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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.

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

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.

Word webs are mind maps that promote active learning and help students develop higher-order thinking skills. Students map their thinking in a graphic organizer based on a Frayer model.

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).