Author’s Visit

ENGAGING SCHOOL VISITS

Ana Siqueira is an educator and a multicultural author of fun and heartfelt bilingual books.

As both an educator and children’s book author, sharing my stories with young readers is the most joyful and energizing part of my journey. Watching kids connect with characters and dive into activities with wide-eyed enthusiasm reminds me why I write. I especially love sharing my books with Latino children, who are often underrepresented in literature. When a child proudly explains what a Spanish word means, their eyes light up with confidence and cultural pride. Moments like these are powerful—they help children feel seen, valued, and proud of who they are. My goal is for every child to walk away feeling proud of themselves and inspired to understand and respect others.

IN-PERSON + VIRTUAL OPTIONS

NAME OF PRESENTATION(S)

What Inspires You – Where to get Ideas – K-5

I will talk about the inspiration behind my books. 

For each book I mention. I will ask students to share their inspiration with a shoulder partner. For example, if my inspiration was a family moment, I would ask them to share a special family moment. 

I will interactively read one of my books.

I will ask them to write or draw a new idea and maybe share it with friends, if time permits.  

For older children, they might have time to write an outline – beginning, middle, and end. 

Writing Standards (W.K–W.5)

• W.K.3 / W.1.3 / W.2.3: Use drawing, dictating, and writing to narrate a single event or several loosely linked events.
• W.3.3 / W.4.3 / W.5.3: Write narratives to develop real or imagined experiences using descriptive details and clear event sequences.
• W.K.5 – W.5.5: With guidance and support, strengthen writing by planning, revising, and editing.

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Reading Standards (RL.K–RL.5)

• RL.K.1 – RL.5.1: Ask and answer questions about key details in a text.
• RL.K.3 – RL.5.3: Describe characters, settings, and major events in a story using key details.
• RL.K.7 – RL.2.7: Use illustrations and details in a story to describe its characters, setting, or events.

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Language Standards (L.K–L.5)

• L.K.1 – L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.K.5 – L.5.5: Understand figurative language, word relationships, and nuances in word meanings.

Show, Don’t Tell (3rd to 5th grade)

Students will explore personal memories and emotions after I read one or more of my picture books. After discussing and reflecting on their feelings, they will write sentences based on those memories. The class will then review how to make writing stronger by using the technique of “showing, not telling,” to add vivid details and emotional depth.

Writing Standards:

• W.3.3 / W.4.3 / W.5.3 – Write narratives to develop real or imagined experiences using descriptive details and clear event sequences.
• W.3.5 / W.4.5 / W.5.5 – With guidance and support, develop and strengthen writing by planning, revising, and editing.

Speaking & Listening Standards:

• SL.3.1 – SL.5.1 – Engage effectively in collaborative discussions.
• SL.3.4 – SL.5.4 – Report on a topic or text with appropriate facts and relevant details.

Language Standards:

• L.3.5 / L.4.5 / L.5.5 – Demonstrate understanding of figurative language and word relationships.

GROWTH MINDSET

Students will listen to an interactive read-aloud of Bella’s Recipe for Success and/or La Mala Suerte Is Following Me, two picture books that highlight perseverance, growth mindset, and positive action. I will share my personal journey as a writer with dyslexia, emphasizing the importance of making mistakes, trying again, and working hard to create your own success. Students will reflect on these themes and participate in a discussion about their own experiences with challenges and persistence. They will share what they want to excel at and what they need to do to improve. 

Speaking & Listening Standards (SL.K–SL.5)

These support the interactive read-aloud, discussion, and sharing of personal goals:

• SL.K.1 – SL.5.1: Participate in collaborative conversations with diverse partners about grade-level topics and texts.
• SL.K.4 – SL.5.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details.
• SL.K.6 – SL.5.6: Speak clearly and express thoughts, feelings, and ideas.

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Reading Standards for Literature (RL.K–RL.5)

These support the comprehension and theme reflection from the picture books:

• RL.K.2 – RL.5.2: Recount stories and determine their central message, lesson, or moral.
• RL.K.3 – RL.5.3: Describe characters, settings, and major events using key details.

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Writing Standards (W.K–W.5)

These support the reflection and goal-setting writing:

• W.K.8 – W.5.8: Recall information from experiences or gather information to answer a question.

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Language Standards (L.K–L.5)

These support the expression of ideas and vocabulary development:

• L.K.1 – L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.K.6 – L.5.6: Use acquired vocabulary to express ideas clearly.

Creating Similes

During an interactive read-aloud of Bella’s Recipe for Success and/or Vera La Valiente Is Scared, students will explore how characters use similes to express their feelings and frustrations. As we read, students will act out the similes to deepen their understanding of figurative language in a fun and memorable way. After the reading, we’ll discuss what a simile is and how it helps writers show emotions creatively. Using the “I do, We do, You do” model, students will be guided to create their own similes based on personal experiences, then share them with the class or in small groups.

Reading Standards for Literature (RL.K–RL.5)

• RL.K.3 – RL.5.3: Describe characters and how they respond to major events and challenges.

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Language Standards (L.K–L.5)

• L.1.5 – L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
  • Specifically:
    • L.3.5a: Distinguish the literal and nonliteral meanings of words and phrases.
    • L.4.5a: Explain the meaning of simple similes and metaphors.
    • L.5.5a: Interpret figurative language, including similes and metaphors, in context.

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Speaking & Listening Standards (SL.K–SL.5)

• SL.K.1 – SL.5.1: Participate in collaborative conversations with diverse partners.
• SL.K.6 – SL.5.6: Speak clearly and express thoughts, feelings, and ideas.

Social Emotional Learning Activity: Exploring Feelings Through Storytime

After an interactive reading of Abuela’s Super Capa (available in both English and Spanish), we’ll explore how the main character copes with his grandma being sick. This heartfelt story opens the door to a conversation about emotions—sadness, worry, and hope—and how we each deal with them. Students will have the chance to share their thoughts and feelings, then use a creative handout to draw or write about what they’re feeling. 

Reading Standards for Literature (RL.K–RL.5)

• RL.K.2 – RL.5.2: Recount stories and determine their central message, lesson, or moral.
• RL.K.3 – RL.5.3: Describe characters, settings, and major events using key details.

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Speaking & Listening Standards (SL.K–SL.5)

• SL.K.1 – SL.5.1: Participate in collaborative conversations with diverse partners.
• SL.K.4 – SL.5.4: Describe familiar people, places, things, and events with relevant details, expressing ideas clearly.
• SL.K.6 – SL.5.6: Speak clearly and express thoughts, feelings, and ideas.

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Writing Standards (W.K–W.5)

Supports written or drawn expression of emotions:

• W.K.3 / W.1.3 / W.2.3: Use drawing, dictating, and writing to narrate a single event or several loosely linked events.

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Language Standards (L.K–L.5)

• L.K.1 – L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
• L.K.6 – L.5.6: Use acquired vocabulary to express ideas clearly.

Interactive Reading with Questions and Answers based on your Curriculum/Goal

Based on your class curriculum/goals, we will choose a book to be read out loud in an interactive way. After reading, acting out, and asking and answering questions about the story, there will be a time for Questions and Answers. 

Time recommendations:

PK Storytime: 20 minutes

K-1: 30 minutes including Q&A

2nd and up: 45-60 minutes including Q&A

Revising, revising, revising.

I will show examples of my previous versions to discuss revisions. A. the Big Picture: Plot, Structure, Character  B. Line edits, and word choice.   (2nd-5th)

Bilingual – Spanish/English – Culture

Both books below were written in English and Spanish.

 I will read both versions of the one you choose and talk about how proud one should be for being bilingual. Students can also talk about their culture and something special their families do. It can be a cultural tradition or a family tradition.

What connects us as humans.

We will talk about universal feelings and what connects us as humans.

Perspective

After reading IF YOUR BABYSITTER IS A BRUJA (also available in Spanish), we can talk about how we would feel if we were the babysitter or if you were the girl. What would you do if you were one of them? Normally, while presenting this book, we also have a cackle contest.

Social Emotional Learning

After reading ABUELA’S SUPER CAPA (also in Spanish), we can talk about how the main character dealt with his grandma being sick. Then we can talk about different emotions and how each one deals with their emotions.

To request an in-person or virtual speaking engagement, please fill out the contact me below.

RATES

THREE SESSIONS*

• $ 1,500 honorarium
• Travel fee (to be determined)*
• Includes
  • Up to three sessions (presentations or workshops) at one school
  • Optional book signing 
  • Optional lunch with a small group of students (20-30 minutes)
• Fourth session available for $ 500
  • Four sessions can be split between two nearby schools on the same day (note – lunch is not included with this option)
  • A fourth session is available at a 50% discount for Title 1 campuses

TWO SESSIONS (morning OR afternoon)

• $ 800 honorarium
• Travel fee (to be determined)*
• Includes
  • Two sessions (presentations or workshops) at one school
  • Optional book signing 

ONE SESSION (Limited availability)

• $ 500 honorarium
• Travel fee (to be determined)*
• Includes
  • One session (presentation or workshop)
  • Optional book signing 

VIRTUAL SESSION

• $10/minute honorarium
• Includes
  • One session (presentation or workshop)
    • 30 minutes including Q&A
    • 45-60 minutes Q&A 
  • Signed bookplates available upon request

If your school is a Title 1 school or you need an adjustment to this budget, contact me.

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