Tag Archives: building vocabulary/conceptual knowledge

Last week I posted a context clues worksheet, the reason for whose existence escaped me, on the noun utility in the sense of a service (as light, power or water) provided by a public utility. Here is a context clues on the other meaning of utility, which is to say either fitness for some purpose or worth to some end or something useful or designed for use. Unless you work at a economics-and-finance-themed high school like the one in which I serve, this is probably the better worksheet for you.

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.

I can’t remember now why I wrote this context clues worksheet on the noun utility. Over the years, I’ve come to dislike intensely the verb utilize as a piece of bureaucratic jargon, so perhaps I wanted students to understand that when they see or hear that verb in action, they will understand it means to use. One of the meanings of utility, after all, is “fitness for some purpose or worth to some end” and “something useful or designed for use.”

However, utility, in this context clues worksheet, refers to its use in describing “a PUBLIC UTILITY, a service (as light, power, or water) provided by a public utility.” This is one of those polysemous words that I’m still working on a way of teaching with the least amount of time and effort, but that still helps students understand both the meanings of the word as well as an understanding of the concept of polysemy–and why it is often a challenge to building an academic vocabulary.

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’s a context clues worksheet on the intransitive verb thrive. I generally use this in the first couple of weeks of school to assist students in understanding my goals and aspirations for them.

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’s a context clues worksheet on the transitive verb abridge for the day after a major snowstorm here in New York City. We didn’t get the measure of snow forecast, but it is still messy out there–and pretty cold for March 15th.

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.