OK, moving right along, here is a context clues worksheet on the adjective outlandish. This word is in common enough use in the vernacular that students should probably know 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.
OK, let’s begin the week with this worksheet on the Greek roots gyn/o, gyne, and gynec/o. If you know the words gynecologist (or perhaps an even more timely word, misogynist), then you know that these roots mean “woman” and “female.”
Once again, any student with an eye on a career on healthcare will need to know this root and the many medical words that spring from 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.
It’s Friday afternoon. In the process of cleaning off desktops virtual and tangible, I found this Cultural Literacy worksheet on socioeconomic status. If there was ever a time in the history of the United States (or the world, I suppose, for that matter) that people ought to be cognizant of this term and the deep well of concepts attached to it, it’s now.
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 week’s Text, in the ongoing observation of Hispanic Heritage Month 2019 at Mark’s Text Terminal, is a reading on Pueblo Civilization and the vocabulary-building and comprehension worksheet that accompanies it.
As I am wont to do, I debated with myself the relevance of Pueblo Civilization to Hispanic Heritage. I’m confident that these first nation peoples were part of the same ethnic group as the Mayans–who of course became a subject population to the Spanish Empire. In any case, if anyone with the bona fides to do so could weigh in on this, I would of course be grateful.
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.
“invented spelling: A unique spelling of a word created by a child who has not yet learned the correct spelling. Proponents of invented spelling believe that it encourages students to express their ideas in writing before they have learned to spell. Critics worry that it introduces poor habits early in the learning process. Invented spelling is also referred to as temporary spelling, on the assumption that at some point students will learn how to spell the words accurately.”
Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.
It’s probably not an essential word for high school students, but here, nonetheless, is a context clues worksheet on the noun orthography if you can use 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.
Here is a Cultural Literacy worksheet on the Basque Region if you have any use for it. I’ve tagged it as a Hispanic History document. However, I must concede that the reading that drives this worksheet is at the outer limits, so to speak, of Hispanic History….
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.
“A lexicon is a collection, or stock, of words. This stock may be characteristic of an individual, a profession, a philosophy, or a ‘style’ (such as, say, a sermon), or it may be as unrestricted as an unabridged dictionary. A lexicon is usually to be distinguished from a glossary in being less focused and less restrictive. It could be argued, for instance, that this glossary need not, even ought not, contain the word lexicon in that, as is the case with many or the words discussed here, it is not a word with a special meaning within the analysis of rhetoric. I would respond that insofar as it is a word used to describe the range of vocabulary from which a given discipline or individual chooses, it is a word that can be useful to the rhetor. See ARGOT.”
Excerpted from: Trail, George Y. Rhetorical Terms and Concepts: A Contemporary Glossary. New York: Harcourt Brace, 2000.
This worksheet on the Latin word root uni should serve students well, particularly English language learners. It means, of course, one. This is an extremely florid root in English, showing up all over the place, and in words across the common branch curriculum.
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 want to pause here to digress on the seemingly underwhelming concepts of coordination and subordination. I will ask you to stifle your yawn as I acknowledge that they are easy to dismiss–ancient, faintly risible, uttered once long ago by acolytes of sentence diagramming in the era of chalk dust. They smack of grammar for grammar’s sake, and almost nobody cares about that. Teachers instead seek mostly to simply make sure the sentences work and dispense with the parsing of parts. It is so much simpler to tell kids to go with ‘sounds right’ (an idea that inherently discriminates against those for whom the sounds of language are not happily ingrained by luck or privilege) or to make the odd episodic correction and not worry about the principle at work.
But coordination and subordination are in fact deeply powerful principles worth mastering. They describe the ways that ideas are connected, the nuances that yoke disparate thoughts together. It is the connections as much as the ideas that make meaning. To master conjunctions is to be able to express that two ideas are connected but that one is more important than the other, that one is dependent on the other, that one is contingent on the other, that the two ideas exist in contrast or conflict. Mastering that skill is immensely important not just to writing but to reading. Students who struggle with complex text can usually understand the words and clauses of a sentence; it is the piecing together of the interrelationships among them that most often poses the problem. They understand the first half of a sentence but miss the cue that questions its veracity in the second half. And so without mastery of the syntax of the relationships–which is what coordination and subordination are–the sentence devolves–for weak readers–into meaninglessness.”
Doug Lemov
Excerpted from: Hochman, Judith C., and Natalie Wexler. The Writing Revolution: A Guide to Advancing Thinking through Writing in All Subjects and Grades. San Francisco: Jossey-Bass, 2017.
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