Tag Archives: building vocabulary/conceptual knowledge

Because it kept showing up in a social studies course one year I co-taught that subject, I wrote this context clues worksheet on the verb supersede. It means, variously, “to cause to be set aside,” “to force out of use as inferior,”   2 “to take the place or position of,” and “to displace in favor of another.” The clues embedded in the context of the sentences on this worksheet seek mostly to elicit from students the latter two meanings.

Nota bene, please, that this is a transitive verb only, so don’t forget your grammatically required direct object. Something must supersede something else, syntactically speaking.

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 context clues worksheet on the verb stun. It’s used only transitively, so don’t forget you direct object: the subject of the sentence must stun someone or something.

The verb means, variously, “to make senseless, groggy, or dizzy by or as if by a blow,” “daze,”  “to shock with noise,” and “to overcome especially with paralyzing astonishment or disbelief.” In other words, this is a nice solid verb with a wide but coherent range of meanings that students, by the time they graduate high school, I submit, should know and be able to use proficiently.

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.