Here is a context clues worksheet on the verb alienate, which is used only transitively. This seems like a particularly important word for everyone in the world to know right now.
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.
Let’s start this week, the last before I take a substantial break from blogging for a few weeks, with this complete lesson plan on the Crime and Puzzlement case “Check It.”
I begin this lesson with this Cultural Literacy worksheet on the American idiom “read the riot act” to get the class settled and engaged after a class change. Here from the Crime and Puzzlement book is a PDF scan of the illustration and questions that drive the analytical activity that is the gravamen of this lesson. Finally, here is the typescript of the answer key that solves the case.
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.
First thing on Monday morning, the first of the summer break, here is a reading on puberty and its accompanying vocabulary-building and comprehension 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.
Finally, on an otherwise lazy Sunday afternoon, here is a Cultural Literacy worksheet on the idiom feather one’s own nest.
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.
“Research shows that depth of vocabulary matters to reading comprehension. Children identified as having difficulty in reading comprehension (but who can decode well) do not have the depth of word knowledge that typical readers do. When asked to provide a word definition, they provide fewer attributes. When asked to produce examples of categories (“name as many flowers as you can) they produce fewer. They have a harder time describing the meaning of figurative language, like the expression ‘a pat on the back.’ They are slower and more error-prone in judging if two words are synonyms, although they have no problem making a rhyming judgement.”
Excerpted from: Willingham, Daniel T. The Reading Mind: A Cognitive Approach to Understanding How the Mind Reads. San Francisco: Jossey-Bass, 2017.
Given the current state of human civilization, this worksheet on the Greek root dys ought to be useful. It means, of course, bad, difficult, abnormal, and impaired.
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.
“Neologism (noun): A newly coined word or phrase, or novel expression in increasing usage (as contrasted with a nonce word); a new meaning for an old word. Adjective: neological, neologistic; noun: neology, neologist; verb: neologize.
‘He landed in lexicography footnotes first, with an appendix to his M.A. thesis—listing neologisms committed by English romantic poets.’” Israel Shenker, Harmless Drudges.
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
Posted in English Language Arts, Quotes, Reference Materials
Tagged grammar, usage, and style, term of art
