Tag Archives: building vocabulary/conceptual knowledge

The Weekly Text, July 22, 2016: Three Context Clues Stemming from the Verb Perceive

A couple of weeks in Vermont always does me a world of good. This weeks Text is three context clues worksheets stemming from the verb perceive. If you haven’t previously used context clues worksheets from Mark’s Text Terminal, you might find the users’ manual for context clues worksheets helpful for working with them in your classroom.

It’s summer! This is the payoff for teachers, and I am collecting every minute I can.

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.

The Weekly Text, March 18, 2016: Three Context Clues Worksheets on Fanatic (n), Fanaticism (n), and Fanatical (adj)

Here are three context clues worksheets for the words fanatic, fanaticism, and fanatical. I thought these words appropriate in this gruesome political campaign season. If you haven’t dealt with these worksheets before, you may want to consult the Focus on One Word Worksheets Users’ Manual that will help explain why these read and look the way they do.

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.

The Weekly Text, March 11, 2016: A Learning Support on Latinisms and Latin Abbreviations

Phew, busy week. I’ll keep this short so I can sustain some stamina to get through this afternoon’s round (after being here last evening until almost eight for same) of parent-teacher conferences.

So, here is a learning support for Latinisms and Latin abbreviations that commonly appear in English expository prose. These terms often trip up students, and in any case, I believe strongly that we ought to be teaching, as part of a broader curriculum for teaching writing, the more common of these, like e.g. and i.e., if not viz. and Q.E.D.

But what do you think? Should we bother with this at all? I welcome (i.e. seek, beg for, pursue, wheedle after, crave) your comments.

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.

The Weekly Text, March 4, 2016: Two Worksheets on the Latin Word Roots Mat, Matri, Mater, and Patr, Patri, Pater

Next week is another round of parent-teacher conferences, so I am busily preparing for them–amid the usual work adjusting readings for students, developing new materials for them, etc. I’ll keep this week’s text short and basic, and spare you the exposition.

It’s been awhile since I’ve posted a word root worksheet, so here are two: the first one is Latin word roots mat, matri, and mater which I am confident you know means mother; the second one is for the Latin word roots patr, patri and pater, which means not just father, but also fatherland. If you’re not familiar already with these worksheets, which I use for vocabulary building with the struggling readers I serve, than you might need to consult the Word Root Worksheets Users’ Manual.

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.

The Weekly Text, January 29, 2016: Two Learning Supports on Transition Words

Yesterday was the final day of New York State’s biannual exercise in standardized testing, the Regents Examinations.  I’ve had time to revise a structured research paper unit on the Holocaust I developed a few years ago to introduce struggling students to methods for undertaking such a project. I found two learning supports for using transition words in expository prose amid this unit (I hadn’t looked at it in a couple of years), which are distinct only in their layout.

The second one, in outline form, might well be useful in a lesson or short unit on outlining. I’m pondering how I might work with it that way. If you see something effective in it for work on outlining, perhaps this structured outlining blank will be of some value to you.

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.

The Weekly Text, January 22, 2016: Two Context Clues Worksheets on the Adjective Empirical and the Noun Empiricism

Here, as I mentioned last week, are two context clues worksheets on the words empirical and empiricism. These sat on my work table for months before I finally summoned the will to use them a couple of weeks ago in two of my classes. I avoided them because I’d erroneously assumed that these words, or the concepts they represent, were simply too abstract for the struggling and often disengaged learners I serve.

Once I started leading the students through them, however,  I realized we were in one of those  serendipitous “teachable moments.” To our surprise. a series of Socratic exchanges quickly yielded–on both worksheets, which we completed, interestingly, on two non-successive days–definitions that were within two or three words of those in Merriam-Webster’s Collegiate Dictionary, Eleventh Edition (which, incidentally, is the dictionary I use to guide me when I write sentences for these kinds of context clues worksheets). We all, I think, found this gratifying.

Immediately after these classes, when I’d realized what had happened, I grabbed my notebook and wrote down the sequence of questions I asked to guide students through these two exercises. I shaped them into typescript; I’ve included them at the bottom of the two worksheets linked to above.

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.

The Weekly Text, January 15, 2016: Two Glossaries on the Parts of Speech

It has been a hectic week, characteristic of January in this school, which is always a concatenation of testing and extracurricular activities. For this week’s text, I offer up a couple of learning supports. The first is a basic glossary of the parts of the speech. This version of this support contains simple descriptions of each of the parts of speech with a few spare examples of their use. The second is a supported glossary of the parts of speech which includes a fuller description of each part of speech, along with some sentences that demonstrate their use.

If you use these, as always, I’d very much like to hear how; moreover, I’d like to hear from you if you have any suggestions about how I might further develop or improve these learning supports–or how you have done so.

Earlier this week, I had a very interesting experience teaching the words empirical and empiricism, by way of context clues worksheets, to some of the struggling readers and learners whom I serve. In both of the classes in which I used these worksheets, students, secondary to my Socratic questioning, were able to infer the meanings of both of these highly abstract words. Next week or the week after, as time permits, I plan to post these worksheets with a blog post on the line of questioning I used to elicit the meanings of these words.

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.

The Weekly Text, January 8, 2016: A Lesson Plan on Teaching the Ordinal Centuries

Over the years, I have seen students suffer persistent confusion over the difference between the cardinal (counting numbers) and ordinal (numbers that place things in rank or order) numbers historians, and therefore social studies teachers, use to name and number centuries. It goes without saying, I assume, that a lack of understanding of this basic means of understanding historical time leads to confusion about the scope, sequence and, indeed, sweep of history. Understanding this discourse is by any standard, I should think, necessary for any basic understanding of what is going on in a social studies classroom.

Yet, I have not seen this way of understanding historical time taught explicitly in my thirteen years as a social studies/English/special education teacher.

So, fresh from Mark’s Text Terminal for the New Year, here is a complete lesson plan on teaching the ordinal centuries. Under this link you’ll find a lesson plan, two context clues for the noun phrase cardinal number and the adjective ordinal (and you may want to take a look at the Focus on One Word Worksheets Users’ Manual to work with those), and a scaffolded 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.

The Weekly Text, December 18, 2015: A Lesson Plan on Using Conjunctions

Here is the final Weekly Text of 2015. I plan to avoid, to the greatest extent possible over the holiday break, this computer screen. I’ve just completed the final piece of my cycle of units on the parts of speech, an eight-lesson unit on conjunctions (I’ve previously posted the learning support on the most commonly used conjunctions that you’ll very likely need to use the material on this post).

So,  here is the second lesson on conjunctions from this unit, which gives struggling students some structured and independent practice at using the coordinating conjunctions. While this Word document includes the lesson plan, first do-now exercise (a homophone worksheet which you may need the Homophone Worksheets Users’ Manual to use), a structured worksheet, and a teacher’s answer key, it does not include the second do-now worksheet, an Everyday Edit on Beethoven. Incidentally, if you like this Everyday Edit, you can find more of them at the Education World Everyday Edits page, where the folks who operate that site generously give them away as tear-offs.

That’s it! I wish you and yours a joyous holiday season. I’ll see you again in the New Year.

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.

The Weekly Text, December 11, 2015: A Learning Support on the Most Commonly Used Prepositions

After a long absence for a basic civic responsibility, I am back at work, teaching and writing lesson plans. It’s the end of a marking period, and my students, to my great surprise, are glad to have me back. So I’m quite busy trying to catch up with paperwork and engage my students in creating meaning. Here, in the penultimate text for 2015 (I don’t plan to post Weekly Texts over the holiday break) is a learning support for the most commonly used prepositions in the English language.

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.