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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.
Go to the website, http://www.ucs.louisiana.edu/~sxw8045/history.htm, and other
websites and resources to answer the following questions in half a page (use your own
words, use quotations where you use another authors words, cite your source in the
bibliography):
1. Explain in what years Algebra has been developed, what countries or civilizations
contributed to the development of Algebra, and why these contributions were important
to give us the Algebra we use today.
(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 Warr1 was2 that the the3 English put4
tacks 5in6 their tea. Also, the colonists would send their parcels through the post
without stamps. During the War7. the Red Coats and Paul Revere was 8 throwing
balls over stone walls. The dogs were barking and peacocks crowing. Finally 9
the colonists won and no longer had too10 pay for taxis11 .12 delgats 13 from the
1
War (mis-spelling)
were
3
double word
4
enforced
5
taxes
6
on
7
no capitalization or period
8
were
9
,
10
to
11
taxes and period spacing
12
spacing
2
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original 13 states formed an14 Contented15 Congress. Thomas Jefferson and
Benjamin Franklin were towo16 singers of the Declaration of Independence.
Frankin17 declared18 "A horse19 divided against itself cannot stand." Franklin died
in 1790 and is still dead. 20Soon the Constitiion21 of the united states 22 was
adopted to secure domestic hostility 23. Abraham Lincoln became America's
greatest Precedent 24. Lincoln's mother died in infancy, and he was born in a log
cabin25 which he built with his own hands. Lincoln said26,: "in onion27 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 wo n 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.
The Spelling Grammar check found many of the same errors but not all. For instance, it did not
catch “tacks,” “signers,” and “hospitality.” Errors generally not detected
13
Delegates
a
15
Continetal
16
two
17
Franklin
18
declared,
19
house
20
spacing
21
Constitution
22
United States
23
hospitality
24
president
25
cabin,
26
said,
27
union
14
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by software are the incorrect use of words and word usage. For example, the word “too”
and “to” are not distinguishable by software. Also, software might not always catch
present or past tense sentence structure or incorrect sentence structure. Nevertheless, it is
always beneficial to use a spelling/grammar checker. The best way to review for errors is
to have a fellow human being check your work.
(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).
The textbook is designed for 9-12 grade high school students. According to the
readability statistics for this textbook page the Flesch-Kincaid Grade Level is 7.9
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Therefore, according to this one page this book appears to be slightly below the academic
level that it is advertised for.
(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.
(1.1)
!b ± b 2 ! 4ac
2a
(1.2)
n!
r !(n ! r )!
(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.
Opening: 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 blessing of liberty to ourselves and our Posterity, do
ordain and establish this constitution for the United States of America.
Opening: We the Citizens of the United States, in Order to create a more ideal Union,
institute Justice, insure local harmony, provide for the common security, promote the
general wellbeing, and secure the approval of freedom to ourselves and our Posterity, do
proclaim and establish this charter for the United States of America.
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I would tell my students that a thesaurus could help them learn a new word that has a
similar meaning of a word they already know. The thesaurus creates synonyms of words
that help them identify what words they are familiar with and then associate a new word
as a synonym of a word they already have in their vocabulary.
(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
dict-
Meaning
tell, pronounce
(from dictionary)
Sub-
Under, below,
secretly, near
Poly-
Many, several,
much
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)
Subsoil-under, beneath, below
Subcommittee-subdivision of
Subacute-less than completely
Substitute-to put in place of
Submit-to yield
Polygraph-a mathematic expression of one or more
algebraic terms
Polyester-several synthetic polymers
Polyalcohol-an alcohol containing more than two
hydroxyl groups
Polyamide-containing repeated amide groups
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Per-
To, for, or by
each
Multi-
Many, much,
multiple
Polyatomic-of a molecule that has three or more
atoms as constituents
Per annum-by the year, annually
Per capita-per unit of population, per person
Per diem-by the day, per day
Percent-out of each hundred, per hundred
Per contra-on the contrary, by the way
Multifactorial-controlled by several factors
Common multiple-two or more quantities may be
divided with zero remainder
Multiethnic-several ethnic groups
Multicellular-having or consisting of many cells
Multifarious-having great
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.
ENGLISH
SPANISH
FRENCH
ITALIAN
PORTUGUESE
•
Multiply
Divide
Equation
Algebra
Calculus
multipliqúese
divídase
ecuación
álgebra
cálculo
multipliez-vous
divisez
équation
algèbre
calcul
moltiplichisi
dividasi
equazione
algebra
calcolo
multiplique
divida
equação
álgebra
cálculo
Showing students how words are similar in many different languages helps to expand
their knowledge of how similar languages are. Learning a new language such as English
can be less intimidating if students can see that many of their native words in their
language can be very similar to the spelling and pronunciation into a new language such
as English.
•
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.
Noe (Noah)
Derived from the Hebre w name Noach meaning "rest, comfort". In the Old
Testament Noah was the builder of the ark, which allowed him, his
family, and animals of each species to survive the great Flood. After the
Flood he received the sign of the rainbow as a covenant from God.
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Michael
Jennifer
John
Melissa
From the Hebre w name Miyka'el which meant " who is like God?". This is
the name of one of the seven archangels in Hebrew tradition and the
only one identified as an archangel in the Bible. In the Book of Revelation
in the New Testament he is portrayed as the leader of heaven's armies,
and thus is considered the patron saint of soldiers. This was also the
name of nine Byzantine emperors and a czar of Russia. Other more
modern bearers of this name include the 19th-century chemist/physicist
Michael Faraday and basketball player Michael Jordan.
From a Cornish form of the Welsh name Gwenhwyfar (see GUINEVERE).
This name has been popular only since the beginning of the 20th century,
w hen it was featured in George Bernard Shaw's play 'The Doctor's
Dilemma'.
English form of Johannes, which was the Latin form of the Greek name
Ιωαννης (Ioannes), itself derived from the Hebre w name Yochanan
meaning "YAHWEH is gracious". This name owes its consistent
popularity to two New Testament characters, both highly revered as
saints. The first was John the Baptist, the forerunner of Jesus Christ and
a victim of beheading by Herod Antipas. The second was the apostle
John, also supposedly the author of the fourth Gospel and Revelation.
The name has been borne by 23 popes, as well as kings of England,
Hungary, Poland, Portugal and France. It was also borne by the poet
John Milton and the philosopher John Locke.
Means "bee" in Greek. This was the name of a nymph that cared for
young Zeus in Greek mythology. It is also the name of the fairy who
helps Rogero escape from the witch Alcina in the poem 'Orlando Furioso'
by Ariosto
(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, 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.
Dear Parents/Guardians
My name is Mr. Rivera and I am delighted to have your child as a student in my Algebra
class this semester. Your child's achievement is just as important to me as it is to you and
I want to partner with you to ensure success for your student. If you have any questions,
concerns, or feedback please do not hesitate to contact me anytime throughout the school
year. I hope this letter will answer many questions you have and give you insight into
what your student will be learning. At the end of this letter I ask that you and your
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student sign the form and return the tear off to me. Your cooperation and partnership is
greatly appreciated.
Translation from ENGLISH TO SPANISH using Sherlock
Parents/Guardians Querido
Mi nombre es Sr. Rivera y me encantan para hacer que su niño
como estudiante en mi álgebra clasifique este semestre. El logro de
su niño es tan importante justo a mí pues está a usted y deseo al
socio con usted asegurar el éxito para su estudiante. Si usted tiene
cualesquiera preguntas, las preocupaciones, o el feedback no vacilan
por favor entrarme en contacto con en cualquier momento a través del
año escolar. Espero que esta carta conteste a muchas preguntas que
usted tiene y que le dé la penetración en lo que aprenderá su
estudiante. En el extremo de esta carta pregunto que usted y su
muestra del estudiante la forma y me vuelvo el rasgón apagado. Su
cooperación y sociedad se aprecia grandemente.
One potential problem is the translation did not always include symbols to emphasize
word pronunciation. It also does not always use the proper tenses. In addition, certain
words aren’t translated into the most appropriate descriptive words.
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