Here are two context clues worksheets on the word array, the first as a noun and the second as a verb.
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 context clues worksheet on the adjective errant. You may know it means: “a : straying outside the proper path or bounds <an ~ calf> b : moving about aimlessly or irregularly <an ~ breeze> c : behaving wrongly <an ~ child> d : FALLIBLE,” (Merriam-Webster. Merriam-Webster’s Collegiate Dictionary, 11th Edition (Kindle Locations 143332-143334). Merriam-Webster, Inc.. Kindle Edition).
You can use it to say things like “As he is wont to do, at his professional development session the principal advanced an argument of errant nonsense.”
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 worksheet on the Greek word root pale/o; it means ancient. This is another of those roots that produces a lot of words across the common branch 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.
Although it doesn’t appear often in texts in secondary school texts (I did encounter it frequently in text while working on my undergraduate degree), entrepot might pop up once or twice. While I realize that might be a relatively thin rationale for the existence of this context clues worksheet on the noun entrepot, I offer it to you nonetheless.
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.
This week’s Text is a lesson plan on postulating theses, i.e developing thesis statements, I wrote for somewhat more advanced students in our Wednesday afternoon institute class. Here is the worksheet that attends the lesson and the teacher’s copy of the worksheet. I wrote this last fall, and used it once; if ever you felt inclined to comment on Mark’s Text Terminal, I would enthusiastically welcome your comments on these documents. The unit of which they are a part is still in the developmental stage.
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 are two context clues on the word sacrifice, the first of which uses it as a noun, the second as a verb.
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.
The expression “crossing the Rubicon” is a commonplace in educated discourse, in the sense that one has arrived at a point of no return. This is of course its figurative meaning, and here is a Cultural Literacy worksheet on the Rubicon River that will help your students understand the literal meaning of this expression–you know, Julius Caesar and all that.
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.
Lou Gehrig was born, to reiterate, on June 19, 1903–115 years ago. You may know that he was felled by the same disease that recently claimed Stephen Hawking, to wit Amyotrophic lateral sclerosis (ALS), which, not coincidentally, is known as “Lou Gehrig’s Disease.” Mr. Gehrig famously delivered what is known as “baseball’s Gettysburg Address” on July 4, 1939, making a dignified exit from the game, and cementing his legend with that simple, eloquent address.
Here is a reading on Lou Gehrig along with a comprehension worksheet to accompany it.
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.
If memory serves, I wrote this context clues worksheet on the verb revolve last fall to attend a lesson on the French Revolution, so that students could understand what happens to governments and societies in revolutionary situations. Of course, there are any number of uses for this document.
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.
Today’s Text is a complete lesson plan on using adverbs to modify adverbs. I start this lesson with this short exercise on the idiom “money burning a hole in one’s pocket.” Should this lesson go into a second day, here is a second short exercise, this one a on the homophones pore, poor, and pour. The mainstay of this lesson is this scaffolded worksheet on using adverbs to modify adverbs. Depending on the students you’re serving, they may need this learning support, which is a word bank to use with the cloze exercises on the worksheet. Finally, here is the teacher’s copy-answer key of the 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.
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