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. |
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For this assignment the students are to use the web to research and find music to listen to. This assignment promotes writing skills because it stresses the importance of using correct grammar, spelling and punctuation.
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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 the[3] English put tacks[4] in[5] their tea. Also, the colonists would send their parcels through the post without stamps. During the War[6]. the[7] Red Coats and Paul Revere was throwing balls over stone walls. The dogs were barking and peacocks crowing. Finally[8] the colonists won and no longer had too[9] pay for taxis[10] . delgats[11] from the original 13 states formed an[12] Contented[13] Congress. Thomas Jefferson and Benjamin Franklin were towo[14] singers[15] of the Declaration of In[16][17]dependence. Frankin[18] declared "A horse[19] divided against itself cannot stand." Franklin died in 1790 and is still dead. Soon the Constitiion[20] of the united states[21] was adopted to secure domestic hostility. Abraham Lincoln became America's greatest Precedent[22]. Lincoln's mothe[23]r died in infancy, and he was born in a log cabin[24] which he built with his own hands. Lincoln said,:[25] "in onion[26] there is great strength."
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 adopt[27]ed 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."
[28] War (mis-spelling)
2 were (wrong tense)
3 the (repetitive word)
4 tax (mis-spelling)
5 on ( wrong word use)
6 sentence fragement
7 The (capitalization)
8 punctuation-comma
9 to (mis-spelling)
10 taxes (mis-spelling)
11 Delegates (misspelling and capitalization)
12 a instead of an
13 misspelling
14 two (misspelling)
15 signers (misspelling)
16 Franklin (misspelling)
17 House (misspelling)
18 Constitution (misspelling)
19 United States (capitalization)
20 president (misspelling)
21 comma (punctuation)
22 punctuation
23 Union (spelling)
|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 in word usage are not generally detected by software. Words that are pronounced the same but are not used the same way. For example: using to instead of two.
I would encourage my students to use a grammar checker first, and then proof read it.
|(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[pic] 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 text would probably be appropriate for junior high school students.
|(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 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.
Preamble: We the People of the United States, in Order to form a more ideal unification, establish Justice, insure national calmness, provide for the common protection, promote the general good, and protect the Blessings of freedom to ourselves and our Posterity, do ordain and establish 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 (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) |
|Mezzo |Middle, medium; half, as | Mezzo-forte (half as loud as forte), mezzopiano (moderately soft or low), |
| |to the dynamics or range |mezzo-soprano(a voise or part between soprano and contralto), mezzotint (to |
| | |engrave), mezzorilievo(half relief) |
|Con |With |Concerto (a piece of music to be played by one or more principal |
| | |instruments), concertino (a short concerto), concert ( a musical performance|
| | |in which several musicians or singers take part), concertgoer (a person who|
| | |frequently attends concerts), concertante ( giving opportunities for |
| | |prominent solos by one or more players) |
|Piano |A large musical |Pianist (a person who plays the piano), pianistic (having to do with , or |
| |instrument |characteristic of a pianist), pianoforte (soft +loud) pianette (small, |
| | |upright piano), pianism (performance on the piano) |
|Orch |Orchestra |Orchestra (a group of musicians playing together), orchestral (of an |
| | |orchestra), orchestrate (to compose or arrange for performance by an |
| | |orchestra), orchestration (the arrangement of music for an orchestra), |
| | |orchestrator (a person who composes or arranges music for performance by an |
| | |orchestra) |
|Col |With |Col arco (in the violin family, playing with the bow), aoll’, col legno |
| | |(playing with the sgick), col ottava (play the written notes and the notes |
| | |an octave higher), coloratura (coloring, a voice type) |
|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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|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. |
Anthony-From the Roman family name Antonius, which is of unknown Etruscan origin. It has been commonly (but incorrectly) associated with Greek (anthos) "flower", which resulted in the addition of the h in the 17th century.
Frank- From a Germanic name which referred to a member of the Germanic tribe, the Franks. The Franks settled in the regions now called France and the Netherlands in the 3rd and 4th century. They derived their tribal name from the name of a type of spear that they used.
Maria-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.
Mark-Familiar form of Marcus. Saint Mark was the author of the second Gospel in the New Testament. He is the patron saint of Venice, where he is supposedly buried.
Maia-Meaning unknown. In Greek and Roman mythology she was the eldest of the Pleiades, the group of seven stars in the constellation Taurus, who were the daughters of Atlas and Pleione. Her son by Zeus was Hermes.
|(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. |
Dear Parent,
Your child has enrolled in one of the most exciting and rewarding programs at Rosemont Middle School-the instrumental music program. Many benefits will come from this experience.
The instrumental music program offers something for everyone. Music is one of the “multiple intelligences” that contribute to the development of each person. Instrumental music, as all of the arts, encourages students to express their emotions in a positive way. Through music, the heart is touched, the soul is fed. In addition, the student learns teamwork and self-discipline through the many performances in which they participate. Self-confidence is enhanced through instrumental music. Performing on stage helps even the shyest student build self-esteem.
In this handbook you will find course outlines for each of the instrumental groups. In addition, the instrumental calendar is included, information about behavior policies and booster club.
Welcome to the instrumental music experience! I look forward to working with you and your child. I hope many of you will become supporters through our booster club. If you have any questions, please don’t hesitate to call me at school or send an e-mail. My extension is 1234, and my e-mail address is jdilanch@
Have a wonderful year!
Sincerely,
Janet Dilanchyan
Instrumental Director
Estimado Padre,
Su niño se ha matriculado en uno de los programas más emocionantes y remuneradores en Educa-El de Centro de Rosemont el programa instrumental de la música. Muchos beneficios vendrán de esta experiencia. El programa instrumental de la música ofrece algo para todos.
La música es uno de las "múltiples inteligencias" que eso contribuyen al desarrollo de cada persona. La música instrumental, como todas las artes, alentan a estudiantes a expresar sus emociones en una manera positiva. Por la música, el corazón es tocado, el alma es alimentada.
Además, el estudiante aprende el trabajo en equipo y la autodisciplina por los muchos desempeños en los que ellos participan. La confianza en sí mismo es aumentada por la música instrumental. Realizar ayuda en el escenario aún el estudiante más tímido construye amor propio. En esta guía usted encontrará resúmenes de curso para cada uno de los grupos instrumentals.
Además, el calendario instrumental es incluido, la información acerca de políticas de conducta y motor auxiliar de propulsión golpea. ¡Bienvenido a la experiencia instrumental de la música! Espero trabajar con usted y con su niño. Espero que muchos de ustedes llegará a ser partidarios por nuestro club del motor auxiliar de propulsión. Si usted tiene ninguna pregunta, por favor no vacila en llamarme en escuela ni mandar un correo electrónico. ¡Mi extensión es 1234, y mi dirección de correo electrónico son jdilanch@ Tiene un año maravilloso!
Sinceramente,
Janet Dilanchyan
Director Instrumental
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[1] War (mis-spelling)
[2] were (wrong tense)
[3] the (repetitive word)
[4] tax (mis-spelling)
[5] on ( wrong word use)
[6] sentence fragement
[7] The (capitalization)
[8] punctuation-comma
[9] to (mis-spelling)
[10] taxes (mis-spelling)
[11] Delegates (misspelling and capitalization)
[12] a instead of an
[13] misspelling
[14] two (misspelling)
[15] signers (misspelling)
[16]
[17]
[18] Franklin (misspelling)
[19] House (misspelling)
[20] Constitution (misspelling)
[21] United States (capitalization)
[22] president (misspelling)
[23]
[24] comma (punctuation)
[25] punctuation
[26] Union (spelling)
[27]Errors I found with the use of a grammar checker.
The causes of the Revolutionary Warr was that the the English put tacks[28] 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
[29]
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