Yearly Archives: 2016

The Weekly Text, January 22, 2016: Two Context Clues Worksheets on the Adjective Empirical and the Noun Empiricism

Here, as I mentioned last week, are two context clues worksheets on the words empirical and empiricism. These sat on my work table for months before I finally summoned the will to use them a couple of weeks ago in two of my classes. I avoided them because I’d erroneously assumed that these words, or the concepts they represent, were simply too abstract for the struggling and often disengaged learners I serve.

Once I started leading the students through them, however,  I realized we were in one of those  serendipitous “teachable moments.” To our surprise. a series of Socratic exchanges quickly yielded–on both worksheets, which we completed, interestingly, on two non-successive days–definitions that were within two or three words of those in Merriam-Webster’s Collegiate Dictionary, Eleventh Edition (which, incidentally, is the dictionary I use to guide me when I write sentences for these kinds of context clues worksheets). We all, I think, found this gratifying.

Immediately after these classes, when I’d realized what had happened, I grabbed my notebook and wrote down the sequence of questions I asked to guide students through these two exercises. I shaped them into typescript; I’ve included them at the bottom of the two worksheets linked to above.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

What Better, Indeed?

“What better or greater gift can we offer the republic than to teach and instruct our youth?”

Marcus T. Cicero (106-43 B.C.)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, January 15, 2016: Two Glossaries on the Parts of Speech

It has been a hectic week, characteristic of January in this school, which is always a concatenation of testing and extracurricular activities. For this week’s text, I offer up a couple of learning supports. The first is a basic glossary of the parts of the speech. This version of this support contains simple descriptions of each of the parts of speech with a few spare examples of their use. The second is a supported glossary of the parts of speech which includes a fuller description of each part of speech, along with some sentences that demonstrate their use.

If you use these, as always, I’d very much like to hear how; moreover, I’d like to hear from you if you have any suggestions about how I might further develop or improve these learning supports–or how you have done so.

Earlier this week, I had a very interesting experience teaching the words empirical and empiricism, by way of context clues worksheets, to some of the struggling readers and learners whom I serve. In both of the classes in which I used these worksheets, students, secondary to my Socratic questioning, were able to infer the meanings of both of these highly abstract words. Next week or the week after, as time permits, I plan to post these worksheets with a blog post on the line of questioning I used to elicit the meanings of these words.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Teaching the Whole Child

“Anxiety checks learning. An overall feeling of inferiority, a temporary humiliation, a fit of depression, defiance or anger, a sense of being rejected, and many other emotional disturbances affect the learning process. The reverse is true; a feeling of well-being and of being respected by others stimulates the alert mind, willingness to participate, and an attitude conducive to learning.”

Eda LeShan The Conspiracy against Childhood (1967)

Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.

The Weekly Text, January 8, 2016: A Lesson Plan on Teaching the Ordinal Centuries

Over the years, I have seen students suffer persistent confusion over the difference between the cardinal (counting numbers) and ordinal (numbers that place things in rank or order) numbers historians, and therefore social studies teachers, use to name and number centuries. It goes without saying, I assume, that a lack of understanding of this basic means of understanding historical time leads to confusion about the scope, sequence and, indeed, sweep of history. Understanding this discourse is by any standard, I should think, necessary for any basic understanding of what is going on in a social studies classroom.

Yet, I have not seen this way of understanding historical time taught explicitly in my thirteen years as a social studies/English/special education teacher.

So, fresh from Mark’s Text Terminal for the New Year, here is a complete lesson plan on teaching the ordinal centuries. Under this link you’ll find a lesson plan, two context clues for the noun phrase cardinal number and the adjective ordinal (and you may want to take a look at the Focus on One Word Worksheets Users’ Manual to work with those), and a scaffolded worksheet.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Happy New Year, 2016!

“I believe that education is a process of living and not a preparation for future living.”

John Dewey from a Pamphlet Published by E.L. Kellogg and Co. (1897)