Tag Archives: building vocabulary/conceptual knowledge

Word Root Exercise: Dia-

Here is a worksheet on the Greek word root dia-. It means through, apart, and cross. This is a productive root in English, yielding such high-frequency words as diameter, diagonal, dialogue, and diaspora; these are words that, respectively, will turn up in mathematics, English, and social studies classes, as well as many other places in students’ primary and secondary educational lives.

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.

Cultural Literacy: Cybernetics

Here is a Cultural Literacy worksheet on cybernetics. It appears that this noun remains in general use as a term of art in its own field of study–which strikes me as complex. But math and science, as I expect this blog shows, are not my strong suits. In any case, this is a half-page worksheet with a reading of two longish sentences and two comprehension questions.

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.

Umbrage (n)

Here is a context clues worksheet on the noun umbrage. I understand that this is not a word that is in high demand in most discourse. But what an interesting pedigree it carries. Before I bloviate on that, however, l’ll mention that the context clues in this document are keyed to the most commonly used definition of this in English, i.e. “a feeling of pique or resentment at some often fancied slight or insult.” I don’t know if I’ve ever heard it use without the transitive verb take, as in “Daffy Duck took umbrage when Elmer Fudd shot him in the face.”

Did you know that one of the meanings of this word, by Merriam-Webster’s reckoning, is “shady branches.” Umbrage originates from the Latin umbraticus, which means “pertaining to shade.” Unsurprisingly, the word penumbra also grows from the root of this Latin adjective. Penumbra, interestingly, is also a word used in jurisprudence, as when Supreme Court Justice William O. Douglas wrote the majority opinion in Griswold v. Connecticut.

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.

Common Errors in English Usage: Heavily (adv), Strongly (adv)

OK, finally this afternoon (and once again from Paul Brians’ magisterial usage manual, Common Errors in English Usage, which he very generously gives away in a variety of places), here is a worksheet on differentiating the adverbs heavily and strongly. This is a one-page worksheet with ten modified cloze exercises to supply students with structured practice in using these two words.

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.

Treaty (n)

Here is a context clues worksheet on the noun treaty. Belaboring the necessity of this word for social studies instruction would be an insult to you, esteemed reader, so enough said.

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.

Word Root Exercise: Gress, Grad, Gradi, and Grade

Here is a worksheet on the Latin word roots gress, grad, gradi, and grade. They mean to step and to go. Unsurprisingly, they are at the base of such high-frequency words in English as egress, digress, graduate, and regress, and the many parts of speech in which these words end up –e.g. regressive, graduation, regressive and aggressive.

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.

Cultural Literacy: Courtly Love

Here is a Cultural Literacy worksheet on courtly love. This is a half-page worksheet with a three-sentence reading (the latter two of them longish compounds), and three comprehension questions. I guess this isn’t exactly a burning issue in social studies ritht now, but as I recall we were expected to address it in the freshman global studies cycle here in New York City–which is probably why I wrote it.

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.

Iran Hostage Crisis

Here is a reading on the Iran hostage crisis in 1979 and 1980 along with its vocabulary-building and comprehension worksheet. I remember these years vividly–I saw the first headlines about the crisis as I was passing a newsstand in the Miami airport en route to Jamaica. It was a fraught time. I have a minor quibble with this reading in that it minimizes the brutality of Mohammad Reza Pahlavi, the Shah of Iran, who was a genuinely nasty piece of work. And even though it is perhaps beyond the ken of this reading, it would have required little more than a sentence to mention that the Shah came to power subsequent to the 1953 coup d’etat in Iran, which deposed the democratically elected prime minister, Mohammad Mosaddegh.

The 1953 coup was engineered by both the United States Central Intelligence and the British MI6. In other words, as Dee Dee Ramone once put it, “Commando, involved again.”

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 Weekly Text, 12 November 2021: A Review Lesson on the Use of Pronouns in Declarative Sentences

This week’s Text is the penultimate lesson in the 13-lesson unit on pronouns I engineered several years ago, and have been working on ever since. It is basically a pre-assessment review lesson to prepare student for the final lesson, a guided mastery exercise in which they review and recapitulate all the foregoing lessons.

I open this lesson with this Everyday Edit worksheet on “Women Get the Vote.” If the lesson enters a second day for whatever reason, here is another Everyday Edit, this one on Uncle Tom’s Cabin. Here is the scaffolded worksheet for this lesson that is its primary work. Finally, here is the teacher’s copy of same. I’ll put up the final lesson soon, and then there will be a 13-lesson unit on pronouns available in its entirety on Mark’s Text Terminal.

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.

Stratagem (n), Strategy (n)

Here is a context clues worksheet on the noun stratagem and another on the noun strategy. These two words are related, obviously, so it seemed best to post them together. What is the difference between them?

Stratagem means “an artifice or trick in war for deceiving and outwitting the enemy,” “a cleverly contrived trick or scheme for gaining an end” and “skill in ruses or trickery.” Strategy, as we most commonly use it, means “the science and art of employing the political, economic, psychological, and military forces of a nation or group of nations to afford the maximum support to adopted policies in peace or war,” and “the science and art of military command exercised to meet the enemy in combat under advantageous conditions.” It’s worth mentioning that a further definition of strategy is “the art of devising or employing plans or stratagems toward a goal.” That may be the best explanation of the relationship–and therefore use–of these two solid, Greek-based nouns. An set of stratagems becomes an aggregate–a strategy.

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.