Vocabulary spelling level II g7

Lessons in Vocabulary & Spelling provide many different ways of exploring and studying words, word parts, semantic families, and spelling patterns and rules.. Several different skills c

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Level II

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Vocabulary & Spelling, Level II

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CONTENTS

Introduction v

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

Lesson 2: Word Study Skills 3

Lesson 3: PAVE 6

Lesson 4: Morphemes 8

Lesson 5: Morphemes and Meaning 10

Time Out for Test Practice: Recognizing Word Parts 12

Unit 2: Studying Syllables Lesson 6: Syllabication 13

Lesson 7: Spelling by Syllables 15

Lesson 8: Accented Syllables and Pronunciation 17

Lesson 9: Mispronunciations 18

Time Out for Test Practice: Syllables Review 20

Unit 3: Spelling Lesson 10: Spelling Patterns I 21

Lesson 11: Spelling Patterns II 24

Lesson 12: Spelling Patterns III 27

Lesson 13: Spelling Patterns IV 29

Lesson 14: Commonly Misspelled Words 31

Time Out for Test Practice: Spelling Review 33

Unit 4: Context Clues; Denotation and Connotation Lesson 15: Context Clues 35

Lesson 16: Using Context Clues I: Comparison and Contrast 37

Lesson 17: Using Context Clues II: Restatement and Apposition 39

Lesson 18: Using Context Clues III: Examples and Cause and Effect 41

Lesson 19: Denotation and Connotation 43

Time Out for Test Practice: Context Clues 45

Unit 5: Prefixes, Roots, Suffixes, and Root Origins Lesson 20: Word Roots, Prefixes, and Suffixes 47

Lesson 21: Prefixes and Similar Word Parts 49

Lesson 22: Suffixes 51

Lesson 23: Roots and Base Words 53

Lesson 24: Greek and Latin Roots 55

Time Out for Test Practice: Spelling Review 57

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LEVEL II

Unit 6: Homographs, Homophones, and Homonyms

Lesson 25: Homographs, Homophones, and Homonyms 58

Lesson 26: More about Homographs, Homophones, and Homonyms 60

Time Out for Test Practice: Homophones 62

Unit 7: Reference Material; Synonyms and Antonyms Lesson 27: Using Dictionaries and Thesauruses 64

Lesson 28: Choosing the Right Definition 66

Lesson 29: Synonyms and Antonyms 68

Time Out for Test Practice: Connotation 70

Unit 8: Collecting and Choosing Your Words Lesson 30: Figurative Language 71

Lesson 31: Slang and Colloquialisms 74

Lesson 32: Words for Your Word Study Notebook 76

Time Out for Test Practice: Reading Comprehension 77

Answer Key 79

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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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LEVEL II

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

fostering curiosity

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Name: Date:

LESSON 1

Word Study Notebook

Understand the Concept

No matter what type of material you are reading, you probably run into unfamiliar words from time to time Keeping track of these words and their meanings and uses can help you become a better reader and can enrich your vocabulary As you learn more and more words, you will also become a better speaker and a better writer, able to express yourself more easily and vividly

A good way to collect new words is to keep a word study notebook In it, you can record each new word with its definition and pronunciation, along with an example sentence or drawing to help you remember it Here is a sample page from a word study notebook

A word study notebook

is a great way to actively increase the number of words you use in your own daily language

Knowing more words will help you speak and write your thoughts more clearly, precisely, and vividly.

Tip

A phonetic description

is a way to spell a word

as it sounds instead of as it is supposed to be spelled In the sample at left, the phonetic

description of the word obstinate

is given as \ 5b> st@ n@t\ Reading the phonetic spelling will help you

to remember how to pronounce the word.

Tip p

Tip

Word: obstinatePronunciation: 5b> st@ n@t

Definition: sticking to a purpose, opinion, or course in spite of reason or arguments

Contextual sentence: The obstinate child refused to eat his vegetables, no matter what his parents did to persuade him

ravenous (>ra v@ n@s) adj., very

hungry

Adam hadn’t eaten much all day,

so as soon as he caught sight of the dinner buffet he realized he had a ravenous appetite.

Some synonyms for ravenous include starving, famished, and voracious. Try substituting them in the above sentence to see if they fit This is a helpful tactic when learning new vocabulary words.

Word of the Week

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LEVEL II, UNIT 1

places: the grocery store, recipes,

shopping malls, airports, buses,

restaurants, billboards, road signs,

instruction manuals, television,

radio, song lyrics, phone books,

greeting cards.

Tip

You can use your word study

notebook to record interesting,

strange, or unusual words as well

On your own paper or in your

word study notebook, complete

word study entries for the

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Name: Date:

LESSON 2

Word Study Skills

When you are reading a novel, a short story, or even a poem, you may run across words you don’t know That shouldn’t keep you from understanding the selection, however Several different skills can help you read literature that contains unfamiliar words: using context clues, using text support, defining word parts, using a dictionary, and getting help from someone

Context Clues

The passage that contains the unfamiliar word or words may also contain clues revealing the meaning of the word or words Consider the following passage

His schoolmates were racing about, playing exuberantly, shouting and laughing with full voices Their joyous sounds went ringing through the quiet street.

Exuberantly might be a word you don’t know But what clues does the

passage offer? The schoolmates were playing, shouting and laughing

They were joyous That tells you that exuberantly could mean with joy and laughter In fact, exuberantly means “with joy and enthusiasm.” By

using the passage surrounding the unfamiliar word, you can decipher what that word means

From “The 11:59,” by Patricia McKissack

1 What is the word meager modifying in this sentence?

2 What do you think meager means?

Attack a new word by:

• using context clues

• using text support

• defining word parts

• checking a dictionary

• getting help from someone

Just For Fun

intricate (in> tri k@t) adj.,

complex; having many parts

The intricate story was difficult

to follow because it had many characters and sub-plots.

Something that is intricate is

difficult to figure out, or will take

a big effort to understand Things

that can be intricate include

puzzles, people, machines, and the directions for assembling a new bicycle

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LEVEL II, UNIT 1

Text Support

In 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 things outside of the main text for additional information about what is being discussed in the main text You may find clues about the word or words that you don’t understand Consider the passage below

about Greenland You might not know what latitude means, but the

diagram at right explains it Many written materials contain items like this that offer more information about a particular concept in the text

Greenland is an island in the northeastern part of the Atlantic Ocean Almost completely north of the 60-degree line of latitude, Greenland experiences relatively cool weather Summer temperatures rarely exceed 65 degrees Fahrenheit, and winter temperatures frequently dip to 70 degrees or more below zero.

Word Parts

Some unfamiliar words may contain parts that you have seen in other

words These parts, or morphemes, may be prefixes, which come at the beginning of the word, suffixes, which appear at the end of the word,

or roots, which make up the core part of words Imagine coming across

the following sentence:

That was the most invigorating shower I ever had!

You may be stumped by the word invigorating Even if you don’t know

what the word means, you may be able to come close to its meaning by

looking at the word parts You might, for example, pull out vigor, which you remember means “energy.” Because you know that invigorating

is an adjective describing the shower, you can reasonably deduce that

invigorating means something like “energizing.” Indeed, the dictionary

definition for invigorate is “give life and energy to (something).” You

may want to review your word part charts of common prefixes, suffixes, roots, and their meanings

Try It Yourself

E X E R C I S E B

Use your knowledge about word parts to try to decipher the meanings

of the following words Use your notebook if you need more space

This picture of the earth shows the

parallels of latitude, or distance

from the earth’s equator The

equator, or middle line, is at 0

degrees latitude Each line above

the equator equals 15 degrees in

latitude.

60º

30º 45º

15º

equator

A prefix is a letter or a

group of letters added to

the beginning of a word to change

its meaning.

preview

A suffix is a letter or group of

letters added to the end of a word

to change its meaning.

secondary

A word root is a word part that is

not a prefix nor a suffix.

intersection

Tip

An adjective is a word

that modifies a noun by

telling a specific detail about it.

warm bread

calm breeze

Tip

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if the dictionary entry contains more than one definition Consider the following sentence:

After a thorough inspection, city workers decided to condemn the crumbling building.

The dictionary offers several possible definitions for the word condemn

They are:

• declare to be wrong or evil

• pronounce guilty; sentence or doom

• judge unfit for useBecause there are three possibilities, you must decide which best fits in this particular context The third definition is the one that works here

word forms, such as with report,

the noun meaning “account or

statement” and report, the verb

meaning “give an account of

or make a statement.” Other times, the words are completely

unrelated, as with cape, a noun

meaning “point or extension of

land into the water” and cape, a

noun meaning “sleeveless outer garment.”

Try to define the new words your partner used by looking at the context.

Just For Fun

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LEVEL II, UNIT 1

Name: Date:

LESSON 3

PAVE

A good way to help yourself remember the meaning of a new word is using PAVE PAVE stands for Predict, Associate, Verify, and Evaluate

Predict When you encounter an unfamiliar word, first try to

predict the meaning of the word based on the context and

on your prior knowledge of the word or its parts

Associate Then, write a new sentence using the word with its

predicted meaning

Verify Next, verify the meaning of the word by using a dictionary

or glossary or by asking your teacher A dictionary may offer multiple meanings for the same word If you use a dictionary, select and write down the most appropriate definition

Evaluate Evaluate the sentence you wrote using the word If

necessary, rewrite the sentence to reflect the meaning you found If you wish, draw an image that will help you remember the meaning of the word

Try It Yourself

Use PAVE to learn the underlined words in the sentences below

1 The scathing report about the company’s illegal business deals angered investors and consumers alike

As the exploring party ventured

further into the jungle, the trees

grew larger, the shrubbery

more dense, and the noises

from the insects got louder; the

adventurers had a feeling they

were entering a primeval world.

Primeval suggests something

old and unspoiled by modern

humans It conjures up a notion

of what the earth was like shortly

after it formed, or what a forest

was like before people ever set

foot in it.

Incorporating new words

into your own daily

language will make your writing

and speech more colorful and

interesting.

Tip

You may want to use the

PAVE method to record

new words in your word study

notebook Then you can look

them up later to review You can

also page through your word study

notebook to find words to use

in your own speech and writing

Including a descriptive picture

with your word might help you to

remember it later.

Tip

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3 The floriferous shrub had so many buds that Nancy cut some for

5 Even though her younger sisters caught only half as much candy

as Eleanor did at the parade, she tried to hoard hers in her closet, unwilling to share

Make up new words of your own

to fit in the following sentences

Then, using your own paper, do PAVE for each invented word.

1 My older sister is such a _; all her free time is spent talking on the phone, sending e-mail messages, and gossiping with friends

2 The brown, murky soup burbled and on the hot stove.

3 Spot, the puppy, wore a _ expression on his face when I caught him chewing up my new pair of boots.

Just For Fun

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LEVEL II, UNIT 1

Name: Date:

LESSON 4

Morphemes

One way to figure out the meaning of an unfamiliar word is to look at

its parts The parts of a word are called morphemes Morphemes can either be free or bound A free morpheme can stand alone as a word, or

it can be part of another word For example, in the word workshop, both word parts, work and shop, are free morphemes, because they can stand

on their own as words

A bound morpheme must be attached to another morpheme or

morphemes to make a word—it cannot stand on its own In the word

worker, the word part work is a free morpheme, because it can stand

alone as a word But the word part -er is a bound morpheme because

alone, it is not a word

Try It Yourself

E X E R C I S E A

Divide each of the following words into its morphemes, or word parts

Draw a slash between the different parts of the word An example has been done for you

Prefixes, suffixes, and word roots are bound morphemes

Combinations of prefixes, suffixes, and word roots make up many words in English

examples

incredible prefix: in- word root: cred suffix: -ible

transmission prefix: trans- word root: mis/mit suffix: -sion

Many times when you encounter an unfamiliar word, you can come closer to the word’s meaning if you break the word apart and examine the different morphemes Examine the prefixes, suffixes and word roots

in the Word Parts Charts provided by your teacher If you familiarize yourself with these word parts, you will be able to recognize them within larger words

verify (ver>@ f8) v., to make sure

something is correct

Before handing out the pizza

coupons to the volunteers,

Principal Anderson asked the

students’ teacher, Mr Globulin,

to verify that all ten of them had

actually worked at the school

carnival.

Verify implies checking the

accuracy of something When was

the last time you had to verify

something?

A morpheme is a word

part.

A free morpheme can stand on

its own A free morpheme is a

base word (root word).

A bound morpheme must be

combined with other morphemes

to form a word A bound

morpheme is a prefix, suffix, or

word root.

Tip

Compound words are

words made up of two

free morphemes The following

are all compound words.

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re- prefixorgan base word-ize suffix

re / organ / ize

Because organ can stand

alone, it is classified as a base word and not as a word root.

Tip

A prefix is a word part that attaches to the beginning of a word.

A suffix is a word part that attaches to the end of a word.

A word root is a central word part that cannot stand alone.

Tip

Using prefixes, word roots, and suffixes from your word parts charts, create five new words

of your own Don’t worry about whether your combinations create

“real” words or not Include a short definition of each word.

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LEVEL II, UNIT 1

Name: Date:

LESSON 5

Morphemes and Meaning

Morphemes are the parts of words.

Knowing how to recognize morphemes is an important skill that can help you decode unfamiliar words Each morpheme has a meaning that can offer clues about the meaning of the whole word This is easy

to see when you look at compound words A compound word is a word

formed from the combination of two or more other words

When you encounter an unfamilar word, first look for a word root

or a base word For example, in unattainable, the morpheme attain is a base word that can stand alone Attain means “get, achieve, or obtain.”

In the word prediction, dict is a word root, not able to stand alone, that

means “say.” In both cases, determining the meaning of the central part

of the word can help you in determining the meaning of the whole word

Prefixes and suffixes modify the meaning of the base word or word

root and affect the meaning of the word as a whole In unattainable, un- means “not.” The suffix -able adds the meaning “given to being or able

to be.” By assembling the meanings of the different parts of the word,

you can come close to defining the word (unattainable means not able

to be gotten, achieved, or obtained)

Try It Yourself

Look at the compound words below Copy them into your notebook and divide them into the two words that make the compound Write a definition of each word based on its two parts

example awestruck awe / struck

awe = emotion combining dread and wonderstruck = affected by

awestruck = affected by dread and wonder

When you encounter an unfamilar word, first look for a word root or a

base word For example, in unattainable, the morpheme attain is a base word that can stand alone Attain means “get, achieve, or obtain.” In the word prediction, dict is a word root, not able to stand alone, that means

“say.” In both cases, determining the meaning of the central part of the word can help you in determining the meaning of the whole word

egotism (7> g@ ti zem) n., an

excessive sense of self-importance

Jennifer was always boasting

about her designer clothing and

expensive jewelry, which was

typical of her egotism

Egotism is displayed by people

who talk about themselves a lot

or who feel that they are better

than other people It is similar to

the word egocentric, which refers

to a person who feels that he or

she is the center of the world (that

is, they feel the world revolves

around them)

A compound word is

a word formed from the

combination of two or more other

words.

Tip

Compounds do not have

to be written as one word

They can be written as separate

words or they can be joined by

Usually, compounds start out as

two or more separate words Over

time they become hyphenated,

and then they are joined together

as one word For example, people

used to go to bed at night time

Later the word was joined with a

hyphen (night-time) and today is

spelled as one word (nighttime).

Tip

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Prefixes and suffixes modify the meaning of the base word or word

root and affect the meaning of the word as a whole In unattainable, un- means “not.” The suffix -able adds the meaning “given to being or able

to be.” By assembling the meanings of the different parts of the word,

you can come close to defining the word (unattainable means not able

to be gotten, achieved, or obtained)

Break each of the following words into its morphemes Tell whether each morpheme is a prefix, suffix, word root, or base word Also, give the meaning of each morpheme as found Use your Word Parts Charts for help as needed Finally, using the dictionary and your knowledge of word parts, write a definition of the word

example projector pro / ject / or

or suffix one that does [something]

Definition: A projector is a machine that throws light forward onto a screen

A suffix is a word part that attaches to the end of a word.

A word root is a central word part that cannot stand on its own.

A base word can stand on its own.

Tip

To use morphemes to find meaning in a word, first look for either a base word or

a word root.

After you know the meaning of the base word or word root, look for prefixes and suffixes.

Tip

Fill in the missing prefix, word root or base word, and/or suffix

to form a complete word There

is more than one possible answer Write as many words as you can create by filling in the blank Add up all the words, and compare your answers with your classmates’ responses.

pulsive

im- (impulsive) com- (compulsive) re- (repulsive)

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Name: Date:

LEVEL II, UNIT 2

Time Out for Test Practice

Recognizing Word Parts

Use your knowledge of word parts when answering the following questions

For each question, choose the best definition for the word shown and write

the corresponding letter on the blank

A make active again

B overreact

C changing from liquid to solid

D lively; energetic _ 3 immobile

A release or let go

B type of hanging sculpture

C type of portable home

D unable to move _ 4 retrospective

A popular spectator sport

B having to do with looking inward

C having to do with looking back in time

D special _ 5 transformation

A act or process of changing form

C upscale construction project

D not possible to destroy _ 7 audible

A rigid; not capable of being moved

or changed

B bend back

C muscle in the arm

D kick or hit with the foot _ 10 hydrology

A monster in Greek mythology

B study of water

C create energy from water power

D study of hairless mammals

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A syllable is a word part that contains a single vowel sound It is a

“chunk” of sound All words contain at least one syllable 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

yel / low

vc cvStudy the following chart V stands for vowel; C stands for consonant

consternation (k5n st@r n6>

sh@n) n., a feeling of concern or

dismay

When Ellen heard that word

of her embarrassing behavior

at Saturday night’s party had spread around school, she felt great consternation and wanted desperately to run home so she could avoid the inevitable teasing

of her classmates.

When you hear disturbing or troublesome news, especially that which affects you personally, that information causes a sense of

hap • pen

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

be • rate 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

Cle Keep in same

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.).

Ced Only separate

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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LEVEL II, UNIT 2

As you mark syllable and vowel patterns, keep an eye out for vowel and

consonant teams Digraphs are teams of two consonants or vowels that

work together to form one sound (such as ai, oa, ow, oo, ch, sh, gh, and th)

Diphthongs are teams of two vowels whose sounds blend together (such

as oi, oy, ou, and ow) Digraphs and diphthongs should not be divided

They must appear in the same syllable because they work together

Also keep an eye out for consonant blends, groups of consonants

whose sounds blend together Do not divide consonants if they act as a blend in the word

examples mon / strous (not monst / rous)

an / gry (not ang / ry)

Try It Yourself

Each of the following words has a pattern of VCCV, VCCCV, or

VCCCCV In your notebook, label the vowels (except the silent e at the

end of a word), and 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

Follow the instructions to decode

the secret message

Write down the

first syllable of acorn:

Trang 21

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

contains a single vowel sound Words vary in the number of syllables they have, just as they vary in the number of morphemes they contain

Understanding syllables can help you to read and spell new words

You can break words into syllables and think about each syllable separately This can help you to sound out and spell the word

examples calculator cal / cu / la / tor

k7l) adj., relating to archaeology

(the study of ancient human artifacts)

Unlike the grab-and-run actions portrayed by the fictional archaeologist Indiana Jones, Matthew, a well-trained scientist, was extremely careful when removing the ancient Greek weapons from the archaeological excavation site just north of modern Athens.

With 14 letters and 6 syllables,

archaeological is certainly a long word However, some words are much longer The longest word in

the Merriam Webster’s Collegiate Dictionary, eleventh edition, is

electroencephalographically, which has twenty-seven letters and eleven syllables An

electroencephalograph is medical instrument that detects and records electrical signals given off

by the brain.

A morpheme is a word part that adds meaning to the word

A syllable is a word part that contains a single vowel sound It is

a chunk of sound.

Tip

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LEVEL II, UNIT 2

Just For Fun

A limerick is a short, humorous rhyming poem of five lines Limericks have a sing-song rhythm achieved by following a format The first, second, and fifth lines rhyme and have either eight or nine syllables

The second and third lines rhyme and have either five or six syllables

Edward Lear perfected the limerick in A Book of Nonsense,

published in 1861 Here are a few limericks from the book

# of syllables There was an Old Man with a beard, 8

Who said, ‘It is just as I feared! 8 Two Owls and a Hen, 5 Four Larks and a Wren, 5 Have all built their nests in my beard!’ 8 There was an Old Lady whose folly, 9 Induced her to sit on a holly; 9 Whereon by a thorn, 5 Her dress being torn, 5 She quickly became melancholy 9 There was an Old Man of Kilkenny, 9 Who never had more than a penny; 9

He spent all that money, 6

In onions and honey, 6 That wayward Old Man of Kilkenny 9

Write your own limerick on the lines below Count the syllables as you create your limerick so that you end up with either 8 or 9 syllables in lines 1, 2, and 5 Lines 3 and 4 should have either 5 or 6 syllables Also make sure that lines 1, 2, and 5 rhyme and that lines 3 and 4 rhyme

Use the space at the bottom of the page to draw an illustration that goes with your limerick

A dictionary entry breaks

the word into parts divided

by dots.

com • pound

The dot shows where the word

can be hyphenated if the word is

at the end of a line of type and

doesn’t fit.

Within the pronunciation part of

the word entry, hyphens indicate

breaks between syllables These

hyphens sometimes correspond

with the end-of-line division dots,

and sometimes they do not.

Tip

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Name: Date:

17

LESSON 8Accented Syllables and Pronunciation

Every word has one or two syllables that are stressed more strongly than the others The accented syllable is the one you say most forcefully

Knowing a word’s correct pronunciation will help you recognize, spell, and say the word properly

Many english words stress the first syllable But if a word has a prefix, the second syllable is usually stressed instead

example decorate redecorate

Try It Yourself

Draw slash marks to separate the syllables in the words below Then use

an accent mark to indicate which syllable is stressed

example dis/as>/ter

Vowel sounds often change depending on whether they are in a stressed

or unstressed syllable If a stressed syllable contains one vowel and ends

in a consonant, the vowel says its short sound

examples sed> i ment

Some synonyms for desecrate are damage, vandalize, defile, violate, and insult Desecrate is commonly

used when something sacred, such as a church, national historic site, or burial ground, is damaged

It usually implies a purposeful act

Tip

Write the names of five of your friends, classmates, or family members, using slash marks to divide the names into syllables

Finally, add accent marks to help with correct pronunciation.

Tab´ / i / tha

Just For Fun

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Name: Date:

LEVEL II, UNIT 2

resolute (re> z@ l2t) adj.,

unyielding in the face of

opposition

After a series of failures

to confront General Lee’s

Confederate Army of Northern

Virginia, a resolute President

Lincoln fired the popular leader of

the Union Army of the Potomac,

General George McClellan

Resolute implies making a

decision or a stand on issues that

may not be popular and following

through despite objections For

example, if your friends want you

to do something, but you decide

differently, you are being resolute

if you keep to your decision.

LESSON 9

Mispronunciations

Many words are misspelled because they are mispronounced People often mispronounce words by dropping syllables or sounds from the word:

accidentally (ac ci dent ly instead of ac ci den tal ly)

boundary (bound ry instead of boun da ry)

camera (cam ra instead of cam er a)

candidate (can i date instead of can di date)

library (li ba ry instead of li bra ry)

picture (pitch er instead of pic ture)

temperature (tem pra ture instead of tem pe ra ture)

Sometimes the mispronunciation happens because omitting a sound or

a syllable makes it faster and easier to pronounce the word Over time, the mispronunciation may become acceptable This is the case with the words in the following activity

Try It Yourself

Which syllables or sounds are dropped in the following pronunciations?

1 arctic (ar tic)

2 jewelry (jool ry)

3 laboratory (lab ra to ry)

4 probably (prob ly)

5 sophomore (soph more)

Other mispronunciations result from transposing, or switching the order of, two syllables or sounds:

animal (am in al instead of an im al)

preserve (per serve instead of pre serve)

Sometimes, people replace syllables or sounds with incorrect ones:

nuclear (nuke you ler instead of nuc le ar)

imagine (a mag ine instead of im ag ine)

supposedly (sup pos ab ly instead of sup pos ed ly)

realtor (re la tor instead of reel tor)

The pronunciations

given at left (such as ar

tic) are all perfectly acceptable

You will find them as alternate

pronunciations in your dictionary.

Tip

Trang 25

1 burglar (burg a ler)

2 mischievous (mis cheev e ous)

3 narrator (nar ar a tor)

4 disastrous (dis as te rous)

5 remembrance (re mem ber ance)

Just For Fun

Use the space below to make a short comic strip In the dialogue bubbles, write the words as your characters would say them, mispronunciations and all

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Name: Date:

LEVEL II, UNIT 2

Syllables Review

Use your knowledge of syllables to choose the best response for each of the

following questions Write the correct letter on the blank

For each of the following words, indicate how many syllables are present by

selecting the corresponding answer choice and writing it on the blank

_ 1 How many vowel sounds can a

_ 2 For English words that do not have

a prefix, which syllable is most commonly stressed?

A first syllable

B second syllable

C third syllable

D No syllable is stressed

_ 3 For English words that do have

a prefix, which syllable is most commonly stressed?

A first syllable

B second syllable

C third syllable

D No syllable is stressed

_ 4 Which of the following words

contains a long sound?

A barrage

B flake

C predator

D wary _ 5 Which of the following words

contains letters that make a schwa sound?

A one

B two

C three

D four _ 8 ferocity

A one

B two

C three

D four _ 11 eke

A one

B three

C four

D five _ 14 obscure

A one

B two

C three

D four

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a series of maneuvers that would have made the football coach proud.

Because the eu in maneuver is pronounced like the oo in boom, maneuver is often misspelled In addition to being used as a noun,

maneuver is also commonly used

as a verb, as in the sentence “It

took two men to maneuver the

large, heavy couch up the narrow, winding stairway.”

LESSON 10

Spelling Patterns I

A number of general patterns in spelling English words can help you become a more consistent speller These patterns apply to the vast majority of words that you will encounter

Using ie and ei

When the letters i and e are used in combination, i comes before

e except after c Although this pattern generally holds true, some

common words do not follow it You may want to keep a list of these pattern-breaking words in your word study notebook For each

group of examples below, write the sound that is made by the ei or ie

combination

weird, leisure, either, seizeeight, veil, heir, freight, rein, neighbor, beige, sleighheight, sleight

foreign, forfeitscience, societyancient, efficient, conscience

This rhyme may help

you remember the ie-ei

pattern:

Put i before e

Except after c

Or when sounded like a,

As in neighbor and weigh.

Tip

Look for patterns in words containing silent letters.

Tip

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LEVEL II, UNIT 3

words that fit the patterns You may want to keep track of these types of words in your word study notebook

Silent b usually occurs with m bomb, climb, dumb, limb, debt and

doubt

Silent c often appears with s. scene, scent, science, scissors

Silent g often appears with n. gnaw, gnat, assign, design

Silent gh often appears at the end of a

word, either alone or in combination

with t (-ght).

although, through, caught, height

Silent h appears at the beginning of

some words

heir, honest, honor, hour

Silent k occurs with n. knock, knack, knife, know

Silent n occurs with m at the end of

some words

autumn, column, condemn

Silent p occurs with s at the beginnings

of some words

psychology, psychic, pseudo

Silent s occurs with l in a few words. island, isle, aisle

Silent t occurs with s in a few words. listen, hasten, whistle

Silent w occurs at the beginnings of

some words

wrong, write, wrap, whose, whole

Try It Yourself

Circle the letters in the following words that are not pronounced

Review the patterns described above to see if any of these words follow them

The letters ph produce the f sound. philosophy, phony, alphabet

The letters gh produce the f sound

when they fall at the end of a word

(Otherwise, the h is usually silent.)

cough, laugh, tough

It can be difficult to spell

a word correctly if it has

a silent letter Becoming familiar

with common spelling patterns

that contain silent letters can help

you identify the words that contain

these patterns For example, silent

h also appears in a few other

words, such as rhythm and ghost

Silent w occurs with s in a few

words, such as sword and answer.

Tip

Some types of letter

combinations may give

you more trouble than others For

example, you may have difficulty

remembering which words are

spelled with tch and which are

spelled with just ch Keep a list of

the words that trip you up in your

word study notebook.

Tip

A mnemonic (n@

m5> n@k) device is

a catchy phrase or other trick

for remembering information

For example, the rhyme about

i and e in the tip on page 21 is

a mnemonic device Another

mnemonic device is H.O.M.E.S for

remembering the names of the

five Great Lakes: Huron, Ontario,

Michigan, Erie, and Superior

Pick any of the spelling rules you

learned in this lesson, or a word

you commonly misspell, and

create a mnemonic device to help

you remember it correctly

Tip

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The letter combinations tch and ch

sound the same, making it difficult to remember when to use which ending

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

catcher, match, switch, hatched, much, bunches, touched, porch

The letter combinations el, al, and le

sound the same, making it difficult to remember when to use which ending

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

tunnel, nickel, towel, natural, arrival, denial, bubble, trouble, middle

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Name: Date:

LEVEL II, UNIT 3

LESSON 11

Spelling Patterns II

A number of general patterns in spelling English words can help you become a better speller These patterns apply to the vast majority of words that you will encounter

Forming Plurals

A noun can be singular or plural Singular means one Plural means

more than one When forming plurals, you commonly add an -s to the

Some nouns have plural forms that are completely different from those described above In other words, they don’t really follow the rules You will probably learn these best by keeping a list of them in your word study notebook and reviewing the list from time to time

prerogative (pri r5> g@ tiv) n.,

special right, power, or privilege.

As the head of the household,

Mother has the prerogative to

decide who will be doing which

chores this week.

Prerogative is one of the most

commonly mispronounced

words in English, being frequently

pronounced per räg´ e tiv.

Trang 31

Try It Yourself

In your notebook, turn the following singular nouns into plural nouns

by following the patterns described above

Apostrophes are added to words to show possession Depending on the

word, you might add an apostrophe and -s or just an apostrophe.

If the word is singular, add an apostrophe (>) and -s There is one exception to this: the word it The possessive of it is its An apostrophe is

not used

examples Jesse’s car

my boss’s office

If the word is plural and ends in -s, add just the apostrophe.

examples the jesters’ costumes

If the plural word does not end in -s, add an apostrophe and -s.

examples the children’s toys

Try It Yourself

In your notebook, change each of the following phrases to make possessives that use apostrophes

1 the bridle of your horse

2 the grades of the students

3 the nest of the mice

4 the books of Chris

5 the father of the children

6 the lawnmower of Mr Briggs

Contractions

When you combine two words to make one, you have formed a

contraction A contraction uses an apostrophe to signal where letters

have been omitted Most contractions are combinations of a verb and

the word not or combinations of a pronoun and a verb.

have + not = haven’twould + not = wouldn’t

do + not = don’twill + not = won’t

Singular means one.

Plural means more

than one.

Tip

The possessive form of

it is its No apostrophe

is used, to prevent it from being

confused with it’s, a contraction meaning it is.

Tip

Do not confuse its and it’s Its is a possessive adjective It’s is a contraction meaning it is.

The fox found its den.

It’s a beautiful day.

Tip

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LEVEL II, UNIT 3

Note: the contraction won’t is irregular.

examples pronoun + verb

you + will = you’llshe + is = she’s

we + are = we’re

I + would = I’dthey + have = they’ve

Just For Fun

Use each of the following contractions in a sentence

1 here’s (or there’s)

2 ’tis

3 ’em

4 let’s go

5 o’clock

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Name: Date:

27

delineate (di li> n7 6t) v., to

indicate with a line; to describe something in detail

The police detective knew he had to delineate the sequence of events that occurred on the day of the crime if he had any chance of identifying the murderer.

To use the progressive or past

tenses of delineate, the final e

must be dropped before adding

-ing or -ed (to make delineating or delineated) Such spelling patterns are discussed in this lesson.

LESSON 12

Spelling Patterns III

Understanding the Concept

A number of general patterns in spelling English words can help you become a more consistent speller These patterns apply to the vast majority of words that you will encounter There are several patterns that concern adding suffixes to words

Doubling the Final Consonant

Double the final consonant in a word when adding suffixes that

begin with a vowel (such as -ed, -en, -er, -ing, -ence, -ance, or -y) if the

consonant is preceded by a single vowel and if the word is either a single syllable or ends in a stressed syllable

Dropping the Final e

When you are adding a suffix that begins with a vowel (such as -able, -ed,

-est, -ing, -ive or -ous), you usually drop the final silent e if there is one

examples believe + -able = believable

delete + -ed = deletedcreate + -ive = creative

There is an exception to this common pattern Two 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

Therefore, you do not need to drop the silent e in words ending in

ce or ge when adding a suffix that begins with a or o.

examples peace + -able = peaceable

outrage + -ous = outrageousWith some words, the e becomes an i when you add the suffix

examples space + -ous = spacious

grace + -ous = gracious

Changing y to i

When you add a suffix to a word that ends in a y preceded by a consonant, you usually change the y to an i

A final silent e on a word

ensures that the first vowel sound is a long one.

fin fine

When you add a suffix to a word

with a final silent e, it is usually

dropped.

bore + -ed = bored

late + -est = latest

Tip

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LEVEL II, UNIT 3

examples funny + -er = funnier

glory + -ous = gloriousaccompany + -ed = accompaniedtrophy + -s = trophies

There is an exception to this pattern If the suffix you are adding begins

with an i (such as -ing or -ize), you do not change the final y to an i.

Try It Yourself

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

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

silent e based on the patterns described above.

-able -ed -est -ing -ive -ous -y

Add one of these suffixes to each of the following words in your

notebook Determine whether to change the y to an i based on the

patterns described above

-able -ed -er -est -ing

Note that changing y to

i will sometimes lead to

ie combinations after c In these

cases, it is correct for ie to follow c

fancy + -er = fancier

juicy + -er = juicier

Tip

Brainstorm a list of words that fit

the spelling patterns you studied in

this lesson Use your list of words

to create a word search Start

by getting out a piece of graph

paper or drawing vertical lines

down a piece of lined notebook

paper to create a grid Write the

words from your list forward,

backward, horizontally, vertically,

and diagonally in the grid, with one

letter per square If you want to

try to fool your classmates, throw

in some misspelled versions of

the words Fill in any extra spaces

with random letters Finally,

list the correctly spelled search

words alongside the puzzle, and

exchange word searches with a

classmate

Just For Fun

Trang 35

of his personality made Mr Jones

a dominant player in local politics The noun dominant is commonly confused with the verb dominate

While your position can be

dominant , your actions dominate

others In the above sentence, for example, Mr Jones is said to be a

dominant person However, if you wanted to express his relationship

to others in the town, you might

say something like Mr Jones dominates the other politicians in town.

LESSON 13

Spelling Patterns IV

A number of general patterns in spelling English words can help you become a better speller These patterns apply to the vast majority

of words that you will encounter Many suffixes are very similar in meaning and spelling, and learning when to use one instead of another can be helpful

Choosing -cede, -ceed, or -sede

Confusion often arises over these three suffixes, but the pattern for choosing the correct one is easy, if you can remember it It is a good one

to record in your word study notebook

The only word that ends in -sede is supersede

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

All other words that end with this sound use -cede.

examples recede, concede, precede

Choosing -able or -ible

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.

examples suitable, returnable, dependable, comfortable

edible, possible, visible, incredible

If the base word ends in an e, you usually will need to drop the final e before adding -able.

examples value + -able = valuable

love + -able = lovableadvise + -able = advisable

If the base word ends in y, you will need to change the y to an i.

examples verify + -able = verifiable

rely + -able = reliable There are a few exceptions to this pattern You will have to memorize these or record them in your word study notebook

examples flexible digestible responsible inevitable irritable

Of all the words that end

with the sound \sed \, all but four are spelled with –cede

The four exceptions: supersede, exceed, proceed, and succeed.

Tip

There is an exception to this common pattern

Do not drop the silent e in words

ending in ce or ge when you add -able, because that will change

the pronunciation

noticeable (not noticable)

courageous (not couragous)

Some other words, such as likable

and posable, can also keep the

silent e (likeable and poseable)

Either spelling is acceptable.

Tip

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LEVEL II, UNIT 3

Try It Yourself

Choose the correct -able or -ible ending for each of the following roots

and bases Write the word with its suffix on the line Make sure to change the word endings as needed before adding the suffix

Choosing -sion or -tion

The suffix -ion often appears after s or t, causing misspellings because of

similar pronunciation

examples decision, revision, division, television, extension

repetition, addition, question, attention, editionKnowing something about word roots can help you figure out which

of these spellings is correct Imagine that you are writing and you want

to use the word extension, but you can’t remember whether it is spelled

extension or extention You know that the word root comes from

the word extend What other words are derived from extend? One is

extensive, and the root ends in s Therefore, you determine that the root

for extension is extens, so the word you want to write is indeed extension (not extention).

When you are trying to

decide whether to add

–able or –ible to the end of a

word, remember the following

pattern Most words that can stand

on their own will need –able

Words that cannot stand alone will

take –ible

fixable

impossible

Tip

When you are trying to

decide how to spell a

word that ends with the sound

\shun\, you may not remember

if the ending is spelled –sion or

–tion Try saying the beginning of

the word with other endings If any

of the words you create have an s

or a t in position before the suffix,

use that letter to make the \shun\

ending as well.

addition or addision?

other word: additive

Addition is the correct choice.

Tip

Write a short paragraph about a

friend, using five words that end in

-tion or -sion.

Just For Fun

Trang 37

of the post-World War II era wanted to emulate.

The words emulate and simulate

are fairly similar If you try to be like someone else, then you

are attempting to emulate that

person In contrast, if you build

a model of a volcano for your science project, you are trying

to simulate the actions of a real

volcano

LESSON 14

Commonly Misspelled Words

Following 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

Try It Yourself

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

Trang 38

LEVEL II, UNIT 3

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, it’s 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 Fun

See if you can find eleven 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

committeedescendexcellenceforeignnieceomittedseparatesuccessvillainweird

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Name: Date:

33

Spelling Review

Read each of the following sentences Decide which spelling of the words in parentheses is correct and write the letter of the correct answer on the blank

_ 1 Elythia pulled on her (breeches /

breechs) and ran outside for her riding lesson

A breeches

B breechs _ 2 Jaime’s favorite foods are hamburgers

and (tacos / tacoes)

A tacos

B tacoes _ 3 It is a myth that cats have nine (lifes /

lives)

A lifes

B lives _ 4 The ducks and (geese / gooses) flew

overhead on their way south for the winter

A geese

B gooses _ 5 The squirrel was hiding (its / it’s)

acorns in a hole in the tree

A its

B it’s _ 6 Be careful with my grandmother’s

vase; it is very (valueable / valuable)

A valueable

B valuable _ 7 Getting a cold from time to time is

one of those (inevitible / inevitable) parts of life

A inevitible

B inevitable _ 8 Our neighborhood is very (peacable /

peaceable); there is almost no crime

/ extension) of sixth grade mathematics

A extention

B extension _ 11 Brenda is an advanced swimmer,

but her sister is still a (beginer / beginner)

A beginer

B beginner _ 12 Greg placed all his (trophies /

trophys) on the new bookcase in his room

A trophies

B trophys _ 13 We woke before dawn, went out

to the shore, and saw a (glorious / gloryous) sunrise

A glorious

B gloryous _ 14 The governor made an (appearance /

appearence) at our school

A appearance

B appearence _ 15 The principal said we could (procede

/ proceed) with plans for the dance

A procede

B proceed _ 16 At the neighborhood party, there was

a pie-eating contest, a sack race, and a dancing (competition / competision)

A competition

B competision

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LEVEL II, UNIT 3

In the following problems, write the letter of the word that correctly completes

the sentence on the blank

_ 17 The thief glanced with (recognition /

recognision) at the undercover officer before running down the alley

A recognition

B recognision

_ 18 My mother polished the silverware

for special (occations / occasions)

exceed, proceed, and

A proceed

B receed

C interceed

D succeed

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