Tag Archives: building vocabulary/conceptual knowledge

It was Merriam-Webster’s Word of the Day on Monday, so here is a context clues worksheet on the adjective plaintive. I couldn’t decide whether or not it warranted a worksheet. Fortunately, my good friend Karen pointed out that it’s a word that describes a concept few other words do, so perhaps it is a word students ought to know before they graduate high school.

In any case, there it is.

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.

Hot off the press (it was Merriam-Webster’s Word of the Day one day last week) is this context clues worksheet on the verb faze. It is apparently only used transitively.

As I wrote this document while drinking my coffee this morning, it occurred to me that this verb might be better presented as a homophone worksheet with the noun phase. Because this idea will very likely cycle in my hamster wheel of a mind until I do something about it, it will almost certainly show up here at some point in the future.

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.

OK, here is a context clues worksheet on the noun tactic if it’s a word you need students to understand.

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.