Final Text Set

Karla Aramayo
Michelle Lotz
Laura Carransa
Annotated Text Set
Low SES
Bromley, A. C., & Casilla, R. (2010). The lunch thief. Gardiner, Me.: Tilbury House.
A story of tragedy, morality, and compassion: The Lunch Thief is about a boy named
Rafael who witnesses his classmates (as well as his own) lunches being stolen each day by a
student named Kevin. Rafael takes his mothers advice to use your mouth before your fists and
finds out that Kevins community was recently destroyed by wildfires, so his family has very
little and now lives in a motel. In the end, the two boys become friends when Rafael invites
Kevin to share his lunch with him. This book would be an appropriate for a read-aloud in grades
2-5 due to the language used, the amount of text on each page, and the level of comprehension
necessary to fully understand the plot.
One idea this book touches on is that poverty can strike anyone at any time through
tragedy; in this case, it was a natural disaster. In Mary Cowheys book Black Ants and Buddhists,
there is an entire chapter on how to deal with children when tragedy strikes, which would be a
useful supplement if Kevin was one of your students. Another realistic aspect to this plot is that it
implies Rafaels family is of low socio-economic status as well: when he is at risk of getting
detention, Rafael states that his mother will be mad because he has to be home to babysit his
sister while his mother takes a shift at the hospital. This character development adds to the
diversity within the story by including a single-parent family. It also enriches its positive
message; Rafael is willing to share what he has with someone less fortunate, even though his
family might not have much to spare. Furthermore, with vibrant yet lifelike illustrations, the
characters are representative of a diverse community. Rafael is Hispanic, Kevin appears to be
Caucasian, their friend Alfredo looks to be African-American, and the other characters in the
background consist of a variety of skin tones.
The Lunch Thief would be a beneficial supplement to a lesson on ethics. The plot reveals
that sometimes people do bad things, but they dont always have bad intentions. At the surface of
the problem, it is clearly wrong that Kevin was stealing his classmates lunches. But then ask
students to consider how wrong it is if that stolen lunch is the only meal Kevin gets to eat all day.
Karla Aramayo
Michelle Lotz
Laura Carransa
This will allow the children to think critically about the situation at hand, which could then lead
to a class debate. A secondary lesson hidden within the main plot deals with bullying versus
joking. In the story, when Rafaels lunch is stolen he tells Alfredo that he forgot it, to which
Alfredo replies, Ha! You never forget food, as he pokes Rafaels belly. The illustration shows
both boys smiling. Later, Kevin calls Rafael Doughboy, and he hisses back Cut it out! The
illustration on this page shows Rafael is clearly unhappy. Sometimes children have a hard time
differentiating between the two, as we discussed with the No Name-Calling Week lessons.
These instances might be worth pointing out to start a discussion on when teasing is okay, and
when it becomes bullying.
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: The Lunch Thief

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.
Karla Aramayo
Michelle Lotz
Laura Carransa
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.
Croza, L., & James, M. (2010). I know here. Toronto: Groundwood Books/House of Anansi Pr.
I Know Here is a story about a little girl who loves her trailer park home where she
knows all of her friends, her school, and people in her neighborhood. One day she is informed
that she will be moving away from Saskatchewan, the place she knows so well, to Toronto and
becomes worried, but decides that she will draw a picture of everything and take it with her,
which helps her accept that she is leaving. I thought this book was great especially for the
Harrisonburg/Elkton area where many of the students live in trailer parks. In elementary school
many kids have to deal with friends moving away so it is relatable on many levels. I would
suggest this book as a read aloud for first grade and to read on their own for second graders.
One reason the story will be interesting to students because of the main characters living
situation. She lives in a trailer park without a television/ cable. Many students in the elementary
school I have practicum in live in trailers and do not have access to the Internet. They will also
be able to connect because of the plot. Many young kids have trouble dealing with moving away
or friends moving away so this could give them some ideas with how to cope. It can also open up
class discussions on students ideas of other ways to handle similar situations. This book is a
detailed but fairly easy read so it has enough information to keep the children interested but not
an overload so it isnt difficult to understand the plot.
Karla Aramayo
Michelle Lotz
Laura Carransa
In addition to the writing, the illustrations help engage the readers as well. They do a
good job to help convey what is going on and correspond to the text on each page. For example
the main character counts 10 trailers on the side of the road and there are pictures of ten trailers
on the page, and when she talks about the hill shes going to miss it shows the hill. The
illustrations are also done in a way that they look like paintings so it easily captivates the readers.
The culture in I Know Here, is also represented well. The story takes place in a low SES
community in Canada and although the main character talks about her life in a trailer park, it is
not overdone to the point where it doesnt seem genuine. She touches on the things her family
lacks but also describes the good things about her home so the reader does not develop negative
attitudes about those living in similar situations. The author lived near dams when she was
younger and moved several times so this helps create a story that is accurate. This would be a
good book to use if a class is getting a new student. They can talk about what the main character
felt and thought and use that to come up with ideas on how to make the new student feel
welcome in their classroom.

The story: I Know Here

X is interesting to children.
X offers children a variety of things to think about, question, or consider.
X is age-appropriate and children can understand what is represented.
X includes a problem and resolution.
X utilizes style and language that are appropriate for the childrens ages and
interests.
X
Karla Aramayo
Michelle Lotz
Laura Carransa
The illustrations:
X
X correspond to the text.

X hold the childrens interest while the text is read.
X enhance and add to the story.
X
X Children are exposed to multiple perspectives and values.

X
X The lifestyles of the characters are genuine and complex not oversimplified
or generalized.
X
X
traditions.

Henson, H., & Small, D. (2008). That Book Woman. New York: Atheneum Books for Young
Readers.
This story is about a young boy named Cal who lives high up on a mountain who cannot
read. A woman would travel no matter what the weather to deliver books to this family every
two weeks and would swap them. Cals family would try to give her what little they had in
return for the books however, she insisted that this was a free gift. Cal didnt care for the books
but once he sees the bravery and the faithfulness measures that this book woman takes to deliver
the gift of free books he becomes curious. Cal and his mother learn how to read from the books
that are dropped off and they are thankful for the gift the book woman has given them. This
book would be appropriate for Pre-K through 2nd grade especially for students who may not think
it is worth it to learn how to read. It would be beneficial to students that live in rural areas that
way the story is relatable.
Karla Aramayo
Michelle Lotz
Laura Carransa
This book is based on a true story about the Pack Horse Librarians who were known as
Book Women and they would travel to secluded areas that were far away from libraries and
schools to deliver books. The illustrations in the book are accurate and are captivating for
students. The book doesnt explicitly say that this family is of low socioeconomic status but it is
implied by them trying to give back to the woman by offering berries because that was all they
had and they said this isnt much. The setting of the book is set in the Appalachian Mountains
of Kentucky and uses jargon that they would have used in that time period and place. The text
uses words saying reckon, pap, and round. This adds to the setting of the story and makes it
true to what they would have said in that time period. The jobs the characters have is mainly
farming which is also representative of that time and place.
An activity that could be incorporated into the classroom is talking about how we can
each receive free gifts from people and that we dont need money to make an impact in
someones life. The gift of reading can be from our teachers, parents, or friends. It would be fun
to have kids in older grades then come down to the classroom and bring a book to read a child
with a child so that they can further their literacy development. Modeling good reading skills
will enhance their reading skills along with building good relationships with older students.

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: That Book Woman
utilizes style and language that are appropriate for the childrens ages
and interests.
The illustrations:
Karla Aramayo
Michelle Lotz
Laura Carransa


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.
Mills, L. A. (1991). The rag coat. Boston: Little, Brown.

The Rag Coat is a story about friendship, sharing, and bullying. Minna came from a
family that couldnt provide her with a coat and financial hard times. She suffered through
difficult times of losing her dad and beginning school without a coat at the age of 8. The quilting
mothers decide to get rags of cloth to make Minna a coat to keep her warm during the winter.
The first day she brings her coat to school, she is teased by her classmates and runs away from
school. She remembers the soothing words that her papa told her and returns to school where her
friends apologize and during Sharing Day she shares the significance of the coat and how it is
made up of multiple peoples stories. At the end she reconciles with her friends. I would read
this to a first to third grade classroom because it may be difficult for some students to understand
times of tragedy and loss. At this young age children are developing friendships with each other
and this story can remind them how we should all be kind with our words because we dont
know what struggles some students face and what their home life is like.
This story provides children with a multitude of themes such as poverty, bullying,
friendship, sharing, tragedy, and our individual stories. The characters are realistic in terms of
the occupation that Minnas father had in the that time period which was working in a coal mine
Karla Aramayo
Michelle Lotz
Laura Carransa
and then passing away from a miners cough and other related issues with mining along with her
mother who then took up quilting to provide for the family. The illustrations in the book are
captivating and can be used for children to make predictions about what may happen next in the
story. The family in the book emphasized their values and importance of having other people in
the lives. Minnas dad would always say, People only need people and nothing else. The
author in this book is represented in this book by stating in the acknowledgements that the
inspiration for this book was based on her own childhood.
After reading this book I would introduce an activity where the students would be able to
bring something for Sharing Day that represents who they are. It wont be something they like
such as toy but something that makes up a part of who they are. This could be done every Friday
that a different child would bring something in to share with the classroom. They could share it
and pass it around with class if they feel led to. It will allow for other children grasp an insight
to the values or traditions that this classmate may have and learn something new.

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: The Rag Coat
utilizes style and language that are appropriate for the childrens ages
and interests.
The illustrations:

Karla Aramayo
Michelle Lotz
Laura Carransa

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.
Sendak, M., & Wong, J. (1993). We are all in the dumps with Jack and Guy: Two nursery rhymes
with pictures. New York: HarperCollins.
The book We are all in the Dumps with Jack and Guy, follows the story of a young
African American boy who is kidnapped from poverty by giant rats. Two men named Jack and
Guy then chase after him and eventually get him back to raise them as their own. The story was
great if you could pick up on all of the clues in the illustrations and historical context but some
parts were a little hard to follow if there werent pictures to help. I would recommend this book
for 3rd grade at the earliest. It has intense themes and its most beneficial use would be to talk
about hardships and I dont think students younger than 9 could understand the book well
enough to apply it to conversation.
I believe students will be interested in the book because of the different types of character
interactions (human and animal) and the rescue aspect of the plot. It also rhymes which is great
for keeping childrens attention. Even though there is not a lot of text, the plot is thickened by the
detailed illustrations. While the drawings not only show what the text describes, they also add
more detail to the story. Newspapers have headlines that talk about homes foreclosing,
bankruptcy, the banks, homelessness, and famine. These details give the story a setting to be
placed in and set the tone for the book. In addition to the themes that are explicitly stated, there
are other groups that are hinted at such as orphans and gay couples.
Karla Aramayo
Michelle Lotz
Laura Carransa
Even though the illustrations and characters are from unstable living conditions their
morality is depicted in a positive light, as shown when the rescue mission began. The characters
dont have long conversations but rather shout reactions to situations in manners that would be in
line with the situation they are in. The lifestyles of the characters are shown in the illustrations
and although some might be a little bit exaggerated it isnt to the point to where it seems
culturally disrespectful, it is done in a way that emphasizes what is going on in the story. The
author was born right before the Great Depression so he had first hand experience watching the
world try to build itself back up from the collapse. In addition he had a partner who he was never
able to marry due to marriage equality laws. Because he was a part of those groups represented
in his book he was able to create a culturally conscious piece of literature. This book is a great
tool to introduce some of the hardships going on in the world. It can be used in an activity where
students can get into groups with each group assigned a hardship and they can talk about how
different situations affecting those involved.

The story: We are all in the dumps with Jack and Guy: Two nursery rhymes with
pictures.
X is interesting to children.
X offers children a variety of things to think about, question, or consider.
X is age-appropriate and children can understand what is represented.
X
X utilizes style and language that are appropriate for the childrens ages and
interests.
The illustrations:
X
Karla Aramayo
Michelle Lotz
Laura Carransa
X
X

generalized.
X The characters use speech that accurately represents their culture and oral
traditions.
X

X There is diversity represented within cultural groups.
Spinelli, E., & Iwai, M. (2000). Night shift daddy. New York: Hyperion Books for Children.
In this heartwarming story about family and blue-collar life told in couplets, Night Shift
Daddy takes the reader through a little girls nightly routine into the morning. Each night her
father reads her a story and tucks her into bed, but she watches out the window as he heads off to
work. When her dad returns from work in the morning, they enjoy breakfast together before the
little girl reads her dad a story, and tucks him into bed for the day. This book would be an
appropriate read-aloud for pre-K through first grade, due to its simple language, consistent
rhyme scheme, and relatability of the main character.
The illustrations in this story are on the more realistic side of cartoon, but the pictures
themselves include a lot of details in the background that would keep the attention of younger
children. The cute rhymes on every page are also developmentally appropriate, and would help
guide beginning readers. While the book never directly states that this family is of low socioeconomic status, it becomes clear through the illustrations and implications within the plot. The
family lives in a small apartment, above what appears to be a convenience store, in a bustling
Karla Aramayo
Michelle Lotz
Laura Carransa
city. The little girl watches her father take the bus to work, implying that they dont have a car;
Hes off to sweep, the little girl says, accompanied by an illustration of her father, the janitor,
sweeping the floor of a large building. One detail that the illustrator added to this story is that the
father appears to be of a different ethnicity than the mother, who appears to be Caucasian. This
added hint of diversity serves to acknowledge the growing number of multiracial families.
Although there isnt really a conflict/resolution aspect to the plot, I think one of the best things
about this story is that is focuses on the positive side of this familys situation. Having a parent
that works all night can be difficult for a family, and can strain the relationship of that parent
with their children. However, this story shows the joy in the little moments that this girl gets to
spend with her father. It also helps normalize this unconventional schedule for students who
hardly get to see their parents because theyre always at work.
Night Shift Daddy would be a good book to start a discussion about the different types of
jobs that require night shifts (janitors, construction workers, nurses/ER doctors, any position that
is on-call, etc.). Similar to a career day, where professionals come in to the classroom to tell
students all about their careers, you could modify the name to job day, or occupation day. This
would open the floor to those who dont necessarily have careers, but a job nonetheless, and
bring in guests who work these non-traditional hours. The class can prepare questions for these
workers about their daily/nightly routines and how they make time for their family, especially if
they have school-aged children. It would be even better if any of the students parents could
come in to share with the class, since parent involvement in the classroom is an integral part of
developmentally appropriate practice for early childhood education.

The story: Night Shift Daddy

Karla Aramayo
Michelle Lotz
Laura Carransa
utilizes style and language that are appropriate for the childrens ages and
interests.
The illustrations:
generalized.
traditions.

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Quality Childrens Picture Book Checklist

The story: The Lunch Thief

Quality Childrens Picture Book Checklist

The story: I Know Here

includes realistic, convincing characters.

are accurate in terms of setting, plot, and characters.

X correspond to the text.

Characters represent a variety of cultural groups.

X Children are exposed to multiple perspectives and values.

There are no negative stereotypes of the represented groups.

Good characters reflect a variety of backgrounds.

Quality Childrens Picture Book Checklist

are accurate in terms of setting, plot, and characters.

Characters represent a variety of cultural groups.

Mills, L. A. (1991). The rag coat. Boston: Little, Brown.

Quality Childrens Picture Book Checklist

are accurate in terms of setting, plot, and characters.

Characters represent a variety of cultural groups.

Quality Childrens Picture Book Checklist

includes a rich, thick plot.

includes a problem and resolution.

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.

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 author and/or illustrator are a part of the group represented.

Good characters reflect a variety of backgrounds.

Quality Childrens Picture Book Checklist

The story: Night Shift Daddy

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