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Read Aloud


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By: Marien Villanueva

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Read Aloud

  1. 1. Demonstration Marien Villanueva Vega July 2009 Maya West Writing Proyect R e a d A lo u d a S t o r y a n d W r it e
  2. 2. Elementary Education Teacher • BA- Inter American University-Aguadilla • K-3 Elementary Education Teacher • MAEE @ UPR- Mayaguez •
  3. 3. Experience • I worked in a private catholic school in Isabela for three years and one semester. • I started working in this school on the second semester of 2003-2004 school year as a 7th grade Spanish teacher, and as a Social Studies teacher of students of 4th, 5th, and 6th grade. • The next three years, from year 2004 – 2007 I worked as a First grade teacher. I taught
  4. 4. Experience • Now I am not working as a teacher in any school. I decided to study full time two years ago. I am a full time student and mom.
  5. 5. Teaching Philosophy • “Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (Freire 72). The teacher becomes a guide who helps her students to discover knowledge, love, and liberty. • I am a teacher because that is one of my biggest passions in life. For me, education is the cooperation between two important components of a never ending process, those components are
  6. 6. • The students learn from each other and the world around them. • They discover love when they realize that their knowledge is useful not only for them but for helping others as well. • They discover liberty when they see that knowledge will give them the power to fight for their rights, for their country, their dignity and the dignity of their compatriots. • In this sense, education is revolutionary because we use human qualities to transform our experiences and our knowledge into something productive, something that is useful to us.
  7. 7. Writing Teacher • I believe that writing is a big part of who students are, it shows their personality. • Writing is not an asocial process in which they follow some steps in order to create pieces of writing. • Society plays a big role in the way students write because of the influence it has in the topics they choose when they have to write.
  8. 8. • Ryuko Kubota, a “post-process” theorist, highlights the important connections that need to be made between L2 writing and issues of race, class, and gender. In his article “New approaches to gender, class, and race in second language writing” he stresses that gender, class, and race are constitutive elements essential to writers’ agency and identity. I believe in this too because this makes writing more interesting, engaging and pertinent to students.
  9. 9. • “Post – process” writing theory explains that writing is a social act. • “Post- process” writing teachers are liberating students because they are reflecting upon reality and that gives the chance to change things. • I believe that my position as a writing teacher is “post- process” because of the holistic way in which “post-process” deals with education and writing specifically.
  10. 10. Connection of my Writing Activity with Current Research • Raymond Morrow (1990) found in a study that adding books and writing materials resulted in more writing behaviors in their classrooms (David Cooker 2007). • In another study, students with access to writing materials were found to write longer descriptions in first through third grades (Cooker 2006).
  11. 11. Writing Activity • The teacher will read a story to the students. • The students will have the opportunity to talk with their peers about what happened in that story. • They will reflect about the issues presented in that story using some guide questions that the teacher will provide to them.
  12. 12. • The students will draw a picture of the story, the way they imagine that one of the events in the story was like. They are going to write a description about their picture. • They will draw and write a different solution for the story that the teacher read to them.
  13. 13. Questions • How many characters are in this story? • What are the main characters of this story? • What is the problem in this story? • Who is the person that is living the problem? • How does that person feels? • Who is responsible of causing the problem? • Who are some of the people that could have helped the kid who owns the ball?
  14. 14. Questions • Who are the persons that are not having an acceptable behavior in the story? Why? • How does this situation makes you feel? • Do you think there is anything that can be done?