In this article, the author employs a critical analysis of a short story with cross‐cultural themes to illustrate how it is framed in a widely used textbook aligned with the Common Core State Standards. The author shows how the inclusion of literature by authors of color in any curriculum does not necessitate that the needs of racially, culturally, and ethnically diverse student populations are being met in meaningful ways. The author concludes this article with implications and suggestions for instructional practice which center on identifying the counter‐stories that might be hidden beneath a diluted treatment of important contributions to children's literacy engagements made by authors of color. In short, the author argues that how students and teachers are served by corporatized recommendations for literacy engagement is an issue worthy of sustained and critical attention.