Here is a worksheet on the Greek root andr/o. It means male, man, and stamen. You’ll find this root at the base of the verb philander, the noun android, and an adjective high schoolers, in my experience, are always interested to learn, androgynous.
If you find typos in this document, 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.
“specific language disability (SLD): A severe problem with some aspect of listening, speaking, reading, writing, or spelling, while skills in the other areas are age-appropriate. It is also called specific language learning disability.
The problems vary in focus and intensity, ranging from mild to severe. Some have severe problems with listening and reading (or receptive language) while others struggle with writing (expressive language); Other problems that often appear together with a specific learning disability include mild to severe organization problems and difficulty with directions.
Specific language disability may be a disorder of the left hemisphere of the brain, or a dominant right hemisphere.
Treatment Options and Outlook While there is no cure, the disability can be managed using educational methods and unconventional learning techniques. A multisensory approach is extremely important in teaching these students, making sure the person must hear, say, see, write, and use movement and feeling. For the reader with a specific language disability, this varied approach ensure that information will move from short- to long-term memory. This approach is called the VAKT (Visual, Auditory, Kinesthetic, and Tactile) method.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Here is a learning support on using infinitives in sentences. You know that to form of a verb, as in to install, to defenestrate (defenestration is the Word of the Day today at Merriam-Webster) and to stir. I’m working a range of new materials on using gerunds and infinitives in sentences–they’ll soon begin to appear here–and realized I needed a support on infinitives.
So here it is.
If you find typos in this document, 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.
“To accurately teach reading via a systematic synthetic phonics approach, and be able to discuss this teaching with colleagues, teachers need to be aware of a whole range of terms. For instance, they need to know that a ‘digraph‘ is a grapheme made up of two letters. They need to know that a diphthong is a sound made-up sound of two vowel sounds, as well as how to recognise a dipthong in speech. They need to know about the ‘schwa‘ vowel sound because this is linked to problems children have with spellings. They need to know what a ‘morpheme‘ is–the smallest unit of meaning–and how this differs from a ‘grapheme.’ They need etymological knowledge such as the origin language of a word; is it Anglo-Saxon, French, or perhaps Latin?”
Ashman, Greg. The Truth about Teaching: An Evidence-Informed Guide for New Teachers. Los Angeles: Sage, 2018.
Here is a context clues worksheet on the noun scuttlebutt. The context provides support for inferring the simplest vernacular meaning of this word, i.e. “rumor” and “gossip.” (But did you know it also means “a cask on shipboard to contain freshwater for a day’s use” and “a drinking fountain on a ship or at a naval or marine installation”? I didn’t.)
This is too slangy a noun, I submit, for use in academic prose–though it would make for some snappy dialogue in, say, something along the lines of a Damon Runyon story. I’m not sure how I ended up with this other than it must of been the Word of the Day on Merriam-Webster at some point.
If you find typos in this document, 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.
“The notion ‘grammatical’ cannot be identified with ‘meaningful’ or ‘significant’ in any semantic sense. Sentences (1) and (2) are equally nonsensical, but…only the former is grammatical.
(1) Colorless green ideas sleep furiously.
(2) Furiously sleep ideas green colorless.
Noam Chomsky, Syntactic Structures ch. 2 (1957)
Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Here is a reading on Louis Pasteur and pasteurization along with its accompanying vocabulary-building and comprehension worksheet. Given the current ascendance of germ theory denialism, this reading, from the Intellectual Devotional series, is particularly timely
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.
“Conducting a survey for a question-and-answer book he was editing, George Oppenheimer once quizzed Kaufman on geography—a subject that thoroughly bored G.S.K. One of the questions read: ‘What is the longest river in South America?’
After a moment. Kaufman queried, ‘Are you sure it’s in South America?’”
Excerpted from: Drennan, Robert E., ed. The Algonquin Wits. New York: Kensington, 1985.
Posted in English Language Arts, New York City, Quotes, Reference
Tagged humor, literary oddities
Here is a Cultural Literacy worksheet on the concept of the Freudian Slip. This is a half-page worksheet with a single-sentence reading and three comprehension questions. I cannot, for the life of me, remember why I wrote this. Usually, that means I put some together in response to student interest; that is all but certainly the case here.
This might be too abstract or advanced an idea for some students–and, depending on one’s thoughts about such things, it might also be a bit risque. I don’t know. I do know that it’s worth mentioning that there is a more clinical term for the Freudian Slip, to wit, parapraxis. This worksheet, as it is in Microsoft Word, could easily be recast to call upon students to understand the concept of parapraxis.
If you find typos in this document, 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.
“Rotten Reviews: Pilgrim at Tinker Creek
‘I have never seen frogs in Virginia ‘shout and glare’…”
Loren Eiseley, Washington Post Book World
Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.
Posted in English Language Arts, Quotes, Reference
Tagged fiction/literature, humor, literary oddities
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