Faith CoLab: Tapestry of Faith: Chalice Children: A Program about Our Unitarian Universalist Community for Preschoolers

Activity 4: Story

Activity time: 5 minutes

Materials for Activity

  • Story book

Preparation for Activity

  • Choose a story from the following suggestions:
    • It’s OK to Be Different by Todd Parr, 2009. It’s also okay to need some help. It’s Okay to Be Different cleverly delivers the important messages of acceptance, understanding, and confidence in an accessible, child-friendly format featuring Todd Parr’s trademark bold, bright colors and silly scenes.
    • Am I a Color, Too? by Heidi Cole and Nancy Vogl, illustrated by Gerald Purnell, 1995. In verse, a boy considers his racial identity since his mother is Caucasian and his father is African American. He concludes that people are people, no matter what their labels or “colors.”
    • Lemon the Duck by Laura Backman and Laurence Cleyet-Merle, 2008. This gorgeous picture book is based on the inspirational true story of Lemon, the Pekin duck who was born in an elementary school classroom. Neurological issues make Lemon unable to walk, but with the support of a compassionate teacher and her students, Lemon is still able to become one happy duck.
    • Roland Humphrey Is Wearing a WHAT? by Eilee n Kiernan-Johnson, illustrated by Katrina Revenaugh, 2013. The story of a little boy’s quest to be his authentic self, dressed in pink and festooned with sparkles, in a world that frowns on boys who like “girly” things.
    • Shapesville by Andy Mills, 2003. Shapesville is a small town where five friends of various shapes, sizes, colors, and talents discuss their differences and celebrate what makes each of them unique.
    • Susan Laughs by Jeanne Willis, 2000. Told in rhyme, this story follows Susan through a series of familiar activities. Not until the end of the story is it revealed that Susan uses a wheelchair. Told with insight and without sentimentality, this is an inspiring look at a spunky little girl whose physical disability is never seen as a handicap.
  • Review How to Read a Story Book, under Resources in the Introduction.

Description of Activity

Hold up the book and say, in these words or your own:

Here’s how I am going to read the story. Does anyone need to move so that they can see and hear?

This will help children move if they need to and then get settled before the story is started, so they don’t interrupt the reading. It also reminds them that if they stand or sit right in front of the pages, others will be unable to see. Invite them to find a place to settle so that everyone can see. When all are ready, read the story. When you finish reading, ask if anyone has thoughts about the story that they would like to share.

Including All Participants

Have a child with hearing or sight difficulties sit near the reader.