Language



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|(1) Writing in your subject: Students learn to write by writing. Research indicates that students write more when using a computer |

|than when writing by hand. |

| |

|Develop a computer-based writing assignment relevant to the theme of your portfolio. |

|Explain how this assignment will promote writing skills through the use of computer based resources. |

Through the use of computer base resources, a child’s writing skills will be promoted because the child can read the text/information, which will help their reading comprehension, spelling skills, and grammar skills. In my assignment, the child can research a topic using the Google search engine; and then, putting in their own words a summarized sentence of the topic, which allows them to increase their writing ability. When the child can see how through the internet the child can research many different issues, images, and other topics in my assignment, the child is increasing not only their writing ability but also their computer based resource skills, a better comprehension of the internet and its use, and their knowledge of today’s search engine tools.

Name: ___________________

Date: ____________________

Motor Skills: “Independence Day”

Homework Assignment:

Parents please help your child research “Independence Day,” which was on July 4, 1776. Use the website images.. Then, help your child to type in “July 4, 1776” to find an image relating to the topic. Next, allow your child to pick a picture representing “Independence Day” and print it out. Your child will then cut out the picture, glue the picture into the box below, and write a short sentence on “What Independence Day Means to Me” using this week’s sight words (“I,” “and”) and or the following page to research/read up on the topic.

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|(2) Editing: Research indicates that students edit and revise more when writing on a computer than when writing by hand. |

| |

|Use the footnote feature to identify all of the mistakes you can find in this document without the aid of a grammar checker, and |

|repeat with the aid of a grammar checker. |

Errors I found without the use of a grammar checker.

The causes of the Revolutionary Warr[1] was[2] that the[3] the English put tacks in their tea. Also, the colonists would[4] send their parcels through the post without stamps. During the War.[5] the Red Coats and Paul Revere was[6] throwing balls over stone walls. The dogs were barking[7] and peacocks crowing[8]. Finally the colonists won and no longer had too[9] pay for taxis [10]. delgats[11] from the original 13 states formed an[12] Contented Congress. Thomas Jefferson and Benjamin Franklin were towo[13] singers of the Declaration of Independence. Frankin[14] declared[15] "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead[16]. Soon[17] the Constitiion[18] of the united states[19] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent[20]. Lincoln's mother died in infancy, and he was born in a log cabin[21] which he built with his own hands. Lincoln said,:[22] "in[23] onion[24][25] there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary Warr[26] was that the the[27] English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. During the War.[28] the[29] Red Coats and Paul Revere was throwing balls over stone walls. The dogs were barking and peacocks crowing. Finally the colonists won and no longer had too pay for taxis . [30]delgats[31] from the original 13 states formed an Contented Congress. Thomas Jefferson and Benjamin Franklin were towo[32] singers of the Declaration of Independence. Frankin declared[33] "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion[34] of the united states[35] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent. Lincoln's mother died in infancy, and he was born in a log cabin [36]which he built with his own hands. Lincoln said,:[37] "in onion there is great strength."

|What kinds of errors are generally not detected by the software? Give examples. Would you encourage your students to use a |

|grammar/style checker? If so, explain how it might be best employed. If not, explain why not. |

Some errors that are not detected by the software are the following: the correct spelling in known speeches, words, and names, repetitive phrases, punctuation after introductory words or phrases, capitalization in quotations, verb tense, misused jargon, and other grammatical rules. For example, “a” should be used before words that start with a consonant and “an” should be used before words that start with a vowel. Another example is repetitive phrases where the a sentence has a repetitive topic re-worded, as seen in the footnotes. Another example is where the subject and the verb are not parallel, meaning either singular or plural (e.g. “dogs are,” “cats run,” “baby eats”). Yes, I would encourage my students to use the grammar checker, although I would also encourage the students to re-read the papers to catch the little mistakes that are not caught by the grammar checker. The grammar checker is a great resource to catch misspellings, fragments, run-ons, some punctuation, and some incorrect use of verb tenses.

|(3) Analysis of your textbook: Readability is a measure of the comprehensibility or understandability of written text. There are |

|many methods and formulas for determining readability and the related reading age. Teachers should be aware of the readability |

|level of their text as well as the reading level of their students. |

| |

|Scan three or more paragraphs from your textbook into a word processor file using OCR software. Perform a document check and |

|readability estimate on the text and include the results in your portfolio. |

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|According to the computer-generated readability estimates, does this text appear to be appropriate for your students? Explain. |

|(Note: In some programs, document analysis appears at the end of a grammar check). |

If I were teaching A.P. English, yes, this text would be appropriate for my students. Because my students are preschoolers as of right now, no, this text would not be applicable to their academic schedule.

|(4) Equations: Many teachers have the need to incorporate equations into handouts, tests and notes. Equation editors allow you to |

|make equations and then export them as graphics to word processors. |

| |

|Use an Equation Editor to create two or more complex equations from your discipline. If your discipline does not use many |

|equations, you may select from the following list. |

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|(5) Word relationships : English dictionaries contain more than 250,000 words, while Spanish dictionaries contain approximately |

|100,000 words, and most other languages have far fewer. English has an extensive vocabulary and many synonyms. This can cause |

|difficulties for English learners. An electronic thesaurus may be used to help students understand the complex relationship within |

|the English lexicon. |

| |

|Using a thesaurus, paraphrase the preamble of the Constitution. Include at least ten logical substitutions for the original words. |

|You may use the built-in thesaurus (Tools/Language/Thesaurus) in Word or internet resources such as Merriam Webster's Dictionary & |

|Thesaurus, or Roget's Thesaurus. Describe (with an example) how you can use a thesaurus when trying to explain the meanings of |

|difficult words to your students |

Preamble: We the People of the United States, in Order to form a more perfect Union, establish Justice, insure domestic Tranquility, provide for the common defense, promote the general Welfare, and secure the Blessings of Liberty to ourselves and our Posterity, do ordain and establish this Constitution for the United States of America.

My version: Preamble: We the People of the United States, in Order to shape a more perfect Union, create Justice, assure national Harmony, give for the common defense, uphold the general Welfare, and protect the Blessings of Liberty to ourselves and our Posterity, do decree and ascertain this Constitution for the United States of America.

When using a thesaurus, the student can look up a word and look at the synonyms of the words, which can increase the student’s understanding of the meanings of the word. For example, when looking up the word “compress” using the Merriam-Webster’s Online Thesaurus, the synonyms are listed as follows: “compact, condense, constrict, contract, squeeze.” Also, the online thesaurus listed related words (such as, “cram,” “crowd,” “jam”) and a definition of the word. Therefore, through the listed words online, the student can better grasp the meaning of the word or even define the word through the synonyms.

|(6) Mastering Content Vocabulary: Although modern English has the largest and most complex lexicon of any language in history, the |

|meanings of many words can be determined if one knows the common prefixes, suffixes and root words. Knowledge of such morphemes is |

|particularly useful for English learners who face the formidable challenge of mastering English vocabulary, with all of its many |

|nuances. According to Richard E. Hodges of the University of Puget Sound ("Improving Spelling and Vocabulary in the Secondary |

|School; 1982, p 30) ,“If you were to examine the 20,000 most used English words, you would find that about 5,000 of them contain |

|prefixes and that 82 percent (about 4,100) of those words use one of only fourteen different prefixes out of all the available |

|prefixes in the language.” Thus, if students master these prefixes, they will know clues to the meanings of thousands of words." |

|*TPE-tip. TPE 7 requires teachers to "implement an instructional program that facilitates English language development, including |

|reading, writing, listening and speaking skills" You may wish to develop a root-word bank for the subject you teach and show how it|

|facilitates vocabulary development (TPE-7) |

| |

|Identify five words commonly used in your subject. Identify one or more prefixes, suffixes or roots from each. Use an online |

|dictionary to identify 5 or more other words in the English language that use these morphemes as per the example. When searching, |

|you will need to use standard wildcards: *=multiple characters; ?=single character. |

Five words commonly used in my Early Childhood Special Education classes are “perinatal,” “abnormal,” “capable,” “development,” and “preschool.” In “perinatal,” the prefix is “peri-.” In “abnormal,” the prefix is “ab-.” In “preschool,” the prefix is “pre-.” In “capable,” the suffix is “-able.” In “development, “ the suffix is “-ment.”

|Root |Meaning |Five or more related words that share this root |

|dict- |tell, pronounce |dictator (one whose word is law), diction (enunciation), edict (a formal |

|(from dictionary) | |pronouncement or command.), dictum (an authoritative, often formal |

| | |pronouncement), dictate (to say or read aloud to be recorded or written by |

| | |another) |

|ab- (from dictionary) |from, away, off |abscess (a localized collection of pus surrounded by inflamed tissue), |

| | |ablution (the washing of one's body or part of it-as in a religious rite), |

| | |abhor (to regard with extreme repugnance), abject (sunk to or existing in a |

| | |low state or condition), abjure (to renounce upon oath) |

|peri- (from dictionary)|all around, near, |perigee (the point in the orbit of an object (as a satellite) orbiting the |

| |enclosing |earth that is nearest to the center of the earth), periodontal (investing or|

| | |surrounding a tooth), peripatetic (a follower of Aristotle or adherent of |

| | |Aristotelianism), periscope (a tubular optical instrument containing lenses |

| | |and mirrors by which an observer obtains an otherwise obstructed field of |

| | |view), peristyle (a colonnade surrounding a building or court) |

|-able (from dictionary) |capable of, fit for, or |peaceable (disposed to peace : not contentious or quarrelsome), considerable|

| |worthy of (being so acted|(large in extent or degree), conceivable (capable of being conceived), |

| |upon or toward) |livable (suitable for living in, on, or with), focusable (to bring into |

| | |focus) |

|-ment (from dictionary) |concrete result, object, |comment (a note explaining, illustrating, or criticizing the meaning of a |

| |or agent of a (specified)|writing), commitment (an act of committing to a charge or trust), |

| |action |environment (the circumstances, objects, or conditions by which one is |

| | |surrounded), enlightenment (he act or means of enlightening), argument |

| | |(obsolete : an outward sign : indication) |

|pre- (from dictionary) |earlier than, prior to, |prevent (to be in readiness for; as an occasion), predetermine (to impose a |

| |before |direction or tendency on beforehand), prehistoric (of, relating to, or |

| | |existing in times antedating written history), predict (to declare or |

| | |indicate in advance), pretentious (making usually unjustified or excessive |

| | |claims) |

For all of the above material, I used the online version of the Merriam-Webster Dictionary.[39]

|English has acquired words from many languages as seen in this story. It is helpful to show students these foreign words and |

|cognates so they can better understand the historical relationship between English and other languages and look for cognates when |

|learning new terms. Translate 5 or more words from your discipline into each of four languages using Sherlock, Logos or other |

|resources. Include the translations in your portfolio. Identify cognates and explain how you can use them to help students master |

|English. |

|English |Spanish |French |Italian |German |

|Development |desarrollo |développement |sviluppo |Entwicklung |

|Cognitive |cognoscitivo |cognitif |Conoscitivo |kognitiv |

|Behavior |comportamiento |comportement |comportamento |Verhalten |

|Environment |ambiente |environnement |Ambiente |Umwelt |

|Relationship |relación |rapport |rapporto |Verhältnis |

[40]

For each of these translations, I used the Google translator, which is located at .

|One way to interest students in the significance of words is to have them study the meaning of their own names. Identify the |

|meaning of five common first names of students in your class. |

According to this website, the following meanings and etymologies are listed.

Joan- “English form of Johanne, an Old French feminine form of Johannes (see JOHN). Saint Joan of Arc was a 15th-century peasant girl from France who, after claiming she heard messages from God, was given leadership of the French army. She defeated the English in the battle of Orleans but was eventually captured and burned at the stake. She is a patron saint of France, where she is known as Jeanne d'Arc. Queens of Naples and Castile have borne this name.”[41]

Monica- “Possibly means "advisor" from Latin moneo, but it is most likely of unknown North African or Phoenician origin. Saint Monica was the mother of Saint Augustine.”[42]

Tom- “Short form of THOMAS. Tom Sawyer was the main character in several of Mark Twain's novels.”[43]

Phillip- “Variant of Philip. From the Greek name Φιλιππος (Philippos) which means "friend of horses", composed of the elements φιλος (philos) "friend" and ‘ιππος (hippos) "horse". Saint Philip was one of the twelve apostles. This was also the name of an early figure in the Christian church spoken of in Acts in the New Testament. The name was borne by five kings of Spain, six kings of France, and five kings of Macedon, including Philip II the father of Alexander the Great.”[44]

Ryan- “From an Irish surname which was derived from Ó Riain meaning "descendent of Rian". The given name Rian probably means "little king" (from Irish rí "king" combined with a diminutive suffix).”[45]

|(8) Communicating with English Learners and their families: Southern California is home to a very diverse population, many of whom |

|are immigrants from non-English speaking countries. Translation programs can help break down some of the language barriers between |

|teachers, their students, and the families of these students. |

| |

|Use translation resources to translate a simple document from your class into one or more languages spoken by students in your |

|class. Include the English version AND the translated version. Show this to someone who is fluent in English and the language into |

|which you have translated it, and explain any potential problems. |

|Translate a foreign language text-rich website into English. Discuss the values and limitations of such translation resources. |

a)

|Preamble: We the People of the United |[46][pic] |

|States, in Order to form a more perfect | |

|Union, establish Justice, insure domestic | |

|Tranquility, provide for the common | |

|defense, promote the general Welfare, and | |

|secure the Blessings of Liberty to | |

|ourselves and our Posterity, do ordain and | |

|establish this Constitution for the United | |

|States of America. | |

First, the word “ordain” could not be translated according to the Google Language Tools. Therefore, some translation resource cannot translate all words. Also, in the Chinese/Mandarin language, there are many ways of writing certain words. Hence, sometimes it is very difficult to find the most suitable character through translation resources online. The best way would be to use a Chinese-Mandarin dictionary. The computer translator can only translate to the simplest form or the most traditional form where neither are correct at times.

b) I decided to translate a Chinese News website through the Google Language Tools, and my results are located below in the screen capture. Some of the values include allowing any foreigner and native speaker of either language understand the websites from any country. Some of the limitations include receiving the true translated version, meaning not every single word, phrase, or sentence will always be true to its native language translation, which could lead to some misunderstandings and errors.

[pic][pic]

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[1] War (misspelling)

[2] was (wrong tense-should be were plural like the subject “causes”)

[3] the (repetitive)

[4] would send (keep the same verb tense throughout the text leaving it “sent” instead)

[5] . (should be comma)

[6] was (wrong verb tense – “were” plural)

[7] barking (needs a comma after because “and” cannot stand alone to connect two independent clauses)

[8] crowing (parallel verbs-should be “were crowing”)

[9] too (wrong word- should be “to” as a preposition)

[10] space should not be in between the word and the period

[11] delgats (spelling-should be delegates)

[12] an (wrong adj. should be “a” because “an” comes before words that start with a vowel)

[13] towo (spelling- should be “two”)

[14] Frankin (spelling- should be “Franklin”)

[15] needs a comma after declared before the starting of a quotation

[16] and is still dead (repetitive)

[17] needs a comma to separate the adverb

[18] constitiion (spelling- should be “constitution”)

[19] united states (capitalize, referring to a country)

[20] precedent (wrong word-president)

[21] needs a comma to separate dependent adjective clause

[22] wrong punctuation-should be just a comma

[23] in (should be capitalized-the beginning of a quotation/statement)

[24] should be a comma after the introductory adverbial phrase

[25] onion (spelling-should be “union”)

[26] incorrect spelling

[27] the

[28] punctuation

[29] capitalization

[30] too many spaces

[31] incorrect spelling

[32] incorrect spelling

[33] comma needed

[34] incorrect spelling

[35] capitalize

[36] comma

[37] punctuation

[38] Herman M. 2008. Moby Dick. . accessed May 7, 2008.

[39] Merriam-Webster Incorporated. 2005. Merriam-Webster Online Dictionary. . accessed April 10, 2008.

[40] Google. 2008. Google Translate. . accessed May 17, 2008.

[41] Campbell, M. 2008. Behind the Name. . accessed May 17, 2008.

[42] Campbell, M. 2008. Behind the Name. . accessed May 17, 2008.

[43] Campbell, M. 2008. Behind the Name. . accessed May 17, 2008.

[44] Campbell, M. 2008. Behind the Name. . accessed May 17, 2008.

[45] Campbell, M. 2008. Behind the Name. . accessed May 17, 2008.

[46] Google. 2008. Google Language Tools. < >. accessed April 15, 2008.

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