Even as a young child I was glued to tango. In 1996 I took my first tango class and from this moment on I have never stopped.
Every day would bring me to more classes and milongas.
My belief is that one can learn tango dancing it in the milongas and in classes. Done in tandem you won't lose much from the classes because you can immediately use it in the milonga. But, if you don't go out dancing you loose much of what you have learned..
In 1999 I began teaching my own classes and had the honour of always having very distinguished partners to teach and demo with. It has been a great pleasure to me to be able to do this within the most famous milongas in Buenos Aires. Over the years my teaching has taken me to interesting and distinct places around the world.
My dance is very soft and consists of a lot of walking and plays with the beat, in a close embrace style that respects navigation of the floor and its circulation.
Milonga and Vals are also my specialties. I like to work very closely with my students and believe my teaching is very didactic.
My dream would be that all my students can, in a relatively short time, learn and enjoy a lovely dance that has no 'force', is intimate and shared with a partner…because tango is for 'two'.
your words capture tango at its best – thank you!


As its core, HD Log Gold is a highly customizable database used to log analog, digital or previously captured video files. The Gold version of HD Log can also capture video using firewire and serial interfaces. Literally dozens of additional capabilities make this application worthy of a long look for editors seeking to streamline the tedious logging process. Three versions of HD Log, each with different capabilities, are available from Imagine Products. A comparison of all is available at the company's web site.
Data can be viewed in the clip or index view, and using both views. The index view permits you to "mark" a clip to be revisited and/or exported. Clips can be sorted in the index view using the sort function and exported in a variety of text and database formats as well as HTML with thumbnails.
HD Log's initial appeal is its ability to customize a template/log sheet to suit the video source, the project and the editor. The template can include any descriptive field the user determines to categorize the clip. Templates can be tailored for unique or recurring fields, to assign a default value to each field, its attributes, size, and position in the database interface. Fields can include drop down menus to speed text entry. Others fields can be configured to copy entries from various fields in the previous clip when a new clip is created. Fields are accessed successively by the tab key and move right to left and top to down.
Templates are customized for use while in the "edit mode" which enables fields to be repositioned, enlarged, renamed, or deleted by control/clicking on the field. Additional fields can be added by control/clicking on the area of the interface and adding a new field.
Fields are defined to correspond to the type of information that is being logged. These categories include: text, auto increment (to automatically name new clips by numerical increments), date, quantity, time code, video, text with menu, etc. Up to 50 template fields are available for each log template. The type of footage and its intended use determines the character and complexity of a template. For many uses, time code, duration, and notes are sufficient.
One key time saver is the use of Macro Menus. This feature uses recurrent text entries available from a drop menu to make logging information consistent throughout the log sheet. For example, if you are logging clips to be categorized for use in separate parts of an edit, assign a field as "text with menu entry" to quickly access the various categories a clip falls into. Then upon export, you can sort by that field.
Normal copy/paste, undo and other text conventions apply for text fields. Up to 5,000 characters may be entered. Date entries aids extend simply typing a "d" in a date field to automatically enter the current date.
When you have completed logging your footage, the database can be sorted to include those clips you wish exported to your NLE. HD Log exports batch lists to Final Cut Pro HD, Avid, Media 100, Adobe and Sony's products among others. It will also import EDLs and list files. Check the web site for compatibility.
Beside NTSC DV logging and capture, Video Assist will log and capture to any hardware codec supported by your system. Imagine Products has successfully tested the app with all AJA, Black Magic and Aurora cards, DV, and Canopus ADVC 110 boxes. A fully functioning transport controller with JKL support, shuttle, and cueing capabilities is included. FireWire capture from the Panasonic HVX200 is also supported. Make certain your drives are have the necessary capture capability.
Imported p2 clips can be marked, sorted, trimmed, and manipulated in various ways. You can force the app to assign a new "user" name for each clip, which the clip retains in a XML export FCP 4.5 or higher. Upon the export, the bin includes the trimmed clips with the names you assigned. This is a huge timesaver for editors. Only HD Log permits trimming and sub clipping. Both HD Log and the recently released p2 Log app can assign user clip names upon export.
There are dozens of other features that I haven't touched in this review. For example, the application has a DV Scan feature for indexing tapes and a patented scene detection technology based on color changes, extensive sort and search features, and network based digital library sharing.
Its capabilities will be fleshed out as you apply it to specific logging and capture tasks. As I stated before, some may balk at the $699.00 price tag for the Gold version of HD Log, and understandably so. Some of its features may not be useful to a good percentage of editors. If this is your situation, there are lesser-priced versions of HD Log whose features better correspond with your workflow. Visit the web site to gauge what you need and at what price point. In any case, this is a well-constructed application that provides an excellent interface to meet the tedious work of logging footage, and more.


user experience that is super-fast for end users.
- Understanding of the full mobile development life cycle.
The Procurement Assistant helps ensure that there is enough supply of materials or equipment. Works primarily in an administrative capacity, doing tasks such as scheduling material purchases and deliveries and verifying current inventory.


text:
MassMutual initiative award goes to 6 Utah businesses
By Deseret News Apr 30, 1998, 12:00am MDT
Share All sharing options for: MassMutual initiative award goes to 6 Utah businesses
Six Utah businesses have been selected to receive MassMutual's Blue Chip Enterprise Initiative Award, which recognizes companies that have overcome adversity and emerged successful.
They are International Armoring Corp., Ogden, and Foot Log, Gramoll Construction Co., O'Cur-rence Inc., SORENCO Laboratories and ZEVEX Inc., all of Salt Lake City.They will be honored during a luncheon Sept. 30 in the Little America Hotel, said Jim Wood-ward, president of the Mass-Mutual office in Utah. In addition, each company is the subject of a video that is distributed so that other company officials can see how adversity is overcome and challenges met.
Other sponsors of the program are the U.S. Chamber of Commerce, Nation's Business Magazine and First Business, a nationally syndicated newscast.

redpajama_set_name: RedPajamaCommonCrawl


A celebration of indiscriminate empathy and a sensitive reminder that the tragic and the transcendent can coexist.
The poem had been written many decades earlier by a young forgotten poet named Misuzu Kaneko (April 11, 1903–March 10, 1930). Yazaki hungered to know more about her life and work, but was met with a near-total vacuum. The only known copy of her poems had been destroyed during the bombing of Tokyo in WWII. The bookstore where she once worked was long gone. No one seemed to know if she had any surviving family.
Yazaki spent sixteen years trying to track down this ghostly genius. In 1982, by then in his mid-thirties, he finally made a breakthrough — he found and met with Kaneko's 77-year-old younger brother, who brought her three worn pocket diaries containing the only extant record of the 512 children's poems she had written in her blink of a lifetime, most never published.
Her poems have something of Whitman in their empathetic reverence for the splendor of the earth and its creatures, something of Blake in their precision of insight into the nature of things, and something of Plath in both the largehearted appetite for loving the world and the poet's heartbreaking death. Her short life is a rare reminder that the tragic and the transcendent can coexist, and that the barely bearable emotional porousness with which some people are endowed is the common root of both their sorrowful sensitivity and their uncommon capacity for compassion.
Yazaki set about enchanting the popular imagination with the grounding and elevating power of the lost poems he had found. Over the years that followed, as he published these forgotten treasures, Kaneko was resurrected as Japan's foremost poet for young readers. Children in public schools could recite her verses by heart. Her gentle face adorns a national postage stamp. When a tsunami devastated Japan in 2011, television companies stopped commercials and instead played her poem "Are You an Echo?" as a public service announcement that adrenalized nearly one million volunteers to flock to the site of the disaster.
But despite her immense popularity in Japan, the English-speaking world has been deprived of Kaneko's poetry for nearly a century — until now, thanks to Seattle's independent Chin Music Press: Are You an Echo?: The Lost Poetry of Misuzu Kaneko (public library) introduces young readers to the life and work of this extraordinary woman, whose writing continues to salve generations by wrapping the delicate consciousness of words around what so many unconsciously feel but cannot articulate.
A labor of love by David Jacobson, who first fell in love with Kaneko's poetry in its original Japanese, this unusual bilingual book translated by Sally Ito and Michiko Tsuboi tells the story of the poet's life alongside some of her most beloved poems, illustrated in tender watercolor by Japanese artist Toshikado Hajiri.
Kaneko was born at the dawn of the twentieth century in a small fishing village. Her mother, who became a single parent after the girl's father died when she was three, ran a bookstore and felt strongly about reading and education. Unlike most Japanese girls in that era, whose formal education ended after sixth grade, Misuzu remained in school until the age of seventeen. A precocious child, she read voraciously about faraway lands and was animated by a sympathetic curiosity about the natural world. Like Oliver Sacks, who would lie in the garden and wonder what it's like to be a rose, young Misuzu would puzzle over what it's like to be snow and how orphaned whale calves grieve their parents after a whale hunt.
the cold moonlight piercing it.
by the hundreds who tread on it.
with neither earth nor sky to look at.
In her early twenties, Kaneko began writing short poems for children based on vivid memories from her own childhood. She submitted some of them to five magazines that held regular competitions for young writers. To her amazement, four of the five accepted her poems and printed them in the same month of 1923. Soon, her poems began appearing in magazines all over the country. Barely in her twenties, she became a literary celebrity.
Poor lonely flower shop man.
The flowers he cared for are all gone.
for the flowers he sold.
But while the public shone its adoring attention on Kaneko, darkness was brewing in her private life. The man she had married — a clerk in her family bookstore — turned out to be a terrible, unfaithful husband. As Jacobson tactfully puts it, she "contracted a disease from her husband that caused her great pain." To compound the physical agony, he forced her to stop writing.
The little girl they had together was the light of Kaneko's life, but when she finally decided to rise from the pit of unhappiness by leaving her husband, she collided with further heartbreak: Japanese law automatically granted the father indisputable custody and Kaneko's husband didn't hesitate to use it — he declared that he was to take their daughter away. Bedeviled by debilitating bodily pain and anguished by the loss of her daughter, Kaneko sank into further despair.
One evening, after bathing her daughter and sharing with her their favorite desert — sakuramochi, a pink ball of sweet sticky-rice wrapped in a salty cherry tree leaf — Kaneko went into her study, wrote a letter to her husband asking that he let her mother raise the girl, and took her own life a month before her twenty-seventh birthday.
Every year on the anniversary of Misuzu's death, grandmother and granddaughter would share a sakuramochi. Together, they remembered Misuzu's kind and gentle soul.
Complement the tender and touching Are You an Echo?: The Lost Poetry of Misuzu Kaneko with Wabi-Sabi, a lovely children's book based on the Japanese philosophy of finding beauty in impermanence, and Little Tree, an uncommonly beautiful and subtle Japanese pop-up masterpiece about the cycle of life, then revisit this collection of children's book celebrating great artists, writers, and scientists.


text:
NYC lawyer called the gun license 'expediter' convicted of bribery
John Chambers faces up to 55 years behind bars for bribing officers in the NYPD Licensing Department. (Photo: Charles Eckert/AMNewYork)
A New York City lawyer and self-proclaimed gun license "expediter" could spend the rest of his life behind bars after a federal judge convicted him of bribery this week.
John Chambers, 63, faces a maximum of 55 years in prison for bribing his contacts within the New York Police Department's License Division while serving as an assistant district attorney in King's County.
"On behalf of his clients, Chambers acted as an intermediary for individuals who sought to circumvent the legitimate gun licensing process, and in some cases had criminal records or were otherwise precluded from owning firearms at all," said U.S. Attorney Geoffrey S. Berman in a news release Thursday.
According to the four-count indictment filed in federal court, Chambers gave NYPD Sergeant David Villanueva tickets to sporting and entertainment events, an $8,500 wristwatch and $2,000 in cash between 2010 and 2015 in exchange for leniency and expediency when it came to Chambers's clients.
In some cases, Villanueva would scuttle "incident investigations" involving Chambers's clients, preserving their firearms licenses despite clear evidence for suspension or revocation, according to court documents. He'd also modify the outcomes of concluded investigations, including one case where he commuted a licensee's revocation for multiple drunk driving offenses down to a temporary suspension.
Court records state Villanueva also used NYPD stationary to expedite license renewal applications for Chambers, knowing the letterhead would speed up processing from as long as six weeks to sometimes less than a day.
"The willingness of John Chambers to corrupt the gun License Division for his own benefit exposed the people of New York to unnecessary danger. This Office will continue to root out the corruption that undermines the public's confidence in the law enforcement officers and institutions sworn to serve us all," Berman said.
A jury found Chambers guilty of bribery, conspiracy to commit bribery, honest services fraud and conspiracy to commit honest services fraud. Sentencing is scheduled for Aug. 9.


text:
package net.md_5.specialsource;

import org.objectweb.asm.commons.Remapper;

public abstract class CustomRemapper extends Remapper {

    @Override
    public String mapMethodName(String owner, String name, String desc) {
        return mapMethodName(owner, name, desc, 0);
    }

    public String mapMethodName(String owner, String name, String desc, int access) {
        return name;
    }

    @Override
    public String mapFieldName(String owner, String name, String desc) {
        return mapFieldName(owner, name, desc, 0);
    }

    public String mapFieldName(String owner, String name, String desc, int access) {
        return name;
    }
}

redpajama_set_name: RedPajamaGithub


Please Note *Performance programs subject to change without notice.
Get advance notice of pre-concert chats, special events, PEISO Presents chamber music concerts and mini-concert receptions at Government House.
Special PEISO subscriber prices on select Indian River Festival and Confederation Centre classical music events.
about Island-wide music events via our exclusive newsletter as well as access to :all Things Classical" calendar postings on our informative webpage.
Experience the thrill of live symphony music! Become part of our community of concert-goers who help make music thrive on PEI.
the John Clement Memorial Fund.


Blend in food processor. Done.
I told my sister that I loved it for it's taste and it's simplicity. She was surprised that I found it so easy. "It's the cooking part that takes the longest," she said.
Apparently my grandmother used to cook it somehow. But I never knew that and so skipped that step altogether. Which was a good thing for me because I think if I had to cook it, it wouldn't be a prt of my tradition and I wouldn't have thought of her every time I did.
Now when I make it I think of my grandmother AND my sister. It connects us. And I am reminded about the importance of this amazing season. It's not something to get through. It's not something that should make you feel stressed and beholden. It should FEEL right. You can borrow from tradition and mix it with your own ingredients. You can make up new stuff altogether. You can do it in a way that honors the past and celebrates the now. And find what works best for you and your family.
So as we kick off this big holiday season, let's not fret about what we SHOULD be doing. Or how it HAS to be done. Instead let's keep our eyes on the prize which is the gathering, the celebrating, the appreciating and the connecting. Oh, and the fantastic feasts!!!


With Ben Sherman, you will never go out of style. All the clothes they sell are carefully-designed to suit the taste of every sophisticated man. They have polo shirts in multiple colors as well as checkered shorts that will go nicely with the short-sleeved polo in solid color. Moreover, they also have different kinds of shoes. They have casual leather shoes that you can wear when you go strolling; loafers when you go lounging at a beach or laced-up boots that you can wear when you go to work.
They also have wonderful jeans there with different styles like skinny, regular fit, and baggy. Ben Sherman also has a lot of accessories that can complement your outfit like sling bags, sunglasses, and belt. So if you always want to be in style wherever you go, you should check out the amazing items from Ben Sherman. Get them at discounted prices when you shop at AllTheSales.


There's no need to plan anymore for an island getaway when you already own your little slice of beach paradise. Imagine sipping a tropical drink at your leisure and admiring seaside sun views anytime, knowing you don't have to leave. In Thailand, it's not as impossible a dream as you may think.
Let's be honest, at some point the majority of us have let our minds wander into a daydream where you're the master of your own little tropical dominion. You while away days supine in your hammock, the warm salty breeze is always blowing, with gentle turquoise waves lapping at the shore, and the supply of perfectly ripe coconuts is endless. But we always have to snap out of it and find our way back to reality … or do we?
Maybe that concept of a tropical living is a bit idealistic, but the possibility of owning an island property in Thailand is closer and within reach than you might realise. The reasons are simple, says John Dopere, Geneal Manager of Koh Samui eal estate developer Samujana. "It's a beautiful island and we build amazing houses." All joking aside (he's right though), it's unlikely that the reasons in favour of investing in island property have ever been so great.
For those considering purchasing a vacation home or secondary residence, having reliable and convenient access will be the first consideration. After all, what good is your piece of paradise if you can't get to it.
Fortunately, Bangkok Airways opened Koh Samui Airport way back in 1989 and currently offers dozens of daily flights including direct flights to Bangkok, Phuket, Singapore, Hong Kong, and many more to come.
Once you've landed at Koh Samui's award-winning airport, many property development companies employ a villa manager who will be waiting to whisk you away.
There is a small contingent of foreign buyers in Thailand that opt for the peace and tranquility that can be found living in more rural, undeveloped areas. Those coming from more developed countries or cities may struggle with insufficient infrastructure, difficulty in communication, and lack of familiar creature comforts. That's why so many fall in love with Thailand's holiday islands, they discover a healthy economy, warm and welcoming communities, modern and international amenities, and a place that is thoroughly enjoyable to spend time in.
For those who visited Koh Samui back in the 1980's, things have come a long way. Although a bit narrow in places, paved roads criss-cross the island enabling access to all of the popular beaches and little hideaways.
Electricity is supplied via an underwater cable from a power station on the mainland. In case of a power cut, many villas or estates are equipped with backup geneators. For even more peace of mind, Impact Samui's latest developments, The Peak and Residence8, will be equipped with solar panels and battery storage as well as rain catchment systems for more independence and a smaller environmental footprint.
Of course, if you look at who's invested in island properties – a vast range of nationalities are represented. However, logic dictates that people living in places such as Hong Kong, Singapore, and Australia are better represented considering their geographical location and ease of access. Indeed, those residing in Asia, both nationals and expats, comprise the majority of foreign investment in island properties.
Since the real estate market in Koh Samui and Phuket hasn't experienced an overnight explosion, there hasn't been the corresponding influx of investors looking to make a quick buck. Instead, properties have been purchased to serve as holiday escapes, rental properties, retirement homes, or as primary residences.
Others buy with what Susan calls an "exit plan" in mind. They purchase a property and rent it out for several years before retiring, thus enabling them to make a smooth transition into post-career life when the time is right.
Then of course there are those who fully commit and start a new life in Koh Samui or Phuket with their families. This is continually becoming a more viable option for some due to fast and reliable internet connections, quality and affordable healthcare and hospitals, international schools delivering a high standard of education, as well as security and low crime rates.
"For those looking to own a property overseas but not necessarily use, the Koh Samui long-term rental market is buoyant due to the International schools, retirees [foreigners over 50 years old are eligible for retirement visas] and the foreigners who live here all year round," explains Emma Johnson, managing director of Overseas Property Portfolio (OPP).
If you're worried about getting stuck without being able to rent your property, anything is possible but it's unlikely considering the steady growth in tourism and development. A good indication of the health of the vacation rental market can be based in part on flight passenger numbers. In the last five years, foreign passenger arrivals via international flights to Koh Sami has doubled and Phuket has seen a 19% increase from last year. This steady increase is a promising sign for the ongoing economic health of the islands.


Geoffrey S. Berman, the United States Attorney for the Southern District of New York, announced that JON E. MONTROLL, a/k/a "Ukyo," pled guilty today to securities fraud and obstruction of justice. MONTROLL, who issued and sold securities related to a bitcoin investment platform that he ran through false statements about the success of the business, later provided false sworn testimony to the United States Securities and Exchange Commission (the "SEC") and provided the SEC with a false document during the course of the SEC's investigation into his operation of the bitcoin investment platform. MONTROLL's plea was taken by U.S. Magistrate Judge James L. Cott. The case is assigned to U.S. District Judge Richard M. Berman.
JON E. MONTROLL operated two online bitcoin services: WeExchange Australia, Pty. Ltd. ("WeExchange") and BitFunder.com ("BitFunder"). WeExchange functioned as a bitcoin depository and currency exchange service. BitFunder facilitated the purchase and trading of virtual shares of business entities that listed their virtual shares on the BitFunder platform.
Between the launch of Bitfunder, in or about December 2012, and at least in or about July 2013, MONTROLL converted a portion of WeExchange users' bitcoins to his personal use without the users' knowledge or consent. For example, MONTROLL exchanged numerous bitcoins taken from WeExchange into United States dollars, then spent those funds on personal expenses, such as travel and groceries.
During the summer of 2013, one or more individuals (the "Hackers") exploited a weakness in the BitFunder programming code to cause BitFunder to credit the Hackers with profits they did not, in fact, earn (the "Exploit"). As a result, the Hackers were able to wrongfully withdraw from WeExchange approximately 6,000 bitcoins, with the majority of those coins being wrongfully withdrawn between July 28, 2013, and July 31, 2013. As a result of the Exploit, BitFunder and WeExchange lacked the bitcoins necessary to cover what MONTROLL owed to users.
Notwithstanding the scope of the Exploit, MONTROLL failed to disclose the Exploit to users of BitFunder and WeExchange, or investors in Ukyo.Loan. Instead, MONTROLL continued to promote and sell Ukyo.Loan to customers and, on at least one occasion, falsely represented to customers that BitFunder was commercially successful. As a result of his omissions and misrepresentations, MONTROLL raised approximately 978 bitcoins through Ukyo.Loan after his discovery of the Exploit.
The SEC's New York Regional Office began an investigation into BitFunder and the Exploit. During the course of the investigation, MONTROLL provided the SEC with a falsified screenshot purportedly documenting, among other things, the total number of bitcoins available to BitFunder users in the WeExchange Wallet as of October 13, 2013. Additionally, during sworn investigative testimony on both November 14, 2013, and October 6, 2015, MONTROLL provided materially false and misleading answers to certain questions about, among other things, the timing of MONTROLL's discovery of the Exploit.
MONTROLL, 37, of Saginaw, Texas, pled guilty to one count of securities fraud and one count of obstruction of justice. Each charge carries a maximum penalty of 20 years in prison. The maximum potential sentences in this case are prescribed by Congress and are provided here for informational purposes only, as any sentencing of the defendant will be determined by the judge.
MONTROLL will be sentenced by Judge Berman at a date to be determined.
U.S. Attorney Geoffrey S. Berman praised the outstanding work of the Federal Bureau of Investigation. He also thanked the SEC, which previously filed civil charges against MONTROLL in a separate action.


Around 40 people gathered along with their pro-Brexit campaign bus to sing and chant.
As reported earlier, Brexit figurehead Nigel Farage was unable to join this leg of the march due to his commitments as an MEP. He is currently in Strasbourg.
However, the marchers did include another leading Brexit supporter – Tim Martin, the founder and chairman of pub chain Wetherspoons.
Tomorrow the march moves on to Aylesbury.
In total they are marching approximately 270 miles. They set out from Sunderland on 16 March and finish in Parliament Square in London on 29 March, the original date for the UK to leave the EU, which has now been delayed until at least 12 April.
See our interview with Nigel Farage earlier this week here.


Gary, the horn wire should be screwed on to the relay plate on the tube. Its about 2" long with spring loaded contact to the brass bushing on the steering shaft. Take that off then lube up the upper bearing against the steering tube. Its probably just rusted a bit. The upper bearing is pressed in to the outer tube. With that done, unless I missed something, you should be able to remove the outer tube by pounding on the main steering tube with a soft hammer or piece of wood so you don't damage the threads. I've just rebuilt mine so its fresh in the memory.


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Posts Tagged 'word relationships'
Vocabulary Review Baseball Game
February 23rd, 2019 | Mark Pennington, MA Reading Specialist
Baseball vocabulary review? Of course! Easy to set up, increases motivation to practice, and gets the kids up and moving. A little friendly competition never hurt anyone.
Flashcards with terms on front and definitions on back. The teacher creates vocabulary, literary terms, poetic devices, or? flashcards with terms on front and definitions or examples on back. On the definitions or examples sides of the cards, the teacher labels each according to levels of difficulty: S for a single, D for a double, T for a triple, or H for a home run. Hint: Have many more singles cards than the others.
Set up your baseball diamond inside your classroom or outside if it's a nice day. Divide your students into two teams, appoint a scorekeeper to write on the board or easel, and establish four bases. When in the field, students sit in seats; when "up," the students stand in line waiting their turn to bat. Shuffle the cards so that your students can see you're not stacking the deck in favor of one team or another. We don't need any more Shoeless Joe Jackson Black Sox Scandals (100 years ago in 1919).
Teacher selects a single, double, triple, or home run card. To "play ball," the teacher announces S, D, T, or H and either the word or example. The student batter must correctly define or identify the word within 10 seconds or the batter is "out."
Examples: Teacher says word: S "Alliteration." Student batter says the definition: "Repetition of initial consonant sounds." Teacher says example: H "The politician suggests that poverty remains the most important problem in the world today; however, the world has always had its share of poor people." Student batter says the term: "A red herring argument."
Three outs per each team per inning. Play as many innings as you want. Re-shuffle the cards if you need to work through the deck again or you wound up in a tie and have to go to extra innings.
Some form of team incentives sparks friendly (or cut-throat) competition.
Of course you want other vocabulary games as fun as this one. Get others in Pennington Publishing's year-long comprehensive vocabulary programs for grades 4, 5, 6, 7, and 8? The program includes 56 worksheets, along with vocabulary study guides, and biweekly unit tests to help your students collaboratively practice and master these Common Core Standards:
Multiple Meaning Words and Context Clues (L.4.a.)
Greek and Latin Word Parts (L.4.a.)
Language Resources (L.4.c.d.)
Figures of Speech (L.5.a.)
Word Relationships (L.5.b.)
Connotations (L.5.c.)
Academic Language Words (L.6.0)
Click HERE to check out the Common Core Vocabulary Toolkits, the Vocabulary Academic Literacy Centers, or the Grammar, Mechanics, Spelling, and Vocabulary BUNDLES. Want to test-drive the program first? Get four lessons, vocabulary flashcards, and a unit test:
Get the Grade 4 Vocabulary Worksheets FREE Resource:
Literacy Centers, Reading, Spelling/Vocabulary, Study Skills Academic Language, connontations, context clues, dictionary, figures of speech, Greek and Latin, homonyms, idiomatic expressions, idioms, multiple-meaning words, SAT vocabulary, thesaurus, tier 2 vocabulary, Tier 3 vocabulary, vocabulary, vocabulary lists, vocabulary programs, vocabulary tests, word parts, word relationships
How to Teach Multiple Meaning Words Vocabulary
December 22nd, 2017 | Mark Pennington, MA Reading Specialist
How to Teach Multiple Meaning Words
From an old vaudeville act:
"You drove me to drink!" her husband shouted.
"No, you walked there yourself every night," his wife responded.
This mildly humorous exchange is built upon word play. Word play is a basic tool for many writing and speaking genre. The word play in the short vaudevillian dialog involves the double-meaning of the verb, drove. It also involves different uses of the parts of speech: The husband uses to drink as an infinitive (an unconjugated verb). The wife interprets her husband's word, drink, as a common noun place (say a bar) and the object of the prepositional phrase to drink (where). Finally, the husband uses the verb phrase, drove me to, as an idiom, meaning forced me or caused me, whereas the wife uses drove me as a colloquialism meaning he used the car to drive (no one drives a person).
Enough already! English-language arts teachers certainly can take the fun out of anything. My point is that multiple meaning words are important components of any language. English has plenty of them.
The Common Core authors include multiple meaning words in the Language Strand as Standard L.4.a., but word play is also included in word relationships Standard L.5.b. and figures of speech Standard L.5.a. By the way, I love the fact that the Standards include puns (my boldface):
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.8.5.A
Interpret figures of speech (e.g. verbal irony, puns) in context.
See how multiple meaning words fit into the breadth of the Common Core Vocabulary Standards in the Language Strand:
What is the instructional focus of multiple meaning words?
Our instructional focus with multiple meaning words is centered on homonyms. A brief reminder: Homonyms represents a general category, literally meaning same names, that is used to indicate similar words which have different meanings. Homographs (words spelled the same, but pronounced differently, such as bass (a deep tone or voice) and bass (a type of fish), and homophones (words pronounced the same but spelled differently, such as reed and read) are subsets of homonyms. So, yes, bass, reed, and read are all examples of homonyms.
How do context clues fit in… the Standard does not mention these.
True, however words are always used in context. Without context clues, we wouldn't understand homonyms. For example, saying "I like a lot of bass" is meaningless unless we surround the homograph with context clues, such as "I like a lot of bass on my speakers" or "I like a lot of bass, but not a lot of trout."
As an aside, the Common Core Standards are quite explicit in some sections as exemplars for instruction; however, they are not a detailed instructional scope and sequence (see below for a helpful example). The Common Core authors expect teachers to use their brains to fill in the blanks. As an educational author, I always list applicable Standards; however, I also include a good measure of common sense. For example, the Language Strand Language Conventions Standards (L.2) include plenty of specific Standards regarding the use of different verb forms; however, the Standards nowhere mention "Thou shalt teach thine students what a verb is."
Which Multiple Meaning Words to Use and How to Team Them
Students should practice grade-level homonyms (same spelling homographs and sound homophones) in context clue sentences which show the different meanings and function (part of speech) for each word.
In my three vocabulary programs (see below), I use vocabulary worksheets to help students learn grade-level multiple meaning words and context clue strategies to explain their use. Check out my S.A.L.E. Context Clue Strategies with free lessons HERE.
The author provides three CCSS standards-based vocabulary program options for grades 4-8 teachers. Each includes 56 grade-level vocabulary worksheets, study cards, and biweekly unit tests. Answers provided, of course. Available on both Teachers pay Teachers and Pennington Publishing. Enter discount code 3716 on the latter to receive a 10% discount on all purchases. Common Core Vocabulary Toolkits | Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.
Interested in convincing your colleagues to purchase multiple standards-based grade-level vocabulary programs with a coherent instructional scope and sequence? Print off this comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your instruction: CCSS L.4,5,6 Grades 4-8 Vocabulary Scope and Sequence
Check out the following sample lessons (also available on the links above in the book previews). Each grade-level resource (available in all three programs) includes four vocabulary worksheets, plus the corresponding vocabulary study guide and unit test.
Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Writing Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets
Figures of Speech and Idiomatic Expressions
December 21st, 2017 | Mark Pennington, MA Reading Specialist
How to Teach Figures of Speech
ELA teachers do a great job of teaching the traditional figures of speech, metaphors and similes and many or the poetic devices, such as alliteration and personification in the context of literature and poetry. Check out a nice list with examples of the "Top 20" figures of speech with examples.
However, most of us give short shrift to the colloquial forms of language which actually fill more literature and poetry than the venerable figures of speech. For example, in Shakespeare's Richard III:
Off with his head! Now, by Saint Paul I swear,
I will not dine until I see the same.
RATCLIFF:
Dispatch, my lord [Hastings]; the duke would be at dinner:
Make a short shrift; he longs to see your head.
https://www.phrases.org.uk/meanings/short-shrift.html
The authors of the Common Core State Standards recognize the essential roles that colloquial expressions play in our English language. See the varied examples detailed in the Language Strand (L.5.a.). Did you know that the eighth grade standards include puns? I love that.
I especially appreciate the authors' emphasis on teaching idiomatic expressions. Idiomatic expressions are more than just the archaic "A stitch in time saves nine" examples that I used to teach, one per day, and have my students illustrate for Open House.
In fact, our non-literal language fills what we read, say, and speak. For example, I love that idiom of ours: through the door. It always gets some head-shaking in my EL, SDAIE, ELD, ESL, etc. classes. But all languages are filled with colloquial language.
For example, when I arrived in Mexico City to really learn the language some years back, I already had six years of middle school and high school Spanish, one college conversational Spanish class and one Spanish-only literature class. I felt pretty confident with the language.
Upon my arrival I found that my new friends understood me just fine. However, I only understood about 50% of what was being said to me. My Spanish instruction was failing me. I knew the formal, but not the informal language.
My Mexican roommate asked me if I had a chamarca. It was 90 degrees out and humid, as well. Why was he asking if I had a jacket? I looked at him strangely, and he explained that he had substituted the slang, charmarca, for his novia. You see, chamarca is slang for girlfriend; while novia was the formal word for girlfriend I learned in Spanish classes back in the U.S.
Learning to really learn the language was all about learning the idiomatic expressions. Spanish uses a lot.
The Common Core State Standards emphasize a balanced approach to vocabulary development. Unlike some of the other ELA Standards, the vocabulary Standards are quite specific and especially so with figures of speech. Although much of our Tier 2 (academic language) vocabulary is acquired through reading challenging text, other methods of vocabulary acquisition are best taught through explicit, direct instruction. Take a moment to skim the vocabulary standards and see how you're doing in your class or classes this year.
How to Teach Figures of Speech and Idiomatic Expressions
In my three vocabulary programs for grades 4, 5, 6, 7, and 8 (details follow), I use the wide variety of figures of speech (stated and suggested by the Language Standards) to teach students what the figure of speech is, what it means, and how to use it properly. My vocabulary worksheets require students to practice the figure of speech in the writing context, using surrounding context clues to show the meaning of the figure of speech.
Figures of Speech
Students love learning these figures of speech and practicing them in class conversations. This language play is essential to developing the utility and flexibility of our language. Students learn quite a bit about the etymologies of words and expresses with figures of speech.
As I mentioned, I provide three CCSS standards-based vocabulary program options for grades 4-8 teachers. Each includes 56 grade-level vocabulary worksheets, study cards, and biweekly unit tests. Answers provided, of course. Available on both Teachers pay Teachers and Pennington Publishing. Enter discount code 3716 on the latter to receive a 10% discount on all purchases. Common Core Vocabulary Toolkits | Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.
Would you like to see a list of all 140 figures of speech used in my grades 4, 5, 6, 7, and 8 programs? Sure. Why reinvent the wheel? Why not show this list to your colleagues and purchase multiple standards-based grade-level vocabulary programs with a coherent instructional scope and sequence? Print off this comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your instruction: CCSS L.4,5,6 Grades 4-8 Vocabulary Scope and Sequence
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How to Teach Connotations: Shades of Meaning Vocabulary
How to Teach Connotations Shades of Meaning
Some of our English words are quite imprecise. Whereas the Greeks have at least four words for love, we only have one. How crazy is it that we can say, "I love you darling, and I also love hot dogs" in the same sentence? Some of our English words are extremely precise. When we're discussing walking, we can use that general word, as in this example: Walking through the park, we stopped to feed the birds. However, we can assign more precision to the gerund by saying the following: Ambling, or Sauntering, or Cruising, or Strolling Walking through the park, we stopped to feed the birds.
Whether the words we choose to say or write are imprecise or precise in the denotative sense (what the dictionary says), we pour meaning into the words (connotations) by the way we use the words and the surround context clues. After all, we could say, "I love you darling" in a romantic sense, in a sarcastic, mocking sense, or in a humorous sense. It all depends on the communication clues we provide.
However, words do mean something on their own and it makes sense to teach our students what they do mean apart from the surrounding clues to help developing speakers and writers make proper word choices. Teaching the connotative meanings of words is best facilitated through the use of synonyms.
The writers of the Common Core Vocabulary Standards include connotative vocabulary acquisition in CCSS L.5.c.:
How to Teach Connotations
One great way to teach connotations is with semantic spectrums. Just like a rainbow is a color spectrum, certain vocabulary words can be placed within their own spectrum of meaning (semantics). Typically, when using semantic spectrums to introduce new words, the teacher selects two new words which have connotative meanings. The teacher provides the definitions of the two new words (or students look them up), and students write these new words on a semantic spectrum to fit in with two similar words, which most of your students will already know. For example, the two new words, abundant and scarce would fit in with the already known words, plentiful and rare, in this semantic order: abundant–plentiful–scarce–rare.
In my three standards-based vocabulary programs (described below with free downloads), my semantic spectrums look like this:
Semantic Spectrums
Notice that the parts of speech are all verbs for both the new words and already known words in the first example. In the second example, the new words are nouns, but the already known words are adjectives.
It makes no difference whether the parts of speech are consistent or not for the purposes of learning the connotations. Plus, it provides a nice means of extended learning, should you choose to use the teachable moment.
Teacher: Notice that social and shy are what kind adjectives. What inflected endings would we have to add onto our vocabulary words: extrovert and introvert to make them into what kind adjectives?
Students: "ed."
Teacher: Who could use the adjective forms in a sentence to show their meanings? What transition words would most likely be used to show the differences between extrovert and introvert? Can anyone think of another word to fit in our spectrum? Yes, you can use your thesaurus.
Semantic spectrums are wonderful teaching tools to help students master Connotations (L.5.c.) Standard. I provide 28 semantic spectrums for each of my vocabulary programs, different ones for each 4, 5, 6, 7, and 8 grade level.
The full-year, twice-per-week, 56 grade-level vocabulary worksheets are only part of these balanced programs. Among other resources, each lesson has vocabulary study cards and biweekly unit tests are provided. Available on both Teachers pay Teachers and Pennington Publishing. Enter discount code 3716 on the latter to receive a 10% discount on all purchases. Common Core Vocabulary Toolkits | Grammar, Mechanics, Spelling, and Vocabulary BUNDLES.
Want to see all of the connotative vocabulary provided in each program? Interested in convincing your colleagues to purchase multiple standards-based grade-level vocabulary programs with a coherent instructional scope and sequence? Print off this comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your instruction: CCSS L.4,5,6 Grades 4-8 Vocabulary Scope and Sequence
Literacy Centers, Spelling/Vocabulary Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, semantic spectrums, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets
How to Teach Word Relationships Vocabulary
December 20th, 2017 | Mark Pennington, MA Reading Specialist
How to Teach Word Relationships
In Appendix A of the Common Core State Standards, the authors discuss the importance of learning new vocabulary in the context of word relationships. To deeply understand a new word, often students must see this word in light of its connections to other words. The authors state,
Students benefit from instruction about the connections and patterns in language.
Developing in students an analytical attitude toward the logic and sentence structure of their texts, alongside an
awareness of word parts, word origins, and word relationships, provides students with a sense of how language works
such that syntax, morphology, and etymology can become useful cues in building meaning as students encounter
new words and concepts (Beck, McKeown, & Kucan, 2008) (Appendix A 32).
Years ago the SAT tested vocabulary through word relationships, known as analogies. Knowing the typical analogy categories helped students make educated guesses to be able to match one set of word relationships to another. For example, NIGHT is to DAY in the same way as TALL is to SHORT. Both sets illustrate antonym categories.
Many teachers have found that teaching analogies helps students understand how new words fit into already-known words. Building these word connections helps students better memorize and also use the new vocabulary with greater precision.
Which Word Relationships and Which Words to Teach
Both word relationships and new vocabulary should increase in complexity throughout the grade levels. For example, from item to category, such as with hurricane to weather in grade 4, students should progress to problem to solution, such as with infection to diagnosis in grade 8. Where can you get such a list of word relationships and words? Print off my comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your vocabulary instruction: CCSS L.4,5,6 Grades 4-8 Vocabulary Scope and Sequence
The instructional scope and sequence is from my three vocabulary programs for grades 4, 5, 6, 7, and 8 (described at the end of the article). Not only is there an instructional plan for word relationship, but all Vocabulary Standards are included:
To teach word relationships deeply, provide students with paired words to be learned which have a definable category relationship. Require students to write sentences which apply context clues strategies to show the different meanings of the two words in relationship to each other. Teach the S.A.L.E. Context Clue Strategies to equip your students to use surrounding word clues.
Word Relationship Categories
Literacy Centers, Reading, Spelling/Vocabulary Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets
How to Teach Academic Language Vocabulary
How to Teach Academic Language
It's been a while (2009) since I've read the carefully-crafted Appendix A of the Common Core State Standards. Not light bedtime reading, but reading is the subject of this appendix. As a reading specialist, this compilation of reading research is quite remarkable. What is fascinating to me is how this appendix informs what is in the standards themselves. To understand the English-language arts Anchor Standards and the reading strands, you've got to know where the standards are coming from.
Nine years later, some of the authors' comments seem prescient. For example, in discussing the need to read complex expository text, Marilyn Adams writes,
In particular, if students cannot read complex expository text to gain information, they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while
not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text… There may one day be modes and methods of information delivery that are as efficient and powerful as text, but for now there is no contest. To grow, our students must read lots, and more specifically they
must read lots of 'complex' texts—texts that offer them new language, new knowledge, and new modes of thought (Appendix A 32).
So, teachers know that we have to up the level of text complexity and that includes more expository text. What is the key characteristic of complex text? Academic language vocabulary.
The importance of students acquiring a rich and varied vocabulary cannot be overstated… (Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986), but vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997) (Appendix A 32).
The authors clearly advocate explicit, frequent, and systematic vocabulary instruction. But what about reading a lot? Isn't independent reading the most efficient means of acquiring vocabulary?
Yes, but… the question is what kind of vocabulary?
Both Tier 1 conversational vocabulary and Tier 3 domain-specific words are surrounded by context clues far more often than Tier 2 words. "What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words" (Beck, McKeown, & Kucan, 2008).
So, teachers need to explicitly teach Tier 2 academic language vocabulary. Is there any research about high frequency Tier 2 words?
Yes. Dr. Averil Coxhead, senior lecturer at the Victoria University of Wellington School of Linguistics and Applied Language Studies developed and evaluated The Academic Word List (AWL) for her MA thesis. The list has 570 word families which were selected according to certain criteria:
The word families must occur in over half of the 28 academic subject areas. "Just over 94% of the words in the AWL occur in 20 or more subject areas. This principle ensures that the words in the AWL are useful for all learners, no matter what their area of study or what combination of subjects they take at tertiary level."
"The AWL families had to occur over 100 times in the 3,500,000 word Academic Corpus in order to be considered for inclusion in the list. This principle ensures that the words will be met a reasonable number of times in academic texts." The academic corpus refers to a computer-generated list of most-frequently occurring academic words.
"The AWL families had to occur a minimum of 10 times in each faculty of the Academic Corpus to be considered for inclusion in the list. This principle ensures that the vocabulary is useful for all learners."
Words Excluded From the Academic Word List
"Words occurring in the first 2,000 words of English." Tier 1 Words
"Narrow range words. Words which occurred in fewer than 4 faculty sections of the Academic Corpus or which occurred in fewer than 15 of the 28 subject areas of the Academic Corpus were excluded because they had narrow range. Technical or specialist words often have narrow range and were excluded on this basis." Tier 3 Words
"Proper nouns. The names of places, people, countries, for example, New Zealand, Jim Bolger and Wellington were excluded from the list."
"Latin forms. Some of the most common Latin forms in the Academic Corpus were et al, etc, ie, and ibid." http://www.victoria.ac.nz/lals/resources/academicwordlist/information
Are there any research-based word lists, divided into grade levels?
Yes. The author of this article, Mark Pennington, has divided the Academic Corpus into grade-level lists by frequency. These academic language words are included in his vocabulary programs for grades 4, 5, 6, 7 and 8.
How should we teach the Tier 2 words?
Explicitly, frequently, and systematically (to borrow the language of the Common Core authors once again). Specifically, the author's vocabulary programs use the Frayer Model: the four square (definition, synonym, antonym, and example-characteristic-picture) method. The Common Core authors and reading specialists (like me) refer to this process as learning vocabulary with depth of instruction. Check out examples of these four square academic vocabulary instructional components in the author's vocabulary worksheets:
Academic Language Instruction
In addition to academic language vocabulary, the author's programs include rigorous, grade-level instruction in each of the Common Core Vocabulary Standards:
The author provides three vocabulary programs for grades 4-8 students: Common Core Vocabulary Toolkits | Vocabulary Academic Literacy Centers |Grammar, Mechanics, Spelling, and Vocabulary BUNDLES. Each program includes 56 grade-level vocabulary worksheets, study cards, and biweekly unit tests. Answers provided, of course. Available on both Teachers pay Teachers and Pennington Publishing. Enter discount code 3716 on the latter to receive a 10% discount on all purchases. Interested in convincing your colleagues to purchase multiple standards-based grade-level vocabulary programs with a coherent instructional scope and sequence? Print off this comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your instruction: CCSS L.4,5,6 Grades 4-8 Vocabulary Scope and Sequence
Check out the following sample lessons (also available on the links above in the book previews). Each grade-level resource (available in all three programs) includes four vocabulary worksheets, plus the corresponding vocabulary study guide and unit test: a perfect test-drive to see if one of the author's vocabulary programs will meet the needs of your students.
How to Teach Greek and Latin Word Parts Vocabulary
How to Teach Greek and Latin Word Parts
Earlier in my teaching career I taught SAT/ACT preparation courses on the side. No, not the math.
In checking out all of the SAT prep books I found page after page of Greek and Latin prefixes, roots, and suffixes. As I began reviewing countless practice tests, I saw why. Academic vocabulary is loaded with Greek and Latin word parts. In fact, I discovered later that over 50% of the words in our dictionaries contain one or more Greek or Latin morphemes (the word parts which have meaning, not grammatical inflections).
Now, I never had a class in Latin in high school; it wasn't offered and I wouldn't have taken this dead language if it had been. However, having subsequently earned my MA as a reading specialist, having taught ELA at the elementary, middle school, high school, and community college levels for twenty years, and having taken two years of Greek classes, I certainly see the value of learning both Greek and Latin to enhance one's English vocabulary.
Memorizing high frequency Greek and Latin word parts is truly the most efficient short-cut to academic language acquisition.
I do wish to say that I have found little long-term retention of vocabulary learned through simple rote memorization. The keys to memorization involve deep learning, association, and continued practice. Students won't benefit from these Greek and Latin short-cuts by simply learning a list of 20 per week with a quiz on Friday. Instead, a few well-chosen, high frequency Greek and Latin word parts learned well in the word analysis context, associated with each other to develop mental linking, and practiced in the four communicative contexts of listening, speaking, writing, and reading works so much better.
Let's refresh our knowledge of the Common Core State Standards to see how learning Greek and Latin word parts fits into a balanced approach to vocabulary development:
An Instructional Approach
Although many instructional techniques can be used to practice Greek and Latin vocabulary acquisition, I have never come across an effective instructional approach to introduce Greek and Latin word parts, so I had to invent my own. First, I had to select the right words. I used three criteria for doing so:
I found high frequency research on prefixes, suffixes, and roots and examined the recent Academic Word List to verify that the Greek and Latin word parts I chose appeared in Tier 2 words (cross-curricular academic language) and not the domain-specific Tier 3 words (ones which each academic discipline has, yet is relatively exclusive to that discipline). Here's a nice high frequency list.
2. Grade Level Utility
Frequency is important, but grade-level utility is an essential criterion as well. For example, the prefix em (meaning in) as used in emphatic is ranked #5 in the high frequency Greek and Latin prefixes; however, the prefix pre (meaning before) as used in preview is down the list at #13. No fourth grade teacher I know would argue that students should learn em before pre. You see the research studies don't measure high frequency at reading grade levels. So, which words to teach can't solely be based upon frequency.
3. Pairing
Lastly, I considered which words to teach in conjunction with which other words. First, I decided to avoid the conjugations. For example, if you were learning English, you would certainly need to learn the root, view, at some point. However, you would not have to memorize viewed, has viewed, had viewed, viewing, was viewing, will view, etc. This criterion cuts out a lot of memorization. Second, I chose word parts which link to other word parts by meaning, for example, em and en mean in and association, for example, pre + dict. Again, the prefix pre (meaning before) associates with the root dict (meaning to say). Together they mean to say before. Highly memorable. Of course, precocious teachers are adding on the suffix ion (meaning process or result) to form prediction (the process or result of saying before).
Now, besides the memorable association, this pairing also helps students problem-solve the meaning of the whole word. As you know, Greek and Latin word parts are usually, but not always helpful cues to the meanings of words. The pairing serves as an educated guess or predicted meaning.
I next required students to check their predictions. Students look up the Greek and Latin pairings as whole words in a dictionary (print or online) to compare and contrast their educated guesses to the denotative definition of the words.
Finally, I required students to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.
Now, that's how to introduce Greek and Latin word parts!
In addition to Greek and Latin word parts, the author's programs include rigorous, grade-level instruction in each of the Common Core Vocabulary Standards:
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Research-Based Vocabulary Worksheets
June 7th, 2016 | Mark Pennington, MA Reading Specialist
The two most often-used methods of vocabulary instruction include passing out a vocabulary list to be memorized for the Friday quiz and pre-teaching a few vocabulary words prior to reading. Each method has its limitations. Retention of rote memorization without reinforced, deliberate practice is minimal. Exposure to a key word in a reading selection without context provides minimal understanding.
Whereas the Common Core State Standards have been widely criticized in some academic areas, I've never heard a parent, student, or teacher criticize the vocabulary Standards detailed in the Language Strand. Whether states re-write, re-name, or simply re-number the Common Core State Standards, the essential components of vocabulary instruction are retained. As an MA reading specialist, both vocabulary acquisition and retention are the keys to the kingdom. But minds are not simply empty vessels to be filled with ACT/SAT vocabulary; minds are also to be trained to acquire and retain words on their own. The latter is not the natural process that some describe (or hope for). Surely the process of vocabulary growth can be made more efficient and accurate with training. That's where good teaching comes in… and one important instructional strategy is the research-based vocabulary worksheet.
The educational research provides insight as to what makes a vocabulary worksheet an effective instructional strategy for knowledge and/or skills acquisition.
In a January 2016 article, the American Psychological Association published a helpful article titled "Practice for Knowledge Acquisition (Not Drill and Kill)" in which researchers distinguish between deliberate practice and "drill and kill" rote memorization: "Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011)."
"… several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993). Each of these conditions can be met with carefully designed instruction."
Most of the Tier II academic (not content-specific) language is gained through widespread reading of challenging text, Reading lots of words matters, but reading at a word recognition level of about 5% unknown words, coupled with context clues instruction and practice maximizes the amount of vocabulary acquisition and retention. According the writers of the Common Core, text complexity really matters. Research-based vocabulary worksheets can help provide deliberate practice in how to independently grow vocabulary.
The second key to vocabulary development is deep instruction in the words themselves. Passing out the vocabulary list to memorize is not "deep instruction." Let's take a look at the Common Core Vocabulary Standards to understand. Following are the eighth grade Standards. Highlights are my own to facilitate skimming and to provide your own vocabulary check-list of "Do that," "Don't do that, but need to" self-evaluation. After the Standards follows research-based vocabulary worksheets from my grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs and the grades 4-8 Common Core Vocabulary Toolkit (slices of the aforementioned programs) to see how each of the Language Strand Vocabulary Standards L.4, 5, and 6 are incorporated into weekly classroom practice. The examples are from the fifth grade program. Yes, flashcards and tests are included in each program. Each program follows a grades 4-8 instructional scope and sequence and includes the Tier II Academic Words List.
Vocabulary Acquisition and Use:
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
CCSS.ELA-LITERACY.L.8.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
CCSS.ELA-LITERACY.L.8.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
[pdf-embedder url="https://blog.penningtonpublishing.com/wp-content/uploads/2016/06/Vocabulary-Worksheets.pdf"]
Check out the research-based grammar, usage, and mechanics worksheet and the research-based spelling patterns worksheets.
Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)
The author of this article, Mark Pennington, has written the assessment-based grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs to teach the Common Core Language Strand Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics worksheets and includes sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.
The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out the YouTube introductory video of the author's program.
Here are FREE samples of vocabulary worksheets from this comprehensive program–ready to teach in your class today. Each resource includes directions, four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers.
Spelling/Vocabulary Academic Language, affixes and roots, antonyms, connotations, context clues, denotations, dictionary, drill and kill worksheets, ELA worksheets, English grammar worksheets, English-language arts, figurative language, figures of speech, four square vocabulary, free worksheets, glossaries, grammar and mechanics worksheets, grammar and usage worksheets, grammar research, grammar worksheets, Greek and Latin, homographs, homonyms, homophones, idioms, idomatic expressions, inflections, learning theory, lesson plans, Mark Pennington, multiple-meaning words, phonics worksheets, reading worksheets, semantic spectrums, spelling worksheets, syllables, synonyms, teacher worksheets, Teaching the Language Strand, thesaurus, tier 2 vocabulary, tier three vocabulary, vocabulary worksheets, word parts, word relationships, writing worksheets


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Why Miss Hannigan From Annie Live! Looks So Familiar
NBC/YouTube
By Conner Reilly/Dec. 3, 2021 10:27 pm EST
The sun came out yet again when "Annie Live!" aired on December 2 on NBC. A live production of the hit musical "Annie," the show focuses on a young orphan (played by Celina Smith) and her search to find her parents after being adopted by a rich man. The Tony-winning musical has been adapted and reimagined numerous times over the years, and its most recent incarnation is one of the most fun and imaginative to date, bringing in a number of beloved actors to take on equally beloved roles.
Miss Hannigan probably looks familiar to many audience members who tune in to see "Annie Live!" during its recent NBC broadcast. That's because she is portrayed by Academy Award nominee Taraji P. Henson, who has no shortage of impressive IMDb credits throughout her long career in Hollywood. With that in mind, and with "Annie Live!" at the forefront of the pop culture discussion, let's take a look at some of the key roles fans of Taraji P. Henson may know her from.
She was an assassin in Smokin' Aces
One of the earliest notable silver screen roles for Taraji P. Henson was her performance as Sharice Watters in Joe Carnahan's 2006 thriller, "Smokin' Aces." In the film, Watters is one half of an assassin duo (the other portrayed by Alicia Keys) who descends on a hotel to assassinate Las Vegas entertainer turned FBI informant Buddy Israel (Jeremy Piven). However, things turn chaotic when several other assassins show up to collect Israel's heart –- resulting in a battle for the bounty on his head.
Unfortunately, Watters ends up as one of the unlucky assassins in the film. At one point during the race to kill Israel, she thinks her partner (for whom she secretly harbors feelings) has been killed in the crossfire. As a result, she opens fire on the FBI agents protecting Israel with a massive fifty-caliber sniper rifle, leading to one of the film's most explosive action sequences, as well as the character's demise when police descend on her location. Though "Smokin' Aces" ultimately proved unsuccessful at the box office, it has developed a cult following and serves as an example of Carnahan's strong action chops.
She earned an Oscar nomination for The Curious Case of Benjamin Button
Following her violent and intense turn in "Smokin' Aces," Taraji P. Henson showed off a much gentler side in some of her subsequent roles. That is perhaps no clearer than her role as Queenie in David Fincher's "The Curious Case of Benjamin Button," which premiered in 2008. Based on the F. Scott Fitzgerald short story of the same name, the film follows a man named Benjamin Button (Brad Pitt) who is born with the traits of an old man but gradually grows physically younger as he ages. In the film, Henson plays Queenie -– a woman who adopts Benjamin as her own when his parents throw him away at birth due to his perceived deformity.
Taraji P. Henson gave the word a number of critically acclaimed performances throughout her career. That said, "The Curious Case of Benjamin Button" arguably is her biggest silver screen role to date because of the critical praise and awards consideration she received. To date, her role as Queenie in David Fincher's romantic epic remains her one and only Academy Award nomination. However, considering her output in recent years, there is still time for her to change that.
She played a ruthless record producer on Empire
In 2015, Taraji P. Henson joined Terence Howard as the co-lead of "Empire," a Fox drama about a music producer struggling to hold onto his business. In the series, Henson portrayed Loretha "Cookie" Lyon, the wife of Howard's Lucious Lyon and a cunning criminal turned record producer in her own right. For her role as Cookie in the Fox series, Henson not only received a Golden Globe, but she also is in consideration for a spinoff focusing solely on her character. Fox passed on the spinoff in 2022, but according to a report from Deadline, it is being shopped around to other platforms.
Though Henson has achieved critical acclaim and awards consideration for other roles throughout her career, there's a case to be made that her performance as Cookie Lyon on "Empire" is currently the defining role of her filmography. The role arguably played to all of Henson's strengths as an actress, and catapulted her from character actor status to a full-blown Hollywood leading lady. Cookie may be gone, but the impression that she left on audiences remains.
She helped get John Glenn into outer space
2016's "Hidden Figures" told the story of the "human computers" that played an integral role during the early days of the space program, and specifically focused on three African American women who overcame barriers to make themselves part of the program. In the film, Taraji P. Henson portrayed real-life human computer Katherine Johnson, one of the three women who helped put John Glenn (played by Glenn Powell in the film) into space. The other two women, Dorothy Vaughn and Mary Jackson, were respectively portrayed by Octavia Spencer and Janelle Monae.
The ending of "Hidden Figures" reveals the story beyond what was shown in the movie. Johnson assisted with the Apollo 11 launch that put a man on the moon and was eventually awarded the Presidential Medal of Freedom. Katherine Johnson died in February 2020 at the age of 101. Following her passing, Henson took to Instagram to honor the late Johnson's legacy and remind the world of the excellent work she did during her career.
She could hear the thoughts of men in What Men Want
In 2019, Taraji P. Henson stepped into the lead role of high-powered sports agent Ali Davis for "What Men Want" under the direction of Adam Shankman. Based on the Mel Gibson 2000 comedy "What Women Want," the film took the basic premise of its predecessor (what if a chauvinistic man could hear the thoughts of women?) and turned it on its head. This time, Henson's Davis is mysteriously gifted the ability to listen to the thoughts of all of the men around her, and she utilizes that power to her advantage in her personal and professional lives.
"What Men Want" was not quite as successful as the film that inspired it. Globally, the film earned $72 million at the box office against a $20 million budget and garnered mixed reviews from critics. That said, despite mixed reviews for the film itself, many critics praised Henson for her work in the movie and specifically called out how game she was for the overall comedic premise. Though nothing has been confirmed at this time, there has been talk of potential sequels to continue the overall story, though it is unclear what that would look like at this time.
She played the murderous Bride in Muppets Haunted Mansion
One of the most recent on-screen appearances by Taraji P. Henson was her role as The Bride in the Disney+ Halloween special "Muppets Haunted Mansion." The film focuses on Pepe the King Prawn and Gonzo The Great as they head to the titular Haunted Mansion after Gonzo is challenged to spend one night within its halls. Meanwhile, all Pepe wants to do is go to a Halloween party and hang out with celebrities –- until he finds himself charmed by Henson.
"Muppets Haunted Mansion" continues a long line of star-studded Muppets specials, but this one is particularly interesting in how it adapts a beloved ride from the Disney parks. In fact, The Bride portrayed by Henson in the special is a key part of the ride. The murders of her husbands play a major role throughout the fan-favorite ride at Disneyland and Disney World, with Pepe stepping into potentially be the next unlucky man to make her a widow yet again.


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Josina Anderson Net worth, Husband, Wiki, Salary and Bio
Date of Birth : Aug 15th, 1978
Age : 42 Years old
Short Bio and Age
According to Josina Anderson's bio, she was born in Washington D.C. USA on 15 August 1978. Josina Anderson's age is 41 years now. She holds an American nationality. Josina belongs to African-American ethnicity. Her zodiac sign is Leo.
Net worth and Salary
According to authoritative sources, Josina Anderson's net worth is estimated to be around $2.2 million. Her annual salary is said to be a minimum of $65,000. Josina Anderson is famous as a sports journalist. She is currently working for ESPN.
She has been in love with sports ever since she was a kid. She used to be an announcer during basketball matches in her Montgomery Blair High School in Silver Spring, Maryland. While she was also competing in track and field– she was in the AAU Junior Olympics in the 200 and 400-meter races and managed to win a gold medal. She ultimately enrolled and graduated from the University of North Carolina with a bachelor's degree in Exercise and Sports Science.
Josina Anderson started her career as an intern on WTEM (Washington radio station), and worked on two of their shows – "The Tony Kornheiser Show" and "The Donnie Simpson Morning Show". Right after her internship was completed, she switched to CBS and began working as a sports news anchor and reporter in Oregon. Then, she began working with Fox 31 in 2005, but she had to move to Denver, Colorado as that's where the show was set. It was her second attempt to win that job as she was refused when she applied for the first time in 2003. She produced many great stories in the six years that she worked with them. In 2010 turned out to be her last year with Fox 31, she worked as a reporter for "Inside the NFL".
In 2011, she started working as a national sports reporter for ESPN. She didn't have to audition for the job as they offered it to her, which she accepted and moved to Chicago, where she is living and working today.
Is Josina Anderson Married? Who is her Husband?
Josina Anderson is supposed to be single as we could not find any information on her married life or her husband. She has revealed nothing about her personal life. There was just one rumor of her having a year-long relationship back in 2011, and there was also a recent rumor about her being married to a colleague, but she doesn't approve nor deny them. Other than that, Josina seems to be single and has never married.
Body Measurements: Height and Weight
Josina Anderson's height is 5 ft 8 inches. Her weight is around 68 kg which is equal to 150lbs. Her body measurements are 34-26-35 inches. She wears shoes size seven. Josina has long black hair and brown eyes.
Wiki and Social Media
Josina Anderson is very active on social media such as Instagram, Twitter, and Facebook. Her Instagram account is followed by nearly 50,000 people while she's posted 500 times. She is more popular on her Twitter account and has so far gathered over 150,000 followers and tweeted around 46,000 times. She also has a Facebook page with 44,000 followers. More info about her personal and professional life can be found on the Josina Anderson Wikipedia page and other wiki sites.
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