This Month™ · Close-up with… Voices of the Library

Pura Belpré

Librarian Storyteller Puppeteer Author
February 2, 1899 – July 1, 1982  ·  Cidra, Puerto Rico → New York City
🇵🇷 Puerto Rican Heritage 📚 Latino Books Month
Pura Belpré — illustration by Nikita Lai Jing Tse
First Puerto Rican Librarian · NYPL
Illustration: Nikita Lai Jing Tse

📖 Who Was Pura Belpré?

🌴
Where she was born
Puerto Rico — a beautiful island in the ocean
📚
Her job
Librarian — she worked in a library!
🗽
Where she worked
New York City, far from home

Pura Belpré loved stories. When she was little in Puerto Rico, people told folktales — stories passed down from grandparents and great-grandparents, told out loud instead of written in books.

🤔 What is a folktale? A folktale is a story that families tell each other, over and over, for hundreds of years. No book needed — just a storyteller and someone to listen!

Pura moved to New York City and got a job at the library. She was the very first person from Puerto Rico to work there. She told her stories to children — in English and in Spanish — so everyone could enjoy them!

Pura Teresa Belpré was born in Cidra, Puerto Rico, and grew up surrounded by the oral storytelling traditions of her island. She came to New York City in 1920 to attend her sister's wedding — and ended up staying for the rest of her life.

At the time, the New York Public Library was looking for young women from diverse backgrounds to serve the city's growing immigrant communities. Pura was recruited, and in 1921 she began her career — becoming the first Puerto Rican librarian at the NYPL.

What made her special: Before Pura, library story hours in New York happened only in English. Pura changed that. She held bilingual story hours — telling tales in both Spanish and English — and helped Spanish-speaking families feel that the library was a place for them, too.

She collected folktales from Puerto Rico, translated them into English, and turned them into books so children everywhere could read them. Her most famous story, Pérez and Martina, is a beloved Puerto Rican folktale she published in 1932.

Pura Teresa Belpré y Nogueras was born on February 2, 1899, in Cidra, Puerto Rico. She graduated from Central High School in Santurce and enrolled at the University of Puerto Rico — planning to become a teacher. But a chance trip to New York in 1920 for her sister's wedding changed the course of her life entirely.

The New York Public Library was actively recruiting young women from diverse ethnic backgrounds to serve the city's rapidly expanding immigrant populations. Pura was spotted and invited to join. She accepted, trained at the NYPL Library School, and in 1921 launched a career that would last over half a century.

Breaking barriers: Before Belpré, public libraries in New York operated as English-only institutions — a fact that effectively told Spanish-speaking communities they didn't belong. Pura challenged that assumption at every branch she worked, instituting bilingual story hours, purchasing Spanish-language books, and organizing programs around Puerto Rican cultural traditions like Three Kings Day (El Día de Reyes). Through her work, the 115th Street branch in East Harlem became a genuine cultural anchor for Latino New Yorkers.

She was not simply a librarian who told stories — she was a cultural preservationist. Belpré understood that the oral traditions of Puerto Rico risked being lost in the noise of immigration and assimilation. Collecting, translating, and publishing those folktales was an act of cultural rescue, and she pursued it with the care and urgency it deserved.

🎭 Stories, Puppets, and the Library Stage

Pura didn't just read stories. She made them come alive with puppets she sewed with her own hands!

🐭
Martina
A beautiful mouse in Pura's most famous story
🪲
Pérez
A cockroach who falls in love with Martina!
🃏
Juan Bobo
A silly, clever trickster from Puerto Rico
📖 Her first book: Pérez and Martina — a Puerto Rican love story about a cockroach and a mouse. Pura told this story at the library for years before she wrote it in a book!

Children who spoke Spanish at home finally heard their language at the library. Children who had never heard Spanish got to hear something brand new. Pura made the library a place for everyone.

Pura Belpré believed that stories should be experienced, not just read. She created elaborate puppet shows to tell Puerto Rican folktales, stitching and sewing her puppets by hand. Children would come from across the neighborhood to see them.

Pérez and Martina (1932): Belpré's first published book was a Puerto Rican folktale she had told at story hours for years — a romantic tale between a cockroach and a mouse. It was illustrated by Carlos Sanchez and published in both English and Spanish. It remains in print today.

She also published The Tiger and the Rabbit (1946), Juan Bobo and the Queen's Necklace (1962) — the first major Juan Bobo story published in the United States — and many others. Each book preserved a story that might otherwise have been known only to the families who passed it down by word of mouth.

In 1940, Belpré met African-American composer and violinist Clarence Cameron White. They married in 1943, and she left the library to tour with him and write. When White passed away in 1960, she returned to the NYPL as a Spanish Children's Specialist.

Pura Belpré's story hours were theatrical events. She sewed and crafted puppets by hand, constructing miniature stages, and transformed the library reading room into a space where Puerto Rican folklore came alive. Her performances attracted children and families from across her neighborhoods — and drew some of New York's most prominent Latin American figures to the 115th Street branch, including Mexican muralist Diego Rivera.

The literary work: Belpré's first published book, Pérez and Martina (1932), was rooted in a Puerto Rican oral tradition she had collected from her family. Over the following decades she published more than a dozen works — folktales, translations of English-language children's classics into Spanish, and original stories — building a body of work that constituted the earliest sustained collection of Puerto Rican children's literature published in the United States.

Her 1962 publication, Juan Bobo and the Queen's Necklace, marked a particular milestone: the first major Juan Bobo story — a beloved Puerto Rican trickster figure — to appear in a mainstream American children's book. In writing it down, she anchored a character who had existed only in oral tradition onto the permanent shelf of American literature.

She broke the barriers that had led the Spanish-speaking community to believe the libraries were only for people using the English language.

— description of Belpré's legacy, New York Public Library records

Between 1943 and 1960, Belpré stepped away from the library to travel with her husband, Clarence Cameron White, and focus on writing. His death in 1960 brought her back to the NYPL, where she spent her final professional years traveling across all five boroughs as a roving Spanish Children's Specialist — going wherever the children were.

📚 Selected Works

Pura wrote many books. Here are some of her most important ones! Click a cover to find out more.

Cover of Pérez and Martina
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1932
Pérez and Martina
A love story between a cockroach and a mouse — Pura's first and most famous book.
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Cover of Santiago
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1969
Santiago
A story about a boy who misses his home in Puerto Rico.
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Cover of Juan Bobo and the Queen's Necklace
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1962
Juan Bobo and the Queen's Necklace
Stories about Juan Bobo — a funny, clever trickster from Puerto Rico.
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Cover of Once in Puerto Rico
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1973
Once in Puerto Rico
Stories and legends from the island of Puerto Rico.
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Pura Belpré published folktales, original stories, and translations throughout her career. Each book was an act of preservation — putting Puerto Rican oral tradition into permanent form. Click a cover to read more.

Cover of Pérez and Martina
click to learn more
1932
Pérez and Martina
A Puerto Rican folktale about a mouse named Martina and her suitor Pérez the cockroach. One of the first Puerto Rican children's books published in the U.S.
flip back
Cover of Santiago
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1969
Santiago
An original story about a Puerto Rican child navigating life in New York City — one of the first such stories written for young readers.
flip back
Cover of Juan Bobo and the Queen's Necklace
click to learn more
1962
Juan Bobo and the Queen's Necklace
The first Juan Bobo story published in the United States — a Puerto Rican trickster character finally given his own book.
flip back
Cover of Once in Puerto Rico
click to learn more
1973
Once in Puerto Rico
A collection of Puerto Rican legends and stories — preserving oral traditions in book form for a new generation of readers.
flip back

Belpré's published works span four decades and constitute the earliest sustained body of Puerto Rican children's literature in the United States. Her books were acts of cultural rescue as much as literary production. Click a cover to read more.

Cover of Pérez and Martina
click to learn more
1932
Pérez and Martina
Belpré's debut, rooted in oral tradition. Published in English and later in Spanish. Still in print — nearly a century after first publication.
flip back
Cover of Santiago
click to learn more
1969
Santiago
One of Belpré's original fiction works — exploring the immigrant experience of a Puerto Rican child in New York. Illustrated by Symeon Shimin.
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Cover of Juan Bobo and the Queen's Necklace
click to learn more
1962
Juan Bobo and the Queen's Necklace
The first major Juan Bobo tale in mainstream American publishing — a milestone in Puerto Rican folk literature's presence in the U.S.
flip back
Cover of Once in Puerto Rico
click to learn more
1973
Once in Puerto Rico
A collection of Puerto Rican legends aimed at preserving island oral traditions. One of several Belpré works that functioned as acts of cultural preservation as much as children's literature.
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🌟 Legacy & The Pura Belpré Award

Pura Belpré passed away in 1982. But her stories are still alive today! Because of Pura, libraries all over New York City started buying Spanish-language books and welcoming families who spoke Spanish.

🏅 An award named after her! Today, every year, a special prize called the Pura Belpré Award is given to the best books for children by Latino authors and artists. It's named after Pura because she was the first person to make sure those stories had a home in the library.

Pura showed us that every child deserves to hear stories in their own language — and that libraries belong to everyone.

Pura Belpré retired from the New York Public Library in 1968 and received the Mayor's Award for Arts and Culture in New York City. She continued writing and advocating for Latino children's literature until her death in 1982.

The Pura Belpré Award: In 1996 — 14 years after her death — the American Library Association and REFORMA established the Pura Belpré Award. It is given annually to the Latino author and illustrator whose work best portrays and celebrates the Latino cultural experience in literature for young people. It was the first major award of its kind in American children's publishing.

Her legacy extends beyond her books. She helped transform the New York Public Library into a multilingual institution. She proved that a public library could — and should — serve every community in its city, not just the English-speaking majority.

Belpré's final years at the NYPL were spent as a traveling Spanish Children's Specialist, visiting branches across all five boroughs and bringing her bilingual programming to communities throughout the city. She retired in 1968 and received the Mayor's Award for Arts and Culture from New York City. She continued to write and speak until her death on July 1, 1982.

The Pura Belpré Award: Established in 1996 by the American Library Association and REFORMA (the National Association to Promote Library and Information Services to Latinos and the Spanish-Speaking), the award is given annually to the Latino writer and illustrator whose work best portrays and celebrates the Latino cultural experience in literature for young people. It was the first award of its kind — and it bears her name because no one embodied the mission more fully.

The deeper legacy is structural. Belpré's career established the principle — radical in 1921, now foundational — that a public library's obligation extends to every language spoken in its community. The bilingual story hour, the Spanish-language book collection, the culturally specific programming: these are now standard practice in American public libraries, and Pura Belpré is among the people who made them so.

💡 Did You Know? The New York Public Library named a branch after Pura Belpré. The Pura Belpré branch opened in the South Bronx — one of the neighborhoods where she spent much of her career serving Spanish-speaking families.
Timeline
⏳ Pura Belpré's Life Journey
Learning Level: K–1
1899
🌴 Born in Puerto Rico

Pura was born on a beautiful island called Puerto Rico, a place with warm weather and wonderful stories.Pura Teresa Belpré was born on February 2, 1899, in Cidra, Puerto Rico — a place with a rich tradition of oral storytelling.Pura Teresa Belpré y Nogueras was born February 2, 1899, in Cidra, Puerto Rico. She grew up immersed in the island's tradition of oral folktales passed through generations of family.

1920
🗽 Arrives in New York City

Pura came to New York City for her sister's wedding — and decided to stay! She loved the big, busy city.Pura traveled to New York City in 1920 for her sister's wedding. While there, she was invited to train as a librarian — and a remarkable career began.In 1920, Belpré traveled to New York for her sister Elisa's wedding. The NYPL was actively recruiting young women from diverse ethnic communities; Belpré was spotted and recruited. She never returned to live in Puerto Rico.

1921
📚 First Puerto Rican Librarian at the NYPL

Pura got a job at the New York Public Library — the very first person from Puerto Rico to work there!In 1921, Pura became the first Puerto Rican librarian hired by the New York Public Library. She started at the 135th Street branch in Harlem.Belpré began her library career at the 135th Street branch in Harlem. She immediately began Spanish-language programming — bringing Puerto Rican folktales to children who had never heard them in a public setting.

1929
🏛️ Moves to 115th Street Branch

Pura moved to a library in East Harlem, where many Puerto Rican families lived. She brought her stories with her!Pura transferred to the 115th Street branch in East Harlem — a neighborhood at the heart of New York's Puerto Rican community. Her bilingual story hours became famous throughout the area.The 115th Street branch in East Harlem became the center of Belpré's work. Belpré's programs drew families who had never felt welcome in a library before. The branch became a cultural institution within the community.

1932
📖 Publishes Pérez and Martina

Pura wrote her first book — Pérez and Martina — a Puerto Rican love story about a cockroach and a mouse!Pura published her first book, Pérez and Martina — a Puerto Rican folktale she had told at story hours for years. It was one of the first Puerto Rican children's books published in the United States.The publication of Pérez and Martina in 1932 marked a milestone: the first Puerto Rican folktale to appear as a mainstream American children's book. Belpré had told the story orally for over a decade before committing it to print.

1943
💍 Marries & Leaves the Library

Pura got married and took a break from the library to travel and write more books.Pura married composer and violinist Clarence Cameron White in 1943. She left the library to travel with him and focus on her writing.Belpré married Clarence Cameron White, a prominent African-American composer, in 1943. She resigned from the NYPL to tour with him and devote more time to writing. During this period she published Juan Bobo and the Queen's Necklace (1962).

1960
🔄 Returns to the NYPL

After her husband passed away, Pura went back to the library — and kept telling stories all over New York City.After her husband's death in 1960, Pura returned to the New York Public Library as a Spanish Children's Specialist, traveling to branches across all five boroughs.Following Clarence Cameron White's death, Belpré returned to the NYPL as a Spanish Children's Specialist — a roving position that sent her to branches across all five boroughs until her retirement in 1968.

1996–
🌟 The Pura Belpré Award

A special prize called the Pura Belpré Award is given every year to the best books for children by Latino authors. Her name lives on in every story it celebrates.In 1996, the American Library Association created the Pura Belpré Award — given every year to the best children's book by a Latino author and illustrator. It was the first award of its kind in American publishing.Established in 1996 by the American Library Association and REFORMA, the award is given annually to the Latino writer and illustrator whose work best celebrates the Latino cultural experience for young people — the first such award in American children's publishing.

💬 Discussion Questions

  • 1Does someone in your family tell you stories? What are they about?
  • 2Pura made puppets with her hands. If you made a puppet for a story, what character would it be?
  • 3Pura wanted everyone to feel welcome at the library. What makes you feel welcome somewhere?
  • 1Pura collected folktales from Puerto Rico and put them into books so no one would forget them. Why is it important to write down stories that people usually just tell out loud?
  • 2When Pura came to the library, Spanish-speaking families felt like the library wasn't for them. How did Pura change that? What did she do?
  • 3Pura's first book was Pérez and Martina — a story she had told at the library for years before she wrote it down. Why do you think some stories are told out loud long before they become books?
  • 1Pura Belpré believed that a library should feel like home to everyone in the community, regardless of what language they spoke. Today, are all communities equally served by their local libraries? What might still need to change?
  • 2Belpré described her work of collecting and publishing Puerto Rican folktales as a way of preserving her culture in a new country. What do you think is at risk when an immigrant community is pressured to assimilate quickly — and what is gained when they preserve their traditions instead?
  • 3The Pura Belpré Award was created 14 years after her death. Why do you think it sometimes takes years — or even generations — before a person's contributions are formally recognized? Can you think of other examples of this?

🌟 Explore More

01
🎨 Creative
Make a Story Puppet
Teacher-led Pura sewed her own puppets by hand to tell Puerto Rican stories. Make a simple puppet using a paper bag, a sock, or craft sticks. Choose a character from one of Pura's books — or make up your own! Then use your puppet to tell a short story to a partner or the class.
02
💭 Reflection
A Story from Your Family
Teacher-led Pura learned her folktales from her family in Puerto Rico. Ask a family member to tell you a story — it could be something that really happened, or a tale they heard when they were little. Draw a picture about it and share it with your class.
03
📚 Literacy
Welcome at the Library
Teacher-led Pura wanted everyone to feel welcome at the library. Draw a picture of your library — real or imaginary. What does it look like? What books are on the shelves? Who is there? Add one thing that would make you feel welcome.
01
✏️ Writing
Write Your Own Folktale
Pura collected folktales from Puerto Rico and wrote them down so everyone could read them. Write your own short folktale — it can be from your family's culture or completely made up. Include an animal or clever character, a problem to solve, and a lesson at the end. Illustrate one scene from your story.
02
🔍 Research
Find Puerto Rico
Find Puerto Rico on a map or globe. Then find two facts about the island — something about its geography, food, history, or traditions — that you didn't know before. Write your facts and draw the Puerto Rican flag. Why do you think Pura wanted to share Puerto Rican stories with people in New York City?
03
🎨 Creative
Story Hour Poster
Imagine you work at the library with Pura and you want to invite children to story hour. Design a poster to advertise the event. Include the name of a story, a drawing, and at least one detail that makes it sound exciting. Remember — Pura's story hours were bilingual, so you can add a word or phrase in Spanish if you'd like!
01
✏️ Opinion Writing
Should Libraries Serve Everyone?
When Pura arrived, New York's libraries operated almost entirely in English — which effectively told Spanish-speaking communities they didn't belong. Write a structured paragraph giving your opinion: what responsibility do public institutions (like libraries, schools, or community centers) have to serve people who speak different languages? Use at least one example from Pura's story and one reason of your own.
02
🔍 Research Essay
Oral Tradition vs. the Written Word
Pura believed that writing down Puerto Rican folktales was an act of cultural preservation. Research one other oral tradition from any culture that was eventually written down — it could be from West Africa, Indigenous America, ancient Greece, or anywhere else. Write a 3-paragraph essay: what was the tradition, how was it preserved, and what might have been lost if no one had written it down?
03
💭 Reflection Writing
A First
Pura Belpré was the first Puerto Rican librarian hired by the New York Public Library — and she used that position to open the doors wider for everyone who came after her. Think of someone who was the "first" at something in your school, community, or family. Write a paragraph about what they did, why it mattered, and what changed because of them. It doesn't have to be famous — firsts happen everywhere.
📐
Standards Alignment
Georgia GSE · Common Core · Michigan · North Carolina · New York State · New Jersey
🟢 Kindergarten
K.F.CP.1.c
Distinguish between letters, words, digits, and graphics.
K.P.ST.1
Context — Develop and apply knowledge of key components of context such as background information, geographic location, cultural influences, time period, and contemporary events when interpreting and constructing texts.
K.P.CP.2
Presentation — Use presentation skills to tailor communication to target audiences for specific purposes.
🟢 Grade 1
1.F.F.1.d
Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.
1.P.CP.2
Presentation — Use presentation skills to tailor communication to target audiences for specific purposes.
🔵 Grade 2
2.F.H.2
Transcription & Handwriting Fluency — Use working memory to transcribe oral language to written text and maintain meaning while writing letters, words, and sentences quickly and accurately.
2.P.EICC.1
Reader & Writer Identity — Build an identity as a reader and writer, developing a repertoire of resources and tools to continuously expand participation as an active consumer and producer of texts.
🔵 Grade 3
3.F.F.1.b
Read a variety of unfamiliar grade-level texts with increasing accuracy.
3.F.F.1.d
Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.
3.P.EICC.1.c
Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)
🟠 Grade 4
4.F.F.1.b
Read a variety of unfamiliar grade-level texts with increasing automaticity.
4.F.F.1.d
Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.
4.P.EICC.1.c
Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)
4.P.EICC.1.f
Develop independence and autonomy as a reader and writer. (I/C)
4.P.EICC.2.c
Explain and learn concepts and processes by interpreting and constructing texts. (I/C)
4.P.EICC.2.d
Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)
4.P.EICC.3.a
Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)
4.P.EICC.3.b
Scan and skim the text, making note of structures and sections that might be most useful. (I)
4.P.EICC.3.c
Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)
4.P.EICC.3.g
Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)
4.P.EICC.4.e
Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)
4.T.RA.1.c
Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources. (C)
🟠 Grade 5
5.F.F.1
Oral & Silent Reading Fluency — Demonstrate oral and silent reading fluency to read grade-level texts for understanding, self-correcting as necessary to ensure accuracy and aid comprehension.
5.F.F.1.d
Self-correct while reading grade-level text (silently or aloud) to aid comprehension and fluency, rereading as necessary.
5.P.EICC.1.c
Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)
5.P.EICC.1.f
Develop independence and autonomy as a reader and writer. (I/C)
5.P.EICC.2.c
Explain and learn concepts and processes by interpreting and constructing texts. (I/C)
5.P.EICC.2.d
Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)
5.P.EICC.3.a
Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)
5.P.EICC.3.b
Scan and skim the text, making note of structures and sections that might be most useful. (I)
5.P.EICC.3.c
Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)
5.P.EICC.3.g
Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)
5.P.EICC.4.e
Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)
5.T.RA.1.c
Consider and integrate information from research, including relevant and accurate evidence from two or more credible sources. (C)
🟢 Grades K–1
CCSS.ELA-LITERACY.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSS.ELA-LITERACY.RI.K.10
Actively engage in group reading activities with purpose and understanding.
CCSS.ELA-LITERACY.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
CCSS.ELA-LITERACY.RI.1.7
Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-LITERACY.SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
🔵 Grades 2–3
CCSS.ELA-LITERACY.RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
CCSS.ELA-LITERACY.RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
🟠 Grades 4–5
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
🟢 Grades K–1
RI.K.7
With prompting and support, describe how the words and illustrations work together to provide information.
RI.K.10
Actively engage in group reading activities with purpose and understanding.
SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
RI.1.7
Use the illustrations and details in a text to describe its key ideas.
RI.1.10
With prompting and support, read and understand informational texts appropriately complex for grade 1 for sustained periods of time.
SL.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
🔵 Grades 2–3
RL.2.2
Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RI.2.6
Identify the author's main purpose of a text, including what the author wants to answer, explain, or describe.
SL.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent and complete sentences.
RL.3.2
Recount stories, including fables, folktales, and myths from diverse cultures, and determine their central message, lesson, or moral; explain how it is conveyed through key details in the text.
RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.3.5
Conduct short research projects that build knowledge about a topic.
🟠 Grades 4–5
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
W.4.5
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
W.4.6
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
W.5.5
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
🟢 Grades K–1
KR7
Describe the relationship between illustrations and the text. (RI&RL)
KSL1
Participate in collaborative conversations with diverse peers and adults in small and large groups and during play.
1R7
Use illustrations and details in literary and informational texts to discuss story elements and/or topics. (RI&RL)
1SL1
Participate in collaborative conversations with diverse peers and adults (e.g., in small and large groups and during play).
🔵 Grades 2–3
2SL4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
3R2
Determine a theme or central idea and explain how it is supported by key details; summarize portions of a text. (RI&RL)
3R9
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL)
3W6
Conduct research to answer questions, including self-generated questions, and to build knowledge.
🟠 Grades 4–5
4R7
Identify information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, illustrations), and explain how the information contributes to an understanding of the text. (RI&RL)
4R9
Recognize genres and make connections to other texts, ideas, cultural perspectives, eras, personal events, and situations. (RI&RL)
4W6
Conduct research to answer questions, including self-generated questions, and to build knowledge through investigating multiple aspects of a topic.
5R7
Analyze how visual and multimedia elements contribute to meaning of literary and informational texts. (RI&RL)
5W6
Conduct research to answer questions, including self-generated questions, and to build knowledge through investigation of multiple aspects of a topic using multiple sources.
🟢 Grades K–1
RI.MF.K.6
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.CI.K.2
With prompting and support, identify the main topic and key details of an informational text (e.g., who, what, where, when, why, how).
SL.PE.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
RI.MF.1.6
With prompting and support, use text features (e.g., diagrams, tables, animations) to describe key ideas.
SL.PE.1.1
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
🔵 Grades 2–3
RL.CI.2.2
Recount a text in oral and written form and determine central message (in literary texts, e.g. fables and folktales from diverse cultures).
RI.PP.2.5
Identify the main purpose of a text, including what the author seeks to explore, answer, explain, or describe.
SL.PI.2.4
Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
RL.CI.3.2
Recount in oral and written form key details from a text and explain how they support the theme (in literary texts, e.g., fables, folktales, and myths from diverse cultures).
RI.IT.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
W.WR.3.5
Generate questions about a topic and independently locate related information from at least two reference sources (print and non-print) to obtain information on that topic.
🟠 Grades 4–5
RI.MF.4.6
Use evidence to show how graphics and visuals (e.g., illustrations, charts, graphs, diagrams, timelines, animations) support central ideas.
W.WR.4.5
Conduct short research projects that use multiple reference sources (print and non-print) and build knowledge through investigation of different aspects of a topic.
W.SE.4.6
Gather relevant information from multiple print and digital sources; take notes, prioritize and categorize information; provide a list of sources.
RI.MF.5.6
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the text in which it appears.
W.WR.5.5
Establish a central idea about a topic, investigation, issue or event and use several sources to support the proposed central idea.
W.SE.5.6
Gather relevant information from multiple valid and reliable print and digital sources; summarize or paraphrase information in notes and finished work, making note of any similarities and differences among ideas presented; and provide a list of sources.
🔖
References
Sources used in the development of this guide
1

Wikipedia contributors. (2024). Pura Belpré. Wikipedia, The Free Encyclopedia. https://en.wikipedia.org/wiki/Pura_Belpré

2

Center for Puerto Rican Studies, Hunter College. Pura Belpré Papers. Archives of the Puerto Rican Diaspora. https://centropr.hunter.cuny.edu

3

Association for Library Service to Children / REFORMA. (n.d.). Pura Belpré Award. American Library Association. https://www.ala.org/alsc/awardsgrants/bookmedia/belpremedal

4

New York Public Library. (n.d.). Pura Belpré: Librarian and Author. https://www.nypl.org