Tag Archives: building vocabulary/conceptual knowledge

The Weekly Text, January 11, 2019: A Reading and Comprehension Worksheet on Confectioner and Philanthropist Milton Hershey

Posted on January 11, 2019 | Leave a comment

This week’s Text is a reading on reading on chocolate tycoon and philanthropist Milton Hershey along with its comprehension worksheet. As this reading can explain to you and your students, Hershey was an interesting guy.

Several years ago “60 Minutes” ran a feature, which I cannot find on the Internet, on the possible sale of the Hershey Company. It was controversial because the philanthropies Milton Hershey contrived, particularly the Milton Hershey School, directly benefit from the company’s profits, and would lose that support in the event the company was sold. As far as I can tell (short of spending hours of research on this, which I really cannot afford to do at the moment), this issue remains unresolved.

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.

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Paradigm (n)

Posted on January 11, 2019 | Leave a comment

Alright, here is another one of Merriam-Webster’s Words of the Day rendered as a context clues worksheet on the noun paradigm. This word, means “a philosophical and theoretical framework of a scientific school or discipline within which theories, laws, and generalizations and the experiments performed in support of them are formulated; broadly : a philosophical or theoretical framework of any kind.”

Needless to say, this is a very important word and concept for learning and for categorizing knowledge. Students, especially college-bound students, really must know this word by the time they don their mortarboards and walk across the stage at graduation.

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.

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Populace (n) and Populous (adj)

Posted on January 11, 2019 | Leave a comment

Here are five worksheets on the homophones populace and populous. These are vocabulary builders as well as usage guides. I guess there is not much more to say about them then that.

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.

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Venal (adj)

Posted on January 11, 2019 | Leave a comment

It was Merriam-Webster’s Word of the Day yesterday, so here today is a context clues worksheet on the adjective venal. This would be a good instrument to use to introduce a lesson on, say, the Protestant Reformation. You might use the noun–venality–as well; who knows?

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.

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Behest (n)

Posted on January 9, 2019 | Leave a comment

Here’s a first on Mark’s Text Terminal: on the same day it is Merriam-Webster’s Word of the Day, I offer you this context clues worksheet on the noun behest.

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.

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A Lesson Plan on the Crime and Puzzlement Case “End of a Villain”

Posted on January 9, 2019 | Leave a comment

OK, here is a lesson plan on the Crime and Puzzlement case “End of a Villain.”

I use this cultural literacy worksheet on the American idiom “Once in a Blue Moon” to begin this lesson after the class change that brings students into my classroom. Here, from a Crime and Puzzlement book itself, are the illustration, text, and questions that drive this lesson. Finally, here is the answer key for the case.

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.

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Posted in English Language Arts, Independent Practice, Lesson Plans, Social Sciences, Worksheets

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The Problem of Evil

Posted on January 9, 2019 | Leave a comment

This seems like as good (or the best) a time as any to post this short reading on the problem of evil and vocabulary building and comprehension worksheet that accompanies it. This has tended to be high-interest material for the students I’ve served in my career, particularly high school juniors and seniors.

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.

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Gratify

Posted on January 8, 2019 | Leave a comment

Here’s a context clues worksheet on the verb gratify, which is apparently only used transitively. This is a word students should know–it’s that simple.

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.

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Transcontinental Railroad

Posted on January 5, 2019 | Leave a comment

If you teach United States History, this reading on the transcontinental railroad and its attendant comprehension worksheet might be something you could assign to struggling readers and English Language Learners.

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.

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Pore (n/v), Poor (adj), and Pour (v)

Posted on January 5, 2019 | Leave a comment

On a rainy Saturday morning (aside: should it be pouring rain in New England on January 5th? Shouldn’t this be snow?), Mark’s Text Terminal is humming right along. Here are five worksheets on the homophones pore, poor, and pour. A few notes about these words: pore as a verb is apparently only used intransitively, and in its most common application in English is used with the adverb over; as a verb, pour can be used both intransitively and transitively. While these worksheets don’t address it, pour can also be used as a noun, and can mean the action of pouring,  and instance of pouring or an amount poured, and a heavy fall of rain: DOWNPOUR.

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.

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