Tag Archives: building vocabulary/conceptual knowledge

The Weekly Text, October 9, 2015: An Exercise on the Greek Word Roots Syn, Sym, Syl, and Sys

Posted on October 9, 2015 | Leave a comment

Because I teach a relatively large population of native Spanish speakers (who are, of course, bilingual, which often makes their low levels of literacy confounding to me), I tend to assign Latin word roots to freshmen, and Greek word roots to sophomores. It goes without saying that I aim to show freshmen, by way of Latin word roots, the commonalities between their native tongue and English–which is, of course, Latin and its roots.

Accordingly, when I publish word root worksheets, I’ll alternate between Latin and Greek roots. This week’s Text is a worksheet on the Greek word roots syn, sym, syl, and sys. As you can see, these are very productive roots–they mean together and same–which are at the base of a number of key high school vocabulary words, not the least of which, for both students and teachers, is synthesis.

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.

Leave a comment

Posted in English Language Arts, Independent Practice, Social Sciences, The Weekly Text, Worksheets

Tagged , , , , ,

The Weekly Text, October 2, 2015: A Lesson Plan on Genocide

Posted on October 2, 2015 | Leave a comment

We teachers in Lower Manhattan are fortunate to have the Museum of Jewish Heritage–A Living Memorial to the Holocaust in our precincts, and in most cases within walking distance. The Museum is diverse (as I write this, it is running an exhibition on design called “Designing Home: Jews and Midcentury Modernism”) but its Core Exhibition addresses the 100-year-or-so period in Europe, and the Jewish experience there, surrounding the Holocaust.

The Museum is generous with opportunities for New York City public schools to attend exhibits and educational programs. Their programs are sophisticated and students report back, even those alienated from school, that they found the experience quite meaningful.

This is a reading and writing lesson on genocide designed to equip students with prior knowledge of a key concept that will enable them to better understand the context of their museum visit. There are two do-now exercises, so if you’re unfamiliar with their use, you’ll need the Focus on One Word Worksheets Users’ Manual as well as the explanation of asterisks in the About Weekly Texts page on the banner above this entry. Although I originally taught this as a stand-alone special topic lesson, I have incorporated it into a larger Freshman Global Studies unit, so the lesson plan lacks standards to rationalize it. Again, if you look at the About Weekly Texts page, you’ll find typescripts (from which you can copy and paste standards) of the complete English Language Arts and Social Studies Common Core Standards.

Genocide is nobody’s idea of a pleasant topic for conversation;  United States Ambassador to the United Nations Samantha Power has aptly called it it, in her book of the same name, “a problem from hell.” As context for a visit to A Living Memorial to the Holocaust, a relatively deep understanding of genocide and its impetuses is de rigeur. This lesson, I hope, will help students develop their own understanding of that context.

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.

Leave a comment

Posted in English Language Arts, Lesson Plans, Social Sciences, The Weekly Text, Worksheets

Tagged , , , ,

The Weekly Text: September 11, 2015: Five Parsing Sentences Worksheets on Nouns

Posted on September 11, 2015 | Leave a comment

On this sad anniversary, I am at work, right next to Ground Zero, on Trinity Place between Cedar and Thames in Lower Manhattan.

Here are five parsing sentences worksheets that you might find helpful in teaching your students a variety of things: what nouns are, what the parts of a complete sentence are, how to pick sentences apart by identifying their constituent parts, and how those parts relate to one another syntactically.

This is the first time I’ve posted parsing sentences worksheets, so I attach the Parsing Sentences Worksheets Users’ Manual. If you haven’t previously used worksheets from Mark’s Text Terminal, and you’re wondering why there are asterisks where subject nouns and pronouns should be, take a quick look at the About Weekly Texts page linked to just above the photo.

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.

Leave a comment

Posted in English Language Arts, Independent Practice, The Weekly Text, Worksheets

Tagged

The Weekly Text: September 4, 2015: Two Context Clues Worksheets on Ally

Posted on September 4, 2015 | Leave a comment

School begins Tuesday, September  8th here in New York City (and as Joey Ramone once said, the sun is out, and I want some!), so I’ll quickly publish these two takes on the word ally, as a noun and a verb, that I use to assist students in understanding these oft-used words. I emphasize to students that these are fundamental terms in their social studies vocabulary. You might want to take a look at the About Weekly Texts page above for information on the format of these two worksheets (what’s with the asterisks?), as well as the Focus on One Word Worksheets Users’ Manual. I generally mention in passing the word allied both as an adjective and past tense of the verb. Does allied need its own worksheet?

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.

Leave a comment

Posted in English Language Arts, The Weekly Text, Worksheets

Tagged ,

The Weekly Text: 21 August 2015: Two Worksheets on the Homophones Two, Too, and To

Posted on August 21, 2015 | Leave a comment

This week’s text is two short worksheets to help students deal with the commonly confused and misused homophones two, too and to. These are modified cloze exercises, and therefore mostly self explanatory and easy to use. In any case, here is the Homophone Worksheets Users’ Manual to clarify the use of these materials.

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.

Leave a comment

Posted in English Language Arts, Independent Practice, The Weekly Text, Worksheets

Tagged ,

The Weekly Text: August 14, 2015: An Exercise on the Latin Word Root Bell

Posted on August 14, 2015 | Leave a comment

Here, at last, is what I hope I can focus on sufficiently to sustain as the gravamen of Mark’s Text Terminal, The Weekly Text. In each of these weekly installments I’ll post something I’ve developed to assist struggling students in building their literacy skills. I make no promises–the school year can get quite busy–but I will do what I can to publish something new every week.

This inaugural Weekly Text is a vocabulary building worksheet that derives from the Latinate word root bell. Bell means war and is at the root of several words in English (i.e. bellicose, belligerent, and, as below, antebellum). I imagine most educators would agree that learned people ought to understand and know how to use these words. Unsurprisingly, most of these words have cognates in the Romance languages, as antebellum does. If you’re teaching English language learners, the Latinate word root is a bridge between English and Spanish.

These words are mostly abstract, but carry a hint, as so many Latin nouns themselves do, of the concrete. There is room in the lesson or lessons one might write to attend this worksheet for an exploration of the differences between concrete and abstract nouns. Furthermore, there is room for a discussion on the concepts represented here, and some questions teachers might ask are: What is war? What does war look like? What is the difference between war and peace? What is bellicose speech and behavior? How can a society know, by the bellicose or belligerent behavior of some of its members, that it is at risk of going to war?  Finally, I generally make sure students understand the difference between belligerent as an adjective and a noun, because in the latter case, the word can turn up in a sentence like The Axis and the Allies were the belligerents in World War II. In this sentence, students need to understand that belligerents means combatants.

Finally, here’s the Word Root Worksheets Users’ Manual document for a fuller exegesis of this type of worksheet.

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.

Leave a comment

Posted in English Language Arts, Independent Practice, Social Sciences, The Weekly Text, Worksheets

Tagged , , ,