Tag Archives: context clues

Here is a context clues worksheet on the verb parry. It’s used both intransitively and transitively. For each of those uses, however, there are two meanings, virtually identical across the intransitive and transitive uses of this word.

To wit: transitively, parry means “to ward off (as a blow)” and “to evade especially by an adroit answer”; intransitively, parry means “to ward off a weapon or blow” and “to evade or turn aside something.” The document above provides context clues to define parry in the sense of “to ward off (as a blow) and “to ward of a weapon or blow.”

Recently, I had to good fortune to attend a professional development session on debate-centered instruction. For that reason, you will see here, sooner or later, another context clues worksheet that calls upon students to recognize the second of each of the two definitions above.

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 is a context clues worksheet on the adjective obscure. This is another of those polysemous words whose array of meanings may surprise you.

In everyday discourse, we mostly use it to mean “not readily understood or clearly expressed.” But it can also mean “dark, dim, shrouded in or hidden by darkness, not clearly seen or easily distinguished, faint”; “relatively unknown,  remote, secluded, not prominent or famous”; and, interestingly, “constituting the unstressed vowel \ə\ or having unstressed \ə\ as its value.” Obscure can also be used as a verb, but that’s another worksheet and another post.

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 are a pair of context clues worksheets, the first on on model as a noun and the second on model as a verb. The word, as you surely know, also has use as an adjective; a couple of days after publishing this post, while rummaging around in my data warehouse, I found this worksheet on model as an adjective, so for the purposes of this post, you have a complete set from which to choose. Incidentally, the verb is used both intransitively and transitively.

It is generally the practice at Mark’s Text Terminal to provide the definitions on the face of the post. However, these are polysemous words, so I’ll recommend you find them in a dictionary (preferably Merriam-Webster’s Collegiate, 11th Edition, the house lexicon on this blog) to determine which meaning you want to emphasize with your students. Editorially, let me mention that these words offer teachers a chance to help students to understand polysemy, which might help them understand (and I would argue this is vital information for English language learners) why English can be a challenging language to master.

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.

Here is a context clues worksheet on the transitive verb defraud. It’s used only transitively, so don’t forget your direct object: you must defraud someone or something, a customer, a mortgage holder, a credit card company, or a bank.

And if your want context clues worksheets on the noun fraud and the adjective fraudulent to accompany this one, you’ll find those here.

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.

OK, folks, I’m taking the the rest of the day off from computing in all forms. But before I do, here is a context clues worksheet on the verb mediate. It is used both intransitively and transitively. You surely see the noun media inside this verb. Moreover, you may see the Latin word root medi, meaning middle.

So, unsurprisingly, in its transitive form, this verb means “to bring accord out of by action as an intermediary,” “to effect by action as an intermediary,” “and to act as intermediary agent in bringing, effecting, or communicating,” and “to transmit as intermediate mechanism or agency .” In the third and fourth definitions, teachers will see the work they do: to mediate between instructional content and students to create a situation where the most deep, broad, and therefore effective learning occurs.

Intransitively, mediate means “to interpose between parties in order to reconcile them.” In other words, mediate here describes what goes on, say, in a divorce mediation, or in a negotiation for a labor contract.

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.