In the spring of 2008, the Literacy and Numeracy Secretariat of the Ontario Ministry of Education in Canada released a DVD that was one in a series designed to train literacy teachers in what the Ministry referred to as "high-yield" comprehension strategies. Using the lens of Critical Race Theory, this article analyses the picture book used in the model lesson as well as the teaching methods recommended for all Ontarian teachers in the DVD. While the selection of the picture book fits the present policies of multiculturalism in Ontario, its romanticized portrayal of an indigenous people serves to perpetuate racism, particularly in the uncritical reading demonstrated in the DVD. In addition, the teaching methods demonstrated as "high-yield" arise from the global movement towards standardization in education, and establish measurable student achievement, in a classroom portrayed as socially neutral, as the end goal of education. Nowhere in this model lesson, given in a multiracial classroom where minority races are both invisible and deficit, is difference acknowledged as present or important. The result is that this DVD, designed to be used as a training resource in all Ontarian elementary schools, serves to re-inscribe the whiteness of literacy practice in Ontario, and to silence the possibilities for debate and negotiation that are the hallmarks of democratic education.