Dayna Thomas

Multicultural Text Set

Theme: English Language Learners
October 10th, 2018

Mango, Abuela, and Me

Summary: Mia’s Abuela moved from her home country to live with Mia and her parents in
America. Although Mia and her grandmother live together, she still feels distance between the
two due to the language gap. Mia and her parrot, Mango take on the role of teaching her
grandmother English.
Appropriate grade level: 1-3
Three key words: practice, family, English/Spanish

Evaluation of the book:

This book is one that is great for children that implements a multicultural lens. The author did an
excellent job by making it fun, using Mango, the parrot, and Mia as the protagonists to show
young children as teachers. Additionally, the illustrations are able to hold interest during the story
and correspond to what is going on as well. Finally, both the author and illustrator are from a
Hispanic background.

Recommended Use:
One lesson that could be implemented is possibly teaching the children what objects are called in
Spanish around the classroom. During the story, Mia labels household objects for her Abuela in
English. The teacher could do the same, however, labeling classroom objects in Spanish.

SOL standards:
Reading
1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
The Keys to my Kingdom
Summary:
This book is a poem, written in three different languages. The poem follows a young girl through
a town back to her house where she paints beautiful pictures of her “kingdom”.
Appropriate grade level: 1
Three key words: Kingdom, keys, flowers

Evaluation of the book:

The book’s illustrations are beautiful and help tell the story very well. Additionally, they help
keep the reader’s attention, especially with a short poem like this one. Although the story doesn’t
have much of a multicultural meaning, the poem is written in English, Spanish, and French.

Recommended use:
After reading this poem, the children could participate in an art lesson, since the young girl ends
up painting at the end of the poem. To implement a multicultural strategy, the students could
label their drawing in a different language, and the teacher could explain how the poem is written
in two other languages, besides English.

SOL Standards:
Oral Language
1.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Begin to ask for clarification and explanation of words and ideas.
d) Use vocabulary from other content areas.

Say Hello
Summary:
Carmelita and her Mama go to visit her Abuela, on the way they see many people of different
ethnicities. The two of them say hello to the many people in their own language.
Appropriate grade level: PK-1
Three key words: Shalom, Jambo, Bonjour

Evaluation of the book:

This book has many ways of saying hello in different languages, and the characters represent a
large variety of cultural groups. Additionally, by saying hello in their native language the
characters use speech that accurately represents their culture and oral traditions. The illustrations
also show the different cultures as well.

Recommended use:
After reading the book, the students could practice saying the different ways saying hello to one
and other. After that, the teacher could put the different words up on the board and the students
could color and write their favorite new way to say hello to one and other. After this, every day
the teacher could say hello to his or her students in a different language from the book.

SOL Standards:
Reading
1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.

Tito Puente
Summary:
This book is a biography of Tito Puente, a Latino musician. The book describes how Tito had
always loved music his whole life, and always wanted to have his own band in the future.
Appropriate grade level: 1-3
Three key words: Orchestra, music, preformed

Evaluation of the book:

Not only is the story written in English, but there is a Spanish translation directly next to, or
under the English. The Spanish translation adds to the Latino background of Tito Puente’s life, as
his story is being told throughout the book. Puente’s life is shown as complex and is told very
well throughout the story. Additionally, the pictures add to the story and are very bright and
colorful, which helps to keep the reader’s interest.
Recommended use:
The students could participate in a music lesson after reading the story. To incorporate a
multicultural background, the teacher could use music by Tito Puente, or other Latino artists. If
the teacher wanted to continue to expose the children to multicultural music, he or she could play
music from other cultures on different days throughout the week.

SOL Standards:
Reading
1.9 The student will read and demonstrate comprehension of a variety of texts.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.

Jambo Means Hello

Summary:
This book goes through the Swahili alphabet and gives a word for each letter and the English
translation and a small background for each word, which gives a look into the Swahili culture.
Appropriate grade level: 1
Three key words: Jambo, Tembo, Ibada

Evaluation of the book:

The illustrations are beautiful and help give an excellent depiction of Swahili tradition and
culture based off each word that is being defined. However, I could see how young children
could become bored of this book easily, since it doesn’t have much of a plot or doesn’t tell a
story.

Recommended use:
The students could make their own alphabet books, possibly including things from their own
cultures or backgrounds. This lesson would most likely have to continue over a period of time,
however, the students could think about what they have around their house. This would also help
the students learn more about their peers’ cultures.

SOL Standards:
SOL Standards:
Reading
1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.