Here is a worksheet on the verb teach when used with an object and an infinitive.
Carlos teaches his dog Sidney to fetch the ball.
The boy taught his mother to speak English more fluently.
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 is a Cultural Literacy worksheet on the concept of a status quo. This Latinism–which means “the state in which”–is a high frequency term in English, especially among educated people. In any event, this is a half-page worksheet with a two sentences and three comprehension questions.
The first sentence is a compound with a colon in the middle of it. If that’s too much for emergent readers or users of English as a second language, simply remove the colon, replace it with a period, and write “For example” in front of the quote that follows.
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.
As we slide into the holidays (there will be no Weekly Texts for the next two Fridays), this week’s Text is a list of worksheet templates developed from Judith C. Hochman and Natalie Wexler’s excellent framework for writing instuction, The Writing Revolution (San Francisco: Jossey-Bass, 2017). First of all, here is the worksheets templates table of contents. And here are the worksheet templates themselves:
II-A*What Makes a Sentence a Sentence; Fragments, Scrambled Sentences, and Run-Ons
II-B*Piece It Together; Unscrambling Scrambled Sentences
II-C*Put the Brakes On; Correcting Run-On Sentences
II-E*What Do You Know? Developing Questions
II-F*Let’s Play Jeopardy; Giving Students the Answers and Asking for Questions
II-G*The Power of Basic Conjunctions Because, But, So
II-I*Another Name for a Noun; Appositive and Matching Appositives (Two Templates in One Document)
II-J*Put Them Together; Sentence Combining
II-L*The Power of Note-Taking–To Note-Taking Formats Distributed Over Two Worksheet Templates
II-M*Sentence with a Semicolon Stop
II-N*Sentence with a Colon Stop
II-O*Sentence Stem with a Coordinating Conjunction
II-P*Sentence Stem with an Elision for Parentheses
II-Q*Sentence Stem with Like or As to Produce an Analogy or a Simile
II-S*Which One Doesn’t Belong? Eliminating the Lease Relevant Sentence
II-T*Summary Sentence Worksheet
II-U*Select Appropriate Details from the List to Support Each Topic Sentence
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.
Here is a worksheet on the verb require when used with an object and an infinitive.
Good manners require us to wash our hands before sitting down to dinner.
Speed limits require motorists to drive at a given rate of speed.
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.
If you can use it, here is a Cultural Literacy worksheet on the Stanford-Binet Scale. As you probably know, this instrument purports to measure intelligence and rate it using an “Intelligence Quotient“–which gives us “IQ.” Over time, there have been questions (as well their should be) about the validity of this scale.
I can’t really comment on that. What I can tell you is that this is a half-page worksheet with a two-sentence reading and two comprehension questions. This is just the sparest of introductions to this high-stakes assessment, about which the late Steven Jay Gould (for which I thank him) had some things to say.
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 is a on the verb remind when used with an object and an infinitive.
Carl reminded Alex to set the alarm clock.
The teacher reminds the students daily to complete their homework.
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 is a Cultural Literacy worksheet on the noun subject as a grammatical term–i.e. the subject of a sentence. This is a half-page worksheet with a reading of three sentences and four comprehension questions.
But, as with most of these documents, there are a couple of caveats here: these are long and busy sentences with several colons and semicolons in play. And the worksheet itself is a bit crowded. I use other materials in my units to teach subjects, so I haven’t used this. If I did, I would probably rewrite the sentences to simplify them, then turn this into a full-page worksheet. Clarifying the meaning of the polysemous word subject, and helping students understand how a subject operates in a sentence, strike me as foundational material in the high school curriculum.
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.
OK, for the penultimate post of National Native American Heritage Month 2025, here is a Cultural Literacy worksheet on the Trail of Tears. This is a half-page worksheet with a reading of two sentences and two comprehension questions. In other words, a very basic introduction to this great tragedy in the history of the United States.
Incidentally, you might want take a look at the first of the two sentences in the reading: it is long, and might be best rewritten as two sentences. If you do so, you might want to add another question to align with your reading.
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 is a Cultural Literacy worksheet on wampum. This is a half-page worksheet with a reading of one sentence and one comprehension question.
Which is too bad; I grew up, probably having absorbed it passively through popular culture, thinking wampum was currency, or money. In fact, wampum, usually presented in belts, is a complex cultural article in Eastern woodlands tribes of indigenous peoples in North America.
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.
For the final Text of National Native American Heritage Month 2025, here is a reading on British settlement in North America with its accompanying vocabulary-building and comprehension worksheet. While this text never explicitly mentions the indigenous peoples of North America or the devastation brought upon them by British colonists and their successors, I think that might be a useful point of entry for students.
One simple question: Who is missing here? Or, if you prefer, was anyone displaced or marginalized by the arrival in North American of European colonists? Or, you might follow this up with material on the Pequot War, which answers the two previous questions. Or, consistent with the current administration’s view of historical inquiry, you could say that the British arrived to a mostly empty continent (which, of course, is nonsense), and what few indigenous peoples inhabited this land were quick to abandon their complex and ancient culture to start driving Buicks.
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.
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