Graduate School of Education

Center for Educational Partnerships

NYS Bronx BETAC

September 2009
Director’s Message Volume 4, Issue 1

Inside this issue: This issue of our newsletter marks the beginning of a new school year with renewed expectations for the aca-
demic success of our English language learners. Our mission at the NYS Bronx BETAC is to support the de-
Effective Practices 2 livery of instruction to all schools servicing English Language Learners in the Bronx bridging, the achieve-
ment gap and creating high expectations resulting from standards-based instruction.
State News 4
In order to fulfill our mission and to meet the school-based needs which you have communicated to us
Inside Story 7 through the needs assessment survey and through insightful comments on workshop evaluations, we are
For Your Information therefore offering a cornucopia of workshops and events that are conducted in various formats to better serve
8
the needs of all participants during the 2009 - 2010 school year.
Inside Fordham 12 The opening of the school year, necessitates a careful review of compliance issues for our ELLs, therefore our
Parent Resources 13 Bilingual Compliance Series will be conducted on September 17, and 23. On September 21, a collaboration
with the New York State Association for Bilingual Education (SABE) will offer participants an opportunity
Educational Resources 16 to hear Nancy Cloud , Professor at Rhode Island College speak on instruction for ELLs as well as to learn
more about the work of SABE and its mission. Moreover, in September we will focus on writing strategies
BETAC NEWs 17 which will assist staff in preparing our ELLs for the writing sections of the ELA and the NYSESLAT.
In October we will continue with a focus on writing by conducting the “Preparing ELLs for the English Re-
Upcoming Events gents and NYSESLAT Writing Sections”. Our popular study group series begins in October with participants
examining the work of Douglas Fisher, Robert Marzano, Juli Kendall and Outey Khuon in “Content Area
• Sept. 17, 23: Compliance Series I— Conversation”, “Building Background Knowledge” and “Writing Sense: Integrated Reading and Writing Les-
Part 154 and Title III
sons for English Language Learners”. Our commitment and support of the Puerto Rican Hispanic Leadership
• Sept. 21: Language and Literacy for Institute continues with the PRHYLI kick – off on October 14 here at Fordham University and other locations
ELLs– Presenter Nancy Cloud throughout the city. Don’t forget the NYS/NYC OBE Teacher Institute which will welcome renowned key-
• Sept 21: Collaboration with NYSABE note speaker Robert J. Marzano.
– Presenter Nancy Cloud
November is rich with study group activity and the experimenting with and implementation of new ideas and
• Sept. 30: Preparing ELLs for the ELA techniques gathered from the selected texts. On December 15 we again take up the topic of brain research in
and NYSESLAT Writing Sections “Brain Research Applied to the Use of Technology to Accelerate Reading in English for the Secondary
• Oct. 1: Preparing ELLs for the Re- School Level” presented by Ana Bishop.
gents
In tandem with our many events we will integrate the New York State Office of Bilingual Education & For-
• Oct 7: Literature for ELLs eign Language Initiatives for this year which involve a close look at Response to Intervention (RTI), the im-
• Oct 14: PR/HYLI Kick-off plementation of t the LEP/ELL Program Evaluation Toolkit (PET) and the rolling out of the revised state
standards which seek to merge the ESL and ELA standards.
• Oct. 2, 16, Nov. 6, 20: Study Group
A and Study Group B We expect a productive year, firm in the belief that we, the BETAC, the Bronx schools and the community at
• Oct. 9, 23, Nov. 13, Dec. 4, 18:
large are diligently working towards the successful implementation of our mission which seeks to provide
Study Group C
equity and excellence for our English language learners.

• Oct. 21: NYS/NYC OBE Teacher Sincerely,

Institute– Robert J. Marzano

• Dec 15: Brain Research Applied to

Technology– Presenter Ana Bishop
Eva Garcia, Director
NYS Bronx BETAC

EFFECTIVE PRACTICES CORNER

Celebrating Hispanic Heritage Month
September 15th to October 15th
Instructional Activities to Celebrate and Recognize Contributions Made by Hispanics
1. Select 5 books to study and display throughout the month. This is a good way of discussing biographies or memoirs of Hispanics. The
book display will also let students know to pay special attention to the books. You may want to write purpose setting questions next
to each book.

2. Plan an author study. You may want to create an anticipatory guide in preparing and building background for the students before they
begin reading the first book of the author they will be studying. It is also important to discuss the author’s life before you begin the
story. Student’s can respond to the literature either through discussions or writing. Each of the books can be used as a starting point
to develop a unit. Students can prepare for a dialogue with the author which can include questions for the author. Students can be-
come authors. They can create their own version of the book by introducing a different ending or changing the characters. Students
can continue where the author left off. Below you will find a summary of sample books and authors you may want to explore. For
more information on these authors you may want to check the author’s websites.
(For additional ideas on how to use literature in the classroom you can refer to : Alma Flor Ada, A Magical Encounter: Latino Litera-
ture in the Classroom; Allyn and Bacon, 2004; for types of books students can create refer to Alma Flor Ada’s video)

Elementary Grades(K-4) Middle Grades(5-8) High School(9-12)

Author: Alma Flor Ada Author: Esmeralda Santiago Author: Esmeralda Santiago

Under the Royal Palms (memoir) When I Was Puerto Rican (memoir) Almost a Woman (biography)

On The Condor’s Wing (fiction) America’s Dream (fiction)

In the Barrio (realistic fiction) Author: Julia Alvarez Author: Julia Alvarez

A Chance for Esperanza (realistic Seven Trees (Poetry) How The Garcia Girls Lost Their Accents
fiction) (fiction)
Quetzal’s Journey (non-fiction) A Cafecito Story (fiction) In The Time of The Butterflies (fiction)

The Rooster Who Went to His Un- Finding Miracles (fiction) The Other Side (poetry)
cle’s Wedding (fiction) In The Name of Salome (fiction) How Tia Lola Came To Stay (fiction)

Author: Georgina Lazaro

Cuando Los Grandes Eran Pequenos
Serie-Jose y Juana Ines (Spanish)
Author: Emma Romeu
El Rey De Las Octavas(Spanish) (non-
fiction)
Author: Sandra Cisneros
The House on Mango Street (fiction)
Woman Hollering Creek and Other
Stories (fiction)
Author: Sandra Cisneros
My Wicked, WICKED Ways
(poetry)
Caramelo or Puro Cuento (fiction)

3. Have students write a persuasive essay. Ask students, for example, to write to their congressman/woman and persuade them to
contribute money in order to clean up their neighborhood. Scaffold the persuasive essay writing with the students, beginning with a
whole group discussion on the critical points that will be used to convince the reader . Plan the essay as you write an outline with
the students. Question students about what they have added to their outline and have them work in groups to determine if a particu-
lar detail or point selected should be kept or discarded.

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 Volume 4, Issue 1

Have the students discuss three supporting arguments they have identified in order to persuade their audience. Once they have identified
these begin to write the essay by having each group work on a different argument which supports their position. Then begin by modeling for
students, the opening paragraph, the argument and supporting details (students will give you the arguments) and closing paragraphs. Stu-
dents can then write a persuasive essay in a group. Finally, have students write an individual essay to persuade. The following are possible
essays that can be used during Hispanic Heritage Month:
• Persuade people in your community to believe that Sonia Sotomayor will make a good judge.
• Persuade your local congressman/woman that it is critical to speak more than one language.
• Persuade your principal to provide funds for a field trip to West Side Story.
• Persuade your local councilman or woman to support immigrant legislation.
• Persuade your local college to accept you into their school.
• Persuade your best friend to learn a second or third language.

4 Use Words Have No Borders: Student Voices on Immigration, Language and Culture in order to , give and share samples with your
class of students’ writing and their experiences as early immigrants. By reading other students‘ work students can be asked to visualize other
experiences and then connect these experiences to their own. Students can be asked to write their own experiences and create a class Book
of Memoirs on Language and Culture. Teacher can write critical questions for students to address as they read letters from Words Have No
Borders, in order to help them in critically analyzing the text. How does the writer feel about his or her country? Describe or identify the
factors which helped the writer succeed? What parts of the letter helped you to see the critical issues which affected the writer?

Words Have No Borders: Student Voices on Immigration, Language and Culture contains letters from high school students
on language learning and immigrant experiences. The students’ written work represents more than twelve countries both in
Latin America and from other continents. The experiences the immigrant students encountered are challenging and they ex-
pressed how they coped with a new culture and their own dreams to succeed. Students can compare and contrast the immigrant
experiences highlighted in Words Have No Borders with their own immigrant experience and culture. You may want to get the
samples of these letters at the following websites. (Provided by Kin Chee/NYS/OBE)

Download the report: Words Have No Borders (.pdf/2.4M). For more information: The College Board National Commission on
Writing http://www.writingcommission.org/

5. Have students view the film Borinqueneers and write a story map of the events that occurred to the men of the 65th Infantry Division. Stud-
ents can be engaged in a discussion based on the film. Use DBQ’s and pictures of the event to have students discuss the major problems
faced by the men who could barely speak English but yet served their country well. What were the challenges they faced? How would this
experience affect them after the war?

For more information on the 65th Infantry Division go to www.borinqueneers.com.

Page 3
NYS Bronx BETAC

STATE NEWS
Annual Measureable Achievement Objectives; Requirements of School Districts Not
Meeting the Objectives; and Planning Grants Received by NYC Districts

Annual Measurable Achievement Objectives (AMAO)

All districts/schools, (Local Education Agencies LEAs) whose learning community includes English language learners are ex-
pected to meet three (3) Annual Measureable Achievement Objectives (AMOAs) as per NCLB guidelines.
♦ Annual increases in the number or percentage of children making progress in learning English (AMAO 1)
♦ Annual increases in the number or percentage of children attaining English proficiency by the end of each year, as
determined by the NYSESLAT (AMOA 2)
♦ Making adequate yearly progress for limited English proficient children in ELA and Mathematics( AMAO 3)
The AMAO 1 target for 2009 was 61% and the AMAO 2 target was 11.1%.
The AMAO 1 target for 2010 is 62.1% and the AMAO 2 target is 11.8%.

Districts Who Do Not Meet AMAOs

• For Two Consecutive Years:
Districts who do not meet AMAO targets for two (2) years must submit an AMAO Improvement Plan consisting of a pro-
gram overview; description of Title III LEP/ELL program and activities and an evaluation of past performance; and a Com-
prehensive Needs Assessment.
• For Four Consecutive Years:
Districts who do not meet AMAOs for four (4) years are required to submit an AMAO Corrective Action Plan. The plan must:

♦ Address only those areas relevant to the districts AMAO status, be it ELA, ESL or Mathematics
♦ Address specific grade levels
♦ Include an analysis of the learning environment and school culture
♦ Must meet all federal and state regulation including mastery of learning standards in identified areas
♦ Include strategies and activities which are “actionable” and ‘doable” and abased on t he district’s specific failure to meet the
AMAO
♦ Include a t time line that delineates action steps and goals for two years
♦ Contain an early evaluation mechanism to assess the attainment of the AMAO
♦ Have specific, measurable, prioritized goals and objectives linked to curriculum revision and the district’s failure areas
♦ Provide a curriculum crosswalk that is coherent and aligned with State standards
♦ Ensure access to profession development that is designed to successful impact on bilingual and ESL classrooms teachers
♦ Ensure that the necessary revisions or updates are included that address instructional/teaching practices

Districts Which Have Received Planning Grants

Districts #7, #8 and #9 applied for and received a $30,000 grant to write their AMAO Corrective Action Plan. The planning teams which were
formed to create the plan , included a minimum of one of each of the following; Board Member (s), District Administrator (s), Parent (s) of
LEP/ELL Students (s), Teacher (s), Bilingual/ESL/ELA/ Counselors, Outside Consultants and a regional BETAC staff person. Throughout
the summer teams have met in order to complete cohesive plans for the instruction of English language learners.

For more State News go to http://www.emsc.nysed.gov/biling/

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 Volume 4, Issue 1
Online Examination Request System for Elementary, Intermediate and LAB-R Tests

The following information from David K. moore, Ed. D., Supervisor, Elementary & Intermediate Testing
Programs, delineates the steps to be taken by principals in order to request state tests.

All regular, translated, large-type, and Braille editions of the elementary- and intermediate-level tests and all regular and large-type
editions of the LAB-R may now be requested through the Department's online examination request system. (Please note that for New
York City Public and Charter Schools, LAB-R must be obtained directly from the New York City Department of Education Division
of Assessment and Accountability Office, following the directions provided by that office.) Telephone requests for examinations will
not be accepted.
You must have a user name and password in order to enter your school's examination requests online. If you were the principal of the
same school during the 2008-09 school year, the expectation is that you have previously been issued a valid user name and password.
Use those to log onto the online examination request system. If you do not have a valid user name and password, determine which of
the following situations applies to you in order to obtain them.
1. Public School Principals. If you are a public school principal in New York City, your user name and password can be obtained
from the Assessment Implementation Director at your Integrated Service Center. If you are the principal of a non-New York
City public school or BOCES program, contact your school superintendent to obtain your user name and password.

2. Nonpublic School Principals. Nonpublic school principals who requested examinations during the 2008-09 school year who
need to have their password reset should contact the Department's Delegated Account System (SEDDAS) Help Desk at 518-
473-8832 or seddas_help@mail.nysed.gov. If you were not the principal for your school during the 2008-09 school year, you
must notify the Department's Office of Information and Reporting Services via fax, 518-402-5361 or 474-4351, that you are the
new principal. This notice must be written on the school letterhead stationery and must include your full name, your e-mail
address, your school's BEDS Code, your previous position, and, for purposes of future password confirmations, your city of
birth.
Online requests for all elementary- and intermediate-level tests must be submitted by October 7, 2009. If you place an online request
for the LAB-R prior to August 21, 2009, you can expect to have it delivered no later than September 9, 2009. Additional information
regarding requesting elementary, intermediate and the LAB-R tests is being mailed at this time. You should expect to receive this
mailing within the next few days. Questions regarding this information or about the informational mailing may be directed to 518-
474-8220.

The English Language Learner Program Evaluation Toolkit (LEP/ELL – PET)

The English Language Learners/ Limited English Proficient Program Evaluation Toolkit is a “comprehensive self-assessment tool
developed to examine the quality of programs and services provided to LEP/ELLs. (refer to memo of Jean C. Stevens, Associate
Commissioner of NYS Education Department)
Schools/districts are invited to participate in a review process using the toolkit, in order to self-assess school programs and services
for English language learners.
The goal of the review process is for all schools serving LEP/ELLs to “develop and/or strengthen a culture of self-assessment and
self-reflection. Each participating district/school will benefit from the use of an interactive web/based toolkit to support the ongoing
self-reflection process and continuous improvement of educational goals for LEP/ELLs in your district.”
Schools interested in participating in this project should contact the Bronx BETAC at (718) 817 – 0606 or the Office of Bilingual
Education and Foreign Language Studies at (518) 474-8775 by September 18, 2009. It is anticipated that district/school meetings
will begin in mid to late October 2009.

Page 5
NYS Bronx BETAC

STATE NEWS continued

Physical Setting/Earth Science Reference Tables, 2010 Edition

The memo from David Abrams, Assistant Commissioner of The State Education Department, informs us that the new Physical
Setting/Earth Science Reference Tables (ESRT) for the 2009 – 10 school year are now available and replace all previous edi-
tions. The tables can be accessed on the Department’s web site at http://www.emsc.nysed.gov/osa/scire/reftable.html. Translated
editions of the ESRT are available in Spanish, Traditional Chinese, Haitian Creole, Korean, and Russian. Schools with Bilin-
gual population should seek to use the translated editions when instruction is in the native language or for native language sup-
port.

The David Abrams memo can be accessed at: http://ww.emsc.nysed,gov/osa/reftable/esrt2010-

memo.pdf

Making-Up Course Credit

The memo of June 2009, from Johann Duncan Poitier, Senior Deputy Commission of Education, provides an explanation of
“making up course credit” or “credit recovery” for high school students; and provides the amendments to the regulations. On
the road to acquiring the “twenty-two units of credit in a particular subject areas required to earn a high school diploma in New
York State” some students fail a course or fail to complete a course. It is only under these circumstances that “making up”
course credit can be implemented. Our English language learners, faced with the task of learning demanding material in a sec-
ond languages, might need to avail themselves of “making - up course credit” in order to obtain a high school diploma.
The proposed amendments are as follow:

• School district officials can provide various programs for students who were previously enrolled in a course but failed to
demonstrate mastery of the intended course outcomes.
• A school-based panel consisting of the principal, three teachers (not to include the student’s teacher in the course for which
the student must make up credit), and one other administrator, must approve all programs for make-up credit. This panel
concept already exists in regulation for appeals of Regents Exam grades.
• In order to provide the correct program to make up failed or incomplete course credit, the committee must consider each
student’s needs and course completion deficiencies.
• The program must be aligned with the Regents learning standards.
• In order to receive credit, the student must receive equivalent, intensive instruction in the deficiency areas of the course by
a teacher certified in the subject area.
• The student must also demonstrate mastery of the initial deficiency areas (for example, specific skills in math).
If an end-of-course Regents examination is required for graduation, the student must also pass the Regents examination to
fulfill the graduation requirements, and, to the extent determined by the school district, receive course credit.

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NYS Bronx BETAC
INSIDE STORY

2009 Summer Institute

From June 29, 2009 through July 2, 2009 Fordham University hosted a Summer Institute which featured:“ Learning Environ-
ments for English Language Learners: Pre-Referral Considerations and Strategies for Differentiating Instruction for English
Language Learners”, “Developing Academic English Language Skills for ELLs” and
“Brain Research Applied to the Use of Technology to Accelerate Reading in English at the
Secondary School Level”. The Institute was a collaboration among the NYC network of
BETACs including the Manhattan/Staten Island BETAC, Brooklyn/Queens BETAC, the
Haitian Language BETAC, and the NYS Bilingual School Psychologist Support Center.

This four day institute included presentations by renowned practitioners Dr. Graciela Eli-
zalde-Utnick, Dr. Margarita Calderon and Ana Bishop. Dr. Elizalde-Utnick focused on
how to create effective learning environments in order to prevent inappropriate referrals to
Margarita Calderon addressing partici- special education. Ana Bishop introduced the research on how the brain processes lan-
pants during the Summer Institute.
guage. Strategies that focused on brain-based teaching were presented and applied. She
also demonstrated how to use technology in order to accelerate the learning of reading in English. Dr. Calderon presented her
research-based methods of teaching vocabulary and of activating background knowledge to English language learners. She
emphasized the importance of the relationship between an extensive vocabulary bank and
reading comprehension; and provided methods and strategies that would facilitate this link.
Tier 1, Tier 2 and Tier 3 words were studied in the context of various genres and the audi-
ence practiced identifying them in a variety of situations. We practiced strategies to ex-
plicitly teach new vocabulary words. Among these strategies was the use of the following
seven steps:
1. Teacher says the word.
2. Teacher asks students to repeat the word 3 times.
3. Teacher states the word in context from the text. Participants engage in a jigsaw activity.

4. Teacher provides the dictionary definition (s).

5. Teacher explains the meaning with student-friendly definitions.
6. Teacher engages students in activities to develop word/concept knowledge.
7. Teacher highlights one or more of the following: grammar, spelling, polysemy, cognates, affixes, etc.

The importance of explicitly including all seven steps in teaching vocabulary to ELLs was
emphasized. The audience was provided with opportunities to practice the seven steps for
teaching vocabulary within the context of content-area lessons. Participants enjoyed them-
selves while applying the same steps to excel.

The Bronx BETAC plans to delve further into research-based methods and prescribed steps in
explicitly teaching vocabulary and expanding students’ background knowledge. Please watch
for the announcements of our workshops!
The EXCELL seven steps used to teach
vocabulary are alive and well.

Page 7
NYS Bronx BETAC
FOR YOUR INFORMATION

Puerto Rican Hispanic Youth Leadership Institute

This year will mark the twentieth year of the Puerto Rican Hispanic Leadership Institute. Two hundred high school students
from twelve delegations statewide will take part in a whole week-end of activities such as team-building, college and career de-
velopment workshops, a youth rally and student delegate recognition dinner, on April 17 - 19 as part of the “Somos Uno Confer-
ence”.

The institute was the brainchild of Assemblyman Angelo de Toro who stated, “The point of the conference is to say to you that
you can do it too…you can influence public policies and state policies. You can influence how the government and how society
goes on. And that’s very important.

Since this year’s celebration is a landmark, special activities and celebrations promise to enhance the excitement and electricity
which is always a part of the conference. The Bronx BETAC kick-off event for school counselors and parent coordinators will be

Teacher Institute
This year the NYS./OBE Teacher’s Institute is fortunate to have Robert Marzano as its quest speaker and presenter, featuring
“Building Academic Vocabulary”. Pedro Ruiz, Coordinator of the Office of Bilingual Education & Foreign Language Studies
will address the audience regarding existing state programs and current initiatives.
The Teacher Institute will take place on October 21, 2009 and will be held at Fordham University on the Rose Hill campus. The
flyer with registration information will be sent via e-mail to all of our list-serv. For registration send an email to
dayana.quinones@liu.edu.

New York State Association for Bilingual Education

The New York State Association for Bilingual Education invites you to their thirty-third annual conference., which will take
place on March 11—13, 2010. This year the conference will “highlight current trends in bilingual education programs and equity
for all learners.” The theme for this year is “Bilingual Education: Pathway to Multicultural and Multilingual Learning
Communities”. To register log onto the SABE website at www.nysabe.org

National Association for Bilingual Education

The National Association of Bilingual Education (NABE) will be held in Denver, Colorado from February 3 – 6, 2010. The
theme of this year’s conference is “Bilingual Education: Nurturing Communication for a Better World. Keep abreast of confer-
ence updates and registration by going to www.nabe.org
A feature of the conference which is immediately applicable to our teachers and English Language Learners is the “Being Bilin-
gual” Essay Contest. The deadline for submission is November 7, 2009 and it is an opportunity for English language learners to
put into action all those writing skills which you have been so diligently promoting and which will yield positive results on all
future assessments, higher education and in the work place.

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NYS Bronx BETAC

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Page 10
 Volume 4, Issue 1
FOR YOUR INFORMATION continued
CUNY Dominican Studies institute at the City College Doctoral Student Fellowships
The City University of New York Dominican Studies Institute at the City College (CUNYDSI) is offering four (4) one – year
fellowships for research-related work in Dominican Studies at the CUNYDSI for qualified doctoral students completing their
studies at universities in the United States. The scholarships available are:

• Two (2) scholarships for graduate students pursuing a PhD interested in research on Dominican early colonial studies
• One (1) scholarship for a graduate student pursuing a PhD interested in research on Dominican s in the United States
• One (1) scholarship for a graduate student pursuing a PhD and with excellent writing skills and experience in editing
manuscripts in English
The application deadline will remain opened until filled.

For information regarding CUNYDSI, you can call 212-650-7496 or email dsi@ccny.cuny.edu
or visit www.ccny.cuny.edu/dsi

Books for Your Professional Growth

Teaching Reading to English Language Learners by: A Reflective Guide
Teaching Reading to English Language Learners written by Thomas S.C. Farrell is a reflective guide
which gives educators of ELLs “food for thought” at the end of every chapter in the form of questions
regarding - “Teaching Reading to ELLs”, “Teaching Reading Fluency and Comprehension to ELLs”,
“Teaching Reading Strategies to ELLs”, “Teaching Text Structure to ELLs”, ‘Teaching Vocabulary to
ELLs, “Planning Effective Reading Lessons for ELLs”. “Promoting Extensive Reading for ELLs” and
“Authentic Reading Assessment for ELLs”

Why Do English Language Learners Struggle with Reading?: Distinguishing Language Acquisition from Learning
Disabilities
Educators grappling with the issues of learning disabilities versus second language acquisition, dispro-
portionate representation of English Language Learners, Response To Intervention (RTI) and the mis-
conceptions of second language learners would be well-advised to make this book part of your profes-
sional reading repertoire. The text is based partially on a series of research papers which were presented
at a 2004 conference on English language learners and edited by Janette K. Klingner, John J. Hoover
and Leonard M. Baca, who are all educators with extensive background in the field of bilingual special
education.

Making Sense: Small-Group Comprehension Lessons for English Language Learners

“Making Sense: Small-Group Comprehension Lessons for English Language Learners” is the kind of
book educational practitioners welcome. The text is a compilation of hands-on comprehension lessons
for English language learners in each of the language proficiency stages; preproduction, early produc-
tion, speech emergence, intermediate and advanced. Additionally, the lessons in each stage of language
proficiency are further categorized by age grouping; younger or older English language learners. A
quite useful feature of this text is the listing of age appropriate books for teaching specific reading
strategies at each language proficiency level. An example of a book which can be used to teach the
skill of “inferring” at the preproduction level is “Round Is a Mooncake: A Book of Shapes by Roseanne Thong.
NYS Bronx BETAC

INSIDE FORDHAM
Bronx African American History Project
Fordham University’s Bronx African American History Project has been previously highlighted in our newsletter, due to their
presentation of exceptional films and subsequent panel discussions as part of their “The Bronx is Building: The Bronx as Site
of Political Mobilization and Cultural Creativity”.
This year they will once again offer six lectures, which will be open to the public. Topics to be covered are: “African women
and Art, African-owned businesses, religion and African immigrant communities, African immigrant families and issues of
cultural continuity and change, African musicians and music an Migration and Remittance”. The Bronx African American
History Project received a grant award of $11,700 which it will use to fund the project.
The topics which will be presented as part of the lecture series are closely aligned with the focus on immigrant students and
communities at the Bronx BETAC. We hope that you can join us in participating in some, if not all, of the lecture series pres-
entations. For schools interested in attending these lectures refer to the link below.

More information regarding the lecture series can be gotten at: www.fordham.edu/baahp

Information for this article was taken from Fordham Notes , a newsblog from Fordham University’s News and Media
Relations Bureau

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 Volume 4, Issue 1

PARENT RESOURCES
TEACH THEM TO READ
As the new school year enfolds, full of hope and positive expectation, parents can be active partners in teaching their young-
sters to read. Parents of English Language Learners can engage in many enjoyable activities which will promote positive atti-
tudes towards reading; L1 or L2 can be used, whatever language the parent is most comfortable with.
Many web-sites and publications give parents practical and fun “learning to read” or “reading activities” which they can do at
home. For instance the National Institute for Literacy has put together a series of “teach them to read” booklets; The Shining
Stars series for toddlers to grade 3 students. In The Shining Star series the toddler activities listed make the parents active
participants in their child’s learning, without requiring the use of elaborate materials or deep understanding of theoretical
framework. For example the toddler/parent activities suggested are:

Checklist for Parents of Toddlers:

Here are some ways you can help your child “get ready to read” during the ages of 2 and 3.
I read with my child every day, even if it’s only for a few minutes.

I encourage my child to bring his favorite books to me so that we can read together.

I point to pictures and name them out loud, and encourage my child to point to pictures while we read.

I watch to see if my child sometimes makes eye contact with me when I read aloud. That tells me she is paying
attention to me and the story.
I talk with my child throughout the day about things we are doing and things that are happening around us.

I try to be patient when my child wants to read the same book over and over again.

I encourage my child to “play” with books—pick them up, flip them from front to back, and turn the pages.

Sometimes I listen when my child “pretends” to read a book—he holds the book, goes from page to page, and says
words, even though they’re not the words on the page.
I give my child paper and crayons so she can scribble, make pictures, and pretend to write.

The focus of the activities in the Shining Star series shifts, though, at the kindergarten level . The activities become a true
“checklist” of what a child should do in the area of reading in grades K-3 not a listing of activities parents can do with their
child. The checklist for parents of third graders states:

Checklist for Parents of Third Graders:

These skills usually develop during grades two and three. Talk with your child’s teacher if you have questions.
My child uses what he knows of phonics and word parts (prefixes, roots, suffixes) to sound out unfamiliar words.

My child reads third grade level texts (stories, non-fiction, magazine articles, computer screens) with fluency and
comprehension.
My child explores topics of interest and reads longer stories and chapter books independently.

My child can explain the major points in fiction and non-fiction books.

My child identifies and discusses words or phrases she does not understand.

(continued on next page)

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PARENT RESOURCES continued

My child asks “how,” “why,” and “what if” questions and discusses the themes or messages of stories.

My child uses information he has gathered and his own reasoning to judge explanations and opinions and distinguishes
cause from effect, fact from opinion, and main ideas from supporting details.
My child understands and reads graphs and charts.

My child uses context to gain meaning from what she reads.

My child correctly spells words he has studied.

My child gathers information from a variety of sources, including books, articles, and computers, and uses it in his
writing.
My child reviews her own written work for errors and works with teachers and classmates to edit and revise her work
to make it clearer.
My child is starting to use metaphors and other literary forms in his writing.

My child discusses her writing with other children and responds helpfully to their writing.

My child develops his vocabulary and knowledge through independent reading.

My child builds her vocabulary through synonyms and antonyms.

My child uses parts of speech (nouns, verbs, adjectives, adverbs) correctly.

To order free copies of the Shining Stars booklets, those interested can write to EdPubs, P.O Box 1398, Jessup, Md
20794_1398; call 1(800) 228-8813 ; e-mail: edpubs@inet.edogov; or download at http://www.nifl.gov/nifl/publication.html

Two other sites which give parent’s practical ideas for teaching their child to read is Child Fun at http://www.childfun.com and
Colorin Colorado at http://www.colorincolorado.org/article/14073. The Colorin Colorado “tips for parents of third graders” is
prefaced by the suggestion to “always applaud your young reader and beginning story writer”; different in focus from the K-3
checklists of the previously mentioned Shining Stars series. The “tips” included are:

• Make books special: Parents are encouraged to make books special in the lives of their children, suggestions for so
doing are “take your kids to the library, help them get their own library card, read with them, and buy them books as
gifts. Have a favorite place for books in your home or… put books everywhere.”
• Get them to read another one: Parent should find way to encourage their child to “pick up another book” after having
read one. For example, children can be introduced to a series such as the Harry Potter books or they can be encouraged
to read another book by an author or a topic they like.
• Crack open the dictionary: Children should see their parents use a dictionary, saying, “Hmm, I’m not sure what that
word means… I think I’ll look it up.”
• Talk about what you see and do: “Talk about everyday activities to build your child’s background knowledge”. This
background knowledge can then become a part of a child’s font of knowledge to be used in school for discussions and
listening and reading activities. It is encouraged that parents keep a running dialogue with their child, on whatever ac-
tivity they are doing together.

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 Volume 4, Issue 1

• First drafts are rough: “Encourage your child when writing.” Parents are reminded that writing often involves
several re-writings before coming up with a final product.
• Different strokes for different folks: “Read different types of books” with your child in order to expose them to
different genres. Nonfiction books are important since being familiar with their structure and format is crucial for
academic success.
• Teach your child some “mind tricks”: “Show you child how to summarize a story in a few sentences or how to
make predictions about what might happen next.”

To conclude, it is important for parents to engage their children in learning to read activities. Important factors to keep in mind
are that the activities should be enjoyable and part of the daily flow of family life; parents of English language learners
should use either English or the native language texts for the reading activities and ensuing discussions. Research informs us
that a big predictor of academic success for English Language Learners is English language support combined with support in
the first language. Thomas & Collier (1999)

B’N Fit Program for
Overweight Bronx Adolescents
The percentage of obesity and all its
concomitant health problems is higher
in the Bronx than in the rest of New
York City, according to the Centers for
Disease Control and Prevention as
quoted by the publication Keeping
Healthy, published by Montefiore Hos-
pital. which gives the obesity rate in
the Bronx as 25%, and that of the rest
of the city as 21%.
Montefiore Children’s Hospital and the
Mosholu Montefiore Community Cen-
ter is doing something about the obe-
sity rate, having established the B”N through weekly parent meetings. Ado-
Fit program that “helps combat obesity lescents in the program can attend six-
by providing hundreds of local kids, month maintenance programs and sum-
adolescents and young adults ages 12- mer camps for ongoing support.
21, with the tools they need to develop
healthy habits.”
The initial 12-week program, includes
weekly group meetings, where healthy
nutrition, changes in behaviors and the
importance of physical activities are
discussed. Participants in the program
also meet four times a week for physi-
cal activity sessions. B’N Fit keeps
parents part of the loop and active in
reinforcing healthy nutrition habits,

To find out more about the B”N Fit program can call 718-920-2232 or visit the
web-site: www.montekids.org/programs/bnfit

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EDUCATIONAL RESOURCES
International Children’s Digital Library
We are often asked to identify good children’s literature in the native language of our English language learners. A resource which
seems to be up to the task of providing a wealth of children’s literature in approximately fifty –four different languages is the
International Children’s Digital Library. The ICDL project has as its goal the creation of a collection of more than 10,000 books
in at least 100 languages that is freely available to children, teachers, librarians, parents and scholars throughout the world via the
Internet. Check out this web-site I’m sure it’ll be worth your while.

Response to Intervention
Assisting Students Struggling with Mathematics: Response to Intervention (RTI) for Elementary and Middle Schools
This manual which is published by the What Works Clearinghouse gives educators recommendations on how to identify students
who need assistance in mathematics and how to address the needs of these students through focused interventions; practical ideas
and strategies are also given.
http://ies.ed.gov/ncee/wwc/publictions/practiceguides/#rti_math_pg

Assisting Students Struggling with Reading; Response to Intervention (Rti) and Multi-Tier
Intervention for the Primary Grades
Also published by the What Works Clearinghouse this guide offers five recommendations to help educators identify struggling
readers in promoting their reading achievement.
http://ies.ed.gov/ncee/wwc/publications/practiceguides/#rti_reading_pg

Drop-out Prevention
This guide which is geared toward educators, administrators, and policymakers proves recommended strategies for reducing high
school dropout rates. “They include identification, targeting of at-risk students, implementing programs to improve behavior and
social skills, and keeping students engaged in the school environment.”
http://ies.ed.gov/ncee/wwc/publications/practiceguides/dp_pg_090308.pdf

Free Publications: The National Institute for Literacy

The National Institute for Literacy offers free materials for parents and educators which can be ordered by downloading of call
EDPubs at 1-800-228-8813. The Shining Stars series give practical suggestions to parents on how to help their toddlers through
grade three students with reading. An example of a publications for educators is What Content-Area Teachers Should Know About
Literacy.
Http://ww.ifl.gov/publications/publications.html

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EDUCATIONAL RESOURCES continued
Science
NY ECLIPSE Home Page
NY Eclipse (Enhancing Leadership for Improved Performance in Science Education) is based on the National Science Resource
Center’s (NSRC) professional development model. It targets “renewal” efforts in each of the state’s large urban school districts in-
cluding Buffalo, Rochester, Syracuse, Yonkers and N.Y.C. On the eclipse web-site you can click on: Science Learning
Standards; Assessment: NY. Eclipse: NYS Science Initiative: Questions & Answers and Took Kit.
http://www.emsc.nysed.gov/ciai/mst/NYEclipse/EclipseHome.html

Science Home Page

The science home page of the Curriculum, Instruction and Instructional Technology Team has been “developed as a resource to in-
form users regarding the NYS Learning Standards for Mathematics, Science and Technology with a focus on science”. Users can
click on to Learning Standards; Assessments; NY Eclipse, NYS Initiatives, Questions and Answers, Related Links and the Toolkit.
http://www.emsc.nysed.gov/ciai/mst/sci/html

BRONX BETAC NEWS

Staff Changes at the Bronx BETAC

Alexis Robles, our administrative assistant is leaving the Bronx BETAC
family, in order to take on the position of Speech Teacher at PS 59 on Bath-
gate Avenue in the Bronx. Alexis’ major at Lehman College was speech
therapy and this career change allows her to use her knowledge and talents in
her area of expertise. We all wish Alexis good luck in her future endeavor.
Bronx BETAC

4Fordham university
441 E. Fordham Road
Bldg: 2536 Hughes Avenue
Bronx, NY 10458
Phone: 718 817-0606
Fax: 718 81700604
E-mail: Eva Garcia: Editor in Chief
bronxbetac@fordham.edu Marcia Gonzalez: Editor and Designer
Lillian Garcia: Editor