Last but not least this morning, here is a Cultural Literacy worksheet on the Upanishads. This is a half-page worksheet with a reading of one sentence 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.
Here is a Cultural Literacy worksheet on Uzbekistan. This is full-page worksheet with a three-sentence reading and seven comprehension questions. You’ll notice that several of the questions (and you’ll find this in most of the Cultural Literacy worksheets that deal with nation-states) deal with the geographical location–bordering states around the compass rose, basically–of the country in question.
These questions, and the sentences that inform the answers, can be a bit much for emergent readers or students using English as a second language. Your can easily (this document, like nearly everything you’ll find on Mark’s Text Terminal, is formatted in word for ease of adaptation and manipulation) edit out those questions, as well as the sentences that drive them. Similarly, these can be simplified.
But bear in mind that I saw these as an opportunity for students with low literacy to stretch out a bit, and deal with some readings with a slightly greater pattern of complexity.
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, for the second week of Asian Pacific American Heritage Month 2026, Mark’s Text Terminal offers as its Weekly Text this reading on Sufism and its accompanying vocabulary-building and comprehension worksheet. Sufism, as you may know, is a mystical sect of Islam.
Are you aware that there are as many as 73 sects in Islam? And that there are a group of Muslims known as “non-denominational Muslims?” We Americans tend to think of Islam as homogenous–and, alas, in the view of far too many people in the United States, sinister.
It behooves us to know, understand, and respect our neighbors.
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, in what appears to be a spate of posts on religious and philosophical themes, is a Cultural Literacy worksheet on Taoism. This is a half-page worksheet with a two-sentence reading and two comprehension questions. A basic, symmetrical introduction to this school of thought and belief.
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 Cultural Literacy worksheet on the concept of yin and yang might be of some use in your classroom. I know it was something that greatly interested my pals and me back in high school.
This is half-page worksheet with a reading of two longish sentences and two comprehension questions. I don’t think these two sentences, while long, will cause much problems for students, even those struggling with reading. But what do you think?
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.
May 1 brings us May Day, but also the beginning of Asian Pacific American Heritage Month 2026. Mark’s Text Terminal observes this month with a series of posts dealing with subjects in Asian area studies, quotes, and biographies.
So let’s start with this reading on Confucius with its accompanying vocabulary-building and comprehension 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.
Based on text from Paul Brians’ book Common Errors in English Usage (Sherwood, Oregon: William James & Co., 2013), to which, as I always remind users of the this blog, Professor Brians allows free access at his Washington State University web page, here is a worksheet on the uses of the adjective loath and the verb loathe. I was a bit surprised to hear the adjective (used as “I am loath to drive my car into the lake”) is actually pronounced like both. I’ve always pronounced it like the verb, which sounds like clothe.
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.
As it is, as I understand it, the Gulf Stream influences the climate along the East Coast of the United States, and is particularly important to Northwest Europe. Here, then, is a Cultural Literacy worksheet on the Gulf Stream. This is a half-page worksheet with a one-sentence reading and two comprehension questions. A spare, but effective, introduction to this climatological phenomenon.
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 from Mark’s Text Terminal for 24 April 2026 is this lesson plan on the Latin word roots corp/o, corpor, and corpus. They mean, simply, body. A number of shoots grow from these roots, including the high-frequency English words corporation, incorporate, and corpse. Corporal punishment, of course, is punishment of the body.
I use this context clues worksheet on the noun physique to open this lesson and perhaps point the way for students toward the meaning of these roots. And this scaffolded worksheet , replete with Romance language cognates, stands as the primary work for 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.
From Paul Brians’ book Common Errors in English Usage (to which Professor Brians allows free access at his Washington State University page), here is worksheet on the adverb literally. Professor Brians rightly emphasizes the overuse of this word as an all-purpose intensifier. He advises, and I fully agree, that unless you have swallowed a stick of dynamite, you should not say “I literally blew up.”
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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