Language



|(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. Students will create a paper that |

|compares the effects of Plessy v Fergusen and Brown v the Board of Education. Students will be required to research their |

|information from SIRS, the website that the school pays for. I will provide time during our block day to use the laptops in the|

|room, so that all students will have equal access to information. At this time, I will also be able to monitor the sites used |

|by the students to obtain their information. Students will relate these court rulings to the case of Rosa Parks, and how her |

|situation would have been different if Plessy v Fergusen had already been overturned. Students will acquire a data base that |

|includes past issues of magazines, newspapers, and reliable sources for both text and pictures. Students will include an image |

|of Rosa Parks taken off the computer. They will use spell check and grammar check to help proofread their paper. Students will|

|use the website to help them with the works cited page. They will also submit their paper to |

|, and they will submit their originality report with their hard copy. By using this feature, it helps |

|students to think critically, since they must think on their own rather than using someone else's ideas. This service also |

|helps the students to prepare for life, by making them better citizens. They should come away with the realization that ethical|

|practices are expected in their work, and that honesty is a valued trait. Since students at this stage of learning often are |

|terrified of the idea of the format for the Works Cited page, the fact that they can submit their information and have a |

|template assist them takes away a source of fear and lost points because of improper formatting. |

|(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.

One of the causes of the Revolutionary War was that the English put tax on the colonists’ tea. Also, the colonists had to have a tax stamp on much of their printed material. During the War, the Red Coats and Paul Revere were throwing balls over stone walls. The dogs were barking, and the peacocks were crowing. Finally, the colonists won and no longer had to pay taxes.

Delegates from the original 13 states formed a Contented Congress. Among them were Thomas Jefferson and Benjamin Franklin, two signers of the Declaration of Independence. Franklin declared, "A house divided against itself cannot stand." Franklin died in 1790. Soon the Constitution of the United States was adopted to secure domestic tranquility.

Abraham Lincoln became the United States’ greatest President. Lincoln's mother died giving birth to him. He was raised in a log cabin, which he built with his own hands. Lincoln said, "In union there is great strength."

Errors I found with the use of a grammar checker.

The causes of the Revolutionary War were that 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 stalls. The dogs were barking and peacocks crowing. Finally, the colonists won and no longer had too paid for taxis. Delegates from the original 13 states formed a Contented Congress. Thomas Jefferson and Benjamin Franklin were two singers of the Declaration of Independence. Franklin declared, "A horse divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitution 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. |

Errors that may not be detected by the software are:

Homographs (to/two/too) or words that are correctly spelled, but are the wrong words, i.e. “Contented Congress,” “horse divided,” “onion” instead of “union.”

Improperly spelled proper names, i.e. if it was “Pal Revere”

Wrong numbers, i.e. if it was “original 15 states”

Logic errors

|(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. |

|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). |

|(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. |

EMBED Equation.3

EMBED Equation.3 EMBED Equation.3

EMBED Equation.3

|(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 tring 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.

We, the People of the United States, in Order to make this a better united Country, establish fair treatment, insure peace at home, guard all of our citizens, promote the general wellbeing for, and protect all of the Blessings of Liberty for ourselves and our future generations, do lay down and approve this Constitution for the United States of America.

|(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. |

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

| | |root |

|dict- |tell, pronounce |dictator (one whose word is law), diction |

|(from dictionary) | |(enunciation), edict (a formal |

| | |pronouncement or command.), dictum (an |

| | |authoritative, often formal |

| | |pronouncement), dictate (to say or read |

| | |aloud to be recorded or written by |

| | |another) |

|Fore- |Latin: “before” |forebode ("a feeling of danger"); |

|(from “foreshadow”) | |foretell (“know beforehand”); forethought |

|prefix | |(“think about before acting”); foreshorten|

| | |(“to make shorter, reduce”); forefather |

| | |("ancestor") |

|person |Latin: “human being” (from Etruscan phersu|personify (“to embody, typify”); |

|(from “personification”) |meaning "mask" |personable ("pleasing in one's person"); |

|root | |chairperson (“one who is in charge of a |

| | |meeting”); impersonate (“assume the |

| | |character of another person”); personage |

| | |(“an outstanding or illustrious person”) |

|junct- |Latin: “to join” |junction (“a place where to things |

|(from “conjunction”) | |connect”); juncture (“at this point in |

|root | |time”); adjunct (“some added”); disjuncted|

| | |(“disjointed or separated”); |

| | |conjunctivitis (“inflammation of the |

| | |mucous membrane that lines the eyeball and|

| | |surface of the eyelids”); jugular comes |

| | |from the same root! |

|meta- |Greek: "changed, altered," |metathesis (“"rhetorical transposition of |

|(from “metaphor”) prefix | |words,"”); metastasis ("transference, |

| | |removal, change,"); HYPERLINK |

| | |"

| | |metonymy"metonymy (“a change of name”); |

| | |metamorphosis (“a change of body”); |

| | |metaphysics (“"branch of speculation which|

| | |deals with the first causes of things,") |

|pos- |“reveal, explain, set/put forth” |expose (“lay open, set forth”); exposition|

|(from “expository”) root | |(“explanation, public display"); posit |

| | |(“to lay down or assume as a fact or |

| | |principle”); expound (“put forth, |

| | |explain”); impose (“to put a burden on”); |

| | |others: oppose, purpose; propose, depose |

Sources: HYPERLINK "" , HYPERLINK ""

|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. |

HYPERLINK ""Denouement comes from the French (dénouement ) meaning "an untying" or an unraveling of the story’s plot. The students can think of the story in the beginning as a ball of twine, which the author slowly shows as one interesting thread (the theme).

Sonnet comes from the Italian meaning “little song.” As a sonnet is a 14-line poem often with meter and rhyme/rhythm, so it could be put to music.

Genre is French meaning “gender” or different kind, and a story that has a specific genre is different from another story or a straight drama. Students can examine what genres are usually considered “male” (“action”) and which are “female” (i.e. romance).

Haiku is a Japanese word for 5-7-5 syllable poems. It means “amusement sentence,” that is, a funny poem. This may help the students daunted by poetry.

Cliché is from French meaning “stereotype.” Stereotype is a printer’s term for something printed twice. (The word cliché may have come from the double-click of a printing press.) So, a cliché is something done before. It is also a shortcut to the familiar.

|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. |

This already was an activity in my class to illustrate how “Romeo” has become part of our lexicon. I did all their names. There was even a student named “Roman”!

Benjamin Hebrew son of the right hand

Teresa Greek (fem for Terence) smooth

Angelina Russian angel

Corey Gaelic from the hollow

Nikki Greek (fem for Nicholas) victory for the people

Josh Hebrew Jehovah saves

Andrew Greek manly, strong

Source: HYPERLINK ""

|(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 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. |

ENCUESTA SOBRE LA DÍA PRIMERA

Nombre __________________________________ Fecha ____________________

1. ¿Qué a gusta usted ser llamado? ______________________________

2. ¿Cuál es su postre favorito o comida rápida (y por qué)? _______________________

____________________________________________________________________

3. ¿Cuál es su programa (s) de televisión favorito (y por qué)? ______________________

____________________________________________________________________

4. ¿Cuál es la última película buena que usted vio y por qué estaba bien? _______________

____________________________________________________________________

5. ¿Cuál es la última película mala que usted vio y por qué era ello mal? ________________

____________________________________________________________________

6. ¿Cuál es la última cosa que usted lee, es decir historia, artículo, libro, y qué pensó usted en ello? ______________________________________________________________

____________________________________________________________________

7. ¿A quién los grupos de cantantes/música hacen le gusta (y por qué)? ________________

____________________________________________________________________

8. ¿Qué grupos de cantante/música le hacen no como (y por qué)? ____________________

____________________________________________________________________

9. ¿Qué los deportes hacen le gusta? ¿Juega usted algún deporte? ¿Tiene usted un equipo favorito? _____________________________________________________________

____________________________________________________________________

10. ¿Cómo haría usted la escuela mejor, además del cierre de ello? ___________________

____________________________________________________________________

11. ¿Cómo haría usted la tarea mejor, además de ne pas tener alguno? ________________

____________________________________________________________________

12. ¿Qué a gusta usted hacer con sus amigos? __________________________________

____________________________________________________________________

13. ¿Qué no a gusta usted hacer con sus amigos? ________________________________

____________________________________________________________________

14. ¿Tiene usted a algún héroe? ¿Quién y Por qué? _______________________________

____________________________________________________________________

15. PREGUNTA GRANDE FINAL: ¿qué quisiera usted salir de esta clase?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

This is the survey I hand out on the first day of class. I translated just the title--“First Day Survey”--in both AltaVista and Free Translation and came up with two different words for survey: “revisión” and “encuesta.” A friend told me the latter was closer to what I needed. Also, originally both translations put “primera” as modifying “survey” and not day, so I had to adjust it. As it is now, it reads “Survey on the First Day.”

Only one cause in this sentence; lower case “t”

War (misspelling)

Double word

Wrong word: “tacks” instead of “tax”

Wrong word: “in” instead of “on”

“Their” pronoun without antecedent

Sentence had incorrect information

Independent prepositional phrase set off by comma, not period

Subject/verb agreement

This sentence makes no sense in context

Comma to separate independent clauses

Indefinite article for new independent clause

Verb for new independent clause

This sentence makes no sense in context

Comma to separate adverbial phrase

Wrong word: “too” instead of “to”

Removed “to”

Wrong word: “taxis” instead of “taxes”

Omitted extra spaces before period

New paragraph—new thought

Need extra space after period

Capitalization at beginning of sentence

Misspelled “Delegates”

Wrong word: “an” instead of “a”

“Among them were” added for clarity

Comma separating independent clause

Misspelled “two”

Wrong word: “singers” instead of “signers”

Misspelled “Franklin”

Comma before quote

Wrong word: “horse” instead of “house”

“and is still dead” superfluous

Omitted extra spaces after period

“Constitution” misspelled

“United States” needs to be capitalized

Wrong word: “hostility” instead of “tranquility”

Added extra space after period

used “United States” instead of “America” for clarity

“President” misspelled

Omitted extra spaces after period

Mother could not have “died in infancy”

New word; Lincoln could not have been born in the a cabin he built

Comma to separate independent clause

Omitted “:”

Capitalize “In” at beginning of quote.

Wrong word: “onion” instead of “union”

Most of this passage was plagiarized from different Websites, such as HYPERLINK ""

“War” misspelled

Subject/verb agreement

Double “the”

Period not comma

Wanted to change “stone walls” to a compound word, the wanted to replace that with “stalls”

Comma use

Verb form

Extra spaces before period

Misspelling and capitalization

“A” not “an”

Misspelling

Misspelling

Punctuation with commas

Misspelling

Capitalization

Which or that

Comma before quote

Capitalization

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