jueves, 17 de junio de 2010
miércoles, 9 de junio de 2010
Lee
La sabiduría crece como los árboles. Al leer crecemos más. Leamos juntos, solos o en silencio.
TÚ ESCOGES
(Ortiz Rosado 2009)
viernes, 21 de mayo de 2010
Graduación Escuela Salvador Brau Elemental 2010
Graduación 2010 Escuela Salvador Brau Elemental en Cayey, Puerto Rico. Compartí con la Sra. Alsina como maestras de ceremonia. Fue una experiencia agradable. Gracias por darme la oportunidad de compartir con ustedes. Felicidades a todos(as)
Taller de Lectoescritura Escuela Elemental Luis Santiago de Toa Baja
Taller de Lectoescritura en la Escuela Elemental Luis Santiago de Toa Baja.
Recurso: Dra. María I. Ortiz Rosado.
Así se trabaja. Con muchas deseo de aprender, compartir ideas y disfrutar. FELIZ DIA DEL/LA MAESTRO(A)
jueves, 6 de mayo de 2010
sábado, 24 de abril de 2010
Students of 631 course (Second Language Acquisition) presented Children's books at Cambridge College
martes, 23 de febrero de 2010
Comprensión de lectura
Los estudiantes del grupo Jaguey de la Escuela Elemental Salvador Brau, leyeron un libro dado. Este libro tiene varios temas y culturas. Los estudiantes luego de leerlo, resumen cada tema y siguen unos criterios de evaluación para luego ser presentado al gruppo. En este proceso los estudiantes utilizaron cartulina, papel, crayolas, tijeras y otros materiales que ellos trajeron a la sala de clases. Luego de leer el libro y mientras trabajaban podían utilizar el libro como referencia para cumplimentar cualquier ejercicio. Además podían realizar dibujos para representar un tema. En este trabajo los estudiantes trabajaron en parejas y solos.
Luego de esto veremos en otro artículo cuando ellos presenten.
Esta parte de ser educadora me encanta. Al ver como los estudiantes comparten, se divierten y aprenden a la misma vez.
domingo, 21 de febrero de 2010
jueves, 11 de febrero de 2010
Estudiantes de 5to y 6to grado leyendo cuentos que ellos(as) mismos(as) escribieron
Los(as) estudiantes de 5to y 6to grado de la Escuela Salvador Brau Elemental en Cayey, escribieron cuentos en la sala de clases (Español). Luego de haber terminado de escribir y publicar el cuento, comenzaron a leerlo en diferentes grupos alrededor de la escuela. Varios de los grupos que recibieron a estos estudiantes fueron, kinder, primero, segundo y tercer grado. Ellos(as) disfrutaron no solamente la escritura del cuento, sino leerlo a los demás estudiantes y compartir sus experiencias.
Critical Questions Related to Equity
Is it really possible?
John O'Neil (1993) proposes that the great variability among students' access to learning, variations in motivation and interest, as well as other factors, will make it difficult to design challenging standards that are appropriate for all students. While the developers of standards are vaiously considering anywhere from one to three performance levels, those proposing only one are doning so because they are worried that more than one will encolurage differing expectations and tracking.
Is the development of standards the place to start?
Diversity in America's classrooms is a reality and requires a response in the form of educational programs that will adequately address the needs of a wide range of students. While there is evidence that schools are actually doing substantially better that they were 70or 80 years ago, it seems clear that they are not doing what is required for the futre. The schools system is more attuned to the 1920s than the 2000s and beyond. Despite the fact that some criticisms of the American school system are exaggerated and the fact that educator are generally not held in high regard by many Americans, educators are not unaware that school reform is an increasing demand, one that is viewed as essential for meeting the challenges of a globan economy.
Will all children be given equal opportunities to learn?
Resnick(1992) indicates that the absent of opportunity, it is easy to understant how unfair it would be to improve standards on students who do not have access to the teaching and resources necessary to ensure the highest level of lerarning.
(Source: Assessment Alternative for Diverse Classrooms)
John O'Neil (1993) proposes that the great variability among students' access to learning, variations in motivation and interest, as well as other factors, will make it difficult to design challenging standards that are appropriate for all students. While the developers of standards are vaiously considering anywhere from one to three performance levels, those proposing only one are doning so because they are worried that more than one will encolurage differing expectations and tracking.
Is the development of standards the place to start?
Diversity in America's classrooms is a reality and requires a response in the form of educational programs that will adequately address the needs of a wide range of students. While there is evidence that schools are actually doing substantially better that they were 70or 80 years ago, it seems clear that they are not doing what is required for the futre. The schools system is more attuned to the 1920s than the 2000s and beyond. Despite the fact that some criticisms of the American school system are exaggerated and the fact that educator are generally not held in high regard by many Americans, educators are not unaware that school reform is an increasing demand, one that is viewed as essential for meeting the challenges of a globan economy.
Will all children be given equal opportunities to learn?
Resnick(1992) indicates that the absent of opportunity, it is easy to understant how unfair it would be to improve standards on students who do not have access to the teaching and resources necessary to ensure the highest level of lerarning.
(Source: Assessment Alternative for Diverse Classrooms)
sábado, 6 de febrero de 2010
Yo conozco a mi pueblo Coamo... ¿y tú+
Check out this SlideShare Presentation:
Yo conozco a mi pueblo Coamo... ¿y tú+
View more presentations from Cambridge College.
La importancia de una presentación oral para el desarrollo de la lectura.
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Una de las alternativas que he utilizado en la sala de clases para el desarrollo de la lectura, es la presentación oral. Se le indica a los(as) que escojan un animal de su preferencia. Luego ellos(as)deben buscar información sobre ese animal y leerla. Con unas preguntas guias, los estudiantes deben contestar para luego realizar la presentación oral en la sala de clases. Algunas de estas preguntas son:
1. ¿Cuál es el nombre del animal?
2. ¿Cuál es hábitat del animal?
3. ¿Cuál es el alimento del animal?
4. Otros
La forma en que los estudiantes deben contestar es en forma de párrafo informativo en tercera persona. Ejemplo...
"El animal que se les estará presentando es el tigre. Este animal se le conoce como un animal feroz y capaz de correr 100 millas por hora. Además de conocerlo como tigre, se le conce como _________".
El(la) estudiante puede leer su informe utilizando alguna estrategia ya discutica con él(ella) de antemano, siguiendo los criterios de evaluación y su creatividad.
Luego de terminar su presentación, se evalúa su trabajo oral y escrito con unos criterios de evaluación provistos. El(la) estudiante tendrá la oportunidad de revisarlos y hacer su trabajo basados en los mismos. Cada maestro(a) tiene la oportunidad de crear sus propios criterios de acuerdo a lo que quiera lograr con sus estudiantes.
Este trabajo en su totalidad, se realiza en la sala de clases. Excepto el animal que ellos traen de su hogar o las fotos /láminas del mismo.
domingo, 31 de enero de 2010
Second Language Acqusition
What is Second Language Acquisition?
Refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired.
To understand the process of second language acquisition,
are seeking to answer three basic questions:
1. What exactly does the L2 learner come to know?
2. How does the learner acquire this knowledge?
3. Why are some learners more successful than others?
Second Language Acquisition is typically an official or societal dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms.
Other terms
* A foreign language
* A library language
* An auxiliary language
What is a first language?
* native language
* primary language
* mother tongue
Diversity in learning and learners
What is learned in acquiring a second language, as well as how it is learned, is often influenced by whether the situations involves informal exposure to speakers of other languages, immersion in a setting where one needs a new language to meet basic needs, or formal instruction in school.
Foundations of Second Language Acquisition The world of Second Language Acquisition
Multilingualism
Refers to the ability to use two or more language.
Bilingualism
Ability to use two languages
Monolingualis
Ability to use only one.
L2 users differ form monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge; L2 users have a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination.
The role of social experience
* Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage.
* American-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate social experience, including L1 input and interaction, is thus a necessary condition for acquisition.
Course 631 Second Language Acquisition in Cambridge College Master Program ESL
Refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language. The additional language is called a second language (L2), even though it may actually be the third, fourth, or tenth to be acquired.
To understand the process of second language acquisition,
are seeking to answer three basic questions:
1. What exactly does the L2 learner come to know?
2. How does the learner acquire this knowledge?
3. Why are some learners more successful than others?
Second Language Acquisition is typically an official or societal dominant language needed for education, employment, and other basic purposes. It is often acquired by minority group members or immigrants who speak another language natively. In this more restricted sense, the term is contrasted with other terms.
Other terms
* A foreign language
* A library language
* An auxiliary language
What is a first language?
* native language
* primary language
* mother tongue
Diversity in learning and learners
What is learned in acquiring a second language, as well as how it is learned, is often influenced by whether the situations involves informal exposure to speakers of other languages, immersion in a setting where one needs a new language to meet basic needs, or formal instruction in school.
Foundations of Second Language Acquisition The world of Second Language Acquisition
Multilingualism
Refers to the ability to use two or more language.
Bilingualism
Ability to use two languages
Monolingualis
Ability to use only one.
L2 users differ form monolinguals in L1 knowledge; advanced L2 users differ from monolinguals in L2 knowledge; L2 users have a different metalinguistic awareness from monolinguals; L2 users have different cognitive processes. These subtle differences consistently suggest that people with multicompetence are not simply equivalent to two monolinguals but are a unique combination.
The role of social experience
* Children will never acquire such language-specific knowledge unless that language is used with them and around them, and they will learn to use only the language(s) used around them, no matter what their linguistic heritage.
* American-born children of Korean or Greek ancestry will never learn the language of their grandparents if only English surrounds them, for instance, and they will find their ancestral language just as hard to learn as any other English speakers do if they attempt to learn it as an adult. Appropriate social experience, including L1 input and interaction, is thus a necessary condition for acquisition.
Course 631 Second Language Acquisition in Cambridge College Master Program ESL
sábado, 30 de enero de 2010
Using children's literature in the classrrom
Students of Cambridge College
Second Language Acquisition Class (631 Master Program)
Students' Presentation
Using Childrens' Literature in the Classroom.
Prof. Dr. Maria I. Ortiz Rosado Ed.D
jueves, 28 de enero de 2010
Preparing all Atudents for Success
Many studies and reports have concluded that unless educational performace in the United States improves dramatically, American workers will not be able to use the technologies that will create most of the world's jobs and economic growth in the twenty-first century. The impetus for educational reform has been driven by other sources as well cognitive research on the processes of learning recognition of the disparities in educational opportunity for diverse student groups; concerns about the quality of the teaching force; and criticisms of the bureaucratic and departmentalized nature of the education system (Berman et al., 1993)
The Standards Model
The standards model is based on several important assumptions: that educators can define standards for what is most important for students to know and be able to do in today's society; that most students will be able to achieve the standards; that student performance may differ in demosntrating proficiency but will still reflect the defined standards; and that standards will allow for fair and consistent assessment of diverse student performance (Taylor, 1994)
sábado, 23 de enero de 2010
The Power and Pleasure of Literacy
Neuman, Copple & Bredekamp (2000) indicate that beginning in infancy and continuing throughout childhood, children may learn from those around them that in language and literacy there is much value, enjoyment, and sheer power. If they do not develop such an interest in reading and writing an eager desire for initiation into print's mysteries and skills children's progress toward literacy is uncertain. When the going gets tough, they may drop out of the game.
The path to literacy begins with very simple adult behaviors that infants and toddlers find interesting or pleasing. Caregivers may respond to babie's cooing, babbling, and other vocalizations; speak in warm, expressive voices in attending to children's needs and playing with them; and recite nursery rhymes and other chants or verses with appealing rhythms and sound patterns. (Source: Learning to Read and Write)
jueves, 21 de enero de 2010
Specials Reading Material
Supermarket specials coupons can provide a different sort of reading matter for remedial groups- who may find some of their regular reading fare tedious at times. You can try the following coupons games to generate some interest.
Clip advertising coupons from newspapers and save the cents off. Make a master list of the names of all products for which you have coupons. Deal each player a collection of coupons (around 20). The students arrange their hands so that all coupons are visible at a glance. The game begins. Call out the name of the product from your list. All students who have that name in their collection will turn in the coupons for that product. Allow time for the players tro check their couponns carefully and encourage them to ask for help if necessary. If a wrong coupon is handed in it si returned along with an extra coupon from your reserves as penalty. The player who gets rid of all coupons firs is the winner. (Source: The reading idea book)
Clip advertising coupons from newspapers and save the cents off. Make a master list of the names of all products for which you have coupons. Deal each player a collection of coupons (around 20). The students arrange their hands so that all coupons are visible at a glance. The game begins. Call out the name of the product from your list. All students who have that name in their collection will turn in the coupons for that product. Allow time for the players tro check their couponns carefully and encourage them to ask for help if necessary. If a wrong coupon is handed in it si returned along with an extra coupon from your reserves as penalty. The player who gets rid of all coupons firs is the winner. (Source: The reading idea book)
La evaluación de la comprensión
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La comprensión de una lectura es un pilar bien importante para el crecimiento del/la estudiante en todos los aspectos. En mi opinión, basado en mi experiencia, un(a)estudiante cada vez que comprende lo que lee, adquiere vocabulario, puede expresar ideas, presenta lo sucedido en sus propias palabras, puede contestar no tan solo literalmente sino con pensamiento crítico. Según Raskin (1978) existen varias destrezas de comprensión de la lectura. Una de ellas es La comprensión literal. La misma consta que el/la estudiante contesta exactamente lo que dice en la lectura. Por ejemplo, ¿Quién estaba en el río? El/la estudiante contesta: María estaba en el río. En segundo lugar, se encuentra la destreza de La comprensión inferencial. Esta consta que el/la estudiante tiene que llegar a conclusiones teniendo en cuenta los hechos. En tercer lugar, se encuentra El desarrollo del pensamiento crítico en los estudiantes. En esta etapa, los/las estudiantes analizan lo que leyeron y pueden diferenciar entre varios significados de palabras, dependiendo el contexto.
Siendo así, dentro de mi sala de clases he estado utilizando varias estrategias con la conprensión de lectura. Puedo prensentarle varias, pero lo iré haciendo poco a poco.
Escogí una lectura del libro de Lecturas Auténticas de Producciones Anisa para que los estudiantes de 5to grado la leyeran. Luego de leerla (los estudiantes en silencio), le indiqué que iban a hacer y cómo serían evaluados(as). Ellos realizaron lo siguiente:
1. Leer la selección El león y el ratón.
2. En un papel en blanco los/las estudiantes escribieron el título de la selección.
3. Escribieron el autor de la selección.
4. Resumieron la selección en sus propias palabras.
5. Dibujaron un principio y final de la selección.
6. Presentaron su resumen a sus compañeros(as)
7. Pegaron este trabajo en un papel construcción para ser exhibido en la sala de clases.
Se les otorgó un tiempo razonable para hacer este tipo de trabajo con esta selección. Explico esto porque debemos tomar en cuenta el largo de la misma.
Además de realizar un trabajo divertido, escribieron, analizaron, dibujaron, presentaron, compartieron y fueron evaluados.
Los criterios utilizados para evaluar este trabajo fueron los siguentes.
(comprensión, ortografía y presentación)
Criterios 4 3 2 1 0
Presenta inicio, medio y final del cuento.
Describe el personaje principal del cuento.
Describe la idea central del cuento.
Describe el lugar donde se desarrolla el cuento.
Escribe en sus propias palabras el resumen del cuento.
Escribe legible.
Escribe con la letra correspondiente (cursivo o letra de molde)
Escribe con buena ortografía.
Presenta el resumen a sus compañeros(as)
Realiza los dibujos asignados.
Otros
Espero que podamos seguir compartiendo estas actividades y otras para mejorar la lectura en nuestros estudiantes.
Si tienes alguna actividad compártela con nosotros.
martes, 12 de enero de 2010
Presento mi comprensión de un cuento a través de una obra de arte
Una de las actividades que ha sido un éxito en mi sala de clases, es el dejar que los estudiantes en un momento dado demuestren su comprensió a través de un dibujo. A esto le llamo una obra de arte. Luego de leer un cuento (de su preferencia), los estudiantes toman un papel y un papel contrucción. Dibujan un personaje, una parte o algo que a ello le haya llamado la atención. Luego lo colorean y lo pegan en un papel de construcción del color que ellos prefieran. Al terminar lo colocan en la pared designada para esto. El papel de construcción le da el sentido de un cuadro (obra de arte) realizado por ellos. Cada cierto tiempo o al llenarse la pared, se cambian por otros de otros estudiates. Es divertido y presenta en realidad lo que entendieron, si les gustó y la toma de decisiones en elegir lo que ellos quieren dibujar.
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