Category Archives: English Language Arts

This category contains domain-specific material–reading and writing expository prose, interpreting literature etc.–designed to meet the Common Core standards in English language arts while at the same time being flexible enough to meet the needs of diverse and idiosyncratic learners.

John Humphrey Noyes

“John Humphrey Noyes: (1811-1886) U.S. social reformer. Born in Brattleboro, Vermont, he studied for the ministry at Yale and declared his belief in ‘perfectionism,’ announcing that he had achieved a state of sinlessness. In 1836 He organized a community of ‘Bible communists’ in Putney, Vermont, where he advocated free love and ‘complex’ marriage as opposed to ‘simple’ or monogamous marriage. Arrested for adultery in 1846, he fled to Oneida, New York, where he established the Oneida Community, which he led until 1879, when he fled to Canada to avoid legal action. He wrote several books on perfectionism and a history of U.S. utopian communities.”

Excerpted from: Stevens, Mark A., Ed. Merriam-Webster’s Collegiate Encyclopedia. Springfield, Massachusetts: Merriam-Webster, 2000.

Common English Verbs Followed by Gerunds: Enjoy

Here is a worksheet on the verb enjoy as it is used with a gerund. I’m not sure I enjoyed writing a group of worksheets of dubious value.

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.

Book of Answers: Poor Richard’s Almanack

“How long was Poor Richard’s Almanack published? Benjamin Franklin published it in Philadelphia from 1733 to 1758. After 1748, the almanac was called Poor Richard Improved. Franklin sold it in 1758, but it continued to be published until 1796.”

Excerpted from: Corey, Melinda, and George Ochoa. Literature: The New York Public Library Book of Answers. New York: Simon and Schuster, 1993.

Benjamin Franklin

Here, on the Fourth of July 2022, is a reading on Benjamin Franklin along with its accompanying vocabulary-building and comprehension worksheet. And that’s about it: a couple of Microsoft Word documents you can adapt to the needs of your students.

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.

Term of Art: Teaching to the Test

“teaching to the test: The practice of devoting extra time and attention in the classroom to the skills and knowledge that will be assessed on the state or district test. Critics claim that it reduced education to a limited range of skills, ignores the importance of comprehension, and neglects subjects that are not tested, such as history, civics, geography, and the arts.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Word Root Exercise: Syn-, Sym-, Syl-, Sys-

Alright, here is a worksheet on the Greek word roots syn-,sym-,syl-, and sys-. They mean, simply, together and same. These are fertile roots in English, and they give us words like symbiosis, symmetry, synchronize, synergy, and synthesis. All of those words are included in this document. Other common words growing from this root, such as synonym, are not here–but as students learn roots, they will recognize syn means together and same, and will be most of the way to defining the word.

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 Devil’s Dictionary: Government

“Government, n. A modern Chronos who devours his own children. The priesthood are charged with the duty of preparing them for his tooth.”

Excerpted from: Bierce, Ambrose. David E. Schultz and S.J. Joshi, eds. The Unabridged Devil’s Dictionary. Athens: The University of Georgia Press, 2000. 

Cultural Literacy: Republic

It’s Independence Day in the United States, so I can think of no better time to post this Cultural Literacy worksheet on the republic as a form of government. This is a full-page worksheet with a reading of four sentences–all of them compounds–and six comprehension questions. The reading, incidentally, does a nice job of differentiating republics and democracies.

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.

Queen Anne Style

“Queen Anne Style: An American architectural style of the late 19th century which exuberantly combined many unlike textures, materials, and forms into an asymmetrical, composite building. Towers, turrets, elaborate chimney pots, bays, projecting porches, and verandas are all hallmarks of a Queen Anne structure.”

Excerpted from: Diamond, David G. The Bulfinch Pocket Dictionary of Art Terms. Boston: Little Brown, 1992.

Contend (vi/vt)

Here is a context clues worksheet on the verb contend. This verb is used both intransitively and transitively. For the context clues in this sentences, the two intransitive definitions, “to strive or vie in contest or rivalry or against difficulties,” and “to strive in debate” are the ones students will probably most quickly infer.

It’s worth mentioning, I guess, that the transitive definitions of contend, to wit “maintain,” “assert,” “to struggle for,” “and contest” don’t go too far afield of the intransitive meanings.

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.