Grade K–3Identity & Storytelling

You Are a Story

Written by Bob Raczka

Illustrated by Kristen and Kevin Howdeshell

Every child is a story waiting to be told — full of chapters already written and pages still blank. In this lyrical, joyful picture book, Bob Raczka reminds young readers that their lives are their own unique narratives: shaped by where they come from, who they love, what they dream, and what they do next. With warm, inclusive illustrations by Kristen and Kevin Howdeshell, You Are a Story is a celebration of every child's singular, irreplaceable voice.

View Teacher Guide

From the Library Director

Bob Raczka has written a book that belongs in every library, classroom, and home — a gentle, powerful reminder that children are not just readers of stories, they ARE stories. The concept is deceptively simple and profoundly true, and Kristen and Kevin Howdeshell's illustrations bring it to life with warmth, diversity, and joy. This is the perfect book for the first week of school, for writing workshop launch, for any moment when you want children to understand that their lives have meaning and their voices matter. It pairs beautifully with personal narrative writing units and with any conversation about identity, community, and belonging. The inclusive cast of characters — including a child in a wheelchair — sends a quiet, important message: every story belongs here. A must-have for K–3 collections.

Big Idea

Your life is a story only you can tell — and every experience, relationship, and dream is part of what makes it worth reading.

Discussion Questions

1
The book says 'you are a story.' What do you think that means? In what ways is your life like a story? What would the title of your story be?
2
Every story has characters. Who are the most important characters in your story? What makes them important to you?
3
Stories have settings — the places where they happen. What are the most important settings in your story so far? What makes those places special?
4
In stories, characters face challenges and problems. What is a challenge you have faced in your story? How did you handle it? What did you learn?
5
The book shows many different children, all with their own stories. How are your story and a classmate's story different? How are they the same? Why is it important that everyone's story is different?
6
Stories have a beginning, middle, and end. Your story is still being written. What do you hope happens in the next chapter? What kind of story do you want yours to be?
7
The illustrators show children reading books that show their own faces. What do you think that image means? Why is it important to see yourself in a book?
8
If you could add one chapter to your story right now — something you want to do, learn, or experience — what would it be? Why that?

Activity: My Story So Far

Students create a personal narrative mini-book that captures the key elements of their own story — practicing memoir writing, self-reflection, and the understanding that their lives are worth telling.

1
Before reading, ask students: If your life were a book, what would the cover look like? What would the title be? Take a few responses, then introduce the book: today we're going to read about why every single one of us is already a story — and then we're going to start writing ours.
2
Read You Are a Story aloud slowly, pausing to let the illustrations breathe. After reading, discuss: What parts of the book felt true about your own life? What surprised you? What does it mean that your story is still being written? Whose job is it to write the next chapter?
3
Introduce the mini-book activity. Each student will make a 4-page 'My Story So Far' book. Page 1: My name and a self-portrait (the cover). Page 2: 'My story happens in...' — draw and write about an important place in their life. Page 3: 'The most important characters in my story are...' — draw and write about people who matter to them. Page 4: 'The next chapter of my story will be about...' — draw and write about something they hope to do or become.
4
Give students 20–25 minutes to create their mini-books. Encourage them to think carefully about what to include — not just what happened, but why it matters. Circulate and ask prompting questions: Why is that place important? What did that person teach you? What makes that dream exciting to you? Remind students that there are no wrong answers — this is their story.
5
Host a 'Story Share' where students pair up and read their mini-books to each other. Then bring the class together: What did you learn about your partner's story that surprised you? What do all our stories have in common? Close with a class affirmation: every story in this room matters, every voice deserves to be heard, and the best chapters are still ahead.

Standards Connections

CCSS.ELA-LITERACY.W.K-3.3 — Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings
CCSS.ELA-LITERACY.RL.K-3.3 — Describe characters in a story and explain how their actions contribute to the sequence of events
CCSS.ELA-LITERACY.SL.K-3.4 — Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details, speaking clearly at an understandable pace
CCSS.ELA-LITERACY.RL.K-3.6 — Identify the point of view of the narrator or characters and how it shapes the story
SEL — Self-Awareness: Identify personal strengths, values, and experiences; develop a positive sense of identity and belonging
SEL — Social Awareness: Recognize and appreciate the unique experiences and perspectives of others; practice empathy and inclusive thinking