New Words July 2020

New Words A Student Publication of Reading Works

July 2020| VOL. 5, NO. 4

Looking for Sameness in Words

By Lee

Basic Literacy, 3rd year Homophones: words that sound alike but have different spellings and definitions 1.

Draw a line that connects the word in List 1 to one that sounds like it in List 2.

(They sound alike, but their spelling and meanings are different)

List 1 Road Soar Load Oar Boar Loan

List 2 lode Ore bore rode lone sore

2. Underline the spelling pattern that is the same each word in List 1.

3. Circle the two letters of a spelling pattern seen in List 2.

Wild Polar Bears

by Lee

Basic Literacy, 3rd year hen I went to Seal River, Canada near Hudson Bay to photograph polar bears, I took a small plane and very little luggage. I had never seen polar bears in the wild. In the zoo, they have balls for them to play with. In the wild, we photographed them with long lenses playfighting and sliding on the ice to entertain themselves. But they are dangerous.

We were hiking a long way on icy ground to find bears to photograph. It's hard work because it is 20 degrees below zero. We had parkas, gloves and cold feet in heavy boots. We saw two guys in the distance taking pictures of one bear. Polar bears don't bother big groups. But we saw another polar bear circling them to possibly eat them, so the men were between the two bears. The two men didn't see that. Our guide went towards them and shot into the air to scare the bears off.

It was an exciting trip—I saw the polar bears REALLY in the wild!

Homophones: road/rode

How Reading Works Has Changed My Life

By Nafeesa

English Second Language, 3rd year want to start by showing my thanks for my first teacher here in the United States of America, Maya. She was an excellent teacher; she taught me for 15 months. In her classes, we spoke in English, read interesting books, wrote stories, and sometimes we prepared food and ate it together. Those times with her were very dear to me. It made me want to learn English and make her proud of me. She was a patient person and she made sure I learned the lesson completely. Maya always encouraged me. I am so happy she was my teacher. Her work paid off because now I am better in my English.

I am thankful to Nancy for helping me learn English as my fantastic teacher. It has been a year since Nancy became my teacher. My English is improving every day, and I am happy thanks to her. In her classes every Wednesday for 2 hours, we read books and speak and write English. My classes with Nancy are enjoyable, and I get very excited before them. She has helped me with English with more difficult vocabulary and way of speaking. I like very minute I spend with her.

I am also thankful to Cindy for giving me with these two amazing teachers. If Cindy did not provide me with Maya and Nancy, I would not have been this far along in English.

To make Cindy and my two tutors proud, I will continue learning English and reach my goals.

The Corona

By Martha

English Second Language 4th year

With the corona everybody wears a mask to stay safe outside.

My life in the United States…

The life is peaceful.

I am happy because all my family live here my mother, brother sister my husband and my kids I do not like the neighbor because they never go outside I like that all the students they have opportunities.

I do not like the mall and grocery store it have far Silvia - 1st year ESL student My Life in the United States…

1. My life in the United States is better because in Mexion I was poor.

2. My life in the United States is sad because my family is not here.

3. My life in the United States is good but I need learning English because all people talk English.

4. My life in the United States is better because have more opportunities for studying Maria P - 1st year ESL student

My life in the United States…

My life in the United States was difficult because I coldn’t see my family many year ago.

I have lived 23 years here. I feel great with my children, but I don’t like that we need work too much.

Maria M - 1st year ESL student

My Life in the United States…

1. is going well.

2. is a big change compared to Brazil.

3. is interesting because Im always learning something new.

4. It was a little hard when I cmud here because english is like japanese to me. I coud’n understand anything 5. is better than Brazil.

6. is good but I miss my family in south America Hellington – 1st year ESL student

My Life in the United States…

My Life in the United States is happy My life in the United States is sad, because I would like to vist Mexico My life in the United States is good because I could by my house My life in the United States because my daughter has the possibility to be colegio a student Olga - 1st year ESL student

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NEW WORDS | July 2020

World War 2 Weaponry

By Leon

Hi-SET, 1st year WW2 was a hell of a battle that threw many nations at the throats of one another. A battle of the Allies (U.S., Britain, China, and Russia) vs. the Axis (Italy, Japan and Germany) where any given man, weapon and advantage were greatly necessary. This need for the upper hand would be introduced through a variety of weaponry and combat vehicles on both sides. What we consider today to be old fashioned were revolutionary weapons of combat for their time. Both sides were issued different weapons but with almost similar capabilities.

Each nation had their own set of pistols, rifles, sub machine guns and other various weapons for ground use. Some honorable mentions include the 1911, Luger, Girand M1, MP40, and even the gangster-inspired Tommy gun. Even the flame thrower, which was introduced by the Germans in WW1, played a bit of a role in the war, especially when it came to clearing out foxholes and caves. Some weapons were sufficient than others, but each had their uses in specific firefights. “Bang bang bang” is always nice, but a bit of “vroom vroom” will take you pretty far too (literally).

Vehicles such as tanks, aircrafts, and submarines were essential in controlling the fight on any terrain. Tanks, such as the Panzer and Stuart light tanks for example, were heavily armored and armed with huge cannons to plow through large enemy forces. Submarines and aircraft carriers not only transported soldiers, artillery, and other goods overseas, they were also heavily armed to fend off other forces from doing the same. Fighter jets and bomber planes provided air cover as well as dropped bombs on ground forces. The best way to bring any of these behemoths down: a big BOOM! Many explosive weapons were used to control large and heavily armored forces. Grenades and Molotov cocktails were thrown to create large explosions (or ignite flamible liquids to start a fire for the ladder).

Mines were placed to explode unsuspecting soldiers and vehicles that traveled over them. Bazookas and mortars shot out explosive projectiles that could destroy heavily armored vehicles and structures. The atomic bomb, the most known and deadly of the bunch, was dropped on Hiroshima and Nagasaki when the Japanese refused to surrender right after the Germans surrendered.

These weapons paved the way for new advances in weapon technology, so they are not to be taken for granted. Now we have weapons that are so advanced that anyone from the 19th century and earlier would think they just came out of some futuristic planet or a video game. In fact, some believe that, in another couple of years from now, we might even get power suits like the ones you would see in the iron man movies, or even from the halo video games. If we can go from having what we had in the 19th century to what we have now, there’s no telling how much farther we can go. With enough skill and education, we could possibly reach the world of tomorrow, by tomorrow.

NEW WORDS is written by students of Reading Works.

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