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. |

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|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. |

Physical Education Defensive Assessment Write-up

After students complete a brief assessment of one another and proper defensive position. They will be asked to take home the hand out they completed the assessment on and answer a few questions. The responses must be typed up and some suggestions for defensive strategies can be posted on the class chat room. Some of examples of questions would be:

1. How frequently were you in the proper defensive position?

2. What can you do to continue to improve in the future?

3. What are 3 critical elements to proper defensive positioning?

This assignment promotes writing skills because it allows the student to reflect on the skills they performed in class. It also allows the students to be able to better understand the different strategies that are being taught. They can also be asked to do some research on defensive strategies and include some websites and useful information they found that can be presented to the rest of the class.

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

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|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 the English put tacks[3] in[4] their tea. Also, the colonists would send their parcels through the post without stamps. During the war.[5] the Red Coats and Paul Revere were throwing balls over stone walls. The dogs were barking and peacocks crowing.[6] Finally the colonists won and no longer had too[7] pay for taxis[8] . delgats[9] from the original 13 states formed an[10] Contented[11] Congress. Thomas Jefferson and Benjamin Franklin were towo[12] singers of the Declaration of Independence. Frankin declared "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion of the united states[13] 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 which he built with his own hands. Lincoln said,: "in onion[14] there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary Warr was that the the English put tacks in their tea. Also, the colonists would send their parcels through the post without stamps. During the War. the 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 . delgats from the original 13 states formed an Contented Congress. Thomas Jefferson and Benjamin Franklin were towo singers of the Declaration of Independence. Frankin declared "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion of the united states 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 which he built with his own hands. Lincoln said,: "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. |

Generally when a person uses a word in the wrong context and still spells it correctly the computer does not catch the mistake. For example, using the word there when their should be used. Also the different ways of using either two, too, or to. There are different words that present the same problem and the computer program will not be able to pick it up. I would make sure to point out these flaws in most spell check programs and emphasize to students to importance to edit their own papers or have someone else read them. It can also be helpful when you spell a word incorrectly, but I would also remind students to take the time to learn the correct spelling and not depend on the spell check.

|(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. |

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|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). |

This is a worksheet explaining student roles in physical education class. When I did the readability check it came up at a 10th grade level. Most students in a physical education class are either in 9th or 10th grade so this would be a little more difficult than it should be. Also you must take into consideration the reading level that your students are at. It is fair to say that most students are not reading at the proper grade level so it would be helpful for me to modify this worksheet and make it more understandable to my students. I am also going to be working at a school that is primarily ESL students so I must also remember that when developing worksheets.

|(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. |

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|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. |

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|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 Individuals of the United States, in Order to develop a more precise Union, create Justice, insure domestic Harmony, supply for the general defense, encourage the general Welfare, and assure the Blessings of Liberty to ourselves and our Posterity, do proclaim and institute this Constitution for the United States of America.

Partners: Jennifer and Marcello

|(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) |

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|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. |

|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) |

|Bio- |of or relating to life |biochemistry (the branch of science concerned with the chemical processes), |

|(from biomechanics) | |bioactive (having a biological effect), biodegrade (be decomposed by |

| | |bacteria or other living), biodiversity (the variety of life in the world or|

| | |in a particular habitat or ecosystem), bioelectric (of or relating to |

| | |electricity or electrical phenomena produced within living organisms) |

|Kine- (from Kinesiology)|motion |kinesiology (the study of the mechanics of body movements), kinematics (the |

| | |branch of mechanics concerned with the motion of objects), kinesthesia |

| | |(awareness of the position and movement of the parts of the body by means of|

| | |sensory organs in the muscles and joints), kinetic energy (physics energy |

| | |that a body possesses by virtue of being in motion), kinetics (the branch of|

| | |chemistry or biochemistry concerned with measuring and studying the rates of|

| | |reactions). |

|osteo- (from |combining form |osteoporosis (a medical condition in which the bones become brittle due to a|

|osteoporosis) |of or relating to the |deficiency of calcium or vitamin D), osteopathy (a branch of medical |

| |bones |practice that emphasizes the treatment of medical disorders through the |

| | |manipulation and massage of the bones, joints, and muscles), osteology (the |

| | |study of the structure and function of the skeleton and bony structures), |

| | |osteogenesis, (the formation of bone), osteocyte (a bone cell, formed when |

| | |an osteoblast becomes embedded in the matrix it has secreted) |

|ambi- |both |ambidexterous (using both hands with equal ease), ambient (surrounding), |

| | |ambiguous (can be interpreted in two or more ways), ambivalent (fluctuating |

| | |from one to the other), ambisextrous (including both males and females) |

|glyc- |sugar |glycan (polysaccharide), glycerol (sweey syrupy alcohol), glyceride (an |

| | |ester of glycerol), glycine (sweet amino acid), glycosuria (high sugar |

| | |content in the urine) |

|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 cogantes and explain how you can use them to help students master |

|English. |

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If you can provide students with cognates in the English language they will be able to make connections to not only their own language, but other languages as well. Making connections is the best way to help students understand what it is they are learning, and not simply memorization. If students can understand root words, prefixes, and suffixes they will be able to figure out what words mean on their own. That can give a sense of ownership of their own learning and they can do more independently and not rely on the teacher to explain a words definition.

|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. |

KELLY Masculine & Feminine Usage: Irish, English Pronounced: KEL-ee

It could be related to the first name CEALLACH or the surname derived from it Ó Ceallaigh. Alternatively, it might be related to a Pictish word meaning "wood" or "holly". As a surname, this name has belonged to actor and dancer Gene Kelly and actress Grace Kelly.

MANUEL Masculine Usage: German, Spanish, Portuguese Pronounced: MAN-yoo-el (English), mah-NWEL (Spanish), mahn-oo-EL (Portuguese) Short German form of EMANUEL, as well as the Spanish and Portuguese normal form. This was the name of two kings of Portugal and two Byzantine emperors.

JENNIFER Feminine Usage: English Pronounced: JEN-i-fur   [key]

From a Cornish form of the Welsh name Gwenhwyfar (see GUINEVERE). This name has been popular only since the beginning of the 20th century, when it was featured in George Bernard Shaw's play 'The Doctor's Dilemma'.

DANIEL Masculine Usage: English, Jewish, French, German, Scandinavian, Polish, Czech, Spanish, Portuguese, Romanian, BiblicalPronounced: DAN-yul (English), dan-YEL (French) From the Hebrew name דָנִיֵּאל (Daniyyel) meaning "God is my judge". Daniel was a Hebrew prophet whose story is told in the Book of Daniel in the Old Testament. He lived during the Jewish captivity in Babylon, where he served in the court of the king, rising to prominence by interpreting the king's dreams.

MARIA Feminine Usage: Italian, Portuguese, German, Scandinavian, Dutch, Greek, Polish, Romanian, English, Finnish, Icelandic, Corsican Pronounced: mah-REE-ah  Latinate form of MARY. This was the name of several queens of Portugal. It was also borne by the 18th-century Habsburg queen Maria Theresa, whose inheritance of the domains of her father, the Holy Roman Emperor Charles VI, began the War of the Austrian Succession.

|(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. |

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|Use translation software (such as Sherlock, or AltaVista Translation Service) to translate a simple document |

|from your class into one or more languages spoken by students in your class. If possible, show this to someone who is fluent in |

|English and the language into which you have translated it, and explain any potential problems. |

This is a worksheet that could be used after doing a lay-up drill in basketball.

La parte 1

Esta actividad consiste en una caída arriba el taladro, así como las actividades físicas de la salud en cada estación. A finales de cada 2 taladro de minuto registra el número de pasos en su podómetro.

primer Ensayo ___________________

segundo Ensayo ___________________

La parte 2

Las preguntas a entiende aún más el propósito de esta actividad.

1. ¿Cuál tiempo obtuvo usted las la mayoría de los números de pasos, y de por qué piensa usted que eso es?

2. ¿Qué piensa usted que usted podría haber hecho para aumentar el número de los pasos que usted tomó?

3. ¿Cuántos pasos son sanos aceptar un día?

4. ¿Piensa usted que usted alcanza esa meta cada día, y si no cómo puede usted aumenta el número de los pasos usted toma cada día?

5. ¿Gozó usted esta actividad?

I showed this worksheet to my friend who is fluent in Spanish. I had her first look at the Spanish version and then the one in English, and have her explain anything that would be confusing. This particular document was pretty straightforward and she thought it was pretty easy to understand. She explained that some problems are there are many different dialects and sometimes words mean different things depending on where you are from. She is from Chile, so she experienced that in Spanish class in high school, where she would even have some difficulty with vocabulary because it is different.

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[1] War (mis-spelling)

[2] Subject verb agreement

[3] Tax

[4] On

[5] , comma

[6] Fragment

[7] To

[8] Taxes. period should be right after word

[9] Delegates, capitalization, and there should be 2 spaces after period

[10] a

[11] Continental

[12] two

[13] United States

[14] union

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