I dedicate this to all the students I have taught, to those I met in Mexico and China in 2019, to my son and daughter, and to you, the reader.
PHOTOGRAPHS on the cover, back cover, and page 16 belong to Rustina DT Sharpe, 2019, and can not be copied or used without my written permission. RDTSharpe 2023
Based on Chapter 3 from:
Vacca, R. T., Vacca, J. L., & Mraz, M. (2019). Content area reading: Literacy and learning across the curriculum (12th ed.). Boston: Pearson Allyn & Bacon.

is for approach
Additive-integrating multicultural concepts and themes and issues into the curriculum via thematic units without changing the curriculum
Contributions- emphasizing specific cultural celebrations and holidays, but is not a deep dive into the actual cultural impact
Transformative and Decision-making/social action- these two approaches work together to integrate multicultural literacies that allow students to come to their own conclusions, opinions, and understandings via analyzing and interpreting various multicultural resources



is for books
Books from a variety of genres, across various cultures, especially the cultures represented in the classroom, will help students connect prior knowledge and experiences with multicultural perspectives.


is for Culturally Relevant Pedagogy

Students from diverse backgrounds and cultures bring their own culture, experiences, and prior knowledge to the classroom. It is important that teachers recognize the languages and cultures in their classrooms as blessings, and respond through teaching approaches that utilize and build upon the linguistic and cultural uniqueness of their students.


is for Developmental Appropriateness

Teachers must keep in mind that it is the WHOLE student that differentiation is made for. Developmentally appropriateness considers more than just where the student should be developmentally, but where they are developmental as it relates to the student's culture. So is the lesson developmentally and culturally appropriate?

is for Equity and Excellence

Teachers strive for equitable and effective instruction that meets the individual needs of their students, allowing for the curriculum to be understood in diverse cultural representations across the classroom, resulting in excellent instruction.

is for Family

Students bring their family cultures. Teachers should embrace their student's cultures and blend them into the dynamics of a classroom family that recognizes and celebrates their multicultural diversity and provide opportunities for the student's families to share.

is for Identity

"See the differences without the deficits (p. 54)." Learning about each other's cultural diversity allows students to identify with their culture, embrace their culture and celebrate each other's uniqueness.







is for Knowing

Ways of Knowing will vary by culture. Teachers must recognize that how they ask questions and provide instruction may not match how their students learn within their cultural background. Reading, writing, cognitive skills, communication styles, and body language vary by cultural identity and experiences. By knowing their students and learning about the cultures in their classrooms, teachers can adjust curriculum and pedagogy to meet the diverse needs and learning styles of their students.

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I dedicate this to all the students I have taught, to those I met in Mexico and China in 2019, to my son and daughter, and to you, the reader.
PHOTOGRAPHS on the cover, back cover, and page 16 belong to Rustina DT Sharpe, 2019, and can not be copied or used without my written permission. RDTSharpe 2023
Based on Chapter 3 from:
Vacca, R. T., Vacca, J. L., & Mraz, M. (2019). Content area reading: Literacy and learning across the curriculum (12th ed.). Boston: Pearson Allyn & Bacon.

is for approach
Additive-integrating multicultural concepts and themes and issues into the curriculum via thematic units without changing the curriculum
Contributions- emphasizing specific cultural celebrations and holidays, but is not a deep dive into the actual cultural impact
Transformative and Decision-making/social action- these two approaches work together to integrate multicultural literacies that allow students to come to their own conclusions, opinions, and understandings via analyzing and interpreting various multicultural resources



is for books
Books from a variety of genres, across various cultures, especially the cultures represented in the classroom, will help students connect prior knowledge and experiences with multicultural perspectives.


is for Culturally Relevant Pedagogy

Students from diverse backgrounds and cultures bring their own culture, experiences, and prior knowledge to the classroom. It is important that teachers recognize the languages and cultures in their classrooms as blessings, and respond through teaching approaches that utilize and build upon the linguistic and cultural uniqueness of their students.


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