Category Archives: Reference Materials

These are materials for teachers and parents, and you’ll find, in this category, teachers copies and answer keys for worksheets, quotes related to domain-specific knowledge in English Language Arts and social studies, and quotes on issues of professional concern. See the Taxonomies page for more about this category.

Rotten Reviews: The Wapshot Scandal

Fatally flawed.

Hilary Corke, New Republic

Excerpted from: Barnard, Andre, and Bill Henderson, eds. Pushcart’s Complete Rotten Reviews and Rejections. Wainscott, NY: Pushcart Press, 1998.    

Allegory

Allegory: A series of symbols existing harmoniously in a larger system of meaning. While a symbol most often takes the place of a letter, word, or image, such as the cross as a symbol of Christianity, allegory takes symbolism one step further by using images and/or stories to stand in for other ideas or abstract concepts. Picasso’s Guernica, rooted in events from the Spanish Civil War, works as an allegory for total war. (Disputed symbols include the wounded horse and the bull, representing Republican Spain and fascism, respectively.) From the mid-1950s to the mid-1970s, the primacy of abstract art made the use of allegory seem out of date. But with the advent of postmodernism and a return to figurative and narrative works, allegory has again flourished. Modernists Giorgio de Chirico, Max Ernst, and Jose Clemente Orozco make use of allegory, as do postmodernists Anselm Kiefer and Francisco Clemente.

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

Term of Art: Apposition

“Apposition: A syntactic relation in which an element is juxtaposed to another element of the same kind. Especially between noun phrases that do not have distinct referents: e.g. Lucienne is in apposition to my wife in Do you know my wife Lucienne? Thence of other cases where elements are seen as parallel but do not have distinct roles in a larger construction: e.g. Smith is said to be apposed to Captain in Do you know Captain Smith?”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

The Weekly Text, April 9, 2021: A Lesson Plan on Using the Indefinite Pronoun

This week’s Text is a lesson plan on using the indefinite pronouns.

I open this lesson with this Cultural Literacy worksheet on the proverb “any port in a storm.” In the event the lesson continues into a second day, I keep this Everyday Edit (and if you like these, the good people at Education World give away a year’s worth of them) worksheet on Duke Ellington handy. This scaffolded worksheet on using the indefinite pronouns is the mainstay of the lessons. Here is a learning support on subject-verb agreement when working with the indefinite pronouns that students can both use with the work of this lesson and carry away for future reference. And, finally, here is the teacher’s copy of the worksheet to make delivering this lesson a little bit easier.

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.

Book of Answers: Dante’s Inferno

“According to Dante’s Inferno (1321), who is at the bottom of hell? In the lowest circle of hell, the place for traitors, a three-faced Satan chews on three people: Brutus and Cassius, betrayers of Julius Caesar, and Judas Iscariot, betrayer of Jesus Christ.”

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

Write It Right: Brainy

“Brainy. Pure slang, and singularly disagreeable.”

Excerpted from: Bierce, Ambrose. Write it Right: A Little Blacklist of Literary Faults. Mineola, NY: Dover, 2010.

Constructivism

“Constructivism: The creation of three-dimensional abstractions from materials used in modern technics, e.g., wire, iron, plastic, glass, wood. The first constructivist exhibition took place in Moscow in 1920. With its emphasis on rationality and modern technology, constructivist sculpture focused on space rather than mass. Begun as a Russian abstract style, it is sometimes called Tatlinism, after one of the earliest constructivists. Leader constructivists are Antoine Pevsner, Naum Gabo, and Laszlo Moholy-Nagy; Alexander Rodchenko and Vladimir Tatlin both applied constructivist principles to architecture and design.”

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

Term of Art: Auxiliary

“Auxiliary (Aux): A verb belonging to a small class which syntactically accompanies other verbs: distinguished as such from a lexical verb, of full verb. E.g. could and have are auxiliaries, accompanying a form of write, in He could have written it. The first belongs to a class of modal verbs that can stand alone, as in a sentence I could, only if a following verb is ‘understood.’ The second is an auxiliary related to the past participle (written); distinguished accordingly from have as a lexical verb, e.g. in I have the answer.

Auxiliaries usually mark modality, tense, or aspect: e.g. the construction of have with a past participle marks the perfect. Hence the same term has been applied to other grammatical words that mark such categories, whether or not they are verbs.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

The Devil’s Dictionary: Eloquence

“Eloquence, n. [1.] The art of orally persuading fools that white is the color it appears to be. It includes the gift of making any color appear white. [2.] A method of convincing fools. The art is commonly presented under the visible aspect of a bald-headed little man gesticulating above a glass of water.”

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

18 Common Misunderstandings of Dyslexia

“1. Students benefit from waiting until after second grade to provide reading intervention (False). Early screening and intervention provide opportunities for targeting reading needs and reducing the the likelihood of long-term reading difficulties.

2. Dyslexia requires specific and unique screening and identification approaches (False) Psychometrically sound approaches currently used to screen and identify students with reading problems are useful for screening and identifying students with dyslexia. Layering additional screening measures onto already psychometrically sound screening approaches is an unnecessary burden.

3. Providing more opportunities to read books will resolve their reading problem (False). All students benefit from increased opportunities to read a variety of text levels and types. However, additional reading practice for students with dyslexia is an inadequate approach to improving their reading outcomes. These students also require comprehensive approaches to reading instruction that include decoding, opportunities to practice for fluency, and comprehension instruction.

4. Colored lenses or overlays help improve reading for students with dyslexia (False). Though the issue of colored lenses and overlays continues to appear in a range of professional guides, there is no evidence to support their effectiveness. Similarly, multisensory instruction is not necessary for students with dyslexia. However, there are many systematic approaches for improving reading outcomes for students with dyslexia.

5. Students with dyslexia primarily have reading comprehension problems (False) Students with dyslexia have word-level difficulties that are manifested in difficulty reading text accurately and proficiently. These word-level difficulties result in reading comprehension problems, but teaching reading comprehension strategies alone will not resolve the reading problems of individuals with dyslexia.

6. Many educators have not had opportunities to develop the knowledge necessary to provide evidence-based screening, assessment, and interventions for students with dyslexia (True). There is considerable research documenting the need for educators to have improved knowledge and skills for better identifying and teaching students with dyslexia and other reading problems. Many reading teachers perceived that they lack the confidence to teach students who are identified as dyslexic.

7. Dyslexia is rare, and most individuals grow out of it (False). Dyslexia is a universal condition that occurs across writing systems, not just the alphabetic system, with prevalence rates of approximately 5-15 percent depending on the threshold for poor reading. While the manifestations of dyslexia can dissipate because of effective instruction, most individuals with dyslexia who show intractability to effective instruction have slow and labored reading throughout their lives.

8. Dyslexia operates on a continuum in which the severity can be represented as mild to severe (True). Dyslexia does not look precisely the same for all learners, and the range of reading difficulties because of dyslexia also vary, but reading is normally distributed in the population (i.e. a small percentage of people are excellent readers, most are average or close to it, and a small percentage are very weak readers), and dyslexia is at the lower end of this distribution.

9. Many students with dyslexia display difficulties with spelling and handwriting (True). Students with dyslexia often have difficulties not only with reading words but also with spelling and writing words. Effective instructional approaches target word reading, spelling, and writing.

10. Dyslexia has a familial and genetic association (True). There is a much higher rate of dyslexia in families with a familial history of dyslexia–as high as 45 percent in most studies.

11. Improving home literacy will resolve dyslexia (False). It is not useful to consider the home environment as the causal factor for dyslexia. While opportunities to read are beneficial to all learners, improving home literacy will not resolve reading challenges for individuals with dyslexia.

12. Brain training can improve reading outcomes for students with dyslexia (False). Many approaches to improving dyslexia falsely claim that they can ‘train’ the brains of individuals with dyslexia resulting in improved reading outcomes. Cognitive training in isolation of a reading program does not generalize to improve academic outcomes.

13. Only certified language therapists are capable of providing effective reading interventions for students with dyslexia (False). Educators with extensive knowledge of the science and practice of reading instruction who are using evidence-based practices are prepared to meet the needs of students with dyslexia.

14. Students with dyslexia see letters and words backwards (False). Perhaps one of the oldest and most persistent myths regarding individuals with dyslexia is that they see and write letters and words backwards or upside down. Many young children reverse letters when beginning reading and writing; with instructional practice and feedback, this issue is remedied.

15. Vision therapy is an effective approach for students with dyslexia (False). The faulty idea that dyslexia is a result of a vision disorder of some type has been very slow to go away. Many vision training approaches exist and have not been associated with any improvements in reading for individuals with dyslexia, including a recent randomized trial that showed no effect of optometric exercises on reading skills.

16. Dyslexia can be addressed with medications (False). There is no medication that will remedy word reading difficulties. While many students with dyslexia also demonstrate difficulties with attention and may be diagnosed with attention deficit disorder, medications appropriate for these students are aimed at their attention problems, not their reading difficulties per se, and the medications do not lead to improved decoding.

17. Students with dyslexia are more creative, gifted, and talented than other students (False). There are many highly skilled and capable individuals with dyslexia who have gifts and talents. Just like in the population as a whole, not all individuals with dyslexia would be identified with extraordinary gifts or talents.

18. Classroom teachers can be a valuable asset to remedying difficulties for students with dyslexia (True). Classroom teachers may be the most important and valuable resource for students with dyslexia. Classroom teachers are their primary reading teachers as well as the educators who have the most influence on their self-worth. Classroom teachers can be a tremendous source of social-emotional and educational support for students with dyslexia. Armed with the knowledge and skills, classroom teachers can alter the learning and life trajectories of students with dyslexia.”

Excerpted from: Vaughn, Sharon, and Jack M. Fletcher. “Identifying Students with Significant Reading Problems.” American Educator 44:4 (Winter 2020-2021): 4-8. Print.