Multicultural Text Set

Annotated Bibliography
LGBTQ+
Hall, M. (2015). Red: A crayon's story. New York, NY: Greenwillow Books.
Red follows the story of a red crayon that is just a little different. When he draws
strawberries it comes out red, when his mom tries to get him to mix with other colors. Red still
colors in blue. Then Red crayon meets berry crayon and berry asks him to draw blue water for
her boat and red is able to find his true identity, as a blue crayon. His friends and family then talk
about all the things that they want to draw with him as a blue crayon, accepting him for who he
is. This book would be appropriate for students 4 to 8 years old and of the preschool to 3rd grade
age. This book follows first the rejection of red, then the discovery of Red, and finally the
acceptance of who he really is.
This book is very interesting. Through the story of the crayon the students would be
introduced to stay true to yourself, even when you are different from everyone else. The book
relates to the LGBTQ+ community by red not feeling boxed in the stereotypically structure of
sexuality. Students would be interested in this book through the inviting and colorful drawings
and question what it means to be different then some of your peers. The illustrations are the star
of the book because you can clearly see that Red is different then other red crayons because
when he colors something it turns out blue. They enhance this difference and ultimately through
the acceptance of his peers and family. The book addresses stereotypes and then spins it into
positivity in the end of the book, through the acceptance of Reds family and friends. In the
beginning of the book Reds family and friends boxed him into a group that he did not identify
with a scolded him for it.
This book could be used to start discussions of differences within the classroom in a
positive light. One activity that could be used in the classroom is to ask each of the students to
pick out one color and then think of all of the things that are that color in the world. Then ask the
students to draw a world that contains only that color. After all of the students are finished you
can get the students talking about what it would be like to live in a world with only one color?
Compare the worlds and see the differences and show that living in a diverse world is beautiful!
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 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.
Hoffman, S., Hoffman, I., & Case, C. (2014). Jacob's new dress. Albert Whitman &
Company.
In the book, Jacobs New Dress, it starts as Jacob joins his friend Emily in the dress up
center of their classroom and they both put on the dresses. Another boy, Christopher, gets angry
at Jacob because he always wants to wear the dress instead of being a knight, cowboy, or
dinosaur. He goes home and is sad that he was teased for wearing the dress, but wants to wear
another to school. He tries to wear a dress made of towels to school, but Christopher rips it off
and teases him about it. Then after numerous conversations with his mom about wearing a dress,
they finally decide to make him one because his mom makes the point that there are many ways
to be a boy and not just the way Christopher thinks. Jacob wears his new dress to school and his
friend Emily loves it, but Christopher teases him for it again. At recess, Christopher decides that
they should play tag and its boys versus girls and Jacob was a girl. Jacob tells Christopher that
he loves the dress he made and feels great about himself n his dress, tags Christopher and runs
away with his dress flowing like wings.
The recommended age range for this book is preschool to grade three. The illustrations
are a mix of line drawings and watercolor paint, and they accurately depict the emotions of the
characters, especially Jacob, as the story goes along. The text is in a box or is located in an area
of the page that is a different color than the primary color of that page, making it easy to
differentiate whats the illustration and where the words are to be read. This story falls into the
LGBT+ category because its about gender-nonconforming, and letting a child just be a child and
make his or her own decisions. Its about breaking the stereotypes of gender roles and what it
means to be male or female. I had a student in my practicum class tell me my hair was too long
and that I looked like a girl with it, and I had to tell him that I didnt look like a girl because there
is more than one way to be a boy. This book can help students accept themselves and learn to
accept others. Also, it has Emily, a recurring character who stands up for Jacob and stands with
Jacob. This book can help show students how important it is to be a friend to others, and that
making friendships with people means being a friend with no judgments or hesitations.
This book can also be paired with a dress up activity where the students have to choose
an outfit that is of the opposite gender or something they wouldnt normally wear. Then they can
go play in their center time or outside, if they wish, wearing those costumes, and after we can
talk about the fact that they still played with each other no matter what costume they were in. Its
about acceptance and understanding that people like different things, and thats what makes them
unique. We can talk about who was a friend and things that they said to each other about what

they were wearing as well. That way they start building their vocabulary of acceptance, as well
as breaking down stereotypes.
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 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.
Kilodavis, C., & DeSimone, S. (2011). My princess boy: A mom's story about a young boy
who loves to dress up. New York: Aladdin.
The book, My Princess Boy, is a true story written by a mother who wanted her son to
feel loved and accepted, even though he wanted to wear a dress to school. It talks about all the
members of his family loving him even though he chooses to wear pink, sparkles, or a dress.
Even his friends that he has play dates with, boys and girls, dont mind that hes wearing a dress.
Its the strangers he interacts with, people in stores or homes he trick-or-treats to that laugh and
make fun of him for wearing the dress and being a princess. At the end of the story, it asks what
would you do if you came across a princess boy or had one yourself, would you play with him,
laugh at him, or accept him? In the story, the illustrations are very simple and look like theyve
just been freshly painted, as if a child is painting his or her story. There are no faces on the
characters, which further reinforces the acceptance piece because this way you can put your own
faces on all the characters, the mom, the dad, the brother, all the friends, and the princess boy,
instead of them being given and influencing how you read the story. The words on the page

curve up and down to represent the ups and downs the princess boy has throughout the story, and
how different people treat him.
The recommended age range for this book is from preschool to grade three. The simple
language and repetition of my princess boy, gives the reader an opportunity to connect to the
story because they have to associate themselves with the princess boy by the constant repetition
of my. IT makes the reader think about whether or not they would accept someone who
identified like the princess boy. Words that can be used along side this text is acceptance,
compassion, and unique, because they are all words that, we as people should use with each
other, free of judgment.
This book can be paired with a dress up activity where the students have to choose an
outfit that is of the opposite gender or something they wouldnt normally wear. Then they can go
play and have center time wearing those costumes, and after we can talk about the fact that they
still played with each other no matter what costume they were in. Its about acceptance and
understanding that people like different things, and thats what makes them unique. What would
you do?
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 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.

Newman, L., & Cornell, L. (2015). Heather has two mommies. Boston, MA: Alyson
Wonderland.
Heather has Two Mommies is about a little girl named Heather that has two mommies.
She goes to her first day of school and one of the students asked Heather what her daddy did.
When she responds that she doesn't have a daddy she gets nervous thinking that she was the only
one in the class that didnt have a daddy. Ms. Molly, her teacher asks all of the students to draw
their family. All of the students had different family structures. Ms. Molly reminds that students
that Each family is special. [And the] most important thing about a family is that all the people
in it love each other. This book is appropriate for students that are 3 to 7 years old, or in
preschool to 2nd grade. This book follows the acceptance of all family structures and the love that
comes from your families.
This book presents a different way to think about family structures and that each family is
special no matter what it looks like. I think that this is subject that would be easily understood by
a child, because they can relate to the different family structures presented at the end of the book.
The pictures in this book were recently updated in 2015, as a remake of this book from 1989.
The pictures are colorful and inviting and draw your eyes to the books. Also the drawings that
the students create are relatable because they look as if a lower elementary student drew them.
Through this book children would be exposed to multiple perspectives and there are no negative
stereotypes presented in the book.
This book would be a good way to introduce different family structures. If there were a
student in the classroom that had two mommies or two daddies this would show that they are not
alone and they dont have to ask the question, Am I the only one here who doesnt have a
daddy? The book could be followed with all of the students drawing a picture of what their
family looks like and would also give them the opportunity to talk about their family and why
they love them. This produces an environment of acceptance and inclusivity.
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 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.
Richardson, J., Parnell, P., & Cole, H. (2005). And Tango makes three. New York: Simon &
Schuster Books for Young Readers.
The book, And Tango Makes Three, is based on a true story of two male penguins, Roy
and Silo, at the Central Park zoo. These two penguins fall in love and do everything together.
When they build a nest together it feels empty because all of the other penguin couples had eggs
in their nest. The zookeeper, Mr. Gramzay finds an egg for Roy and Silo to take care of. They sit
on the egg to keep it warm and when it hatched Mr. Gramzay decided to name her Tango,
because it takes two to make a Tango. This would be appropriate for students 4 to 8 years old,
or preschool through 3rd grade. This book is about the penguin accepting their differences, loving
each other no matter what, and staying true to who they are.
The storyline is interesting because most of the characters are in the book. It gives the
chance for the students to think about different family structures in a different. The story presents
the problem that the two male penguins cannot lay an egg, and that problem is resolved by Mr.
Gramzay finding an egg for the two penguins to look after. The book has realistic characters
because it is a true story about these penguins. The book is written in the perspective of someone
watching and observing the relationship between the two penguins. The illustrations follow the
story line and enhance the text in a meaningful way. The lifestyles of the characters are genuine
and complex, because it is a true story. This book is inclusive of differing family structures,
because the two penguins are males. Any negative stereotypes are banished through the
acceptance of the community in the story. They cheer on Roy and Silo and welcome Tango to
the zoo.
This book a little more abstract, through the use of animals. This book would be a good
way to introduce children to the LGBTQ+ community, so that they can grasp the idea that family
structures can look different. An activity that could go along with this is incubating eggs. The
teacher puts all of the students into pairs and they learn about the eggs together, watch it grow,
take care of their egg, and finally hold their chicks together.
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 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.
Schiffer, M. B., & Clifton-Brown, H. (2015). Stella brings the family. Chronicle Books.
The book, Stella Brings the Family, is about an elementary school girl named Stella who
has two dads. Her teacher, Mrs. Abbott, told them that they could each bring in someone special
to them for their classroom Mothers Day party. Stella feels sad about the party because
everyone is bring a mom for Mothers Day, and she only has two dads. All day the students in
her class ask her who does certain things that their mothers do, and she has to tell them that her
dads do. It wasnt until the last thing when she said her a bunch of family members kiss her when
she gets hurt. So a classmate told her to bring them all in because they are all special to her.
Stella was skeptical, but she did and her class had a great time with her family. Each student
drew a picture of whom they brought, the people that were special to them, and then they all
shared them on the rug. Whens it all done, Mrs. Abbott says that she only needs to bring two
people for the Fathers Day party. The illustrations are very well done, and accurately show
whats going on in the story. I really like how the first couple words or phrases are a different
color and font from the rest on that page. I think that it gives the younger reader a starting point,
and shows them that this is where they need to start each page instead of looking all around for
the first word. The pictures take up most, if not all, of the entire page and some are even a two
page spread, so its crucial to have that differentiation in the words so the kids know what to look
for and where to start reading. Key words that can be used in tandem with this story are,
special, family, and unique. They all have to do with celebrating and loving your family,
while accepting and appreciating that everyones family is different and special too.
The recommended age range for this book is kindergarten to grade three. This book can
be used to have a conversation with a class about the LGBT+ community, and how they might
not identify with one of those letters, but a member in their family could like a mom or dad. It
can be used as an introduction into family structure as well. Everyones family is different from
the next, even if you live in the same neighborhood and go to the same school; your family is
going to be significantly different. The characters in the classroom are from all different cultures,

and it accurately shows the potential diversity in our future classrooms. Stella, who is assumed to
be white, has two white dads, however, Howie, who is assumed to be of Asian decent, has an
Asian mom and an African American Mom. Having gay parents can be a family structure linked
to anyone in the classroom, just like having straight parents.
A lesson that could go along with this book is having them draw their family and who
they consider to be special and significant to them. The idea of having a party in the classroom to
celebrate their families would be a lot of fun, but it isnt very practical because some parents or
family members might not be able to take off work for that long. Letting them draw their family,
like in the story, gives them the chance to dive deeper into reading compression and make the
connections from peer to family members. Its also a good chance for us, as teacher, to see what
goes on at home when conferences, back to school nights, and phone calls arent enough or
arent working. Drawing their special family members gives them the ability to be expressive
while learning about what it means to have a unique family, whether it includes gay parents,
straight parents, single parents, or grandparents.
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 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.