which is why Bilal and his dad start cooking it early in the morning! His friends help him stir the spices, and sprinkle the salt while Abu (dad) pulls out their biggest pot to cook in. For the other kids, as the dish starts cooking it starts to smell different which has them wondering if it will taste any good! Bilal gets worried that they won’t like the daal at all. As it keeps cooking, more kids join in on the waiting to try it. As the kids rush in to help with the final steps, naan is placed on the table for the kids to eat with their daal. With time, and patience, Bilal learns that the best part of making daal is sharing it with friends. Relevance/Quality: This book is relevant, as many students that I teach are from different cultural backgrounds. They eat different foods, and have different customs compared to other students. This is a Proficient book when introducing students to different cultures. Ideas: This book can be used to create a discussion, much like the book “Our Favorite Day of the Year” on our cultural differences and food we like to make with our families. Students will be encouraged to create the “recipe” on their own, and create a picture of themselves creating it with their families. The teacher will collect and create a cookbook of these recipes to share with the families.
Books Celebrating LGBTQIA2S+ and Diverse Families
Pink is for Boys, by Robb Pearlman Description: In this book, the author goes through the colours of the rainbow, encouraging readers to move past the stereotypes that are associated with each colour (specifically “pink is for girls, and blue is for boys”). The author uses sweet, simple script to show that life can be expressed through every colour of the rainbow. There is a diverse cast of characters depicted in the book, so every child (and adult) will be empowered to be true to themselves and enjoy what they love to do. Relevance/Quality: This book goes against the “gendered” colours that happen for young (and old) children. It shows that the colours of the rainbow are for everyone—regardless of gender. It is an Extending resource for going against the stereotypical classification of colours. Ideas: The class will be creating their own book (a collaborative book), that is similar to “Pink is for Boys.” They will use the prompt “I wear (colour) when I ___ (activity).” Along with drawing a picture to go along with it. I would encourage students to choose any colour in the rainbow when thinking of what they will be writing. This book would be then placed in our classroom library for students to read.
Stella Brings the Family, by Miriam B. Schiffer Description: With a class celebrating Mother’s Day, what’s a girl with two daddies to do? As she tries to decide who to bring to the celebration, everyone else has a mother (Howie even has two) to bring to the party. Her daddies pack her lunch, read her stories, and help her feel better when she’s hurt—all things that the other kids’ mothers do for them. She just doesn’t have a mom to invite for the celebration. She comes up with a unique solution to her problem, and to help her celebrate Mother’s Day. Relevance/Quality: This book helps students to recognize the difference between families, and how they compare to their own. It is an excellent representation of the different types of families that people have. This book is a Proficient resource for introducing students to different types of families. Ideas: This book will be used during a class discussion on what is a family. We will brainstorm positive things that a family does for each other (ie. support, cook food together, goes to the park, reads together, etc.) and the teacher will ask about the different families they saw in the book. As a teacher, I would highlight the importance of having a loving family—even when it can look “different” compared to others.
Julian is a Mermaid, by Jessica Love Description: When riding the subway home with his Abuela one day, Julian notices three women dressed up. Their spectacular hair was in bright hues, their dresses end in fishtails, and their joy fills the train car. When Julian gets home, he daydreams about the magic he saw with the ladies all dressed up, and imagines himself in his own fabulous mermaid costume. He uses what he can find in the house- a curtain and a potted fern- to make his costume. What will he Abuela think when she sees him? She lends him some lipstick, and a necklace to wear before going outside. They end up joining a crowd at an ocean, filled with many mermaids and colourfully-dressed, happy people! Relevance/Quality: This book helps students to see that they are able to express themselves, and have the support to be themselves. It also shows cultural diversity by having different races shown on the pages. It is a Proficient resource, as it introduces the topic and requires no support (unless the teacher decides to). Ideas: After reading this book, students will be given the chance to create their own costumes using materials from the classroom. There will be paper, scrap fabric, yarn, jewels, stickers, glitter, etc. for students to use and be creative. They will have the chance to create and imagine what they can become, like Julian in the book.
A Family is a Family is a Family, by Sara O’Leary Description: At the beginning of this book, the narrator is asked by their teacher what makes their family special. They are nervous to give their answer, as they think their family looks different from everyone else’s. As they listen to their classmates’ answers, they realize that their family is just like other families. We hear about children of separated/divorced parents, blended families, adoptive families, children who live with their grandparents, foster families, families with 2 moms or 2 dads, and families who look similar or look different. Relevance/Quality: This book is an excellent resource for students to recognize the difference between family structures. It is well-written, and uses language that is friendly for children along with attractive pictures. It is an Extending book for teachers to use at the beginning of the year to create an inclusive classroom environment. Ideas: This book can be used when creating family trees for our Kindergarten class. Students will be given a tree template, and explained how they are at the bottom (the trunk of the tree), and they can put those in their family on the branches/leaves. These family trees will be places on a wall in the room for students to see their families and how different families in the classroom are unique.
Books Celebrating the Braveness of Refugee Families
Stepping Stones: A refugee family’s journey, by Margriet Ruurs Description: This book tells the story of Rama and her family, who are forced to flee their peaceful village to escape the civil war that is coming closer and closer to their home. With only what they can carry, Rama and her mother, father, grandfather and brother, Sami, set out to walk to freedom in Europe. In Syria, waking up to breakfast prepared with tomatoes from the garden, to playing outside and evening stories when Papa came home from work. So many wonderful memories, until war came to the country, and families started to leave the village. When they eventually joined the “river of people,” they walk and take an overcrowded boat to a new country far away from their home. Relevance/Quality: This book is an excellent resource to introduce, or to support students learning about refugees. Students will be encouraged to connect with the book, and how will they feel at the time of the story. The pictures in the story are created with stones, which will encourage students to use their imagination when listening to the story. This book is a Proficientbook, as it introduces the topic well, however I would use this book as a supporting resource to an inquiry or discussion on refugees. Ideas: With this book, we would talk about how some families and students need to leave their country because it is not safe for them to be there anymore. Students will be encouraged to think of how Rama was feeling during this time, was she feeling sad, happy or scared? How would they feel if this was happening to them? Students will also have the chance to use loose parts to express their feelings or re-create a scene in the book. As a class we would have a gallery walk along with three positive comments/questions on their created work. The work will be documented and put onto Freshgrade for parents to see and interact with.