WELCOME BACK...

About Your Teacher, Mrs. Kaur...

  • Currently teaching 6th, 7th, and 8th grade ESOL- Reading Conections.
  • 9th year of teaching at Griffin Middle School.
  • Graduate of University of Alabama at Tuscaloosa.
  • Originally from India.

About Our Class, ESOL - Reading Connections...

  • Standards based reading class.
  • Supplements and reinforces the reading and writing skills through whole group/ small group/ one-on-one instruction, lexiled paperback/ audio books, and READ 180 software.
  • Performance based 'fun projects' that enhance learning.

Our Class Goals...

  • 1. Cultivate love of reading and writing.               
  • 2. Score '800 or above' on Reading CRCT.
  • 3. Score a '5 on Level C' ACCESS.

ESOL - Reading Connections Homework Hotline...Read_2

  • (770) 795-5720 ext. 7933

Feel Free to Contact Your Teacher...

Looking forward to a year of successful learning. So, let's strive to make learning a truly fun-filled experience!!!

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April 07, 2009

Multiple Meaning Words

Multiple Meaning Words are words that have several meanings depending upon how they are used in a sentence. We use CONTEXT CLUES to help us figure out which meaning is  correct. Multiplemeaning

 
 
 
 
 
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   TASK:
 

1.       Choose a multiple meaning word.

2.       Look up the multiple meanings (as well as the part of speech) of the word.

3.       Create a poster displaying the various meanings of your word.

4.       Write a short paragraph depicting your understanding of the various meanings of the word

 

STANDARD/S:

 

        ELA6-8R2: Vocabulary:  The student understands and acquires new vocabulary and uses it correctly   

        in reading and writing.

        ELA6R2.c 

        Identifies and interprets words with multiple meanings.

        ELA6-7R2.a 
        Determines the meaning of unfamiliar words using context clues (e.g. contrast, cause and effect, etc.)

        ELA8R2.b
        Determines the meaning of unfamiliar words in content and context specific reading and writing.

 

STUDENT APPLICATION:

 

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March 22, 2009

Black History Month Project

Black History Month is a remembrance of important people and events in the history of the African diaspora. It is celebrated annually in the United States and Canada in the month of February. The remembrance was started in 1926 by historian Carter G. Woodson. He chose the second week of February because it marked the birthdays of two Americans who greatly influenced the lives and social condition of African Americans: former President Abraham Lincoln and abolitionist and former slave Frederick Douglass.

Due to the enormity of the project, this year the ESOL Reading students joined forces with Ms. Roberts' Reading classes. This result was a heartfelt project entitled:

Overcoming Oppression:

An African American Story

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Task:

1.      First, each student/ group(comprising of 2/3 students) chose 1 vocabulary word.

2.       Then, they  used www.dictionary.com  to locate the definition of the word.

3.       After that, students spent considerable time researching the time period and important events in the  African-American history associated with the word.

      Click on the link below to view the templates(also included the list of vocabulary words) used by the students to gather information:

Download Blackhistory

4.     Now, it was time to type a short paragraph explaining the event.

5.       Later, images/symbols associated with the events were added.

      Click on the link below to view the Black History Timeline PowerPoint:

Download Black history timeline

 

Standards/ Elements:

 

ELA6-8R1 Comprehension/Informational Text

The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading

  • ELA6-8R1.a Informational Text: Applies, analyzes, and evaluates knowledge of common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, glossary, index, bibliography).
  • ELA6-7R1.b Informational text: Identifies and applies knowledge of common graphic features to draw conclusions and make judgments (e.g., graphic organizers, diagrams, captions, illustrations).
  • ELA6R1.d Informational text: Identifies and analyzes main ideas, supporting ideas, and supporting details.

ELA6-8RC3 Vocabulary

The student acquires new vocabulary in each content area and uses it correctly

  • ELA6-8RC3.a Demonstrates an understanding of contextual vocabulary in various subjects.
  • ELA6-8RC3.c Explores understanding of new words found in subject area texts.

ELA6-8W1 Writing Organization

The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and provides a satisfying closure

  • ELA6-8W1b Writes texts of a length appropriate to address the topic or tell the story.
  • ELA6-8W1.d Uses appropriate structures to ensure coherence (e.g. transition elements).

ELA6-8W3 Research/Technology

The student uses research and technology to support writing.

 

Finally, after all the hard work, the end product: OUR PROJECT.

 

The vocabulary words and their definitions, the timeline and important events associated with it - together they tell the African-American Story, centuries in making...


 

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Together,                     

Yes we can

Common English Idioms

As per Wikipedia, the free encyclopedia, an idiom is a phrase whose meaning cannot be determined by the literal definition of the phrase itself, but refers instead to a figurative meaning that is known only through common use. An idiom is generally a colloquial metaphor — a term which requires some foundational knowledge, information, or experience, to use only within a culture where parties must have common reference. Idioms are therefore not considered a part of the language, but rather a part of the culture. As cultures are typically localized, idioms are often not useful outside of that local context. However some idioms can be more universally used than others, and they can be easily translated, metaphorical meaning can be more easily deduced.

In order to increase vocabulary and speak more natural English, the ESOL Reading students spent some time studying some of the most common English idioms and expressions.

They started out by studying the example sentences which showed how idioms are used in context when one speaks English. Later it was time to apply what they had learnt... 

Task: Suggested application activities included:

1. Sunbook for ‘Every-day’ Idioms:

Research and write the origins of the assigned idiom. Draw a picture that illustrates the meaning. Write a short paragraph that includes the use of the idiom.

 

2. Accordion Books:

Write 2 idioms on panels 1/4. Write the meanings on panels 2/5. Illustrate the meanings on panels 3/6.

 

3.Illustrate the literal and actual meaning of the idiom and use it in a sentence.

Standard/ Elements

ELA6-8R2: Vocabulary - The student understands and acquires new vocabulary and uses it correctly in reading and writing.

  • ELA7R2.c
    Identifies and explains idioms and analogies in prose and poetry.
  • ELA6-7R2.a
    Determines the meaning of unfamiliar words using context clues (e.g. contrast, cause and effect, etc.)
  • ELA8R2.b
    Determines the meaning of unfamiliar words in content and context specific reading and writing.

 Student Application / Work Samples:

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 1. Sunbook:

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2./3. Accordion Book / Literal and Actual Meaning Illustrations:

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Sarah, Plain and Tall: Response to Literature

Task:

After reading ‘ Sarah, Plainand Tall’ by Patricia MacLachlan, the students demonstrated their understanding of the book through various response to literature activities.

Suggested ‘Response to Literature’ activities:

          a. Draw a picture of your favorite part of the story.

          b. What might happen next?

          c. Character cube to analyze a character from the book.

          d. Compare and contrast yourself to a character from the book.

 

 Standard and Elements:

Writing Genres: Response to Literature

ELA6W2.b: Demonstrates an understanding of the literary work.

ELA6W2.c: Advances a judgment that is interpretive, analytic,

evaluative, or reflective.

ELA6W2.d Organizes an interpretation around several clear ideas,

premises, or images.

 

 Application:

a. Favorite Part of the Story: 

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b. Chapter: 10...

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c. Character Cube to Analyze a Character from the Book:

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d. Compare/ Contrast yourself to a Character from the book:Book:

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Sarah, Plain and Tall

My 6th grade ESOL Reading students read the book Sarah, Plain and Tall  by Patricia MacLachlan sometime ago. This book is the winner of the 1986 Newbery Medal. The book explores themes of loneliness and abandonment.

Sarah,plainandtall About the Book: The novel is set in the midwestern United States (Kansas) during the late 19th century. Jacob Witting, a widowed farmer who is still saddened by the death of his wife several years earlier finds that the task of taking care of his farm and two children, Anna and Caleb, is too difficult to handle alone. He writes an ad in the newspaper for a mail order bride. Sarah, from Maine, answers his ad and travels out to become his wife. There are five books in this series about the Witting family. The remaining titles in order are Skylark, Caleb's Story, More Perfect Than the Moon, and Grandfather's Dance.

 

About the Author: Patricia MacLachlan (born March 3, 1938 in Cheyenne, Wyoming) is a bestselling U.S. children's author, best known for winning the 1986 Newbery Medal for her book Sarah, Plain and Tall. The book was later turned into a TV movie starring Glenn Close.

Her current projects include two books she's co-written with her daughter, Emily MacLachlan: Bittle and Painting the Wind. She lives in Williamsburg, Massachusetts. Patricia attended the University of Connecticut and married Robert MacLachlan.

Patricia Maclachlan

Patricia MacLachlan is also a board member of the National Children's Book and Literacy Alliance, a national not-for-profit that actively advocates for literacy, literature, and libraries.

Other books by her include Edward's Eyes, The Facts and Fictions of Minna Pratt, Arthur for the Very First Time, and Baby, which was also adapted into a film.


After reading the book we watched the movie.

Movie About the Movie: Sarah, Plain and Tall is a television movie in the Hallmark Hall of Fame anthology series that was released in 1991. It is the first of three installments in the film adaption of Patricia MacLachlan's novel of the same name.The first three books Sarah Plain and Tall, Skylark, and Caleb's Story were the basis for three television movies. These movies are titled Sarah, Plain and Tall, Skylark, and Sarah, Plain and Tall: Winter's End. The screenplay for each movie was written by the author, Patricia MacLachlan. All three movies, starring Glenn Close and Christopher Walken, have the same actors playing the roles of Sarah, Jacob, Anna, and Caleb. The movies have also been referenced on the animated television series The Simpsons in the episode called "Bart's Girlfriend.

Source: Wikipedia, the free encyclopedia

November 30, 2008

Comprehension/Informational Text - II ('How to...' Paragraph)

. 'How to...' Paragraph = The purpose is to teach something new...

II. Student Task:

1. Brainstorm categories needed to plan a party.

2. Write a 'how to' plan a party paragraph.

  • Include all the steps needed to complete the task.
  • Arrange steps in sequential order.
  • Use sequence words to indicate the order.

 III. ELA6-8W2: The student demonstrates a competence in a variety of genres: Expository (multi-paragraph expository composition such as description, explanation, compare and contrast, or problem and solution)

IV. Student Samples:

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Comprehension/Informational Text - I (Compare and Contrast)

I. Compare and Contrast = how things are alike and different...

1. When you compare, you tell how two or more things are alike or similar.

2. When you contrast, you tell how two or more things are different.

3. Signal words indicate when comparisions and contrasts are being made: same, different,  also, but however,etc.

II. Student Task: Pick out any two things and write a compare and contrast paragraph. Use signal words to indicate comparison and contrast.

 III. ELA6-8W2: The student demonstrates a competence in a variety of genres: Expository (multi-paragraph expository composition such as description, explanation, compare and contrast, or problem and solution)

IV. Student Samples:

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October 05, 2008

Figurative Language - II

Student Application:

Each student created two similes and then changed them into metaphors.

ELP Standard AND ELA Standard:

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Student Samples

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September 28, 2008

Figurative Language - I

Reading Selection: Langston Hughes's Harlem

In the 1920s, New York's Harlem neighborhood was the capital of African-American culture - music, literature, art. This era, also known as Harlem Renaissance, brought African-American art into the limelight. One of the most famous poets linked to this time-period is Langston Hughes. Many of Hughes's poems touch on the subject of Harlem.

Hughes_4

Harlem_poem_image_full

The selection introduced the students to Langston Hughes and his beloved Harlem via three short poems.

  • Juke Box Love Song
  • Harlem (2)
  • Dreams

Skills Connection: Identify Similes and Metaphors in a Poem

Students read, reread, and discussed the three poems to identify Langston Hughes's use of simile and metaphor thus making inferences so as to better understand the three poems. 

Student Application:

Each student created two similes and then changed them into metaphors.

January 24, 2008

Blog Assignment 7: Martin Luther King, Jr.

The third Monday in January is a national holiday honoring Martin Luther King, Jr.

1. Write three facts about Martin Luther King, Jr.

2. Write one opinion about Martin Luther King, Jr.