Tag Archives: building vocabulary/conceptual knowledge

Chronology (n)

Posted on July 6, 2017 | Leave a comment

I use this context clues worksheet on the noun chronology in the first week of school in any social studies class I teach. For reasons I don’t fully understand, we have too many students in my high school who don’t know this fundamental word.

It’s an important word and concept to know and use when discussing just about anything that occurs across a span of time.

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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Cultural Literacy: Totalitarianism

Posted on July 6, 2017 | Leave a comment

If you can use a Cultural Literacy worksheet on totalitarianism, click on that hyperlink and one, in Microsoft Word format, will download onto your desktop.

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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Capacity (n)

Posted on July 5, 2017 | Leave a comment

A couple of years ago, while working with a small group on a final exam in global studies, I noticed students stuck on a question about the Maya exceeding the “carrying capacity” of their environment. A couple of questions later, I had determined that students either didn’t understand the noun capacity in that context, or they didn’t know the word at tall. So, I whipped up this context clues worksheet on the noun capacity.

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 Short Exercise on the Greek Word Root Xen/o

Posted on July 5, 2017 | Leave a comment

Here is another worksheet that deals with timely topics, this one a short exercise on the Greek word root xen/o. It means foreign. It is at the root of the word xenophobia, “fear and hatred of strangers or foreigners or of anything that is strange or foreign.” You know, that affliction to which we in the United States occasionally fall ill.

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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Caucus (n)

Posted on July 5, 2017 | Leave a comment

Here is a context clues worksheet on the noun caucus; don’t forget that it  also has use as a verb.

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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Boon (n)

Posted on July 5, 2017 | Leave a comment

Since it’s a word in relatively common use these days, perhaps this context clues worksheet on the noun boon will be useful in your classroom. This word is also used as an adjective, but it means basically the same thing.

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 Short Exercise on the Greek Word Roots Hect-, Hecto- and Hecat-

Posted on July 5, 2017 | Leave a comment

You might find this short exercise on the Greek word roots hect, hecto, and hecat useful for getting a class started. It means hundred.

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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Cultural Literacy: Sociopath

Posted on July 5, 2017 | Leave a comment

Here is a Cultural Literacy worksheet on the sociopath. It strikes me as a particularly timely word and concept.

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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Epitome (n) and Epitomize (vt)

Posted on July 4, 2017 | Leave a comment

Here is a context clues worksheet on the noun epitome, and, to accompany it, another on the verb epitomize, which is only used transtively. These are words advanced high school students should know. In any case, these two worksheets could work together to help students understand how language operates and words move around between parts of speech.

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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An Early Summer, Midweek Text: A Lesson Plan on Using Concrete and Abstract Nouns

Posted on July 4, 2017 | Leave a comment

A couple of days ago I posted a context clues worksheet on the adjective abstract. For high school students, especially the college bound, this is a key concept and word.

To take it further, here is a lesson plan on concrete and abstract nouns.

To begin this lesson, you might want to use (that is, if you don’t incorporate the aforementioned context clues worksheet on abstract, which I should probably do myself), you might find this Everyday Edit worksheet on The Empire State useful. This scaffolded worksheet on using concrete and abstract nouns is the mainstay of the lesson; this teacher’s copy of the worksheet will make the lesson a bit easier to deliver.

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, Reference, The Weekly Text, Worksheets

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