Tag Archives: building vocabulary/conceptual knowledge

Abide (vi), Abide (vt)

Lately, I have been working slowly on a notebook full of Merriam-Webster’s Words of the Day that I compiled during the COVID quarantine. In general, most of these aren’t high frequency words in English, so I feel little pressure to work on them. Over time, I will complete them all and you will find them here.

One of the words that popped up as I paged through my notebook was the verb abide. It presents with moderately challenging polysemy; it means slightly different things in its intransitive and transitive forms. So, here is a worksheet on the verb abide used intranstively, and another as it is used transitively. To break this down (and you can find more under the first hyperlink in this paragraph), abide used intransitively (i.e. with no direct object) means “to remain stable or fixed in a state” and “to continue in a place.” To put this another way, as The Stranger (played by Sam Elliot) says, in The Big Lebowski, “The Dude abides.” As a transitive verb (direct object required), abide means “to wait for,” “await,” “to endure without yielding,” “withstand,” “to bear patiently,” “tolerate,” and “to accept without objection.” The worksheet is keyed principally to the first two meanings, particularly “to bear patiently.” Camilla abides her dentist’s office waiting room.

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.

Common English Verbs Followed by an Infinitive: Fail

Finally, this morning, here is a worksheet on the verb fail when used with an infinitive. He fails to see the merit in this particular document.

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.

Term of Art: Sight Words

“sight words: Words that are recognized instantly, without using word attack skills. The larger the sight-word vocabulary, the more fluent the reading process. Sight words are frequently used words that make up the majority of the written text, such as the, just, bad, from and about. The Dolch List is a well-known compilation of the 220 most often used sight words that average learners should know by the end of third grade. When an individual has difficulty recognizing common words by sight, reading is slow and laborious.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Cultural Literacy: Zeno’s Paradox

Moving right along this morning, here is a Cultural Literacy worksheet on Zeno’s paradox. This is a half-page document with a three-sentence reading and three comprehension questions. The first sentence of the reading does a nice job of defining paradox; however, beware the third sentence, which in forty-nine words (!) explains Zeno’s paradox of the arrow.

If I were a betting man, I would wager that emergent readers and learners of English of a new language will experience some challenges with either the turgid length of this sentence, or the relatively complicated ideas within it. In other words, caveat emptor, and get your editing pencil ready to prepare a shorter and more comprehensible version of this final sentence. I think you will probably end up with at least two, and possibly three sentences.

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.

The Weekly Text, 28 July 2023: Styling Sentences Lesson 1, A Series without a Conjunction with an Excursus on the Colon, Lists, and the Serial Comma

This week’s Text is a the first lesson of fifteen in the Styling Sentences unit, this one on a series without a conjunction with an excursus on the colon, lists, and the serial comma. This lesson opens with this Cultural Literacy worksheet on the grammatical concept of subordination, something, I think it’s fair to say, that anyone who needs to write well should know. Finally, here is the worksheet with comprehensive examples of the sentence structure under study.

Unlike most of the materials related to writing instruction you will find on this blog, this material is relatively unsupported. There are no modified cloze exercises (though, in reviewing this material, I understood how to go about preparing some, a maneuver that stymied me when I first contrived this unit), simply mentor sentences from the text from which I derived much of the material in this unit to guide students in composing sentences of their own.

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.

Cultural Literacy: Zoning

OK, here is a Cultural Literacy worksheet on zoning. This is a half-page worksheet with a one-sentence reading and one comprehension question. A short introduction to a big and controversial subject that ultimately involved the Supreme Court in 1926 in the Village of Euclid v. Ambler Realty decision. It’s easy to see how sensible zoning might have prevented this horror show in West, Texas (yes, the town is called West, and I don’t refer here to the larger geographical region of West Texas), or this one in Northwest Houston seven years later.

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.

Concepts in Sociology: Ageism

The lead story from Mark’s Text Terminal on this already hot day concerns the operation’s recent move. I didn’t go far–just a ten-minute walk from where I have lived for the past two years. I am now in the Midwood section of Brooklyn, about two blocks from Brooklyn College. This is a very nice area adjacent to the sublime precincts, from south to north, of Fiske Terrace-Midwood Park, Ditmas Park, and Prospect Park South. Since I’m an old guy now, this, I expect, will be the last place I live.

So it struck me as a fine synchrony when I found the second worksheet of a series of 69 general conceptual documents for a sociology class last year was this worksheet on the concept of ageism. It’s a full page worksheet with a reading of four longish sentences and three comprehension questions. If it looks like it was put together on the fly, believe me, it was. However, this could be edited down to a half-page do-now exercise, or expanded with some critical questions. Because this worksheet is formatted in Microsoft Word, you can adapt it to your classroom’s needs. More than enough said.

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.

Common English Verbs Followed by an Infinitive: Expect

Here is a worksheet on the verb expect as it is used with an infinitive. In the future, I expect to use better judgment when producing curricular material.

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.

Cognoscenti

“Cognoscenti (plural noun): Individuals having authoritative knowledge of a field or subject, especially in the arts; informed or expert specialists. Singular: cognoscente.

‘Some of the illustrations will be revelations even to the cognoscenti. The soaring drama of the Galleria Vittorio Emanuele II, Milan, for example, is an extraordinary fish-eye photo.’ J. Mourdant Crook, Times Literary Supplement.”

Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.

Cultural Literacy: Write-In Candidate

There has been a lot of talk about civics education in my corner of the world of public education, but virtually no action. At a time when democracy around the world is under clear and demonstrable threat, it is clearly time to deal with revitalizing the political structure that Winston Churchill so wittily said is “…the worst form of Government except for all those other forms that have been tried from time to time.…”

I doubt whether this Cultural Literacy worksheet on the concept of a write-in candidate will do anything to buttress democracy, but I would argue that as we send our graduating high school seniors out in the world to exercise their franchise, this is a concept they should understand. This is half-page worksheet with a one-sentence reading–38 words though, with an element in parentheses, which may require editing for some students–and one comprehension question.

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.