Here’s a first on Mark’s Text Terminal: on the same day it is Merriam-Webster’s Word of the Day, I offer you this context clues worksheet on the noun behest.
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 verb gratify, which is apparently only used transitively. This is a word students should know–it’s that simple.
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.
It was Merriam-Webster’s Word of the Day yesterday, so here today is a context clues worksheet on the adjective abominable. It strikes me as a good word to use to demonstrate English morphology by pointing out to students its forms as a noun (abomination), a verb (abominate) and an adverb (abominably).
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 first Text for the New Year is this complete lesson plan on the latin word root bell-. It means war. Here is the context clues worksheet on the noun conflict with which I begin this lesson. Finally, this vocabulary-building worksheet on this root is the mainstay of this lesson.
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.
It’s not a word one hears used much anymore–although New Yorkers still call part of Manhattan the Garment District–but here, nonetheless, is a context clues worksheet on the noun garment.
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 don’t know if it’s a word high school students need to know, but if you think it is, here is a context clues worksheet on the adjective haggard. I don’t know that I’ve ever used this (it was a Word of the Day at Merriam-Webster, and writing context clues worksheets on those has become my version of doing a crossword puzzle in the morning), but certainly this word is in sufficiently common use in English that it’s at least worth having students take a quick look at it.
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.
This context clues worksheet on guerilla affords students the opportunity to see this word used as both a noun and an adjective. I’ve often wondered if, at some point, I should write short application exercises–say, using the word defined in a few extemporaneously written declarative sentences–to complement some of the context clues worksheets I write. This one might be a good place to start with such practice.
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.
When I worked in New York City, I found that these two context clues worksheets on gentry and gentrify could occasion interest even in the most difficult-to-reach students. That says something about relevance in the classroom, I think. If you work in the inner city, I would think at some point, if current trends continue, this material will be de rigueur for your students.
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.
Today is the Winter Solstice, so the days now begin to lengthen. Spring is on the horizon.
This week’s Text is a complete lesson plan on the word factor that I developed on the fly (which shows, I fear) three years ago. The purpose of the lesson is to help students understand this complicated, polysemous word so that could use it in all the settings where it becomes, well, a factor.
For reasons I don’t entirely recall, I conceived of this Cultural Literacy worksheet on the noun axiom as the do-now, or opener of this lesson. I suspect I sought merely to introduce another concept from mathematics for the sake of consistency. The first worksheet for this lesson is three context clues worksheets on factor: in the first instance students will identify it as a noun, in the second as a verb, and in the third and final worksheet, it is once again used as a noun. To support this activity, here is a learning support in the form of definitions of factor in the order it appears on the context clues worksheets; this can be distributed to students as appropriate, or to your class linguist. Because I wasn’t sure how long any of this would take (the institute class for which it was written was a little over an hour long), I threw in this reading and comprehension worksheet on factorials as a complement. Parenthetically, I’ll just say that I think this lesson is incomplete; in fact, before I could consider it complete, I would want to run it by a math teacher or two.
And that’s it. This is the final Weekly Text from Mark’s Text Terminal for 2018. I plan to spend the next week doing just about anything but looking at a computer screen.
Happy Holidays to you and yours!
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.
Posted in English Language Arts, Essays/Readings, Independent Practice, Lesson Plans, Reference, The Weekly Text, Worksheets
Tagged building vocabulary/conceptual knowledge, context clues, cultural literacy, diction/grammar/style/usage, learning supports, numeracy, questioning/inquiry, readings/research
It was Merriam-Webster’s Word of the Day yesterday, so here today is a context clues worksheet on the adjective frenetic. It’s not an especially common word, but for the right time and place it is indispensable.
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.
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