Problem
1) Identify five or more student-specific developmental (academic, physical, or social-emotional), cultural, and language characteristics that often differ across the selected grade level of students and should be considered when planning instruction.
2) Select at least one content area standard and one ELA standard that will be the focus of the grade level and content area students.
3) Identify one informational/expository text and one imaginative literary text that are academically and developmentally appropriate, relevant to the age and interests of the students, and could be paired effectively to address the selected content area standard. Explain why it is important that the selected texts be free of cultural bias and sensitive to students' personal, family, and community experiences and cultural norms.
4) Describe a prior knowledge, vocabulary, or a listening and speaking strategy that supports the content area standard and could be used to engage all students while building a sense of community in the classroom.
5) Explain why reflecting on personal bias and accessing resources to deepen personal understanding of cultural, ethnic, gender, and learning differences is critically important for ethical practice, building strong relationships, and creating relevant learning experiences.
6) Consider the Christian worldview perspective and key principles such as human value and dignity, empathy, respect, and value for the human condition. Explain how implementing culturally responsive literacy instruction into your content area demonstrates these principles and helps to create sense of caring, compassion, and respect in the classroom community.