language, making connections literacy, learningheaded out to truman middle school and mr orlando...

Making Connections

Language,Literacy,Learning...

◆ February, 2003 ◆

Inside this issue...

A publication of the Department of Language and Cultural Equity

❖ ... Instructional Materials Adoption

❖ Assessment Update...

❖ Evite el “bajón” de cuarto grado

❖ Standards in an Eighth Grade Classroom... Content and Contexts

❖ La buena ortografía...

❖ ... Reginald Chávez: Creating a Literacy Tradition

The Blues—Teaching Social Justice Through Music

Legend has it that the greatAfrican American composerW�C� Handy was travellingthrough the Mississippi Deltain �� when� on a lonely trainplatform he heard a style ofmusic that would change hislife forever� He described it as“the weirdestmusic I had everheard�” Captivated�Handy was hearinga sound that wouldeventually reverberatethroughout the South and intothe world at large� It was tobecome the most importantand influential of all forms ofAmerican roots music� It wasthe blues� One hundred yearslater� in recognition of themusical and culturalsignificance of this seminalmusic� the United StatesCongress has proclaimed ��the “Year of the Blues�”

This was good news to me� alongtime fan� I considered therich metaphor and vivid imagerythat existed in blues lyrics—howbeautiful and honest that poetrycould be� A good justification� Ithought� to bring this music intoa classroom�

Reflecting on what W�E�B�Dubois wrote� “The problem ofthe ��th century is the problemof the color line�” I began to seeother reasons to study theblues� This music is thestory of whatAfricanAmericansendured inthe South—away to addressthe issue of racein our nation’shistory� Studyingthe blues can deepenstudents’ understanding of ruraland urban African Americanculture� It is a story ofenslavement and the strugglefor freedom� and it is a story wecan never stop telling�

So CD’s and boom box in hand Iheaded out to Truman MiddleSchool and Mr� OrlandoRomero’s �th grade literacy class�My “hook” was the soulful

energy and rhythmic vitality ofthe blues� After playing a fewcuts� I asked the students forwords to describe what theyheard and how the music madethem feel� We started a word

wall to introduce keyvocabulary and used graphic

organizers and maps tobuild background

knowledge�

Then we looked at thelyrics themselves�

Organized in stanzas thatcontain three or four lines� thefirst line states a problem� thesecond restates or embellishesthe problem� and the third orfourth comments on theproblem� often in an ironic orhumorous twist� Here’s anexample from Willie Dixon’sBills� Bills and More Bills:

I got bills bills and more billsBills bills and more billsAnd when you think your bills are through

Uncle Sam is right there waiting on you�

by Greg Hansen

—continued on page 9—

Malachi Rangel and GonzaloSilva work on blues lyrics inMr. Romero’s Media Literacy

class at Truman Middle School.

“Blues is a gateway music. It started rock androck started heavy metal. In blues, the

instruments sing with the singer.”Julian Meraz, 7th grade

◆ Making Connections—February, ’03 ◆2

here are we in theinstructional

materials adoptionprocess? Well…

✔ Contact teachers at alllevels across the districthave now had two fulldays of professionaldevelopment regardingthe adoption process andtheir work with site teams�

✔ The InstructionalMaterials Newsletter is inthe schools—if you’re not seeing it� please checkwith your contact teacher or principal� It’s agood way to stay informed�

✔ Materials up for adoption can still be viewedat the new Regional Instructional MaterialsCenter in Montgomery Complex� The center willcontinue to be open through May� withmaterials to be given away on the last day ofclasses� Individuals or small groups of less thanfour are welcome to drop in at the center�Larger groups are asked to call in advance andbook the room to make sure someone isavailable to help� The center is open weekdaysfrom :��:�� and �:��:�� with extendedhours and Saturdays available to larger groupswith an appointment� Call �� x�� tomake arrangements�

✔ “Suggestion lists” will soon be released withthe numeric assessment results of districtevaluation teams using the rubric to reviewmaterials� These teams consist of classroomteachers� literacy leaders� instructional coaches�and resource teachers� and teams will befacilitated by Teaching and Learning Services(TLS) resource teachers�

As we head into the final stretch of the process�remember that there are four factors driving aschool’s choice of product: alignment withstandards� the site EPSS� the school’s reading/literacy program� and the student population�

Keeping up with Instructional Materials Adoption

In their second day of training, middleschool contact teachers learn to use the

instructional materials rubric for evaluationof products up for adoption.

Middleschool

teacherspreview

materials atthe RegionalInstructional

MaterialsCenter.

The adoption processincludes the purchase ofproducts toappropriately meet theneeds of all students inthe school community�For a quick list ofproduct characteristicsthat support theinstructional needs ofsecond languagelearners� please see theDecember issue ofMaking Connections�

So what’s next?

✔ Remember that an “estimate” of the titles andnumber of products that a school plans to adoptneeds to be submitted to DeDe Arwood�Instructional Materials Coordinator� by the endof March� This estimate can be revised later� butit’s needed to make sure that the products youorder will be available in the quantities you need�

✔ In April� review and confirm adoptiondecisions with the site team�

✔ By May �� place instructional materials orderswith the following individual at your site:elementary schools—the school secretary;middle schools—the secretary or clerk; and highschools—bookroom clerk�

If you have questions or need more information�please contact DeDe Arwood� TLS� at ��x� or arwood_d@aps�edu

W

◆ Making Connections—February, ’03 ◆ 3

Assessment Update...Informing Decisions about Student ParticipationIt’s that time again—the Marchtesting window is just about here�In the December issue of MakingConnections� guidelines for newEnglish language learner (ELL)

assessment options and accommodations weredescribed� Students will have three basic ways toparticipate in statemandated assessments: takethe standardized assessment; take thestandardized assessment with stateapprovedaccommodations; or take the alternativeassessment� The challenge is to make the bestpossible assessment decision for the students inyour classroom and school�

Making decisions about which assessments aremost appropriate for students—with or withoutaccommodations—will be easiest and mostproductive if teachers have students’ English(and Spanish� where appropriate) LAS scores�previous Terra Nova or Supera scores� andinformation on the students’ educational history�length of uninterrupted schooling in the UnitedStates� and current instructional setting�services� and performance� This process ofthoughtful and informed decisionmaking offersa great opportunity to look closely at students’services� achievement� and instruction�

Under federal law� all students who have been inschool in the United States for three consecutiveyears must be assessed in English� with orwithout accommodations� All FEP students mustbe assessed in English without accommodations�For ELL’s� schools may apply for student waiverson a casebycase basis to allow students to takeSupera or the portfolio assessment for up to twoadditional years� Submit waiver requests onlineat www�rda�aps�edu/testing by Feb� �� Therequest must include the following: studentdata� English and Spanish language proficiencyinformation� Student Assistance Team membersinvolved in the decision� and a justification� Asschools consider waiver requests� rememberthat the portfolio assessment is not included inthe �� required participation by school�

Accommodations provided to ELL’s must bedocumented on an individual basis� Detailedrecords including student data� justification � andtype of accommodation(s) will be approved bythe school’s Student Assistance Team (SAT) andsent to RDA� School test reps have informationfrom RDA on stateapproved accommodations inthe new assessment manual�

As you think about the students in yourclassroom and which assessment will be best forthem� here are some examples to consider inyour decisionmaking process:

❏ Joseph is an th grader who has been in school inthe United States for three consecutive years� Hishome language is Russian� and he has received ESLservices while in APS� He is doing well in class� HisLAS score is �/�� and he is designated LEPd� Based onthis data� his teacher decides Joseph is ready for theTerra Nova with accommodations�

❏ Marisa is a �th grade student from Mexico� Recordsindicate that she has had interrupted schooling� Shehas been in the United States for two years and has aLAS oral score of �� with a reading/writing score of ��She has not received any literacy or contentinstruction in Spanish since she arrived here� soSupera is not recommended� While she is progressingin English� the literacy demands of the Terra Nova arebeyond her� For her� the district portfolio assessmentwould be appropriate�

❏ Ricardo is a �th grader who just came here fromMexico� He has been in school in Mexico consistentlysince first grade� and the Spanish LAS scores show himto be fully Spanish proficient� He would bestdemonstrate his knowledge on the Supera�

For more information� please refer to theJanuary �� RDA Assessment GuidelinesRevised manual� check the website atwww�rda�aps�edu/testing� or email yourquestions to rda@aps�edu�

Thanks again to Chris Fritz and Brian Kaumo� RDA�for their help with this update and their efforts on

behalf of students and teachers�


Evite el “bajón” de cuarto grado

—continúa en la página 5—

¿A qué se debe el hecho de que muchos denuestros estudiantes muestran un rendimientoacadémico a nivel de su grado en los primerosaños de primaria y luego se atrasan bastanteempezando en el cuarto grado? Este “bajón decuarto grado” se debe a la pobreza que seobserva en el vocabulario académico de losestudiantes� A partir del cuarto grado� losmateriales de lectura se hacen más complicados�técnicos y abstractos� y cuyo contenido es ajenoa las experiencias cotidianas de la mayoría de losestudiantes� Ésta no es solamente unacaracterística de los estudiantes que aprendeninglés� Muchos de nuestros estudiantes no usanel lenguaje “académico” en casa; lo aprenden enla escuela� ¿Cómo pueden los maestros ymaestras en los salones bilingües promover elaprendizaje del vocabulario académico en inglésy en español?

El Dr� Jim Cummins� un educadorrenombrado� quiere que los maestrosdesmitifiquen y descifren el lenguajepara el beneficio de los estudiantes� Legustaría que los maestros exploraran demanera directa el significado� la forma yel uso de las diferentes palabras� Hay queenseñarles a los estudiantes a serdetectives de palabras� Pueden recogermuestras de lenguaje� estudiar familias depalabras y aprender sobre los cognados�

Detectives de lenguaje�Detectives de lenguaje�Detectives de lenguaje�Detectives de lenguaje�Detectives de lenguaje� Cuando los estudiantesestaban practicando cómo tomar pruebas en unsalón de lenguaje dual� la maestra notó quetodos tenían ciertas respuestas incorrectas� Sedio cuenta que tanto los angloparlantes comolos que aprenden inglés no entendían la palabra“opinión”� La maestra les pidió a los estudiantes�quienes ya estaban familiarizados con elconcepto de ser “detectives de lenguaje”� quebuscaran la información en sus diccionarios� Ellunes todos hicieron sus propias redes depalabras y discutieron la palabra todos juntos�Incluyeron la palabra� una oración� categoríagramatical y una definición�

Al día siguiente� observaron las preguntas en elmaterial de preparación para tomar pruebas ydeterminaron cuáles de éstas requerían de unaopinión� El miércoles repasaron la palabra“opinión” y los estudiantes podían dar unadefinición con sus propias palabras� “Creo que escuando te preguntan lo que tú piensas que va aocurrir”� La maestra ahora presenta cuatropalabras académicas a la semana a su clase detercer grado� además de las del tablero depalabras� Recientemente� las palabras que hanescogido son palabras que se usan en laspruebas estandarizadas�

Recoger muestras de lenguaje�Recoger muestras de lenguaje�Recoger muestras de lenguaje�Recoger muestras de lenguaje�Recoger muestras de lenguaje� Para enseñarles alos estudiantes la manera de recoger muestrasde lenguaje se necesita al principio leccionesdirigidas con el grupo entero o de preferencia en

grupos pequeños� En el transcurso delaño� los estudiantes se vanindependizando� Los estudiantesnecesitan enseñanza y ayudadirectas para entender lo que sonlos prefijos� sufijos� sinónimos�antónimos� raíces� sílabas� etc�� asícomo para aprender dóndepueden encontrar esa clase deinformación en los libros dereferencia� Los maestros

pueden empezar con uno o dosconceptos y luego ir aumentando�

por Susana Ibarra-Johnson y Dra. Annette Maestas

SusanaIbarra-Johnsonhace unared de lafamilia“comer”con susalumnos

de3er grado

en laEscuela

Lavaland.


Estudiar las familias de palabras�Estudiar las familias de palabras�Estudiar las familias de palabras�Estudiar las familias de palabras�Estudiar las familias de palabras� El crear unared de familias de palabras en español es unaactividad dirigida por la maestra que se hace conel grupo entero� El objetivo es que losestudiantes se fijen en la relación entre laspalabras y las analicen� La maestra escoge unapalabra y les pide a los estudiantes que piensenen otras palabras formadas con esa palabra� Seles puede ayudar con preguntas o definiciones�Al principio del año la maestra puede empezarcon una palabra fácil y concreta como “pan”� Lespuede preguntar: ¿Dónde hacen el pan? (en lapanadería)� ¿Quién hace el pan? (el panadero)�Conforme los estudiantes van adquiriendo máshabilidad en este proceso� la maestra puedeescoger una o dos palabras que los haga pensar�Aun si los estudiantes no pueden dar con todaslas palabras� desarrollarán mayor entendimientosobre el lenguaje y cómo funciona�

Aprender sobre los cognados�Aprender sobre los cognados�Aprender sobre los cognados�Aprender sobre los cognados�Aprender sobre los cognados� Un �� de laspalabras que encontramos en los textos escritosen inglés provienen de raíces griegas y latinas�mientras que las palabras que usamos en lasconversaciones de diario tiene principalmenteraíces anglosajonas� Aproximadamente un �� del vocabulario científico en inglés tienecognados en español� Los estudiantes de hablahispana tienen en sus cabezas una riquezaincreíble de palabras de origen griego y latino� Aestos estudiantes hay que enseñarles arelacionar su lengua materna con su segundalengua� Por ejemplo� la palabra “speed” viene dela raíz anglosajona� Un sinónimo “velocity” tieneuna raíz latina� El equivalente en español es“velocidad”�

Los estudiantes pueden crear sus propios bancosde cognados y añadir términos a una lista decognados para usar como referencia� Las listasde cognados son útiles solamente si los

—continuación de la página 4—

estudiantes han estudiado las palabrasgradualmente� No les podemos dar listas yesperar que sepan cómo usarlas� Los maestrospueden usar los cognados en sus tableros�

amphibians/anfibios tropical/tropicalreptiles/reptiles camouflage/camuflajechameleon/camaleón crocodile/cocodrilo

Conforme descubren los cognados� losestudiantes empiezan a hacer ciertasconexiones� Tal vez descubran unos cognados alhacer su trabajo durante la semana� Una buenareferencia para maestros es el diccionario decognados de NTC el cual está organizado portemas�

¿Cuál es la diferencia entre enseñar cognados ytraducir? Los estudios indican que losestudiantes bilingües� al fin y al cabo� tienden acomparar de manera espontánea sus doslenguajes� Entienden mejor cómo funciona ellenguaje debido al hecho de poseer dos lenguas�Las dos lenguas se mantienen separadas pormotivos de instrucción� Lo que los maestroshacen es simplemente pasar unos minutos a lasemana examinando las similitudes y diferenciasentre el español y el inglés�

Saber el vocabulario académico es un requisitopara poder entender el lenguaje del currículo�un lenguaje que se hace más y más complejo�Para muchos estudiantes� el único medio quetienen para adquirir el vocabulario académico esa través de la enseñanza directa en la escuela dedicho lenguaje�

Un grupo de estudio se junta para hablarsobre lenguaje dual en Lavaland.

Traducido por Tomás Butchart.

casacasacasacasacasa

casalcasalcasalcasalcasal

casetacasetacasetacasetacaseta

casinocasinocasinocasinocasino

casóncasóncasóncasóncasón

caseróncaseróncaseróncaseróncaserón


When Ginger Looney moved from teaching inthe primary grades to eighth grade LanguageArts and Literature at McKinley Middle Schoolin August� she knew she was going to face manyunfamiliar situations� exciting opportunities�and even� perhaps� some difficult experiences�There were lots of considerations: new content/curriculum� older students including Englishlanguage learners� different school and faculty�materials� classroom environment…But as shestarted thinking aloud about her broadbrushplanning for each semester� her focus becameclear� Holding her APS Standards ResourceGuide in her arms� she didn’t hesitate on thebottom line:”I want to make sure I’m not shortchanging the students�” With this goal in mind�Ginger “thought aloud” about both content andcontexts of her new teaching assignment�

the standards fit; however� I need to find what isinteresting/motivating for the students and thensee how I can apply the standards� I think thatas good teachers� we can connect almostanything that is meaningful and relevantinstruction to the standards�” Ginger has focusedon the overarching strands of reading andwriting; she has designed units which will targetnot only these but many Language Artsstandards simultaneously�

In order to assure that she is providing effective�meaningful learning activities� Ginger surveysher students at the start of the year about theirinterests� ideas� and opinions� and she receivesfeedback and input through periodic interestinventories� She seeks to “meld all (these)together” in order to choose appropriate contentand materials that students can relate to� Gingerdraws on her rich background in literacy trainingand working with ELL’s for many years inelementary schools� She confers with colleaguesthrough collaborative planning� conversations�and other settings� She mentions in particularMcKinley’s librarian� Rachel Horwitz� who “offersa wealth of information about pertinentliterature and relishes helping students findbooks…She’s an invaluable resource to ourschool�”

Standards in an Eighth Grade Classroom:Thinking Through Content and Contexts


by Nancy Lawrence with Ginger Looney

Ginger Looney, McKinley Middle School,models her writing to introduce poetry.

“I gave the students their own copyof the standards to put in theirportfolios of work� We discussedeach strand in depth at thebeginning of the year�Occasionally� we’ll go back over thestandards and reference theassignment to the particularstrand� but for the most part� I feltconfident that they know we areaddressing the standards…In theyearlong skeletal plans� I see how

Ingeneral,how do

you plan?

Whatrole do

thestandards

play?

What isyour

biggestconcern for

your ELLstudentsworkingtoward

grade-levelstandards?

How do youaddress this

concern?

“The affective filter seems tobe a bigger deal in mid schoolthan it ever was in first orsecond grades� I’m concernedhow students will maintainand improve their nativetongue to continue theirfoundation of literacy as somestudents have limited literacyskills in their first language…Istruggle for the equity inEnglish language instruction toimprove on the ELL’s Englishacquisition but also to conveyto the students that theirnative tongue is just as

Third in a series...


important and to not have shame aboutcontinuing their native language development�”In addition� she is concerned about enjoymentand student engagement/ownership in learning�Ginger believes that “…basically� (you) create avery strong zone of proximal development forall and continue to raise the bar�” Often thatmeans modifying assignments� choosingalternate materials� scaffolding instruction� andassessing in various formats� In a safeenvironment� then� “I make sure that eventhough ELL’s’ English is developing� I stillprovide them with an enticing opportunity tomeet and excel in the standards equally�”

Ginger considers thoughtful planning andstudent involvement in their learning vital tosupport everyone’s growth� She contactsparents regularly� especially those of her ELL’s�to keep them informed about successes and/orneeds� In this way� trust is enhanced� In class�Ginger demonstrates her own writing process�for example� and relates her experiences fromher adult writing group to her students� Sheshares her own struggles in learning a secondlanguage� Again� the environment of trust issupported and students benefit from the richliteracy focus�

“In the first writing expedition of the year�besides journals� the students did partnerwriting of short stories—one ELL with aproficient English speaker� Together theyagreed on a topic from their writing territoriesand collaborated… This established aconfidence/comfort in ability which branchedout to poetry�” Journal writing which is notcorrected but graded for production is one wayto improve fluency in thinking and writing—and to build confidence and motivation� the Reading Process strand states that the

—continued from page 6—

Motivation:What hasworked inliteracy

instruction,especially

for theEnglish

languagelearners?

As Ginger noted� creating the“enticing opportunities” forlearning requires knowing thestudents and careful planning�She has included units on poetry�short story� research� wholegroup book study� book clubs�vocabulary study� andjournaling� Within the dailywork in these areas� choice is keyto engagement� And “direct

What isthe

BookClub

Project?

Ginger confers with Arkan Alhmodi (left) andCarlos Solis in their book club.

APS eighthgrade PerformanceStandard �� of the Reading Processstrand states that the student“…uses a variety of readingprocesses and strategies whenindependently reading a variety ofliterary and informational texts inorder to understand main story elements�author perspective� and style�” Ginger embarkedon a book club project with her students as oneavenue to attain this important goal� “I wantthe students to love to read and to do soindependently because they want to� notbecause a teacher is telling them to read�Through giving them the choice of books from agroup of seven� they have the buyin that theyare working to develop their own curriculum�Then� through the various roles of the book clubmembers� they design their own discussionwhich gives them further ownership of thelearning process� This enables me to facilitatemore and provide the students with much moreroom to grow and articulate their opinions�thoughts� questions …and how they connect tothe literature and why…


instruction and as much individualizededucation as possible” support students’ choicesand decisions� Ginger facilitates reading/writingworkshop by “giving students ownership of thetopics that they write about and the books theyread�” When she assigns topics for journaling or“quickwrites�” she chooses themes whichresonate with students’ lives�


It was lots of prep� but it’s worth it to listen tothe students’ conversations and hear that theylearn from each other� It’s been amazing to seetheir growth!”

Ginger prepared for the unit by:

•researching appropriate young adult literature;•gathering multiple copies from various sources;•reading and conferring about the concept and process of classroom book clubs;•reading all of the books and describing them through book talks to students;•consulting with students about appropriate choices in order to ensure success;•surveying the students on their preferences;•forming the clubs so that students would be in a group with one of their top three book choices;•developing outlines and other scaffolds to frontload the stories for the ELL’s; and•implementing practice sessions for the member roles�

On January �� Valley High Schoolhosted the District Spanish Spelling Bee�Eleven students from around the districtqualified to participate in the districtcontest by placing first and second at thecluster competitions� Jaime López� astudent at Jimmy Carter Middle School�was this year’s spelling champion� He willrepresent the district at the statecompetition to be held at the New MexicoAssociation for Bilingual Educationconvention in March� Kristal Martínezfrom Duranes Elementary School placedsecond� and Analy Ruvalcuba from JohnAdams Middle School was the third placewinner� Thanks to Valley High School forhosting the event� to Susan López for herefforts� and congratulations to thestudents� their teachers� and their families!

¡La buena ortografía te lleva al éxito!

From left to right: Analy Ruvalcuba, Susan WalterLinsell, Kristal Martínez, Lorraine Baca, Jaime López,

Alma Giner-García, and Glenna Voigt


A Selection of Ginger’s Resources

Standards:Albuquerque Public Schools Middle SchoolStandards Resource GuideReading:Nancy Atwell� In the Middle� Heinemann��Harvey Daniels� Literature Circles: Voiceand Choice in Book Clubs and ReadingGroups� Stenhouse� ��Multiple copies of young adult literaturesuch as The Giver� Tuck Everlasting� Beanson the Roof� Parrot in the Oven…Writing:Nanci Atwell� Lessons that Change Writers�First Hand� ��Natalie Goldberg� Writing Down the Bones�Shambhala��Brainstorming/Conferring:Friends and colleagues!


Crime Todayby Matthew Baca� Truman Middle School

After looking at several examples of lyrics andlistening to blues from different artists and timeperiods� it became clear that the music was aform of protest� We compared it with today’smusic and discussed why the messages containedin blues music had to be subtle� sometimes usinglanguage that was a code� When Robert Johnsonsings “The sun’s goin’ down boys� dark gonnacatch me here�” he is not just expressing a fear ofthe night� but of the dangers facing a lone blackman at that time in our history� The more welooked at the lyrics� the more interest grew�

Students saw that the lyrics not only expressedhardship or sorrow� but also humor or a defiantreaction to one’s troubles and life in general� Wediscussed W� C� Handy’s statement: “The bluescomes from nothingness� from want� fromdesire” and applied that to the hiphop of today�The students felt that although the sound of themusic was different� there were similarities inattitude� Both kinds of music were a chronicle oflife� and both used poetry and driving rhythm� As�th grader Julian Meraz put it� “Blues is agateway music� It started rock and rock startedheavy metal� In blues� the instruments sing withthe singer�”

One of the more salient moments in this unit was


You certainly needn’t be a blues buff in order tointroduce the music to your students� There are alarge number of resources available to help you� AnInternet search will yield many results� and I’ve listeda few of the most useful� The Cross Cultural libraryis stocking up on blues compilation CD’s that will beavailable for checkout� And you can listen to bluesevery Wednesday evening on KUNM from �� p�m�

Web siteshttp://www�blues�orghttp://www�thebluehighway�comhttp://www�pbs�org/wnet/newyork/laic/episode�/activity�/activity��htmlhttp://xroads�virginia�edu/�MUSIC/BLUES/rjhome��htmlhttp://www�geocities�com/BourbonStreet/Delta/��/index�html (A site for blues lyrics)

Cross Cultural Resource LibraryBlues CD’s and African American History videos

Arts Center (Montgomery Complex)Blues Masters Video Volumes �� and �� This isan excellent series that combines historicalfootage with rare performances by blues artists�

RadioKUNM �� FM� Blues Programming everyWednesday evening from �:��:�� p�m�

when we listened to the Muddy Waters versionof Mannish Boy and read along as he declared“I’m a man�” actually spelling it out for thelistener� It was easy for the students tounderstand that� in a world where you werecalled “boy” and often treated as less thanhuman� a song that declared that you a powerfulhuman being would have great appeal�

The unit culminated with the students writingtheir own blues songs and making their ownblues album CD cover� Through the study of theblues� the students learned more about music�about America� and about men and women whocreated beautiful poetry that responded to theconditions of their world�

There is so much crime in the world todayThere is so much crime in the world todayIt seems like it comes both night and day.

Almost everyone seems to like crimeAlmost everybody seems to like crimeBut for me, it’s just a waste of time.

Crime today is like an everyday thingCrime today is like an everyday thingI hate crime, I’d rather just sing.

People walk around carrying a knifePeople walk around carrying a knifeThey don’t realize they are wasting their life.


Cinco de Mayo at Reginald F. Cháv

C inco de Mayo is a favorite among annualspring celebrations� and the observance of

this day has a long and vibrant history in theReginald F� Chávez Elementary School (RCES)community� Last year� however� the traditionalcommemoration took a larger focus� It becamea celebration not only of the Hispanic cultures�but of all the heritages represented among thestudents at the school� And� in the creation ofthis new tradition� a schoolwide literacy projectwas born�

THE TRADITION GROWS

In discussing the celebration� the RCESIntegrated Studies Committee targeted a dualfocus: They worked to preserve importanttraditional components while striving to includerepresentation of all cultures� The crowning of aking and queen at each grade level was verypopular and a must! In the past� students whosold the most raffle tickets as a fundraiser forthe school were awarded this honor� But thecommittee wanted to highlight cultures andliteracy� A writing and art project in the king/queen event would make these goals visible�and� in turn� promote community awarenessand involvement�

Each year since �� committee member andESL teacher Thelma Aragón has worked withher students on a project about the importanceof their heritage� This writing project has alwaysresulted in significant family and communityparticipation� The committee took the idea of awriting/art contest to Principal Mike Saavedra�

He helped support these changes withpublication of newsletters and weekly updates�conferring on logistics with the committee� andpromoting the project as an integral part ofcurriculum� “We emphasize that every activity inour school has a focus on literacy�” he explained�“A prime example is redirecting the King/QueenContest from a raffle concept to an essay contesttitled ‘What My Heritage Means to Me�’”

THE PROCESS BEGINS

Heritages then became the thread which wouldtie together all the Cinco de Mayo activities: themusic� dances� speakers� and display of theliteracy/art entries would revolve aroundcultures of the school� But the smoothimplementation of all the activites requiredpreparation ahead of time� Since Ms� Aragón hadbeen doing similar projects in her classroom� shespearheaded planning of the contest to select theCinco de Mayo “royalty�”

Teachers were encouraged to make the heritageproject part of their curriculum� For example�Ms� Aragón frontloads the Cinco de Mayo projectin several ways� starting early in the school year�She shares a photo collage of her family and ofherself as a child� She describes growing up in herneighborhood� family celebrations� andmeaningful community events� From this oralnarrative� she focuses on printed stories aboutvarious families� reading aloud and discussingwith her classes� for instance� My HispanicHeritage� published by McDonald’s� Finally� asshe models her own writing and illustrating� thestudents work through the writing/drawingprocess for about three weeks� Although Ms�Aragón allows plenty of time to work on theproject during class� she encourages students totalk with their families and to share informationand stories with each other� She was delightedthat “some youngsters even came to theclassroom during recess to work�”

For the contest� students in grades three to fivemust submit a written essay� of any length �along with an illustration about their heritage�

ÁlileeBahChurchdisplaysherwinningheritageessay.


Álilee Bah Church decided that she wanted to enterthe Cinco de Mayo King and Queen Literacy Contest�She talked with her family about it� Álilee Bah’smother and aunts attended Reginald Chavez� and theentire family supports the school in educational andcultural goals� Lora Church considered the contest awonderful opportunity to encourage her first graderto practice her writing while deepening herunderstanding of her heritage� “We worked aroundthe kitchen table� I had to redefine “heritage” and“proud” for her� I asked questions about how shewould identify herself�” she explained� And she added�“I think it is important that when your child isinterested in something� parents should respond� I amglad that the school changed the criteria to literacyand to include diversity of cultures�”

Curtis Morgan� Álilee Bah’s grandfather� is alsopleased with the change in focus: “I was personallyexcited about that� The writing is important� Before�my kids didn’t fit in�” Although he did not work withÁlilee Bah on the project� when he read it� heremembers still that “she said she was proud on thedance floor�” And he� along with the entire family�was also proud—proud that Álilee Bah was chosenfirstgrade queen and that she was able to shareherself� her family� and her heritage so well�

ÁLILEE BAH’S ESSAY

My name is Álilee Bah Church� I am � years old� I amNavajo and Pokagon Band Potawatomi� I like todance at powwows� I dance fancy shawl� I startedwhen I was � years old� I like to stand next to mymom and sing at the drum� When we haveceremonies� we pray to God� We learn to be nice� tobe kind and to be careful� When I hear the drums Ifeel something in my heart� I feel happy� I am glad Iam an Indian because I love it�

by Nancy Lawrence

Younger students could substitute a craftproject for writing� RCES furnishes schoolsupplies to contestants� Family members areinvited to help with their child’s project�further ensuring a true communitycelebration� Ms� Aragón noted that� in fact�all of the �� entries—including those fromthe primary grades—contained a writtensegment� But she also stressed that thecontest should not be frustrating for theyoungsters� stating� “Fair is what works foreach child in this project�” The object is toencourage and honor literacy achievementand all heritages as a community�

THE CELEBRATION

Reginald Chávez enjoys active communityinvolvement; interest in the literacycomponent of the Cinco celebration provedto be high� With leadership from LannyTonning� President of the West Old TownNeighborhood Association� the communityprovided prizes� judges� and publicity�Families supported their youngsters and theteachers in preparing for the presentations�booths� and ceremonies�

After the judging of all projects� winningentries were prominently displayed in theschool’s front atrium� On the day of thecelebration� Principal Saavedra introducedthe newly crowned kings and queens to theaudience� one by one� following their grandparade into the amphitheater� The festivities�featuring a variety of class presentations�continued during the morning�

Ms� Aragón feels that the emphasis onliteracy and recognition of all cultures willincrease parent and community involvement�perhaps with the publication of entries in anannual school book/video� “I think of this as ascience fair� It can only grow and get better�”she declared� In that case� Reginald Chavez’sCinco de Mayo celebration may have torelocate to a larger space: the outdoortheater was packed to overflowing last year!

ONE FAMILY’S EXPERIENCE

Álilee Bah Church reads with hergrandfather, Curtis Morgan.

vez: Creating a Literacy Tradition


APS students will be joining the New Mexico BlackNew Mexico BlackNew Mexico BlackNew Mexico BlackNew Mexico BlackHistorical Colleges Tour �� to Atlanta� Georgia� MarchHistorical Colleges Tour �� to Atlanta� Georgia� MarchHistorical Colleges Tour �� to Atlanta� Georgia� MarchHistorical Colleges Tour �� to Atlanta� Georgia� MarchHistorical Colleges Tour �� to Atlanta� Georgia� March�� Sponsored by Albuquerque Public Schools BlackStudent Unions� the tour will include visits to SpelmanCollege� Morehouse College� Morris Brown College� andClark Atlanta University� as well as the Martin LutherKing Jr� Center� Tubman African American Museum� andmuch more� If you have questions or would like moreinformation� contact Joycelyn Jackson� MulticulturalEducation Coordinator� at ��

Department of Language and Cultural Equity Montgomery Complex, 3315 Louisiana Blvd. NE, Albuquerque, NM 87110—505.883.0440

DIRECTOR: Lynne RosenALS COORDINATORS: Teresa Archuleta�

Cynthia ChallbergHale� Doddie EspinosaALS/SPECIAL EDUCATION/LAS COORDINATOR:

Madeleine HubbellJenkinsMULTICULTURAL EDUCATION COORDINATOR:

Joycelyn JacksonTRANSLATION AND INTERPRETATION SERVICES COORDINATORS:

Tomás Butchart� Jason Yuen

Making Connections is a publication of theDepartment of Language and Cultural Equity�Albuquerque Public Schools; it is distributed tothe Board of Education� district administratorsand departments� and all schools� Please directquestions and comments to the editors:Dee McMann and Nancy Lawrence� ��

Making Connections is printed byAPS Office Services�

Making more connections!

Coming Events

❖ UNM’s World Language Expo: UNM’s World Language Expo: UNM’s World Language Expo: UNM’s World Language Expo: UNM’s World Language Expo: March ��Ortega Hall� University of New Mexico�For more information� contact MarinaPetersNewell at mpnewell@unm�edu�

❖ New Mexico Association forNew Mexico Association forNew Mexico Association forNew Mexico Association forNew Mexico Association forBilingual Education—��Bilingual Education—��Bilingual Education—��Bilingual Education—��Bilingual Education—��ndndndndnd Annual State Annual State Annual State Annual State Annual StateConference:Conference:Conference:Conference:Conference: March �� Albuquerque�For more information� visit the NMABEwebsite at www�nmabe�net/conference�html

❖ Teaching English to Speakers of OtherTeaching English to Speakers of OtherTeaching English to Speakers of OtherTeaching English to Speakers of OtherTeaching English to Speakers of OtherLanguages� ��—Hearing Every Voice:Languages� ��—Hearing Every Voice:Languages� ��—Hearing Every Voice:Languages� ��—Hearing Every Voice:Languages� ��—Hearing Every Voice:March �� Baltimore� For moreinformation� please visit the TESOLwebsite at ww�tesol�org�

FYI...

For all schools with bilingual education programs—just areminder that all students participating in bilingualprograms must be assessed annually with the SpanishLAS� Help is available through the LAS Testing Specialists�but priority is given to schools with large numbers ofstudents to be tested�

The good news is that there is now a UNISYSUNISYSUNISYSUNISYSUNISYSscreen for the Spanish LASscreen for the Spanish LASscreen for the Spanish LASscreen for the Spanish LASscreen for the Spanish LAS� and it’s ready touse� This screen� the DSSAS� works just likethe screen for the English LAS� In order tobetter track the progress students are makingin their Spanish language proficiency� all

Spanish LAS scores should be entered on this screen� Thiswill inform decisions around standardized assessments�Student Assistance Team considerations� and LAS testingplans� For more information� please call MadeleineHubbellJenkins or Laurita McKinney at Language andCultural Equity� ��

Cross CulturalResource Library

Monday and Wednesday::��:��

Tuesday� Thursday� Friday::��:��

Closed daily for lunch:��:��:��

LIBRARY SPECIALIST: Jo Ann Gonzales

language, making connections literacy, learningheaded out to truman middle school and mr orlando...

Documents