A critical content analysis is employed to scrutinize the second-grade materials within EL education's English language arts curriculum. Applying critical race theory, this study confronts the pervasive anti-Black narrative embedded in standardized curriculum used in the United States. The study unveils the presence of this narrative in the materials while advocating strategies for teachers obligated to use these resources. The aim is to empower educators to foster critical engagement among students, encouraging them to craft their counternarrative while actively advocating for an antiracist curriculum. The elementary literacy curricula widely employed across the United States tend to propagate a White-centric agenda. Despite attempts to veil biases and racism, these curricula subtly reinforce White privilege through practices such as colorblindness, context-neutral settings, and the perpetuation of the myth of meritocracy. To counter this, a community-centered approach to education is proposed. This approach challenges the entrenched power structures of White supremacy by supplementing mandated scripted curriculum with additional resources and diverse perspectives that authentically incorporate the lived experiences of Black students, families, and experts. This study underscores the urgent need to address the inherent biases in educational materials, advocating for a pedagogical shift toward inclusivity and actively challenging the perpetuation of systemic racism in curriculum frameworks.