Diversity, Equity, Inclusion, and Belonging

In this visual strategy, students divide vocabulary words into parts and draw illustrations to represent the separate meaning of each part.

Students learn the meaning of vocabulary words by writing the word in multiple ways. Students write guided paragraphs about words from the central text then share their writing with peers.

These surveys ask students what they know or how they feel about specific words in the text they are reading.

In this semantic feature analysis strategy, students use a grid to show how vocabulary words relate to one another and to conceptual frameworks (e.g., masculine versus feminine).

Students use this tool to identify a word’s meaning, its parts and its opposite. After organizing the information on an illustrated flashcard, students practice using the word in a sentence.

Students predict the meanings of vocabulary words before reading and confirm the accuracy of their predictions during and after reading. Students identify context clues from the text and revise their definitions accordingly.

This contextual redefinition strategy encourages students to use the structure and context of words to predict their meanings. Students arrive at the definition through exposure to increasingly rich clues.

A tableau is a representation of a scene or picture by people posing silently without moving. In a vocabulary tableau, a group of students use their bodies to create a frozen picture of a vocabulary word.

A word wall is an organized display of vocabulary words drawn from the texts students are reading.

Students use a concept map to organize their vocabulary learning. This tool requires students to define words, find examples, draw on prior knowledge and connect related concepts.

Challenge the Text helps students ask and answer their own text-dependent questions by taking multiple perspectives and uncovering assumptions and biases within the text.

In reading against the grain students analyze the dominant reading of a text and engage in alternative or "resistant" readings. Resistant readings scrutinize the beliefs and attitudes that typically go unexamined in a text, drawing attention to the gaps, silences and contradictions.

Shared reading combines aspects of guided reading and read-aloud strategies. During shared reading, a teacher or proficient student reads the text aloud, pausing at pre-selected moments to discuss content and analyze the text. This strategy facilitates close reading of a complex text in small or whole group settings.

This strategy exposes students to multiple short pieces of a text before they read it in its entirety. Students read selected quotes out of context and comment on both the selection and the comments of other students. The activity ends with students reflecting on their reactions to and predictions about the text.

Readers must refer back to the central text to answer text-dependent questions and provide evidence from the reading to support their answers. Students provide accurate, relevant and complete evidence. To do this well, students will often need to re-read the text several times. This approach privileges the text over prior knowledge, personal experience and pre-reading activities.

Thinking notes are text annotations (highlights, underlines or symbols made on the text or in the margins) that document student thinking during reading. Depending on how you structure the task, these notes can indicate agreement, objection, confusion or other relevant reactions to the text.

This task helps students consider if the text is a window or a mirror through practicing literacy skills and using technology.

A guide to help students interpret, analyze and evaluate information encountered in a variety of media formats. Use this guide with the spoken and performed texts included in the Perspectives anthology.

A strategy to introduce the anti-bias framework into group discussion and textual analysis. Students respond to and pose questions from the four anti-bias domains: identity, diversity, justice and action.

A comprehension strategy that builds speaking and listening skills through structured text-based discussion. Students record sentences from a text and then discuss their responses in small groups.

A comprehension strategy during which student take turns reading aloud to each other, stopping occasionally to comment on the text.

A structured discussion in which students examine issues and respond to open-ended questions about a text. Students use dialogue rather than debate to communicate with each other.

A whole class discussion structured to facilitate rich dialogue, active listening and use of textual evidence.

A strategy for organizing medium- to large-group discussions. Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a text-based discussion; students in the outer circle listen to the discussion and take notes.

A discussion strategy that asks students to infer how a particular author or character from a text would respond to questions and scenarios. Students must defend their conclusions using evidence from the text.