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Kindergarten Classroom Pedagogy Professor Sheryl Smith-Gilman

McGill University

Image of the Child Project…………………………………………………………………..p.2

Marketplace of Good Ideas………………………………………………………………….p.6

Enseigner à partir de livres………………………………………………………………….p.9

Plan de cours: mathématiques……………………………………………………………...p.11

Phonemic Chants…………………………………………………………………………….p.13

Language Games for Everyday Play…………………………………………..…………...p.14

Music Resources……………………………………………………………………………..p.17

Books………………………………………………………………………………………….p.18

Books for Cultural Education……………………………………………………………….p.25

Ressources en français……………………………………………………………………….p.26

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Image of the Child Project

This semester, in our Kindergarten Classroom Pedagogy class at McGill, we did an

arts-based project in collaboration with the Montreal Museum of Fine Arts. Carrying out this

project, and discussing potential images we could present, I gained a lot of insight into the kind

of teacher I hope to become. By doing this assignment, the importance of working with peers,

and of observing and listening to children became central components of the teacher identity I

want to achieve.

In the beginning, the first idea we submitted was to create a pop-up book in which each

page would show a different image of the child. We thought it was an appropriate concept

because pop-up books are appealing to children, and there are an infinite number of ways we can

represent children. We were planning to represent the child as a researcher on one page, as a

social being on another, and so on. We looked at the space between as being the space between

the pop-up picture and the page, and it was meaningful because without that space in between

the page and the image, you lose all the complexity of the image. It served to reflect how

children are much more than what adults see with their bare eyes.

However, despite being very excited about that first idea, while discussing what images

to include in our book, we realized that we, the adult educators, were imposing our own

perception on the child. Our idea then transformed into an interactive book with which the child

could create their own image by exploring and interacting with the material provided by the adult

educators. We tried to follow Brown’s properties of play that Lisa Wood mentions in her article

(2014) by making the book appealing, the tasks fun and flexibility, giving the possibility to

improvise, and by making the learning seem involuntary (Wood, 2014). Through that interactive

book, the adult would act as a guide and provide the child with scaffolding, but take a step back

and let the child create their own image by interacting and interpreting the material freely. We

decided to make each page cover one of the five developmental domains (we had to merge the

social and emotional domains into one) because Kostelnik, Rupiper, Soderman, and Whiren

stress the importance of each domain in the chapters they dedicate to them (Kostelnik, 2014).

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Although this project only spanned a few weeks, our discussions brought a lot of change

to our original perspective. Through what we learn at McGill, and the assignments we carry out,

I am gaining a better understanding of the benefits of letting students explore and construct

knowledge from their own prior knowledge and experiences. I also hold dear to the idea that

teachers can learn a great deal from children by observing them, and listening to what they have

to share. One thing that became clear during the process of making our interactive book is that

quality teaching and lessons take quite a long time to prepare. If we want to make sure we cater

to the wide variety of learners represented in our class, we, as teachers, need to put in a lot of

time and effort to first, get to know our students, and second, plan lessons that will engage our

students and help them develop.

What caught my attention the most in some of the other Image-of-the-child presentations

were the groups that had interviewed children as part of their process. Although our interactive

book reflects the importance of letting the child construct their own image, we never thought of

asking children what they thought represented them. The interviews for the Ambitious Dreamer

image were very interesting to listen to, and I liked how they used the children’s own drawings

of their future selves to create their Ambitious Dreamer poster as well. I was also impressed by

the group that took the time to research children’s rights, and put those rights at the center of

their image of the child. I absolutely agree with them that children and educators are often too

unaware of the rights children have, and that this must be rectified.

From this project, I have definitely retained that it is by taking the time to reflect, discuss,

and listen to children and peers that we can learn to better ourselves as educators. Children are

“colourful slates” - as one group titled their arts representation - and they are often surrounded by

adults who treat them as blank slates. I want to acknowledge that their slate of knowledge is as

colourful as mine, and that we can work together to add more colour to all of our slates.

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References

Kostelnik, M.J., Rupiper, M., Soderman, A.K., & Whiren, A.P. (2014). Developmentally appropriate curriculum in action. Upper Saddle River, NJ: Pearson.

Wood, L.P. (2014) Holding on to Play: Reflecting on Experiences as a K-3 Teacher. Young

Children, 69(2),48-56. http://www.naeyc.org/yc/files/yc/file/201403/YC0514_Holding_on_to_Play_Wood.pdf

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Marketplace of Good Ideas

Another project we did this semester was to create learning centers and present them. As students in the program Pédagogie de l’Immersion Française, we decided to create a drama center for a French immersion Kindergarten classroom.

Centre d’apprentissage en immersion

Théâtre de marionnettes

Objectifs L’objectif de notre centre d’apprentissage d’art dramatique est de créer un espace pour les élèves dans lequel ils peuvent communiquer et socialiser en français à leur aise. Le centre d’apprentissage leur permettra de participer dans un contexte flexible d’activités contrôlées par les enfants. L’enseignante sera présente pour fournir de l’aide et de la rétroaction corrective si nécessaire. Les activités Notre centre sera composé de cinq activités et les élèves auront la liberté de choisir l’activité qu’ils veulent. La première activité consiste d’un théâtre de marionnettes, dans lequel les élèves pourront travailler en équipe afin d’élaborer leur propre scénarios avec les marionnettes qui seront disponibles. Il y aura aussi une scène de décor avec des mots affichés à l’endos dont les élèves pourront se servir en interprétant leurs scénarios. Dans la deuxième station, du matériel d’art et des matériaux organiques seront fournis pour que les élèves puissent fabriquer leurs propres marionnettes et leurs propres décors de scène. Dans la troisième station les élèves auront accès à un Ipad, sur lequel ils pourront utiliser l’application “sock puppets”. Cette application les laisse choisir une variété de scènes et personnages. Ils peuvent également enregistrer leur voix pour faire parler les marionnettes. Certains personnages vont même jusqu’à transformer les voix

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enregistrées, ce qui donne l'opportunité aux élèves plus timides d'interagir oralement à travers les marionnettes. La quatrième station les élèves pourront s’amuser à faire des ombres chinoises. Il y aura un guide d’exemples d’ombres qu’ils pourront recréer sur un mur blanc. Dans la dernière station, les élèves pourront écouter des chansons françaises, qui seront jouées sur un Ipad. Les élèves seront déjà familier avec ses chansons, puisqu’elles auront été introduites au courant de l’année. Les apprenants auront également accès à des instruments de musique, qu’il pourront utiliser pour interpréter les différentes chansons jouées. Il est important de noter que tous les matériaux seront étiquetés afin de promouvoir le développement langagier des apprenants.

Compétences Préscolaires A travers toutes les stations de notre centre, les apprenants auront plusieurs opportunités de développer les six compétences préscolaires. Dans les cinq stations, les élèves pourront se développer sur le plan sensoriel et moteur; ils seront appelés à couper, coller, agiter des marionnettes, former des ombre chinoises et manipuler l’IPad et les instruments de musique. De plus, les élèves pourront apprendre à affirmer leur personnalité en faisant des choix concernant l’esthétique de leurs marionnettes ainsi que leurs paroles. En interagissant avec leurs paires à travers les différentes activités, les élèves apprendront à interagir de façon harmonieuse avec les autres, à résoudre des conflits et, ensemble, construiront leur compréhension du monde. Puisque tous les matériaux seront muni d’étiquettes, les élèves apprendront à reconnaître les noms des objets. De plus, les élèves pourront démontrer leur connaissances du français à l’oral durant leur performances théâtrales avec les marionnettes. À travers la création de marionnettes et le jeux sur l’IPad, les élèves devront effectuer plusieurs étapes pour mener leurs projets à terme. Principes de la méthode Reggio Emilia Notre centre d’apprentissage applique plusieurs des principes de la méthode Reggio Emilia. Nous proposons des activités centrées sur l’appréciation de l’esthétique comme la fabrication de marionnettes, de musique et d’ombres chinoises. Les ombres chinoises appliquent aussi le

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principe de transparence puisqu’elles invitent les enfants à interagir avec la lumière. La scène de théâtre - qui a été créée avec des éléments naturels tels que du bois, du sable et des cailloux - l’IPad et la station de musique encouragent la collaboration entre les enfants et la créations de relations d’amitié. Le centre comme tel est organisé de manière à évoquer l’appréciation esthétique des élèves et toutes les activités sont ouvertes et flexibles et sont centrées sur l’apprentissage engagé des élèves.

D’autres bonnes idées:

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Enseigner à partir de livres

Ledu, S. (2011) Mes P’tits DOCS - Tout propre!. Toulouse: Éditions Milan. [texte informatif]

Tout propre! Est un livre informatif qui parle des microbe et des bactéries, des maladies comme le rhume, de la transpiration et de différentes raisons et façons de se laver. Ce livre est particulièrement intéressant parce qu’il parle d’expériences de tous les jours que tous les enfants connaissent et ajoute des détails intéressants qui sont moins connus. Le livre parle de la propreté à différentes époques et des différents styles de bains dans quelques pays. Les images sont très colorées et les pages sont plastifiées. Le format du livre est assez petit, mais c’est le genre de livre que les élèves prendront plaisir à revisiter par eux-mêmes pendant leur temps libre.

Comme c’est un livre informatif, Tout propre! Ne se sert pas du même langage que les autres livres choisis, qui eux utilisent surtout un langage narratif. D’après Kostelnik, Rupiper, Soderman et Whiren (2014), on contribue au développement de la littératie des enfants en les exposant à du langage ayant des fonctions différentes (Kostelnik et al., 2014). En écoutant l’enseignante lire un texte informatif, les élèves sont exposés à cette fonction du langage et peuvent ensuite l’utiliser eux-mêmes pour décrire des expériences personnelles. Offrir de la variété dans le type de langage présenté aux enfants les aide à développer leurs habiletés communicatives et littéraires (Kostelnik et al., 2014). Activité 1: Jean dit.

Les élèves joueront au jeu de Jean dit, mais toutes les actions à performer seront en lien avec l’hygiène et la propreté comme dans le livre. Par exemple, “Jean dit: brosses toi les dents” ou “Jean dit: éternue proprement”. Les actions auront toutes étés visitées et pratiquées à l’avance. Les élèves auront donc la chance de bouger tout en écoutant des consignes en français et en revisitant les routines d’hygiène présentées dans le texte. Compétence préscolaire 1: Agir avec efficacité sur le plan sensoriel et moteur. Les élèves devront imiter avec leur corps l’action dictée par l’enseignante. Compétence préscolaire 3: Interagir de façon harmonieuse avec les autres. Comme c’est un jeu en groupe, les élèves devront respecter les consignes et participer de manière amicale. Compétence préscolaire 4: Communiquer en utilisant les ressources de la langue. Si le jeu se déroule bien, l’enseignante peut léguer sa place à un élève qui devra à son tour jouer le rôle de Jean et donner des consignes aux autres joueurs. Activité 2: Activité scientifique

Puisque le livre parle de l’importance du savon par rapport à l’hygiène et la propreté, les enfants feront des expériences scientifiques avec du savon. Ils auront à leur disposition plusieurs produits comme de l’eau, de l’huile, du vinaigre, du sel et des objets comme des cure-dents, un trombone, une paille, etc. Ils feront des observations, poseront des questions, feront des prédictions et toutes sortes de tests pour explorer leurs idées. L’activité sera bien surveillée, mais

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les élèves seront libres de faire les essais qui les intéressent. L’enseignante sera là pour les guider et répondre à leurs questions, mais pas pour leur dire quoi faire. Compétence préscolaire 1: Agir avec efficacité sur le plan sensoriel et moteur. Les enfants devront manipuler des bouteilles et contrôler le débit du liquide. Ils manipuleront aussi des petits objets de manière délicate. Compétence préscolaire 3: Interagir de façon harmonieuse avec les autres. Les élèves travailleront en petits groupes dans lesquels tout le monde aura la chance de participer de manière égale. Ils devront écouter les idées et les observations des autres, les comparer avec les leurs et bâtir à partir des observations et des idées des membres de leur groupe. Compétence préscolaire 4: Communiquer en utilisant les ressources de la langue. Les élèves parleront et discuteront de leurs observations entre eux afin de faire des prédictions, former des hypothèses et tirer des conclusions. Compétence préscolaire 5: Construire sa compréhension de monde. Comme les enfants ne se feront pas dicter exactement quoi faire avec leur matériel, ils devront faire preuve de créativité et devront ensuite discuter de leurs observations. Ils feront des prédictions en se servant de leurs connaissances antérieures et de leurs expériences personnelles qu’ils essaieront de transférer à cette nouvelle tâche. Référence: Kostelnik, M.J., Rupiper, M., Soderman, A.K., & Whiren, A.P. (2014). Developmentally

appropriate curriculum in action. Upper Saddle River, NJ: Pearson.

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Plan de cour: mathématiques

CANEVAS DE PLANIFICATION

DATE: 4 avril 2017

HEURE: Après la récréation (10h15~10h50)

GROUPE: Maternelle

DURÉE: 30-40 minutes ÉCOLE: École 253

LES COMPÉTENCES PRÉSCOLAIRES

(Apprentissages propres au développement

de l’enfant)

C1 : Agir avec efficacité sur le plan sensoriel et moteur en faisant du bricolage : découper des formes et les coller sur une feuille. C3 : Interagir de façon harmonieuse avec les autres en travaillant avec les autres membres de leur équipe. C4 : Communiquer en utilisant les ressources de la langue, car les élèves devront parler des plantes et compter les éléments en français. Ils devront aussi se parler entre eux en français. C6 : Mener à terme une activité ou un projet.

Les compétences

transversales

C4 : Mettre en œuvre sa pensée créative en représentant sous forme de bricolage les plantes devant eux. C8 : Coopérer. C9 : Communiquer de façon appropriée en travaillant en équipe et en parlant en français.

Domaine générale de

formation visé

Les mathématiques : compter des objets.

OBJECTIF(S)

(Compétence(s) ciblée(s) et leurs composantes)

Les enfants vont observer des plantes et des fleurs et compter les éléments qu’ils retrouvent sur chacune d’entre elles. Ils vont ensuite compter le même nombre de formes en papier pour reproduire les fleurs et les plantes en bricolage.

Objectifs langagiers : Le nom des chiffres de 1 à 20. Le nom de quelques parties de la fleur.

MATERIEL REQUIS : ENFANT ET

ENSEIGNANTE

Des plantes et des fleurs Une feuille de papier et un crayon pour écrire Du papier de construction, des ciseaux et de la colle pour bricoler

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TAILLE DU GROUPE,

LOCATION

· ~20 élèves · Dans la salle de classe

COMPETENCES PROFESSIONELLES :

C2 : Communiquer clairement et correctement dans la langue d’enseignement à l’oral et à l’écrit en expliquant la tâche aux élèves et en leur montrant comment utiliser le français en l’accomplissant. C3 : Concevoir des situations d’enseignement apprentissage pour les contenus à faire apprendre. J’ai moi-même conçu l’activité afin de travailler les mathématiques, plus spécifiquement pour se pratiquer à compter des objets. C4 : Piloter des situations d’enseignement apprentissage pour les contenus à faire apprendre. Je vais moi-même diriger la leçon que j’ai planifiée pour mes élèves. C6 : Planifier, organiser et superviser le mode de fonctionnement du groupe-classe en vue de favoriser l’apprentissage et la socialisation des élèves. Les élèves vont travailler en petits groupes, donc je vais me promener entre les groupes pour m’assurer que tout va bien, pour les aider en cas de besoin et pour les encourager à communiquer entre eux en français. C7 : Adapter ses interventions aux besoins et aux caractéristiques des élèves présentant des difficultés d’apprentissage, d’adaptation ou de handicap. Si certains élèves ont de la difficulté ou trop de facilité avec la tâche, je peux leur donner des plantes avec moins/plus d’éléments, ou simplement moins/plus de plantes. Je vais me promener et donner de l’assistance là où il y a un besoin.

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Phonemic Chants Acka Backa Acka backa soda cracker, Acka backa boo. Acka backa soda cracker, How are you! Acka backa soda cracker, Acka backa boo. Acka backa soda cracker, I love you! The Grand Old Duke of York (tempo challenge- be ready to move!)) Oh, the grand old Duke of York, He had ten thousand men. He marched them up to the top of the hill, And he marched them down again. And when they’re up, they’re up. And when they’re down, they’re down. And when they’re only halfway up, They’re neither up nor down.

Bippity Boppity Bumble Bee

Sit in a circle with your students. The teacher begins the chant , leg pat and addresses a child:

Teacher: “Bippity Boppity Bumble Bee, Will You Say Your Name For Me?”

The child responds, “Jennifer.”

Teacher: “Let’s all say it.” And the class says her name out loud, while patting once for each syllable.

Teacher: “Let’s all whisper it.” And the class whispers her name, while quiet-patting the syllables again, once per syllable.

Teacher and class: “Bippity Boppity Bumble Bee, Thank You For Saying Your Name For Me!”

If You Are Wearing… (sung to “If You’re Happy and You Know It”) If you are wearing red, shake your head. If you are wearing red, shake your head. If you are wearing red, Then please shake your head. If you are wearing red, shake your head. …..blue, touch your shoe... …..black, pat your back... …..brown, turn around...

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Language Games for Everyday Play

Fruit Bowl

· The children sit in a circle · The names of three fruits are chosen e.g. apple, orange, pear · Go around the circle giving each child a fruit name · One child stands in the centre of the circle he/she will call out one of the above fruits

and all children with that fruit name must swap places The object of the game is for the child in the centre to find a seat. The other children try to avoid being left in the centre. If the child in the centre shouts “fruit bowl” everyone swaps places. (This exercise helps the children’s concentration as they have to listen carefully to the fruit that is being called out, it is quite energetic and it usually happens that children are separated from their friends. They learn to adopt appropriate verbal and non-verbal behaviour to secure the attention of a partner, for example eye contact, gestures, facial expressions. They also will use language to perform common social functions What’s Happening Now?

· Make out a set of cards, with pictures for younger children or with sentences or phrases for older children

· One child takes a card and goes to the centre of the circle. S/he mimes whatever is on the card. (For example, s/he may mime someone golfing, getting up out of bed and dressing etc.) (Similarly the children may perform in pairs or small groups, where they work together to create the mime).

· The mime is frozen when the rest of the class begin to guess what the child is referring to. · Remind the children to mime things slowly with clear and expressive gestures.

(Mime and interpret gesture, movement and attitudes conveying various emotions. Quick Feelings

Ø Divide the classroom into four areas Ø Choose a feeling to go with each area of the room e.g. area 1 is happy land, area 2 is

angry land, area 3 is sad land, area 4 is nervous land Ø The children walk in a circle around these “lands” Ø When the educator calls “stop”; the children must act out the feelings of that land they

are closest to…. Ø The teacher moves around asking the children how they feel and why they are feeling this

way- who might feel that way? This game can be used with child taking on a fairy-tale character` or from another story. For example:

Ø Humpty Dumpty and I’m worried in case I fall off the wall Ø I’m the spider from Little Miss Muppet and I’m happy because I frightened Miss Muppet

and got to eat her curds and whey (Children are using language to perform common social functions)

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You Can’t Sell Me! · Teacher and the children discuss the animals that are on the farm. · The teacher takes on the role of Farmer Hogget and explains to the children that he has so many

animals on the farm that he just can’t cope with them all and will need to sell some of them. · In pairs or small groups go to different areas of the room and discuss reasons as to why they can’t

be sold. After a few minutes the teacher in role goes to the different groups saying: “Right I’m sorry but I just have to get rid of these sheep,” (the sheep may reply, in what they believe to be a sheep’s voice (maybe timid and nervous) “You can’t sell ME, I give you wool for your woolly socks and jumpers etc.)

· The farmer replies with “You’re right I really need that wool.” · This continues until the role of each animal has been assessed. Eventually the farmer realises that

his animals are too important to be gotten rid of and he will just need to get extra help. (This activity creates and sustains imaginary contexts) What’s the Story Rory?

· The children sit in a circle · One child is chosen to begin a story, he/she only says the first word · The children continue to say a word one after another, in quick succession until sentences and

stories are formed. (Once…upon.. a…time… (Similarly the children can say a sentence before the next person begins…) Follow – up: After discussion children can draw their favorite part of the story) Treasure hunts

· Teacher hides an object and then gives oral instructions to a specific child (or teams of children) to find the object.

· Emphasize spatial terms e.g. above, near, under etc. · Vary the complexity of the instructions according to the age of the children.

Variation 1: For older children, link to the writing system by including written clues that lead the child/ren to the hidden objects. Variation: Written clues could include rhyming clues e.g. look under something that rhymes. Children will comprehend instructions which use spatial terms. RIDDLES:

· Explain to the children that riddles are something like puzzles, in that clues (pieces) properly put together create a mental picture that gives the answer to the riddle. The riddles may be used in any order. It is unlikely that you will wish to use the entire exercise at one time. Example: I am often taller than a house. I am green in summer. Birds nest in me. I give shade when the sun is too hot. Sometimes I become part of a house or a fence or a chair. I rhyme with three. I’m a ____________. (tree). I am a building. I give shelter to animals. Horses sleep in me. I rhyme with table. I’m a ___________. (stable)

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I live in a pond. When I was very young I was a tadpole. I rhyme with log. I’m a _________. (frog) I am a small animal. I am grey. I like cheese. I say, “Squeak! Squeak!” I rhyme with house. I’m a __________. (mouse) I am an animal. I have a bushy tail. I hunt birds and small animals. I also like to eat eggs. I look like a little dog. I rhyme with box. I’m a ______________. (fox) I’m big and orange-yellow. I’m very, very hot. I’m in the sky. You mustn’t look at me. I rhyme with fun. I’m the __________________. (sun) I am a bird. I hunt at night. I eat mice and insects. I rhyme with howl. I’m an ____________. (owl) I am round and rocky. Sometimes I look yellow, and sometimes I look silver-white. You usually see me at night. I recently had some visitors from another planet. They left me a flag. I rhyme with balloon. I’m the ________________. (moon) Grandma’s shopping (Basket and objects, pictures of articles)

· Children sit in small groups. Smaller groups will maximise each child’s participation. · Teacher starts the game in his / her group by saying, “My Grandma is going shopping and at the

shop (takes an object or picture) she bought a cake” (in response to the toy cake or picture of a cake).

· The next person in the group says “My Grandma went shopping and she bought a cake and a (picks up an object or picture) bucket”

· The next person continues the same pattern “My Grandma went shopping and she bought a cake, a bucket and some bread” (Place pictures / objects in a shopping basket, out of sight, after each turn).

· Continue the shopping until a child gets the order incorrect or leaves out an item. (You can use this activity or game without any pictures or objects. Older children: Play this game by adding in adjectives (fruit cake), adjectival phrases (a bucket full of sand) or adverbial phrases (a kangaroo jumping over the rock)extending auditory memory)

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Music Resources Gagné, Denise (2003). Musicplay (kindergarten to middle school). Red Deer: Themes & Variations. http://www.musicplay.ca/ Dances and Games Choksy, Lois and David Brummitt (1987). 120 Singing Games and Dances for

Elementary Schools. Upper Saddle River: Prenctice-Hall. Gagné, Denise (1997, 2006). Singing Games Children Love. Red Deer: Themes & Variations. Gagné, Denise (2000, 2006). Movement Songs Children Love. Red Deer: Themes & Variations. Gagné, Denise (2000). Action Songs Children Love. Red Deer: Themes & Variations. Movement – Dalcroze Abramson, R. M. (1997). Rhythm Games for Perception & Cognition. Alfred Publishing. Abramson, R. M. (1998). Feel it! Rhythm Games for All. Alfred Publishing. Dale, Monica. (2002). Eurhythmics for Young Children. (Six Lessons for Fall. Six Lessons for Winter. Six Lessons for Spring.) MusiKinesis. Recordings Kindermusik – The fundamentals https://www.kindermusik.com/

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Books

Pattern Stories Bender, Robert. A Most Unusual Lunch. De Regniers, Beatrice Schenk. Going For a Walk. Domanska, Janina. Little Red Hen. Gag, Wanda. Millions of Cats. Jennings, Sharon. Jeremiah and Mrs. Ming. Krauss, Ruth. The Carrot Seed. Maris, Ron. I Wish I Could Fly. Minfong Ho, Hush! A Thai Lullaby

Songbooks Emberley, Barbara. One Wide River To Cross. Hoffman, Hilde. The Green Grass Grows All Around. King, Bob. Sitting on The Farm. (J784.624 Tu) Paint the Town December (A Multicultural Holiday Celebration) - Teacher's Edition by John Jacobson and Roger Emerson Multicultural books African American Aardema, Verna. Why Mosquitoes Buzz in People's Ears. Illus. by Diane and Leo Dillon. New York: Dial,

1975. Allen, Debbie. Christmas Soul: African American Holiday Stories. Illus. by Michelle Wood. New York:

Jump at the Sun/Hyperion, 2001. Angelou, Maya. Kofi and His Magic. Photos Margaret Courtney-Clarke. New York: Crown, 1996. Barber, Barbara E. Allie's Basketball Dream. Illus. by Darryl Ligasan. New York: Lee & Low, 1996. Barnwell, Ysaye M. No Mirrors in My Nana's House. Illus. by Synthia Saint James. San Diego, CA:

Harcourt Brace, 1998. Bloom, Valerie. Fruits: A Caribbean Counting Poem. Illus. by David Axtell. New York: Holt, 1997. Bolden, Tonya. Rock of Ages: A Tribute to the Black Church. Illus. by R. Gregory Christie. New York:

Knopf, 2001. Borden, Louise. Fly High! The Story of Bessie Colemena. Illus. by Louise Borden and Mary Kay Kroeger.

New York: M.K. McElderry, 2001. Bray, Rosemary L. Martin Luther King. Illus. by Malcah Zeldis. New York: Greenwillow, 1995. Bryan, Ashley. Ashley Bryan’s Book of African American Poetry. Illus. by Javaka Steptoe. New York:

Atheneum, 1997. Bunting, Eve. Smoky Night. Illus. by David Diaz. San Diego, CA: Harcourt Brace and Co., 1994. Burden-Patmon, Denise. Imani's Gift at Kwantzaa. Illus. by Floyd Cooper. New York: Simon & Schuster's,

1993. Carr, Jan. Dark Day, Light Night. Illus. by James Ransome. New York: Hyperion, 1995. Chocolate, Debbi. On the Day I Was Born. Illus. by Melodye Rosales. New York: Cartwheel/Scholastic,

1995. Coleman, Evelyn. White Socks Only. Illus. by Tyrone Geter. Morton Grove, IL: A. Whitman, 1996. Crews, Donald. Bigmama's. New York: Greenwillow, 1991. Davol, Marguerite W. Black, White, Just Right! Morton Grive, IL: Albert Whitman, 1993. Falwell, Cathryn. David’s Drawings. New York: Lee & Low, 2001. Feelings, Muriel. Moja Means One: Swahili Counting Book. Illus. by Tom Feelings. New York: Dial, 1971. Feelings, Murial. Jambo Means Hello: Swahili Alaphbet Book. Illus. by Tom Feelings. New York: Dial,

1976. Flournoy, Valerie R. The Patchwork Quilt. Illus. by Jerry Pinkney. New York: Dial, 1985.

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Ford, Juwanda G. Ford. Kenya's Family Reunion. Illus. by Cristina Ong. New York: Scholastic, 1996. Greenfield, Eloise. Grandpa's Face. Illus. by Floyd Cooper. New York: Putnam/Philomel, 1988. Greenfield, Eloise. Nathaniel Talking. Illus. by Jan Spivey Gilchrist. New York: Black Butterfly Children's

Books, 1988. Greenfield, Eloise. On My Horse. Illus. by Jan Spivey Gilchrist. New York: Harper, 1995. Grimes, Nikki. From a Child's Heart. Illus. by Brenda Joysmith. Orange, NJ: Just Us Books, 1993. Grimes, Nikki. C Is for City. Illus. by Pat Cummings. New York: Lothrop, 1995. Grimes, Nikki. Come Sunday. Illus. Michael Bryant. Grand Rapids, MI: William B. Eerdmans, 1996. Hoffman, Mary. Amazing Grace. Illus. by Caroline Binch. New York: Dial, 1991. Hoyt-Goldsmith, Diane. Celebrating Kwanzaa. Photos by Lawrence Migdale. New York: Holiday, 1993. Hudson, Wade. Jamal's Busy Day. Illus. by George Ford. Orange, NJ: Just Us Books, 1993. Hudson, Wade. I Love My Family. Illus. by Cal Massey. New York: Scholastic, 1993. In Daddy's Arms I Am Tall: African Americans Celebrating Fathers. Illus. by Javaka Steptoe. New York:

Lee & Low, 1997. Jackson, Bobby. Little Red Ronnika. Illus. by Rhonda Mitchell. Akron, OH: Multicultural Publications,

1998. Johnson, Angela. Do Like Kyla. Illus. by James E. Ransome. New York: Orchard, 1990. Johnson, Angela. Tell Me a Story Mama. Illus. by David Soman. New York: Orchard, 1989. Asian sotries: Baker, Keith. The Magic Fan. San Diego, CA: Harcourt Brace Jovanovich, 1989. Brown, Tricia. Konnichiwa! I Am a Japanese-American Girl. Photos by Kazuyoshi Arai. New York: Holt,

1995. Bunting, Eve. Jin Woo. Illus. by Chris Soentpiet. New York: Clarion, 2001. Bunting, Eve. So Far from the Sea. Illus. by Chris K. Soentpiet. New York: Clarion, 1998. Chin-Lee, Cynthia. A Is for Asia. Illus. by Yumi Heo. New York: Orchard, 1997. Chinn, Karen. Sam and the Lucky Money. Illus. by Cornelius Van Wright & Ying-Hwa Hu. New York: Lee

& Low, 1995. Choi, Yangsook: The Name Jar. New York: Knopf, 2001. Choi, Yangsook. New Cat. New York: Farrar, Straus, & Giroux, 1999. Ho, Minfong. Hush! A Thai Lullaby. Illus. Holly Meade. New York: Orchard, 1996. Louie, Ai-Ling. Yeh-Shen: A Cinderella Story from China. Illus. by Ed Young. New York: Philomel, 1982. Look, Lenore. Henry’s First-Moon Birthday. Illus. by Yumi Heo. New York: Atheneum, 2001. Mahy, Margaret. The Seven Chinese Brothers. Illus. by Jean and Mou-sien Tseng. New York: Scholastic,

1990. Melmed, Laura Krauss. The First Song Ever Sung. Illus. by Ed Young. New York: Lothrop, Lee &

Shepard, 1993. Merrill, Jean. The Girl Who Loved Caterpillars. Illus. by Floyd Cooper. New York: Philomel, 1992. Paek, Min. Aekyung's Dream. San Francisco, CA: Children's Book Press, 1988. Pak, Soyung. Dear Juno. Illus. by Susan Kathleen Hartung. New York: Viking, 1999. Partridge, Elizabeth. Oranges on Golden Mountain. Illus. by Aki Sogabe. New York: Dutton, 2001. Peacock, Carol A. Mommy Far, Mommy Near: An Adoption Story. Illus. by Shawn Costello. Morton

Grove, IL: A. Whitman, 2000. Rattigan, Jama Kim. Dumpling Soup. Illus. Lillian Hsu-Flanders. Boston, MA: Little Brown, 1993. Rattigan, Jama Kim. The Woman in the Moon: A Story from Hawai'i. Illus. by Carla Golembe.

Boston,MA:Little Brown, 1996. Rhee, Nami. Magic Spring: A Korean Folktale. New York: Putnam, 1993. Roth, Susan L. Happy Birthday, Mr. Kang. Washington, DC: National Geographic Society, 2001. Say, Allen. Home of the Brave. Boston, MA: Houghton Mifflin, 2002. Say, Allen. Grandfather's Journey. Boston, MA: Houghton Mifflin, 1993. Schlein, Miriam. The Year of the Panda. Illus. by Kam Mak. New York: Harper & Row, 1990. Stamm, Claus. Three Strong Women: A Tall Tale from Japan. Illus. by Jean and Mou-sien Tseng. New

York: Viking, 1990. Thong, Roseanne. Round Is a Mooncake: A Book of Shapes. San Francisco, CA: Chronicle Books, 2001. Young, Ed. Lon Po Po: A Red-Riding-Hood Story from China. New York: Philomel, 1989

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Hispanic With lovely illustrations and delightful texts, the following picture books feature positive portrayals of Hispanic and Latin American children. Strong images of these many cultures can make Hispanic and Latin American audiences feel admired and respected, while teaching non-Hispanic and non-Latin American audiences to appreciate these communities. Most importantly, these positive images can serve to remind us all of the universality of human life. Ada, Alma Flor. I Love Saturdays y Domingos. Illus. by Elivia Savadier. New York: Amelia's Road. Illustrated by Enrique Sanchez. New York: Lee and Low Books, 1993. ISBN: 1-880000-04-0. 2902. Ada, Alma Flor. Gathering the Sun: An Alphabet in Spanish and English. Illus. by Simon Silva. New York:

Lothrop, Lee and Shepard, 1997. ( Ancona, George. Carnaval. San Diego, CA: Harcourt Brace, 1999. Ancona, George. Harvest. Tarrytown, NY: Marshall Cavendish, 2001. Brusca, Maria Cristina. On the Pampas. New York: Holt, 1991. (Parents' Choice Picture Book Award) Buffett, Jimmy. Trouble Dolls. San Diego, CA: Harcourt Brace Jovanvich, 1991. Bunting, Eve. How Many Days to America? A Thanksgiving Story. Illus. by Beth Peck. New York: Clarion,

1988. Bunting, Eve. A Day's Work. Illus. by Ronald Himler. New York: Clarion, 1994. ( Bunting, Eve. Going Home. Illus. by David Diaz. New York HarperCollins, 1996. Cameron, Ann. The Most Beautiful Place in the World. Illus. by Thomas B. Allen. New York: Knopf, 1988. Castaneda, Carlos. Abuela's Weave. Illus. by Enrique O. Sanchez. New York: Lee and Low, 1993. Delacre, Lulu. Las Navidades: Popular Christmas Songs from Latin America. New York: Scholastic, 1990. DeRubertis, Barbara. Count on Pablo. Illus. by Rebecca Thornburgh. New York: Kane Press, 1999. Dorros, Arthur. Abuela. Illus. by Elisa Kleven. New York: Dutton, 1991. Dorros, Arthur. Isla. Illus. by Elisa Kleven. New York: Dutton, 1995. Dorros, Arthur. When the Pigs Took Over. Illus. by Diane Greenseid. New York: Dutton, 2002. Ehlert, Lois. Cuckoo/Cucu. Trans. By Gloria de Aragon Andujar. New York: Harcourt Brace, 1997. Elya, Susan Middleton. Home at Last. New York: Lee & Low, 2001. Garay, Luis. Pedrito's Day. New York: Orchard, 1997. Gershator, David and Phyllis. Bread Is for Eating. Illus. by Emma Shaw-Smith. New York: Holt, 1995. Hurwitz, Johanna.New Shoes for Silvia. New York: Morrow, 1993. Isadora, Rachel. Caribbean Dream. New York: Putnam, 1998. Kleven, Elisa. Hooray, a Pinata! New York: Dutton, 1996. Leiner, Katherine. Mama Does the Mambo. Illus. by Edel Rodriguez. New York: Hyperion, 2001.

(Americas Commended) Levy, Janice. Abuelito Eats with his Fingers. Illus. by Layne Johnson. Austin, TX: Eakin, 1999. Mora, Pat. A Birthday Basket for Tia. Illustrated by Cecily Lang. New York: Macmillan Publishing Co.,

1992. Reiser, Lynn. Tortillas and Lullabies. Illus. by Las Corazones Valientes. New York: Greenwillow, 1998. Riecken, Nancy. Today Is the Day. Illus. by Catherine Stock. Boston,MA: Houghton Mifflin, 1996. Zamorano, Ana. Let's Eat! Illus. Julie Vivas. New York: Scholastic, 1996 Native Stories "Silence is a major value in Native American culture, for silence is the token of acceptance, the symbol of peace and serenity, and the outward expression of harmony between the human and natural worlds." --Diane Long Hoeveler. Ahenakew, Freda. How The Birch Tree Got Its Stripes. Illus. by George Littlechild. Saskatoon,

Saskatchewan, Nanada: Fifth House, 1988. Ahenakew, Freda. Wisahkecahk Flies to the Moon. Illus. by Sherry Farrell Racette. Winnepeg:

Pemmican, 1999.

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Ancona, George. Earth Daughter: Alicia of Acoma Pueblo. New York: Simon & Schuster, 1995. Ancona, George. Mayeros: A Yucatec Maya Family. New York: William Morrow, 1997. Andrews, Jan. Very Last First Time. Fullerton, CA: Aladdin, 1998. Baylor, Byrd. One Small Blue Bead. Illus. by Ronald Himler. New York: Scribner's, 1992. Bruchac, Joseph. The First Strawberries: A Cherokee Story. Illus. by Anna Vojtech. New York: Dial, 1993. Bruchac, Joseph. Fox Song. New York: Philomel, 1993. Bruchac, Joseph and Bruchac, James. How Chipmonk Got his Stripes. New Ekoomiak, Normee. Artic Memories. New York: Holt, 1990. Goble, Paul. The Girl Who Loved Wild Horses. New York: Bradbury, 1978. Kesey, Ken. The Sea Lion. Illus. by Neil Waldman. New York: Viking, 1992. King, Thomas. Coyote Sings to the Moon. Illus. Johnny Wales. Toronto: Key Porter Kids, 1998. Moore, Reavis. Native Artists of North America. Sante Fe, NM: John Muir Publications, 1993. Scott, Ann Herbert. On Mother's Lap. Revised Edition. Illus. by Glo Coalson. New York: Clarion, 1992. Shemie, Bonnie. Houses of Bark: Tipi, Wigwam and Longhouse, Native Dwellings, Woodland Indians.

Montreal, Canada: Tundra Books, 1990. Wheeler, Bernelda. Where Did You Get Your Moccasins? Illus. by Herman Bekkering. Winnipeg,

Manitoba, Canada: Pemmican Publications, 1986. Yolen, Jane. Sky Dogs. Illus. by Barry Moser.San Diego, CA: Harcourt Brace Jovanovich, 1990. Zola, Maguido and Angela Dereume. Nobody. Illus. by Wendy Wolsak. Winnipeg, Manitoba, Canada:

Pemmican Publications, 1983. Jewish The Christmas Menorahs: How a Town Fought Hate by Janice Cohn A Mountain of Blintzes by Barbara Diamond Goldin. Illustrated by Aink McGrory. Gulliver/Harcourt, 2001 The Flying Latke by Arthur Yorinks. Illustrations by Willim Steig; photo illustrations by Paul Colin and Arthur Yorinks. Simon & Schuster, 1999 (0-689-82597-8) While the Candles Burn by Barbara Diamond Goldin. Illustrated by Elaine Greenstein. Viking, 1996 There's No Such Thing as a Chanukah Bush, Sandy Goldstein by Susan Sussman. Illustrated by Charles Robinson. Albert Whitman, 1983 Jewish Holidays All Year Round by Ilene Cooper. Illustrated by Elivia Savadier. Harry N. Abrams, 2002-teacher reference The Family Treasury of Jewish Holidays by Malka Drucker. Illustrated by Nancy Patz. Little, Brown-teacher reference Miriam’s Cup: A Passover Story. By Fran Manushkin. Illustrated by Bob Dacey. Scholastic Let My People Go! by Tilda Balsley, illustrated by Ilene Richard Nachshon, Who Was Afraid to Swim: A Passover Story by Deborah Bodin Cohen, illustrated by Jago Private Joel and the Sewell Mountain Seder by Bryna J. Fireside, illustrated by Shawn Costello The Little Red Hen and the Passover Matzah by Leslie Kimmelman, illustrated by Paul Meisel A Tale of Two Seders by Mindy Avra Portnoy, illustrated by Valeria Cis The Yankee at the Seder by Elka Weber, illustrated by Adam Gustavson

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Make a Wish, Molly by Barbara Cohen, illustrated by Jan Naimo Jones Jalapeno Bagels, Natasha Wing, Atheneum, 1996, Mexican/Jewish, male, fiction, illustrations by Robert Casilla. Light The Lights! A Story About Celebrating Hanukkah And Christmas by Margaret Moorman (Illustrator)

The Magic Dreidels: A Hanukkah Story by Eric A. Kimmel

Runaway Dreidel! by Leslea Newman

When Mindy Saved Hanukkah by Eric Kimmel The Matzo Ball Boy by Lisa Shulman, illustrated by Rosanne Litzinger Islam Muslim Child: Understanding Islam Through Stories and Poems (Hardcover) ~ Rukhsana Khan Rukhsana Khan (Author) › Visit Amazon's Rukhsana Khan Page My First Ramadan by Karen Katz (Author illustrator)Karen Katz (Author, Illustrator)

Night of the Moon: A Muslim Holiday Story by Hena Khan/Julie Paschkis (illustrator) Multicultural storybooks ANNOTATED BIBLIOGRAPHY Choi, Yangsook. New Cat. Frances Foster, 1999. (Asian American) While living in Mr. Kim's tofu factory, New Cat becomes a hero one night as she chases a mouse late and discovers fire. Richly illustrated, this story describes the everlasting bond between pets and people. Havill, Juanita. Jamaica and Brianna. Houghton Mifflin, 1993. (Biethnic) On the surface, this story is about the decision to wear pink furry versus cowboy boots. The underlying meaning, however, involves true friendship and hurt feelings backdropped with warm family and an ethnically diverse school. Kuklin, Susan. How My Family Lives in America. Simon & Schuster, 1992. (Multi-ethnic) Three children-an African American, a Hispanic American, and an Asian American-describe their families and how they've adapted to life in America. Photographs and first-person accounts detail the importance of each unique ethnic tradition. Mora, Pat. Tomas and the Library Lady. Knopf, 1997. (Latino) A true story in the life of Tomas Rivera, a famous writer and son of a migrant worker. Captivated by stories told by his grandfather, Tomas ventures to the library in search for more. Dream-like illustrations add depth to this testament to the power of libraries. Pinkney, Andrea Davis. Duke Ellington: The Piano Prince and His Orchestra. Disney, 1998. (African American) In this tribute to a jazz legend, words and pictures blend together in a fluid swing-easy manner that the Duke himself would have surely approved. An excellent biography for early readers.

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Soto, Gary. Snapshots from the Wedding. Putnam, 1997. (Latino) Maya, flower girl at the wedding, takes the reader on a tour of all the action-including behind-the-scenes-at a family wedding. Use of clay figures and three-dimensional scenes add to the fun. Van Camp, Richard. A Man Called Raven. Children's Book Press, 1997. (Native American) In an effort to teach two Native American boys why they should not abuse ravens, a stranger tells them a story of a cruel man who was punished by turning into a raven himself. Powerful illustrations exemplify the reminder that we can all learn from nature Durango, Julia. 2006. Cha-Cha Chimps. Illus. by Eleanor Taylor. New York: Simon & Schuster Children's Publishing. Ten little chimps do the cha-cha-cha in this counting concept book with a catchy beat. Mambo Jamba's is the place where hippos do the hokey-pokey, ostriches polka, and meerkats macarena. The dances are international from the jitterbug to the tango, with the little chimps sticking to their cha-cha-cha as a refrain. Lots of fun--until Mama chimp says, "Time for bed!" Park, Linda Sue. 2005. Bee-Bim Bop. Illus. by Ho Baek Lee. New York: Houghton Mifflin Company. Children delight in the rhythm and sounds in this fun-to-read story of a little girl anxious to eat her delicious traditional Korean rice dish of bee-bim bop. Besides beging a cheery picture book about the fun of shopping and cooking with Mama, the language itself is a pleasure to savor as well. At the end of the book, the author provides kid-friendly instructions for making bee-bim bop that a child and grown-up can do together. Park, Linda Sue and Julia Durango. 2005. Yum! Yuck!: A Foldout Book of People Sounds. Illus. by Sue Rama. Watertown MA: Charlesbridge Publishing, Inc. This playful book is a true celebration of language. Each fold-out page shows children around the world using different sounds to express their feelings. By looking at the expressions on the faces from many different parts of the world, the reader gets hints about what they are saying. Languages from French and Spanish to Farsi and Punjabi are represented as children around the world make "people sounds" such as happy surprise, sneezing, and cries to show delight or sadness. Sekaquaptewa, Eugene & Barbara Pepper. 1994. Coyote & the Winnowing Birds: A Traditional Hopi Tale. Illus. by Hopi children. Santa Fe, NM: Clear Light Publishers. Told by a respected Hopi elder and storyteller, this story is presented in both English and Hopi with illustrations by Hopi children. Coyote the trickster's plans backfire when the winnowing birds find a way to trick him instead. There is a gentle lyricism to the story, with an emphasis on rhythmic repetition. The book concludes with a primer on the Hopi alphabet, so readers can sound out and hear the original language of the tale. Schachner, Judy. 2006. Skippyjon Jones in Mummy Trouble. New York: Dutton Children's Books. If you haven't read any of the Skippyjon Jones books, you are in for a treat. They are terrific readalouds for home or the classroom. In his latest adventure, Skippyjon--a Siamese kitten who thinks he's a Chihuahua--wants to travel to ancient Egypt with his gang of Chihuahua amigos. Playful language abounds, as Skippyjon creates rhymes and sings songs, like this one (sung in a "muy soft voice"): "My chicos insist/and I dare not resist/the chance to meet a mummito." Stojic, Manya. 2002. Hello World! Greetings in 42 Languages Around the Globe! New York: Scholastic, Inc. In this book, readers can learn how to say hello in many different languages. Beneath each word translation is the phonetic spelling, so an adult can experiment with the different languages while enjoying the book with a young child. The large colorful illustrations also expose children to a world of skin colors, hairstyles, and cultural accessories . . . A great read filled with new sounds.

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Thong, Roseanne. 2000. Round is a Mooncake. Illus. by Grace Lin. San Francisco, CA: Chronicle Books LLC. In a walk through her urban neighborhood, a little girl discovers the shapes that surround her: round, square, and rectangle. Most of the images are specifically Asian, such as rice bowls and dim sum. The book provides a lesson in shapes as well as contemporary Asian-American culture. The rhymes are charming and unique: "Rectangles are inking stones/Paintbrush racks/and mobile phones. " It is a wonderful book to share with children about writing systems, as the family uses name chops to make an inky square shape, and paints characters using rectangle inking stones. Wyndham, Robert. 1998. Chinese Mother Goose Rhymes. Illus. by Ed Young. New York: The Putnam and Grosset Group. Traditional Chinese poems, lullabies, and counting songs are collected in this charming book. The translator, Robert Wyndham, stresses that his English versions cannot be exact equivalents, but are meant to capture the feeling and intent of the originals. Along the sides of each vivid illustration are the actual Chinese characters, so this book is perfect for sharing with families who want to read to their children in both languages. The playfulness with rhyming language is entertaining for young children and adult readers alike.

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Books for Cultural Education Ballantyne, E. (2001). The Aboriginal alphabet for children.

Bouchard, D. (1993). If you’re not from the prairie.

Brownridge, W.R. (1995). The moccasin goalie.

Campell, N. (2005). Shi-shi-etko. *

Cheng, A. (2000). Grandfather counts.

Cummings, P. (2004). Out on the Ice in the Middle of the Bay.

Downie, M.A. (2005). A Pioneer ABC.

Eyvindson, P. (1996). Red parka Mary

Gilmore, R. (1999). A screaming kind of day.*

Highway, T. (2001). Caribou song*

Loewen, I. (1993). My kokum called today.

Moak, A. (2000). A big city ABC.

Nanji, S. (2000). Treasure for lunch.

Nielsen-Fernlund, S. & Laliberte, L. (2004). Mromor moves in!

Pawagi, M. (1998). The girl who hated books.

Pendziwol, J. (2004). Dawn watch.

Quinlan, P. (1994). Tiger Flowers.

Ruurs, M. (2000). A mountain alphabet.

Sanderson, E. (1990). Two pairs of shoes.

Setterington, K. (2004). Mom and mum are getting married.

Spalding, A. (1999). Me and Mr. Mah.

Spalding, A. (2001). It’s raining, it’s pouring.

Thein, M. (2001). The Chinese Violin.

Trottier, M. (1995). The tiny kite of Eddie Wing*

Uegaki, C. (2003). Suki’s kimono.

Van Camp, R. (1998). What’s the most beautiful thing you know about horses?*

Van Camp, R. (1997). A man called Raven.

Ye, T. (1999). Share the sky.

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Ressources en français

Albums illustrés Agnant, Marie-Célie. (2003). L’oranger magique: Conte d'Haïti. (illustrations de Barroux). Saint

Laurent, Québec: Diffusion Dimedia. Campbell, Nicola I. (2010). Shi-shi-etko. (illustrations de Kim LaFave). Ste. Boniface: Éditions

les plaines. [French translation of Shi-shi-etko.) Campbell, Nicola I. (2010). La pirogue de Shin-Chi. (Illustrations de Kim LaFave). Ste.

Boniface: Éditions les plaines.[French Translation of Shin-chi’s Canoe. Canciani, K. (2013). Billy la bulle. Montréal: Bayard Canada Livres. Laferriere, Dany. (2006). Je suis fou de Vava. (illustrations de Frédéric Normandin). Montréal,

Québec: Les Éditions de la Bagnole. Laferrière, Dany. (2009). La fête des morts. (illustrations de Frédéric Normandin). Montréal,

Québec: Les Éditions de la Bagnole. Laferrière, Dany. (2014). Le baiser mauve de Vava. (illustrations de Frédéric Normandin),

Montréal, Québec: Les Éditions de la Bagnole. Ledu, S. (2011) Mes P’tits DOCS - Tout propre!. Toulouse: Éditions Milan. Maclear, Kyo. (2011) Fourchon. (illustrations de Isabelle Arsenault). Montréal: La Pastèque.

Translation of Spork. Maclear, Kyo (2012) Virginia Wolf. (illustrations de Isabelle Arsenault). Montréal: La pastèque.

Translated from English version Virginia Wolf. McCarney, R. (2013). Chère Malala. Montréal: Bayard Canada Livres. Translation of Every Day

is a Malala Day. Nelson, S. (2013). Le jardin de Clara. Paris: Flammarion. Nielsen, Fernlund, Susin (2007). Le collier magique. (illustrations de Geneviève Côté)

Montréal: Dominique et Compagnie. French translation of The Magic Necklace. Papineau, L. (2007). Les amis de Gilda la girafe. (M. Sarrazin, Illustr). Saint-Lambert,

QC : Dominique et compagnie. Rocco, J. (2013). Dans le noir. Éditions: Le Genévrier. Traduction française de Blackout. Serres, Alain. (2009) J’ai le droit d’être un enfant. Paris : Rue du monde.

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Tibo, G. (2006). Les quatre saisons de Simon. Toronto, Canada : Livres Toundra. Uegaki, Chieri. (2003). Le kimono de Suki. (illustrations de Stéphane Jorisch). Toronto: Les

éditions scholastic. French Translation of Suki’s Kimono. Warner, Jody Nyasha (2013). La determination de Viola Desmond. (illustrations de Richard

Rudniki) Toronto: Les éditions scholastic. French Translation of Viola Desmond Won’t be Budged.

Yee, Paul (1996). Le Train fantôme. (Illustrations de H. Chan) Toronto: Douglas & McIntyre /

Groundwood. (French Translation of Ghost Train) Poésie Rogé. (2010). Haiti Mon Pays poèmes d'écoliers haitiens. Montréal: Les Éditions de la Bagnole. Poèmes d’écoliers illustrés par Rogé. Rogé. (2012). Mingan mon village. Montréal: Les Éditions de la Bagnole. Poèmes d’écoliers innus illustrés par Rogé. Ressources Électroniques Canadian Literature for Social Justice https://canlitsocialjustice.wordpress.com Dessine-moi une histoire (Ressources pour la maternelle) http://dessinemoiunehistoire.net/chansons-comptines/ Livres Ouverts http://www.livresouverts.qc.ca Le Centre du livre jeunesse canadien/Canadian Children’s Book Centre (CLJC) http://www.bookcentre.ca/programmes IBBY Canada (International Board on Books for Young People) http://www.ibby-canada.org International Children’s Digital Library http://en.childrenslibrary.org/ Rocco Art - Website of the children’s book illustrator John Rocco http://roccoart.com/index.html