Tag Archives: building vocabulary/conceptual knowledge

Here is a worksheet on Tanzania. This is full-page worksheet with a reading of four sentences and seven comprehension questions.

The second sentence in the reading, I must warn users, is a slog. It is actually four clauses separated by semicolons. This sentence outlines the geography of Tanzania and its neighbors–the kind of thing I want to try to use with students who are a bit higher on the scaffold of literacy. If you are dealing with emergent readers or users of English as a second language, I think you will perceive the necessity of breaking up that second sentence, the verbal equivalent of the Green Monster at Fenway Park in Boston.

Fortunately, the task is relatively easy. You really only need to remove the semicolons and turn the clauses they separate into complete sentences and terminate them with periods. For example, the second clause, “to the east by the Indian ocean,” you can rewrite as “The eastern border of Tanzania is the Indian Ocean.”

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