One last thing this afternoon, to wit a worksheet on the Greek roots gnos, gnom, and gnomon. They mean knowledge, and they show up in words like diagnosis and prognosis, which makes this another one of those roots to produce a lot of words in the health professions.
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.
Here’s a series of five homophone worksheets on the noun role, the noun roll, and the verb, used both transitively and intransitively, roll. In general, and only this conclusion requires only scant thought, roll as these two parts of speech is a very busy polysemous word.
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.
“Learned Institutions ought to be favorite objects with every free people. They throw that light over the public mind which is the best security against crafty and dangerous encroachments on the public liberty.”
James Madison (1751-1836)
Excerpted from: Howe, Randy, ed. The Quotable Teacher. Guilford, CT: The Lyons Press, 2003.
On a bright autumn afternoon the day before Halloween, here is an independent practice worksheet on the Roman Republic.
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.
“Pure melodrama. There is not a touch of characterization that goes below the skin.”
George Bernard Shaw, Saturday Review 1897
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
I wrote this context clues worksheet on the noun caravan to introduce a lesson on the African gold-salt trade. In any case, it seems like a good word for young people to know.
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.
“Morphology: The study of the grammatical structure of words and the categories realized by them. Thus, a morphological analysis will divide girls into girl and –s; singer into sing and –er, which marks it as a noun referring to an agent.
A category is ‘morphological’ if it is realized within words. This morphological case is case as realized by different elements within nouns or words of other classes as opposed to an abstract case which might be realized differently or not at all. A morphological causative is a causative form of a verb as opposed to a causative construction, and so on.”
Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.
Since I’m already sitting here this afternoon, here is a Cultural Literacy worksheet on copyright. It’s something students with budding artistic talents and aspirations ought to know.
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.
“I respect faith, but doubt is what gets you an education.”
Wilson Mizner, quoted in Edward Dean Sullivan, The Fabulous Wilson Mizner (1935)
Excerpted from: Shapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.
Posted in English Language Arts, Quotes, Reference, Social Sciences
Because by now it is a truism that context determines meaning, I won’t bother to ornament this post with the myriad quotes about that maxim. Moreover, I think the preponderance of posts containing context clues sheets on this site affirms my insistence on using context to help students understand meaning–particularly of the vocabulary words they must possess in order to achieve in school.
While rummaging through the archives just now, I round this learning support on using context for understanding. It’s really just a squib that I copy and paste into worksheets in various iterations in order to support students in mastering this way of knowing. Looking at it, I can see how it could serve as the basis for a variety of worksheets.
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.
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