Category Latinx Literature

Mar 19 2014

Diversity in Kid Lit was ‘On Fire’ at National Latino Children’s Literature Conference

My signed conference poster! The gorgeous artwork comes from Laura Lacamara's new book, Dalia's Wondrous Hair.

My signed conference poster! The gorgeous artwork comes from Laura Lacamara’s new book, Dalia’s Wondrous Hair.

By Lila Quintero Weaver

Let me float down to earth, grab a keyboard and pound out a report about the National Latino Children’s Literature Conference. That was my self-talk on March 15. The two-day conference, held at the University of Alabama and headed by mover-and-shaker Dr. Jamie Naidoo, had wrapped up at 4 pm the previous day.

Sixteen hours later, my whole being still felt tingly with the residual vibrations of what we’d experienced: great dialogue, stimulating talks, and warm connections with people passionate about the same thing, increasing diversity in children’s books. And it’s amazing how many presentations referenced last year’s incendiary New York Times article on minority characters in kid lit. The conference stirred my juices, but before I could touch my keyboard to write about it, Marianne Snow posted a great recap on her blog. There’s no way that I could improve on her account. 

That’s not the end of the story. Over the same weekend, The New York Times published a pair of essays from prize-winning YA author Walter Dean Myers and his son Christopher, an author-illustrator of note, on the scarcity of characters of color in children’s books. Spine tingling, timely, and powerful. Clearly, diversity in children’s books is a topic on fire!

And now, back to the conference. Since Marianne’s recap covers only the second day, here are select quotes and highlights from the first day:

NLCLC LogoLiterary agent Adriana Dominguez outlined some of the challenges facing Latin@ children’s literature: “Many editors think about Latino books as niche or institutional.” Neither of these spells the huge sales figures that the industry has become hungry for. She pointed to the Harry Potter phenomenon as a watershed moment in children’s publishing. Previously, marketing departments targeted libraries and schools, but the commercial success of Harry Potter and other blockbusters has shifted the dynamics.

Members of the audience asked how to best advocate for Latin@ children’s literature. Librarians can push these books, Dominguez said. She cited the late Rose Treviño as a personal mentor and a role model in the field of library services to children. Ms. Treviño was a beloved Houston public librarian who served the local Latin@ community and brought Latin@ books to the attention of a wider audience. Her passionate advocacy was captured in this extensive interview by Cynthia Leitich Smith.

Someone else asked, would more Latinos on the “inside” of publishing help to balance the equation? Yes, Dominguez said, because “you’re a stronger advocate for something you truly believe in.” She pointed out that graduate programs in publishing are recruiting zones for the “big five.”

In her keynote, recent Pura Belpré winner Meg Medina raised the topic of universal themes, those that address the experiences of all children, regardless of demographic labels. She reminded us that “Latino” is a uniquely American concept. Many Latin@ children grapple with the additional challenges of biculturalism. She shared that in her work, she strives to present a range of Latin@ characters, a “whole tapestry,” not merely those that the public has come to expect. (In her Monday post, Meg offered a terrific conference recap of her own.)

7789203Author-illustrator Laura Lacámara gave the day’s final keynote. Her journey into publishing has taken some interesting turns. She was first an illustrator of children’s books. Then came her debut as a writer, Floating on Mama’s Song, a story inspired by her mother’s devotion to opera. But Laura didn’t illustrate it; Yuyi Morales did. Now, hot off the presses is Laura’s newest book, her first to write and illustrate, the delightful Dalia’s Wondrous Hair (see the conference poster image, above). Count on a book talk in the near future!

The variety of breakout sessions boggled the mind. Thursday, I sat in on Lettycia Terrones’s illuminating talk on image-making in Latin@ children’s literature, followed by Araceli Esparza’s “Roots of Race in Chicano/Latino Picture Books,” another enriching experience. The next day, I heard an expert presentation by Catalina Lara on the Latin@ child and language.

Social media is an excellent tool, but let’s not forget the value of face-to-face meetings. They spark connections like nothing else. Next time you hear about a conference that addresses diversity or Latin@ children’s books, consider attending.

Mar 17 2014

Immigrant Stories and My Long Night in the ER

Sketch by Lila Quintero Weaver

Image by Lila Quintero Weaver, ©The University of Alabama Press

By Lila Quintero Weaver

I have long been riveted by immigration stories.  These days, my focus has turned to immigration’s impact on Latino children. I was an immigrant child. With my family, I bade farewell to our relatives, native culture and language, and set off into the unknown. Nearly all immigration stories hold these elements in common, but I have a growing preference for reading about journeys that only faintly resemble mine. They expand my understanding of current immigration issues and make me feel more connected to the wider Latino community.

My family emigrated from Argentina in 1961. We landed in Alabama. Latinos were rare in the American South back then, and in our new home the prejudice we encountered was subtle—especially taking into account the intense racial bigotry that vented its full force on African Americans, and which I, for one, was horrified to witness.

Things have changed in the South lately—indeed, across America, as the immigration picture grows ever more complicated. New stories are bound to emerge from these troubled times. My eyes are peeled for them, mostly because of what I’ve seen in my backyard.

The shift in Alabama’s tolerance for outsiders came home to me one summer night in 2005, during a five-hour stretch in the emergency room. Earlier that evening, floaters sprang up in my field of vision. These are sometimes an early warning of retinal separation. The ER physician couldn’t tell me much. He instructed me to see a specialist the next day. Good news: no retinal tear.

Now for the bad news. During those long hours in the waiting room, I caught wind of  heightened anti-Latino sentiment. Out of approximately 60 people seated in the waiting room, fifteen or so were Mexicans or Central Americans. Some spoke no English, and the ER was not prepared. When I overheard halting communication between one Spanish speaker and a flustered triage coordinator, I volunteered to interpret. Soon after that, other Latinos sought my help, including a young couple with a feverish baby. They had returned to the ER a second day in a row and after a long wait, still had not been attended. They feared they were being discriminated against. I checked with the receptionist and managed to resolve their concerns. So it went. My long wait turned into a flash education on the lives of recent immigrants.

As the evening wore on, I overheard white people sitting nearby making snide comments about the Latinos. Some even put on faces of disgust. My heart sank. Alabama had reached a tipping point, I realized. It was no longer the Alabama that my family encountered in 1961, curious about foreigners, but not threatened by us. And by us, I don’t mean that I perceive myself to be a target of revived bigotry. My complexion is too light to draw notice. And my English, correct and unaccented, slips past the radar of most bigots.

But never mind all that. Injustice against anyone offends me, and racial injustice boils my blood.

Alabama’s overall tolerance of brown-skinned people began to crumble in the years that followed my visit to the ER. A recent influx of Hispanic immigrants to the state—the Latino population almost doubled between 2000 and 2010—has stirred the ancient fires of bigotry. I started hearing misinformed grumblings about “illegals” milking public assistance. In the local newspaper, letters to the editor railed against Spanish signage. Recently, a candidate for governor ran on the promise to revert driver’s-license tests to English-only. Meanwhile, farmers, foresters, landscapers, roofers, and other business owners countered that Latino employees demonstrated superior work ethic. We want them here, they said.

Somehow bigotry won out, culminating in the 2011 passage of HB 56, the harshest anti-immigration law in the United States, modeled after legislation in Arizona. Immigrant communities, civil rights activists, and religious and economic sectors around the state raised an outcry before the bill was voted into law, but the legislative body had its mind made up. As a result, thousands of recent immigrants fled the state. Ultimately, federal courts diluted the law and Latinos with strong community ties and business connections returned.  

My alarm over the plight of new immigrants took me on a circuitous route to Latino children’s literature, where I’ve discovered a strong body of immigration stories. As an immigrant, I’m finding familiar ground and fresh exposures. I’m most riveted by the contrasts, and few stories present sharper contrast to my family’s safe passage than the books I’ve been reading lately.

Pancho Rabbit cover

This January, I read La Línea, by Ann Jaramillo, and Pancho Rabbit and the Coyote, an allegorical picture book by Duncan Tonatiuh. Both deal with the fictional experiences of undocumented immigrants. (Check back soon for corresponding book talks.) The power of these narratives has led me to Enrique’s Journey, a highly acclaimed 2006 nonfiction work by Sonia Nazario that follows the arduous journey of a Honduran teenager through similar territory. In 2013, an adaptation for young readers was released, and that’s the version I’ll discuss in an upcoming book talk.

Recently, The New York Times reported on the scientific connection between reading literary fiction and the development of “empathy, social perception and emotional intelligence.” How does this transformative effect take place? Good literature narrows the gaps that exist between us and the “other.” When a character is well crafted, we don’t have to share everything in common with her to enter her point of view.

Empathy, or at least clearer understanding of the human issues involved, could make a night-to-day difference in our society’s attitude toward new immigrants. Last year, I was pleased to spot a bestselling immigration story, Esperanza Rising, on the official school-designated summer reading shelf of my local Barnes & Noble. I would love to see more immigration titles added to reading lists and classroom settings, especially those that humanize current-day migrants. In fact, if I had one additional wish regarding these books, it’s that parents would read them alongside their children. Call me a dreamer, but I believe a steady consumption of strong immigration stories could help us stem the tide of xenophobia and fortify America’s claim on the proud distinction, “a nation of immigrants.”

——————–

And now for some related immigrant stories, told through the power of music. A music video directed by Alex Rivera for Aloe Blacc’s hit song “Wake Me Up,” features actual Latino immigrants reenacting the heartbreak of separation and the joy of reunion. The singer is of Panamanian descent.

Read more in Colorlines, where you’ll find a link to a second Alex Rivera music video on immigrant life, “El Hielo,” sung by La Santa Cecilia.

Mar 15 2014

Dear Hollywood: Please Consider Latinas for the “Matched” Movie

By Cindy L. Rodriguez

One of my seventh-grade Latina students, who never reads, had her nose buried in Ally Condie’s Matched the other day. She’s reading both The Giver by Lois Lowry and Matched as a companion novel for her Language Arts class. She stopped reading and looked at me as if something just occurred to her.

Student: Is Cassia Latina? Her name is Cassia Maria Reyes.

Me: I don’t know, but I’ll try to find out.

I searched online and thoughts ranged from definitely to definitely not. Some people seemed to think she had a Latin last name but was “probably white.” Hmmm. A person can be white and Latina, just as a person can be black and Latina. So, my search didn’t really answer my question.

I asked on Twitter and someone forwarded the question to Ally Condie (!) And she responded (!) She wrote: “She’s whatever you want/need her to be. But yes, I deliberately left that door open with middle/last names.”

Hmmm. Intriguing.

Condie did what I often do with my students when they ask me a question about what we’re reading, and they expect me to give them “the right answer.” Instead, I pull the ole switcheroo, as many teachers and therapists do, and ask them, “What do you think?” And then we discuss their thoughts and whether the text supports their ideas. Readers will never know an author’s every intention; the work is “out there,” open to interpretation. Well played, Ally Condie (a former teacher).

Since I couldn’t provide my student with a definite answer, here’s what I said:

Me: I don’t know. What do you think?

Student: I think she’s Latina.

Me: Okay, then. Keep reading and see if it comes up. Sometimes race and culture are important in a book, but sometimes those issues aren’t mentioned much.

I wish I could say more, but I am not an expert on minority representations in sci-fi and fantasy. I know from reading other blogs that this is a big issue, but I cannot speak to it with authority. Contact us if you can and would like to write a guest post. (Seriously!)

Then she asked:

Student: Is there a movie for this?

Me: There will be! And there’s going to be a movie for The Giver, too. How cool, you’ll have read both books before seeing the films!

She didn’t really share my enthusiasm about books before movies, but anywho….It got me thinking about the Matched movie, which is in development at Disney.

I’m all for fierce, smart, butt-kicking girls, but in the four most recent major movies based on young adult novels, the protagonists all look the same: long, brownish red hair and light skin. Here they are:

   

I know this has been discussed before, but my student made me wonder who Hollywood might cast as Cassia Maria Reyes. Online, the fan favorite is Nina Dobrev from the Vampire Diaries. Here she is:

Hmmm. I can see that, considering the cover of Matched looks like this:

But…since the author “left the door open” to the possibility that Cassia Maria Reyes is Latina, then I think it’s the perfect opportunity for Disney to do something different and make the Matched protagonist stand out from the others. I’m not saying they should hire a Latina “just because.” Choose the best actress to play the role, of course. What I am saying is the door is open; walk through it, Disney. At the very least, consider hiring a young, talented Latina actress who could totally pull off portraying a rebellious heroine on the big screen. Please take advantage of this opportunity. Do not limit your casting call to young women who “should be Caucasian,” which happened with The Hunger Games movie. Do not cause the internet to explode–yet again–as it did this week over the casting of Mara Rooney as Tiger Lily in the upcoming movie Pan.

Broaden your scope, Disney. Seize the moment. Take a chance. Live a little. I’ll even offer some suggestions of Latina actresses who have proven their talent (see below). Your people should call their people. Have lunch. Talk. Why not? I know at least one seventh-grade girl who would look up at the big screen and say, “Cool.” And I have the hope that most other people would, too.

Naya Rivera     Seychelle Gabriel     Victoria Justice   Francia Rasia   Premiere Of Disneynature's "Oceans" - Arrivals

Left to Right: Naya Rivera, Seychelle Gabriel, Victoria Justice, Francia Raisa, Bella Thorne

Mar 12 2014

Book Review: My Little Car by Gary Soto

MyLittleCarCoverBy Sujei Lugo

DESCRIPTION FROM THE BOOK JACKET: Teresa’s grandfather—her abuelo—gives her a fantastic little car for her birthday and she can’t wait to show it off to everybody. The car is so cool that the other bikes on the sidewalk part for her and even grown-ups turn their heads as she goes by. Teresa promises she’ll always take care of her beautiful carrito, but some promises are hard to keep. When Teresa’s abuelo comes to visit, will he even recognize his beautiful present?

MY TWO CENTS: Through a shiny book cover of a girl riding a little car with a big smile, Gary Soto and Pam Paparone introduce us to a Chicana first-grader named Teresa. Her confidence and pride are enhanced when she receives a toy lowrider for her birthday, a customized car originated by Chicanos in California. Paparone’s bright acrylic illustrations strongly complement Soto’s words to project the subculture surrounding lowriders and other features distinctive of some Chicano and Latino neighborhoods and their communities.

When we first meet Teresa she is feeling embarrassed by her tricycle, thinking that it was a toy for “little kids.” For her birthday, she receives a beautiful lowrider with a personalized plate from her abuelito, giving her an immediate sense of independence and the confidence of being recognized as a big girl. Through this gift and Teresa’s relationship to it, Soto presents us with two important themes: the obvious one is the importance of taking responsibility and care of your belongings and the second one is presented in a more nuanced way, and perhaps silently aimed to parents: how easy it is to break the “gendering” of toys and roles.

Once Teresa receives her carrito, she pedals non-stop down the sidewalk, around her neighborhood, and she even takes it to the playground car show, where she wins first place. But as the days pass, she becomes careless with her carrito: she leaves it out in the rain, it gets pooped on by birds, it’s crushed by her dad’s truck, and it even gets sticky from spilled soda. Her mother and grandfather get preachy and stern while teaching Teresa the importance of taking responsibility of her belongings and the preaching works: in the end she learns her lesson.

Interestingly, the book never gets preachy when dealing with the gender stereotyping of toys. We live in a society where we are constantly presented with gender-stereotyped toys in books, movies, TV shows, commercials, and stores. In this book we have a Chicana girl who disrupts the gender norms around cars as toys solely for boys, and who challenges the machismo present in Latino communities. Gary Soto shows formidable restraint by not including a single line in the book that says that girls should or shouldn’t do certain things. He just provides us with a story that normalizes girls liking toy cars by showing Teresa being happy with her gift and using it without any limits. Surely this portrayal is one that car-loving kids from any gender will identify with.

TEACHING TIPS: This picture book works well as a read aloud for parents, guardians, and librarians. It can be used to teach about responsibility and ownership, while at the same time, children can learn some words in Spanish. The book includes a glossary of the few words in Spanish incorporated throughout the story.

Spanish and Language Arts teachers (Pre-K-2nd grade) can use the text to not only teach Spanish words, but also to develop classroom activities, such as sequence of events, vocabulary, and alternate endings to the story. It is also useful to incorporate Mexican-American Studies to elementary school classrooms.

LEXILE: N/A

AUTHOR: Gary Soto is a Mexican-American author, who has written picture books, chapter books, poetry collections, young adult books, plays and novels. Soto, raised in Fresno, California, has a B.A. in English from Cal State and a M.F.A. from the University of California, Irvine. He has received several awards, including the 1977 Bess Hokin Prize, the Levinson Award, the Literature Award from the Hispanic Heritage Foundation, the American Book Award from the Before Columbus Foundation, the Andrew Carnegie Medal from the American Library Association and the Beatty Award for his book, Baseball in April. He is also the recipient of fellowships from the California Arts Council, the Guggenheim Foundation and the National Endowment for the Arts. In addition to his work as a writer, Gary Soto has taught English to Spanish-speakers as a volunteer. He divides his time between Berkeley, California and his hometown of Fresno.

Some of his selected books are: The Skirt, Pacific Crossing, Chato and the Party Animals, Baseball in April and Other Stories, Neighborhood Odes, Too Many Tamales, Chato’s Kitchen, Taking Sides, Off and Running, Cat’s Meow and Chato Goes Cruisin’.

ILLUSTRATOR: Pam Paparone is an illustrator of many books for children, such as: Raindrop Plop by Wendy Cheyette Lewison, I Like Cats by Patricia Hubbell, Flip, Float, Fly: Seeds on the Move by JoAnn Early Macken, The Tattletale by Lynn Downey and Of Number and Stars: The Story of Hypatia by D. Anne Love. She is also the author and illustrator of Cinco Patitos/Five Little Ducks and Who Built the Ark?  Her paintings have appeared on the cover of The New Yorker. Pam Paparone lives in Philadelphia, Pennsylvania.

My Little Car was one of commended titles of the 2007 Américas Award for Children’s and Young Adult Literature. For more information about My Little Car visit your local library or bookstore. Also check out WorldCat.org, Indiebound.org, Goodreads, Amazon and Barnes and Noble.

Mar 10 2014

Writing Tips and Diversity Points at the SCBWI Winter Conference

By Cindy L. Rodriguez

The Winter Conference of the Society of Children’s Book Writers and Illustrators in New York is kind of like a massive family reunion, with all 1,000+ people having a love of children’s literature in their blood. It’s very cool for me to break away from my full-time day job as a middle school teacher and attend this annual gathering of creative people who all want to be published or work in some capacity with kid lit. While this love of children’s literature is the common denominator at the conference, the attendants are diverse people with myriad interests. Because of this, my ears naturally perk up when speakers address diversity in publishing.

The SCBWI did not have a specific panel or break-out session dedicated to diversity in children’s publishing, but speakers included Raul Colón, Shadra Strickland, Jack Gantos, and Nikki Grimes. Also, the topic of diversity popped up throughout the conference as writers, illustrators, and editors offered great advice about craft.

During her Saturday session, Anica Rissi, an executive editor at Katherine Tegen Books, outlined seven essential things to remember about writing contemporary fiction.

  1. Just do it: write regularly. Make time for this in your life. Be fierce in protecting your writing time.
  2. Give the reader something to wonder about.
  3. Start with the story, not the back story. Throw us into the action.
  4. You need both external and internal tensions, a plot arc and an emotional arc. You need that emotional growth.
  5. Details should matter. Ask what is this book really about? Is every scene a part of that? When in doubt, take it out.
  6. You need to bring out relatable truths through your characters. Create timeless and timely essential relationships and show how the relationships change the character. During this part of her talk, she said, “Please don’t just write about white people and please don’t just write about straight people.” She added that diverse characters should not always be the “token best friend.” A writer should make every person in the novel “a real person,” she said.
  7. World building exists in contemporary fiction, too. Setting needs to be a character.

Later, Nancy Siscoe, a senior executive editor with Knopf Books for Young Readers, discussed seven essential things about writing the classic middle grade novel. They are:

  1. Audience: middle grade fiction is for readers 8-12 years old. It’s an age of independence, of becoming a person separate from your family. It’s an age of enthusiasm, optimism, and openness.
  2. Plot: Put your kid character in charge. Let them solve their own problems, keep them moving, keep the stakes high.
  3. Hope: You don’t need a happy ending, but you do have to have hope.
  4. Likeable characters: You want a main character your readers would want to be friends with, someone they will care about.
  5. Voice: Make it distinctive. It’s the quality that sets the tone and sets your book apart from others.
  6. Read it aloud: The writing should be smooth, clean, and clear. Middle grade books are often read aloud, so try it while writing.
  7. Heart: The quality that makes your own heart feel bigger and wiser and stronger for having taken the journey.
Some of the Latin@ titles at the book sale

Some of the Latin@ titles at the book sale

During her talk, Siscoe was asked about diversity. She responded by saying she is always on the lookout for diverse main characters. In fact, she said a “selling point” for the novel Unusual Chickens for the Exceptional Poultry Farmer, a middle grade debut by Kelly Jones set to release in 2015, was its Latina protagonist.

The final panel on Saturday was about book banning rather than craft. Susanna Reich, chair of the Children’s and Young Adult Book Committee for PEN American Center, floored me during this session. She said children’s and young adult books make up the vast majority of books on the ALA’s list of banned and challenged books. While I knew children’s books were often challenged, I didn’t realize that on the most recent list of the “Top 100 Banned/Challenged Books” from 2000-2009,” 72 of the top 100 are children’s and young adult books, with Harry Potter at the top of the list.

Reich also made the point that censorship isn’t only about removing books from shelves. Censorship also occurs when so few diverse titles make it onto the shelves. “It’s a form of censorship when the amount of multicultural kid lit published hasn’t increased in twenty years,” she said.

But what about those books that do make it onto the shelves? Well, it’s up to us to buy them. Reich quoted poet Alexis DeVeaux, who said, “Buying a book is a political act.” Reich challenged each of us to think about the books we choose to buy and read. Do we censor our book buying in any way? Do we make a conscious effort to read beyond our comfort zones? Do parents and teachers select books for their children and students that include diverse characters?

“Multicultural books can speak to all kids, not only kids of color,” said Reich.

Hear, hear! More details from Reich’s talk can be found here on the SCBWI site.

At the end of an SCBWI conference, I am always exhausted in a good way, with a thousand things to consider as a reader, writer, parent, and teacher. This year, the speakers in the sessions I attended reinforced the idea that I can help to promote diversity in children’s literature in each of these roles. Not only can I broaden my own reading interests, but I can expand reading choices for my daughter and my students. By doing this, I will support diversity in kid lit and the members of my SCBWI familia who write, illustrate, edit, and publish books with diverse characters.

Mar 6 2014

Book Review: Confetti Girl by Diana López

By Cindy L. Rodriguez

Confetti GirlDESCRIPTION FROM THE BOOK JACKET: Apolonia “Lina” Flores is a sock enthusiast, a volleyball player, a science lover, and a girl who is looking for answers. Even though her house is crammed full of her dad’s books, she’s having trouble figuring out some big questions, like why her father keeps retreating into his reading, why her best friend is changing their old rules, and, most of all, why her mother had to die last year. Like colors in cascarones, Lina’s life is a rainbow of people, interests, and unexpected changes.

MY TWO CENTS: In Confetti Girl, López masterfully blends serious middle school issues, like friendships and first kisses, with the even more serious issues middle schoolers face, such as the death of one parent and the paralyzing grief of the other. Apolonia “Lina” Flores is an easily lovable character with her crazy socks and desire to do well on the volleyball court and in the classroom. But everything starts to unravel as Lina’s dad gets lost in books and her best friend, Vanessa, gets lost in Carlos’s dreamy eyes. With her relationships already strained, Lina’s situation gets worse when she’s benched for failing grades.

What makes Confetti Girl not only an awesome middle grade read but also a great novel about Latin@s is how López seamlessly weaves in cultural details. She talks about how she decided to include certain details here. By using such things as cascarones and dichos throughout the novel, López introduces cultural specifics to readers without being preachy or teacher-like. In other words, I could see young readers responding with, “Cool, let’s make those,” or “Yup, my mom says things like that all the time,” instead of “Oh, that’s a Latin thing” (closes book). The Kirkus review of this novel put it this way: “An appealing coming-of-age novel set in a traditional Mexican-American town, in which Hispanic teachers, students and parents celebrate traditional American holidays such as Thanksgiving alongside such traditional Mexican observances as el Día de los Muertos and a Quinceañera.” Click here for the full review.

Confetti Girl, López’s first middle grade novel, was a winner of the William Allen White Award and named to New York Library’s “100 Titles for Reading and Sharing.” It was a commended title for the 2010 Américas Award for Children’s and Young Adult Literature, and Latinidad’s “Top Latino Book of the Year” for Middle Grade Category. It was also a Scholastic Book Club and Book Fair Selection.

TEACHING TIPS: Lots of great teaching tips, including discussion questions and activities, can be found on the author’s website. Click here for her “Teacher Resource” page and here for a PDF of a Teacher’s Guide for Confetti Girl.

Also, to align with the Common Core State Standards, teachers could easily mix this fictional novel with nonfiction articles that range from cascarones to the grieving process. Teachers could also bring in Watership Down by Richard Adams since it plays a significant role in Confetti Girl. Students could read Watership Down first and then read Confetti Girl to truly understand how the classic novel helps Lina to make sense of her own life.

LEXILE: 660

AUTHOR: Diana López is the author of the adult novella, Sofia’s Saints and the middle grade novels, Confetti Girl, Choke, and the recently released Ask My Mood Ring How I Feel. She is also featured in the anthologies Hecho en Tejas and You Don’t Have a Clue. She has been a guest on NPR’s Latino USA and is the winner of the 2004 Alfredo Cisneros del Moral Award. Diana teaches English and works with the organization, CentroVictoria, at the University of Houston Victoria.

For more information about Confetti Girl visit your local library or bookstore. Also check out Goodreads, IndieBound.org, WorldCat.org, Little Brown Books for Young Readers, Scholastic, Amazon, and Barnes and Noble.

You can also click here for a book trailer of Confetti Girl featuring the author!

Diana can also be found on the site Read to Write Stories, where she blogs about how to create conflict with subtext.