Clarissa Alonzo

Leslie Smith
EDU 4029
Annotated Bibliography
March 5, 2020

1. Byers, Grace. (2018). I Am Enough. New York, NY: Balzer + Bray/HarperCollins.

I Am Enough is a fictional story that exhibits diversity, inclusivity, and equity. The story
focuses on a young African American girl who is proud of the skin she is in. The author uses
similes and rhyming patterns such as “Like the bird, I am here to fly and soar high over
everything. Like the trees I am here to grow.” The illustrations are a wonderful addition to this
book. They include children of different races and other unique features like children in
wheelchairs, children wearing hijabs, and children wearing glasses. This book teaches self-worth
and self-love. The purpose of this book is to show that despite the characters' differences, they
are all worthy and have a place in the world.

After reading this book to the class, I would tie in a small lesson about social emotional
learning. First, the students will gather in a circle and have a discussion about the book. They
will be asked to think-pair-share about how the words and phrases give meaning to the story, and
how the illustrations helped with better understanding. One by one, the students will say
something positive they think of themselves. Like the book, I will ask the students to use
rhyming patterns or similes. The theme and pattern of the story will help them create their own
ideas. Creating a positive and healthy environment first thing in the morning will set the tone of
the day.

Grades: 1-4
● CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).
● CCSS.ELA-LITERACY.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.
● CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting)
 2. Adler, David A. (1989). A Picture Book of Martin Luther King, Jr. New York, NY:
Holiday House.

Martin Luther King, Jr., is a historical African American leader. He was a powerful leader
that made an impact on our world forever. This book tells the story of Martin Luther King, Jr.’s
childhood into adulthood and how segregation affected his childhood and the friends he had. He
was determined to make a change. It also includes important moments in history such as Rosa
Parks’ refusal to sit in the back of the bus. Martin Luther King Jr. wanted to become part of the
chance. He led peaceful protests and helped African Americans march to freedom.

This biography is a wonderful introduction for students learning about Martin Luther
King Jr. I would use this book to illustrate to students an example of a historically significant
individual and his contributions in leading a movement to make our laws more just and inclusive
of all citizens. I would ask students to select an issue that is currently impacting citizens in their
local community and think about how they as citizens, could contribute to raising awareness
about that issue.

Grades: 3-5
● CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
● CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events
● HISTORY/SS 3.4
Students understand the role of rules and laws in our daily lives and the basic structure of the
U.S. government. 2. Discuss the importance of public virtue and the role of citizens, including
how to participate in a classroom, in the community, and in civic life.

3. Maillard, Kevin Noble. (2019). Fry Bread: A Native American Family Story. New
York, NY: Roaring Book Press.
Fry Bread is a story about a Native American Family. Fry Bread has been a popular food
in this culture since the 1800’s. It was a large part of their survival then and it is still made in
families today. Fry Bread is a significance of getting through hard times, and bringing families
together. This story shines light on a culture that has unified people and breaks the stereotypes of
what people may think of Native Americans. It illustrates how Native Americans range in skin
tone and hair color. The book includes illustrations of an array of young Native Americans. This
story also brings Native culture and perception into the modern era. It includes all of the names
of Native tribes and informational notes for families and teachers to help teach Native American
history to children.
This book would be helpful as an extension of the history standards where students have
learned about the interactions among people across time in California have shaped the culture,
language, and genetic make-up of the people who reside in California. Thus, helping them to
understand why and how there are many variations in physical attributes of Native Americans in
this region.

Grades: 3-4
● CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text
as the basis for the answers.
● HSS-4.2 History-Social Science
Students describe the social, political, cultural, and economic life and interactions among people
of California from the pre-Columbian societies to the Spanish mission and Mexican rancho
periods.

4. Aliki. (2015). My Five Senses. New York, NY: HarperCollins.

My Five Senses is an informational book that helps children learn and understand the five
senses with pictures and examples. With eyes, noses, ears, tongues, and hands, children are able
to experience new things in our world. The author, Aliki, includes visuals with each sense that
children are able to process and connect. It also tells us that we may use more than one of our
senses at a time and possibly all at once.

I would use this book as a launching point to a lesson about how our senses work. The
students will engage and explore in an in-class activity that will allow them to use their five
senses. They will be able to connect how their five senses are crucial for survival. This lesson
can be combined with a science lesson that teaches students how animals also use their five
senses for survival, tying in science standards.

Grades: K-1
● CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.
● K-LS1-1 NGSS
Use observations to describe patterns of what plants and animals (including humans) need to
survive.
 5. Miller, Pat Zietlow. (2018). Be Kind. New York, NY: Roaring Book Press.

Pat Zietlow Miller writes a lovely story about a young girl learning what it means to be
kind. The illustrations show a diverse group of children of all skin tones, hair colors and other
unique features. Her mother tells her it’s important to be kind to everyone no matter the situation.
The young girl in the story is exploring how to be kind in a variety of ways. It may be giving,
helping, paying attention, or calling people by their name. The story tells us that being kind
should be easy. It doesn't take drastic measures to participate in a small act of kindness. Small
acts can grow into something larger and make an impact.

After reading this book to the class, I would ask the students to think about the characters'
actions and how they contributed to the story. I will show the students the front cover of the book
again and explain how the Illustrator showed a clear act of kindness without using words. I
would then ask the students to pair up and create something that illustrates kindness without
using any text. It could be a drawing, act, etc. I would use this story to teach students about how
their actions can impact people in a positive and negative way. Being kind to one another is an
important part of a classroom. It allows everyone to have a safe space to learn and be
comfortable.

Grades: K-3
● CCSS.ELA-LITERACY.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in
which they appear (e.g., what moment in a story an illustration depicts).
● CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events
● CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting)

6. Winter, Jonah. (2002). Frida. New York, NY: Arthur A. Levine Books.

Frida Khalo was a Mexican Painter known for her beautiful self-portraits and paintings
inspired by her hometown, Coyoacán, Mexico. It follows her early life and the hardships she had
to endure as she grew older. Of a family of 8, Frida’s mother has her hands full. She spent most
of her time with her father, who taught her how to use a paintbrush. One day, Frida became
extremely ill and was in the hospital for a while. She used this time to teach herself how to draw
which kept her company. Shortly after, she survived a chaostrophic bus accident that changed her
life. She could no longer walk without pain. Instead of letting this event take over her life, she
turned pain into something beautiful--her art.

I would use this biography to teach children about non-fiction text and the life of Frida
Khalo. The students will be able to answer questions about Frida Khalo’s challenges and how she
overcame obstacles throughout her life. The students will have the chance to relate to personal
experiences and have the option to share how they overcame a challenge in their life. The
students will also participate in activities including art projects while learning about this artist.

Grades: 2-4
● CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
● CCSS.ELA-LITERACY.RL.3.3
Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the sequence of events.

7. Tonatiuh, Duncan. (2014). Separate Is Never Equal: Sylvia Méndez and Her Family's
Fight for Desegregation. New York, NY: Harry N. Abrams.
Sylvia Méndez and Her Family's Fight for Desegregation dates back to 1947. This story
is an important part of history that resulted in the famous Westminster vs. Mendez case. After
Sylvia Méndez and her brother were denied enrollment in her local public school because of
their skin, they were told to enroll in the “Mexican school” that unfortunately didn't have quality
education. Their parents then petitioned to integrate schools so that all kids were able to receive
the same education and opportunities despite their backgrounds or skin color. After filing a
lawsuit against the Westminster school district and had success, there was an end to segregated
education in California.
I would use this book to teach students about the historical events that ended segregation
in education. The students will learn about the determination Sylvia Méndez and her family had
to create equality in schools. The students will be able to recognize how these major events and
people made an impact on how our education system is today through reading, and question and
answering activities.

Grades: 2-4
● CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
● CA.2.1. Social Studies: People Who Make a Difference
Students differentiate between things that happened long ago and things that happened yesterday.
 8. Numeroff, Laura. (2015). If You Give a Mouse a Cookie. New York, NY:
HarperCollins.

This fun fiction book tells a story about a hungry mouse and his never ending requests. It
is perfect for a classroom storytime that students will enjoy. It engages the students and gives
them the opportunity to make inferences about what he might ask for next. Laura Numeroff has a
series of stories with the same pattern that children will look forward to reading. If You Give a
Moose a Muffin, If You Give a Pig a Pancake, and If You Give a Dog a Donut by Numeroff are
all books teachers can read to follow.

During the reading, I will ask the students to make logical inferences from the events in
the story. The students will be able to share what they believe will happen next throughout the
story. As I read, I would give the students an opportunity to create multiple scenarios and
conclusions, allowing them to be creative and innovative.

Grades: K-2
● CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.

9. Mattick, Lindsay. (2015). Finding Winnie: The True Story of the World's Most
Famous Bear. New York, NY: Little Brown and Company.

Finding Winnie is a fictional book that tells a story of the inspired character
Winnie-the-Pooh. It follows the journey of a Canadian Veterinarian named Colebourn who tends
to sick military horses during World War I. Colebourn rescues a bear cub and names her Winnie,
after his hometown of Winnipeg. They create such a strong bond that Colebourn decides to take
Winnie along when it is time for him to ship out. Through their travels, Winnie brings delight
and happiness to Colebourn and the fellow soldiers. Eventually, Colebourn hands Winnie over to
the London zoo where he will meet Christopher Robin.
Finding Winnie is the perfect book to help tell the true story of the bear Winnie, who
inspired the beloved story book character Winnie-the-Pooh. After reading the story to the whole
class, students will be able to identify the main characters in the story. With prompting and
support from the teacher, students will identify the theme of friendship in the story. Students will
then have a discussion with a partner about who their friends are, and then draw a picture of
themselves and their friend in a favorite place.
Grades: K-3
● CCSS.ELA-LITERACY.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

10. Stevens, Janet. (1984). The Tortoise and the Hare. New York, NY: Holiday House.

This classic fable is based on two different characters, Tortoise and Hare who participate
in a race. Hare is very rude and flashy compared to Hare. He teases him about being extremely
slow at everything he did. Hare challenged Tortoise to a race. Although Tortoise thought he
could never beat Hare, his friends encouraged him to take part so that he can prove Hare wrong.
All of his friends helped him train and eat well to prepare for the big race. As soon as the race
began, Hare zoomed past Tortoise and made stops along the way. He was so sure he was going to
win, he even took a nap. By the time Hare woke up, Tortoise was inches away from the finish
line--he had won the race! That day, Hare learned an important lesson. Hard work, resilience,
and perseverance will bring reward.

After reading the story to the class, the students will work in pairs to complete a graphic
organizer to cite key details and identify the central message of the story. Students will be able to
draw or write their responses and will then complete a cloze activity, filling in key words from
their graphic organizer. Working in pairs, students will then rehearse their sentences, and rotate
to other pairs to read/share their sentences.

Grades: K-3
● CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or
lesson.
● CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central
message, lesson, or moral.