Here is a worksheet on the verb postpone when used with a gerund. I postponed throwing away a series of dubious worksheets.
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 reading on pragmatism and its attendant vocabulary-building and comprehension worksheet. I don’t imagine there will be a lot of demand for these documents; I wrote them for one student about 15 years ago. Preparing them for this post was the first time I’ve looked at them since then.
It’s probably worth mentioning that pragmatism is form of philosophy born in the United States. Its parents, Charles Sanders Peirce (1839-1914), William James (1842-1910), and John Dewey (1859-1952), are given first-class treatment in Louis Menand’s book on them and their philosophy, The Metaphysical Club (2001).
Aside: last summer, I spent some time interviewing for jobs in Albany, New York and environs, known as the Capital District or the Capital Region; I saw signs directing me to the village of Menands, seven miles north of Albany. As someone interested in place names and their origins, I assumed that the town was named for Louis Menand’s family. As it turns out, Louis Menand’s great-grandfather, also named Louis Menand, and himself an important 19th-century horticulturist, first arrived in the Village in 1842. So yes, once again, an old American family’s name becomes a place name, as so many have–think of the Astors: If you happen to live in New York City, their name is all over the place.
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.
“spelling: Word in the English language can be difficult to learn to spell because of many irregular spelling patterns. For example, do, due, and dew are all pronounced exactly the same way but differ in meaning. While English has 44 sounds, it has only 26 letters.
The letter-sound correspondence is essential for reading, as is the sound-letter correspondence for correct spelling. A difficulty in these relationships results in language disabilities.
Spelling a word id fare more difficult than reading a word for several reasons. First, passive (receptive) skills such as reading tend to be easier than active, expressive skills such as spelling. In addition, there are not contextual or structural cues to help with spelling as there are for reading. While spelling can be difficult for average learners, in is particularly difficult for individuals with a weakness in decoding.”
Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.
Here is a Cultural Literacy worksheet on the balance of payments as a concept in trade and economics. This is a half-page worksheet with a reading of two longish compound sentences and three comprehensions questions. A do-now exercise for some sort of social studies class, in other words.
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 verb feign, which is used both intransitively and transitively. Intransitively, it means “pretend” and “dissemble.” Transitively, and it is this definition toward which the context clues in this document point, it means “to give a false appearance of,” “induce as a false impression,” “to assert as if true,” and, again, “pretend.”
I would think this is a word students ought to know before they graduate high school. 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.
“Bully Pulpit Use of high office, power in media, or similar station to exhort of moralize to the people, as in the case of the presidency or an influential, prestigious newspaper. See also JAWBONE
‘And Moyers, unlike most newscasters, has something to say; he has abiding beliefs about what is right and wrong. And the CBS Evening News is, as they say, a bully pulpit.’ James Traub, United Mainliner”
Excerpted from: Grambs, David. The Random House Dictionary for Writers and Readers. New York: Random House, 1990.
This week’s Text is the second of two related lessons on subordinating conjunctions. The first appeared last week, and so is several posts down.
This lesson opens with this Everyday Edit worksheet on Booker T. Washington. And as always remember that the good people at Education World generously distribute a yearlong supply of these documents at no cost to teachers. If the lesson continues into a second day, here is a second do-now exercise on the homophones grate and great; n.b. please that grate here is dealt with both as a noun and a verb.
To teach this lesson, you’ll need this scaffolded worksheet; I imagine this teacher’s copy of same will be useful while working through all of this.
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.
They’re very likely something nobody at the elementary or secondary level needs, but here nonetheless are a reading on postmodernism and its accompanying vocabulary-building and comprehension worksheet. The one-page reading does a nice job of explaining what, for me, has always been a slippery concept. So if you’re teaching some or any of the authors discussed in this reading–among others you’ll find Thomas Pynchon, Italo Calvino, Toni Morrison, and Jean Rhys mentioned here–these documents probably aren’t of, uh, surpassing use to you.
On the other hand, as the reading points out, postmodernism is “notoriously difficult to define, whether in reference to literature, art, or anything else….” So there is the question of semantics to entertain here; a point of debate might be “Is there a stable definition of ‘postmodernism’ with concrete applied examples of the word?” Another might be an assertion in the reading, mostly accurate in my understanding of postmodernism, that the doctrine (such as it is) prescribes a view of the world that that “secure truths [do] not exist and that the world was therefore hopelessly fragmented.” That’s a grim assessment in many respects; but how, if at all, has it lent credibility to and generally abetted tyrants around the globe who began almost immediately, after a former president of the United States began flogging the term, began proclaiming most journalism (or journalism that doesn’t flatter the supreme leader) “fake news”? There, I think, is another point for debate.
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, Independent Practice, Social Sciences, Worksheets
Tagged building vocabulary/conceptual knowledge, cognition/learning/understanding, diction/grammar/style/usage, drama/theater, fiction/literature, literary oddities, philosophy/religion, questioning/inquiry, readings/research
Here is a worksheet on the verb miss when used with a gerund. I don’t miss digging ditches in Sheffield.
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, here is a Cultural Literacy worksheet on Bacchus. He is, as my late, great friend Fritz Hewitt once said, “the god of rave-up.” If you prefer, the reading in this worksheet puts it, a bit more academically: Bacchus is the “Greek and Roman god of wine and revelry.” This is a half-page worksheet with a reading of five sentences–all short–and three comprehension questions. Even a reading this short, from The New Dictionary of Cultural Literacy, hits all the bases, including associating Bacchus with Dionysus, which is useful.
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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