Tag Archives: building vocabulary/conceptual knowledge

As it always does, summer passed quickly, and the first day of school is right around the corner. I use this context clues worksheet on the verb differentiate, which is used both transitively and intransitively, sometime in the first week of classes to help the struggling learners I serve understand what happens instructionally in our classroom.

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.

You might find this context clues worksheet on the verb desist helpful in teaching kids a basic legal concept, i.e. cease and desist. It is a word–or at the very least, a concept–that students should understand. Either way, it is used only intransitively.

It might accompany nicely the “no means no” teaching on sexual encounters and consent.

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 the verb decimate. It’s used transitively, and most frequently, strictly speaking, erroneously. It’s from the Latin (nota bene the Latin root dec, which means ten, and shows up in words like decade and decimal–a form of counting that proceeds in units of ten) and means, in its definition from Ancient Rome, where it was a means of disciplining Legions, “to select by lot and kill every tenth man of.” However, over time, it has come to mean “to reduce drastically especially in number” and “to cause great destruction or harm to.”

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.