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Rationale: Students Need texts that reflect themselves (mirrors) and reveal others (windows).

Steps: Curate 4-6 diverse texts tied to your standard -> run literature circles -> assign quick mirror/ window reflections -> rotate roles weekly.

Materials/Links: Library lists; short reflection template.

Differentiation/ Language Supports: Audio versions; bilingual glossaries; one sentence stems.

Evidence of Impact: One-pagers citing textual evidence: rubric.

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Multiple-Perspectives Source Triangle (social studies/ ELA)

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Multiple-Perspectives Source Triangle (social studies/ ELA)

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Steps: pick an event -> provide three contrasting sources -> students annotate for point of view -> hold a structured discussion -> write a claim with evidence.

Materials/Links: Graphic Organizers ( story maps. Venn diagrams)

Differentiation/ Language Supports: Give options on how to respond. Oral, written, video.

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Steps: Pull local demographics or school survey date -> students create graphs -> write claims on what the data says -> propose on inclusive action.

Materials/ Links: Local demographic or census data, graph paper, Google Sheets.

Differentiation/ Language Supports: Word banks for math terms, sentence starters for analysis.

Evidence of Impact: Student graphs with captions: exit slips summarizing one cultural insight.

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Steps: Launch with a phenomenon (such as constellations across cultures for example) -> pair scientific concepts with cultural examples -> simple investigation/ model -> share findings.

Materials/ Links: Articles or videos on cultural astronomy, traditional medicine, or agriculture.

Differentiation/ Language Supports: Visual diagrams, dual-language vocab cards.

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Steps: Send a short home survey; students interview a family member about skills/work/values -> bring one artifact/story -> teacher references findings in examples and grouping.

Materials/Links: Community contact info.

Differentiation/ Language Supports: Bilingual handouts

Evidence of Impact: Survey and polls show student or family feedback on inclusion

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Steps: Build a 3x3 board (create/analyze/connect tasks) -> at least 3 tasks invite cultural lenses ( e.g., compare proverbs, design bilingual infographic) -> students choose a row.

Material/Links: Choice board template (google docs/ slides), rubric for project completion.

Differentiation/ Language Supports: Tasks at different complexity levels, option for oral or visual response.

Evidence of Impact: Completed choice board products: teacher checklist for alignment with cultural perspective.

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Steps: Add visuals to slides; preach key vocabulary; provide sentence frames; allow oral responses first and pair newcomers with language buddies.

Materials/Links: Word walls, sentence frame posters, visual for academic terms.

Differentiation/ Language Supports: Adjust supports based on student English language levels.

Evidence of Impact: Observation of students independently using academic language supports in classwork.

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Steps: Mini-lesson on narrative structure -> students record a 2 to 3 minute oral story (voice note or video) -> peer feedback on clarity/respect -> punish to a class padlet.

Materials/Links: Recording device/flip/padlet, storytelling graphics organizer.

Differentiation/ Language Supports: Oral vs. written options; visuals for sequencing; peer practice.

Evidence of Impact: Recorded stories shared with class, rubric on clarity/cultural connections.

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Co-Created Community Norms (Restorative Framing)

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Co-Created Community Norms (Restorative Framing)

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Steps: Circle prompt( "When I feel respected...") -> generate norms -> sign a class compact -> revisit during weekly check-ins.

Materials/Links: Chart paper, markers, projector, student norm agreement form.

Differentiation/ Language Supports: Provide visual icons for norms, allow students to share in home language.

Evidence of Impact: Class reference chart revisited weekly; student surveys on sense of belonging.

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Steps: Students share the story of their name (teacher models) -> create identity charts -> gallery walk with "I notice/ I wonder" stems.

Materials/Links: Identity chart template, sentence frame for storytelling.

Differentiation/Language Supports: Allow drawing/photos as part of identity charts.

Evidencej of Impact: Display of identity charts, peer reflection showing respect for classmates' identities.

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Steps: Replace posters with student artifacts like family maps and multilingual labels -> rotate monthly "culture spotlights" led by students to avoid tokenism.

Materials/Links: Printed discussion stems, timers, equity talk-tracker.

Differentiation/ Language Supports: Provide sent3ece frames: allow extended wait time.

Evidence of Impact: Talk tracker data shows more balanced participation.

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Steps: Teach a protocol (Circle, Four Corners, Socratic) -> provide stems -> track talk time to ensure equitable voice.

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Steps: Send a bilingual survey home -> set up a Remind/ ClassDojo -> log contacts monthly.

Materials/Links: Bilingual google form or paper survey: Remind/ClassDojo account.

Differentiation/Language Supports: Translated surveys and family choice of communication format.

Evidence of Impact: Increased family response rates and logs of successful communication.

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Steps: Invite caregivers guest speakers or demo leaders ( crafts, careers, cooking) -> students prepare interview questions -> reflect on new learning.

Materials/Links: Event sign-up sheet, invitation letters in multiple languages.

Differentiation/ Language Supports: Allow families to share expertise in home language with student translators.

Evidence of Impact: Student reflections on what they learned from family guest speakers.

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Steps: Monthly one-page updates with photos and simple language -> translate (district tool or Google translate) -> include "How you can help at home."

Materials/Links: Canva/Google Docs template: translation software.

Differentiation/ Language Supports: Include visuals/icons for easy comprehension.

Evidence of Impact: Tracking family engagement.

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Steps: Partner with a local organization -> students research the issue -> plan a small action -> present outcomes to families.

Materials/Links: Local organizations contact information, planning template, reflection guide.

Differentiation/ Language Supports: Students can contribute in varied roles.

Evidence of Impact: Final projects and community feedback.