I have not yet used the protocol in my classroom.  However, I do find the guides at the back of the books to be incredibly valuable.  My process goes like this:  I read the book to myself, read the guide, and then reread the book to myself, thinking about how I can use the guide questions and information to enhance my read-aloud.  After that, I feel ready to give it a go with my class.

Many years ago, I had my first Muslim student.  I didn’t know anything about his religion and I didn’t seek out any information.  I remember learning that he was fasting for Ramadan and I thought it how terrible it must be for him.  I have since learned that fasting for the month of Ramadan is something that children look forward to participating in.  This year, when my student who is Muslim told me about fasting, I responded much differently.  This time I asked questions and responded with enthusiasm.  She really was happy to tell me about it.  I have a wonderful book called Lailah’s Lunchbox that I thought would be perfect to read to the class.  I thought my student might find it helpful if the class knew why she wasn’t eating in the lunch room.  She politely declined when I asked her if she’d like me to read it.  She said she’s read it and didn’t think it was a very good book.  I followed her lead and didn’t push it.  I don’t know much about Islam other than Ramadan being aligned with the moon and being a time to fast and pray.  I know that there are special foods and gifts that the families receive.