vocabulary & spelling 1

Level I

000i-00vi_Gr06_vocab&spelling-FM.indd 1 5/12/09 2:50:54 PM

Exceeding the Standards: Vocabulary & Spelling, Level I

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Cover Image Credits: Scene, Makoto Watanabe; sundial, Stockbyte/Getty Images.

ISBN 978-0-82194-406-6

2009 by EMC Publishing, LLC875 Montreal WaySt. Paul, MN 55102E-mail: [email protected] site: www.emcp.com

All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level I may photocopy complete pages in sufficient quantities for classroom use only and not for resale.

Printed in the United States of America

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iii EMC Publishing, LLC LEvEL IExceeding the Standards: Vocabulary & Spelling

ContentsIntroduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1: Word PartsLesson 1: Word Study Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Lesson 2: ReviewConsonant and Vowel Sounds . . . . . . . . . . . . . . . . . . . . 3Lesson 3: Syllables and Vowel Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 4: MorphemesChunks of Meaning . . . . . . . . . . . . . . . . . . . . . . . . 8Lesson 5: Morphemes and Word Families . . . . . . . . . . . . . . . . . . . . . . . . . .10Lesson 6: Looking for Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Lesson 7: Word Parts (Prefixes, Suffixes, and Word Roots) . . . . . . . . . . .14Test Practice: SpellingRecognizing Word Parts . . . . . . . . . . . . . . . . . . .16

Unit 2: Spelling Lesson 8: Spelling Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson 9: Spelling with Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . .19Lesson 10: SpellingSound-Alike Endings . . . . . . . . . . . . . . . . . . . . . . . . .22Lesson 11: Commonly Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . .25Test Practice: Spelling Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27

Unit 3: Word Study SkillsLesson 12: Word Study Skills I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Lesson 13: Word Study Skills II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31Test Practice: Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

Unit 4: Reference Material; Synonyms and AntonymsLesson 14: Using Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34Lesson 15: Using a DictionaryChoosing a Definition . . . . . . . . . . . . . .36Lesson 16: Using a ThesaurusSynonyms and Antonyms . . . . . . . . . . . .38Test Practice: Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . .40

Unit 5: Determining MeaningLesson 17: PAVEPredict, Associate, Verify, Evaluate. . . . . . . . . . . . . . .42Lesson 18: Context Clues I: Comparison and Contrast . . . . . . . . . . . . . . .44Lesson 19: Context Clues II: Restatement, Cause and Effect, and

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46Lesson 20: Denotation and Connotation . . . . . . . . . . . . . . . . . . . . . . . . . . .48Lesson 21: Sniglets and Invented Language . . . . . . . . . . . . . . . . . . . . . . . . .50Test Practice: Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52


LEvEL Iiv EMC Publishing, LLCExceeding the Standards: Vocabulary & Spelling

Unit 6: Studying SyllablesLesson 22: Syllabication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53Lesson 23: Spelling by Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56Lesson 24: Stressed and Unstressed Syllables . . . . . . . . . . . . . . . . . . . . . . . .58Test Practice: Syllabication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60

Unit 7: Homophones, Homographs, and Other Commonly Confused Words

Lesson 25: Homophones . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61Lesson 26: Homographs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63Lesson 27: Commonly Confused Words . . . . . . . . . . . . . . . . . . . . . . . . . . .65Test Practice: Homographs and Words with Multiple Meanings . . . . . .67

Unit 8: Word OriginsLesson 28: Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68Lesson 29: Idioms and Clichs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70Lesson 30: Words Related to Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72Lesson 31: English Around the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74Lesson 32: Becoming a Word Watcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76Test Practice: Idioms and American vs. British Spellings . . . . . . . . . . . . .78

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79


v EMC Publishing, LLC LEvEL IExceeding the Standards: Vocabulary & Spelling

Introduction

The Exceeding the Standards resource books provide in-depth language arts instruction to enrich students skills development beyond the level of meeting the standards. Exceeding the Standards: Vocabulary & Spelling offers meaningful ways to incorporate word study into the language arts classroom. Vocabulary & Spelling presents thirty-two lessons, designed to be used weekly, that cover a broad range of topics from etymology to context clues to spelling patterns. These lessons are aligned with the units of the Mirrors & Windows: Connecting with Literature program and may be used alone or as supplements to the Vocabulary & Spelling workshops in the Student Edition. Each lesson incorporates words from selections in the corresponding unit of the textbook. By using these lessons in conjunction with the literature program, you will help your students become better readers, writers, speakers, and spellers. Each lesson in Vocabulary & Spelling includes the following components: AWord of the Week, selected from the corresponding textbook unit, highlights a word that

students may find particularly meaningful or interesting. GrammarinstructionononeormoretopicsisfollowedbyaTry It Yourself section that allows

students to practice what they are learning. Just For Fun activities encourage students to play with words, reminding them that language can be

fun and interesting.Tip boxes in the margin throughout the lesson clarify definitions, offer additional information, and

give helpful suggestions. ATime Out for Test Practice at the end of each unit provides students with the opportunity to

assess what they have learned and to practice test-taking skills by answering sample standardized test questions in a multiple-choice format.

It is essential that vocabulary instructions include a variety of strategies to develop students word-study skills. Lessons in Vocabulary & Spelling provide many different ways of exploring and studying words, word parts, semantic families, and spelling patterns and rules. Activating students prior knowledge of words and of essential concepts related to words helps students make associations between new terms and words they already know. The activities in Vocabulary & Spelling will help you actively engage students in working with words. As their curiosity about word exploration grows, your students will become increasingly confident in their ability to attack, learn, and experiment with new words.

Related Program ResourcesFor more vocabulary and spelling instruction, including charts of common prefixes, suffixes, and word roots, refer to the Mirrors & Windows Student Edition Language Arts Handbook, Section 2: Vocabulary & Spelling. Additional vocabulary development activities integrated with the literature selections are included in the Meeting the Standards unit resource books and in Differentiated Instruction for English Language Learners.

Teaching TipsWord study encompasses not only vocabulary and spelling, but also the strategies language users employ to unlock meanings and internalize spellings. Effective instruction in word study gives students tools for learning new vocabulary and spelling independently in the long term. The following teaching tips can help you ensure that your students get the most from the lessons in Vocabulary & Spelling.


LEvEL Ivi EMC Publishing, LLCExceeding the Standards: Vocabulary & Spelling

Teach Word Attack StrategiesThere are a number of strategies good readers employ when they are confronted with an unfamiliar word. These strategies include: usingthecontextasaclue gleaninghintsfrompictures,charts,graphs,andothertextsupport examiningwordparts:prefixes,suffixes,androots combingthroughmemoriesforassociationswiththeword consultingdictionariesandotherreferencematerials askinganauthority,suchasateacherorotherexpertinthefield For many of us, these strategies have become second nature, and we are hardly conscious of using them. To students, however, they are not so obvious; strategic word decoding takes place mostly internally and silently, word attack strategies are largely invisible, and uninitiated students may never witness them in action. Research suggests that students need explicit instruction in these strategies to become proficient readers and effective writers. The lessons in Vocabulary & Spelling provide such explicit instruction.

Create a Word-Rich EnvironmentThe essential backdrop to an effective word study program is a classroom where words are clearly valued. The following are some ideas for creating such a classroom.Word Wall Post a variety of vocabulary words and/or words of the week in your classroom to

provide students with repetition and recycling of the terms you want them to internalize. Use it as the basis of word games such as bingo, Jeopardy, and twenty questions, as well as collaborative storytelling.

Class Dictionary Have students keep a class dictionary by taking turns entering words studied in class, providing definitions, illustrating terms, writing contextual sentences, and searching for real-world uses of the words.

Classroom Library Provide a broad range of reading materials, giving students time for sustained silent reading, and modeling avid reading yourself, to build students vocabularies.

Word Processing Language Tools Encourage students to make use of language features built into word processing programs, such as dictionaries and thesauruses.

Online Word Games Schedule time for your students to learn new vocabulary with online word games and other technology tools.

Language Mentor Share your own interest in words by drawing students attention to interesting words in the news or in pop culture and by modeling how you approach words that are new to you.

Foster CuriosityThe key to incorporating meaningful word study into your language arts classroom is to encourage dialogue with your students about how words create meaning. Your own curiosity about language is infectious and will encourage your students to become inquisitive word detectives motivated to solve the mystery of word meanings.

About Spelling RulesSome students benefit from memorizing what are sometimes called spelling rules; others are frustrated by the number of exceptions to each rule. To reflect the prevalence of exceptions, the term spelling pattern has been used instead of spelling rule in this resource. In addition to introducing students to spelling patterns, you can help them become stronger spellers by following the same teaching tips mentioned above: modeling the use of strategies, creating a word-rich classroom, and fostering curiosity.


1 EMC Publishing, LLC LEvEL I, unIt 1Exceeding the Standards: Vocabulary & Spelling

Name: ____________________________________________________ Date: ___________________

imploring (im> pl0r i4) v., begging, pleading

While Jason was imploring his mother to let him go to the Mall of America, he could see his friends drive off without him in the direction of the mall.

Synonyms for implore include beg, beseech, plead, entreat, demand, and press. The word implore is derived from the Latin word implorare, which means to weep. Note that when adding the suffix -ing to implore, the silent e is dropped.

Word of the WeekLEssON 1

Word study Notebook

Understand the ConceptDid you know that English has the largest vocabulary of any language in the world? There are more than one million words in English, and new ones are being added every day. With so many words to choose from, you can easily make your writing and speech unique and interesting. Rather than describe the sea as blue, you could call it azure, cerulean, cobalt, Prussian blue, indigo, aqua, or turquoise. When describing the lobby of a fancy hotel, you might say it is elegant, luxurious, sumptuous, classy, swank, ritzy, tony, or posh. New and interesting words can be found everywherein magazines and books, on billboards and restaurant menus, on the radio or on TV. Start collecting words in a word study notebook. All you need is a plain notebook with ruled paper. In your notebook, you can jot down new words along with their pronunciation, origins, and definition. You can also write a sentence using the word and even draw a picture to help you remember the meaning or spelling. Here is a sample word study notebook page:

In your notebook, you may also make lists of

words that appeal to you because of their sound or imagery. Later, you might use these words in creative writing or poetry. Here is a sample list of cool-sounding words: pagoda, umber, oxblood, effulgence, draconian, sea star, nimbus, lustrous, nightshade, gimcrack. Start your own! You can start by just flipping through a dictionary to see what catches your eye.

Tip

Word: optimist

Pronunciation: \5p> t@ mist\

Origins: French optimisme, from Latin optimum, meaning the best

Definition: one who is optimistic, that is, who tends to take a favorable view of events and conditions and to expect a favorable outcome

Sentence: Dennis is a true optimist: he is always looking on the bright side of things.

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Try It YourselfIn your own notebook, fill in this sample of a word study notebook. Use the space at the bottom of the page to draw a picture for the word.

Consider including the following in your word

study notebook.

New vocabulary

Spelling words and spelling tips

Prefixes, suffixes, and roots

Easily confused words (here and hear, their and theyre, lead and lead)

Fun word facts

Tip

You can use your word study notebook to record

strange and unusual words as well. In your word study notebook, create entries for the following words.

agogjocundwaftgelatinoustalisman

Tip

Word study is all about investigating words. Its

about finding out where they come from, what they mean. Its about finding patterns in the way they are spelled and pronounced.

Tip

Word study is all about investigating words. Its about finding out where they come from and what they mean. Its about finding patterns in the way they are spelled and pronounced. As you continue to study words, you may use your word study notebook to record notes on your investigation. You may list words that you have trouble spelling, words that are easily confused, or words that share a particular spelling pattern or word root. You may also include memory tricks, fun word facts, and so on.

Word: atone

Pronunciation:

Origins:

Definition:

Sentence using the word:

Drawing:

Words missed on spelling test: preferred divinecanoeing schedule

Words with the root path, meaning feeling: sympathy psychopath pathetic

Word Origins:

Kitty-corner: Has nothing to do with cats! The word was originally catercorner, an intersection with four street corners. (Cater was an old word meaning four.) Because it sounded like there was a cat in the word, people started saying kitty-corner for short.

Out in the boondocks: Out in the middle of nowhere. From bundok, meaning mountain in Tagalog, a language spoken in the Philippines.

You may reserve a section of your notebook especially for investigating word origins.



Name: ____________________________________________________ Date: ___________________

agitated (a> j@ t6t< @d) adj., in a nervous or uncomfortable state

The agitated young man could not stop worrying about his appearance.

The word agitated contains two schwa sounds (@). The schwa sound is usually found in a syllable that is not stressed, that is, it is not pronounced forcefully. This sound also appears in words such as extra, label, motivate, and helpful.


reviewConsonant and Vowel sounds

Understand the Concept Words are made up of sounds. As you know, the vowel sounds are sounds made by the vowels a, e, i, o, u, and sometimes y and sometimes w. The consonant sounds are sounds made by the consonants, that is, all the other letters of the alphabet.

Vowel soundsThere are only five vowels in Englishnot counting sometime-vowels y and wbut there are more than twice as many vowel sounds. This is because every vowel can make more than one sound. For example, the letter a can make a short sound (a), a long sound (6), a short o sound (5), an aw sound (0), or a schwa sound (@), an indistinct sound like eh or uh.

examples cat, mate, father, call, attend (/a/, /6/, /5/, /0/, /@/)

Below are all the different sounds made by vowels in English.

Short sounds Long sounds Other sounds/a/ pan, sap /6/ mate, sail /0/ or, raw, author/e/ bet, sell /7/ be, deep /1/ soot, foot, put/i/ kit, lip /8/ my, ice /ou/ out, now/o/, // lot, star /9/ so, boat /oi/ toy, boil/u/ up, scrub /2/ tune, crew /@/ tractor, even

Often, a team of two vowels will combine to make a long vowel sound. The following are different vowel teams, or digraphs, that can make the long vowel sounds /6/, /7/, /8/, /9/, and /2/.

/6/ ai, ay, ei, ey (aim, play, vein, obey)

/7/ ee, ea, ie (seen, bead, niece)

/8/ ie, uy (tie, buy)

/9/ oa, oe, ow (boat, toe, show)

/2/ oo, ou, ui, ue, ew (boot, group, suit, clue, flew)

The sounds /ou/ and /oi/ are diphthongs. That is, they contain two vowel sounds in one. They begin with one vowel sound and end with another.

Sometimes y can be a vowel that sounds like a

long i (cry, my) or long e (surely).

Sometimes w can be a vowel when it is combined with an o or an a, as in paw and cow.

Tip

The vowel sound /1/, made by some words

with oo, u, or ou, is different than a long or short u. It sounds a bit lower and is pronounced towards the back of the throat.

Tip



Some vowel teams can make more than one sound. There are at least three ways to pronounce the vowel team ea:

/7/ bead

/e/ head

/ay/ wear

Try It YourselfE x E r C I s E A

Some of the words below have a short /a/ sound as in cat and mat, and others have a long // sound as in state and bay. In your notebook, create a three-column chart. Label the first column Short /a/ [cat, mat]; the second column Long // [state, bay]; and the third column Other [star, bear, awful]. Put each word in the correct group. Some words will not fit in either group. Put these oddballs in the third column.

aidartbabblecarecranedisplayflame

graspguitarhailjablairlamemake

neighborrantreinstrawtaskveil

E x E r C I s E B

Circle the word that does not belong in each of the following categories.

1. /ou/ about, vow, know, shout

2. /oi/ boil, joy, poise, nose

3. // small, gnaw, auction, sauce

4. /u. / could, full, proud, foot

Each of the following words is missing one vowel that is pronounced with a schwa sound. Fill in the missing vowel.

5. act____r

6. incred____ble

7. import____nt

8. confid____nce

Consonant soundsThe consonant sounds are sounds made by the consonants, that is, all the letters of the alphabet other than the vowels a, e, i, o, u, and sometimes y and sometimes w.

You may have heard the saying When two vowels

go walking, the first does the talking. In other words, the first vowel says its name. This is true for many vowel teams. Below are some examples.

aim, play seen, bead tie boat, toe, show suit, clue

Tip

Notice that when the vowel has a long sound,

it says its name. In other words, a long a as in safe and ace has a sound like the letter A.

Tip

Y and w are sometimes consonants and

sometimes vowels.

As consonants: yes, will

As vowels: cry, surely, paw, cow

Tip



Consonant Sounds/b/ but, cub/ch/ child, patch/d/ doll, cod/f/ fall, cuff/g/ girl, hug/h/ hope, ham/j/ jam, fudge/k/ kid, pick

/l/ lip, pull/m/ man, lamb/n/ not, can/4/ sing, ink /p/ pull, up/r/ ram, core/s/ sip, miss/sh/ ship, lotion

/t/ tip, cut/th/ thank, forth/th/ there, that/v/ very, cove/w/ wet, twin/y/ your, yard/z/ zip, pleasure

Some consonants make more than one sound. The consonants c, q, and x make the sounds shown below.

c can have a soft sound like /s/ if it is followed by e, i, or y (cell, city, icy), or a hard sound like /k/ if it is followed by a, o, or u (cap, cone, culture).

q combines with u to make the sound /kw/ (as in quack) or /k/ (as in unique).

x can sound like /ks/ (as in next) or, rarely, /z/ (as in xylophone).

In addition, g can have a soft sound like /j/ if it comes before e, i, or y (gem, giant, gym), and s can have a sound like /z/ at the end of a word (is, rose).

Try It YourselfE x E r C I s E C

1. In some of the words below, the letter c makes its soft sound, /s/, and in others it makes its hard sound, /k/. In your notebook, create a three-column chart. Label the first column Soft c [cell, city]; the second column Hard c [cake, actor]; and the third column Other. Put each word in the correct group. Some words will not fit in either group. Put these oddballs in the third column.

candidcitruscurtainfactory

marchniceoceanpopcorn

receiverecent

2. The following words all contain the sound /sh/. However, they use different letters to spell the sound. On your own paper, sort them into groups according to the way they are spelled.

ashamedcommercialdishinitial

missionnationpatientshell

specialsugartissueunsure

When two consonants combine to create one

sound, they are known as a digraph. Consonant digraphs include ch, sh, th, wh, ph, and gh.

Tip

Because vowels and many consonants in English

make more than one sound, spelling can often be tricky. Recall, for instance, that there are at least five ways to spell the vowel sound // (tune, boot, group, suit, clue, flew). Meanwhile, there are at least four different ways to spell the consonant sound /f/ and six ways to spell /k/.

/f/ fall, bluff, phone, cough

/k/ kiss, cat, tick, school, account, antique

Tip



Name: ____________________________________________________ Date: ___________________

LEssON 3

syllables and Vowel sounds

Understand the ConceptA syllable is a part of a word that contains a single vowel sound. All words have at least one syllable. The following are one-syllable words. Listen as you pronounce each word. You should hear only one vowel sound, even if there is more than one vowel. Which vowel sounds do you hear?

examples reign, seal, bite, coat, stew

Here are some words with more than one syllable. Read them aloud to yourself. How many vowel sounds can you hear in each word?

examples sub-ject (2 syllables) he-ro-ic (3 syllables) ge-ol-o-gy (4 syllables) in-ev-i-ta-ble (5 syllables)

There are different types of syllables. Certain syllables may tend to have different vowel sounds.

1. Closed syllable: a single vowel is followed by a consonant. The consonant ends, or closes, the syllable. The vowel sound is usually short.

den, san dal, pic nic

2. Open syllable: ends in a single vowel. The vowel sound is usually long.

go, be, cra zy

3. R-controlled syllable: the syllable contains a vowel followed by an r. The vowel sound is controlled by the r.

worm, bar ber, mur mur

4. Vowel team syllable: the syllable contains two vowels that combine to make one vowel sound. Such vowel teams include ai, ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei.

boat, bead, hey day

5. Vowel-silent e syllable: ends in a silent e. The silent e makes the other vowel in the syllable say its name (have a long vowel sound).

note, made, scene

6. Consonant-le syllable: the syllable contains a consonant plus -le. It always comes at the end of a word. The vowel sound is a schwa.

no ble, ap ple, lit tle

systematic (sis< t@ ma> tik) adj., ordered; planned

The teacher was systematic in his approach to grading essays.

The word systematic can be broken down into four syllables (sys-te-mat-ic). It contains one open syllable (te) and three closed syllables (sis, mat, and ik). This lesson will give you more in-depth information about syllables.

Word of the Week

A syllable is a word part that contains a single

vowel sound. It is a chunk of sound.

Tip

The short vowel sounds are:

/a/ cat, /e/ bet, /i/ bin, /o/ got, /u/ up

The long vowel sounds are: /6/ mate, /7/ be, /8/ time, /9/ go, /2/ super

Other sounds: /1/ foot, /0/ off, /ou/ out, /oi/ boy

The schwa: /@/ extra, open, actor, able

Tip




Divide each of the following words into syllables, listening for the vowel sound in each syllable. Then, identify the types of syllables in the word.

example cuddle cud / dle: closed syllable, consonant-le syllable

1. rotate

2. pudgy

3. system

4. eagle

5. particular

E x E r C I s E B

Sort the following words into two groups according to whether the first vowel sound is long or short. Then, look at the consonants, vowels, and syllables in each word and tell whether you notice a pattern. Write your responses in your notebook.

acornatticbettercrying

dictatefoggygymnastidol

meteropenrumorsunny

Just for FunRead these nonsense words. How do you know which have a short or long vowel sound? Identify a real word that rhymes with each one.

yogninlavedipdatshule

Vowels can sound different when they are

followed by an r. The r controls the vowel sound. See how the vowel sound changes when an r is added in the examples below.

stab star

pen per

fix fir

on or

bun burn

Tip

If a word has two consonants in the middle,

it is usually divided between consonants. The first syllable is closed, and the vowel sound is short.

hop / ping, lad / der

If a word has only one consonant, it is usually divided before the consonant. The first syllable is open, and the vowel sound is long.

ho / ping, la / dle

Consult a dictionary for help if you have trouble deciding where to divide a word into its syllables.

Tip



Name: ____________________________________________________ Date: ___________________

LEssON 4

MorphemesChunks of Meaning

Understand the ConceptAs you may already know, many words are made up of several meaningful parts. For example, the word disorder is made up of a prefix, dis-, meaning not, plus the base word order. These meaningful word parts, or morphemes, include prefixes, suffixes, word roots, and base words. Prefixes are word parts that attach to the beginning of a word.

examples recall, unreal, distract

Suffixes are word parts that attach to the end of a word.

examples forgetful, softness, regarding

Word roots are word parts (such as leg in illegible or pop in popular) that cannot stand alone, but combine with prefixes and suffixes to make words.

example port (from Latin, meaning carry): transportation, portable, export

Base words can stand alone as words, but often link to other word parts to create new words.

example stop: stopper, unstoppable, doorstop


In your notebook, underline the base word in each of the following words. Then, tell what prefixes and suffixes are attached to it. (Note: Sometimes a base word loses a letter or two when a prefix or suffix is added.)

1. pregame 2. stardom 3. purplish 4. nonrepayable 5. judgment

invisible (in vi> z@ b@l) adj., unable to be seen

Since Alice rarely came out of her house, everyone referred to her as the invisible woman.

The word invisible contains three clear morphemes: The prefix in- (which means not), the word root vis (which means see), and the suffix -ible (which means capable of). Based on the meanings of these morphemes, one can conclude that invisible means not capable of seeing, which is very close to the dictionary definition. This example illustrates how becoming familiar with common morphemes can help you figure out the meanings of unknown words.

Word of the Week

Types of morphemes include prefixes,

suffixes, and word roots. Morphemes that can stand on their own are known as base words.

Tip

A word made up of two or more base words is

known as a compound word.

doorstop, eyebrow, breakfast

Tip



Now, underline the word root in each of the following words. Then, tell what prefixes and suffixes are attached to it. Refer to your Word Parts Charts for help.

6. transport 7. visible 8. revolution

E x E r C I s E B

Predict the meaning of each of the following words based on its parts. You may need to look at your Word Parts Charts for the meanings of prefixes, suffixes, and word roots. Write your answers in your notebook in a way that reflects the example below.

example unacceptable

prefix: un-, meaning notbase word: accept, meaning to receive willinglysuffix: -able, meaning able to be or fit to bepredicted meaning: not fit to be received willingly

1. subdermal 2. semisweet 3. infinity 4. ultrasonic 5. indispensable

Just for FunMake new words by combining some of the following word parts. Write definitions for your new words. They dont have to be serious or real words.

example hyperhydrated: what you become when you drink way too much water

-ance-ateautocentrcounter-cycldis-

formhydrhyper--ivejectlocmot

pedphonportpsychretro-rupt



Name: ____________________________________________________ Date: ___________________

LEssON 5

Morphemes and Word Families

Understand the ConceptThe parts of a word are called morphemes. Types of morphemes include prefixes, suffixes, and word roots. Morphemes that can stand on their own are known as base words. Breaking a word down into its morphemes can help you figure out what the word means. For example, the word illegible can be broken down into three morphemes: il-, meaning not, leg, meaning read, and -ible, meaning able to be. By looking at each of its parts, we can determine that the word illegible means not able to be read. By recognizing the morphemes in a word, you can identify other words that share a morpheme and therefore share meaning. The words in the following word group all contain the Latin word root aud, meaning to hear.

word group

auditoriumauditionauditoryaudiotapeinaudible


For each word in the following word groups, circle the morpheme that the group has in common. Then describe how the words in the group are similar in meaning.

1. repay paying

payment payable

overpay

How are these words similar?

2. aquarium aquatic

aqualung aquaplane

aquamarine


spectacle (spek> ti k@l) n., eye-catching display of public drama

Bjorn made a complete spectacle of himself today at school, but he doesnt embarrass easily.

The word spectacle contains the morpheme spect (a word root meaning look). Other words that share this root include spectator, inspect, and speculate. Together, these words make up a word group.

Word of the Week

You will find common prefixes, suffixes, and

word roots on the Word Parts Charts provided by your teacher.

Tip

A prefix is a word part that links to the front of a

word (dis-, un-, re-). A suffix is a word part that links to the end of a word (-er, -est, -able).

A word root is a word part (such as leg in illegible or pop in popular) that cannot stand alone but that combines with prefixes and suffixes to make words. A base word is a word (such as view in review) that can stand alone, but can also link to other word parts to create new words.

Tip



3. prejudge preheat

preteen premature

prewashed predawn


4. readable attainable

touchable lovable

drinkable portable


5. projector objected

eject dejected

rejection inject


Imagine that you want to write the word progressive, but you cant remember if the word has one s or two. Think of other words you know that contain gress. You may remember how to spell progress, aggressive, or congress. As you jot down the other words that contain gress, you see the pattern and realize that progressive is correct, not progresive.

Just for FunChoose one of the word roots listed below and create a root family tree with three branches, listing three words that have grown from the word root. You may display your Root Family Trees in the classroom.

example malbad

chrontimepathfeelingspec, spic, spectto lookcosmuniverse; orderlog, logueword, speech

You can often identify the meaning of a word by

breaking it into its separate parts. Consider the word projector. If you split the word into its parts (pro- / ject / -or), you can look at each part on its own. Pro- is a prefix meaning forward. Ject is a word root meaning throw. The suffix -or means one that [does something]. Based on the meanings of the word parts, a projector is a device that throws something forward. In effect, a projector throws forward an image onto a screen.

Tip

Becoming familiar with common word parts can

also help with your spelling. When you are trying to remember how to spell a word, think about the morphemes in the word. Are those morphemes in any words you already know how to spell? Spelling patterns typically carry over from word to word.

Tip



Name: ____________________________________________________ Date: ___________________

LEssON 6

Looking for Patterns

Understand the ConceptWords may be related in three ways: in sound, spelling, and meaning.

please, evil, scene, meal, grieve, teen (shared sound)bustle, cradle, pickle, noodle, cycle (shared spelling)add, calculate, divide, multiply, subtract (shared meaning)

Words that are related in sound may also be related in spelling. For example, the following words share the long-e sound and the spelling pattern ea.

please, meal, bead (shared sound and spelling)

Many words that are related in spelling are also related in meaning. For example, look at the following group of words. Do you see the pattern?

decide, decision, decisive, decisively

Sound, spelling, and meaning are all closely interconnected. Many words that are related in sound are also related in spelling and/or meaning. As you continue to study words, be aware of the different ways they can be related. You will become aware of patterns that will help with your spelling and pronunciation.

Try It YourselfLook over each of the following word groups, looking for patterns in sound, spelling, and/or meaning. Tell what the words have in common; then, add a word of your own to the list.

1. cough, fluff, calf, off, laugh,

Pattern:

2. ginger, journey, jagged, gelatin, gentle,

Pattern:

3. silky, muddle, happen, bicker, occupy,

Pattern:

acquaint (@ kw6nt>) v., to cause to know personally; to make familiar

I wanted to acquaint myself with the schoolyard before my first day of class.

It is easy to misspell the word acquaint by omitting the c. To avoid making this mistake, you might want to familiarize yourself with words that share this spelling pattern. These words include acquaintance, acquiesce, acquire, and acquisition.

Word of the Week

The word definite is frequently misspelled as

definate or defanite, while the word definitely is often misspelled as definately. To avoid making this mistake, remember that definite and definitely are related in meaning to the words define and definition and share the same spelling pattern.

Tip



4. achieve, achievable, overachiever,

Pattern:

5. combative, massive, effective,

Pattern:

Recognizing patterns in sound and spelling is what enables you to pronounce new words correctly. For example, suppose you were to encounter a new word beginning with kn (such as knoll). Your brain would automatically remind you of know, kneel, knot, and all the other words that share that pattern, allowing you to guess that the k is silent. Recognizing patterns in spelling and meaning can help you avoid making common spelling mistakes. For example, you can remember how to spell the tricky word relative if you notice it is related in spelling and meaning to the words relate and relationship.

Just for FunCircle the word that does not belong in each word group. Explain your selection on the lines provided.

1. buzzer, ripen, flatten, madder

2. biped, pedestal, ripped, pedestrian

3. character, chorus, child, chord

4. state, pine, wrote, grip

5. correlate, coauthor, cordial, collaborate

If you forget how to spell the word humorous, think

of the word humor.

Tip

Imagine that you want to write the word

progressive, but you cant remember if the word has one s or two. Think of other words you know that contain gress. You may remember how to spell progress, aggressive, or congress. As you jot down the other words that contain gress, you see the pattern and realize that progressive is correct, not progresive.

Tip



Name: ____________________________________________________ Date: ___________________

LEssON 7

Word Parts (Prefixes, suffixes, and Word roots)

Understand the ConceptIn previous lessons, you learned about morphemes, or word parts. Knowing word parts will help you understand the meanings of new words that you encounter. Remember that the main part of a word is its word root. A prefix is added before a word root (un-, pre-, and inter-), and a suffix is added at the end of a word root (-ous, -ly, and -able). Word parts help to create the words you use every day. The chart below provides examples of a few common prefixes and suffixes, their meanings, and examples of how they are used. Try to become familiar with these examples so you can use them to uncover the meanings of words you do not know.

Prefix/Suffix Meaning Examples-ate make or cause to be fixate, activate

circum- around; about circumnavigate, circumstance

de- opposite; remove; reduce devalue, delouse

-ed past tense of verb called, relied, confused

-est most tallest, lowest

-ful full of helpful, gleeful, woeful

hyper- too much; too many; extreme hyperactive, hyperbole-ify / -fy make or cause to be vilify, magnify, glorify

-ion / -tion action or process revolution, occasion

mis- wrongly misfire, misread, mislead

over- excessive overdone, overload, overkill

re- again; back redo, recall, recycle

trans- across; beyond transatlantic, transcend

under- below or short of a quantity or limit

underestimate, underpay

-ward/-wards/-ways/-wise

in such a direction toward, sideways, crosswise, onward

The chart below provides examples of a few common word roots, their meanings, and examples of how they are used. Try to become familiar with these word roots so you can use them to uncover the meaning of words you do not know.

tumultuously (t2 m3l> ch@ w@s l7) adv., in a wild and disorderly manner

The crowd reacted tumultuously as the senator took the stage.

The word tumultuously contains two suffixes: -ous, meaning possessing the qualities of, and -ly, meaning in such a way. The word root tumult means uproar. When you put these word parts together, you can conclude that tumultuously means in such a way as possessing the qualities of an uproar.

Word of the Week

Some suffixes change a words tense or part of

speech.

run + -ing = runningtalk + -ed = talked

Tip

For more information on word parts, see Language

Arts Handbook 2.2, Breaking Words Into Base Words, Word Roots, Prefixes, and Suffixes.

Tip



Word Root Meaning Examplebene good benefit, benefactor, beneficial

dem / demo people demographic, democrat, democracy

fer carry refer, confer, defer

flect / flex bend deflect, flexible, reflex

scrib / script write description, prescription

ver truth verdict, veracity, verifiable

vid / vis see visual, video, vision


Read the following sentences. Identify the word parts you find in each sentence by placing them in the proper columns of the chart that follows.

1. Mahlia is the craziest girl I know. 2. It was a mistake to overload the car. 3. Do not underestimate the new script. 4. The transfer student could not defrost the window. 5. I wanted to see my reflection to verify that my hair looked nice.

Prefixes Suffixes Word Roots

E x E r C I s E B

In your notebook, break each of the following words into its morphemes (prefixes, suffixes, and word roots). Then make three new words with each part.

example reappearancere-: reaction, reread, reviseappear: disappear, appearing, reappear-ance: disturbance, performance, instance

1. invaluable 2. exported 3. inconsiderateness 4. overstatement 5. disability

Remember that a word root is a word part other

than a prefix or a suffix. Some word roots can stand alone, even without a prefix or suffix attached to them. These types of word roots are often called base words.

star: superstarstop: unstoppable

Tip

Make a list that contain five prefixes, five suffixes and five word roots. Get together with a partner and exchange your lists. See how many words you can come up with that contain at least one of the word parts. Give yourself a point each time you use any of the listed word parts. The partner with the most points wins.

Just for Fun



Name: ____________________________________________________ Date: ___________________

Time Out for Test Practice

spellingrecognizing Word PartsUse your knowledge of common word parts and patterns to choose the correct spelling of each word.

_____ 1. Fifteen students from our school entered the ___.A. compatitionB. competitionC. competishenD. competicion

_____ 2. It took days for the hikers to reach the ___ village.A. remoutB. rimoteC. remoteD. remot

_____ 3. Sugar tends to make children ___.A. hiperactiveB. hyperactiveC. hyperractiveD. hipreactive

_____ 4. After traveling for several months, Ike was happy to be back home where everything was comfortable and ___.A. familiarB. fammiliarC. farmiliarD. familliar

_____ 5. Thats ___! shouted my friend when I told him that I had been born on the moon.A. imposibleB. impossibelC. imposibbleD. impossible

_____ 6. ___ is the study of human beings and their culture.A. anthropolagyB. anthropologyC. anthrapolagyD. anthrapology

_____ 7. The main ___ in the movie was played by John Wayne.A. charactorB. caracterC. charectorD. character

_____ 8. The mayor thought himself a man of great ___.A. importantsB. importenceC. importanceD. importents

_____ 9. A truly ___ government is led by the people.A. democraticB. demacratikC. demacraticD. democrattic

_____ 10. The ___ removed a growth from the patients leg. A. surjenB. surjeonC. surgeonD. sergeon

_____ 11. We heard a ___ that the teachers were going on strike. A. rumorB. roomerC. rumerD. rummer

_____ 12. Karens eyes filled with tears as she looked on the ___ sight. A. wofulB. woefulC. woefullD. woefel


Name: ____________________________________________________ Date: ___________________


media (m7> d7 @) n., pl. [Latin plural form of medium] the major forms or systems of communication, including newspapers, radio, and television

Many people believe that there is too much violence in the American media.

The noun medium, in the sense of a channel or form of communication, was taken from Latin and has kept its Latin plural, media. Other words like this include phenomenon (plural phenomena), memorandum (plural memoranda), and datum (plural data).


spelling Plurals

Understand the ConceptA noun can be singular or plural. A singular noun indicates one person, place, thing, or idea. A plural noun refers to more than one person, place, or thing. Form the plurals of most nouns simply by adding s to the end of the word.

examples friends, plates, desks, trees, the Smiths

However, the plurals of most nouns ending in o, s, x, z, ch, or sh should be formed by adding es.

examples potatoes, classes, faxes, topazes, beaches, wishes, the Joneses

Form the plurals of most musical terms ending in o by adding s. Certain other words ending in o, including those borrowed from other languages, also take the s ending. Some words have more than one plural form.

examples concertos, pianos, cellos radios, tacos volcanos or volcanoes

When a noun ends in a vowel + y, form the plural by adding s.

examples Mondays, monkeys, boys, guys

When a noun ends in a consonant + y, change the y to i and add es.

examples families, butterflies, candies


Write the plural form of each of the following words in your notebook.

1. alien 2. veranda 3. country 4. probability 5. dictionary 6. banjo 7. clutch 8. box

9. quarrel 10. turkey 11. barometer 12. tax 13. business 14. responsibility 15. envelope

The word quiz has an irregular plural. Double

the z before adding es (quiz quizzes).

Tip

Remember these helpful hints:

If you are adding a suffix to a word that ends with y, and that y follows a consonant, you should usually change the y to i.

party parties

If you are adding a suffix to a word that ends with y, and that y follows a vowel, you should usually leave the y in place.

ploy ploys

Tip



Irregular PluralsThe plurals of some nouns are irregular.

Singular Pluralchild children

man men

woman women

ox oxen

foot feet

goose geese

tooth teeth

mouse mice

louse lice

A few nouns ending in f, ff, and fe have irregular plural forms. They form their plurals by changing the f to a v. When in doubt, consult a dictionary.

examples knife knives thief thieves hoof hoofs or hooves

Words taken from other languages sometimes keep their foreign plurals. For example, the plural of the Latin word alumnus, meaning student, is alumni.

examples paparazzo (Italian) paparazzi crisis (Greek) crises

Try It YourselfE x E r C I s E B

Rewrite the following sentences in your notebook and correct any errors in the formation of plurals. Consult a dictionary if you need help.

1. While the men hunted for deers, their wifes chopped wood with sturdy axs.

2. The cookes used knifes to slice tomatos for the sandwichs. 3. On Fridays we have quizes. 4. The pink flamingos balanced on their toes in the marshs. 5. When the snow covered the rooves of the houses and piled up in

the branchs of trees, the Olsons got out their skies and headed for the slopes.

Irregular plurals are sometimes holdovers

from older forms of the English language. For example, plurals were once formed with the suffix -en. That changed, but can still be seen in the words children, oxen, women, and men.

Tip

The patterns you learned in this lesson do not only

apply to the plural forms of nouns. You should also follow these guidelines when spelling verbs in the third person singular form.

[I, you, we, they] act, watch, obey, fly

[He, she, it] acts, watches, obeys, flies

Tip

Moose does not follow the same pattern as

goose. The plural of moose is simply moose! Other animal words that are the same in plural as in singular include sheep, swine, fish, and deer.

Tip

Write a silly story or poem using the plural forms of at least five of the following words.

soprano, louse, wig, man, lady, donkey, antenna, candle, banana, ranch, ferry, crony, spy

Just for Fun


Name: ____________________________________________________ Date: ___________________

Word of the Week


constructive (k@n str3k> tiv) adj., promoting improvement or development

Even though I had hoped that everyone would love my idea, I appreciated the groups constructive criticism.

The word constructive comes from the Latin word constructus, which was derived from com- plus struere, meaning to build. The prefix con- means together and the adjective suffix -ive means performs; tends toward.

Word of the WeekWord of the WeekWord of the WeekLEssON 9

spelling with Prefixes and suffixes

Understand the ConceptBecoming familiar with patterns in the way words are spelled can help you become a better speller. In this lesson, you will learn about patterns in the way prefixes and suffixes are added to words. Adding prefixes and suffixes often causes spelling errors. A prefix is a word part added to the beginning of a word to change its meaning. When adding a prefix, do not change the spelling of the word itself.

examples mis- + spelling = misspelling non- + negotiable = nonnegotiable il- + legal = illegal un- + necessary = unnecessary

A suffix is a word part added to the end of a word to change its meaning. The spelling of most words is not changed when the suffix -ness or -ly is added.

examples slow + -ly = slowly kind + -ness = kindness final + -ly = finally fierce + -ly = fiercely

Changing y to iIf you are adding a suffix to a word that ends with y, and that y follows a vowel, you should usually leave the y in place.

examples play + -ing = playing coy + -ly = coyly bay + -ed = bayed

However, if you are adding a suffix to a word that ends with y, and that y follows a consonant, you should usually change the y to i. (Consonants are letters that are not vowels.)

examples sickly + -ness = sickliness soggy + -est = soggiest dry + -ed = dried

There is an exception to this pattern. If the suffix begins with an i (such as -ing or -ize), the final y does not change to an i.

Dropping the silent eWhen adding a suffix that begins with a consonant, you do not need to drop the final e if there is one.

Some words do not fit the pattern. You will have to

memorize these words.

day + -ly = dailypay + ed = paid

Tip



examples time + -less = timeless fortunate + -ly = fortunately close + -ness = closeness

However, if you are adding a suffix that begins with a vowel, you should usually drop the final silent e.

examples make + -ing = making value + -able = valuable fame + -ous = famous

There is an exception to this pattern. The e must be kept when a word ends in ce or ge in order to preserve the soft c and g sounds.

examples notice + able = noticeable advantage + ous = advantageous courage + ous = courageous


Add the following prefixes and/or suffixes to the following words, being sure to drop the silent e and change the y to i where necessary. Then write a sentence using the new word you have formed.

example irritate + ing I found the sound effects extremely irritating.

1. anxious + -ly =

2. love + -able =

3. chilly + -ness =

4. rate + -ing =

5. un- + notice + -able =

6. in- + advise + -able =

7. age + -ing =

8. sincere + -ly =

The consonants c and g have both hard and

soft sounds. Hard c sounds like k, and soft c sounds like s. Hard g is the g sound in get, and soft g sounds like j. To keep the soft c and g sounds in words like noticeable and courageous, the final e must remain. (How would you pronounce these words if they were spelled noticable and couragous?)

Tip



9. anxious + -ness =

10. apply + -ing =

Double the Final ConsonantWhen adding suffixes that begin with a vowel (such as -ed, -en, -er, -ing, -ance, or -y), you will sometimes need to double the final consonant of the base word. Double the final consonant if the consonant comes after a single vowel and if the word is either a one-syllable word or ends in a stressed syllable.

examples begin beginner commit committing fun funny occur occurrence sad sadden submit submitted


Rewrite each word, adding to it one of the following suffixes. Determine whether to double the final consonant based on the patterns described above.

-able -ed -en -er -ing -ence -ance -y

1. control

2. allow

3. refer

4. stop

5. grit

Just for FunAdd the following prefixes and suffixes to the words below. Then, use the newly formed words in a silly poem.

blue + -ish =

shaggy + -est =

knot + -ed =

un- + manage + -able =


Name: ____________________________________________________ Date: ___________________


reliable (ri l8> @ b@l) adj., suitable or fit to be relied on; dependable

You can count on Marcus to do the job well; he is very reliable.

Since the main word within reliable (rely) is a base word and can stand on its own, you should use the suffix -able when turning rely into an adjective. You would use the suffix -ible if the main word were a word root and could not stand on its own.


spellingsound-Alike Endings

Understand the ConceptCertain word endings cause spelling errors because they sound alike. Learning the patterns in how they are used can help improve your spelling dramatically.

Word Endings: tch and chThe letter combinations tch and ch sound the same, making it difficult to remember when to use each ending. You may want to write words with these letter combinations in your word study notebook to help you remember when to use each combination.tch: catcher, match, switch, hatchedch: much, bunch, touch, porch, which

Word Endings: al, el, and leThe letter combinations -al, -el, and -le sound the same, making it difficult to remember when to use each ending. The letter combination -al is a suffix meaning of, belonging to, or having characteristics of. It may be attached to adjectives or nouns. Study the following examples.

-al: arrival, annual, denial, logical, magical, natural, personal, rival, signal

Of the letter combinations -al, -el and -le, the ending -el is the least common. Study the following examples:

-el: bushel, cancel, channel, funnel, jewel, model, novel, nickel, panel, quarrel, shovel, travel

le: able, bubble, cradle, hustle, middle, mottle, noodle, staple, table

You may want to write words with these letter combinations in your word study notebook to help you keep track of which words use which combination.




In your notebook, complete each word by adding the correct ending. Rewrite the full word to help you remember the correct spelling.

tch or ch 1. fe_____ 2. cou_____ 3. atta_____ 4. misma_____ 5. whi_____

-al, -el, or -le 6. artic_____ 7. propos_____ 8. lad_____ 9. accident_____ 10. nic_____

Word Endings: -able or -ibleThe suffixes -able and -ible are endings for adjectives. Since they sound the same and have the same meaning (that is, capable of), it can be difficult to remember when to use each ending. Memorize the following patterns.

1. If the main word is a base word and can stand on its own, generally, you will add -able. If the main word is a word root that cannot stand on its own, you will usually add -ible.

excite excitablevis visible

2. If the noun form of the word ends in -ation, then use -able. If the noun form ends in -ition, -tion, -sion, or -ion, you should use -ible.

imagination imaginablecollection collectible

3. If the root ends in the sound of hard c or g (the sounds in cart and get), the suffix is probably -able. If the root ends in the sound of a soft c or g (the sounds in cell and gel), the suffix is probably -ible.

despicable, baggableforcible, legible


Complete each word by adding the ending -able or -ible.

1. The table was not mov_______; it was bolted to the floor. 2. I stretch out every day to keep my muscles flex______. 3. My mother asked all of us to help clean up, saying that she wanted

the house to look respect_____ if someone should drop by unexpectedly.

4. Cancer is still not entirely cur______, but there are treatments to help combat its growth.

5. The actor spoke her lines so softly that she was barely aud_____ from the back of the auditorium.

You may want to write words with these letter

combinations in your word study notebook to help you remember when to use each combination.

Tip

There are a few exceptions to this pattern.

You will have to memorize these or record them in your word study notebook.

digestible, responsible, inevitable, irritable

Tip



Word Endings: -ceed, -cede, -sedeThese three word endings are frequently confused, but youll have no problem once you learn the pattern.

Only one word ends in -sede: supersede.

The only words that end in -ceed are exceed, proceed, and succeed.

The remaining eight words that end with this sound use -cede: accede, antecede, cede, concede, intercede, precede, recede, and secede.


Look up the following words in a dictionary and use each one in a sentence. Write the sentence on the line provided. Be sure to spell each word correctly.

1. supersede

2. succeed

3. exceed

4. concede

5. precede


Name: ____________________________________________________ Date: ___________________


disastrous (di zas> tr@s) adj., attended by or causing suffering or disaster; terrible; horrendous

The disastrous events occurred while Darryl was away at summer camp.

The word disastrous is one of the most commonly misspelled words in the English language. Others include accidentally, amateur, embarrass, gauge, harass, and weird.


Commonly Misspelled Words

Understand the ConceptFollowing are some commonly misspelled words. Copy these words into your word study notebook. Try to think of ways to remember how to spell each word. For example, you may create a picture or phrase to associate with the word.

acceptagainalthoughanswerathleticsbeautifulbecausebelievebicycleclothescollegecoughdeliciousdifferent

embarrassenougheverythingexcellentfavoritefinallyfortylibrarylightningminutenecessaryneighbornieceoccasion

peopleprivilegeprobablyreallyreceiverestaurantscissorsseparatethroughuntilusuallyweird


Choose five of the words from the list above that you find particularly troublesome. Write a sentence using each one, being sure to spell the word correctly.

1.

2.

3.

4.

5.



E x E r C I s E B

Circle the misspelled words in the following sentences. Then, rewrite the sentences to correct the errors.

1. Our nieghbor bakes the most delicous meals.

2. You realy should not run with scisors.

3. When washing clotes, its neccesary to separate the darks from the lights.

4. How many peple get acepted to the collage of their choice?

5. There is an exellent restaurant near the libary.

Whenever you encounter a word that is difficult for you to spell, write it in your word study notebook. Keep track of these words and find ways to remember their spellings.

Just for FunSee if you can find twelve commonly misspelled words in this word find. The words may be found by reading forward, backward, diagonally, or vertically.

P E A M S H I D W O E C E I N B C E N O T U R F I L O P S I absence

committeedescendexcellenceforeignnieceomittedseparatesuccessvillainweird

F O O R E M V I L L A I N T H S M E A X U I R T A O L P H E G M R B Y I U T O K N E R T W Z I U S T Y G R T O P J I B E B T V E X C E L L E N C E R P N T V N I C O U H I D R E N D O E N C E R W E I R D R S C N K E G E Z W P O E R T S E H E U Y I S E P A R A T E N P V C L L E L A R A P X C F R I M S V O R T E I D E C E N D R Q E W K O F Z F E U G Z B R A A D Q I F M O F S N E I C E T H H


Name: ____________________________________________________ Date: ___________________



spelling PatternsChoose the word that is spelled correctly. Write your answer on the blank.

_____ 1. A. potatosB. radiosC. pianoesD. tomatos

_____ 2. A. messesB. bushsC. churchsD. boxs

_____ 3. A. partysB. countrysC. mysterysD. days

_____ 4. A. brookesB. thiefsC. leafsD. roofs

_____ 5. A. herosB. zoosC. goosesD. taxs

_____ 6. A. misspelledB. unecessaryC. coperativeD. imature

_____ 7. A. daylyB. cryedC. noisilyD. stickyness

_____ 8. A. replacmentB. changableC. courageousD. peacable

_____ 9. A. valubleB. timlessC. finalyD. famous

_____ 10. A. tastlessB. hopfulC. politnessD. completely

_____ 11. A. lonlinessB. beautifulC. uglyestD. busyness

_____ 12. The runners were doing ___ before they began the race. A. strechesB. stretchesC. stretchsD. strechs

_____ 13. Jonas read the ___ on the package. A. labelB. lable

_____ 14. The Olympic athletes all had ___ skill.A. incredableB. incredible

_____ 15. A person cannot ___ all of the time. A. sucedeB. succeedC. sucsedeD. suceed

_____ 16. The thunderclap was ___ by a bright flash of lightning.A. preceededB. precededC. presededD. preseeded


Name: ____________________________________________________ Date: ___________________


LEssON 12

Word study skills I

Understand the ConceptWhen you are reading a novel, a short story, or even a poem, you may run across words you dont know. That shouldnt keep you from understanding the selection, however. There are several attack strategies you can learn to help you get through literature that contains unfamiliar words.

Context CluesWhen you come across an unfamiliar word, look at the text around it. You may find clues that reveal the meaning of the unknown word. Consider the following passage.

Our drama class is working on improvisations. We have to act out a scene without rehearsing at all, making up the dialogue as we go. Yesterday, the teacher had James and me improvise a scene where he was a man looking for his lost wallet and I was the thief who took it.

What clues can you find in the passage that help you understand the words improvisations and improvise?

Text supportIn addition to the surrounding text, other items on the page may contain clues to help you decipher an unfamiliar word. Look at pictures, diagrams, charts, captions, section headings, sidebars, and other items for additional information about what is being discussed in the text. You may find clues about the word or words that you dont understand. Consider the following passage about muscle training.

Athletes, especially those who play ice hockey, soccer, or football, often suffer from pulled inner thigh muscles. Strengthening and stretching the adductor muscles can help you avoid this common sports injury.

You might not know what adductor muscles are, but the illustration makes it clear. Always look for illustrations, diagrams, and other text support for additional information.

privilege (priv> lij) n., right or liberty given to a chosen few

It is a privilege to be accepted into a private university.

The word privilege is a Middle English word with Anglo-French origins. It comes from the Latin word privilegium, meaning law for or against a private person, which comes from privus, meaning private, plus leg or lex, meaning law.

Word of the Week

12

3

4

5

FIGURE 1. Adductor muscles: 1. pectineus; 2. adductor brevis; 3. adductor longus; 4. adductor magnus; and 5. gracilis.

For more information on Context Clues, see Lesson

18 and 19 of this resource.

Tip



Word PartsSometimes if you take a closer look at an unfamiliar word, you may find it contains a prefix, suffix, or root that you have seen in other words. Consider the following sentence:

Ray Bradburys book Dandelion Wine can be called semiautobiographical, since it was based on many of Bradburys memories of growing up in Illinois.

You may be stumped by the word semiautobiographical. Even if you dont know what the word means, you may be able to come close to its meaning by looking at its parts. You might, for example, recognize the prefix semi-, which means partly or half, as in semicircle. The word autobiography should be familiar to you as a word meaning a story about ones life, written by that person. From this information, you should be able to guess that Bradburys story is partly autobiographicalthat is, partly a story about the authors life.

DictionarySometimes, consulting a dictionary is the best way to figure out the meaning of an unfamiliar word. Even when you use a dictionary, however, you should consider other methods of attacking the word, especially if the dictionary entry contains more than one definition. Consider the following sentence:

The children keened loudly when their parents left them with the babysitter.

The dictionary offers several possible definitions for the word keen. They are:

1. sharp2. quick; intellectually alert3. showing a quick responsiveness; enthusiastic4. a lamentation for the dead5. to lament, mourn, or complain.

Because there are several possibilities, you must decide which best fits in this particular context. Context can help you determine that the last definition is the one that works best here.


Read the following passage. Use the context clues to guess the meaning of the underlined word. Write the word in your notebook.

I wanted to be a junior lifeguard last summer, but I found out that the prerequisite was a Red Cross training course.

A prefix is a letter or group of letters added to

the beginning of a word to alter its meaning. A suffix is a letter or group of letters added to the end of a word for the same purpose. A word root is a word part other than a prefix or a suffix. Refer to Unit 1 of this resource for more information on word parts.

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For additional information on reference materials,

refer to Unit 4 of this resource.

Tip



E x E r C I s E BUse your knowledge of word parts to decipher the meanings of the following words.

1. intercontinental

2. advisor

3. cosponsor

4. immobile

5. overqualified

E x E r C I s E C

For each of the underlined words in the following sentences, determine which dictionary definition best fits, and write it in your notebook.

1. Sam quit his job because he could no longer hack the long hours. 2. My sister and I went to the mall for the express purpose of buying

a Mothers Day gift, but when we came back hours later, arms loaded down with bags, we realized we had forgotten to buy anything for Mom!

3. The watch still works, but the crystal is broken. 4. The captain stood at the stern, looking out over the water. 5. All flights to Tampa Bay were temporarily suspended due to bad

weather.

Just for FunMake up your own nonsense word, and assign it a meaning. You might assemble your word from existing prefixes, roots, and suffixes, but you dont have to. Then use your word in a passage of text that provides clues to its meaning. Exchange papers with a classmate, and try to figure out definitions for one anothers words.

Many words appear in the dictionary as main entries

more than once. Often these entries represent different parts of speech, such as break the noun and break the verb. Other times, entries have completely unrelated meanings. Use context clues to determine which meaning makes the most sense.

Tip


Name: ____________________________________________________ Date: ___________________


rebuke (ri by2k>) n., a severe criticism

Even though I did my best, I received a rebuke from the team captain.

The word rebuke is a Middle English word that comes from the Anglo-French word rebucher or rebouker, meaning to blunt, check, and reprimand.


Word study skills II

Understand the ConceptAll readers encounter words they dont know. When reading, what do you do if you see an unfamiliar word? Sometimes, it might be okay to skip over it. However, your understanding of the text will improve if you try to learn the new words you encounter. If you find you can understand well enough to keep reading, at least jot the word down so you can go back to it later. You may want to become familiar with this word so that you can recognize it next time, and even use it yourself.

Try It YourselfRead the following passage. As you read, make note of words you know and words you dont know.

Volcanoes are both impressive and terrifying. These exploding mountains are natural wonders that draw tourists from around the world just as they can send people fleeing for their lives with one ominous rumble. When a volcano erupts, it sends lava, or molten rock, out from under the earths crust. The lava, highly charged with steam and other gases such as carbon dioxide, hydrogen, carbon monoxide, and sulfur dioxide, bubbles up and flows over the rim of the crater. As the steam and gases escape from the lava, they create many intense explosions. Lava shoots up into the air, creating a fiery fountain that rains down ash. A volcano may remain dormant, or inactive, for many years before exploding. It was one such volcano, Mount Vesuvius in Italy, that wiped out the ancient city of Pompeii in 79. The gases, heat, and ash from Vesuvius killed everyone in the city almost before they realized what was happening. Today, scientists are often able to predict volcanic explosions before they occur, and can evacuate people from the area before disaster strikes.

Now, fill in the chart that follows with words from the passage you just read. List at least five words in each column.

Try these strategies to attack new words:

look for context clues

find text support

examine word parts

use a dictionary

ask for help

If one strategy doesnt work, try a different one.

Tip



I dont know this word.I think I know the basic meaning of this word.

I really know this word and can use it in a

sentence.

Look over your chart and try to learn the words you dont know. Here are some tips. Read the word aloud. Hearing it may help you remember it. Read the entire paragraph in which the word appears. Reading the

word in context may give you a better understanding of the words meaning.

Break the word into its parts and examine each part. Look up the word in a dictionary. Ask your teacher or a parent what the word means. Write the word, its definition, and a sentence using the word in your

word study notebook.

Just for FunCharades is a game in which players use silent clues to help other players guess a word or phrase. Play a game of charades with your classmates. Think of a word or saying and act out hints to help your classmates guess the word. As an alternative, play a game of twenty questions. Think of a word or saying. When its your turn, have the rest of the class ask twenty yes or no questions as they try to guess what the word or phrase might be.

Dont forget to ask other students what they think

a word means. Coaching each other in vocabulary study can keep you on track, too.

Tip


Name: ____________________________________________________ Date: ___________________



Vocabulary in ContextRead each passage and answer the questions that follow. Write your answers on the blanks provided.

Parsley, sage, rosemary, and thyme are herbs commonly used in cooking. With their distinctive tastes and fragrances, they stand out in recipes and teas. The flavorful, aromatic plants have long been used for medicinal purposes as well. Parsley, for example, was used in the Middle Ages as a remedy for stomach ailments. Thyme may be used to alleviate a cough or soothe a sore throat.

_____ 1. What does distinctive mean?A. standing outB. bitter or harshC. identical D. spicy

_____ 2. Which of the following comes closest to the meaning of aromatic? A. oilyB. romanticC. scentedD. used in medicine

_____ 3. A remedy is a(n) ___. A. herb such as parsleyB. medicine or cureC. fragrant, healing teaD. symptom of illness

_____ 4. Which of the following is the most likely meaning of alleviate? A. an ailmentB. to prescribeC. cough medicineD. to lessen or relieve

In August of 1914, Ernest Shackleton and 27 men began a great expedition. They sailed from England to Antarctica, determined to become the first team of explorers to cross the frigid continent. Five months later and still 100 miles away from land, their ship became trapped in the ice. The men spent the winter in the icebound ship, but finally the ship sank and they were compelled to abandon it. The crew prepared for a perilous journeythey would go by foot over 346 miles of frozen sea to Paulet Island. They might find help on the island, if they could manage to survive the trek.

_____ 5. Which of the following is closest in meaning to expedition?A. crew B. journeyC. competitionD. ship

_____ 6. Which of the following is closest in meaning to frigid? A. dangerousB. tinyC. frozenD. continent

_____ 7. What does it mean to be icebound? A. frozen B. bound for the iceC. damaged by an icebergD. trapped in the ice

_____ 8. What does it mean to be compelled? A. forced to do somethingB. propelled in waterC. shipwrecked D. determined


Name: ____________________________________________________ Date: ___________________


LEssON 14

Using reference Materials

Understand the ConceptAs you run into new words and work on building your own vocabulary, you may find that certain resources are especially helpful. Reference materials that are useful when learning words are thesauruses, glossaries, and dictionaries. A thesaurus is a reference source that lists synonyms and antonyms for many words. Synonyms are words with the same or similar meaning and antonyms are words that are opposite in meaning. For more information on using a thesaurus, refer to Lesson 16: Using a ThesaurusSynonyms and Antonyms. Another informative resource is a glossary. A glossary gives definitions for certain terms used in a particular book. The Glossary of Vocabulary Words can be found on page 913 of your student textbook. Notice that this glossary also provides pronunciation guides, syllable divisions, and part-of-speech information for each term. You are probably familiar enough with dictionaries to know that you can use one to find a words definition. What you might not know is that a dictionary can also teach you how to pronounce the word correctly, show you how to use the word, and explain the words roots and origins.

PronunciationIn the English language, one letter often represents more than one sound. For example, the letter g can have a hard sound, as in go, or a soft sound, like a j, as in gym. The vowels a, e, i, o, and u each represent at least two different sounds. Therefore, to show how a word is pronounced, we must use phonetic (f9 ne> tik) symbolssymbols that represent specific sounds. What symbols are used in your dictionary? Look through a dictionary to find its pronunciation key or guide. It may be found in the front pages of the dictionary, or it may also be printed on the front or back covers.


Look up the following words in your dictionary and copy the phonetic spelling, or pronunciation, for each word into your notebook. There may be more than one way to pronounce some words. Include all phonetic spellings you find.

1. cough 2. desert 3. roof 4. once

5. surreal 6. quantity 7. psychic 8. melodic

9. dissolve 10. fluorescent

intangible (in[ j@ b@l) adj., impossible to detect with the senses

Her post-secondary education provided her with many intangible benefits.

The word intangible is of French or Medieval Latin origin. It is derived from the Medieval Latin word intangibilis, which was created from the Latin prefix in- plus the Late Latin word tangibilis, which means tangible. The dictionary entry for intangible includes the origins explained above, as well as usage examples and a guide to the words pronunciation.

Word of the Week

More comprehensive information on vowel and

consonant sounds can be found in Lessons 2 and 3 of this resource.

Tip

The reference section of the library offers many

informative resources. Reference materials are works that contain collected information organized in a way that makes it easily accessible. Most libraries have reference materials available to the public, including almanacs, atlases, encyclopedias, and indexes. Note that most libraries do not allow you to check out reference books.

Tip



Parts of speechA dictionary will also indicate the part of speech category under which a word falls. This information usually appears as an abbreviation after the pronunciation of the word. Look over the following list to familiarize yourself with these abbreviations.

Abbreviation Part of Speech Definition Examplesadj. adjective a word that

modifies a noun by describing a quality

red, tame, kindlier, enormous

adv. adverb a word used to modify a verb or adjective

farther, earliest, quickest, sadly

n. noun person, place, or thing

teacher, schoolyard, book, chalk

v. / vb. verb action word adore, assert, jump, think


Look up the following words in your dictionary and identify the part of speech group to which each word belongs. Then use each word in a sentence. Write your answers in your notebook.

1. inquire 2. etiquette 3. posthumously

4. relic 5. prospective

Word OriginsKnowing where a word comes from can help you identify similar words with which you are not familiar. A dictionary will usually include information about a words origins directly after the main entry; it is often found enclosed in brackets ([]). The information may contain abbreviations, so you should reference the dictionarys abbreviation guide if you do not understand something.


Note the example below and then look up the origins of the words that follow. Write your answers in your notebook.

example concoctFrom the Latin word concoctus, past particle of concoquere, meaning to cook together. From the prefix com- plus coquere, which means to cook.

1. ail 2. intrigue 3. meander

4. influence 5. reign

There are many different types of dictionaries.

Some dictionaries focus on slang, abbreviations, or acronyms, while others contain information on English/foreign language translations or spelling.

Tip

The word etymolo

vocabulary & spelling 1

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