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“Stories shape who we think belongs in class.”

“We purposely select authors from varied cultures and invite student connections.”

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Multicultural Literature (Mirrors & Windows)

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Multicultural Literature (Mirrors & Windows)

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Use books where students see themselves (mirrors) and meet others (windows). Pair read-alouds with quick talks about identity, belonging, and voice. Examples: Last Stop on Market Street by Matt de la Peña, Inside Out & Back Again by Thanhhà Lại.

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“History is plural; we study whose voices were centered and why.” Students analyze sources, not just memorize dates.”

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Teach events through multiple perspectives: include Indigenous scholars when teaching U.S. history; weave African diaspora voices and primary sources into world history. Short source-analysis routines (See-Think-Wonder) keep it rigorous

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“Culture lives in math, science, and design—students discover it.” “We connect global knowledge to standards.”

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explore Mayan base, Islamic tessellations in geometry. Science: traditional ecological knowledge and sustainability. Social studies: migration case maps from different regions.

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“Arts lower the affective filter and invite every student in.” “We assess content AND creative process.”

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Integrate music, visual arts, and storytelling from diverse traditions (e.g., African drumming for rhythm, origami for geometry, folktales for narrative structure).

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“Same rigor, multiple doors in.” “Choice builds relevance and ownership.

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Offer choice boards and tiered tasks. Students pick how to show learning (poster, podcast, sketch note, demo) while you keep common success criteria.

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“Students are already rich in knowledge; school should recognize it.” “Families become partners, not just recipients.”

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Plan units that tap home and community expertise, like recipes for fractions and chemistry; carpentry for measurement; storytelling for ELA. Invite quick “expert cameos” from family members, in-person or video.

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“We grow content and language together.” “Speaking and listening are taught, not assumed.”

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Use visuals, realia, word banks, and sentence frames. Structure talk with Think-Pair-Share and roles. Encourage translanguaging: draft ideas in home language; publish in English.

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“Voice is both a right and a skill.”                     “Reflection makes growth visible.”

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Student Voice & Choice (Identity Projecting)

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Student Voice & Choice (Identity Projecting)

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Projects invite identity: “Tell a story only you can tell.” Rubrics include a relevance or connection criterion. Add reflection: What part of you showed up here?

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“Walls can teach as well as say ‘you belong.’”    “Representation is continuous, not occasional.”

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Display student work, diverse figures, and multilingual signage. Rotate wall space so every culture shows up across the year not just in heritage months.

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“Norms we build, we keep.”                                                  “Repair > punishment.”

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Build 4–6 agreements with students (respect, listen to understand, one mic, call-in not call-out). Revisit after big projects; model repair conversations.

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“We celebrate with, not about."                                          ” Context prevents caricature.”

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Plan with families and students: food, music, and story connected to history and meaning. Focus on learning goals (compare traditions, trace origins) not costumes or stereotypes.

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“Collaboration is taught explicitly.”                          “Roles ensure all voices contribute.”

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Use roles (facilitator, recorder, reporter, equity monitor). Teach sentence stems for agreeing or disagreeing. Rotate roles to share power.

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“Families are co-teachers.”                                         “We archive community knowledge.”

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Invite families to share stories, artifacts, or songs. Record short clips (with permission) and pin them to the Padlet for an ongoing cultural gallery.

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“Local expertise deepens learning.”                                                      “We connect classroom to community.”

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Partner with libraries, cultural centers, museums, and faith-based groups for resources, speakers, and field experiences aligned to standards.

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“Workshops respond to real needs."                                   ” Access + agency = equity.”

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Offer short sessions on bilingual apps, reading at home, and navigating school tech. Provide materials in home languages; ask families what topics they want.

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“Service makes learning purposeful.”                    “Public audience raises quality.”

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Design projects meeting a community need (food drive with data analysis, oral-history podcast series). Students present findings to families/community.

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Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491.

Hammond, Z. (2015). Culturally responsive teaching and the brain. Corwin.