Tag Archives: building vocabulary/conceptual knowledge

Here is a context clues worksheet on the verb achieve, which is used both intransitively and transitively.

More importantly, perhaps, it is very commonly used among educators and with our students;  we use it, albeit in adjectival form, in terms of art like “achievement gap.” If we’re going to use this word, which can be in some cases a value judgement, then we owe it to our kids to help them understand it in both its denotative and connotative senses. Moreover, I would argue, we need to help students understand that achieve and achievement are words that can be and often are used in highly subjective–and again, judgemental–ways.

So we might want to ask critical questions, and by extension help students gain an understanding of asking such questions, like: “What is achievement?” “Who defines achievement?” “How do people know when they achieve something?” “Why is achieving things important?” “According to whom?” “How does one know when one has achieved something?” You get the picture.

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.