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Part IV: Appendices

Appendix I For Educators: Laying the Groundwork for Reading Groups This section offers guidelines for educators and suggests key questions to consider before bringing families together for the first planning meeting
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Part III: Planning Workbook

Before You Begin: The Planning Committee Activity A: Review Best Practices 1. Take turns reading the standards aloud. As you read, discuss each standard and address any questions or concerns group members may have—about
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Part II: Spotlights

This section of the guide describes three different social justice reading groups. These groups will give you a sense of the different structures and approaches families and communities are using to read and talk about
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Part I: Creating Your Group

Before You Begin: The Planning Committee Getting the Right Folks and the Right Data to the Table Once you’ve decided to start a social justice reading group, it’s tempting to jump right into conversations with young
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Why Reading Groups?

Reading groups that bring students, educators and families together benefit everyone involved. The advantages described here are well documented and supported by research that shows improvements in school climate, family
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Introduction to 'Reading Together'

Late on a November afternoon in 2017, I got an email from a professional acquaintance telling me about an informal project in Boulder, Colorado. A group of parents, some of whom happened to also be professors and staff
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Anti-Muslim

Anti-Muslim incidents numbered the fewest among the five categories reported by educators (6 percent) and those reported in the news. Altogether, we identified more than 200 anti-Muslim hate and bias incidents. The vast
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Antisemitism

Antisemitism was involved in 11 percent of the incidents reported by educators and 18 percent of those reported in the media. In our tracking of news reports, we noticed an uptick in antisemitic incidents toward the end
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Anti-Immigrant

Animus toward people perceived to be immigrants led to a significant amount of harassment in schools; about 18 percent of the incidents that educators reported were directed toward people seen as “foreign.” This category
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