Making Connections - Albuquerque Public Schools

Making Connections - Albuquerque Public Schools

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A publication of the Department of Language and Cultural Equity
Using Funds of Knowledge to Create
Literacy Lessons
by Susana Ibarra Johnson
Luis Moll believes that the secret to
effective literacy instruction is for schools to
investigate and tap into the “hidden” home
and community resources of their students.
He feels that current classroom practices
underestimate and limit the ways that
minority and other children show what they
know and learn. Researchers at the College
of Education at the University of Arizona use
the term “funds of knowledge” to describe
the information, methods of thinking and
learning, and practical skills related to a
community’s everyday life.
Moll conducted research into the lives of
low socio-economic, minority students and
their families in the barrio schools of Tucson,
Arizona. The home investigations revealed
abundant funds of knowledge that the schools
did not know about and therefore did not use
in their curricula. It is essential that educators
teach students by building on what they know
in order to learn about what more they need
to know.
Also in this issue...
❖ APS' Navajo Language Program
❖ Continúa la implementación de
los programas de lenguaje dual
❖ Innovative Family Involvement
Activities
❖ Precious Time Well Spent
❖ Update: Spanish Spelling Bee, 2005
❖ Making More Connections!
Ms. Espi Philpot guides her third grade
students at Lavaland E.S. in reading and
writing about the theme study.
Educators can use funds of knowledge to
develop lessons that will successfully encourage
students to develop their reading and writing
potential. Results of an informal survey given
to the faculty at Lavaland Elementary show
that teachers are using the students' funds of
knowledge to develop a theme study. How does
this increase literacy in the classroom? Theme
studies which are relevant to the students’ lives
mobilize more interest and make necessary
literacy connections. The familiarity of the
subject matter provides the students with more
opportunities and greater motivation to learn.
Successful planning of a lesson using students'
funds of knowledge begins with discussing
the information and experiences possessed by
each student about the theme study. Ms. Espi
Philpot's third grade class was given the task to
do a quick-write about what they knew about
medicinal folk remedies.
—continued on page 2 —
◆ December 2004 ◆
—continued from page 1 —
Ms. Philpot mentioned that the students
were very excited and willing to share their
knowledge about the topic. This occurrence
can be related to the “living knowledge” that
the students have acquired from their families,
cultures, and/or communities. Examples
of responses from her students include the
following:
at home to cure a certain ailment. As a result
of this information we decided on this topic
as the study. Other funds of knowledge that
were identified in several Lavaland classrooms
were: gardening, ranching, urban skills,
translating, culinary arts, and child care and
child development.
Theme studies which are relevant to the students’ lives
My grandma
mobilize more interest and make necessary literacy connections.
put potatoes,
wrapped up in
The following steps can help facilitate the
a rag, soaked in some vinegar, and put it on
her forehead and her feet, and she'd feel a lot implementation of the students' funds of
knowledge into classroom curriculum:
better. PS: You can use it when you're sick.
Estrella
1. The teacher becomes researcher in
My grandma would put a cool rag. She would
give us soup and we would take a hot bath
and we would rest and then we would feel
better.
Alexandra
My grandma when my eyes were closed tight.
She would cook something and put a rag in it
and put it on my eyes. It was minty.
Santiago
When my mom was sick my grandma gave
her erba wena.
Isabel
Once the teacher analyzes the data gathered
from the quick-writes she can proceed with
planning literacy lessons that pertain to the
topic of medicinal folk remedies and scaffold
students' work toward literacy standards.
In order to mediate this type of novel
learning, that of integrating students’ funds
of knowledge into classroom curriculum, the
teacher needs to become a researcher within
her classroom and community. In addition to
information from their students, teachers can
begin gathering information during parent
conferences, community functions, home visits,
and after-school conversations with parents.
Ms. Philpot and I chose medicinal folk remedies
because many of our students and parents had
shared information about remedies they used
2
order to discover students' funds
of knowledge;
2. Quick-writes determine interest and
knowledge of the theme study;
3. Exposure to literature and discussing
the information expand the learning;
4. More in-depth writing, with the teacher
mediating the new found knowledge
about the topic, promotes developing
literacy skills;
5. Students publish their information in a
class publication: “Book of Medicinal
Folk Remedies,” for example; and
6. Parents and community resource people
can come into the classroom as guest
speakers on the theme study.
Building a strong foundation of interest,
experience, and expertise on these funds
of knowledge grounds literacy practices in
authentic learning contexts. In addition, this
type of instruction supports students in their
work toward academic content standards.
Moll, Luis, et.al. "Engaging LIfe: A Funds of Knowledge Approach to Multicultural Education." In
Banks and Banks (eds.), Handbook of Research on
Multicultural Education. 2004. Jossey-Bass.
◆ Making Connections—December ‘04 ◆
Albuquerque Public Schools'
Navajo Language Program
by Vincent Werito
In the Albuquerque Public Schools district,
there are currently four high schools and two
elementary schools that offer Navajo language
classes. The four high schools are Del Norte,
Cibola, Manzano, and West Mesa. The two
elementary schools
are Lowell and
Painted Sky. There
are plans underway
to begin offering
classes at the
middle school level.
Begay, from the Office of Diné Language and
Culture in Window Rock, Arizona.
The following is a list of short and long range
goals for the Navajo language program:
• more input and support
from parents and
community members;
• increased student
attendance and retention
in program;
• recognition of Navajo
language in schools,
The Navajo
homes, and community;
Language Program
• language immersion
offers Navajo
camps; and
language, a
Roger Begay, Office of Diné Language and Culture, • cultural programs and
heritage language,
consults with Navajo instructors Shirley Gee of
to Navajo and non- Painted Sky E.S. and Virginia Yazzie of Lowell E.S. activities.
Navajo students
in APS. Primarily, our goals are to give Navajo
The Navajo language instructors are as follows:
students the opportunity to learn their
Del Norte H.S.
Peggy Rafaelito
language and about their culture while offering
Cibola H.S.
Howard Redhouse
Navajo as a foreign language to others as well.
West Mesa H.S.
Ronda Ike
More so, the emphasis of the Navajo language
Manzano H.S.
Marsha Hubbel – Espinosa
program is on Navajo language maintenance
Lowell E.S.
Virginia Yazzie
and revitalization, which requires instructors
Painted Sky E.S.
Shirley Gee
to focus on oral language development. By
using second language acquisition and learning
For more information on the Navajo Language
methods, we hope to develop a stronger
Program or working with Navajo students, you
program in the years ahead.
can contact me at APS Language and Cultural
As the Navajo language resource teacher, my
main role is to offer instructional, curricular,
and technical support to the Navajo language
teachers. Also, I spend a lot of time on
curriculum development and planning for staff/
professional development. In addition, my
immediate plans are to continue working with
the Navajo teachers in the classroom and get
additional input and support from other people
in developing this program for the benefit of
all students. For example, on November 4,
the Navajo language staff attended a training
on Diné language and culture standards
implementation that was offered by Mr. Roger
Equity, 505.881.9429, ext. 80082. Thank you.
Manzano High School Navajo language students
practice their skills in classroom conversations.
◆ Making Connections—December ‘04 ◆
3
Continúa la implementación de
los programas de lenguaje dual
por Ann Cortés, Escuela secundaria Harrison
Cuando llegué por
primera vez a la
Escuela Secundaria
Harrison, hace unos
tres años, había
oído hablar mucho
de ella. No me
permití darle mucha
atención a lo que
se decía porque no
quería
Ann Cortés
tener una opinión
preconcebida ya que tenía una misión en mente.
Lo que buscaba era una escuela con una riqueza
de idiomas y que necesitara convertirse en una
escuela de lenguaje dual. Mientras caminaba
por el patio de la escuela las primeras semanas
con unos alumnos, me dio un escalofrío como
le pasa a uno cuando una idea o experiencia
educativa extraordinaria se le ocurre. Me
encantaba oír a los alumnos comunicándose
en inglés y en español con una facilidad
maravillosa, pero esa comunicación se usaba
solamente en un registro social. Cuando entraba
a los salones ya no se oía español en el ambiente
académico. Esta escuela, pensé, es un lugar
perfecto para el desarrollo del lenguaje dual.
Comencé a asistir a juntas de lenguaje dual y
defender este tipo de programas a través de un
grupo de maestros extraordinarios del equipo
bilingüe de Harrison.
Los maestros eran los
siguientes: Modesto
Rascón, Heather
Jenkins (ya no están en
Harrison) Katie Williams,
Bernadette Ortega y
yo, Ann Cortés, la líder
de instrucción. Aunque
estos maestros sabían
algo de los programas
de lenguaje dual en
la escuela primaria,
nunca habían considerado la posibilidad de
incorporarlo al programa educativo de Harrison.
Decidí que sería una buena idea que el equipo
entendiera mejor el programa e hice planes
para viajar. Con las recomendaciones de Cecilia
Gonzales de Tucker y David Rogers (experto en
lenguaje dual) fuimos a El Paso para visitar la
Escuela Alicia Chacón, una escuela autónoma
, nacionalmente reconocida, con un éxito
excepcional en la enseñaza de varios idiomas
y con calificaciones altas en los exámenes
estandarizados a pesar de tener una población
de familias de bajo nivel económico. Después
de la visita estábamos muy entusiasmados.
NUESTRA INVESTIGACIÓN SOBRE
LOS PROGRAMAS DE LENGUAJE DUAL
Comenzamos a investigar todo lo relacionado
con la enseñanza del lenguaje dual en las
escuelas secundarias, sobre todo a través del
Centro de Lingüística Aplicada, www.cal.org,
y también la Organización de Lenguaje Dual
en Nuevo México, www.duallanguagenm.
org. Nuestro gran líder, el director, Sam
Obenshain, comenzó a escuchar nuestra
petición de “¡lenguaje dual ahora!” y nos
hizo caso. Nos apoyó completamente, hizo
su propia investigación y quedó impresionado
después de sus conversaciones con David
Rogers. David nos hizo participar en La
Siembra, un grupo de educadores dedicados a la
planificación, implementación y sostenimiento
de los programas
de lenguaje dual
en Nuevo México.
Nuestra experiencia
con La Siembra
nos ayudó a refinar
nuestro plan para el
programa de lenguaje
dual. Investigamos
varios problemas
durante tres días
de trabajo intenso.
Nuestros "árbitros"
Los estudiantes trabajan en
grupos cooperativos.
4
◆ Making Connections—December ‘04 ◆
—continúa en la pagina 9—
El sueño sigue con un programa secundario, Harrison
por David Rogers, Director, Escuela primaria Adobe Acres
La comunidad de Adobe Acres está tan feliz
que nuestra escuela secundaria, Harrison
sigue con la implementación del programa
de lenguaje dual. Adobe Acres implementó
su programa en 1999, y ahora nuestros
graduados pueden seguir en uno de los
programas más exitosos en el estado.
Pero encima de todo, la fuerza de Harrison
es la comunicación que mantiene con sus
familias, maestros y las escuelas primarias
donde empieza la vida académica de
sus alumnos. Harrison consulta con su
comunidad entera cuando toma una
decisión.
El programa de Harrison está bien organizado,
y promete ser unos de los programas más
exitosos por las razones siguientes:
El futuro brillante del programa
continuará, si se toma en cuenta los
siguientes retos:
➠
➠
➠
Liderazgo visionario—bajo la dirección
de su equipo administrativo (Sam
Obenshain y Chris Eisenberg), y su
coordinadora bilingüe, Ann Cortés,
este programa se creó en base a las
experiencias de su personal docente y
al talento de sus maestros.
Un año de planeamiento—lo que falta
en muchas comunidades escolares, es
el tiempo para planear su programa
antes de implementarlo. Harrison
ha tomado el tiempo suficiente para
estudiar el modelo, reunir los recursos
requeridos, y en el diseño del modelo
elegido, responder a los deseos y las
necesidades de su comunidad. En
su planeamiento, el director Sam
Obenshain participó en dos institutos
para programas nuevos, porque
quería estar cien por ciento seguro
que la escuela escogiera el modelo
correcto y el diseño apropiado antes de
implementarlo.
Horario instructivo—el horario de
instrucción para el alumno de lenguaje
dual es inclusivo y completamente
integrado al horario escolar. Es
decir que el alumno puede elegir el
currículo de lenguaje dual sin sacrificar
los cursos electivos o cualquier otro
componente de su vida escolar. El
alumno toma una variedad de cursos
enriquecidos con sus compañeros
bilingües y monolingües.
➠
Emplear a maestros
hispanoparlantes que puedan
proveer instrucción de alta calidad
tanto en la lectoescritura como en
las materias académicas.
➠
Identificar los materiales didácticos
y textos que estén aunados
al currículo secundario y que
presenten el contenido en el
idioma y nivel apropiados.
El mantenimiento de una comunicación
abierta y de una relación positiva con la
comunidad entera es lo más importante.
Hay una filosofía distinta del programa de
lenguaje dual que lo aparta de los otros
programas tradicionales. Estas diferencias
pueden dividir al personal establecido si
no se le ofrece la oportunidad de entender
dichas diferencias y reconocer los aspectos
positivos de todos los programas. El
currículo y el plan de capacitación
profesional de ambos programas deben
intercambiarse al mayor grado que
sea posible. De esta manera, todos los
miembros del personal pueden celebrar
y cosechar lo mejor de su comunidad
bilingüe.
¡Felicitamos al programa
secundario de Harrison!
◆ Making Connections—December ‘04 ◆
5
Low Cost, No Frills:
Innovative Family Involvement Activities
by Dr. Annette Maestas
In the October Making Connections article,
“Not Just Bodies in the Building,” Epstein’s
framework for parent involvement was
introduced and discussed. Epstein considers
six types of involvement as keys to successful
school, family, and community partnerships.
They are: parenting, communicating,
volunteering, learning at home, decision
making, and collaborating with the community.
on a monthly basis by teachers, principals, and
other staff to let the parents know about the
academic progress of their child. When a phone
call is received from a school, it’s usually for a
negative reason or behavior issue. However,
Eugene Field staff communicates with parents
about good things happening. This is another
reason parents feel welcomed and want to come
to their school.
Eugene Field Elementary staff encourage
Educators in the Albuquerque Public School
parents to give their valuable input in the
District are reaching out to parents and the
education of their child. For example, during
community in creative ways. Selected schools
their Family Math Night, parents were asked
were surveyed and several
to answer the
responses
following
three
"When parents have a place to call home at school,
were
questions posted on
it makes a difference."
James Luján
received.
an affinity diagram:
Below are
1. What do you expect of your child in the area
brief accounts of just some ways schools are
of math? 2. What do you expect of your child’s
engaging families that are hard to reach.
teacher when teaching math? 3. What can the
Eugene Field places a huge emphasis on school- teacher expect of you as parents in the area of
math? On October 12, Eugene Field broke an
to-home and home-to-school communication.
attendance record by hosting more that 250
They feel that their success with parents is
parents. The key is to have parents give input
due to their belief that “Parents are the main
and be part of their child’s education.
element of our school system” (James Luján,
Principal). Eugene Field has an open door
Valle Vista Elementary employs an effective
policy which invites all parents, families, and
communication tool which also serves to
siblings to their school at anytime. This means
include the parents as participants in school
that when a parent comes to the office, he or
decisions. Every parent enrolling their child
she signs in and could request to speak to the
for kindergarten must attend a fifteen-minute
Parent Liaison (Mrs. Judy Marjerison) or to the
orientation before they can register their
principal. The bottom line is that parents are
child. The parents are informed that their
first when it comes to visitors.
child will not be placed into a class until the
Having a Family Resource Center is a plus when parent has met with one of the kindergarten
teachers or support staff for a short but intense
reaching parents! James Luján notes, “When
information session about the programs
parents have a place to call home at school, it
offered at Valle Vista. Parents learn about the
makes a difference”. The success occurs with
differences between the dual language and
the collaboration of the counselor, secretary,
English Plus programs. They make an informed
assistant principal, principal, parent liaison,
decision about their child’s placement and are
teachers, and educational assistants. Together,
empowered by their knowledge. So, there are
they visit homes, make phone calls, write
no surprises later with parents lamenting, “I
letters, send e-mails, and communicate during
didn’t know.”
school visits. Phone calls are made to parents
—continued on page 7—
6
◆ Making Connections—December ‘04 ◆
—continued from page 6—
the problems. Mr. Ramos noticed the students’
Valle Vista had an ideal experience when
attitudes improved because of their parents’
parents, community members, and school staff
attendance in the homework club, and the
came together for “Read-o-Ween.” On October
students’ grades improved dramatically.
29, students could come to school in the
evening in costumes. Parents and community
A major component
members set up tents
of McKinley Middle
for reading, read to the
School’s Parent
children, served food,
Involvement Program
and played music. All
is the parent ESL
children participating
classes, led by Ginger
received bags with
Looney, the ESL
treats and free books.
teacher. A core group
At least 248 parents and
of ten to fifteen
community members
parents meets every
signed in that night, but
Wednesday evening
as Reina Romero (parent
in the school library
involvement coordinator
for two hours of
for Valle Vista) pointed
English reading,
out, many adults were
writing, speaking,
too busy making the
Teacher Ginger Looney (right) works with parents
and listening
evening happen to sign
learning English at McKinley Middle School.
instruction and
in. The whole effort
practice. The adults
was parent-led. They
are all parents or relatives of the ESL students in
were involved in the entire planning and
Ginger’s classes.
implementation. Irma Ruiz, parent, received
a grant of $800 for free books from the
The participants spend the first hour in
Westside–South Valley Weed and
interactive group and individual work ranging
Seed Strategy.
from personal introductions to basic vocabulary
including letters, numbers, and telephone
Manuel Ramos, previously a fourth grade
conversations. The parents then work on the
teacher at Atrisco Elementary, came up with
computers for the second hour using Rosetta
a unique way to involve families with their
children in learning activities by starting a math Stone software which was purchased through
Title 1 Parent Involvement funding and with
homework club. He thought of the idea after
strong support from Scott Elder, the principal.
conferencing with parents who indicated that
This software uses and scaffolds visual, auditory,
they would be happy to help their children
and written skills to introduce vocabulary,
with their homework if only they knew what
prepositions, and basic sentence structure. As
to do. Atrisco was using Everyday Math, and
parents said they hadn’t learned that way when the parents progress, the software will provide
they were in school. Mr. Ramos found a way to writing and speaking practice. Many of the
parents have not used the computer before so
help his students and to involve parents who
they’re also gleaning basic computer skills.
typically are less involved in the upper grades.
Here’s the catch—students couldn’t participate
Realizing the importance of collaborating with
in the homework club unless their parents
the community, McKinley is also developing a
came with them. Two times a week for one
partnership with the Albuquerque Academy to
hour, Mr. Ramos would work directly with the
arrange student tutors from the Academy.
parents, explaining how to do the particular
math problems. The parents in turn had the
task of explaining to their children how to work
—continued on page 8—
◆ Making Connections—December ‘04 ◆
7
—continued from page 7—
The kindergarten team at Wherry Elementary
is committed to sharing teaching/learning ideas
with families. The teachers host a series of four
sharing nights throughout the year. The kickoff
was "Phonemic Awareness" in October, where
parents could attend the session in English or
Spanish. Two teachers presented while the other
teachers offered child care. Parents were shown
how they could assist at home with their child’s
development of English and Spanish phonemics.
There was a real sense of sharing. In the session
for Spanish speaking parents, for instance, the
teacher solicited ideas about how parents had
developed phonemic awareness when they
were young. The parents shared rhymes and
games that the teacher has incorporated in her
teaching. She taught the parents games that
they could do at home. In addition, differences
between phonemes in English and Spanish were
discussed.
An Atrisco parent volunteer tutors a
kindergarten student as part of the
"Albuquerque Reads" Chamber of Commerce
project which provides two 30-minute,
one-on-one reading sessions every week for
each of Atrisco's kindergarten students.
In addition, the Wherry dual language
The kindergarten team found the sessions to be
kindergarten team plans to send cassette tapes
especially helpful because most parents were
home after parent teacher conferences that
parents and children can play
...the parents learned from each other and became more together. The tapes include the
sounds of the letters, numbers
comfortable with their new school environment.
1 – 20, numbers by 10’s, colors
new to the school due to massive boundary
and simple phrases in English and in Spanish.
changes. The sessions not only answered their
questions, but the parents learned from each
A powerful way for schools to include
other and became more comfortable with their
families as participants in school decisions,
new school environment. The teachers sent
governance and advocacy, is to send parents to
thank you notes to all who attended.
conferences. For example, Michelle Chávez, the
Parent Morning Team Leader for La Cosecha
Conference reports that 11 APS schools sent
a total of 88 parents to the conference on
November 19. Longfellow Elementary sent 26
parents; La Mesa Elementary, 13; and Dolores
Gonzales Elementary, 10. Although there is a
cost ($35 per person), these schools and others
have made it a priority in their budget.
Parents at Lowell Elementary attend
English language classes.
8
Educators throughout APS are involving
families in many innovative ways. The
confidence of the parents is strengthened and
they are empowered to be involved in the
education of their children. It has been shown
that students perform better academically when
their parents are involved.
◆ Making Connections—December ‘04 ◆
—continuación de la pagina 4—
fueron Mirle Hernández de la escuela Truman
y Eva Thaddeus de Adobe Acres. También
visitamos la Universidad de Nuevo México y las
escuelas secundarias Truman y Washington.
El año 2000 fue un año crítico ya que David
Rogers asumió el puesto de director de la
escuela Adobe Acres, la escuela tributaria más
cercana a Harrison. David Rogers estableció
el programa de lenguaje dual en Adobe Acres,
como se esperaba, de manera que nosotros en
Harrison podíamos anticipar un grupo pequeño
de estudiantes del programa dual en agosto
de 2004. Nuestra nueva meta era el estar
bien preparados para recibir el primer grupo
de estudiantes de lenguaje dual en agosto de
2004.
NUESTRA BÚSQUEDA DE MAESTROS
ALTAMENTE CAPACITADOS
Nuestro problema mayor fue encontrar
maestros que estuvieran altamente calificados
y que tuvieran su certificación en educación
bilingüe, así como en las materias de nuestro
programa. Es casi imposible encontrar
educadores con requisitos tan particulares.
Buscamos maestros en diversos lugares y
eventos, tales como la feria de trabajo de APS
en abril del 2002, las conferencias bilingües
y de lenguaje dual, y sencillamente también
hablando con la gente. Las personas que
encontramos han enriquecido tremendamente
nuestro programa. Regina Wooden, la
coordinadora actual del equipo de lenguaje
dual, llegó en 2003 directamente de México,
donde ella había organizado un programa
de computadoras de arte digital. Enrique
Candelaria llegó el mismo año trayendo
veinticinco años de experiencia en educación
bilingüe. Este año comenzamos la clase
de español como lenguaje de herencia con
la gran maestra María Elena Orozco. Las
otras maestras, como la Sra. Apodaca y la
Srta. Gordon, hacen un trabajo excelente
modificando las lecciones para que el contenido
sea accesible para todos los estudiantes.
Nuestra escuela colabora con el Departamento
de Equidad Lingüística y Cultural. Esto
nos proporciona apoyo sistemático, desde
Los maestros del programa de lenguaje dual
en la escuela secundaria Harrison
la identificación de las necesidades de
los estudiantes con el examen LAS hasta
presentaciones en los salones. Cecilia Gonzales
de Tucker ha sido un gran recurso en nuestro
programa debido a sus esfuerzos incansables,
su trabajo en los salones al lado de los maestros
y su conocimiento de las organizaciones
comunitarias. Su talento ha contribuido a
mejorar nuestro programa.
Este trabajo ha sido muy emocionante para
mí porque el programa será de gran provecho
para nuestra comunidad. Hago hincapié en el
hecho que esto no sería posible sin el trabajo
y apoyo de Sam Obenshain. Le enviamos un
agradecimiento de parte de todos. Esto es sólo
el comienzo.
Hemos creado un panfleto que incluye nuestra
misión, el personal del programa y los cursos
que se ofrecen. Ustedes pueden solicitar uno
cuando vengan a visitarnos.
NUESTRA MISIÓN
NUESTRA MISIÓN EN LA ESCUELA HARRISON
ES CREAR UN PROGRAMA DE LENGUAJE DUAL
PROGRESIVO Y DINÁMICO.
VAMOS A PROPORCIONAR
ESTIMULANTES OPORTUNIDADES EDUCATIVAS Y A
INCORPORAR EL APRENDIZAJE EN DOS LENGUAS EN
NUESTRO RIGUROSO PROGRAMA ACADÉMICO QUE
VALORA LA DIVERSIDAD.
◆ Making Connections—December ‘04 ◆
9
Precious Time Well Spent
by Jessie Fries-Kraemer, Eubank Elementary
So you’re a brand new teacher or someone
kamer expleinet slowly. I have learn about
new to the district and you find out that you
nature and how plants animals and humand
are required to take a class. What’s your first
dipent on each other.” He got it! It worked!
reaction? Probably
What he
something to the
described as
effect of a long
“expleinet slowly”
frustrated sigh. No
was not what
teacher has enough
might first come
time, especially new
to your mind
teachers; and you
– the image
can’t imagine giving
of a teacher
up four precious
talking dumb
hours a week for a
talk (Do…you…
class with a title
under…stand?)
(LEP class) you don’t
and praying that
even understand.
no one asks any
But what if I told you
questions because
that those four
the lesson is
hours a week will
already over. No,
result in improved
what this student
Heads together: students engaged in active learning.
lesson plans, insight
described, with
into how to meet the
the language
needs of all your students, a valuable collection available to him, was an intentional effort to
of classroom resources, and a chance to talk
shelter instruction on my part.
with other teachers? Maybe now instead of
sighing, you might just raise an eyebrow.
What does that mean? It means that in my
That’s it…open your mind. I am writing to
planning and instruction I had explicit goals
tell you why, in this case, it’s not that hard to
and strategies to increase students’ language
make the best of what might at first appear to
proficiency and to ensure that all students
be a bad situation.
had access to the grade level content I was
I just finished the nine-week Limited English
Proficient (LEP) class and I am all smiles (no,
it’s not because it is over; but rather because
at the end I can confidently say that my time
was well spent and there is a marked difference
in my teaching, for the better). Case in point,
the other day when I was reading my students’
self-evaluations on a recent ecosystem unit, I
was delighted to read the reflection of one of
my LEP students. In response to the question
“Were there any activities in the unit you did
not understand or that confused you?” he
wrote, “no because they were easy and ms.
10
teaching. "How?" you might ask, because that
is the hard question. First, I used, whenever
possible, real things that students could touch,
hear, smell, see, and even taste. Also, in every
lesson I had specific language objectives
– both for key vocabulary and language uses.
Whenever there was a text, I modified it by
adding illustrations or supporting it with
graphic organizers, outlines and activities that
broke down the text into manageable parts.
Throughout the unit I planned activities that
activated and built students’ prior knowledge,
supporting them in making connections.
◆ Making Connections—December ‘04 ◆
—continued on page 11—
—continued from page 10—
Lastly, a great deal of the work in the unit was
hands-on and collaborative. Students worked
in cooperative groups. It was loud, but their
talk was purposeful – they were hypothesizing,
explaining, describing, negotiating, calculating;
basically, engaging in a study with authentic
language, actively learning. Where did I learn
that doing such things would help my English
language learners? LEP class, of course! To top
it off the instructor even gave us time in class
to share ideas with each other. Which leads me
to another selling point: 99% of what goes on
in the LEP class can be directly applied to your
actual work – teaching students. What about
the other 1%? Well, that is taken up with
the time it takes for the instructor to take
attendance.
On a more serious note, the biggest change
that I underwent in the LEP class was in my
attitude. I have a story that makes this painfully
obvious. Last year, on my first day of teaching,
I distinctly remember being told that one of
my students spoke no English. My reaction:
begging the person who told me to change
that student to another class. Professional
response? No. Genuine response? Yes! Of
course, that student was not moved and I spent
most of the year basically pretending that she
wasn’t there. I had no strategies. Yesterday, a
similar conversation took place. My response?
Excellent, I know just what to do and where
to go for support. Now think about those
students…whose class would they benefit the
most from? Yep, you’re right, the class taught
by someone who knows how and wants to
support their needs. Same teacher, but now she
has some strategies. She just finished taking the
LEP course.
Back to your reality…there is no denying that
giving up time is hard. The frustration you feel
in being required to take this class is one that all
teachers can relate to, even the ones that will
be teaching your LEP class. And we all know
that nothing results in overnight success. In
spite of all of this, I encourage you to give this
class a chance. Since ultimately you don’t have a
choice about having to take the class, you might
as well make the most of it. I can attest that if
you do, you will benefit, and more importantly,
there will be benefits for your students.
An Update:
SPANISH SPELLING BEE, 2005
By now, the Spanish spelling bees may be well
under way in schools and clusters, and students,
teachers, parents, and community members
are gearing up for the final events. Since the
October issue of Making Connections (available
at www.lcequity.com), where the general rules
and procedures were outlined for the Spanish
Spelling Bee, there is new information concerning
the district and state bees. Be sure to mark your
calendars with the following items and note the
important details about the spelling bee word list:
• Cluster representatives should call in the
name of the school hosting the cluster bee
with the date and time to Frances Candelaria
at 881-9429 ext. 80075. Once the winner and
runner-up have been determined, please call
these names in to Frances by February 11.
• The district bee will be held at Albuquerque
High School in the Lecture Hall at 10 a.m.
on February 23. At this competition, the
first and second place winners from each
participating cluster will vie for the titles of
district winner and runner-up.
• The district winners will then compete at
the state Spanish spelling championship on
April 16 during the New Mexico Association
of Bilingual Education 2005 conference at the
Convention Center.
This year there is a new list for the state
competition which will also be used for the
district bee. This new word list and rules, “Spelling
Bee Booklet,” have just recently become available
on the NMABE website: www.nmabe.net under
the “Spanish Spelling” link in the site index. Even
though individual schools and clusters are using
or have already used an old list for their bees, it
is extremely important that the cluster winners
have the new, current list from the NMABE site
since the words for both the district and state
bees will be drawn from it. Cluster bee organizers
should be sure to confer with and inform all of
their cluster schools concerning which
list they will be using for the cluster
competitions.
¡Buena suerte!
◆ Making Connections—December ‘04 ◆
11
Making more connections!
Cross Cultural
Resource Library
Coming Events
❖ National Association for Biilingual Education—
NABE 2005—Many Rivers, on Course to Academic
Excellence: January 19-22, San Antonio, Texas.
For more information, visit NABE's website at
www.nabe.org or call 330.425.9330.
❖ Teachers of English to Speakers of Other
Languages—TESOL—Teaching Learning,Learning
Teaching: A Nexus in Texas: March 30-April 2,
San Antonio, TX. For more informtation, visit the
TESOL website at www.tesol.org/tesol2005.
❖ Southwest Conference on Language Teaching—
Teaching and Learning: A Salute to Foreign
Language Educators: April 7-10, Irving, Texas. For
more information, go to www.swcolt.org.
The League of United Latin American
Citizens (LULAC) has a branch of its
National Education Service Centers
(LNESC)in Albuquerque. Services,
such as help in applying for financial aid
and field trips to universities, are provided
to targeted schools; school counselors have
this information. In addition, however,
LNESC will provide free practice ACT tests
to any APS students. For more information,
you may contact John Moya, Director, at
[email protected] or 243.3787.
...
I
FY
Monday and Wednesday:
8:00-5:00
Tuesday, Thursday, Friday:
8:00-4:30
Closed daily for lunch:
12:00-1:00
Montgomery Complex
LIBRARY SPECIALIST: Jo Ann Gonzales
Please call 880-8249, ext.154#,
before making the trip to make
sure the library is open.
TESOL Endorsements and Survival
Spanish Courses for APS Teachers at
Sandia High School—Spring 2005
LCE is making available spring courses at Sandia
High School for the TESOL Endorsement and in
Survival Spanish. These College of Santa Fe courses
are open to APS teachers, who will be reimbursed
for tuition costs. The TESOL courses satisfy all
NM State requirements for the endorsement.
Survival Spanish course participants will learn to
communicate better with monolingual Spanishspeaking children and their families. The Survival
Spanish courses satisfy the foreign language
requirement for the TESOL Endorsement. Tuition
for each course is $375, to be paid on the first day
of class and reimbursed when the course has been
passed. Contact: Prof. Henry Shonerd, at 855-7271.
Department of Language and Cultural Equity
City Centre, 6400 Uptown NE, Suite 601 West, Albuquerque, NM 87110
Phone—505.881.9429; Fax—505.872.8859
www.lcequity.com
Director: Lynne Rosen
ALS Coordinators: Nana Almers,
Doddie Espinosa, and TBA
ALS/Special Education/LAS Coordinator:
Jerry Gallegos
Multicultural Education Coordinator:
Joycelyn Jackson
Title VII Project Coordinator:
Rosa Osborn
Translation and Interpretation Services Coordinators:
Tomás Butchart and Jason Yuen
12
Making Connections is a publication of the
Department of Language and Cultural Equity,
Albuquerque Public Schools; it is distributed to
the Board of Education, district administrators
and departments, and all schools. Please direct
questions and comments to the editors:
Nancy Lawrence and Dee McMann, 881.9429.
Making Connections is printed by
APS Office Services.
Special thanks for their expert help!
◆ Making Connections—December ‘04 ◆