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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.
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 Warr1 was2 that the the3 English put
tacks in5 their tea. Also, the colonists would send their parcels through the post
without stamps. During the War6. the7 Red Coats and Paul Revere was throwing
balls over stone walls. The dogs were barking and peacocks crowing. Finally8
the colonists won and no longer had too9 pay for taxis10 . delgats11 from the
original 13 states formed an12 Contented13 Congress. Thomas Jefferson and
Benjamin Franklin were towo14 singers15 of the Declaration of In1617dependence.
Frankin18 declared "A horse19 divided against itself cannot stand." Franklin died
in 1790 and is still dead. Soon the Constitiion20 of the united states21 was
adopted to secure domestic hostility. Abraham Lincoln became America's
greatest Precedent22. Lincoln's mothe23r died in infancy, and he was born in a
4
1
War (mis-spelling)
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)
2
16
17
18
Franklin (misspelling)
House (misspelling)
20
Constitution (misspelling)
21
United States (capitalization)
22
president (misspelling)
19
23
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log cabin24 which he built with his own hands. Lincoln said,:25 "in onion26 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 adopt27ed 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."
War (mis-spelling)
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)
2
21
22
comma (punctuation)
punctuation
24
comma (punctuation)
punctuation
26
Union (spelling)
25
26
Errors I found with the use of a grammar checker.
The causes of the Revolutionary Warr was that the the English put tacks26 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
27
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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
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.
457
N N
V
,
U 1 2
4 
4 

(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
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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)
Mezzo
Con
Middle,
medium; half,
as to the
dynamics or
range
With
Piano
A large
musical
instrument
Orch
Orchestra
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)
Mezzo-forte (half as loud as forte), mezzopiano
(moderately soft or low), mezzo-soprano(a voise or
part between soprano and contralto), mezzotint (to
engrave), mezzorilievo(half relief)
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)
Pianist (a person who plays the piano), pianistic
(having to do with , or characteristic of a pianist),
pianoforte (soft +loud) pianette (small, upright
piano), pianism (performance on the piano)
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
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Col

With
by an orchestra)
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.
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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, 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 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
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club. If you have any questions, please don’t hesitate to call me at school or send an email. My extension is 1234, and my e-mail address is jdilanch@sbcglobal.net
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@sbcglobal.net Tiene un año maravilloso!
Sinceramente,
Janet Dilanchyan
Director Instrumental
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