Final Resource Review Matrix Culturally Responsive Teaching

Resource Review Matrix: Culturally Responsive Teaching
Name of Resource and

Link to Resource
(if applicable)
Kids Like Me, Judith M.
Blohm and Terri
Lapinsky
Resource #1:
Relevan Languag Readin
t
e Levels
g
Content
Levels
Areas
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
Book
Grade 7 Social
Intermedi interme
to 9
Studies, ate
diate
Languag
e Arts
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 6-Reshaping the
curriculum
Information About
Resource
Twenty-six students share

their stories about coming to
America, learning English,
and making a home for
Available at
and
themselves in a new
http://www.amazon.com
community. Using their
/Kids-Like-MePrinciple 4
words, photos, and maps, the
ImmigrantPositive
book offers an excellent,
Experience/dp/1931930
perspectives on first-hand insight to students'
21X
parents and
cultural identities. While
families of
written to help students
culturally and
understand their classmates,
linguistically
it also includes discussion
diverse
questions, self-directed
students
activities, and research ideas
for educators to use in the
classroom ("NEA, National
Education
Association", 2014).
Strengths of Resource:
Limitations of Resource:
Each story is followed by questions to make students think more A limitation of the book is that it is not interactive. Students
deeply about the immigrant experience. It provides guidance
whose first language isnt English may struggle with language
and activities for the teacher to help make the stories and concept and reading level of the book. The book included a limited
understandable to students. It provides a good source of
number of stories of immigrates and may not encompass the full
additional resources for teachers and students.
experience.
Resource Review Matrix
Strategies for Implementation and Evaluation of Each Resource:

After each of the stories there is a series of questions to encourage students to understand the stories and the issues that may not be
immediately apparent to those who have not shared the immigration experience. In addition, there are research assignments that add
to the background context of the stories (historical, geographical and cultural information) which require students to do additional
research.
The second part of the book provides activities and resources to enrich the students understanding. It provides information on
intercultural communication and living at the students level.
Biases and Stereotypes of Resource:
Twenty-six stories are represented in the book. There are biases towards the stories represented. It does not include the full range of
the immigrant experience. It may leave students with an incomplete view of the experiences.
Methods for Adapting Each Resource Based on Differentiation of Language and Literacy Levels:
Students may need assistance with reading the material depending on their proficiency level of English. This can be done through
buddy reading, pre-reading activities, vocabulary development and a read aloud.

Link to Resource
(if applicable)
Oyate
http://www.oyate.org/
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
website
High
school
Resource #2:
t
e Levels
g
Content
Levels
Areas
America
n
Studies
Complex
High
school
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 6-Reshaping the
curriculum
Info
This site offers information

about evaluating texts,
resource materials and fiction
by and about Native peoples.
3
and
The site evaluates texts and other material concerning the Native
American Experience. It provides summary of books and the
issues that Native American have experiences.
Principle 8
Studentcentered,
studentcontrolled
classroom
discourse
It goal is to point and

eliminate anti-native people
bias.
One of the limitation of the site is it does not provide the full text
or the text can be purchased. In addition, does not provide a
more complete view of the experience. In addition, it is best
accessed individually on a device which all students may not
have.

As students preform research or study the Native American experience, this site provided them with an opinion on the material that
they might use. It provided one perspective on the Native American experience.
The website and the review of material is from perspective of Native American and has a strong biases toward their views. Students
need to be aware of this and take it into consideration as they review the material.
Students may need assistance with reading the material depending on their proficiency level of English. This can be done through
buddy reading, pre-reading activities, vocabulary development and a read aloud.

Link to Resource
(if applicable)
American by the
Numbers
http://www.americabyth
enumbers.org/
4
Resource #3:
t
e Levels
g
Content
Levels
Areas
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
Video
Grade 6 Social
documentar and up studies
y
Intermedi N/A
ate to
advance
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 4.
Positive
perspectives
on parents and
families of
culturally and
linguistically
diverse
students
Information About
Resource
America By The Numbers

with Maria Hinojosa is a
new PBS documentary series
the first to focus on the
dramatic demographic shifts
currently taking place in this
country. As we explore
underreported stories from
every corner of the nation,
we reveal the human face of
the biggest population
change in U.S. history. The
new American mainstream
the growing number of
Asians, Latinos, African
Americans, mixed race,
immigrants, women, youth,
and LGBTis influencing
elections, culture, commerce,
and every facet of
contemporary life. We
investigate these dynamic
developments using
infographics, statistical
analysis, in-depth reporting,
and compelling storytelling
with anchor and executive
5
producer Maria Hinojosa
("American By The
Numbers", 2014).
The documentaries help students understand that behind every

statistic is a story that relates to real people. The stories are
compelling and the video format is engaging for students. It also
helps to understand the changing demographics of the United
States. The stories are current and relevant.
The language in the stories may be difficult for EAL students to

understand. The stories are also for a mature audience. Each
hour documentary can be used individually. However, it is more
compelling if students can watch the full 4 hours and engage in
related activities. However, there may not be enough classroom
time.

The documentaries are well suited for a social studies or history class. They can be used to examine the immigrant experience or to
help students look at their own cultural identity. There are several websites available that have well developed lessons that will help
teachers use the material. Lessons can be found at the Teaching Tolerance website http://www.tolerance.org/classroom-resources
A wide range of stories and cultures are included in the 8 stories.
To differentiate for students with a lower level of English, the teacher can have the student pre-watch the video. After the students
can ask questions about it for clarification. Once terms items have been explained, the students can watch the video again.
Also, the documentaries can be viewed in small groups. After each section, the teacher can stop the video and explain / discuss.
Vocabulary and topics can be pre-taught.

Link to Resource
(if applicable)
Children Just Like Me:
A Unique
Celebration of
Children Around
the World
by Anabel Kindersley
and Barnabas
Kindersley
Available at
/exec/obidos/tg/detail/-/0
789402017/qid=112851
0476/sr=22/ref=pd_bbs_b_2_2/10
4-4316703-6855940?
v=glance&s=books
6
Resource #4:
t
e Levels
g
Content
Levels
Areas
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
Book
Grade 3 Social
to 7
Studied
or
Cultural
studies
Intermedi Interme
ate
diate
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 4
Positive
perspectives
on parents and
families of
culturally and
linguistically
diverse
students
Information About
Resource
A delightful, attractive look

at children from around the
world. The authors spent two
years meeting and
photographing youngsters
from every continent and
more than 140 countries. The
volume is divided by
continent, which is
introduced with photos of
children, their names, and
nationalities. Then a doublepage spread features pictures
of each child's food, eating
utensils, housing, school,
friends, and family. The text
gives the young people a
chance to comment on their
favorite games, friends, and
hopes for the future. The
final section includes
excerpts from the
Kindersleys' travel diary.
This book is factual,
respectful, and insightful. It
provides just the right
balance of information and
7
visual interest for the
intended audience
("Amazon, Children Just
Like Me: A Unique
Celebration Of Children
Around The World", 19962014).
The book provides strong visual images for students that connect
with their everyday life. In addition, it covers a large range of
cultures and child from different social economic backgrounds.
Each student would not have his/ her own book and would need
to share the resource. Each country is represented a limited
number of stories which give only one perspective of the culture.

This book is suited for classes teaching about culture and cultural diversity. It provides students with an understanding of how other
cultural and people of different financial means live throughout the world.
The book does not include the variations within a cultural. Students may think that this is how everyone is in that cultural and may
develop stereotypes.
The strong visual images in the book with help students of all language levels gain a stronger understanding of the material.
Resource #5:

Link to Resource
(if applicable)
WHATS IT LIKE
WHERE YOU LIVE?
EXPLORING
TERRESTRIAL
BIOMES
8
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
Videos and Grade 4
Website
to 7
http://www
.mbgnet.net
/
Relevan
t
Content
Areas
Languag
e Levels
Readin
g
Levels
Science
and
Social
Studies
Basic to
intermedi
ate
Emergi
ng
readers
Videos can be purchased

at
http://www.missouribota
nicalgarden.org/learndiscover/studentsteachers/educationalresources/educationalresources-topurchase.aspx
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 2
Utilization of
diverse
learning
strategies
and
Principle 6.
Reshaping the
curriculum
Information About
Resource
The series of videos explore

the various biomes of the
world. They are hosted by a
diverse group of students.
This website was developed
by Missouri Botanic Garden
to accompany the videos.
The site provides information
and photos of biomes around
the world.
and the accompanying

website
Where do you live?
Biomes of the World
http://www.mbgnet.net/
The combination of videos hosted by pre-teens and the website

are a powerful combination that allows student to learn about
biomes in a number of different ways with a number of different
The website is best explored by individual students and requires

each student to have a device to access the internet. The website
included information on Freshwater and Marine Ecosystem
strategies. The videos also address how the biome affects the
culture of the people who live in it. Each video has a related
section on the website.
which is not included in the video series.

The material is well suited for a science class or social studies class exploring how humans adapt to their environment.
As there are six different videos and sections on the website, this can allow students to be the class expert on a biome and teach
the rest of the class the material through oral presentation.
While the 6 biomes of the world are explored, the differences within each biome are not always clear.
Vocabulary can be pre-taught before watching the videos. Allowing students to preview the material by looking at the website
before watching the video. Graphic organizers can be used to help students keep information in a concise, easy to understand
method.

Link to Resource
(if applicable)
The Freddie Ramos
Series of early reader
books. (Zapto Power)
Type of
Target
Media
Grade
(e.g., text, Levels
software,
music, art)
Book series Early
Elemen
tary
School
Resource #6:
t
e Levels
g
Content
Levels
Areas
Reading
and
social
studies
Beginnin
g
Alignment to
Principles of
Culturally
Responsive
Teaching
Beginni Principle 4
ng
Positive
readers perspectives on
parents and
families of
Information About
Resource
"Designed for early readers,

this chapter book includes
frequent black-and-white
cartoon illustrations featuring
kids with outsized round
10
/s/ref=nb_sb_noss_2?
url=search-alias
%3Dstripbooks&fieldkeywords=Freddie+Ram
os&rh=n
%3A283155%2Ck
%3AFreddie+Ramos
culturally and
linguistically
diverse
students
heads....The few Spanish

words establish the boy's
ethnicity but will be
understood in context....An
unusually appealing early
chapter book."
(Amazon, Freddie
Ramos, 1996-2014).
The strength of the books series is it is appealing to young

readers and has many aspects of live they can relate to. Many of
the problems Freddie deals can be understood by children.
Freddie is Latino. Children of ethnic background may feel

excluded.

These books are great to use as leveled readers for either guided reading or individual reading. They are high interested for young
readers and will help generate interest in reading. They provide books with which the readers will be engaged and can be successful
reading.
The hero Freddie lives in a lower income apartment complex. The Spanish in the book clearly establishes him as Latino. This may
reinforce or create a stereotype that Latinos are poor.
The early chapter book would work well in guided reading groups. It could be read to the students or they could buddy read or read
it individually.
Type of
Target
Resource #7:
Alignment to
Information About

Link to Resource
(if applicable)
Reach for the Sky by

Allison Stoutland (1999)
11
Media
Grade
t
e Levels
g
(e.g., text, Levels Content
Levels
software,
Areas
music, art)
Book
Grade 2 Languag Intermedi Early to
to 5
e Arts or ate
Interme
/ social
diate
studies
Available at
/Allison-StoutlandReach-Skylessons/dp/B00MQFIRN
E/ref=sr_1_2?
ie=UTF8&qid=1416659
611&sr=82&keywords=
%22Reach+for+the+Sky
%22+by+Allison+Stoutl
and
Principles of
Culturally
Responsive
Teaching
Principle 4.
Positive
perspectives on
parents and
families of
culturally and
linguistically
diverse
students.
and
Resource
Reach for the Sky teaches

concepts that children can
relate to in their own world,
giving them the tools they
need to become responsible
citizens, cooperative
classmates, dedicated
students, trustworthy friends
and compassionate human
beings
(Amazon, Reach for the
Sky, 1996-2014).
Principle 6.
Reshaping the
curriculum
The strength of the books is the ability for students to relate to

the small moments in the stories to their own lives. It provides
students away to connect to their world and to others and a way
for students to reflect on their compassion for others.
There may be small life moments in the book that students are
not able to relate to such as the first snow fall. In addition, there
would not be a complete set of books for the whole class.

The book will allow students to reflect on their own lives and reflect on the compassion for others. Once the stories have been read,
students in upper elementary school can interview their classmates using guided questions to gain a deeper understanding and
compassion for their classmates.
12

Not all of the small moments may be part of each childs life and may establish or reinforce stereotypes.
The book is very visual which will help EAL students. The book can be used as a read aloud, as a buddy read or as guided reading.
Vocabulary can be pre-taught. In addition, the interview questions can be modified as needed and instead of writing the responsive
they can be oral or recorded.

Link to Resource
(if applicable)
National Geographic
Kids Website and
Magazine
http://kids.nationalgeogr
aphic.com/videos/
Resource #8:
Type of
Target Relevan Languag Readin Alignment to
Media
Grade
t
e Levels
g
Principles of
Levels
Culturally
software,
Areas
Responsive
music, art)
Teaching
Website
Grade 1 Social
Intermedi Interme Principle 2.
to 5
Studies, ate
diate
Utilization of
Science
diverse
and
learning
Languag
strategies
e Arts
Principle 6.
Reshaping the
curriculum
and
Information About
Resource
This interactive websites

provides students with
information on different
countries, cultural, animals
and related topics. It has
high interest photos, text,
video and games.
The website provides students with information on topics of high
interest to students. It provides a number of different mediums
for student learning including text, photos, videos and games.
The resources are free to join.
13
Principle 8.
Studentcentered,
studentcontrolled
classroom
discourse
The website is best explored as individual and requires students
to have access to the internet through a device. The text may be
of a higher reading level than some students. Also, the websites
encourages students / parents to subscribe to the National
Geographic Kids Magazine.

The teacher can show the students the information on the website or allow students to explore on their own. The website is a save
location for students to preform research on some topics.
There are many videos, photos and text related to countries around the world. The text makes some generalization about each
country. It will be important for students to be explained the diversity within each country.
As previously stated, the website provides video, photos and text related to many countries. For the beginning language student, the
photos and video should be sufficient for the student to gain a basic understanding. The multiple ways the information is presented
will help to enforce the concepts for the students.

Link to Resource
(if applicable)
Heroes of American
History
14
Type of
Media
(e.g., text,
software,
music, art)
Video
Target
Grade
Levels
K-2, 35
Resource #9:
t
e Levels
g
Content
Levels
Areas
Social
studies /
History
Intermedi N/A
ate
Full Video.
Discovery Education.
Web. 22 November
2014.
<http://www.discoverye
ducation.com/>.
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 4.
Positive
perspectives on
parents and
families of
culturally and
linguistically
diverse
students
Information About
Resource
Meet towering figures who

span the breadth of our
nation's history. These
biographies examine the
lives of men who helped
found the nation, helped
expand the nation, and
fought to give everyone a
share of our nation's liberties:
Ben Franklin, Davy Crockett,
and Martin Luther King, Jr.,
Paul Revere, George
Washington, and Thomas
Jefferson. Learn how their
courage and example forged
our nation
("Discovery
Education, 2014).
The strength of this resource but historical figures into terms that
can be understood by students. It shows reenactments that help
students understand the time period. It includes brief
information about the historical figures childhood and how many
of the historical figures stated out poor.
The video coverers many the historical figures of Colonial times,

but does also include Davy Crocket and Martin Luther King.
15

The video can be done in sections as each historical figure or period of time is covered in class. The video comes with lesson plans
to use in conjunction with the video.
While Martin Luther King is included in the video, the Americans on the videos are white, males. The contributions of individuals
from other ethnic groups and woman are not included. This may leave students with the impression that other groups and women
did not contribute to American History.
Information about each figure can be pre-taught. The video can be viewed, stopped as needed or reviewed to help students to more
fully understand the material.

Link to Resource
(if applicable)
The New Jim Crow,
Michelle Alexander
Available at
/New-Jim-CrowIncarcerationColorblindness/dp/1595
586431/ref=sr_1_1?
Resource #10:
Type of
Target Relevan Languag
Media
Grade
t
e Levels
software,
Areas
music, art)
Book
Grade 9 History, Intermedi
to 12
Social
ate
Students
/
Languag
e Arts
Readin
g
Levels
Advanc
e
Alignment to
Principles of
Culturally
Responsive
Teaching
Principle 3.
Teacher as
facilitator.
Information About
Resource
Contrary to the rosy picture

of race embodied in Barack
Obama's political success
and Oprah Winfrey's
financial success, legal
scholar Alexander argues
vigorously and persuasively
that [w]e have not ended
racial caste in America; we

ie=UTF8&qid=1416665
383&sr=81&keywords=the+new+j
im+crow
16
have merely redesigned it.
Jim Crow and legal racial
segregation has been
replaced by mass
incarceration as a system of
social control (More African
Americans are under
correctional control today...
than were enslaved in 1850).
Alexander reviews American
racial history from the
colonies to the Clinton
administration, delineating
its transformation into the
war on drugs. She offers an
acute analysis of the effect of
this mass incarceration upon
former inmates who will be
discriminated against,
legally, for the rest of their
lives, denied employment,
housing, education, and
public benefits. Most
provocatively, she reveals
how both the move toward
colorblindness and
affirmative action may blur
our vision of injustice: most
Americans know and don't
know the truth about mass
incarcerationbut her
carefully researched, deeply
engaging, and thoroughly
17
readable book should change
that. (Feb.) (Amazon, The
New Jim Crow , 1996-2014)
The strength of the resource is that it provides students with a

modern and historical perspective on racial issues in the United
States.
The resource focuses on the racism faced by African Americans.

It is does not address racism faced by other ethnic groups in the
United States. It also does not address racism around the world.

Chapters in the book can be used as guided lessons for students. Where parts of the text are read together and then students discuss
either in small groups or a partner what they just read.
As previously stated, the book only deals with racism faced by African Americans. This may lead to a misunderstanding about
racism related to other groups.
The book can be read by individual students, as a whole group, small group, or as a pair and share. Students can take notes on
important concepts and complete graphic organizers to help them understand the concepts addressed in the book.
18
References
Amazon, Children Just Like Me: A Unique Celebration of Children Around the World.(1996-2014).Retrieved from
http://www.amazon.com/exec/obidos/tg/detail/-/0789402017/qid=1128510476/sr=2-2/ref=pd_bbs_b_2_2/104-43167036855940?v=glance&s=books
Amazon, Freddi Ramos(1996-2014).Retrieved from http://www.amazon.com/s/ref=nb_sb_noss?url=search-alias
%3Dstripbooks&field-keywords=My+Life+Is+Normal%2C+Too%3A+Diversity+in+Children's+Literature&rh=n
%3A283155%2Ck%3AMy+Life+Is+Normal%5Cc+Too%3A+Diversity+in+Children's+Literature
Amazon, Reach for the Sky(1996-2014).Retrieved http://www.amazon.com/Reach-Sky-little-lessons-happier/dp/0967094100
Amazon, The New Jim Crow: Mass Incarceration in the Age of Colorblindness (1996-2014).Retrieved http://www.amazon.com/NewJim-Crow-Incarceration-Colorblindness/dp/1595586431/ref=sr_1_1?ie=UTF8&qid=1416665383&sr=81&keywords=the+new+jim+crow
American By the Numbers. (2014). Retrieved from http://www.americabythenumbers.org/
Discovery Education. (2014). Retrieved from https://app.discoveryeducation.com/player/view?assetGuid=04f2d026-ae06-4de4-8a7ba884b90bc94f

NEA, National Education Association. (2014). Retrieved from http://www.nea.org/home/16732.htm
19

Final Resource Review Matrix Culturally Responsive Teaching

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Resource Review Matrix: Culturally Responsive Teaching

Name of Resource and

Twenty-six students share

Resource Review Matrix

Strategies for Implementation and Evaluation of Each Resource:

Name of Resource and

This site offers information

Resource Review Matrix

It goal is to point and

Strategies for Implementation and Evaluation of Each Resource:

Resource Review Matrix

Name of Resource and

America By The Numbers

Resource Review Matrix

The documentaries help students understand that behind every

The language in the stories may be difficult for EAL students to

Strategies for Implementation and Evaluation of Each Resource:

Resource Review Matrix

Name of Resource and

A delightful, attractive look

Resource Review Matrix

Strategies for Implementation and Evaluation of Each Resource:

Resource Review Matrix

Videos can be purchased

The series of videos explore

and the accompanying

The combination of videos hosted by pre-teens and the website

The website is best explored by individual students and requires

Resource Review Matrix

which is not included in the video series.

Strategies for Implementation and Evaluation of Each Resource:

Name of Resource and

"Designed for early readers,

Resource Review Matrix

heads....The few Spanish

The strength of the books series is it is appealing to young

Freddie is Latino. Children of ethnic background may feel

Strategies for Implementation and Evaluation of Each Resource:

Name of Resource and

Resource Review Matrix

Reach for the Sky by

Reach for the Sky teaches

The strength of the books is the ability for students to relate to

Strategies for Implementation and Evaluation of Each Resource:

Resource Review Matrix

Biases and Stereotypes of Resource:

Name of Resource and

This interactive websites

Resource Review Matrix

Strategies for Implementation and Evaluation of Each Resource:

Resource Review Matrix

Name of Resource and

Meet towering figures who

The video coverers many the historical figures of Colonial times,

Resource Review Matrix

Strategies for Implementation and Evaluation of Each Resource:

Name of Resource and

Contrary to the rosy picture

Resource Review Matrix

Resource Review Matrix

The strength of the resource is that it provides students with a

The resource focuses on the racism faced by African Americans.

Strategies for Implementation and Evaluation of Each Resource: