Brantley's Reading Corner

MARCH 2009

3/2/09

We have begun studying word analogies.

Analogies are like equations that use words instead of numbers or mathematical symbols and quantities. They normally contain two pairs of words linked by a word or symbol that stands for an equal sign (=).

A complete analogy compares the two pairs of words and makes a statement about them. It confirms that the logical relationship between the first pair of words is the same as the logical relationship between the second pair.

Analogies are a good way to see relationaships between words, they build vocabulary, and they help with understanding parts of speech.

Example analogy:

up is to down as right is to left  or it can be stated as up:down::right:left

The link below will take you to a site with some fun activities and games using analogies that you can do by yourself or play with someone else.

Analogies Games

3/10/09

We are currently reviewing uderstanding Figurative Language with emphasis on Similes, Metaphors, Personification, and Idioms

Figurative language is used by writers, authors, ad speakers to create vivid images in the reader's or the listener's mind.

Simile:  The classroom was as cold as a walk-in freezer. or  The classroom was like a walk-in freezer.

Here is a useful link for similes and other things you might find handy for reading, writing, or reference.   similes.php

Metaphor: The classroom was a walk-in freezer when the school's heating system stopped working properly. (The object being personified will become that to which what it is being compared.)

Here is a good link to examples of metaphors.  metaphors/examples

Idioms/Slang: Colorful sayings and phrases that convey meaning only in the context in which they are used. They cannot be interpreted or understood if being read word for word.

Here is a useful, fun site with tons of idioms.  idiomsite.com/

Week of 3/2/09

We have been studying word analogies.

Analogies are like equations that use words instead of numbers or mathematical symbols and quantities. They normally conrtain two pairs of words linked by a word or symbol that stands for an equal sign (=).

A complete analogy compares the two pairs of words ad makes a statement about them. It confirms that the logical relationship between the first pair of words is the same as the logical relationship between the second pair.

Analogies are a good way to see relationaships between words, they build vocabulary, and they help with understanding parts of speech.

Example analogy:

up is to down as right is to left  or it can be stated as up:down::right:left

The link below will take you to a site with some fun activities and games using analogies that you can do by yourself or play with someone else.

Analogies Games

9/22/08

This week in Reading  9/22-9/26

ITBS TESTING 1ST AND 2ND PERIODS ALL WEEK.

We will be working with the Elements of Narratives

Monday 9/22: Discussion and Powerpoint presentation to clarify notes on elements of narratives taken from the Reader's Handbook last week.

• Students should bring elements of narratives organizer given out in class on which the above notes were supposed to be written. These notes should be stapled to the Elements of Plot notes taken last week.
• Corrections, additions, and examples can be added in class today.

Tuesday, 9/23:

"Rabbit Dances with People"

We read the folk tale together in class and used the details to complete a plot diagram on the board for the purpose of seeing how stories are put together, as well as to learn what happens in the story.

From there, we reviewed the elements of plot and elements of narratives

Practice: Students completed a read/write activity to practice using the elements (Lesson4/ Review)

The activity was turned in at the end of the period and checked in as classwork/completion.

Wednesday, 9/24

Students discussed and checked their own work from yesterday for the purpose of seeing how well they can use the elements to answer questions designed to check understanding. This helped to prepare for today's assignment, which will be checked by the teacher for accuracy: "Characters/ Thoughts, Words, Actions" Reading and Writing in response to reading

This assignment was completed in class and turned in at the end of the period.

Homework: Study your notes on plot and narratives

Links to Power Point Presentations:

Download elements_of_plot.ppt

Download elements_of_fiction_notes.ppt

Week of 8/25/08

We're off!!

With reading level assessments, pre-testing, and scheduling changes (hopefully) out of the way, we are into the school year.

This a a class where students will learn strategies to strengthen existing reading skills. Although we will be using many different genres of literature to practice these skills, this is NOT a literature class. The focus of the 8th grade Reading class is skillful reading.

For the past week or so, we have been learnning about the steps of the Reading Process. Reading and writing go hand in hand; the stronger a person's reading skills, the stronger a writer he or she will be.

Download reading_and_writing_go_hand_in_hand.doc

Just as there is a process a writer should follow to produce a strong writing piece, there is a set of steps that a reader should follow before, during, and after reading in order to better understand the text that is to be read. Students have been learning and practicing these steps with short informational passages.

Monday:

• Brief review discussion of the Reading Process with emphasis on setting a purpose for reading and making personal connections to what is being read for the purpose of understanding and remembering what is read.
• Video presentation and discussion of making connections using an excerpt from the novel Moby Dick.
• Performance task to show understandinng: Students completed statements about narratives and created a purpose question for the video (prior to watching video) which had to be submitted to the teacher as they were leaving  at the end of the period.
• No Homework assigned, but "Best Quest" and "Body Language" word play puzzles from last week were due today.

Week of August 11, 2006

Welcome to Reading/ Grade 8/ Ms. Brantley

Click to see a very broad overview of the areas we will be studying in Rlleading this school year: Download curric20089.doc 

Please click to see the course syllabus for reading:Download reading_grade_8syllabus.doc

Feel free to download the course outline, complete the response section and send it in with your child on the first day. This outline will also be distributed to students on the first day of attendance to class.

Please check back often to keep abreast of what is going on in class.

Week of 5/5-5/9

I will be out of the classroom from Monday through Thursday this week, attending the International Reading Conference at the Georgia World Congress Center. I have left several independent reading assignments to be completed in my absence.

The substitute teacher in my room is Ms. A. Middleton. Many of the students are familiar with Ms. Middleton as she has subbed in our building on several occasions this year, and she is a parent of a former Awtrey student who is now a North Cobb High School senior. She is very familiar with how our building and my classroom operates.

The assignments for the week have been posted on the front board in the classroom where they will remain all week for students to have step-by-step directions for completion. I have left Ms. Middleton specific instructions and answer keys so that she will be able to assist students if they require further clarification in any area.

The four assignments are from the READ Magazine, and they incorporate silent reading skills and writing in response to reading. We have been using various issues of READ all year, so the students are familiar with the format of the publication. On Friday, I informed the students that I would not be in class this week, introduced them to the selection, "A Classic Crime (the Lizzie Borden story), and let them know what I expected of them.

All work for this week should be completed and submitted to the classroom drawer by end of class on Thursday. Friday is "Field Day", classes will not be in session, so there will not be an opportunity for tying up loose ends on that day. I will be taking the work up and checking it in over the weekend.

Week of 3/10-3/14/2008

Today in class:  3/10/08

Make up/ Catch up Day

Several students were absent last Friday for the selection test, "Clara Barton and the American Red Cross". The test was made up in class today.

All students were notified of outstanding assignments from the past two weeks. Those assignments were made available for completion during the class period, and were allowed to be turned in for full credit.

Students who had completed all of their assignments went ahead and began reading a biographical drama about the aviator, Amelia Earhart, from the March 2008 volume of READ Magazine.

More to come on that selection and follow-up assignments.

BIOGRAPHY PROJECTS ARE DUE TOMORROW.                 See last week's post to download guidelines and other information/materials.

Week of 3/3-3/7/2008

Unit: Expository Text: Reading for Information

Our focus last week and this week has been on reading biographical sketches.

Our skills focus has been on using context to gain meaning of words and to understand what is being read.

The Classwork assignments that will be due on Friday 3/7 are as follows:

• Skills practice activity: "Biography and Autobiography/ A Person't Life and Times"
• Reading selection: "The Corn Flake Kings" pp.167-169 Gr.8 Literature - Use guiding questions to read the selection. After reading, write answers for the guiding questions. (recalling details, inferencing, critical thinking, writing in response to reading)
• Skills practice activity: Root Words/Clues to the Meanings of Words
• Research/ Reference practice: "Using Primary Sources/ Reading Critically"

Biography Project: Due on or before Tuesday 3/11

Students have recieved all instructions and guides needed for the biography project. Each student should be reading their selected biography and collecting information on the orgranzer distributed in class. Download biography_organizer2.doc Further information should be obtained via the sources listed in the guidelines

Download biography_project.doc (Project 1) Download biography_project2.doc (Project 2)

Download cited_sources_of_information.doc (Source page)

The required report should be written following the template given to each student and explained in class.

Download book_report_form_biography.doc (**Students completing Project 2 do not need this form.)

Homework: Because of the project, there will be no assigned Homework this week. Students should be reading and working on the project each evening.         

                                                

Week of 2/25-29/2008

This week, we will be concentrating on reading for information from biographical sketches. We will be reading from the Grade 8 Literature book and from the Contemporary Reader.

Monday, 2/25  Complete (if nec.) and turn in "Forces of Nature" pp.224-227 Interdisciplinary Lesson (Language Arts/ Health) carried over from last week.

Students completing Wednesday's assignment will move on to "Forces of Destruction", pp.224-227, interdiscipinary lesson (Language Arts/Science-related) on hurricanes and other storms with the potential to cause great harm to human life.

"Marsalis Makes Music" Contemporary Reader biographical selection on jazz musician Wynton Marsalis

Students read to find out about the musician's early life and accomplishments and to note the structure and nature of a biographical sketch. (Not as in depth as a full biography).

Assignment:

• Read the selection, using the questions to guide the reading.
• Write detailed answers to the questions.
• Complete the skills practice sheet associated with the selection (sequencing, cause and effect, synonyms and antonyms for vocabulary words)

Students also were allowed to go to the library to select a biography to read in preparation for the next project. Details on the project will be sent home on Thursday, Feb. 28.

Homework: Read your selected biography, keeping in mind the 7 W's,

• WHO is your biography about?
• WHAT is the person's specialty, talent, field, etc?
• WHERE was the person born? Where did he or she become known or do the work for which they are remembered
• WHEN were they born? When did they win any awards or make some major accomplishment(s)?
• WHY are they remembered? For what reason did someone feel that a book should be written about the person?

If it helps you, take notes on these details.

This week, we will be concentrating on reading for information from biographical sketches. We will be reading from the Grade 8 Literature book and from the Contemporary Reader.

Monday, 2/25  Complete (if nec.) and turn in "Forces of Nature" pp.224-227 Interdisciplinary Lesson (Language Arts/ Health) carried over from last week.

Students completing Wednesday's assignment will move on to "Forces of Destruction", pp.224-227, interdiscipinary lesson (Language Arts/Science-related) on hurricanes and other storms with the potential to cause great harm to human life.

"Marsalis Makes Music" Contemporary Reader biographical selection on jazz musician Wynton Marsalis

Students read to find out about the musician's early life and accomplishments and to note the structure and nature of a biographical sketch. (Not as in depth as a full biography).

Assignment:

week of 2/20-22/2008

Short week this week.

We are continuing to read non-fiction/expository selections for the purpose of locating information, recalling details, and making inferences based upon what was read.

This week we will be reading from the Grade 8 Literature book.

Wednesday 2/20:  "High Jumpers", pp.56-61 Interdisciplinary Lesson (Language Arts/ Health)

• Biographical sketch on Dr. Ben Carson
• How to Overcome Obstacles in Life
• Self-Esteem

Using a set of questions to guide the reading, students located specific information, recalled details about Dr. Carson's early life, inferred ways to persevere in hard times, and identified the qualities of postiive self-esteem.

Assignment: Write detailed answers to the five questions and write a one paragraph essay for question #6 which asked what qualities or strengths the student thought a person would need to overcome hurdles.

The assignment was begun on Wednesday and will be due at the end of the class period on Friday.

Thursday 2/21:  Continue/Complete assignment and final draft of essay for "High Jumpers.

Students completing Wednesday's assignment will move on to "Forces of Destruction", pp.224-227, interdiscipinary lesson (Language Arts/Science-related) on hurricanes and other storms with the potential to cause great harm to human life.

Assignment: The same procedure will be followed for the reading of this lesson as was used on Wednesday, using the guided reading questions to practice the focus skills: locating info, recalling details, inferencing.

For the Critical Thinking question students will design a plan for staying safe during a natural disaster as it relates to their own home situation. What would do? Where would you go? Who in the household might need special assistance? Etc.

Homework: None assigned