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1. Teachers need to meet students where they are at socially, emotionally, and academically. This looks different for every child, every year and the strategies used for teaching should reflect that.
2. Balanced literacy instruction is about equity, not equality. A teachers’ first job is to continually assess their students and support them where they need it.
3. Constructivist approaches to literacy look like a teacher capitalizing on the fact that students can learn and teach one another if they are given the skills to do so first.
4. Phonics instruction is important at all levels, but is essential in language acquisition for our youngest learners. While phonics instruction usually ends by third grade, making sure students are strong in those skills will help them in any language.
5. Reading instruction will look different as students age, but read alouds and silent reading are beneficial at all age levels and stages of language learning; teachers are models and should encourage independence at every age and grade level.

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1. Curriculum needs to be structured to address students’ ownership of literacy as the overarching goal. The teacher needs to provide classroom examples of teaching consistent with this curriculum.
2. KEEP- 24 year old research and development effort aimed at improving the literacy achievement of Native Hawaiian students.
3. High levels of motivation will not automatically lead to an increase in achievement. The teachers needs a combination of high standards and higher level thinking.

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4. Involuntary minorities often feel a lack of motivation due to distrusting the public school system and the lack of career options offered to them even with an education
5. To increase motivation, we ought to use techniques that emphasize ownership literacy

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1. With rising standards for literacy, students of diverse backgrounds (SoDB) are falling behind. This creates an achievement gap between SoDB and other students. Au says that one reason for the gap is that SoDB have fewer opportunities to develop higher-level thinking when it comes to reading texts.
2.  Her solution to this gap is culturally responsive instruction. She recommends teachers and schools take the path which she calls the "indirect or pluralist approach." This approach involves schools first affirming and reinforcing student cultural identity then introducing the mainstream content.
3. Au goes on to answer the question of how to apply this teaching practice in multiethnic classrooms. She suggests that we should incorporate diverse and mainstream world views in our classroom and lessons.

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1. Focusing on the idea of culture and language so that the students of diverse backgrounds feel valued within the school setting.
2. When giving students assignments, as teachers we should try to make it where they can connect to the material so it has type of meaning and they're able to learn from it which is the ownership through their education.
3.

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1. Create benchmarks and re-evaluate methodology to meet data from either reading or failing to reach the benchmark.

2. Policy change in schools need to be widespread or it won't happen.

3. Improvement of literacy gap cannot come from the perfect program, it has to come from within the school.

4.Schools serving students living in poverty may be labeled as failures in need of rescue through the privatization of education. As a result, many school of low-income communities chose or are required to adapt a program.

5. It is important for schools to have a professional learning community where al teachers, at every grade level and department, commit to the change and improved instruction.

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Attitudes toward schooling and literacy are shaped by your experiences as well as the experiences of family members.

Effective instruction may take more than one form.

Students of diverse backgrounds can become excellent readers and writers when they receive well-conceived, culturally responsive instruction.

A pluralist view of instruction takes into consideration the content of the curriculum as well as the process of instruction.

Students should not just be taught mainstream content but should also be encouraged to deepen their understanding of their own world.

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When opening a lesson, teachers ask questions that bring out the child’s background experiences relevant to the topic or theme of the story.

Issues of Cultural identity should be explored by all students not just students with diverse backgrounds. However for students that carry a diverse background it is difficult for them to find a balance between assimilating to mainstream culture and  maintaining commitment to there own culture

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4. This type of instruction is commonly "misused" because educators try to "duplicate" students' cultural from home, to school. Au says that this instruction is rather "hybrid" or adaptive instruction. In order for this to be successful, we must first understand the culture and try to adapt it to our instruction. not copy it.
5. Au defines "good teaching" as teachers should establish positive relationships with students." This is very important before we try to implement any kind of instruction (CRI) because from this, it will only be successful. Students will not participate, cooperate, etc if they do not have a positive relationship with their teachers.

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1. The importance of home language builds confidence in the classroom and invites the student to excel in a more comfortable environment.
2. It is important for students to learn in a classroom that follow or share their home values and not just mainstream values. It is important for teachers to use different ways to teach not just the mainstream values.
3. The achievement gap is big between white majority and minorities who sometimes don't have the same access to resources.
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