_JPG.jpg)
University of Puerto Rico in Aguadilla
Department of Education and Physical Education
Children's Literature in English
INGL-4326
This course offers a deep exploration of children’s literature as both an art form and an educational tool. You will study a wide variety of genres, picture books, poetry, fantasy, folktales, realistic fiction, historical fiction, and informational texts while learning how these stories shape children’s emotional, social, and cognitive development. The class also teaches you how to evaluate what makes a “good” children’s book by examining literary quality, illustrations, cultural representation, and developmental appropriateness. Along the way, you’ll explore important topics such as diversity, book awards, visual literacy, and even book censorship. By the end of the course, you’ll not only understand the history and purpose of children’s literature, but also gain practical skills for selecting, analyzing, and teaching these texts effectively in real classroom settings.
Assignments Done in Class:
In the following, you will have the opportunity to see my work done in this course.
Book Creator
For this assignment, I created a children’s picture book using Book Creator, where I applied what I learned about visual literacy and multimodal storytelling. The task required designing an 8–12 page digital story for ages 4–8, combining text, illustrations, and audio to create a cohesive and engaging narrative. I explored the platform’s templates and media tools to build a story with a clear beginning, middle, and end, along with a cover and title page. After completing the book, I wrote a reflection explaining my choice of theme, how the visuals supported the written text, and the educational value of using Book Creator in the classroom.
Create Your Own Award
For this assignment, I designed my own original children’s literature award, applying creativity and critical thinking to develop a meaningful concept. I created a unique award name, outlined the criteria a book must meet to qualify, and wrote a short rationale explaining why this award is needed in the world of children’s literature. I also designed a logo to visually represent the award and selected a published children’s book as the first recipient, justifying my choice in a brief explanation.
Multimedia Biographical or Informational Project
For this assignment, I created a multimedia informational project focused on the solar system and the planets. I gathered reliable information from multiple sources and synthesized the facts into a clear, engaging presentation suitable for children in grades K–7. My project included visuals, simplified explanations, and a structured introduction and conclusion to help students easily understand the topic. I also wrote a brief reflection explaining why I chose the solar system, how I organized the information, and the design choices I made to keep the content both educational and appealing for a young audience.
The Book Creator assignment allowed me to explore how digital tools can enhance storytelling and support young learners’ comprehension. Through this project, I learned the importance of combining text, visuals, and audio to create an engaging and meaningful reading experience for children. It helped me understand that students are more motivated when learning materials are interactive and visually appealing. Additionally, I began to think more like a teacher by ensuring that my story was age-appropriate, organized, and purposeful. Overall, this assignment strengthened my creativity and showed me how technology can be effectively integrated into literacy instruction.
Creating my own children’s literature award helped me develop a deeper understanding of how to evaluate books for young readers. This assignment pushed me to think critically about the qualities that make a book valuable, such as representation, creativity, and educational relevance. Designing the award and its criteria allowed me to reflect on the importance of selecting texts that positively impact students’ learning and identity. It also allowed me to be creative while applying critical thinking skills. As a future educator, this experience will help me make more intentional and informed decisions when choosing literature for my classroom.
The multimedia informational project on the solar system helped me strengthen my research and presentation skills. Through this assignment, I learned how to gather reliable information and transform it into content that is clear, engaging, and appropriate for younger students. I practiced simplifying complex ideas without losing accuracy, which is an essential skill for teaching. Additionally, I understood the importance of using visuals and organization to support comprehension and maintain students’ interest. Overall, this project helped me become more confident in creating educational materials that are both informative and accessible for diverse learners.
Phonetics and Phonemes of the English Language
INGL-3227
Phonetics and Phonemes of the English Language was a course that guided me through the study of English sounds, their production, and their role in real communication. Throughout the semester, I learned about the speech organs, the IPA, consonants, vowels, connected speech, and the pronunciation challenges that English learners, especially Spanish speakers, often face. The class also connected phonetics to real teaching scenarios, helping me understand how pronunciation, stress, rhythm, and intelligibility play a role in the classroom. In this portfolio, I’m presenting the work I completed across the different modules, showing how my skills grew in transcription, analysis, and applying phonetic concepts to language learning and teaching.
Assignments Done in Class:
In the following, you will have the opportunity to see my work done in this course.
Understanding Phonetics and Phonology
In this assignment, I explored key concepts of phonetics and phonology by defining important terms, creating minimal pairs, and identifying homophones and homographs with example sentences. I also reflected on how understanding these concepts supports English pronunciation, listening, and communication. This exercise helped me connect theoretical knowledge to real-world language learning and teaching applications.
General American English Consonant IPA Chart
In this activity, I completed the IPA Consonant Chart for American English by identifying consonant sounds based on their place and manner of articulation. Using class notes, the textbook, and reference IPA charts, I filled in each cell with the correct phonetic symbols, accounting for voicing differences when consonants appear in pairs (e.g., [p] and [b]). This exercise allowed me to apply my understanding of articulatory phonetics in a structured way, reinforcing how consonant sounds are organized and classified in American English. Completing the chart strengthened my ability to recognize and transcribe consonant sounds accurately, a skill that is essential for both language learning and teaching.
Identifying Assimilation, Elision, or Liaison
In this assignment, I analyzed how sounds change in natural English speech and classified them as assimilation, elision, or liaison. I reviewed sentences in their spoken form, labeled each pronunciation pattern, and explained the reasons behind the changes. By completing this worksheet, I gained a deeper understanding of connected speech, which helps improve both listening comprehension and pronunciation. This practice also strengthened my ability to transcribe spoken English accurately using IPA and apply phonetic knowledge to real-world language use.
The Understanding Phonetics and Phonology assignment helped me build a strong foundation in key linguistic concepts that are essential for teaching English effectively. Through defining terms, creating minimal pairs, and identifying homophones and homographs, I was able to connect theory to practical language use. This assignment helped me realize how important it is for students to understand sound differences to improve their pronunciation and communication skills. It also made me more aware of how these concepts can be applied in the classroom to support listening and speaking development. Overall, this experience strengthened my understanding of how phonetics and phonology play a crucial role in language learning.
The General American English Consonant IPA Chart activity allowed me to apply my knowledge of articulatory phonetics in a structured and visual way. By identifying consonant sounds based on their place and manner of articulation, I developed a clearer understanding of how sounds are produced and categorized in English. This assignment helped me improve my ability to recognize and transcribe sounds accurately using the IPA, which is an important skill for teaching pronunciation. It also reinforced my understanding of voicing differences and how they affect meaning. As a future educator, this experience will help me guide students in producing sounds more accurately and confidently.
The Identifying Assimilation, Elision, or Liaison assignment helped me better understand how English is naturally spoken in real-life communication. By analyzing connected speech and classifying sound changes, I became more aware of how pronunciation is not always the same as written forms. This assignment improved my listening skills and helped me recognize patterns in fluent speech, which are often challenging for language learners. It also strengthened my ability to transcribe spoken language using IPA and explain why these changes occur. Overall, this experience will help me support students in developing both their listening comprehension and natural pronunciation skills.
Advanced Composition
INGL-3231
Advanced Composition is a course focused on developing advanced academic writing skills and reasoning in English. It emphasizes the principles of effective composition through various expository modes, including description, narration, definition, example, and induction. Throughout the semester, students practice generating ideas, evaluating sources, conducting research, and applying rhetorical patterns to their writing. The course also integrates critical thinking, grammar, multimedia presentations, and oral communication to strengthen students’ overall proficiency. Assignments include personal narratives, profiles, evaluation essays, annotated bibliographies, and multimedia research projects. By the end of the course, students are expected to produce coherent, well-organized, and polished written work while demonstrating the ability to analyze content, adapt to audience and purpose, and apply research and digital tools effectively.
Assignments Done in Class:
In the following, you will have the opportunity to see my work done in this course.
My Literacy Narrative
This narrative describes my journey of learning English through both informal and formal experiences. Cartoons like SpongeBob SquarePants introduced me to the language early on, while family interactions gave me real-life practice and confidence. Attending a bilingual school strengthened my skills, and friends encouraged conversation and helped me improve fluency. In college, peers continue to support my growth as I work toward becoming an English instructor. Overall, my story highlights that language learning is shaped by a combination of exposure, practice, and supportive relationships, and that motivation and persistence are essential for continued improvement.
Research Paper
In this research paper, I explored the risks and educational potential of Roblox, including exposure to inappropriate content, cyberbullying, predatory behavior, and financial exploitation. While the platform encourages creativity, social interaction, and problem-solving, these benefits are undermined by safety concerns that can affect children’s emotional and psychological well-being. As a future educator, this research emphasizes the need to teach digital literacy, responsible online behavior, and critical thinking skills. By integrating lessons on safe technology use and guiding students on navigating online platforms responsibly, I can help foster a learning environment that balances creativity with protection, ensuring students can explore digital spaces safely and meaningfully.
The Literacy Narrative assignment allowed me to reflect deeply on my personal journey of learning English and how different experiences shaped my development. Through this reflection, I realized that language learning does not only happen in the classroom, but also through everyday interactions such as watching cartoons, communicating with family, and practicing with friends. It helped me understand the importance of exposure, consistency, and support in building language skills. Additionally, this assignment allowed me to connect my own experiences to my future role as an educator, reminding me that every student has a unique learning path. Overall, it strengthened my awareness of how motivation and meaningful experiences influence language acquisition.
The Research Paper on Roblox helped me develop a more critical perspective on the role of digital platforms in education. By analyzing both the benefits and risks, I learned that technology can be a powerful tool for creativity and learning, but it also requires guidance and responsibility. This assignment made me more aware of important issues such as online safety, cyberbullying, and digital responsibility, especially for younger students. It also reinforced the importance of teaching digital literacy skills in the classroom to help students navigate online environments safely. As a future educator, this experience prepared me to integrate technology in a way that supports learning while also protecting students’ well-being.
Teaching Writing
INGL-3425
Teaching Writing focuses on the theory and practice of teaching writing, particularly in English as a second language. The course explores the writing process, academic and creative writing, the 6+1 Traits of Writing, and effective instructional strategies to develop strategic writers. Students learn to design writing lessons, create rubrics, integrate technology, and assess both the writing process and final products. Through readings, writing workshops, projects, classroom observations, and a final teaching portfolio, the course prepares future educators to plan, teach, and evaluate writing in a purposeful, reflective, and student-centered way.
Assignments Done in Class:
In the following, you will have the opportunity to see my work done in this course.
Chapter's 5 & 6
This assignment was created by me as a teaching activity and was based on the required course textbook, Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts by Kelly Gallagher (2011). To complete it, students were expected to read and apply concepts from the assigned readings to design meaningful, real-world writing tasks. The assignment included multiple activities, such as analyzing song lyrics as literary texts to identify elements like theme, tone, and meaning; a narrative writing activity inspired by the concept of “Jumping the Shark”; and additional writing tasks that emphasized modeling, mentor texts, and the writing process. Overall, the assignment connected theory to practice by integrating textbook strategies with creative, analytical, and reflective writing approaches.
Chapter's 7 & 8
This assignment required designing writing activities, based on readings from the required textbook, Gallagher, K. (2011). Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts. Portland, Maine: Stenhouse Publishers. I created two instructional writing tasks: Descriptive Writing: A Sense of Place and Persuasive Writing: Letter to a Local Leader. The purpose was to apply theory to practice by developing student-centered activities aligned with English Core Standards. The assignment emphasized the writing process, use of sensory details, critical thinking, audience awareness, peer review, and revision. Through this task, I demonstrated how reading-based theory can be transformed into meaningful classroom instruction that promotes creativity, engagement, and real-world communication skills.
The Chapters 5 & 6 assignment helped me understand how to transform writing theory into meaningful classroom activities that engage students in real-world writing. By designing tasks such as analyzing song lyrics and creating narrative pieces inspired by concepts like “Jumping the Shark,” I was able to see how mentor texts and modeling can make writing more relatable and interesting for students. This assignment allowed me to think more like a teacher by focusing on how to guide students through the writing process in a creative and structured way. It also reinforced the importance of connecting writing instruction to students’ interests and experiences. Overall, this experience strengthened my ability to design engaging writing activities that promote critical thinking and creativity.
The Chapters 7 & 8 assignment allowed me to further develop my skills in creating student-centered writing activities aligned with educational standards. Through tasks such as descriptive writing and persuasive letter writing, I learned how to incorporate important elements like sensory details, audience awareness, and the writing process into instruction. This assignment helped me understand the importance of designing activities that not only build writing skills but also encourage students to express their ideas in meaningful and purposeful ways. It also reinforced the value of revision, peer feedback, and critical thinking in the writing process. As a future educator, this experience prepared me to create lessons that are both engaging and effective in developing students’ communication skills.
Grammatical Characteristics of Modern English
INGL-3205
Grammatical Characteristics of Modern English is a course that provides an in-depth study of the structure of the English language. The course focuses on sentence structure, including clauses, phrases, word order, and punctuation. Students examine the ten key concepts of English grammar, the eight parts of speech, and standard English punctuation, with emphasis on accurate usage and application. Throughout the course, students develop the ability to analyze and apply grammatical rules effectively, create instructional materials, and design formative assessments for educational settings. This class strengthens both grammatical competence and pedagogical skills, particularly for future English language teachers.
Assignments Done in Class:
In the following, you will have the opportunity to see my work done in this course.
Direct Objects and Indirect Objects
This assignment was created by me as a teaching activity and was based on the required course textbook, Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts by Kelly Gallagher (2011). To complete it, students were expected to read and apply concepts from the assigned readings to design meaningful, real-world writing tasks. The assignment included multiple activities, such as analyzing song lyrics as literary texts to identify elements like theme, tone, and meaning; a narrative writing activity inspired by the concept of “Jumping the Shark”; and additional writing tasks that emphasized modeling, mentor texts, and the writing process. Overall, the assignment connected theory to practice by integrating textbook strategies with creative, analytical, and reflective writing approaches.
Verb Time-Tenses Future Perfect Progressive
This assignment required designing writing activities, based on readings from the required textbook, Gallagher, K. (2011). Write Like This: Teaching Real-World Writing Through Modeling and Mentor Texts. Portland, Maine: Stenhouse Publishers. I created two instructional writing tasks: Descriptive Writing: A Sense of Place and Persuasive Writing: Letter to a Local Leader. The purpose was to apply theory to practice by developing student-centered activities aligned with English Core Standards. The assignment emphasized the writing process, use of sensory details, critical thinking, audience awareness, peer review, and revision. Through this task, I demonstrated how reading-based theory can be transformed into meaningful classroom instruction that promotes creativity, engagement, and real-world communication skills.
The Direct Objects and Indirect Objects assignment helped me understand how to teach grammar in a more meaningful and engaging way. Instead of focusing only on rules, I learned how to integrate grammar instruction into real-world writing activities that make learning more relevant for students. By designing tasks that connect grammar concepts with writing, I was able to see how students can better understand and apply these structures in context. This assignment also helped me think more like a teacher by focusing on clarity, examples, and student engagement. Overall, it strengthened my ability to teach grammar in a way that supports both understanding and practical use in communication.
The Verb Tenses: Future Perfect Progressive assignment allowed me to deepen my understanding of how to teach more complex verb structures through student-centered activities. By creating writing tasks that emphasize the use of this tense in meaningful contexts, I learned how to make abstract grammar concepts more accessible and understandable for students. This assignment reinforced the importance of connecting grammar to real-life communication and the writing process, rather than teaching it in isolation. It also helped me consider how to guide students through practice, feedback, and revision. As a future educator, this experience prepared me to teach grammar in a way that is clear, engaging, and applicable to students’ everyday language use.