Vocabulary spelling level III g8

.41 Unit 5: Word Parts and Meaning Lesson 18: Prefixes, Roots, and Suffixes.. Each lesson in Vocabulary & Spelling includes the following components: • A Word of the Week, selected from

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Level III

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Exceeding the Standards: Vocabulary & Spelling, Level III

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Introduction v

Unit 1: Word Parts Lesson 1: Word Study Notebook 1

Lesson 2: Words as Groups of Morphemes 3

Lesson 3: Morphemes and Meaning 5

Lesson 4: Morphemes and Spelling Patterns 7

Time Out for Test Practice: Morphemes and Spelling 9

Unit 2: Spelling Lesson 5: Spelling Patterns I: Prefixes and Suffixes 11

Lesson 6: Spelling Patterns II: Numerals 13

Lesson 7: Spelling by Syllables 15

Lesson 8: Syllabication 17

Lesson 9: Pronunciation and Accented Syllables 19

Time Out for Test Practice: Spelling Patterns and Syllabication 21

Unit 3: Academic Language Lesson 10: Academic Language I: Critical Thinking Terms 23

Lesson 11: Academic Language II: Test-Taking Language 25

Lesson 12: Using Dictionaries and Thesauruses 28

Lesson 13: Synonyms and Antonyms 30

Time Out for Test Practice: Academic and Test-Taking Language 32

Unit 4: Word Origins Lesson 14: Word Origins 34

Lesson 15: Evolution of Language 36

Lesson 16: Eponyms 38

Lesson 17: Base Words 40

Time Out for Test Practice: Word Parts and Vocabulary 41

Unit 5: Word Parts and Meaning Lesson 18: Prefixes, Roots, and Suffixes 43

Lesson 19: Greek, Latin, and Anglo-Saxon Roots 45

Lesson 20: Word Parts for Size 47

Lesson 21: Suffixes and Parts of Speech 48

Time Out for Test Practice: More Word Parts 50

iii

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Unit 6: Word Study Skills and Context Clues

Lesson 22: Word Study Skills 52

Lesson 23: PAVE 54

Lesson 24: Context Clues 56

Lesson 25: Using Context Clues I 58

Lesson 26: Using Context Clues II 60

Time Out for Test Practice: Using Context Clues 62

Unit 7: Choosing Words Lesson 27: Connotation and Denotation 64

Lesson 28: Homonyms and Homophones 66

Lesson 29: Figurative Language: Similes, Metaphors, Analogies, and Idioms 68

Time Out for Test Practice: Connotation, Homophones, and Words with Multiple Meanings 70

Unit 8: More About Choosing and Collecting Words Lesson 30: Making Effective Word Choices in Your Writing 72

Lesson 31: Euphemisms, Doublespeak, and Clichés 74

Lesson 32: Becoming a Word Watcher 76

Time Out for Test Practice: Identify Euphemisms, Double Speak, and Clichés 78

Answer Key 80

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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:

• A Word of the Week, selected from the corresponding textbook unit, highlights a word that

students may find particularly meaningful or interesting

• Grammar instruction on one or more topics is followed by a Try 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

• A Time 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 instruction 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 Resources

For 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 Tips

Word 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.

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Teach Word Attack Strategies

There are a number of strategies good readers employ when they are confronted with an unfamiliar

word These strategies include:

• using the context as a clue

• gleaning hints from pictures, charts, graphs, and other text support

• examining word parts: prefixes, suffixes, and roots

• combing through memories for associations with the word

• consulting dictionaries and other reference materials

• asking an authority, such as a teacher or other expert in the field

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 Environment

The 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 Curiosity

The 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 “Rules”

Some 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

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some students ran toward the door, others climbed on top of desks, several stood unable to move and simply screamed, and still others laughed uproariously Pandemonium was first used by John Milton in his 17th-century

epic poem Paradise Lost to refer

to the capital of Hell. The word

was derived by combining the

Greek pan-, meaning “all,” and -daimon, meaning “evil spirit.”

Pandemonium implies unruly

and loud circumstances It can

be used to describe comical situations, such as those seen

in slapstick comedy shows and movies, or tragic events, such

as those caused by warfare and terroristic attacks Synonyms of

pandemonium include chaos,

bedlam , hubbub, confusion,

tumult , and disarray.

Word of the Week

Learning more about words can also help you with your reading

No matter what you are reading, you will run into unfamiliar words from time to time Keeping track of these words and their definitions can help you become a better reader

A good way to expand your vocabulary is to keep a word study notebook In it, you can record each new word with its definition, origin, and pronunciation, along with an example sentence or drawing

to help you remember it Here is a sample page from a word study notebook

Word: gregarious Pronunciation: \grig gar> 7 @s\

Origins: Latin gregarius, “of a flock or herd”

Definition: social; sociable, friendly Sentence: Greg is the most gregarious person I know —

he is friendly with everyone!

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Try It Yourself

Fill in this sample page of a word study notebook

Word: erraticPronunciation:

a dictionary, use the context of the word in the article to decide which definition is correct for that usage of the word If you wish, you can also include the other definition entries

Try to learn unfamiliar

words instead of ignoring

them As you read, jot down these

words and try to figure out their

meanings As you listen to the

radio, watch television, or surf the

Inte rnet, do the same If you are

out running errands, at school, or

even on vacation, carry a small

notebook with you That way, you

can jot down new or interesting

words to investigate later Be sure

to include in your

away-from-home notebook information about

where you saw the word and any

context clues you noticed.

Tip

You can use your word study

notebook to record interesting,

strange, or unusual words as well

On your own paper or in your

notebook, do word study entries

for the following words.

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inflection (in flek> sh@n) n.,

change in pitch or tone of voice

I could tell by the slight inflection

in her voice that she was irritated with the caller.

From the Latin word inflectere,

this word contains bound morphemes in the word root

flect, which means “to bend” and

the suffix –ion, which means “an

action or process.” A knowledge

of morphemes allows you to understand words such as

As you may already know, many words are made up of several

meaningful parts For example, the word unusual is made up of a prefix,

un-, plus the base word usual Morphemes are word parts that contain

meaning Prefixes, suffixes, word roots, and base words are morphemes

When you break words down into morphemes, you can look at the meaning of each part

Morphemes can be either free or bound Free morphemes can stand alone as words Base words are free morphemes Bound morphemes must be attached to other morphemes to make words

Prefixes, suffixes, and word roots are bound morphemes

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 word root bene, meaning good.

word groupbenedictionbenefactorbeneficialbenefitbenevolentYou can break down a word into its parts by identifying each part and separating it from the rest of the word You may want to review your Word Parts Charts to become familiar with common morphemes

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

Morphemes are

word parts that contain meaning Prefixes, suffixes, word roots, and base words are all morphemes.

Tip

A prefix is a word part

that links to the front of a word.

recall, unreal, distract

A suffix is a word part that links

to the end of a word.

mindful, softness, jarring

Tip

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Try It Yourself

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 reaction activistinteract activate How are these words similar?

2 brazenlydeftlyelaboratelyinsolentlymatronlyHow are these words similar?

3 arrangement estrangement commencement tenement containment How are these words similar?

4 incredible discredit creditable credit incredulity How are these words similar?

Just for Fun

Make at least three new words by combining some of the following word parts Write definitions for your new words in your notebook

They don’t have to be serious or real words

-anceautocentrcounter-cycl

hydrhyper ivejectloc

phonportpsychretro-rupt

part that cannot stand

alone but that combines with

prefixes and suffixes to make

words.

psych (from Greek, meaning

“mind”): psyching, psychiatry,

psychotic

stand alone, but that can also link

to other word parts to create new

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d@d) adj., not having normal

intelligence; mentally deficient;

foolish

They believed the old man was feebleminded, but he was actually very bright.

From the Latin word flebilis, which

means lamentable, or wretched,

the word feebleminded is a

compound word created from the base words, or free morphemes,

“feeble” and “mind.”

LESSON 3

Morphemes and Meaning Understand the Concept

One way of figuring out an unfamiliar word is by looking at its parts

The parts of a word are called morphemes Base words are free

morphemes Free morphemes can stand alone as words They can also link with other morphemes to form words

examples mind + -ful = mindful

Compound words are words made up of two or more free morphemes

examples landscape newspaper lighthearted

Many words are made up of word roots, prefixes, and suffixes Word

roots are word parts that form the core of a word Prefixes are word

parts that attach to the beginning of a word Suffixes are word parts

that attach to the end of a word Although they are unable to stand alone, word roots, prefixes, and suffixes all have meaning

Try It Yourself

For each of the following words, predict the word meanings based on the parts of the words

example unbelievable

word part and meaning: un-, means “not”

word part and meaning: believe, means “regard as true or real”

word part and meaning: -able, means “able to”

prediction: not able to be regarded as true or real

1 immeasurableword part and meaning:

word part and meaning:

2 benedictionword part and meaning:

Compound words can be closed, hyphenated, or open

two words that were originally separate words, now spelled as one word

combination of words that are so closely related when put together that they make up a single concept.

police officer, inferiority complex, media center

Tip

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3 exclusionword part and meaning:

4 transitionword part and meaning:

5 antibacterialword part and meaning:

6 transformationword part and meaning:

7 unabatedword part and meaning:

8 inactivateword part and meaning:

Using prefixes, word roots, and

suffixes, create five new words

of your own You may want to

refer to your Word Parts Charts

Don’t worry about whether your

combinations create “real” words

or not Include a short definition of

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prevail (pri v6l>) v., to win

against opposition; succeed or win out in spite of difficulties

As the trial began, everyone wondered if justice would prevail.

The word prevail comes from the Latin word praevale–re It is formed by the words prae, which

means “in front of” or “before,”

and vale–re, which means “to be strong.” The common prefix pre- is derived from prae and appears in

many everyday words Knowing this prefix will help you understand

words such as premerger, prepay, and prequalify.

Imagine that you want to write the word progressive, but you can’t 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.

part that has meaning

Prefixes, suffixes, base words, and word roots are all morphemes.

prefix

re-suffix -ion

base word stand

word root lum

Tip

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5 dyn

6 -ous

7 firm

8 man

Just for Fun

Play Morpheme Bingo with your classmates Compile a list of common morphemes Use these morphemes instead of letter-number combinations when calling out squares to players Make a card for each player, writing in each square a word that contains one morpheme from your list Begin play If the caller says “ject,” for example, players with

the words subject, injection, conjecture, reject, and objection could

mark those squares Play ends when someone gets five words vertically, horizontally, or diagonally

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Time Out for Test Practice Morphemes

Write the letter of the best answer on the blank

C a letter or group of letters added

to the beginning of a word

D a letter or group of letters added

to the end of a word _ 2 Which of the following contains a

A a main word part that can stand alone

B a main word part that cannot stand alone

C a letter or group of letters added

to the beginning of a word

D a letter or group of letters added

to the end of a word _ 4 Which of the following contains a

_ 5 Considering the word navigator, -or

most likely means

A “quality; state.”

B “action; process.”

C “one who.”

D “more.”

_ 6 Considering the word miraculous,

-ous most likely means

A “possessing the qualities of.”

B “act; state; system of belief.”

C “having the characteristics of.”

D “indicates description.”

_ 7 Considering the word outmuscle, out-

most likely means

A “before; forward.”

B “in a manner that goes beyond.”

C “below; short of a quantity or amount.”

D “too much; too many; extreme;

above.”

_ 8 Considering the word subgenres, sub-

most likely means

A “back.”

B “under.”

C “before.”

D “not.”

_ 9 Based on the words audition and

auditorium, the word root aud most

_ 10 Based on the words liberal and

liberate, the word root liber most

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Which of the following does not contain a free morpheme?

B flutter

C chronicles

D grimly

_ 13 Which of the following contains a

word root that means “good”?

A restful

B audition

C benefit

D misfire _ 14 Which of the following contains a

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emphatically (im fa> ti k(@)l7)

adv., done or said in a strong way

He emphatically stated that

he was not responsible for the damage to the car, which made it easier to believe him.

The word emphatically is formed

by the word emphatic and the suffix -ly, which means “in such a

way.” Emphatic is derived from the

Greek word emphatikos, which is from emphainein, a verb meaning

“to exhibit or display.”

LESSON 5Spelling Patterns I: Prefixes and Suffixes Understand the Concept

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- + verbal = nonverbalil- + legal = illegal

un- + seemly = unseemly

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 defiant + -ly = defiantly

kind + -ness = kindnessfinal + -ly = finallyfierce + -ly = fiercely

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

examples play + -ing = playing

coy + -ly = coylybay + -ed = bayed

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 weary + -ly = wearily

soggy + -est = soggiestdry + -ed = dried

If you are adding a suffix that begins with a vowel to a word that ends

with a silent e, you should usually drop the e.

examples make + -ing = making

bone + -y = bonyvalue + -able = valuablefame + -ous = famous

When adding a suffix that begins with a vowel

to a word that ends in silent e, you should usually drop the e

However, there are exceptions 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.

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

Tip

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If you are adding a suffix that begins with a consonant to a word that

ends with a silent e, you should usually leave the e in place.

examples futile + -ly = futiley

time + -less = timelessfortunate + -ly = fortunatelyclose + -ness = closeness

Try It Yourself

Add the following prefixes and/or suffixes to the following words, being sure to spell the new word correctly Then write a sentence using the new word you have formed

example tricky + -er = trickier

The first problem was easy, but the second one was trickier

Some words do not fit the

pattern You will have to

memorize these words.

day + -ly = daily

possible + -ly = possibly

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jovial (j9> v7 @l) adj., jolly, merry

The man was so jovial that

we forgot he was a complete stranger and spent the next few hours chatting with him over dinner.

The word jovial comes from the Italian word joviale and the Latin word Jovialis or “of Jupiter.” Its

meaning comes from the idea that anyone born under the sign

of Jupiter would have a humored disposition In classic

good-Latin, the compound Juppiter replaced the Old Latin Jovis as the

do not know how to use numerals in their writing The general rule for writing numerals is to spell out the numbers zero through one hundred and all whole numbers followed by “hundred.” Larger whole numbers,

such as eight thousand or six billion, should also be spelled out Use

numerals for numbers greater than one hundred that are not whole numbers

example

I could have sworn that the five of us had collected a hundred

thousand pop-tops, but the total amount only came to 78,809.

Use a hyphen to separate compound numbers from twenty-one through ninety-nine Use a hyphen in a fraction used as a modifier, but not in one used as a noun

example

I mowed three fourths of the backyard with a tank that was

two-fifths full of gas It was hard to mow around the twenty-four trees

we own!

Use words to write the time unless you are writing the exact time

(including the abbreviation am or pm) When you use the word o’clock,

express the number in words

At six forty-five on December tenth, 2009, I woke up to go

to work The alarm was blaring and I hoped I didn’t wake up my neighbor and her two children The kids are 14 and 15 This

When you write a date, do

not add -st, -nd, or -th

incorrect

November 30 th , 2010 November 2nd

correct

November 30, 2010 November 2 (or the second of November)

Tip

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summer they helped me raise sixteen hundred and eighty-three caterpillars Forty-nine of the caterpillars died, but four-fifths of them became butterflies.

My glass was two thirds full at breakfast, but I didn’t want to share the rest of the orange juice with my sister Lucia Lucia

is 17, but whines like someone half her age If I’m not out of the bathroom by 7 o’clock she throws a fit and wakes up our grandma Grandma needs her rest because she’s not as young

as she used to be Grandma claims that she is 1,455 years old, but I know she’s only eightyseven

Just for Fun

Write your own passage that includes misspelled numerals Trade your work with a partner and see if you are able to correct their passage

Use numerals to express

dates, street numbers,

room numbers, telephone

numbers, page numbers, exact

amounts of money, scores, and

percentages Spell out the word

percent. Whole-number dollar or

cent amounts of only a few words

can be spelled out (as in “seventy

cents”).

Tip

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phase (f6z) n., part of a cycle

Many people believe the ocean tide is controlled by the phases of the moon, but no one has ever explained to me how that would work.

The word phase formed from the Modern Latin phases and phasis

Phasis is derived from the Greek

phasis meaning “appearance,” from

the stem of phainein, which means

“to show, to make appear.” Phasis

was used in English beginning in

1660 The non-lunar application

of the word first appeared around 1840 The definition of “a temporary difficult period,” which usually refers to adolescents, appeared around 1913.

LESSON 7

Spelling by Syllables Understand the Concept

All words have at least one syllable A syllable is a part of a word that

contains a single vowel sound The words scrunch, rose, feet, and boat

are all one-syllable words Listen as you pronounce each word You should hear only one vowel sound, even if there is more than one vowel

Here are some more examples of words broken into their syllables

Understanding how to break words into syllables can help you sound out unfamiliar words and spell them correctly There is no one correct way to divide syllables, and sometimes you will see the same word divided two different ways There are some general guidelines, however

Here are a few V stands for vowel an C stands for consonant.

Digraphs and Diphthongs

A consonant digraph consists of two consonants that combine to

make a single sound Examples of consonant digraphs include ch,

sh, th, wh, ph, and gh A vowel digraph (or vowel team) consists of

two vowels that combine to make a single sound (ee, ea, ai, ay, oa,

ow as in own) A diphthong consists of two vowels side-by-side that

combine to form a new sound such as au, oo, oi, and oy Learning the

digraphs and diphthongs can help you pronounce words correctly and make educated guesses about how to spell new words When dividing syllables, the two letters that make up a digraph or a diphthong should never be separated

Constant Blends

When three consonants occur together, the trick is to figure out which

of the two consonants go together in a consonant digraph or a blend A

consonant blend consists of two consonants side by side with sounds

that run together Some examples include br, cr, dr, nd, nt, pl, sl, sc, st, and sw Separate the syllables to one side of the consonant digraph or

blend; never split the digraph or blend itself

wran-gler spin-ster

an-swer

hand-bag

ant-hill east-ward

A syllable is a word part that contains a single vowel sound It is a “chunk” of sound.

Tip

You can count the syllables in a word by placing your hand just under your chin as you pronounce the word The number of syllables in the word equals the number of times your chin drops down to bump your hand.

Tip

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Prefixes and Suffixes

Prefixes always form separate syllables

examples pro-trude

pre-pare

Suffixes form syllables if they contain a vowel In addition, the following guidelines apply to suffixes:

a –ed is only a separate syllable when it follows d or t

b –y picks up the last consonant before it to form a syllable; in other

words, it follows the VC-CV rule

examples hear-ty hap-py

Try It Yourself

Rewrite each of the following words, separating syllables with hyphens

Then, on the line below each word, explain why you broke the word up

in that specific way

As you mark syllable and

vowel patterns, keep an

eye out for vowel and consonant

teams

two consonants that combine to

make a single sound such as ch,

sh, th, wh, ph, and gh.

vowels that make a single sound

such as ee, ea, ai, ay, and oa.

two consonants with sounds that

run together such as br, cr, dr, nd,

nt, pl, sl, sc, sch, st, and sw.

vowels that combine to make a

new sound such as au, oi ,oy, ou,

ow and oo.

When dividing syllables, never

break up digraphs, consonant

blends, or diphthongs.

Tip

A dictionary entry breaks

the word into parts

divided by dots.

syl•la•ble

The dot shows where the word

can be hyphenated if the word

falls at the end of a line of type

and doesn’t fit.

Within the pronunciation part

of the dictionary entry, syllable

breaks are indicated by hyphens

Sometimes these hyphens

correspond to the dots, but

sometimes they do not Do not be

alarmed when they do not The

dots typically indicate morphemes,

Tip

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proudly; submissively

The young boy walked humbly across the stage He preferred not to make a big deal about his accomplishments.

Humbly contains three consonants

in a row One must determine which of the two consonants go together in either a consonant digraph or blend.

LESSON 8

Syllabication Understand the Concept

Breaking a word into its syllables can help you to read and spell new words more easily It can also help you correctly pronounce vowel sounds

Breaking a word into its syllables is called syllabication One way

to divide a word into its syllables is to look for consonant and vowel patterns in the word These patterns should signal where the syllable breaks are For example, words with the pattern VCCV—that is, with two consonants in the middle, surrounded by two vowels—tend to break between the consonants

lum / ber

VC CV Study the following chart V stands for vowel; C stands for consonant

lum • ber

ba • skettick • et

Divide between consonants, unless the consonants create a

digraph (two letters pronounced as one, such as ch, sh, th, ck)

Divide before or after digraphs (wash • er)

VCV V/CV or VC/V re • ject

lev • er

Divide before the consonant (V / CV) unless the vowel is accented and short In that case, break after the consonant (VC / V) Think “That vowel is too short to end a syllable.”

VCCCVVCCCCV

sci • ence

If a word has two vowels together that are sounded separately, divide between the vowels Do not split vowel teams that work together to make one vowel sound

V_silent e Keep in same

syllable

co • llage When you see a vowel followed by a consonant or consonants

and silent e, these must stay together in one syllable The silent

e causes the vowel to have its long sound.

syllable

ti • tlechu • ckle

When -le appears at the end of a word, it grabs the consonant

or consonant digraph before it to create a syllable (ble, cle, ckle,

dle, tle, etc.).

following d or t

wad • dedchan • teddabbedchoked

The suffix -ed forms a separate syllable only when it follows

d or t Otherwise, it sticks to the last syllable of the word

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Try It Yourself

E X E R C I S E A

Each of the following words contains a pattern of VCCV or VCCCV

Label the vowels (except the silent e at the end of a word), then connect

them by labeling the consonants in between Divide the words into syllables, being careful not to separate digraphs or blends

y and sometimes w Y is a vowel

when it sounds like long i or an e

(sl y, pretty); when it sounds like

a short i (as in g ym); or when

it combines with another vowel

such as a or e to make a vowel

sound (as in pl ay and obey) W

is a vowel when it combines with

another vowel such as a, e, or o to

make a vowel sound (as in p aw,

s ew, and now)

Tip

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To pronounce nuance properly,

place the stress on the first syllable, as directed by the pronunciation guide above These guides are helpful when you start

to use new vocabulary in your everyday speech.

LESSON 9Pronunciation and Accented Syllables Understand the Concept

A word with more than one syllable contains at least one syllable that sounds louder than the others When a syllable is spoken more loudly

than the others, it is called a stressed syllable To indicate a stressed

syllable, use an accent mark (´) This mark is placed just before or after the stressed syllable

examples pre - cise´

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Some words are written the same but are pronounced differently

and have different meanings These words are called homographs

Sometimes the main difference in how the homographs are pronounced

is which syllable is stressed

Just for Fun

Get together with a partner to play a game with homographs One person, the challenger, says one of the words below and describes its meaning The other player must then say the word, accenting the opposite syllable, and describe the meaning of the word as he or she pronounced it If successful, he or she scores a point and becomes the challenger If not, the challenger earns the point and the right to make another challenge

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Time Out for Test Practice Spelling Patterns

Choose the word that is spelled correctly

_ 1 A partaking

B angryly

C ingeniouseness

D sincerly _ 2 A receiveing

On the line, write the letter of the pattern that applies to the formation of each

of the following words

_ 4 pretty + -ly

A When adding a suffix to a word

that ends in a y that follows a vowel, leave the y in place.

B When adding a suffix, drop the

y and change it to i when the y

follows a consonant

C When adding a prefix, do not change the spelling of the word itself

D If you are adding a suffix that begins with a consonant to a word

that ends with a silent e, leave the

e in place.

_ 5 grateful + -ness

A When adding a prefix, do not change the spelling of the word itself

B Drop the e when adding a suffix

that begins with a vowel

C The spelling of most words is not

changed when the suffix –ness or –ly is added

D When adding a suffix, change

the y to an i when the y follows a

consonant

_ 6 re- + viewing

A The spelling of most words is not

changed when the suffix –ness or –ly is added.

B When adding a prefix, do not change the spelling of the word itself

C When adding a suffix, do not

change the y to i when the i

with a silent e, drop the e.

B If you are adding a suffix to a

word that ends with y, and that y

follows a consonant, you should

change the y to i.

C When adding a suffix to a word

that ends in y, you should leave the y in place when that y follows

a vowel

D When adding a prefix, do not change the spelling of the word itself

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Choose the word that is spelled incorrectly.

_ 8 A rearrange

B fraying

C merly

D joyfully _ 9 A staring

Syllables and Syllabication

Select the correct way to break each of the following words into syllables

A VC / CA

B VCC / CVC

C VC / CVCC / V

D VCC / VCC / V _ 17 emphatic

A VCV

B CV / VC

C CVCC / CV

D VC / CV _ 20 porous

A VC / V

B V / CV

C VCVV

D CVCV / VC

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taut (tot) adj., tense, tight

Walter pulled the rope taut, hoping it would keep the sign in place long enough for his friends

to read it.

Do not confuse taut with

taught These two words are

homophones, or words that

sound alike but have different meanings and spellings.

LESSON 10

Academic Language I:

Critical Thinking Terms Understand the Concept

Understanding certain terms will help you in your schoolwork and

on standardized tests The terms in the following sections pertain

to critical thinking—that is, reacting to what you read and hear by

carefully evaluating it Understanding these terms and the skills they name will also help you sift through information and ideas in your life outside of school

Critical Thinking Skills

The following are some types of critical thinking skills you may be asked to employ while reading, writing, or reasoning

Evaluate—Judge the importance or meaning of something Determine

whether statements are fact or opinion, or evaluate research sources to make sure they are reliable and timely

exampleRead an essay and determine whether the writer based their work

on fact or opinion

Generalize—Make a broad statement based on one or more particular

observations

exampleVisit a place you’ve never been before, like a skate park, a political protest, or a day care center Observe the behavior of the people around you From your observations, make a general statement about the culture you have observed

Infer—Draw a conclusion that is not stated in the piece but that is

based on evidence that is stated

exampleBased on the paragraph you have just read, infer how the narrator feels about Jerry

Hypothesize—Make an educated guess about a cause or effect.

exampleBefore you perform the experiment, use what you already know about how heat affects liquids to hypothesize about the likely results

Evaluate news and commentary that you read or hear Determine whether statements are fact or opinion A

bias is a prejudice or unreasoned

judgment; evaluate information you use to make sure it is unbiased

Tip

A fact is something that

can be proven

can be supported but not proven

Tip

Read test questions carefully to make sure you know what you are being asked

to do

Tip

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Predict—Make a reasonable guess about what will happen.

exampleNow that you have finished chapter four of the novel, predict what will happen to Kino in the next chapter

Analyze—Break something down into parts and think about how the

parts are related to each other and to the whole

exampleWhat evidence can you find in chapters 4–6 that shows that Kino’s life has changed since the first half of the story?

Synthesize—Bring everything you have considered together into a whole.

exampleHow has the pearl changed in Kino’s view at the end of the novel?

What has Kino learned from his experience?

Try It Yourself

Evaluate each of the following statements by telling whether they are facts or opinions

1 More people live in China than in any other country in the world

2 The United States of America is the greatest country in the world because it comes to the aid of other nations

E X E R C I S E B

1 Read the following results from a survey given out at a local high school Then, make a generalization or broad statement about the results in your notebook

Students were asked their favorite thing to do on a Saturday afternoon Of the 126 students surveyed, thirty-one percent said they would go to a movie Eighteen percent cited shopping, and fifteen percent mentioned taking part in a sports or fitness activity Eight percent said they would spend time with family

2 Analyze the following quote by examining the meaning of each line Then, synthesize your understanding of the quote by writing a one sentence explanation of what Lennon and McCartney are trying to say in your notebook

I am he

As you are he

As you are me And we are all together.

—John Lennon and Paul McCartney

Evaluate on an essay

test means “make a

judgment, and then back it up

with evidence.”

If you were given the following

essay question on a test, what are

some of the things you might say?

Make a few notes below in your

serious offense of taking

someone else’s words or thoughts

and pretending they are your own

To avoid plagiarism, put ideas into

your own words or use quotation

marks

Tip

Write a poem about school Use

academic language in a funny

way.

Just for Fun

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n., something indicated indirectly

No one else seemed to understand the implication of the article, but I knew what the author was trying to say.

The word implication comes from

the Latin word implicationem

which means “interweaving, entanglement,” and relates to

implicare meaning, “involve, entangle, connect closely.”

LESSON 11

Academic Language II:

Test-Taking Language Understand the Concept

The following phrases are often found on tests; knowing what each

of these phrases means will help you understand what the question is asking you to do

Reading Comprehension Terms

Identify a synonym: You may be asked to name a synonym for a

particular vocabulary term that appears in the selection A synonym is a

word with the same or nearly the same meaning as another word

Identify main ideas and supporting details: You may be asked to

identify the author’s main idea in a selection You may also be asked to distinguish between the main idea and the details that support it The key in answering this kind of question is figuring out which ideas are most important to the passage as a whole

Identify the pattern of organization: You may be asked to label the

pattern of organization in a piece of writing, such as chronological,

spatial, or order of importance Chronological organization is in order

by time, from beginning to end In spatial organization, parts are described according to their location in space Order of importance

organization proceeds from most important to least important or from

least important to most important

Work with subheads: A subhead is the title for a particular section

of a text; paying attention to subheads can help you understand the organization of the material you are reading On a test, you may be asked to identify the kind of information you would expect to find under a particular subhead, or you may be asked which subhead would

be most appropriate for a given paragraph

Draw a conclusion: You may be asked to draw a conclusion based

on a passage you have read A conclusion is a reasoned judgment

or inference based on evidence Your conclusion should be based directly on information presented in the passage and should include a generalization or a statement of the theme of the passage

Try It Yourself

Read the passage below Then, answer the questions that follow

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The United States began as a rural nation—a country built on agriculture From the mid-1800s and well into the 1900s, the United States became industrialized, cities grew, and many people gradually moved west But it was the invention of automobiles, the streamlining of their production, and the construction of roads

to accommodate all these vehicles that completely changed the landscape of the United States

In 1896, Henry Ford built his first gasoline-powered automobile The first car to be produced in large quantities was the 1901 Curved Dash Oldsmobile By 1908, Ford produced his first Model T He also developed the concept of the assembly line, which enabled rapid production of large numbers of cars By

1927, more than eighteen million Model Ts had been produced.

When the large interstate freeways were built in the 1950s and 1960s, entire neighborhoods had to be destroyed in order to accommodate them With these wider routes available for high- speed travel, small towns and their businesses—once frequented

by train travelers and drivers of small roads—dried up

However, the automobile quickly became an icon that defined the American character Americans loved the freedom offered them

by their cars and they loved to explore their vast country in them.

_ 1 A synonym for the word frequented as it is used in this

B Henry Ford is considered the inventor of the automobile

C Cars and the interstate freeways on which they travel changed the look of the United States, but Americans love the freedom that auto travel brought them

D Before people drove cars, they primarily took the train

_ 3 This passage uses

A spatial organization

B chronological organization

C order of importance organization

D random organization

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succeeded and which did not

5 Write an appropriate subhead for the second paragraph of this passage

Essay Test Terms

In an essay question, you will probably be asked to support your answer

with evidence This means that you should make a general statement and prove that it is true by following the statement with specific details and information from the text The general statement you make in

an essay is your thesis statement You then prove or support your

thesis throughout the essay Learning the following terms will help you understand some of the things you may be asked to do in an essay

Type of Question What to Do

Analyze break into parts and describe the parts and their

relationshipsCompare/Contrast identify and describe similarities and differencesDescribe/Explain tell the steps in a process; identify causes and effectsDefine/Describe/Identify classify and tell the features of

Interpret tell the meaning and significance ofSummarize retell very briefly, stating only the main pointsArgue/Prove/Show tell and evaluate reasons for believing in a statement

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Name: Date:

rare, unusual

Janelle knew she was acting in

an unwonted fashion, but she

couldn’t help herself.

The word unwonted is formed

from the word wont, meaning

“accustomed.” Merriam Webster’s

Collegiate Dictionary, eleventh

edition, includes the etymology of

the word wont; it comes from the

Old English word wone–n, which

means, “to dwell, be used to.”

LESSON 12Using Dictionaries and Thesauruses Understand the Concept

When you encounter an unknown word, it is sometimes possible

to determine its meaning based on surrounding words or context

Other times, determining the meaning of a word requires the use of a

dictionary A dictionary is a reference source that provides one or more

definitions of a word, its pronunciation (the way the word is usually

spoken), and even the word’s etymology Etymology is a word’s history

or origin, including the root or base words that form the word

Since many words have more than one meaning, a dictionary can help you determine the definition of your unknown word by providing all of its possible meanings You simply need to determine which one makes the most sense in the context in which the word occurs

Another tool that can be used to discover the meaning of an

unknown word is a thesaurus A thesaurus is a reference source that

contains synonyms, rather than definitions, of a word (remember that synonyms are words that have the same or very similar meanings)

Thesauruses can provide you with a better understanding of a word, as well as help you find other options to replace words you are using in your own writing

Consider the following sentence:

They arrested the mean lawbreaker

Using a thesaurus might encourage you to make the following changes:

They captured the wicked criminal.

Try It Yourself

Read the following sentences and try to define the underlined word based on the surrounding text Then, look the word up in a dictionary and write the actual definition(s) on the lines below Highlight or underline the definition used in the sentence

1 I found all of his actions to be completely benign

Determining the spelling

of a word might be

difficult using only a dictionary,

especially when you do not know

where to start However, if you

know what a word means, you

can look up a word with the same

meaning in a thesaurus Your

initial word will likely be listed as a

synonym of this word, and you will

be able to see its proper spelling

Tip

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4 He showed great foresight when he built that dam

5 The waterlogged message was almost incomprehensible

3 He’s rude, mean, and not very attractive

4 The big house at the top of the street overlooks the dark forest, but I’m afraid of the forest

5 The small horse ran past us and I saw that it was sweaty and tired

While a thesaurus might provide you with more expressive or interesting words to use in your writing, it is not wise

to overuse a thesaurus Often, the result is vastly different from what you originally intended.

Original Sentence:

After losing my best friend, I was

so sad that I stayed home every weekend.

Overusing a Thesaurus:

After suffering the loss of my exemplar confidant, I was so morose that I remained at my residence every weekend.

Tip

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Name: Date:

persistently (per sis> t@nt l7)

adv., repeatedly

He was persistently using my

toothbrush, so I started to store it

out of his reach.

The word persistently is

synonymous with the words

tirelessly , determinedly, and

steadily Its antonyms include

wearily, halfheartedly, and

impatiently Understanding

synonyms and antonyms gives

you a better understanding of a

Having a large vocabulary will assist you in both reading and writing

If you have a large vocabulary, you are less likely to run into unknown words when you read This makes reading easier and more enjoyable

A larger vocabulary also means that you have a wider variety of words

to use in your own writing With minimal effort, you can make words work to fit your writing goals, whether you want write descriptively or

in a more concise manner

One of the many ways to build your vocabulary is to understand synonyms and antonyms

Synonyms are words that have the same, or nearly the same,

meaning A writer uses synonyms to create his or her style of writing, set the tone, or create a mood If a writer is describing someone as

sad, he or she could also describe the person as gloomy, miserable, or cheerless Consider how word choice can change the tone and style of

one’s work

examples He was walking in the dark hallway

He was pacing in the gloomy hallway

Her persistent questions made her look wise

Her relentless questions made her look clever

You are extremely selfish

You are very inconsiderate

Antonyms are words that have opposite meanings.

examples He was walking in the dark hallway

He was walking in the bright hallway

Her persistent questions made her look wise

Her fleeting questions made her look foolish

You are extremely selfish

You are rather selfless

Try It Yourself

Rewrite the following sentences twice The first time, use a synonym in place of the underlined word The second time, use an antonym

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Use a thesaurus and the following passage to complete the questions below

Write your answers in your notebook or on a separate sheet of paper

It was a dark and stormy night The neighbors, usually a friendly bunch, had locked the doors and bolted the windows

They all felt there was a bad feeling in the air, but no one discussed it Instead, they all covered their heads with blankets and tried to sleep through the storm Suddenly, a sharp scream echoed down the lane!

1 List two synonyms and one antonym for each of the adjectives in this passage

2 Rewrite the passage using synonyms for one noun, one verb, and one adjective

3 Rewrite the passage using antonyms for one noun, one verb, and one adjective

4 How did using synonyms change the meaning of the passage? How did using antonyms change the meaning of the passage?

Remember that a thesaurus is a reference that contains synonyms for common words Antonyms are often included as well.

Tip

Create your own passage and see

if you can alter its tone or mood

by finding different synonyms for the words you have used.

Just for Fun

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Name: Date:

Time Out for Test Practice Academic and Test-Taking Language

Read the passage below Then choose the best answer to each question that follows

Cowboy poetry rides as high as the great western landscape at the original Cowboy Poetry Gathering, which meets each January in Elko, Nevada Started in 1985 by the Western Folklife Center, a nonprofit organization dedicated to preserving the folk arts of the American West, the Gathering continues to grow in popularity with each passing year It celebrates the tradition of cowboy poetry, an art form that traces its roots to Anglo-Saxon and Celtic balladry, but is distinctly American.

Most of the first cowboys emigrated from the British Isles in the mid-nineteenth century and moved west to find work herding and driving cattle on ranches Bringing with them their native storytelling tradition, these immigrants fused their past with the broad horizons of their new identity in the American West Into that mixture also went the traditions of Moorish and Spanish horsemanship, European cavalry, African improvisation, and Native American experience.

The poetry and songs of the cowboys celebrated the “cowboy lifestyle,” that

of a rugged individual able to exist in the vast and often harsh territory of the West

When the trail drives became obsolete in the late 1800s due to the growth and convenience of railroad shipping, the cowboy way of life threatened to become extinct as well However, the spirit of that life survives today in cowboy poetry.

The highlight of every gathering is the chance to see and hear cowboy poets perform their work Cowboy poetry is at its best when read or sung aloud As one fan has written: “In its written form some might call this poetry simplistic, unpolished Like

a horse in need of a rider, however, these words need a human voice to guide them, and when that voice is deft—or gifted—the result is poetry of emotional clarity and unabashed honesty that speaks eloquently to those far removed from the cowboy experience” (Nickens) Some poems can be sad and wistful, hearkening back to the lost days of the open range Others are uproariously funny tall tales about rodeo mishaps and the vengeful sweethearts of roamin’ cowpokes They all retain the flavor of the West.

_ 1 A synonym for the word deft as

it is used in the passage is

A loud

B wistful

C talented

D stupid

_ 2 Which of the following sentences best

expresses the main idea of the passage?

A The Cowboy Poetry Gathering meets each January in Elko, Nevada

B Cowboy poetry captures the emotional flavor of a dying American lifestyle

C Most cowboys originated in the British isles

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Preserve Western Traditions.”

B “A First Effort To Pay Tribute to the Cowboy Tradition.”

C “The Cowboy Lifestyle.”

D “The Mission of the Western Folklife Center.”

_ 4 The purpose of this passage is

D tell a story about a cowboy’s life

_ 5 The tone of this passage could best be

D the Western Folklife Center will soon close its doors

_ 7 From the information in the passage,

you can infer that the primary mission of the Cowboy Poetry Gathering is to

A bring back the cowboy lifestyle that is nearly extinct

B raise money for the work of the Western Folklife Center

C preserve and celebrate a particular form of poetry

D entertain lonely cowboys

8 In an essay, describe what happens at the Cowboy Poetry Gathering Support your answer with evidence from the text

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Name: Date:

LESSON 14

Word Origins Understand the Concept

Most English words can be traced back to where they came from:

Middle English, Latin, Greek, French, or another language Linguists—

people who study language—trace words back through time to discover

their histories For example, the word beauty entered English from

Middle English; it came from Old French before that and originated

from the Latin term bellus

You can find information about the history of a word in an etymological dictionary or in a regular dictionary In a regular

dictionary, the etymology, or history and origins, of a word is found

after the pronunciation and part of speech The information in the etymology is usually abbreviated; a key to the abbreviations is usually located in the front or back of the dictionary

example

mod-ern (m5 d@rn) adj [LL modernus, fr L modo just now, fr

modus measure—more at mete] (1585)

In the example above, the etymology of modern appears between the

brackets that follow the part of speech A list of abbreviations at the

front of the dictionary indicates that LL stands for Late Latin, L stands for Latin, and fr stands for from From this etymology, we learn that the English word modern comes from the Late Latin word modernus, which comes from the Latin word modo, meaning “just now.” Modo came from the Latin modus, which meant “measure.” The words “more at

mete” indicate that related etymological information can be found by

looking up the word mete The date in parentheses after the etymology

indicates the first recorded use of the word in English For more information, see the explanatory notes in the front of your dictionary

Try It Yourself

Use a dictionary to find the meaning and origin of each of the following words Then use each word in a sentence

exampleclench: to set or close

origin: comes from the Middle English word clutch

sentence: The coach was so angry with his football team that he

era (er> @) n., unit of time;

specifically, a unit of geologic time

smaller than an eon and larger

than a period

I think the Jurassic Period is the

most interesting period within the

Mesozoic Era.

The word era comes from the

Late Latin word aera, meaning

“counters.” Synonyms include

period , age, and time.

The history and origins of

a word are its etymology.

Tip

Most dictionaries provide

information about the

origins and history of words The

etymology of a word is normally

placed in brackets or parentheses

The meanings of the abbreviations

used in the etymology can

usually be found in a chart at the

beginning or end of the dictionary.

Tip

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