Have students share about themselves to help them understand their identities. 

Joy cannot be obtained without going through the first four steps

Teach students to question the reasons why they are learning about a specific topic

Educators must unlearn what they know about how to teach and pursue their empowerment before they can empower their students

When teaching about oppressed communities, teach about their resistance and triumph instead of their victimhood. 

As teachers, we must first interrogate our own learning of the framework and how we understand issues of identity, intellect, and criticality

Center stories about marginalized people as they experience joy, do not begin with stories of victimhood

multi-cultural read alouds that are situated in joy-- offering stories that elevate beauty

Share young people's voices, allow students multiple modalities to express their thoughts and opinions, show them the value in their voice

Encourage collectivism and community in the classroom

Give joy the recognition that it deserves bringing joy to the classroom it builds character based on people personal experiences when they voice what they think and feel.

Bringing identity to the classroom and learning from each other backgrounds it can beneficial and eye opening.

Educators need to provide the students with options. Have the students to have a say.

Teach students that is okay to ask for help there is never a dumb question. Encourage them to speak to learn.

Set and create clear goals as a whole class. Meet in the middle.

Joy is necessary in creating collaborative environments that push for the pursuit of embracing different cultures, especially ones that have been pushed to be erased

A student's self-awareness, social awareness, and integration of their own comprehension allows for expanding on lessons.

Connect real-life experiences through content articles or readings to adopt collaboration of personal experiences and the classroom learning to foster greater discussion

Educators need to reflect and ask themselves questions to remove unwanted tension "no joy without justice"

Integrate and emphasize creating lessons that teach but also foster joy for learning to be engaging and responsive

Bring art, music, poetry, and other creative texts into literacy experiences.

Focus on the joy and perspectives in education when choosing the reading material.

Ask yourself, the teacher, "who am I?", "am I an anti-racist educator?", "what thoughts and ideals do I have that need disruption?", and "do I only care for people who share my beliefs?".

Use multicultural children's literature and diverse texts in the read-alouds.

Choose stories that focus on the triumph and resistance of marginalized groups rather than their victimhood.

"Joy is a special enlightenment of one’s heart and mind...When we learn and practice love of self and humanity, and care deeply for humanity and the earth, joy is enhanced" p.1

"there is no joy without justice...As long as there is injustice in the world, we must rethink literacy instruction to help children use their skills in ways that help them build a better world. " p.2

"How will you change as a result of your teaching? In other words, it is key to encourage educators to first assess their own sociocultural knowledge (Brown, 2010) and consider how their commitment to CHRE starts with themselves, specifically in the areas of justice and equity." p. 3

"As we strive to activate joy during read-alouds, we return to the genius of Black teachers, families, and communities historically, and we (re)consider the possibilities of learning through readaloud with the pursuits of the CHRE framework." p.4

"Teachers will have to slow down and consider how many days they will need to plan to provide space and time for students to engage with all five pursuits." p. 8

Have meaningful dialogue about equity, justice, history, and identity.

Choose books that reflect the diverse backgrounds and lived experiences of your students.

Create space for joy in classroom reading by selecting texts that celebrate cultures.

Create a classroom environment where all students feel seen, valued, and safe to express themselves.

Invite students to share their own stories, perspectives, and cultural knowledge.

Identity Historically Responsive Literacy - Use texts that connect to students' lives, cultures, communities; allows students to engage, reflect, and feel like they can relate/connect to the work.

Skills: Summarizing Key Ideas - Students use the text to cite information that supports their answer. Conversation Starters: "Claudia, in the text what did the author mention that supports your thinking.." Student: "In the text, the author stated ____________. I relate to it because _____________."

Intellect: Open-Ended Questions/Critical Thinking/Art Gallery - To allow students to critically think, knowledge check, and ask questions such as: "What are some examples of it can relate to the world today?" (allows for an open conversation/options to share)

Criticality: Story Map - Build a map of the characters, cultures, neighborhoods - allows students to think about oppression, equity, and anti racism.

Joy: Presentation/Activity - Allow students to choose how they feel more comfortable sharing what they have learned. Students might feel proud of their artistry, rapping skills, or presenting whole class in a slide deck/poster.

Start with Joy: Pick books that make students feel proud and happy, not just sad or hurt.

Teach the Whole Child: Help students learn about who they are, new skills, big ideas, fairness, and joy.

Use Diverse Books: Choose stories by authors who share the same culture or background as your students.

Plan Your Read-Alouds: Think about what you’ll do before, during, and after reading to make it meaningful.

Look at Yourself Too: Think about your own beliefs so you can better support all students.

Use multicultural children's literature that centers the voices of the "other" people

Share diverse texts in order to show understanding of their resistance and triumph, and shift away from oppression and violence

Teachers as reflective practitioners - reflect on their own positionality

Activate joy by celebrating people's lived experiences

Students experience joy through read-alouds that offer joy and genius.

The CHRE framework is to be a transformative intellectual; we need to teach identity, skills, intellect, criticality, and joy.

As educators, when we elevate beauty in humanity and embrace truth-filled narratives and representations of diverse people of the world (including our students), we are creating spaces for students to be in the presence of joy in the classroom.

We must offer joy and genius in the stories they curate for their classroom read-alouds.

Choose books that students can relate to, culturally or socioeconomically.

Choose books written by non-white, often marginalized authors.

Ask probing questions that call on students to look deeper into the text and pull from their background knowledge to understand it.

Choose multicultural narratives and informal texts that deal with racism, oppression, and systemic marginalization to engage students with material they can relate to, empowering them to dig deep and search for solutions.

To activate joy, we must choose books that celebrate the child and their histories, something they can relate to, and are passionate about. This engagement could lead to open communication with their peers and self-empowerment.

Joy can be fully experienced when we have intentional effort and action towards teaching

Practices of (re) claiming self determination and seld empowerment

Artistic sensibilities: love, music, art, poetry into learning

Embrace truthful narratives and representation of diverse people of the world

Encourage educators to first assess their own sociolocultural knowledge

Connect what you want learned from the book to prior knowledge the students already have.

Offer a diverse amount of stories.

Give context before starting the story with an activity that connects to the story of the book.

Connect the learning to goals of self-awareness.

Educators should instill the four pursuits into themselves and unlearn practices that get in the way of CHRE