Weekly Focus Word:
Students are most challenged by Tier II words, which are those that are
nonspecialized academic because they function across all content areas.
Providing students with a weekly Tier II focus word helps students work toward
grasping words they will encounter throughout their academic careers, e.g.
compare, exemplify, therefore, and arguably. 1
Frameworks: ELs need to be provided with tools to participate and
collaborate with peers at all levels of language proficiency, beginning,
intermediate, and advanced.
Example: Beginning "I predict that __________ will __________."
Intermediate "I predict that __________ will ___________."
Advanced "I predict that __________ will __________ because __________."
FOR DIVERSITY IN THE
Viewpoints: Students need to be provided opportunities to encounter
curriculum presented from multiple points of view. This practice incorporates
using diverse cultural viewpoints.
Social Studies/English Example: Teaching
Native American History
- Teachers distribute short stories of different
perspectives of history
- Students are provided 10 minutes to read on
- Assemble classroom into small groups (2-3
- Students summarize the information read and
present each of their different stories and perspectives at the end of class
- View points could include: Tribal Elders, Native American Children, Early European Settlers, Children of Settlers, and African Americans (history shows that those who could pass as Native Americans preferred to be perceived as such than to be African American).
Math Example: Comparing different methods of learning multiplication.
- There are Vedic, Egyptian, Japanese, Russian, Chinese, and American methods for multiplying.
- Students can explore each method, there’s no need to master, and compare and present to their classmates what they learned, liked, and disliked.
TO CREATE A
CULTURALLY CONSCIOUS CAMPUS
Community Outreach: Engaging in conversations,
building relationships, and getting to understand and connect with families
outside of the school environment is a means for educators and administrators
to better understand their student population. Constructing moments to learn
about one another and sharing experiences further builds a sense of community.
Neighborhood walks that are student led can help
teachers and administrators better understand who their students are and what
their lives are like outside of the school day. This practice can also help
form better relationships between students, teachers and the community.
Club Collaboration: it is not uncommon for student
clubs to work in isolation from each other. Encourage clubs at your school to
work together on a given project, so that they get to work with people they
don’t generally/voluntarily encounter. Clubs can be places for cultural
segregation to occur, e.g. the Latin/Spanish Club, Dance Club/Step Club…etc. As
an additional means of diverse collaboration, consider pairing with clubs from
different schools, as schools in and of themselves are often segregated due to
socio-economic status of families.
Mix-It-Up Lunch: encourage students to each
lunch with different peer(s) than their usual, as cafeterias are one of the
most segregated areas on school campuses.
Monthly Teacher Lunch Day: encourage a monthly day
where teachers and students eat together so that they can interact socially and
build a relationship. Do this on a voluntary basis and help teachers consider
how to initiate social and appropriate conversation, e.g. Are you going to the
basketball game this Friday? How did Debate go this last weekend? Did you
decide on a topic for your English paper?