MayaWest Writing
Project 2012 DEMO:
Picture Caption
Professor Erik Morales Marty
Elementary School English Teacher
Friday, June 22, 2012
Biography
• I attended Antillean Adventist University in
Mayagüez, graduating in 2006.
• I completed a Bachelor Degree in Secondary
Education in Teaching ESL (English as a Second
Language) with a minor in World History.
• Thanks to Title II Higher Education Act: Part
A—Teacher and Principal Training and
Recruiting Fund, I was able to complete a
concentration in Elementary Education in
Teaching ESL at the Pontifical Catholic University
of Puerto Rico.
My Teaching Experience
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In 2001 I worked as an English Tutor for the Pontifical Catholic
University of Puerto Rico.
In 2002 I worked at a center for Special Education Children:
Centro de Terapias Educativas in Mayagüez.
From 2004 to 2005 I completed my Practice Seminar at Ramírez
Hostos Bilingual School in Añasco .
From 2006 to 2008 I worked as an Elementary English Teacher
for Colegio San Jose in San German.
In 2008 I worked as a Conversational English and Oral Business
Communication Professor for Ponce Paramedical College. I
currently work for them during the summer.
In 2009 I started working for the Department of Education as an
Elementary School English Teacher. I have worked in different
schools from Hormigueros and Mayagüez.
My School
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Escuela Cruces (Rafael Cordero
Molina-La Escuela del Maestro
Cordero de Francisco Oller).
Rafael Cordero Molina was born
in San Juan on October 24,
1790. at the time, Black children
were not allowed to enroll in
school. Rafael's parents, were a
well-educated couple who loved
reading and knowledge, and above
all were devoutly Christian.
Because of this, they instilled in
little Rafael's intellect and heart
a great desire to know more
about the world that surrounds
us, and, further, to transmit this
interest to others as a sign of
Christian virtue.
In a short time, Rafael became a
well-educated young man, able to
work as a teacher of elementary
subjects without regard to their
race or social status, in his home
on Luna Street, San Juan.
My School continuation…
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It is located in the rural area of
Barrio Quebrada Grande in the
city of Mayagüez. Colegio San
Benito is nearby.
Most of the students come from
that same community and are very
proud of it.
I teach English from Kindergarten
to Third Grade.
I have to move around school.
I try to leave my stuff in the
classrooms so I don’t waste time.
The groups are usually from 20 to
30 students.
Their knowledge of English is
somewhat limited. I believe it has
a lot to do with a negative
perception of the language both
politically and socially.
I always have a couple of students
that come from the U.S.A.
My Philosophy
• I believe that the
teacher has to provide
relevant, pertinent,
correct, and useful
information to the
student that will allow
him/her to apply it in
similar or related
situations that they
will encounter.
• The student’s
background and
environment affects
positively or
negatively the learning
process. If the
student’s
circumstances don’t
improve or change, the
learning process will
be interrupted.
Jerome Bruner’s
Constructivism
• The instructor's task is to "translate information to
be learned into a format appropriate to the learner's
current state of understanding" and organize it in a
spiral manner "so that the student continually builds
upon what they have already learned."
• Bruner states that a theory of instruction should
address the following aspects:
– The most effective sequences in which to present
material.
– The ways in which a body of knowledge can be
structured so that it can be most readily grasped
by the learner.
Jerome Bruner
Constructivism
• Bruner's constructivist theory can be applied to
instruction by using the following principles:
– Instruction must be concerned with the
experiences and contexts that make the
student willing and able to learn ( readiness).
– Instruction must be structured so that it can
be easily grasped by the student ( spiral
organization).
– Instruction should be designed to facilitate
extrapolation and/or fill in the gaps ( going
beyond the information given).
Norman Webb’s Taxonomy
Depth of Knowledge
Norman Webb’s
Taxonomy
• Level 1 Recall
– Focus is on students to work with specific
facts, definitions. Items only require students
to have a shallow understanding of text.
• Level 2 Skill & Concept
– Students are required to apply skills and
concepts. They must comprehend and process
portions of a text; main ideas are stressed.
Norman Webb’s
Taxonomy
• Level 3 Strategic Thinking
– Students are required to use complex and
abstract thinking. They are encouraged to go
beyond the text—to explain, generalize and
connect ideas.
• Level 4 Extended Thinking
– Students are required to use higher order
thinking. They are asked take material from
one content area and apply it to another.
DE: Standards and
Expectations for 3rd Grade
Standard: Writing
Expectation W.3.3-Applies basic
grammar and mechanics to write
declarative sentences of 3-5 words.
Introduction: Picture
Caption
• Have you seen this
symbol before?
Where?
• What does it
mean?
• Who needs this?
What is Closed
Captioning?
• “Closed captioning allows persons with hearing
disabilities to have access to television
programming by displaying the audio portion of a
television program as text on the television
screen. Beginning in July 1993, the Federal
Communications Commission (FCC) required all
analog television receivers with screens 13 inches
or larger sold or manufactured in the United
States to contain built-in decoder circuitry to
display closed captioning.” FCC-Federal
Communication Commission
Materials
• Handouts (Brainstorming activity and
the writing prompt)
• A picture/scene (the picture has to
be one that draws his/her attention)
Steps to follow
• Show students a picture and begin the
brainstorming activity. Ask them questions about
it. This can be done on the board or individually
depending on the students level of language
proficiency. Write down what the students say or
tell them to write it in a semantic map.
• Then each one of them will get a paper so they
can start organizing and writing their sentences
or story.
• This could take about 2-3 days.
Special Education
Accommodations
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Individualized help
Fragmented work
Extra time
Special seating arrangements
The special education teacher work
with the students in the classroom.
Picture Captions
• Write a story to go
along with the picture.
(Number of sentences
may vary)
• In order to help the
student organize
his/her ideas we’ll use
a semantic map.
• BRAINSTORMING
Background knowledge
Sentencetells a complete thought
Begins with a
capital letter
Ends with a period
Subject
Predicate
Noun
Verb
(action, linking, helping)
Adjective
Proper or common
Articles
Basic sentence structure
model
• Article (the/an/a)+noun
(proper/common)+verb
(action/linking/helping)+(noun/adjective)
• Examples: The boy is angry. Pedro is angry.
Examples
Examples
References
• DE English Program. Content Standards and Grade-Level
Expectations: English Program. San Juan: Department of
Education , 2007. Print.
• Writing Worksheets - Story Pictures. Super Teacher
Worksheets. Web. 17 Jun. 2012.
<http://www.superteacherworksheets.com/writingstorypics.html>.
• Federal Communications Commission. Closed Captioning, 2
Apr. 2012 . Web. 17 Jun. 2012.
<http://www.fcc.gov/guides/closed-captioning>.
• North American Division Office of Education. Learning
Theories and Teaching Strategies . Web 20 Jun. 2012
http://www.journeytoexcellence.org/practice/instruction/t
heories/.
Questions and feedback