The document provides biographical information about Leroy Alicea-Cabassa, including where they have taught over the past 10, 15, and 4 years. It also discusses their educational background and areas of study. The document then discusses the Picture Word Inductive Model (PWIM) teaching strategy, how it uses pictures to elicit vocabulary from students and teaches reading, writing, and comprehension through inquiry and analysis. An example picture is provided along with sample sentences using words from the picture.

1. Demonstration Leroy Alicea-Cabassa June 2009 Maya West Writing Project Picture Word Inductive Model PWIM

2. Where do you Teach? Regional Bilingual School [10 years] Middle School 7 th , 8 th & 9 th English Añasco

3. Where do you Teach? Upward Bound Program [15 years] InterAmerican University San German English Teacher Spelling Bee Oratory

4. Where do you Teach? SUAGM [4 years] Turabo Ponce UMET Aguadilla UNE Cabo Rojo

5. English Teacher BA Teaching English as a Second Language Secondary Level MA T.E.S.L. Bilingual Education Supervision and Administration of Schools Ed. D [Doctoral Candidate] or [ABD] Curriculum and Teaching

6. Description of Classroom

7. Description of School

8. English

9. Description of Community

10. Filosofía Educativa “ El hombre no es más que lo que él mismo se hace.” Jean-Paul Sartre [Existencialista> Humanista ] “ Realidad cambiante experimentación constante” John Dewey [Pragmatismo> Progresivismo >Constructivismo]

11. DEMO aligned with approaches Whole Language Approach Goodman and Chomsky Goodman emphasized that pronouncing individual words will involve the use of all three systems (letter clues, meaning clues from context, and syntactical structure of the sentence). Part of his rationale was that reading and writing were ideas that should be considered as wholes, learned by experience and exposure more than analysis and didactic instruction.

12. DEMO aligned with approaches DE Constructivist Humanistic Theory (cooperative learning) (1) Suitable for small groups (2) teachers must possess superior knowledge of the subject matter (3) people change their perceptions when they are ready (4) teachers must believe that all learners can learn, can find their own best way to learn, and will learn the things that hold meaning for them (5) a healthy and creative student-teacher relationship is very important (6) the outcomes of such education will be unique.

13. Models of Teaching Authors Bruce Joyce Marsha Weil Emily Calhoun

14. PWIM Picture Word Inductive Model Emily F. Calhoun

15. PWIM The PWIM is an inquiry-oriented language arts strategy that uses pictures containing familiar objects and actions to elicit words from children's listening and speaking vocabularies.

16. PWIM Teachers use the PWIM with classes, small groups, and individuals to lead them into inquiring about words, adding words to their sight-reading and writing vocabularies, discovering phonetic and structural principles, and using observation and analysis in their study of reading, writing, comprehending, and composing.

17. PWIM The picture word inductive model can be used to teach phonics and spelling both inductively and explicitly. The model is designed to capitalize on children's ability to think inductively. The PWIM enables them to build generalizations that form the basis of writing structure and phonetic analysis respecting their ability to think.

18. PWIM Remember: The full sequence of a PWIM unit may take three days or two months: The length of units and number of lessons within a unit depend on the richness of the picture, the age and language development of the students, and the language objectives of the teacher.

19. Objective Students will be able to write a descriptive creative story promoted by the use of the Picture Word Inductive Model Identify new words of vocabulary

22. table chair leaf fan cutter pot clock window refrigerator bottles light stove plant faucet sink oven glasses paper knives drawers tiles candle knot cabinets door spoons freezer

23. Sentences using vocabulary from the picture We found a table in the picture. We mentioned a plant that was in the picture. The teacher and the students saw a candle in the picture. We saw a clock next to the window . We found a freezer on top of the refrigerator . We mentioned that the pot was under the cutter .

24. Sentences with blanks in order to use new word of voc. from the picture We found a _______ in the picture. We mentioned a ________ that was in the picture. The teacher and the students saw a __________ in the picture. We saw a ______ next to the _______. We found a _______ on top of the ________. We mentioned that the ________ was under the _______.

25. Develop paragraph It was my first day at this kitchen I was going to have some guest coming home. My in laws were coming to eat my special meat loaf. I was late and I could not find my favorite pan which was supposed to be underneath the cutter . I turn on the light but I could not find the switch for the fan . ……….

26. Title: __________ ? ___________

27. PWIM Maya-West Version

28. Maya West Advanced Level PWIM Write a descriptive paragraph (s) of a fictional event using the key words from the picture provided Write using the 3 rd person You could ask you classmates for feedback. [collaboration] Be creative and feel free to add details and more words. Title your story Before sharing the Story Read Three Key Words [any, your favorite ones] Spell them Share the story with the class and community