Book Fiesta! by Pat Mora

This Pura Belpre Award winner is a great book for children K-2 to celebrate El dia de los ninos! This is a historical fiction book about the Mexican celebration of The day of the child on April 30th. Pat Mora decided to extend the celebration and make it El dia de los ninos/El dia de los libros! to celebrate books as well. This book goes through the many places that children read on this day and the places their imagination takes them.

We believe this book is authentic because El dia de los ninos is an actual day celebrated on April 30th to celebrate children. This book can be used as a good introduction to what the day includes for young readers. This is a bilingual book with colorful and appealing pictures. At the end of the book, there is a letter from Pat Mora herself addressing the idea of book fiestas and the celebration of children and books which allows the reader to understand the author's reason for writing this book.

A K-W-L chart can be used as a pre, during, and post activity for this book. For the pre-reading activity, students discuss what they already know about El dia de los ninos and what they want to know. During reading, students can fill in information in the learned section of the chart. As a post-reading activity, students extend the learned section of the chart into a research activity to add what they learned from the book. Another post reading activity could be to have an actual book fiesta day in the classroom on April 30th, or another day dedicated to celebrate children and books!

Mama Goose: A Latino Nursery Treasury by Alama Flor Ada and F. Isabel Campoy

This Latino nursery treasury is a bilingual book full of lullabies, jump-rope songs, riddles and more from all over the Spanish-speaking world. This book is full of over 50 different folklore pieces that are loved by many children. This book is great for students in grades k-5 and can be very educational about the Spanish culture.

We believe this book is authentic because it is a bilingual book where every lullaby, song, or riddle is in both Spanish and English. In the beginning of the book there is an introduction to the Spanish culture and it explains how English-language learners are able to share this treasury. The book is divided into sections and in the beginning of each section it describes how the text is used in the Spanish culture. For example, one section is "nanas" or "lullabies," and it lists the different names that "nanas" carry in the Spanish culture and that they are used to put children to sleep, the same way our culture uses lullabies.

A pre-reading activity for this book could be to list some common lullabies, songs, and riddles that are known in our culture and see if they are in the book. A during reading activity could be to compare and contrast a rhyme or poem from the list made before reading to the Spanish version of that same rhyme or poem if it's in the treasury. A post-reading activity could be to have students write their favorite lullaby, song, or riddle, or create a new one on their own. The teacher could try to get a Skype session with Alma Flor Ada and F. Isabel Campoy so the students can share their favorite one or the one they created.

To join skype for free, visit this website http://www.skype.com/intl/en-us/home

Just in case by Yuyi Morales

This book by Yuyi Morales is a trickster tale and Spanish alphabet book that has won the Pura Belpre Honor Book award and the Pura Belpre Award. This colorfully illustrated book is about Senor Calavera and Zelmiro the Ghost finding the perfect presents to give Grandma Beetle for her birthday. Zelmiro keeps suggesting different presents to Senor Calavera making him later and later for the party. When he is finally ready to head to the party, him and all his presents fall off his bike because Zelmiro trips him. Senor Calavera was very sad and was not sure what to get Grandma Beetle now, but after thinking he realizes the present she would love the most is Grandpa Zelmiro.

We believe this book is authentic because not only does Yuyi Morales bring her own authentic piece to her literature being from Mexico, but the way she incorporates Spanish words throughout the story allow the reader to learn Spanish words and the Spanish alphabet. This book is ideal for students in K-3 who will be engaged in helping Senor Calavera deciding that he needs un acordeon, "an accordion for her to dance," and vainilla, "a fragrant vanilla pod." We also believe this book is authentic because it is based around a holiday still celebrated today called the Day of the Dead where people wear skull masks to honor their ancestors and those who have passed.

A pre-reading activity we thought that would be beneficial would be discussing the illustration on the front of skeleton Senor Calavera riding his bike. He is the skeleton from the Day of the Dead or Dia de los Muertos. Giving a little history lesson on what the Day of the Dead is and when it is celebrated will help give prior knowledge to what occurs in the story. A during reading activity would be to write down Spanish alphabet as it appears in the story so it can be compared to our own alphabet after reading. Another during reading activity could be to say the words of the presents that Senor Calavera wants to get Grandma Beetle. An after reading activity would be to take the Spanish alphabet, written down while reading and compare and contrast it to our alphabet. Another after reading activity could be to have students create their own lists of presents to buy using either the Spanish or English alphabet.

Esperanza Rising by Pam Munoz Ryan

This book written by Pam Munoz Ryan is also a Pura Belpre Award winner. Esperanza Rising is a young adult book geared toward students in grades 6th-9th. This book follows the life of 13 year old Esperanza who is leading a very privileged life with her mother, father, and grandmother in Mexico. After her father is killed, Esperanza and her mother must flee to California where their lives go from privileged to very difficult and from from luxury. Esperanza has a hard time accepting her new life and the changes that have all happened very abruptly. This book explores many history topics as well as exploring the feelings of the people that were affected by these times in history.

We thought this book was authentic for a couple reasons. One that was different from all of our other choices was that the author, Pam Munoz Ryan, used the life of her grandmother, Esperanza Ortega Munoz Hernandez Elgart, to form the story line for this book so although it is not nonfiction it is based on a story that is familiar to Munoz Ryan. Also, each chapter is named after a fruit or vegetable common in Mexican harvests. The story line accurately depicts the lives and times of Mexican immigrants during the Depression.

Due to the many history topics woven throughout this book, it can be used in many ways in the classroom. For a 6th grade class before reading a teacher could teach about the Depression and immigration and find out what the children already know about these topics. During reading the children can discuss and write about the many feelings Esperanza must be going through and make text to self or text to world connections. After reading, children can talk about what they think Esperanza learned through her hardships.

Click on this link to find an interactive on Esperanza Rising from Scholastic.com for your students to enjoy!

Dona Flor: A Tall Take About A Giant Woman with A Great Big Heart by Pat Mora

This book written by Pat Mora and illustrated by Raul Colon received a Pura Belpre award Illustrator Medal and a Pura Belpre Author Honor Book award in 2006. This tall tale is about a giantess, Dona Flora who lives in a very small village in the American Southwest. Although not accepted at first because of her differences, Dona Flora soon becomes very popular with her community neighbors because she is always helping the children. Then one day the noise of a huge unknown animal terrifies the people of the village and Dona Flor sets out with her animal friends to discover who or what is making such a loud, scary noise. At the end of the book, Dona Flor realizes it is just a puma whose roar is echoing through the valley.

This book is an authentic depiction of Latino/Mexican literature in a couple ways. First, Pat Mora skillfully weaves the Spanish language throughout the primarily English text seamlessly. The Spanish language is used in context and is coupled with English translations right within the same page so it makes for an easy-to-comprehend read although another language is used quite a bit. Also, Raul Colon's "intriguing combination of watercolor washes, etching, and colored and litho pencils" accurately depict a pueblo.

This book, which is geared toward young kids, grades Kindergarten-3rd grade, can be used in the classroom in various ways. Before reading, children can discuss what they think a tall tale is and which tall tales they might already know. During reading, the teacher can encourage the children to find what the Spanish words or sentences mean since the English translation is usually very close on the page. After reading, children could write their own tall tale using their knew knowledge of what a tall tale is and examples of some they may already know such as Johnny Appleseed or Davy Crockett.

A Pinata in a Pine Tree: A Latino Twelve Days of Christmas by Pat Mora

These Mexican American version of the well known Twelve Days of Christmas song by Pat Mora and illustrated by Mangaly Morales is a great book for young children, grades prekindergarten-3rd grade. This brightly colored book follows the tune of The Twelve Days of Christmas while including Mexican traditions mixed with those of American culture. The main character receives a new gift each day from her secret amiga, or friend. This book does a great job at mixing the Mexican and American cultures and customs.

We chose this book for various reasons. The first thing we noticed was at the back of the book both the author, Pat Mora and the illustrator Magaly Morales leave a note for the reader. Pat Mora talks about how she is a Latina that was born in the United States so she grew up celebrating Mexican holidays and singing American Christmas songs such as The Twelve Days of Christmas. She also discusses how much fun it was for her to create a book that mixes both culture and discusses some of the Mexican food dishes more in depth. Magaly Morales discusses how much fun she had illustrating the books and using "a fiesta of color, light, shadow, and detail to celebrate this most joyous of holidays." From both notes, the reader gains a sense of authenticity and true passion that both individuals share for not only what they do, but for these cultures and traditions as well. This book also contains Spanish language throughout the whole text. What we especially liked about this particular text was that in the illustrations on every page Morales has included pronunciation guides for both the numbers and the gift being received. This makes it easily accessible as the child or teacher is reading through the book rather than flipping to the back to make sure the word is pronounced correctly. There is also a glossary and pronunciation guide at the back of the book to assist the child or teacher with defining and pronouncing the Spanish words further. Yet another thing the author included that makes this book authentic is a blurb that states that, "In Spanish, the ending -itos or -itas connotes both diminutive and a tone of affection often used when speaking to children." This helps the reader more fully understand the language used throughout the book and why it is used the way it is.

This book can be used in the classroom in many different ways depending on the grade level it is being used with. With young children before reading, a teacher could have them guess from the cover what the book might be about (since the cover alone begins to mix the Mexican and American cultures) as well as talking about whether the children know what a pinata is or not. During reading, the teacher can stop and have the children repeat the Spanish words using the pronunciation guides. This will help the children get a feel of what the Spanish language sounds like and help them internalize the words being used. After reading, the teacher can provide the supplies to make class pinatas and help the children make them while discussing the use of pinatas in Latino/Mexican culture.

Click this link to see how to make pinatas with your class!

Blue and Green & Azul y Verde by Alma Flor Ada

These two books, one completely written in English and the other completely in Spanish are writeen by Alma Flor Ada and illustrated by F. Isabel Campoy. These books are informational texts as well as being being counting books and narrative stories. Because of the various text themes throughout these books, they can be used with children as young as prekindergarten and as old as high school. The main theme of these books is art. Each page contains a different piece of real Latino/Mexican art work as well as a short narrative piece containing the days of the week as well as the seasons and a portion counting things from the featured painting.

These two books are authentic for many reasons. Each piece of art featured throughout the texts was made by a native Mexican or from someone who has spent time in Mexico or has Latino/Mexican heritage. This makes the book authentic because all the art work portrays real life aspects of Mexico or Mexican life. Each book lists the artists and a small background as well as explaining the paintings used throughout the texts. This allows the reader to gain knowledge of accurate Latino/Mexican life and heritage.

These books can be used with all ages, from children learning to count to adults studying Mexican artwork or artists. Before reading, the teacher can introduce both books to the children and have them try to figure out the two languages used and compare the language. During reading, the teacher could have the children stop and discuss the paintings that interest them and talk about what they think it may mean or why the artist painted this particular piece. After reading, the teacher could have the children choose their favorite piece of artwork and research more about the artist or the particular painting and then depending on the age of the children, they could try to reproduce or mimic the artist's work.