Sean Taylor M.Ed. Reading Sage: Advocating for Every Child to Read, Reason, and Thrive

Hi, I'm Sean Taylor, M.Ed Special Education. —a dyslexic reading teacher and special education advocate. Since 2010, I've been creating resources to help students, families, and educators build stronger reading, reasoning, writing, and critical-thinking skills. Today, I'm using AI tools like NotebookLM to transform 15 years of blog posts into podcasts, explainer videos, and accessible learning resources.

Sunday, November 15, 2015

PARCC Released Test Items ELA Literacy | PARCC Reading ELA Released Test Items with Student Responses

2015 Grade 3 English Language Arts Test Released Questions (1.64 MB)
2015 Grade 4 English Language Arts Test Released Questions (1.71 MB)
2015 Grade 5 English Language Arts Test Released Questions (2.14 MB)
2015 Grade 6 English Language Arts Test Released Questions (1.75 MB)
2015 Grade 7 English Language Arts Test Released Questions (4.34 MB)
2015 Grade 8 English Language Arts Test Released Questions (2.06 MB)
2015 Grade 3 Mathematics Test Released Questions (1.78 MB)
2015 Grade 4 Mathematics Test Released Questions (1.53 MB)
2015 Grade 5 Mathematics Test Released Questions (1.47 MB)
2015 Grade 6 Mathematics Test Released Questions (1.64 MB)
2015 Grade 7 Mathematics Test Released Questions (1.47 MB)
2015 Grade 8 Mathematics Test Released Questions (1.8 MB)

Example of the Reading Comprehension trait from the grades 6-11 rubric:

• Reading Comprehension of Key Ideas and Details:

■ Score Point 4 ● The student response demonstrates full comprehension of ideas stated explicitly and inferentially by providing an accurate analysis and supporting the analysis with effective and convincing textual evidence.

■ Score Point 3 ● The student response demonstrates comprehension of ideas stated explicitly and/ or inferentially by providing a mostly accurate analysis, and supporting the analysis with adequate textual evidence.

■ Score Point 2 ● The student response demosntrates basic comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis and supporting the analysis with basic textual evidence. ■ Score Point 1 ● The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis and supporting the analysis with limited textual evidence.

■ Score Point 0 ● The student response demonstrates no comprehension of ideas by providing inaccurate or no analysis and little to no textual evidence.

Close Reading | Socratic Seminars | Reading Fluency Passages

Informational Text Close Reading | Socratic Seminars | Fluency Passages

Title: Chinese Dragons Word Count: 297 Flesch-Kincaid Grade Level 5-7pdf

Common Core Anchor Reading Standard 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Summary: The Chinese dragon is rendered as a long and serpent-like creature without wings. The Chinese dragon is said to be a strange mixture of several animals.

1. The dragon was the sign of the Emperor and was on the national flag of the late Qing dynasty. The Chinese dragon is rendered as a long and serpent-like creature without wings. The Chinese dragon is said to be a strange mixture of several animals.

2. According to legend, Chinese dragons were supposed to be made of all the world's spare parts. The Dragon in Chinese mythology was a creature of high mountains or underground caves, breathing flames and ready for combat.

3. The imperial throne was called the dragon throne. China was regarded as the land of the dragon and the Chinese people were viewed as the dragon's descendants. Depending on their mood, Chinese dragons could be either playful or frightening. Dragons can be seen in almost all Chinese cities. The dragons decorate ancient monuments and buildings and are sometimes depicted playing with a pearl or thunder-ball. The dragon rain God is often depicted with a pearl, to symbolize thunder.

5. The Chinese wrote of dragons in their ancient book, I Ching, associating the creatures with power, fertility, and well-being. This is because the Chinese considered a dragon and phoenix as symbolic of the blissful relations between husband and wife. In ancient China, dragons could be found in decorations for weddings or royalty along with dragons.

6. The dragon is a symbol of deep desire, of wisdom and of luck, and has often been used to ward off evil spirits. Therefore, the dragon serves as a symbol of harmony, the fundamental spirit of Chinese culture. Chinese dragons traditionally symbolize potent and auspicious powers, particularly control over water, rainfall, hurricanes, and floods.

7. The dragon was said to have acquired a wide range of supernatural powers. Taoists regarded the dragon as one of the most important deified forces of nature.

Directions: Score your performance in today’s Socratic seminar homework using the following criteria:

5 = Brilliant 4 = Excellent 3 = Good 2 = Showing Progress 1 = Zero Participation

_____ I reread the text three times closely, I ranked the text, and I took Cornell notes on unknown words.

_____ I came prepared to ask HOT questions related to the text. What do you think is the main idea of the story? Why?

_____ I contributed several relevant ideas. Why do you think Laura sails around the world?

_____ I circled specific text evidence to support an idea or theme. The theme is the underlying message, what readers "think the work is about" or 'main idea.'

_____ I asked at least one thoughtful, probing question.

_____ I questioned or asked someone to clarify their comment.

_____ I built on another person’s idea by restating, paraphrasing, summarizing, or synthesizing.

_____ I encouraged other participants to enter the conversation.

_____ I treated all other participants with dignity and respect.

_____ I treated my learning opportunity with dignity and respect

Common Core PARCC Reading Test Passages with EBSR 2 Part DOK Level 2 and 3 Test Questions!

Grade 11 ELA - Conventions - Sample Student Responses

Grade 11 ELA - Literary Analysis Task - Item Set

Grade 11 ELA - Literary Analysis Task - Sample Student Responses

Grade 11 ELA - Literary Text Set - Item Set

Grade 11 ELA - M/L Informational Text Set - Item Set

Grade 11 ELA - Narrative Writing Task - Item Set

Grade 11 ELA - Narrative Writing Task - Sample Student Responses

Grade 11 ELA - Paired Text Set - Item Set

Grade 11 ELA - Research Simulation Task - Item Set

Grade 11 ELA - Research Simulation Task - Sample Student Responses

Grade 11 ELA - S/M Informational Text Set - Item Set

Grade 10 ELA - Conventions - Sample Student Responses

Grade 10 ELA - Literary Analysis Task - Item Set

Grade 10 ELA - Literary Analysis Task - Sample Student Responses

Grade 10 ELA - Literary Text Set - Item Set

Grade 10 ELA - M/L Informational Text Set - Item Set

Grade 10 ELA - Narrative Writing Task - Item Set

Grade 10 ELA - Narrative Writing Task - Sample Student Responses

Grade 10 ELA - Paired Text Set - Item Set

Grade 10 ELA - Research Simulation Task - Item Set

Grade 10 ELA - Research Simulation Task - Sample Student Responses

Grade 10 ELA - S/M Informational Text Set - Item Set

Grade 9 ELA - Conventions - Sample Student Responses

Grade 9 ELA - Literary Analysis Task - Item Set

Grade 9 ELA - Literary Analysis Task - Sample Student Responses

Grade 9 ELA - Literary Text Set - Item Set

Grade 9 ELA - M/L Informational Text Set - Item Set

Grade 9 ELA - Narrative Writing Task - Item Set

Grade 9 ELA - Narrative Writing Task - Sample Student Responses

Grade 9 ELA - Paired Text Set - Item Set

Grade 9 ELA - Research Simulation Task - Item Set

Grade 9 ELA - Research Simulation Task - Sample Student Responses

Grade 9 ELA - S/M Informational Text Set - Item Set

Grade 8 ELA - Conventions - Sample Student Responses

Grade 8 ELA - Literary Analysis Task - Item Set

Grade 8 ELA - Literary Analysis Task - Sample Student Responses

Grade 8 ELA - Literary Text Set - Item Set

Grade 8 ELA - M/L Informational Text Set - Item Set

Grade 8 ELA - Narrative Writing Task - Item Set

Grade 8 ELA - Narrative Writing Task - Sample Student Responses

Grade 8 ELA - Paired Text Set - Item Set

Grade 8 ELA - Research Simulation Task - Item Set

Grade 8 ELA - Research Simulation Task - Sample Student Responses

Grade 8 ELA - S/M Informational Text Set - Item Set

Grade 7 Released Test Item Guide Arts/Literacy Releas ed Test Items:

Grade 7 ELA - Conventions - Sample Student Responses

Grade 7 ELA - Literary Analysis Task - Item Set

Grade 7 ELA - Literary Analysis Task - Sample Student Responses

Grade 7 ELA - Literary Text Set - Item Set

Grade 7 ELA - M/L Informational Set - Item Set

Grade 7 ELA - Narrative Writing Task - Item Set

Grade 7 ELA - Narrative Writing Task - Sample Student Responses

Grade 7 ELA - Paired Text Set - Item Set

Grade 7 ELA - Research Simulation Task - Item Set

Grade 7 ELA - Research Simulation Task - Sample Student Responses

Grade 7 ELA - S/M Informational Text Set - Item Set

Grade 6 ELA - Conventions - Sample Student Responses

Grade 6 ELA - Literary Analysis Task - Item Set

Grade 6 ELA - Literary Analysis Task - Sample Student Responses

Grade 6 ELA - Literary Text Set - Item Set

Grade 6 ELA - M/L Informational Text Set - Item Set

Grade 6 ELA - Narrative Writing Task - Item Set

Grade 6 ELA - Narrative Writing Task - Sample Student Responses

Grade 6 ELA - Paired Text Set - Item Set

Grade 6 ELA - Research Simulation Task - Item Set

Grade 6 ELA - Research Simulation Task - Sample Student Responses

Grade 6 ELA - S/M Informational Text Set - Item Set

Grade 5 ELA - Literary Analysis Task - Item Set

Grade 5 ELA - Literary Analysis Task - Sample Student Responses

Grade 5 ELA - M/L Informatio nal Text Set - Item Set

Grade 5 ELA - Narrative Writing Task - Item Set

Grade 5 ELA - Narrative Writing Task - Sample Student Responses

Grade 5 ELA - Research Simulation Task - Item Set

Grade 5 ELA - Research Simulation Task - Sample Student Responses

Grade 5 ELA - S/M Literary Text Set - Item Set

Grade 3 ELA - Conventions - Sample Student Responses

Grade 3 ELA - Literary Analysis Task - Item Set

Grade 3 ELA - Literary Analysis Task - Sample Student Responses

Grade 3 ELA - M/L Informational Text Set - Item Set

Grade 3 ELA - Narrative Writing Task - Item Set

Grade 3 ELA - Narrative Writing Task - Sample Student Responses

Grade 3 ELA - Research Simulation Task - Item Set

Grade 3 ELA - Research Simulation Task - Sample Student Responses

Grade 3 ELA - S/M Literary Text Set - Item Set

Grade 4 ELA - Conventions - Sample Student Responses
Grade 4 ELA - Literary Analysis Task - Item Set
Grade 4 ELA - Literary Analysis Task - Sample Student Responses
Grade 4 ELA - Narrative Writing Task - Item Set
Grade 4 ELA - Narrative Writing Task - Sample Student Responses
Grade 4 ELA - Research Simulation Task - Item Set
Grade 4 ELA - Research Simulation Task - Sample Student Responses
Grade 4 ELA - S/M Literary Text Set - Item Set
Grade 4 ELA -M/L Informational Text Set - Item Set

Saturday, November 14, 2015

WHICH ONE DOESN'T BELONG? SCIENCE

WHICH ONE DOESN'T BELONG? SCIENCE Sorting, Categorizing and Classifying SCIENCE Worksheets! Please help create more “WHICH ONE DOESN'T BELONG?” Science game cards by sharing ideas for more specific categories and four word Science Categorization list.

Wednesday, November 11, 2015

Reading Logs | Best Reading Logs | Advanced Reading Logs

DOK 2 and 3 Hot Reading Questions Reading Log

Read and Response Journals, reflective reading logs, reading diaries, and reading portfolios are various types of response to literature that helps to engage the reader at a deeper level. Documenting and journaling over a period of time using novels, plays or poetry gives insights into how a student interacts with the ideas, themes, and opinions. The literary response may be used as a targeted learning approach using close reading strategies or an explicit program of learning that explores authors purpose, literary elements, or other literary ideas. The read and response journals, reading logs, and or reading diaries can come in many different guises and be used and fulfill a multitude of different literary purposes.

[PDF]Reading Log Questions/Prompts: - TeacherWeb
Reading Log Questions/Prompts: a. Summarize the main events in this book. a. Who is your favorite or least favorite character? Why? a. Do any of the characters ..

Advanced Reading Logs

[PDF]reading log.pdf - Merryhill School
Merryhill SchoolsOn three days each week, pick a question or reading response from the box below and answer it in complete sentences on the back of your reading log. You.

[PDF]READ 180 Daily Reading Log
READ 180 • Student Reading Log • Modeled and Independent Reading. Resource Links. SAM Keyword: Reading Log. READ 180®. Modeled and Independent.

[PDF]Reading-Response-Log - University Academy Second Grade Reading Log. As you read, here are some questions to think about. After you read, answer one or more of the questions below.

[PDF]Reading Log - ReadWriteThink
DATE. TITLE OF BOOK. START PAGE STOP PAGE. NUMBER OF. PAGES READ. Copyright 2003 IRA/NCTE. All rights reserved. ReadWriteThink materials may ...
.
[PDF]Home Reading Logome Reading Log. Name. Week of. Reading Minutes. Parent Signature. Title. Pages ______. Summary or Reflections. Reading Minutes. Parent Signature.

[PDF]Independent Reading LogIn today's reading, what were some descriptive words the author used to help you get a better understanding of the story? Reading Log. Book: Date: Minutes:.

[PDF]Reading LogWrite one title down for every 15 minutes you read. Date Pages Level. Coach's Signature. Home. Reading Log. Please indicate which Steps the reader read at ...

[PDF]Optional Reading Logs
create a summary at the bottom of the Log about something they read during the week. ... The Reading Logs are daily practice exercises to accompany students' ...

[PDF]Reading Logs: Integrating Extensive Reading with Writing ...
Reading Logs: Integrating. Extensive Reading with Writing Tasks. Reading literature is an excel- lent way for students to make progress in English language ...

[PDF]NEW YORK TIMES READING LOG - The New York Times
NEW YORK TIMES READING LOG. Directions: Use this log to keep track of Times articles you read. make sure to choose articles from a variety of sections in the ...

[PDF]Daily Home Reading Log
Directions: Research has shown over and over that the more a student reads at home, the more the student will enjoy reading and grow as a reader and a ...

[PDF]Reading Logs: Integrating Extensive Reading with ... - American EnglishEFL classroom and describe how to integrate writing tasks with a reading project by using a reading log(also known as a reading journal, a response journal, or ...

[PDF]Double Entry Reading LogThe purpose of a double entry reading log is to help students understand and remember ... It asks them to note in writing those aspects of their reading that strike them in ... these double entry journals serve as the student's reading log to be ...

[PDF] reading journal - University of HoustonThe Colorado Reading Journal is a peer-reviewed journal of the Colorado Council Inter- ...... books were abandoned; this reading log is an important tool for reading conferences. ...... can be saved as a JPEG, PNG, or PDF, or shared on social.

[PDF] Reading Logs and Literature Teaching Models in ... - SciELO Colombiausefulness of reading logs, and on the need to promote diversity in literature teaching in ... journals. These, however, seldom record the intricacies of the reading ...

[PDF] Learning journals and logs, Reflective DiariesLearning journals, logs and reflective diaries are terms often used ... learning journals, but whilereading please bear in mind that the terms can be used to.

[PDF]Reading Journal: Its Benefits for Extensive Reading - International ...on the benefits of reading journal for Reading I, an extensive reading course for first ... journal. 2. The Reading Journal. The journal log model suggested by .....

[PDF]Download "The Role of the Response Journal in Active Reading"The Role of the Response Journal in Active Reading ... words transport me to another time and started with a feeling about the literature—a response in the.

[PDF]The What, Why, When and How of Reading Response JournalsWhy use reading response journals? All students can experience success in responding to literatureregardless of reading ability. One of the primary ...

[PDF]Reader Response to Literature in Early, Middle, and Senior High ...It is this interaction that influences reading and responding to literature (Galda, .... on aesthetic and efferent teaching, literary experiences, literature logs, reader.

[PDF]1 What is a Response Journal? Journals provide learners with an ...Why are Response Journals an effective reading strategy? ... Response journals can be used with any genre of literature (poetry, short stories, media text, novel.

[PDF]A Response-Based Approach to Reading LiteratureJudith A. Langer. National Research Center on Literature Teaching and Learning ... literature from areader-based perspective (e.g., Benton,1992, Corcoran, 1992, Eeds & Wells, 1989, Encisco, ..... English Journal, 81(5), 65-71. Corcoran, B.

[PDF]Children's Response to Literature: Author, Text, Reader, ContextChildren's Response to Literature: Author, Text, Reader, Context ... you may not download an entire issue of a journal or multiple copies of articles, and you.

[PDF] Guiding young students' response to literature - UNM sresponse journal to integrate reading with writing and to promote literature. Simpson in- dicated that communal sharing of responses promoted an appreciation ...

[PDF]Reading Response Activities with Graphic Organizers © Deirdre - PcmacThe reproducible reading-response activities in this book are graphic ..... journal entry connects to yourreading by including details and facts! .... Literary ID Card..

Monday, November 9, 2015

Socratic Seminars Informational Text | Reading Passages with DOK 3 Seminar Questions

Socratic Seminars Informational Text | Socratic Seminars Informational Text Reading Passages with DOK 3 Seminar Questions and Socratic Seminar Observation Checklist Grade 4, 5, 6, and 7

13-year-old Dutch girl, Laura Dekker sails Around the World

CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Exploring the farthest corners of the globe has always been one of man’s most endearing dreams, and this has been taken to a wholly new level by the Dutch teenager Laura Dekker, who has accomplished the seemingly impossible task of sailing around the world solo at the age of 16 years. In fact, Laura became the youngest person to sail across the earth when she completed her voyage at the age of sixteen on the 21^st of January 2012. On her way, she has witnessed countless obstacles that have taken all the resourcefulness and determination that she could muster to realize her dreams into reality. WCPM 105

Laura Dekker turned her dream into reality and inspired countless other teenagers across the planet to dream big with the blessings of her parents but not the Dutch government. This is because the Dutch authorities tried their utmost to prevent Laura from taking this arduous trip across the earth’s perilous waters at such an early age, and did all they could to stop her in her tracks. Even though of Dutch nationality, Laura was in fact born on a yacht in the New Zealand waters. She was born on the 20^th of September 1995 while her parents were in the middle of a seven-year-long sailing trip, and their trip continued for a further five years after she was born before they returned to Holland. Thus, being born within the territorial waters of New Zealand, Laura Dekker enjoys dual Dutch and New Zealand citizenship. WCPM 250

Laura Dekker stayed with her father even since her parents got divorced in 2002, and her father’s passion of building boats has been a strong influence on her eventual quest to sail across the earth alone. She started sailing at an early age of six, and has ever since then been gradually upgrading to bigger boats as she got older. She took part in competitive dinghy races, as well as, offshore events, and finally started going on longer trips when she upgraded to the 7 m long seaworthy boat Hurley 700 at the age of ten. Laura used this boat to take solo trips around Holland, as well as, the North Sea, and then even sailed on her own to England in May 2009 with her Hurley 700. It was during those solo trips that the idea of sailing solo around the world began to emerge, and gradually grew to become her biggest dream. WCPM 403

Laura Dekker began to contemplate seriously about turning her dream into reality in early 2009, and received considerable support from her parents towards her endeavors. In 2009, she announced her plan to become the youngest person to circumnavigate the globe single-handed. However, the attitude of the Dutch government was quite to the contrary, and the authorities started a court case to thwart Laura from making the voyage. The ensuing battle in court continued for the next 10 months at the end of which Laura’s custody was handed back to her parents in July 2010. Finally, Laura was free to begin her journey, which duly started on the 21^st of August 2010 on the 30-year old yacht Guppy. Laura successfully led her voyage around the world on the 38 feet yacht and finally arrived in the Dutch Antillean island of Saint Maarten in the Caribbean on the 21^st of January 2012. WCPM 538

Laura Dekker traversed the North Atlantic, Pacific, and the Indian Oceans on her journey, and clocked over 27,000 miles. However, much has been said and written about the consequences of allowing young teenagers of going on such arduous trips involving considerable risks, and Guinness authorities have scrapped all records consisting of underage sailors to dissuade youngsters. Even then, Laura Dekker remains an influential figure in popular culture. WCPM 605

1. Laura Dekker has accomplished the incredible task of being – The only person ever to sail across the Pacific ocean The youngest person to sail around the world solo The youngest girl to sail around the world	2. While trying to make her dream come true, Laura received support from – Her parents The Dutch Government Both Part two: What character traits can you infer from Laura Dekkers journey?
3. Laura has dual Dutch and New Zealand nationality because – Her parents are Dutch She was born in New Zealand waters Both	4. Laura Dekker took up sailing from an early age and took part in – Competitive dinghy races Offshore sailing events Both
5. Prior to sailing around the world, Laura Dekker – Took solo trips around Holland, and to England Took solo trips around England, and to Holland Took trips to the Dutch Antillean islands	6. The Dutch Government tired to prevent Laura from taking the trip by – By initiating a court case that lasted for ten months By arresting her By confiscating her boat and provisions for the journey
7. Guinness authorities scrapped all records regarding underage sailors because – They do not appreciate the challenges faced by such sailors in accomplishing the feat They do not intend to encourage more underage sailors to take part in risky voyages They do not believe in honoring challenging feats accomplished by young people	Socratic Seminar: What do you think the main idea or theme of the passage? Circle and Rank the five facts that support your it. Answer the reading comprehension questions. As you answer each one, put the number of that question with the text evidence that supports your answer. Summarize the story using only five sentences. Tell about the main characters and what they do and why (infer).

Directions: Score your performance in today’s Socratic seminar homework using the following criteria:

5 = Brilliant 4 = Excellent 3 = Good 2 = Showing Progress 1 = Zero Participation

_____ I reread the text three times closely, I ranked the text, and I took Cornell notes on unknown words.

_____ I came prepared to ask HOT questions related to the text. What do you think is the main idea of the story? Why?

_____ I contributed several relevant ideas. Why do you think Laura sails around the world?

_____ I circled specific text evidence to support an idea or theme. The theme is the underlying message, what readers "think the work is about" or 'main idea.'

_____ I asked at least one thoughtful, probing question.

_____ I questioned or asked someone to clarify their comment.

_____ I built on another person’s idea by restating, paraphrasing, summarizing, or synthesizing.

_____ I encouraged other participants to enter the conversation.

_____ I treated all other participants with dignity and respect.

_____ I treated my learning opportunity with dignity and respect.Socratic Seminar Observation Checklist

Sunday, November 8, 2015

Teaching Inference and Drawing Conclusions Using Epigrams

Teaching inference and drawing conclusions using epigrams

An inference is an act or process of deriving logical conclusions from premises known or assumed to be true. The conclusion drawn is also called an idiomatic. Inferencing using figurative or nonexplicit language.

Epigrams a pithy saying or remark expressing an idea in a clever and amusing way.

Epigrams can also be a short poem, especially a satirical one, having a witty or ingenious ending.

INFERENCING AND DRAWING CONLUSIONS QUESTION STEMS & SIGNAL WORDS:

What can you infer...

Why do you believe...

How do you use the text to guess...

The text is referring to...

What is probably the meaning of the text....

How would you describe your thinking

Why did you make that conclusion...

What clues do you use to infer...

What reasons can you give for your opinion...

In you judgment what is the authours...

What can you determine from the text...

Why or how did you draw that conclusion....

Why do you assume...

Do you feel that is the real meaning...

What can you hypothesize about...

Did you think that...

The Essentials of Our Language: A Guide to Accuracy in the Use of the English Language"

To gain new words and new ideas, the student must compel himself to read slowly. Impatient to hurry on and learn how the tale or poem ends, many a youth is accustomed to read so rapidly as to miss the best part of what the author is trying to say. Thoughts cannot be read so rapidly as words. To get at the thoughts and really to retain the valuable expressions, the student must scrutinize and ponder as he reads. Each word must be thoroughly understood; its exact value in the given sentence must be grasped.” George W. Rine

Reflect on the epigrams below until you see their significance their spicy aptness. Note the play on words in some of them. Some are also metaphorical.

1 He spent his life trying to shoot big bullets from a small bored gun

2 Verbosity is cured by a large vocabulary

3 Some people are too foolish to commit folly

4 By indignities, men come to dignities

5 Unfortunate lady how sad is your lot Your ringlets are red your poems are not

6 The favorite has no friends

7 Never less alone than when alone

8 It is a custom more honored in the breach than in the observance

9 Language is the art of concealing thought

10 A remedy worse than the disease

11 He was conspicuous by his absence

12 We can not see the woods for trees

13 Not to know me argues yourself unknown

14 Hell is paved with good intentions

15 No pain no pleasure

16 The first shall be last and the last first

17 The half is greater than the whole

18 Beauty when unadorned, adorned the most

19 When you have nothing to say, say it

20 The child is father to the man

21 The valiant taste death but once

22 He said so many things that he didn't t say anything

Poetic epigrams

What is an Epigram? a dwarfish whole,Its body brevity, and wit its soul.— Samuel Taylor Coleridge
Some can gaze and not be sickBut I could never learn the trick.There's this to say for blood and breath;They give a man a taste for death.— A. E. Housman
Little strokesFell great oaks.— Benjamin Franklin
Here lies my wife: here let her lie!Now she's at rest – and so am I.— John Dryden
I am His Highness' dog at Kew; Pray tell me, sir, whose dog are you?— Alexander Pope
I'm tired of Love: I'm still more tired of Rhyme. But Money gives me pleasure all the time.— Hilaire Belloc
I hope for nothing. I fear nothing. I am free.— Nikos Kazantzakis
To define the beautiful is to misunderstand it.— Charles Robert Anon
This Humanist whom no belief constrained. Grew so broad-minded he was scatter-brained.— J.V. Cunningham
All things pass, Love and mankind is grass.— Stevie Smith
In the depths of winter, I finally learned that within me there lay an invincible summer.—Albert Camus
It is better to light a candle than curse the darkness.—Eleanor Roosevelt
If you can't be a good example, you'll just have to be a horrible warning.—Catherine the Great
Some cause happiness wherever they go; others whenever they go.—Oscar Wilde
To err is human, but it feels divine.—Mae West
An eye for an eye leaves the whole world blind.—Mohandas Gandhi
For most of history, Anonymous was a woman.—Virginia Woolf
He does not believe, who does not live according to his belief.—Sigmund Freud (perhaps the all-time best definition of hypocrisy)

Contact us @ readingsage@gmail.com

We try to provide accurate information, free teaching materials, and links to great teaching resources. This Blog is inspired by the Finnish model of teachers sharing freely great ideas. If you are the source of any Wiki excerpts or authored un-annotated materials, or we have not given the original source for, or a back-link please email us. We will remove, annotate the original authors material and or give a back-link. Please email Reading Sage if you find dead links. Thank you for visiting Reading Sage.