Kelly Patterson
SED 514
(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 Warr1 was2 that the the English put
tacks in4 their tea. Also, the colonists would send their parcels through the post
3
1
War (mis-spelling)
Subject verb agreement
3
Tax
2
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SED 514
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 too7 pay for taxis8 . delgats9 from the
original 13 states formed an10 Contented 11 Congress. Thomas Jefferson and
Benjamin Franklin were towo12 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 states13 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."
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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
4
On
, 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
5
12
two
United States
14
union
13
2
College Education! 6/20/06 6:16 PM
Comment: War
College Education! 6/20/06 6:19 PM
Comment: One use one “the”
College Education! 6/20/06 6:19 PM
Comment: Tax
College Education! 6/20/06 6:20 PM
Comment: Use a comma instead of period
College Education! 6/22/06 2:47 PM
Comment: taxes
College Education! 6/22/06 2:47 PM
Comment: delegates
College Education! 6/22/06 2:47 PM
Comment: two
College Education! 6/22/06 2:49 PM
Comment: Constitution
College Education! 6/22/06 2:50 PM
Comment: President
College Education! 6/22/06 2:50 PM
Comment: , use a comma
College Education! 6/22/06 2:50 PM
Comment: union
Kelly Patterson
SED 514
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
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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.
F=
N1N 2
r2
#Z n2
En " 2
2n
(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
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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
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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
dict(from dictionary)
Bio(from
biomechanics)
Kine- (from
Kinesiology)
osteo- (from
osteoporosis)
Meaning
tell, pronounce
Five or more related words that share this root
dictator (one whose word is law), diction
(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)
of or relating to biochemistry (the branch of science concerned
life
with the chemical processes), 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)
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).
combining
osteoporosis (a medical condition in which the
form
bones become brittle due to a deficiency of calcium
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ambi-
glyc-
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of or relating to or vitamin D), osteopathy (a branch of medical
the 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)
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)
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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Kelly Patterson
SED 514
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Kelly Patterson
SED 514
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.
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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.
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: MANyoo-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 ‫( דָנִיֵּאל‬Daniyyel)
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:
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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, FreeTranslation.com 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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