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https://www.candlelightstories.com
For authentic story resources

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Streaming live Tarot readings and discussion, Fortnite, Thrill of the Fight VR Boxing, World of Warcraft, and crazy films! Live streams happen whenever you see them here.

Posted in: Tagged: Boxing, eSports, boxing, eSports, Fight Night Champion, Fortnite, game streaming, Grand Theft Auto V, livestream, Mixer, Red Dead Redemption, Role Playing Games, RPG, streamers, The Thrill of the Fight, Twitch, virtual reality, World of Warcraft Fortnite, Game Streaming, Games, Gaming, Live Video, Mixer, Role Playing Games, Twitch, World of Warcraft |

We've been holding live Tarot reading events in AltspaceVR with host Cimaxion doing the cards. These events happen inside the Tarot Temple virtual reality world and are accessible in 2D as well on Windows and Mac computers. The whole idea of doing live readings inside a fun world is really catching on and the groups that join for these are growing each time we do them. It's really fun and the people are getting into the whole spirit of it.

We do Tarot with a positive spin that uses the cards for inspiration and as guideposts for things to pay attention to as we make our way through a sometimes confusing world. The people who attend these events are showing so much enthusiasm for the idea that we are trying to offer more content each day.

Please do come join us for Tarot reading fun!

This is a link to tonight's event at 6:00 pm PST: https://account.altvr.com/events/1882115059476332716

You can access these events very easily - don't let the virtual reality part hold you back because there are other options.

Hope you can make it!

Posted in: Tagged: Livestream Events, Meditation, AltspaceVR, fortune telling, livestream, meditation, metaverse, mindfulness, psychic, Tarot, Tarot readings, Twitch, virtual reality Metaverse, Mindfulness, Mysticism, Tarot, Tarot Videos, Transmutology, Twitch, Virtual Reality |

This is fun. The livestream of the League of Legends Worlds 2021 happens at 4:00 am Pacific Time on 10/8/2021. I'm learning how to play the game and it's nice to finally be able to watch and understand some of what's going on.

Posted in: Tagged: Game Streaming, Games, eSports, gamer, League of Legends, livestream, MOBA, multiplayer online battle arena, Worlds 2021 Gaming |

Come join the Twitch livestream: https://twitch.tv/cimaxion

Posted in: Tagged: Mysticism, Philosophy, alchemy, Alessandro Cima, cartomancy, divination, fortune telling, meditation, Meditations on the Tarot, New Age, philosophy, psychic, psychology, religion, self-help, spirit guide, sprituality, Tarot, Tarot for love, tarot for relationships, Tarot of Marseille, tarot reading, The Way of Tarot, Transmutology Psychology, Spiritual Pursuits, Tarot, Tarot Videos, Transmutology |

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DOWNLOAD PINOCCHIO - CHAPTER 18
Click here to get all the chapters
We're back! The story continues.

This is one of the great children's stories of the world. Carlo Collodi's 1883 masterpiece, The Adventures of Pinocchio, is the story of the wooden marionette who desperately wants to be a real boy. His adventures are full of mischief, wonder, sadness, joy, treachery, danger and all the exuberant life of a real Italian boy. This is the English translation by Carol Della Chiesa.
Reading and illustration by Alessandro Cima All audio stories are Copyright © Candlelight Stories, Inc., All Rights Reserved. Do not distribute copies of our MP3 audio or video stories. They are for your personal use. If you choose to burn our MP3 stories onto a personal CD, do not make copies of the CD or distribute them to other people. Also, do not sell CDs containing our audio stories. All audio stories are copyrighted by Candlelight Stories, Inc.

Posted in: Tagged: Audio Stories, Children's Audio Stories, adventure, Carlo Collodi, Chiesa, children, Geppetto, Italy, marionette, novel, Pinocchio, puppet Children's Stories, Pinocchio, Podcasts |

Here's something fun for kids. An audio story by Artie Knapp, the author of quite a few illustrated stories that have had a home right here on the web for a long while now. This is a very well-produced audio story with a full cast of actors and an original music score. So settle in with some popcorn on the sofa and get ready for a charming tale of individuality.

Here are the credits for the story:

Written by Artie Knapp

Narrator - Alessandro Cima

Toby - Eric Knudsen

Peter Harpole - Don Smith

Mrs. Harpole & Paula the Hen - Christine Jones

Annie & Ellie - Kristen Erdman

Edited by Sachin Kumar

Music by Valentin Sosnitskiy

Posted in: Tagged: Audio Stories, Audio Stories on the Web, Artie Knapp Children's Audio Stories, Children's Stories |

As I learn and level up a warrior character in World of Warcraft I find my way across and entire continent in the game, whining and moaning all the way about how hard it all is.

Posted in: Tagged: Gaming, World of Warcraft | gaming, World of Warcraft

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Streaming live Tarot readings and discussion, Fortnite, Thrill of the Fight VR Boxing, World of Warcraft, and crazy films! Live streams happen whenever you see them here.

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Teachers of multilingual learners (MLs) interested in the Grammaring approach

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When learners simultaneously interact with a language form, its meaning, and its appropriate use while learning a language skill, such as listening or writing  (Larsen-Freeman & Celce-Murcia, 1999)

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Japanese

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7th / 13

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WIDA Level 4 - Expanding

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4 years (since 3rd grade)
Some exposure to English prior to arrival

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High: Home Internet, cell phone, laptop, & video game consoles

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Focus: Form
Learner will preface nouns with the article "the" with at least 80% accuracy.

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Focus: Meaning
Learner will inflect verbs with -ed to convey past-tense meaning with at least 90% accuracy.

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Focus: Use
Learner will use count and non-count nouns appropriately, following usage patterns of native English speakers, in collocations and common expressions with at least 80% accuracy.

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9 weeks

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Lack of "the" definite article;
Lack of determiner agreement (sing/plural);
Improper possessive punctuation;
Overgeneralization of present-tense verb form;
Problems with count vs. non-count nouns (grammatic- & pragmatically odd usage)

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https://www.candlelightstories.com/2010/01/14/storybook-a-trip-to-the-market/

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Hop...step...hop went Beth up the driveway. She flung open the wooden gate and galloped into the backyard.

"Please go to the store for me," said her mother. "I'm not done planting the tulips."

"What are we having for lunch?" Beth asked.

"I haven't decided yet, but we need bread."

Slap...slap...slap went Beth's pink running shoes on the way to the store.

"I love raisin bread," she thought. "But we haven't had corn in a long time. Hot buttery corn!"

Bump! A tall girl in yellow striped spandex shorts skated past. Click...swish went her wheels.

"Wow! I wish I could rollerblade that fast!" thought Beth.

As she ran along the cement, Beth pretended to zoom down steep hills in her striped yellow shorts, around sharp corners, and past all the slow people.

Beth ran into the market.

"Hello, Mr. Mike," Beth said. She called all the men Mr. Mike and all the women Ms. Mike who worked there. After all, it was Mike's store. Beth scanned the candy shelves.

"I've come to buy..." Beth stopped. "My mother wanted... Uh, I can't remember."

"Was it something to eat?" the storekeeper asked.

"Yes. It was for lunch. I was thinking how much I loved raisin bread and then this awesome girl whizzed by in bright yellow shorts. Wait! I know! It's corn!"

"Good for you," the storekeeper said. He handed Beth four ears of corn.

Beth tore into her house. Her mother was drying her hands.

"Corn!" cried her mother. "I didn't want corn. I wanted bread."

"Oh...sorry."

"Yes, well, back you go."

Scrape...scrape...scrape went Beth's feet down the sidewalk. She dragged her toes over the cement.

"I like raisin bread but I wish we were having brown beans too," she thought. "Hey, what's that?"

A leaf jumped in the grass. She tip-toed closer to the ragged leaf. Again it moved! Beth giggled. It was clamped in the mouth of a green bug.

"It isn't jumping by itself," she thought. "That would be weird. Just like Mexican jumping beans."

Beth daydreamed about hopping leaves, somersaulting flowers and twirling trees.

Beth whirled into the shop. The bell jangled sharply.

"Hello, Mr. Mike."

"Hello again, Beth. What would you like to buy this time?"

"Please may I..." Beth stopped. "I forget what I wanted."

"Was it for lunch?"

Beth nodded. All she could remember were leaping leaves and flipping flowers.

"Yes," Beth said hesitantly. "I think it was beans."

When Beth returned home she called out, "I'm back!"

Her mother pulled cooking pots from the stove drawer. She looked into the bag.

"Beans!" she cried. She shook her head. "No, no, Miss Forgetful. I wanted bread.

Pant...pant...pant went Beth as she raced back to the store. She would be too quick to forget this time.

"Raisin bread! Raisin bread!" she chanted. "But we need something to go with it," she thought.

A fire truck zoomed by, the siren smothering her thoughts. Beth watched it flash down the street.

The red lights gleamed like hothouse tomatoes.

"Wow! I'm going to be a firefighter! I'd make a great firechief," Beth dreamed.

She wailed like a siren all the way to the store. In she charged.

"Hello, Mr. Mike," she called.

"Hello again, Beth. You sure are a busy girl today."

"Yes. I would like to buy..."

She couldn't have forgotten again! Beth chewed the end of her hair. She remembered striped yellow shorts, hopping Mexican leaves and red fire engines.

"Oh, no," she sighed. "This just isn't my day."

"Well, let's see," said the storekeeper. "Last time it was beans and before that it was corn. What does your mother like to have with corn and beans?"

"Tomatoes!?" exclaimed her mother. "Beth, I don't think you are trying to remember. I'm going to write you a note."

"What did you want from the store?" Beth asked.

"Bread. Any kind of bread you can manage to buy."

"Oh yeah! I remember now," shouted Beth as she raced out the door.

"Wait! You forgot the note!"

Beth thought about bread. Bread as toast. Bread and peanut butter. Scrambled eggs on bread. French toast. Bread stuffing. Bread with jam. She kept her eyes straight ahead. She didn't stop to pat the puppy on a front lawn. She didn't join the girls skipping rope. She ran out of bread ideas just as she reached the store.

The storekeeper laughed. "Beth, you are my best customer today, but couldn't you buy it all at once?"

"This is my very last trip."

"If you say so."

Beth marched home with her bag and stamped into the house.

"Here it is, Mom."

"Here is what? Never mind. Whatever it is, it will do."

At lunch, Beth told her brother, "I made four trips to the store for Mom. I was a big help!"

Her mother chuckled as she placed Beth's food on the table.

Beth sighed happily. "Beans, corn, tomatoes and raisin bread! How did you know it was just what I wanted?"

"I can't imagine," said her mother. "Somehow, it just came to me."
The End "A Trip to the Market" Copyright © 1997 by Bonnie Blake
Illustrations Copyright © 1997 by Bonnie Blake
All Rights Reserved

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Hop...step...hop went Beth up the driveway. She flung open the wooden gate and galloped into the backyard. "Please go to the store for me," said her mother. "I'm not done planting the tulips." "What are we having for lunch?" Beth asked. "I haven't decided yet, but we need bread."

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Student text
NAE text
T-chart
Analysis questions
Pens/pencils

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1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate).
2. Student reads an authentic story written in NAE, such as Storybook: A Trip to the Market.
3. Teacher directs the student to:
a. circle all Ns in the selected passage;
b. complete a T-chart, with Ns on the right and any articles (i.e. "the") on the left;
c. answer questions about the Ns in the text.
4. Student performs the same analysis on her own text.
5. Student compares the use of articles in the two texts.
6. Student edits her own text based on her findings.

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Student text telling a story in the past
Minilesson on -ed
Flash cards (action images)
Tracking sheet
TAG questions
Pens/pencils
A partner

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Student text
List of NAE idiomatic expressions
Minilesson on idioms & (non-)count nouns
Picture sheet
T-chart
Pens/pencils
A partner

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Grammaring Project Materials_Idioms & count nouns

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1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate).
2. Teach minilesson (Tropp Laman, 2013) on -ed verb endings (see Materials).
3. Teacher pairs students with image flash cards.  One partner holds up a card, while the other student narrates what happened in the picture.  The partner will verify the narrator’s usage of the past-tense forms of the verb(s) listed on the back of the card, which only he or she can see.  After 1-2 minutes, the partners switch roles.  As a game, each pair may keep track of how many verbs they correctly put in the past tense (see Flash Card Tracking Sheet), and compete with other pairs.
4. Teacher circulates, checking Tracking Sheet, giving feedback.
5. Students review their stories, looking out for instances in which they intended to express a past action or event.
a. For each verb that they encounter in their own writing, they “play TAG” (see TAG Questions).

b. Students revise work as necessary.
c. Share time with active listening.
6. Teacher circulates, giving feedback.

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1. T-chart
2. Analysis questions
3. Student's edited story

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1. Tracking sheet
2. Student's edited story
3. Observations while circulating during activities

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1. Student writes a text sharing ideas about her own lived experiences (ELD-SI.4-12.Narrate). Teacher notes any errors with idioms or collocations.
2. Teach minilesson (see Materials).
3. Teacher pairs students & gives picture sheet, with Parts A and B:
Part A: Students work together to pair idiomatic expressions with their written meaning/definition. Example: "under the weather" = sick
Part B: Student chooses a scene (picture) and describes it to his/her partner, concluding the description with one of the idiomatic expressions.  Example: [picture of a boy in bed with a fever] "The boy is in bed and is not feeling well.  He is really under the weather."
4. Teacher circulates, checking picture sheet, listening to descriptions, and giving feedback.
5. Once familiar with the expressions, teacher explains count vs. non-count nouns with examples. Teacher "thinks aloud" to determine a count versus non-count noun.
6. Using T-chart, students identify and sort the nouns in the expressions as count or non-count.  Example:  "under the weather" (weather = non-count, category); "a perfect storm" (storm = count noun, a type of weather)
6. Teacher uses share time with T-chart to assess the lesson.

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Articles are “a difficult area” for Japanese learners (Swan & Smith, 2001, p. 304).  Recent studies show that “teaching students to focus on the function and practical application of grammar within the context of writing...produced strong and positive effects on students’ writing” (Graham & Perin, 2007, p. 21). For this reason, I am taking a more inductive approach to teach this skill.

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1. Picture sheet
2. Share time
3. T-chart
4. Observations while circulating during activities

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The accurate addition of English verb endings are common challenges for Japanese MLs: “Japanese students have the same difficulties as other learners with the complex English tense/aspect system” (Swan & Smith, 2001, p. 302). Therefore, this grammar point is important to reiterate. I chose this series of activities because they are interactive and involve the four primary modalities: speaking, listening, writing, reading.

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In Japanese, there is no distinction between count and non-count nouns (Swan & Smith, 2001).  For this reason, with Japanese speakers learning English, "number and countability pose major problems" (Swan & Smith, p. 304). Repetition learning these skills will help Japanese MLs to achieve greater proficiency. Combining this lesson with common idioms and collocations in NAE will also improve the learners' feel for how to use these expressions in everyday English and increase fluency.

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Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools.  Alliance for Excellent Education.

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The distinction between Countable and Uncountable nouns is an important concept for your ESL students to grasp. As your students learn new nouns, they should note whether they are countable or uncountable because this distinction determines how the nouns appear in sentences (plural forms, use of a/an, some etc...).

Challenges when teaching Countable and Uncountable Nouns

It can be challenging to find suitable lesson content to use with your ESL students. We have released three lesson plans under our Nouns Section here. From our teaching experience, here are some tips we can share when tackling the subject of countable and uncountable nouns with your students:

Don't focus on uncountable nouns being "things that you cannot count", this will confuse students, especially since many uncountable nouns can be counted (e.g. rice)

Don't focus on the practical reasons of why a noun can't be countable, because some English uncountable nouns are countable in other languages!

When giving early examples of uncountable nouns, try not to use nouns that are sometimes countable (e.g. pizza), foods in general can often be both countable and uncountable

Rather than spending too much time on the theoretical classification of countable and uncountable nouns, we suggest explaining that uncountable nouns are not used in the plural form, and using this distinction to build on other grammar rules.

In our first lesson, N7.1 - Countable-Uncountable-1, we start by reviewing the basic plural forms of nouns. We then review nouns that only have a plural form (because they have two parts) such as jeans and scissors. We then introduce the concept of countable and uncountable nouns (i.e. that uncountable nouns only have a singular form). We finalize the lesson by reviewing the grammar rules surrounding a and an (i.e. used only with singular countable nouns).

In our second lesson, N7.2 - Countable-Uncountable-2, after reviewing the basics of countable and uncountable nouns we introduce the concept of nouns being both countable and uncountable (e.g. paper and papers). Although this can be a complicated concept for students to grasp, we suggest focusing on the different meanings that nouns take on when used in a countable form and alternatively in an uncountable form:

In our third lesson, N7.3 - Countable-Uncountable-3, we introduce the use of some with plural countable nouns and uncountable nouns, and contrast the use of some with a/an. We also introduce the use of there is and there are with nouns. We finalize the lesson by explaining that most uncountable nouns are made up of countable parts (e.g. chair + table = furniture).

The intention of our three countable and uncountable lesson plans is to give your student a framework for understanding a complicated grammar concept. We would love to hear from teachers that have used these lesson plans with their students!

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How to Teach Countable and Uncountable Nouns - Off2Class

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The distinction between Countable and Uncountable nouns is an important concept for your ESL students to grasp. As your students learn new nouns, they should note whether they are countable or uncountable because this distinction determines how the nouns appear in sentences (plural forms, use of a/an, some etc...).

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English idioms, proverbs, and expressions are an important part of everyday English. They come up all the time in both written and spoken English. Because idioms don’t always make sense literally, you’ll need to familiarize yourself with the meaning and usage of each idiom. That may seem like a lot of work, but learning idioms is fun, especially when you compare English idioms

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Young, T., & Hadaway, N. (Eds.). (2006). Supporting the literacy development of English learners.  International Reading Association.
Pp. 85-87 discuss the "Thinking Aloud" process.

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lang = language
prof = proficiency
ILP = individualized language-learning plan
ML = multilingual learner
N = noun
NAE = North American English
US = United States
V = verb

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Celce-Murcia, M., & Larsen-Freeman, D. (1999).

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Celce-Murcia, M., & Larsen-Freeman, D. (1999).

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The grammar book: An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle Publishers.

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3 specific, measurable, & attainable language-proficiency goals, having to do with form, meaning, & use

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Grammar for teachers: A guide to American English for native and non-native speakers (2nd ed.). Springer Texts in Education.

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Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge University Press.

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From ideas to words: Writing strategies for English language learners. Heinemann.