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.

Unified Science or Unity-of-Science View

“Unified science or unity-of-science view: In the philosophy of logical positivism, the doctrine holding that all science share the same language, laws, and method. The unity of language has been taken to mean that either that all scientific statements could be restated as a set of protocol sentences describing sense-data or that all scientific terms could be defined using physics terms. The unity of law means that the laws of the various sciences must be deduced from some set of fundamental laws (e.g. those of physics). The unity of method means that the procedures for supporting statements in the various sciences are basically the same. The unity-of-science movement that arose in the Vienna Circle held to those three unities, and Rudolf Carnap’s ‘physicalism’ supported the notion that all the terms and statements of empirical science could be reduced to terms and statements in the language of physics.”

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

Nuclear Fission

Moving along, here is a reading on nuclear fission with its accompanying vocabulary-building and comprehension worksheet. Science teachers take note (I guess): This is a good general introduction to a complicated topic.

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: Text-to-Self Connection

“text-to-self connection: A learning strategy applied by elementary students while reading a text. Prompted by the teacher, students ask themselves whether the text they are reading reminds them of something that happened in their own lives, Advocates claim that making these connections helps students think about and understand what they are learning. Critics contend that the approach is artificial, makes reading a technical process, and does not help students appreciate literature that does not relate to their own lives.”

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

Word Root Exercise: Vor

Here is a worksheet on the Latin word root vor, which means to eat. You’ll find this productive root, unsurprisingly, at the base of words like carnivore, herbivore, and insectivore and voracious (all included in this document) as well as omnivore, not included here but a nice example of a pair of Latin roots–omni means all–combining to give us a useful word–someone or something that eats everything.

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 Doubter’s Companion: Zeno

“Zeno: Father of the paradox. Philosopher of the fifth century BC, A source of Socrates’ technique and of humor as a weapon against power and pedantry. The other Zeno, also a philosopher and father of the Stoic movement, committed suicide.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Cultural Literacy: Attila the Hun

Here is a Cultural Literacy worksheet on Attila the Hun. This is a half-page worksheet with a three-sentence reading and three comprehension questions. This is a good general introduction to Attila, but to appreciate fully the wide swath he cut through history, and the consequences of it, you will probably need to dig a little deeper than this document does.

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.

Kinetic Art

“Kinetic Art: Art that moves, driven by atmospheric forces (e.g. Alexander Calder’s mobiles) or by motors, magnets, etc. Retrospectively applied to sculpture in motion created since the 1920s, recent kinetic art includes machine ‘sculptures’ by the art collective Survival Research Laboratory.

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

Envisage (vt)

Here is a context clues worksheet on the verb envisage, which is only used transitively–so don’t forget your direct object. The word itself means “to view or regard in a certain way,” and  “to have a mental picture of especially in advance of realization,” which are the definitions this worksheet’s context clues aim to elicit from students.

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.

H.G. Wells on Moral Indignation

“Moral indignation is jealousy with a halo.”

H.G. Wells

Excerpted from: Winokur, Jon, ed. The Big Curmudgeon. New York: Black Dog & Leventhal, 2007.

Common English Verbs Followed by Gerunds: Keep

Here is a worksheet on the verb keep as it is used with a gerund. I keep denigrating these documents; should I?

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.