(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.

(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.
  
• 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.

(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.

(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.

(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.

Word	Root	Meaning	Five or more related words that share this root
dictionary	dict-	tell, pronounce	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)

• 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.
  
• 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.

(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 resources to translate a simple document from your class into one or more languages spoken by students in your class. Include the English version AND the translated version. Show this to someone who is fluent in English and the language into which you have translated it, and explain any potential problems.
• Translate a foreign language text-rich website into English. Discuss the values and limitations of such translation resources.