Post by Okwes on Apr 14, 2008 13:23:17 GMT -5
SOBOBA INDIAN RESERVATION - To the faint tune of the children's song "Are You Sleeping?" Soboba tribal preschoolers count their fingers in their native language, Luise€ ¦ño.
"Supul, weh, paahay (One, two, three). Supul, weh, paahay. Wasa, mahaar (four, five). Wasa, mahaar."
The addition of language lessons is one of the changes in the reservation preschool program since the Soboba Band of Luise€ ¦ño Indians started operating it in 2000.
"It helps keep their heritage alive," said parent Shawn Briones.
Shortly after Ahmium Preschool closed its doors, Soboba began its own program. Ahmium had been in operation for about 25 years but lost its state funding because parents earned more than the revenue limit for financial aid. The new program still functions on grants but also has tribal financial support as well, said Rose Salgado, tribal secretary.
"The need was still there, so it was important to keep the program going," she said.
The preschool, which is run out of the former Noli Indian School off Soboba Road, is open only to American Indian families, at no cost. Tribal members get first priority.
Today there are 54 children, mostly 3- and 4-years-olds, enrolled in morning and afternoon sessions.
There are two head classroom teachers and two additional teachers to provide individualized instruction.
Over the past few years, Director Linda Bednar has helped implement several changes in the program, including emphasis on academics and a year-round schedule.
"This isn't a day care," Bednar said. "And a program is more successful if it has continuity."
A new after-school accelerated reading program was started recently. Children who are ahead in reading work with teens on more advanced studies. Also new is optional homework and a parent committee. During the summer, an infant circle time is held for children up to 24 months old to expose them to the preschool environment
A full-time cook is also on staff for breakfast and lunch. Bednar said she wants to avoid unhealthy meals. The cook also helps with the school library.
Kathy Lopez said she did not feel her older daughter, now 7, was prepared for kindergarten through the former preschool program. But since her other daughter started attending, she is more confident about the program, she said.
"She is writing her name and working on homework," Lopez said.
Culture has also been a heavy mandate from tribal members.
"That's something they don't provide in public schools," Salgado said.
Classrooms are decorated with Indian artifacts and symbols. One has a letter bulletin board with photos such as an arrowhead, a buffalo and a canoe.
Fridays are considered culture day and often include guest speakers who demonstrate things like how to make wiiwish, an Indian dish made with acorns, and which local flora and fauna have medicinal or cooking uses.
For a half-hour every day, children concentrate on the Luise€ ¦ño language. Every year, 225 new words are introduced and taught. To reinforce the language at home, parents receive a monthly sheet of word samples and homemade books.
Eric Elliott, language specialist at Pechanga, and Bill Madrigal, who teaches local Luise€ ¦ño classes for adults, created teaching materials.
Still, teachers must find ways to incorporate the lessons.
"How are you?" teacher Dawn Murphey asks each child in Luise€ ¦ño and English.
In a small, tired voice, 4-year-old Shyann Morreo pronounces that she is "qay looviq," or not good.
The group proceeds through short activities like singing the numbers and a game practicing how to say certain colors.
Murphey, a native from the San Juan Capistrano tribe, Juane€ ¦ño, said she tries using the Luise€ ¦ño words throughout the day.
"We're still learning ourselves," she said.
Bednar doesn't want to lose the progress students are making, especially with the language. She is pushing for additional grade levels.
Salgado said the tribe still needs to consider the details of such expansion, especially costs.
<http://www.pe.com/localnews/inland/stories/PE_News_Local_D_native29.3ed4553.html>
Material appearing here is distributed without profit or monitory gain to those
who have expressed an interest in receiving the material for research and
educational purposes. This is in accordance with Title 17 U. S. C. section 107.
www4.law.cornell.edu/uscode/17/107.html
"Supul, weh, paahay (One, two, three). Supul, weh, paahay. Wasa, mahaar (four, five). Wasa, mahaar."
The addition of language lessons is one of the changes in the reservation preschool program since the Soboba Band of Luise€ ¦ño Indians started operating it in 2000.
"It helps keep their heritage alive," said parent Shawn Briones.
Shortly after Ahmium Preschool closed its doors, Soboba began its own program. Ahmium had been in operation for about 25 years but lost its state funding because parents earned more than the revenue limit for financial aid. The new program still functions on grants but also has tribal financial support as well, said Rose Salgado, tribal secretary.
"The need was still there, so it was important to keep the program going," she said.
The preschool, which is run out of the former Noli Indian School off Soboba Road, is open only to American Indian families, at no cost. Tribal members get first priority.
Today there are 54 children, mostly 3- and 4-years-olds, enrolled in morning and afternoon sessions.
There are two head classroom teachers and two additional teachers to provide individualized instruction.
Over the past few years, Director Linda Bednar has helped implement several changes in the program, including emphasis on academics and a year-round schedule.
"This isn't a day care," Bednar said. "And a program is more successful if it has continuity."
A new after-school accelerated reading program was started recently. Children who are ahead in reading work with teens on more advanced studies. Also new is optional homework and a parent committee. During the summer, an infant circle time is held for children up to 24 months old to expose them to the preschool environment
A full-time cook is also on staff for breakfast and lunch. Bednar said she wants to avoid unhealthy meals. The cook also helps with the school library.
Kathy Lopez said she did not feel her older daughter, now 7, was prepared for kindergarten through the former preschool program. But since her other daughter started attending, she is more confident about the program, she said.
"She is writing her name and working on homework," Lopez said.
Culture has also been a heavy mandate from tribal members.
"That's something they don't provide in public schools," Salgado said.
Classrooms are decorated with Indian artifacts and symbols. One has a letter bulletin board with photos such as an arrowhead, a buffalo and a canoe.
Fridays are considered culture day and often include guest speakers who demonstrate things like how to make wiiwish, an Indian dish made with acorns, and which local flora and fauna have medicinal or cooking uses.
For a half-hour every day, children concentrate on the Luise€ ¦ño language. Every year, 225 new words are introduced and taught. To reinforce the language at home, parents receive a monthly sheet of word samples and homemade books.
Eric Elliott, language specialist at Pechanga, and Bill Madrigal, who teaches local Luise€ ¦ño classes for adults, created teaching materials.
Still, teachers must find ways to incorporate the lessons.
"How are you?" teacher Dawn Murphey asks each child in Luise€ ¦ño and English.
In a small, tired voice, 4-year-old Shyann Morreo pronounces that she is "qay looviq," or not good.
The group proceeds through short activities like singing the numbers and a game practicing how to say certain colors.
Murphey, a native from the San Juan Capistrano tribe, Juane€ ¦ño, said she tries using the Luise€ ¦ño words throughout the day.
"We're still learning ourselves," she said.
Bednar doesn't want to lose the progress students are making, especially with the language. She is pushing for additional grade levels.
Salgado said the tribe still needs to consider the details of such expansion, especially costs.
<http://www.pe.com/localnews/inland/stories/PE_News_Local_D_native29.3ed4553.html>
Material appearing here is distributed without profit or monitory gain to those
who have expressed an interest in receiving the material for research and
educational purposes. This is in accordance with Title 17 U. S. C. section 107.
www4.law.cornell.edu/uscode/17/107.html