Prepárate: Educating Latinos for the Future of America

İWrite On!İ Write On!Presented By: Katrina Hamilton and Kim Dismukes

Interactivity:Lotería

How to Steps:• ‐Find a person who can answer the question in the lotería (bingo) square.1. ‐Each participant must culturally appropriate (verbally/physically greet one another from a cultural perspective) one another prior to speaking to one another.2 Wh fi i h d filli t l t í d ll2. ‐When you are finished filling out your lotería card—yell LOTERIA and take your seat.3. ‐When the song ends, please take your seat promptly4 We will debrief afterwards4. ‐We will debrief afterwards  

This is How We Do It:Norms for Professional Development SuccessNorms for Professional Development Success

• We keep the energy positive all the time

• We, all of us, participate 100% of the time, , p p

• We are mindful of others

‐Please turn all electronics to meeting mode

‐Keep sidebar conversations to a minimum

• Listen with a different ear and an open mind

Objectives

•To provide culturally responsive writing strategies•To provide culturally responsive writing strategies and tools that will provide access to core standards•How to make cultural connections with students’•How to make cultural connections with students  experiences that will engage students in rich discussions that will facilitate proficiency and mastery p y yin writing in standard English•Develop a tool kit of critical skills used to write an effective personal statement for college applications and on demand response to writing prompts

Affirmation: Planting the Tree of TomorrowAffirmation: Planting the Tree of Tomorrow

Why do you work at things that you are never going l k h f l h hto see completed? Better to work in the fields, which 

will give you a crop in months, and not in the planting of trees that will be large when you have already died." "You are a fool or crazy, because you work for nothing ”work for nothing.The crazy man defended himself and said: "Yes, it is true, I am not going to see these trees full grown, full of branches, leaves and birds, nor will my eyes see children playing under their shade But if all ofsee children playing under their shade. But, if all of us work just for the present and for just the following day: who will plant the trees that our descendents are going to need, in order to have shelter, comfort, and joy?"

Source: Mayan oral tradition, as related by the Zapatista Elders 

“Education either functions as an instrument which is used to facilitate integration of the which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and by c e a d o e dea c ca y a dcreatively with reality and discover how to participate in the transformation of their p pworld.”

― Paulo Freire, Pedagogy of the Oppressed

Writing is one of the most importantWriting is one of the most important skills students can develop, but middle and high schools do not 

directly teach it.directly teach it.(Bender, 2012)

From: Garfield High SchoolTo: UCLA Moore Hall

From: Garfield High School

One student’s Reading of the Word and the World!

Introduction

6 weeks of Critical ResearchPurpose:

Preparation of Critical Texts ‐pOne of the goals of the seminar is to increase the production of 

critical texts, that is, texts that serve to inform common citizens in their struggles against inequities in dominant institutions such astheir struggles against inequities in dominant institutions such as schools. Toward this end, all seminar participants will write daily about issues related to critical research, social justice, access to 

li b h l d h i i Thquality urban schools, and youth civic engagement. The course instructors will lead a series of exercises that will culminate in the completion of an individual critical text in addition to a group research project. Following are some examples of critical texts: 

Examples of Critical Research:p

o An article for IDEA’s Online journal Teaching to Change LA or another publicationo A letter to the editor of a local newspapero A letter to the editor of a local newspapero A letter to the principal or faculty member, or school board member addressing critical issues relating to urban schools or

th i i tyouth civic engagemento A letter to a member of a community service organizationo A brochure, pamphlet, or web page related to social justiceo An original piece of artistic expression

The Story:The Story:

STUDENT WAS CHARGED TO WRITE CRITICAL TEXTS FOR RESEARCH THAT C C S O S CWOULD PREPARE HIM FOR SOCIAL 

RESPONSIBILITY CIVIC ENGAGEMENTRESPONSIBILITY, CIVIC ENGAGEMENT AND MOST IMPORTANTLY, 

COLLEGE ENTRANCE

URBAN YOUTH AS RESEARCHERSFrom July 6 to August 6 UCLA’s IDEA convened 25 urbanFrom July 6 to August 6, UCLA s IDEA convened 25 urban youth to examine youth civic learning in Los Angeles. The students explored: ) Wh t it t f LA th t ti i t f ll ia) What it meant for LA youth to participate powerfully in

civic life; b) How LA youth learned to participate in such ways; and ) y p p y ;c) What civic lessons young people learned in and outside of Los Angeles-area schools.

ONLY 300 LATINOS AND 96 AFRICAN AMERICANS WERE ADMITTED INTOONLY 300 LATINOS AND 96 AFRICAN AMERICANS WERE ADMITTED INTO UCLA THE YEAR THE STUDENT ATTENDED IDEA'S SUMMER SEMINAR

ACCESS LIMITED =ACCESS LIMITED = ACCESS DENIED FOR MOST

Dear Rage Against The Machine,

Living in a society of conflict where everyone wages some sort of war with one g y y ganother makes one grows up questioning almost everything. When I was younger, about 7 years old I didn’t know much about politics, society, or even the reasons for the problems that my family and I faced everyday. My father was laid off from the factory that he worked at and my mother had just finishedwas laid off from the factory that he worked at and my mother had just finished giving birth to my little sister. One of my brothers had barely finished graduating high school and my other brother was about to. Three of my other sisters were still attending high school and jr. high and I was still in elementary. Being as we did have a relatively big family it was hard for us to survive, what with my parents struggling to provide ends-meat for all of us and my brother deciding what he wanted to do with his life, we didn’t have many choices nor opportunities to provide each other with the little essential things necessary for

Critical Text First Draft

opportunities to provide each other with the little essential things necessary for school.

I was still a young kid and didn’t know much about financial debtI was still a young kid and didn t know much about financial debt or anything that concerned money for that matter. All I knew was that there was something wrong because my dad was home all the i d l d All I ld dtime and my mom was constantly stressed out. All I could do was

stay in the room that I shared with my two brothers and turn on the music. The music that I chose at the time was Rage Against The g gMachine because my sister had the CD’s and I was into rap and barely getting into the rock scene at the time.

Critical Text First DraftCritical Text First Draft

(Continued)

I would only listen to the sounds like the way Zack wouldI would only listen to the sounds like the way Zack would flow, the way Tom would make those weird sounds on the guitar, the way Brad would make those head-bobbing beats

ith h d d th th t Ti ld k hi h dwith he drums and the way that Tim would make his head shaking sounds with the bass. It was all very appealing to me. But the problem is that I was too young to realize that the lyrics were preaching to me about my life style and the reasons behind my struggle.

Critical Text, First Draft

(Continued)

As I grew I continued listening to RAGE g gand many other artists such as Tupac Shakur, The Fugees, Santana, Ozomatli,Shakur, The Fugees, Santana, Ozomatli, and Metallica (…And Justice For All Album)Album).

Critical Text, First Draft

The Issue:The Issue:

MANY OF OUR STUDENTS SPEAK PURELY FROM EXPERIENCE ANDPURELY FROM EXPERIENCE AND OFTENTIMES DO NOT INCLUDE 

RESEARCH OR CITE RESOURCES TO ENRICH 

THEIR WRITING/ENGAGE THEIR READERSREADERS.

Dear Rage Against The Machine,

Living in a society of conflict where everyone wages some sort of war with one anotherLiving in a society of conflict where everyone wages some sort of war with one another makes one grows up questioning almost everything. When I was younger, about 7 years old I didn’t know much about politics, society, or even the reasons for the problems that my family and I faced everyday. My father was laid off from the factory that he worked at and my mother had just finished giving birth to my little sister. One of my brothers had barely finished graduating high school and my other brother was about to. Three of my other sisters were still attending high school and jr. high and I was still in elementary. Being as we did have a relatively big family it was hard for us to survive, what with myBeing as we did have a relatively big family it was hard for us to survive, what with my parents struggling to provide ends-meat for all of us and my brother deciding what he wanted to do with his life, we didn’t have many choices nor opportunities to provide each other with the little essential things necessary for school....

2nd Draft ‐ Still not Complete

AFTER STUDENT WAS INTRODUCED TO PAULO FREIRE...

SEE HANDOUT FOR DIFFERENCESEE HANDOUT FOR DIFFERENCE.

As I entered Jr. High I continued listening to RAGE and many gother artists such as Tupac Shakur, The Fugees, Santana, Ozomatli, and Metallica (…And Justice For All Album) and many more. These artists and this type politically influenced of music helped shape myartists and this type politically influenced of music helped shape my epistemology and ontology. What with growing up in a neighborhood where you cant walk safely to school in the morning without the fear f i CD l l i d h f h Iof getting your CD player stolen at gun point and the fact that I see

people of my own race and those of others mistreating, beating, shooting, and trying to put each other down all the time, I start g y g pquestioning and asking why in my neighborhood and hardly not in others where there were less minorities.

Critical Text, 2nd Draft Still not Complete

Notice the wording. Student is now more specific in his chronology of life/time of events.

hi h h h i i l d h hiThis taught me how to have a critical eye and to research things critically. It taught me to look for the things that weren’t there, to look for the hidden agenda. Or in the words of Friere “howlook for the hidden agenda. Or in the words of Friere how to read the word and read the world”. After that, I started looking into people such as, Emiliano Zapata, Che Guevara, Malcolm X and many others. I saw how they struggled worse than I have struggled and I then related them to my world view.

Critical Text, 2nd Draft Still not Complete

Student's exposure to research and citing within text.

Living in a society of conflict where everyone wages some sort of war with one another makes one grows up questioning almost everything When I was younger about 7 years old I didn’t knoweverything. When I was younger, about 7 years old I didn t know much about politics, society, or even the reasons for the problems that my family and I faced everyday. My father was laid off from th f t th t h k d t d th h d j t fi i h dthe factory that he worked at and my mother had just finished giving birth to my little sister. One of my brothers had barely finished graduating high school and my other brother was about to. Three of my other sisters were still attending high school and jr. high and I was still in elementary. Being as we did have a relatively big family it was hard for us to survive what with myrelatively big family it was hard for us to survive, what with my parents struggling to provide ends-meat for all of us and my brother deciding what he wanted to do with his life, we didn’t h h i t iti t id h th ithhave many choices nor opportunities to provide each other with the little essential things necessary for school.

Critical Text Final DraftCritical Text Final Draft

This taught me how to have a critical eye and to research things critically It taught me to look for the things that weren’t there tocritically. It taught me to look for the things that weren t there, to look for the hidden agenda. Or in the words of Friere “how to read the word and read the world”. After that, I started looking i t l h E ili Z t Ch G M l l Xinto people such as, Emiliano Zapata, Che Guevara, Malcolm X and many others. I saw how they struggled worse than I have struggled and I then related them to my worldview. I took pages from their books and added them to my life. I learned to shape my future and how to become a good citizen by thinking of the struggles of others Rage Against The Machine taught me ofstruggles of others. Rage Against The Machine taught me of revolutionary groups such as the EZLN and the Sendero Luminoso who fought for social equality in their countries and d di t d th i li t i k I l d t h th d

C iti l T t Fi l D ft

dedicated their lives at any risk. I learned to research them and spread the word for support. And find out reasons why these people’s countries are struggling.

Critical Text Final Draft

It is through listening to Rage Against The Machine and all those other revolutionary bands that weren’t afraid to tell the truth that I learned to have a critical eye. Thosetell the truth that I learned to have a critical eye. Those bands inspired me to research critically in order to gain knowledge of the world around me. They inspired me to look for alternatives to the capitalist government thatlook for alternatives to the capitalist government that affects my people in such a negative way.

Critical Text Final DraftCritical Text Final Draft

Conclusion:

WHEN STUDENTS BEGIN TO USE THEIR REAL

Conclusion:

WHEN STUDENTS BEGIN TO USE THEIR REAL

WORLD EXPERIENCES IN CONJUCTION WITH

READING TEXTS AND ASKING QUESTIONS OF

OTHERS, WHILE MAKING CONNECTIONS, , ,THEIR WRITING EVOLVES...

AND OPENS DOORS TO A WHOLE NEW PLACE

FOR OUR STUDENTS!

Circular DiscourseCircular Discourse

•Kaplan on Narrative Discourse PatternsKaplan on Narrative Discourse PatternsX

XX

X

History of Mexican American Language ( hi li h)(Chicano English)

Uto Aztecan Nahuatl1325‐1521

Spanish1521‐1821

Mexican Spanish1821‐1848

American English1848‐1930

Mexican American Language1930‐today

Puerto Rican Immigrant English (Nuyorican) or Chi‐Town Rican

•Colonized by the United States in 1898Colonized by the United States in 1898•Puerto Ricans are the second largest Latino group in the United Statesgroup in the United States•Puerto Rico was able to become a “Free A i t d St t ” f th U it d St tAssociated State” of the United States•Implications:•Associated with low socioeconomic class

•Experience marginalization similar to African Americans

Th i d Af i A i t d t li i•Those perceived as African Americans tend to live in poorer areas  

Puerto Rican EnglishPuerto Rican English•As a result of the long exposure of Puerto Ricans to American society, culture, and language has developed a language that has come to be known as “Spanglish” among many Puerto Ricans.

•There is no distinct Puerto Rican accent in English. The accent is dependant upon language influences during the learning processdependant upon language influences during the learning process of the English language

•In Puerto Rican towns with large African populations a distinct Caribbean accent when speaking English is acquired

•Africans contributed hundreds of words, colloquialisms, intonations & rhythmintonations & rhythm

•Accents of southern Spain also influence the English spoken by Puerto Ricans

Dominican Immigrant EnglishDominican Immigrant English

•The United States invaded and occupied theThe United States invaded and occupied the Dominican Republic twice.•The mixed Afro Latino heritage of many•The mixed Afro‐Latino heritage of manyDominicans has led them to be categorized as black by white Americans; they have faced theblack by white Americans; they have faced the same racial prejudice that African Americans have experienced for centurieshave experienced for centuries.

Dominican Immigrants & LanguageDominican Immigrants & Language

•Dominican Republic language is SpanishDominican Republic language is Spanish•French‐based Haitian Creole is spokenE l d Af i di l li i ti f t f•Enslaved Africans display linguistic features of creolization and archaic Black English•Dominicans who are first generation Americans speak with a certain accent

CHARACTERISTIC PHONOLOGICAL FEATURESOF MEXICAN AMERICAN LANGUAGEOF MEXICAN AMERICAN LANGUAGE

PHONOLOGICALVARIABLE

MAINSTREAMAMERICANENGLISH

MEXICANAMERICANLANGUAGE

*CONSONANTCLUSTER

LEFT, RISK, CRISP LEF, RIS, CRIS

HOMOPHONES

/ V / SOUND

FIND, TEN, PEN

LIVES, SAVE

FINE, TIN, PIN

LIFES, SAFE/ V /   SOUND

STRESS PATTERNS

LIVES, SAVE

TODAY, DECIDE

FUZZ RAISE

LIFES, SAFE

TOO’DAY, DEE’CIDE

FUSS RACE

*

/ Z /  SOUNDFUZZ, RAISE FUSS, RACE

CHARACTERISTIC GRAMMATICAL FEATURESOF MEXICAN AMERICAN LANGUAGE

LINGUISTICVARIABLE

MAINSTREAMAMERICANENGLISH

MEXICANAMERICANLANGUAGE

PAST TENSE MARKER

*PLURAL MARKER

Carla cooked yesterday

I have five cents

Carla cook yesterday

I have five centPLURAL MARKER

REFLEXIVE PRONOUN

I have five cents

Himself, Themselves

I have five cent

Hisself, Theirselves

COPULA (to be) She is carrying her. She…carrying her

*

Activity: Collaborative yDiscussion

Work in collaborative groupsHave a discussion around writing promptAssign group rolesComplete Graphic OrganizerGo back to independent writing on promptGo back to independent writing on prompt

Instructional Strands of Culturally Responsive P dPedagogy 

1 Standards-Based Teaching with Culturally Responsive Text12

Standards Based Teaching with Culturally Responsive Text & Media

Codeswitching Skill - Systematic Teaching of Situational Appropriateness with Language and Behavior

3 Building on Cultural Behaviors to Build Positive Classroom Communities

Appropriateness with Language and Behavior

4 Expansion of Academic Vocabulary Using Conceptually-Coded Words

Key Access Strategies/Instructional Strategies•Student mastery of academic content is a primary objective ofprimary objective of educators charged with facilitating the mastery of standard and academic sta da d a d acade cEnglish.

Th Di i•The District promotes a set of 4‐6 common research‐based strategies t id tto provide access to core content for second language learners. 

Changing the Landscape of Writing Instruction

•Utilize the culture and literacy of the students as a springboard to deepen their knowledgeas a springboard to deepen their knowledge 

base.•Validate and affirm students’ home language•Validate and affirm students  home language and use as a tool for teaching conventions and 

forms of standard Englishforms of standard English.•Integrate basic skills and mechanics with the 

t d f iti d lit tstudy of writing and literature.

Are students learning to write? 

OrWriting to learn?

How the Brain Learns by David Sousa

The Concept of Reading and Writing L 102to Learn pg. 102

“More often than not in their assigned reading and writing More often than not, in their assigned reading and writing activities, they have been expected to show what they have learned and to respond to questions for which there is a “right” or at least an appropriate answer. An important step inor at least an appropriate answer. An important step in exposing students to cognitive strategies and motivating them to embrace them Is to introduce the concept and practice of reading and writing to learn.” (Carol Olson, 2003)

MEXICAN‐AMERICAN STUDENTWell, what I have learn there are good things and there are bad things. Well the goodWell, what I have learn there are good things and there are bad things. Well the good 

things I say is that there are stuff that dosn't bore me to death some classes are very educational and some are very interesting. Well to tell you the truth I feel some of the teachers don't do as good of a job than other teachers do. Some teachers get more into there 

k h h Twork than others. Tome older teachers starts to just go into a different worlds when it comes to teaching. Well most of them. Why? because it makes me feel like that they been through this already a thousand. times and don't want to go through it again. But some teacher too this is what g g greally gets tome. Some teachers always have subs and they seem to want you to do what they want and not what you've been learning. They say well I'm the teacher here today and you'll do it my way. And it throws you all off. But to some teachers just give you sheets of papers like packages of worksheets and say Here do them and turn them in And then hepapers like packages of worksheets and say Here do them and turn them in. And then he gives the test for that without even going over them. You know to me some teachers are there for just ther money. Well they may not be they sure act like it. God I just pray I'll get a good education. See I know it's the student to you have to want it if you want to get anywhere in school cause in High‐ School its like, totally differnt from Junior High and Elementary Schools in High School its like do it or don't pass or fail they don't seem to push you like they do in smaller schools. You know, that's why there are so many DROP OUTS! They probably feel why should I come to school if I'm not going to learn anything just get aThey probably feel why should I come to school if I m not going to learn anything just get a job with the stuff I already know. And get paid for it. Well that's all I have to say But I hope in the future for the future people that will be having an education. GOOD LUCK!Source: Maria Rosario Montaño‐Harmon 1989 

Graphic Organizer

TitleTitleIntroduction:    What are you going to tell us?

Body:  Tell us•••

Conclusion:  Tell us what you just told us

Anglo Student with Graphic OrganizerIf I Could Change My School

Introduction: What are you going to tell us? If I could change my school I would, make these changes.

Body: Tell us• First I would, put in some lockers. I would, put lockers in so I don’t have to carry my books around, with me.• Then I will have three classes everyday That way theThen I will have three classes everyday. That way the students wont have as much homework to do.• The next change is to have shorter days. I would have shorter days because students would go to school more.Af h I ld h h l’ i Th h•After that I would change school’s time. That way the students wont have to wake up so early.•Then I would buy new books for the school. That way the students could do their work better.Th l t h I ld k i th t th i b d•The very last change I would make is that their be no dress code. I think people should dress the way they want to dress.

Conclusion: Tell us what you just told us.With all ofConclusion: Tell us what you just told us. With all of these changes, students would come to school more and they would be happier in school and learn more.

Use Other Sources of Details“Writing to Learn”

1. Talk with someone you know. Parents, neighbors, friends, or teachers may know a lot about the topic.2 Write for information If you think a museum a2. Write for information. If you think a museum, a business, or a government office has information you need, send for it.3. Read about your topic. Gather details from books, magazines, and newspapers.4 Use the Internet The quickest source of information4. Use the Internet. The quickest source of information is the Internet. Remember to check Internet sources carefully for reliability.

Resources:Resources:The Writers’ Express by Wireless GenerationHi h Yi ld St t iHigh Yield Strategies UCLA IDEA Council of Youth Projects & Summer Seminars http://www.idea.gseis.ucla.edu/

“If the structure does not permit dialogue the t t t b h d” structure must be changed” ― Paulo Freire