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Exceeding the Standards: Vocabulary & Spelling, Level I
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Cover Image Credits: Scene, Makoto Watanabe; sundial, Stockbyte/Getty Images.
ISBN 978-0-82194-406-6
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail: [email protected]
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All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted
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Printed in the United States of America
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Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Unit 1: Word Parts
Lesson 1:Word Study Notebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 2:Review—Consonant and Vowel Sounds. . . . . . . . . . . . . . . . . . . . 3
Lesson 3:Syllables and Vowel Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 4:Morphemes—Chunks of Meaning . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 5:Morphemes and Word Families. . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson 6:Looking for Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 7:Word Parts (Prefixes, Suffixes, and Word Roots). . . . . . . . . . . 14
Test Practice: Spelling—Recognizing Word Parts. . . . . . . . . . . . . . . . . . . 16
Unit 2: Spelling
Lesson 8: Spelling Plurals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson 9: Spelling with Prefixes and Suffixes. . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 10:Spelling—Sound-Alike Endings. . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 11:Commonly Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Test Practice: Spelling Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Unit 3: Word Study Skills
Lesson 12:Word Study Skills I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 13:Word Study Skills II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Test Practice: Vocabulary in Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Unit 4: Reference Material; Synonyms and Antonyms
Lesson 14:Using Reference Materials. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 15:Using a Dictionary—Choosing a Definition . . . . . . . . . . . . . . 36
Lesson 16:Using a Thesaurus—Synonyms and Antonyms. . . . . . . . . . . . 38
Test Practice: Synonyms and Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 5: Determining Meaning
Lesson 17:PAVE—Predict, Associate, Verify, Evaluate. . . . . . . . . . . . . . .42
Lesson 18:Context Clues I: Comparison and Contrast. . . . . . . . . . . . . . . 44
Lesson 19:Context Clues II: Restatement, Cause and Effect, and
Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson 20:Denotation and Connotation. . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Lesson 21:Sniglets and Invented Language. . . . . . . . . . . . . . . . . . . . . . . . . 50
Test Practice: Vocabulary in Context. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
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Unit 6: Studying Syllables
Lesson 22:Syllabication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 23:Spelling by Syllables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Lesson 24:Stressed and Unstressed Syllables. . . . . . . . . . . . . . . . . . . . . . . . 58
Test Practice: Syllabication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Unit 7: Homophones, Homographs, and Other Commonly
Confused Words
Lesson 25:Homophones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Lesson 26:Homographs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 27:Commonly Confused Words. . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Test Practice: Homographs and Words with Multiple Meanings . . . . . . 67
Unit 8: Word Origins
Lesson 28:Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 29:Idioms and Clichés. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 30:Words Related to Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson 31:English Around the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 32:Becoming a Word Watcher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Test Practice: Idioms and American vs. British Spellings. . . . . . . . . . . . . 78
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
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Introduction
The Exceeding the Standards resource books provide in-depth language arts instruction to enrich
students’ skills development beyond the level of meeting the standards. Exceeding the Standards:
Vocabulary & Spelling offers meaningful ways to incorporate word study into the language arts
classroom.
Vocabulary & Spelling presents thirty-two lessons, designed to be used weekly, that cover a broad
range of topics from etymology to context clues to spelling patterns. These lessons are aligned with
the units of the Mirrors & Windows: Connecting with Literature program and may be used alone or as
supplements to the Vocabulary & Spelling workshops in the Student Edition. Each lesson incorporates
words from selections in the corresponding unit of the textbook. By using these lessons in
conjunction with the literature program, you will help your students become better readers, writers,
speakers, and spellers.
Each lesson in Vocabulary & Spelling includes the following components:
• 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 instructions include a variety of strategies to develop students’
word-study skills. Lessons in Vocabulary & Spelling provide many different ways of exploring and
studying words, word parts, semantic families, and spelling patterns and rules. Activating students’
prior knowledge of words and of essential concepts related to words helps students make associations
between new terms and words they already know.
The activities in Vocabulary & Spelling will help you actively engage students in working with
words. As their curiosity about word exploration grows, your students will become increasingly
confident in their ability to attack, learn, and experiment with new words.
Related Program 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 realworld 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
Did you know that English has the largest vocabulary of any language in
the world? There are more than one million words in English, and new
ones are being added every day. With so many words to choose from,
you can easily make your writing and speech unique and interesting.
Rather than describe the sea as blue, you could call it azure, cerulean,
cobalt, Prussian blue, indigo, aqua, or turquoise. When describing the
lobby of a fancy hotel, you might say it is elegant, luxurious, sumptuous,
classy, swank, ritzy, tony, or posh.
New and interesting words can be found everywhere—in
magazines and books, on billboards and restaurant menus, on the
radio or on TV. Start collecting words in a word study notebook. All
you need is a plain notebook with ruled paper. In your notebook, you
can jot down new words along with their pronunciation, origins, and
definition. You can also write a sentence using the word and even draw
a picture to help you remember the meaning or spelling.
Here is a sample word study notebook page:
Word: optimist
Pronunciation: \5p> t@ mist\
Origins: French optimisme, from Latin optimum,
meaning “the best”
Definition: one who is optimistic, that is, who tends to
take a favorable view of events and conditions and to
expect a favorable outcome
Sentence: Dennis is a true optimist: he is always
looking on the bright side of things.
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Word of the Week
imploring (im> pl0r i4) v.,
begging, pleading
While Jason was imploring his
mother to let him go to the Mall
of America, he could see his
friends drive off without him in the
direction of the mall.
Synonyms for implore include
beg, beseech, plead, entreat,
demand, and press. The word
implore is derived from the Latin
word implorare, which means “to
weep.” Note that when adding the
suffix -ing to implore, the silent e
is dropped.
In your notebook, you
may also make lists of
words that appeal to you because
of their sound or imagery. Later,
you might use these words in
creative writing or poetry. Here
is a sample list of cool-sounding
words: pagoda, umber, oxblood,
effulgence, draconian, sea star,
nimbus, lustrous, nightshade,
gimcrack. Start your own! You
can start by just flipping through
a dictionary to see what catches
your eye.
Tip
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Consider including the
following in your word
study notebook.
Tip
Try It Yourself
In your own notebook, fill in this sample of a word study notebook. Use
the space at the bottom of the page to draw a picture for the word.
• New vocabulary
• Spelling words and spelling tips
Word: atone
• Prefixes, suffixes, and roots
Pronunciation:
• Easily confused words (here and
hear, their and they’re, lead and
lead)
Origins:
• Fun word facts
Definition:
Sentence using the word:
Drawing:
Word study is all about
investigating words. It’s
about finding out where they
come from, what they mean. It’s
about finding patterns in the way
they are spelled and pronounced.
Tip
You can use your word
study notebook to record
strange and unusual words as
well. In your word study notebook,
create entries for the following
words.
Tip
agog
jocund
waft
gelatinous
talisman
Word study is all about investigating words. It’s about finding out where
they come from and what they mean. It’s about finding patterns in the way
they are spelled and pronounced. As you continue to study words, you
may use your word study notebook to record notes on your investigation.
You may list words that you have trouble spelling, words that are easily
confused, or words that share a particular spelling pattern or word root.
You may also include memory tricks, fun word facts, and so on.
Words missed on spelling test:
preferred
divine
canoeing
schedule
Words with the root path, meaning “feeling”:
sympathy
psychopath
pathetic
You may reserve a section of your notebook especially for investigating
word origins.
Word Origins:
Kitty-corner: Has nothing to do with cats! The word
was originally catercorner, an intersection with four
street corners. (Cater was an old word meaning “four.”)
Because it sounded like there was a “cat” in the word,
people started saying “kitty-corner” for short.
Out in the boondocks: Out in the middle of nowhere.
From bundok, meaning “mountain” in Tagalog, a language
spoken in the Philippines.
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Name: ____________________________________________________ Date: ___________________
LEssON 2
review—Consonant and Vowel sounds
Understand the Concept
Words are made up of sounds. As you know, the vowel sounds are
sounds made by the vowels a, e, i, o, u, and sometimes y and sometimes
w. The consonant sounds are sounds made by the consonants, that is,
all the other letters of the alphabet.
Vowel sounds
There are only five vowels in English—not counting sometime-vowels
y and w—but there are more than twice as many vowel sounds. This is
because every vowel can make more than one sound. For example, the
letter a can make a short sound (a), a long sound (6), a short o sound
(5), an aw sound (0), or a schwa sound (@), an indistinct sound like eh
or uh.
examples
Word of the Week
agitated (a> j@ t6t< @d) adj., in a
nervous or uncomfortable state
The agitated young man could
not stop worrying about his
appearance.
The word agitated contains two
schwa sounds (@). The schwa
sound is usually found in a syllable
that is not stressed, that is, it is not
pronounced forcefully. This sound
also appears in words such as
extra, label, motivate, and helpful.
cat, mate, father, call, attend
(/a/, /6/, /5/, /0/, /@/)
Below are all the different sounds made by vowels in English.
Short sounds
/a/ pan, sap
/e/ bet, sell
/i/ kit, lip
/o/, /ä/ lot, star
/u/ up, scrub
Long sounds
/6/ mate, sail
/7/ be, deep
/8/ my, ice
/9/ so, boat
/2/ tune, crew
Other sounds
/0/ or, raw, author
/1/ soot, foot, put
/ou/ out, now
/oi/ toy, boil
/@/ tractor, even
Often, a team of two vowels will combine to make a long vowel sound.
The following are different vowel teams, or digraphs, that can make the
long vowel sounds /6/, /7/, /8/, /9/, and /2/.
/6/
ai, ay, ei, ey (aim, play, vein, obey)
/7/
ee, ea, ie (seen, bead, niece)
/8/
ie, uy (tie, buy)
/9/
oa, oe, ow (boat, toe, show)
/2/
oo, ou, ui, ue, ew (boot, group, suit, clue, flew)
Sometimes y can be a
vowel that sounds like a
long i (cry, my) or long e (surely).
Tip
Sometimes w can be a vowel
when it is combined with an o or
an a, as in paw and cow.
The vowel sound /1/,
made by some words
with oo, u, or ou, is different than
a long or short u. It sounds a bit
lower and is pronounced towards
the back of the throat.
Tip
The sounds /ou/ and /oi/ are diphthongs. That is, they contain two
vowel sounds in one. They begin with one vowel sound and end with
another.
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You may have heard the
saying “When two vowels
go walking, the first does the
talking.” In other words, the first
vowel “says its name.” This is true
for many vowel teams. Below are
some examples.
Tip
aim, play
seen, bead
tie
boat, toe, show
suit, clue
Notice that when the
vowel has a long sound,
it “says its name.” In other words,
a long a– as in safe and ace has a
sound like the letter A.
Tip
Some vowel teams can make more than one sound. There are at
least three ways to pronounce the vowel team ea:
/7/
bead
/e/
head
/ay/
wear
Try It Yourself
ExErCIsE A
Some of the words below have a short /a/ sound as in cat and mat, and
others have a long /ā/ sound as in state and bay. In your notebook, create
a three-column chart. Label the first column “Short /a/ [cat, mat];” the
second column “Long /ā/ [state, bay];” and the third column “Other
[star, bear, awful].” Put each word in the correct group. Some words will
not fit in either group. Put these oddballs in the third column.
aid
art
babble
care
crane
display
flame
grasp
guitar
hail
jab
lair
lame
make
neighbor
rant
rein
straw
task
veil
ExErCIsE B
Circle the word that does not belong in each of the following categories.
1. /ou/ about, vow, know, shout
Y and w are sometimes
consonants and
sometimes vowels.
Tip
2. /oi/
boil, joy, poise, nose
3. /ô/
.
4. /u /
small, gnaw, auction, sauce
could, full, proud, foot
Each of the following words is missing one vowel that is pronounced
with a schwa sound. Fill in the missing vowel.
5. act____r
As consonants: yes, will
6. incred____ble
As vowels: cry, surely, paw, cow
7. import____nt
8. confid____nce
Consonant sounds
The consonant sounds are sounds made by the consonants, that is,
all the letters of the alphabet other than the vowels a, e, i, o, u, and
sometimes y and sometimes w.
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/b/
/ch/
/d/
/f/
/g/
/h/
/j/
/k/
but, cub
child, patch
doll, cod
fall, cuff
girl, hug
hope, ham
jam, fudge
kid, pick
Consonant Sounds
/l/ lip, pull
/m/ man, lamb
/n/ not, can
/4 / sing, ink
/p/ pull, up
/r/ ram, core
/s/ sip, miss
/sh/ ship, lotion
/t/
/th/
/th/
/v/
/w/
/y/
/z/
tip, cut
thank, forth
there, that
very, cove
wet, twin
your, yard
zip, pleasure
When two consonants
combine to create one
sound, they are known as a
digraph. Consonant digraphs
include ch, sh, th, wh, ph, and gh.
Tip
Some consonants make more than one sound. The consonants c, q, and
x make the sounds shown below.
c
can have a soft sound like /s/ if it is followed by e, i, or y (cell,
city, icy), or a hard sound like /k/ if it is followed by a, o, or u
(cap, cone, culture).
q
combines with u to make the sound /kw/ (as in quack)
or /k/ (as in unique).
x
can sound like /ks/ (as in next) or, rarely, /z/ (as in xylophone).
In addition, g can have a soft sound like /j/ if it comes before e, i, or y
(gem, giant, gym), and s can have a sound like /z/ at the end of a word
(is, rose).
Try It Yourself
ExErCIsE C
1. In some of the words below, the letter c makes its soft sound, /s/,
and in others it makes its hard sound, /k/. In your notebook, create
a three-column chart. Label the first column “Soft c [cell, city];”
the second column “Hard c [cake, actor];” and the third column
“Other.” Put each word in the correct group. Some words will not
fit in either group. Put these oddballs in the third column.
candid
citrus
curtain
factory
march
nice
ocean
popcorn
receive
recent
2. The following words all contain the sound /sh/. However, they use
different letters to spell the sound. On your own paper, sort them into
groups according to the way they are spelled.
ashamed
commercial
dish
initial
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Because vowels and many
consonants in English
make more than one sound,
spelling can often be tricky. Recall,
for instance, that there are at least
five ways to spell the vowel sound
/ü/ (tune, boot, group, suit, clue,
flew). Meanwhile, there are at
least four different ways to spell
the consonant sound /f/ and six
ways to spell /k/.
Tip
mission
nation
patient
shell
/f/ fall, bluff, phone, cough
/k/ kiss, cat, tick, school,
account, antique
special
sugar
tissue
unsure
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 3
Word of the Week
systematic (sis< t@ ma> tik) adj.,
ordered; planned
The teacher was systematic in his
approach to grading essays.
The word systematic can be
broken down into four syllables
(sys-te-mat-ic). It contains one
open syllable (te) and three
closed syllables (sis, mat, and
ik). This lesson will give you
more in-depth information about
syllables.
A syllable is a word part
that contains a single
vowel sound. It is a “chunk” of
sound.
Tip
syllables and Vowel sounds
Understand the Concept
A syllable is a part of a word that contains a single vowel sound. All words
have at least one syllable. The following are one-syllable words. Listen as
you pronounce each word. You should hear only one vowel sound, even if
there is more than one vowel. Which vowel sounds do you hear?
examples
reign, seal, bite, coat, stew
Here are some words with more than one syllable. Read them aloud to
yourself. How many vowel sounds can you hear in each word?
examples
sub-ject
he-ro-ic
ge-ol-o-gy
in-ev-i-ta-ble
(2 syllables)
(3 syllables)
(4 syllables)
(5 syllables)
There are different types of syllables. Certain syllables may tend to have
different vowel sounds.
1. Closed syllable: a single vowel is followed by a consonant. The
consonant ends, or “closes,” the syllable. The vowel sound is
usually short.
den, san • dal, pic • nic
Tip The short vowel sounds
are:
/a/ cat, /e/ bet, /i/ bin, /o/ got,
/u/ up
The long vowel sounds are:
/6/ mate, /7/ be, /8/ time, /9/
go, /2/ super
Other sounds:
/1/ foot, /0/ off, /ou/ out, /oi/
boy
The schwa:
/@/ extra, open, actor, able
2. Open syllable: ends in a single vowel. The vowel sound is
usually long.
go, be, cra • zy
3. R-controlled syllable: the syllable contains a vowel followed by an
r. The vowel sound is controlled by the r.
worm, bar • ber, mur • mur
4. Vowel team syllable: the syllable contains two vowels that
combine to make one vowel sound. Such “vowel teams” include ai,
ay, ea, ee, oa, ow, oo, oi, oy, ou, ie, and ei.
boat, bead, hey • day
5. Vowel-silent e syllable: ends in a silent e. The silent e makes
the other vowel in the syllable “say its name” (have a long vowel
sound).
note, made, scene
6. Consonant-le syllable: the syllable contains a consonant plus -le.
It always comes at the end of a word. The vowel sound is a schwa.
no • ble, ap • ple, lit • tle
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Try It Yourself
ExErCIsE A
Divide each of the following words into syllables, listening for the vowel
sound in each syllable. Then, identify the types of syllables in the word.
example
Vowels can sound
different when they are
followed by an r. The r “controls”
the vowel sound. See how the
vowel sound changes when an r is
added in the examples below.
Tip
cuddle
cud / dle: closed syllable, consonant-le syllable
1. rotate
stab ➞ star
pen ➞ per
fix ➞ fir
2. pudgy
on ➞ or
bun ➞ burn
3. system
4. eagle
5. particular
Sort the following words into two groups according to whether the first
vowel sound is long or short. Then, look at the consonants, vowels, and
syllables in each word and tell whether you notice a pattern. Write your
responses in your notebook.
acorn
attic
better
crying
dictate
foggy
gymnast
idol
meter
open
rumor
sunny
Just for Fun
Read these nonsense words. How do you know which have a short or
long vowel sound? Identify a real word that rhymes with each one.
0001-0078_Gr_06_vocab&spelling-L1-32.indd 7
hop / ping, lad / der
If a word has only one consonant,
it is usually divided before the
consonant. The first syllable is
open, and the vowel sound is
long.
ho / ping, la / dle
Consult a dictionary for help if you
have trouble deciding where to
divide a word into its syllables.
yog
nin
lave
dipdat
shule
© EMC Publishing, LLC
If a word has two
consonants in the middle,
it is usually divided between
consonants. The first syllable is
closed, and the vowel sound is
short.
Tip
ExErCIsE B
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 4
Word of the Week
invisible (in vi> z@ b@l) adj.,
unable to be seen
Since Alice rarely came out of her
house, everyone referred to her
as the invisible woman.
The word invisible contains three
clear morphemes: The prefix in(which means “not”), the word
root vis (which means “see”),
and the suffix -ible (which means
“capable of”). Based on the
meanings of these morphemes,
one can conclude that invisible
means “not capable of seeing,”
which is very close to the
dictionary definition. This example
illustrates how becoming familiar
with common morphemes can
help you figure out the meanings
of unknown words.
Tip Types of morphemes
include prefixes,
suffixes, and word roots.
Morphemes that can stand on
their own are known as base
words.
A word made up of two
or more base words is
known as a compound word.
Tip
doorstop, eyebrow,
breakfast
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Morphemes—Chunks of Meaning
Understand the Concept
As you may already know, many words are made up of several
meaningful parts. For example, the word disorder is made up of a
prefix, dis-, meaning “not,” plus the base word order. These meaningful
word parts, or morphemes, include prefixes, suffixes, word roots, and
base words.
Prefixes are word parts that attach to the beginning of a word.
examples
recall, unreal, distract
Suffixes are word parts that attach to the end of a word.
examples
forgetful, softness, regarding
Word roots are word parts (such as leg in illegible or pop in popular)
that cannot stand alone, but combine with prefixes and suffixes to make
words.
example
port (from Latin, meaning “carry”): transportation,
portable, export
Base words can stand alone as words, but often link to other word parts
to create new words.
example
stop: stopper, unstoppable, doorstop
Try It Yourself
ExErCIsE A
In your notebook, underline the base word in each of the following
words. Then, tell what prefixes and suffixes are attached to it. (Note:
Sometimes a base word loses a letter or two when a prefix or suffix is
added.)
1.
2.
3.
4.
5.
pregame
stardom
purplish
nonrepayable
judgment
Exceeding the Standards: Vocabulary & Spelling
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Now, underline the word root in each of the following words. Then, tell
what prefixes and suffixes are attached to it. Refer to your Word Parts
Charts for help.
6. transport
7. visible
8. revolution
ExErCIsE B
Predict the meaning of each of the following words based on its parts.
You may need to look at your Word Parts Charts for the meanings of
prefixes, suffixes, and word roots. Write your answers in your notebook
in a way that reflects the example below.
example
unacceptable
prefix: un-, meaning “not”
base word: accept, meaning “to receive willingly”
suffix: -able, meaning “able to be” or “fit to be”
predicted meaning: not fit to be received willingly
1.
2.
3.
4.
5.
subdermal
semisweet
infinity
ultrasonic
indispensable
Just for Fun
Make new words by combining some of the following word parts.
Write definitions for your new words. They don’t have to be serious or
real words.
example
-ance
-ate
auto
centr
countercycl
dis-
© EMC Publishing, LLC
0001-0078_Gr_06_vocab&spelling-L1-32.indd 9
hyperhydrated: what you become when you drink way
too much water
form
hydr
hyper-ive
ject
loc
mot
ped
phon
port
psych
retrorupt
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 5
Word of the Week
spectacle (spek> ti k@l) n., eyecatching display of public drama
Bjorn made a complete spectacle
of himself today at school, but he
doesn’t embarrass easily.
The word spectacle contains the
morpheme spect (a word root
meaning “look”). Other words that
share this root include spectator,
inspect, and speculate. Together,
these words make up a word
group.
A prefix is a word part
that links to the front of a
word (dis-, un-, re-). A suffix is a
word part that links to the end of a
word (-er, -est, -able).
Tip
A word root is a word part
(such as leg in illegible or pop in
popular) that cannot stand alone
but that combines with prefixes
and suffixes to make words. A
base word is a word (such as
view in review) that can stand
alone, but can also link to other
word parts to create new words.
Morphemes and Word Families
Understand the Concept
The parts of a word are called morphemes. Types of morphemes
include prefixes, suffixes, and word roots. Morphemes that can stand
on their own are known as base words.
Breaking a word down into its morphemes can help you figure out
what the word means. For example, the word illegible can be broken
down into three morphemes: il-, meaning “not,” leg, meaning “read,”
and -ible, meaning “able to be.” By looking at each of its parts, we can
determine that the word illegible means “not able to be read.”
By recognizing the morphemes in a word, you can identify other
words that share a morpheme and therefore share meaning. The words
in the following word group all contain the Latin word root aud,
meaning “to hear.”
word group
auditorium
audition
auditory
audiotape
inaudible
Try It Yourself
ExErCIsE A
For each word in the following word groups, circle the morpheme that
the group has in common. Then describe how the words in the group
are similar in meaning.
1. repay
payment
paying
payable
overpay
How are these words similar?
You will find common
prefixes, suffixes, and
word roots on the Word Parts
Charts provided by your teacher.
Tip
2. aquarium
aqualung
aquatic
aquaplane
aquamarine
How are these words similar?
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3. prejudge
preheat
preteen
premature
prewashed
predawn
How are these words similar?
4. readable
attainable
touchable
lovable
drinkable
portable
How are these words similar?
5. projector
objected
eject
dejected
rejection
inject
How are these words similar?
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.
Just for Fun
You can often identify the
meaning of a word by
breaking it into its separate parts.
Consider the word projector. If
you split the word into its parts
(pro- / ject / -or), you can look
at each part on its own. Pro- is
a prefix meaning “forward.” Ject
is a word root meaning “throw.”
The suffix -or means “one that
[does something].” Based on the
meanings of the word parts, a
projector is a device that throws
something forward. In effect, a
projector “throws forward” an
image onto a screen.
Tip
Becoming familiar with
common word parts can
also help with your spelling. When
you are trying to remember how
to spell a word, think about the
morphemes in the word. Are
those morphemes in any words
you already know how to spell?
Spelling patterns typically carry
over from word to word.
Tip
Choose one of the word roots listed below and create a root family tree
with three branches, listing three words that have grown from the word
root. You may display your “Root Family Trees” in the classroom.
example
mal—“bad”
chron—“time”
path—“feeling”
spec, spic, spect—“to look”
cosm—“universe; order”
log, logue—“word, speech”
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 6
Word of the Week
acquaint (@ kw6nt>) v., to cause
to know personally; to make
familiar
I wanted to acquaint myself with
the schoolyard before my first day
of class.
It is easy to misspell the word
acquaint by omitting the c. To
avoid making this mistake, you
might want to familiarize yourself
with words that share this spelling
pattern. These words include
acquaintance, acquiesce, acquire,
and acquisition.
Looking for Patterns
Understand the Concept
Words may be related in three ways: in sound, spelling, and meaning.
please, evil, scene, meal, grieve, teen
bustle, cradle, pickle, noodle, cycle
add, calculate, divide, multiply, subtract
(shared sound)
(shared spelling)
(shared meaning)
Words that are related in sound may also be related in spelling. For
example, the following words share the long-e sound and the spelling
pattern ea.
please, meal, bead
(shared sound and spelling)
Many words that are related in spelling are also related in meaning. For
example, look at the following group of words. Do you see the pattern?
decide, decision, decisive, decisively
Sound, spelling, and meaning are all closely interconnected.
Many words that are related in sound are also related in spelling and/
or meaning. As you continue to study words, be aware of the different
ways they can be related. You will become aware of patterns that will
help with your spelling and pronunciation.
The word definite is
frequently misspelled as
definate or defanite, while the
word definitely is often misspelled
as definately. To avoid making
this mistake, remember that
definite and definitely are related
in meaning to the words define
and definition and share the same
spelling pattern.
Tip
Try It Yourself
Look over each of the following word groups, looking for patterns in
sound, spelling, and/or meaning. Tell what the words have in common;
then, add a word of your own to the list.
1. cough, fluff, calf, off, laugh,
Pattern:
2. ginger, journey, jagged, gelatin, gentle,
Pattern:
3. silky, muddle, happen, bicker, occupy,
Pattern:
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4. achieve, achievable, overachiever,
Pattern:
If you forget how to spell
the word humorous, think
of the word humor.
Tip
5. combative, massive, effective,
Pattern:
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.
Tip
Recognizing patterns in sound and spelling is what enables you to
pronounce new words correctly. For example, suppose you were to
encounter a new word beginning with kn (such as knoll). Your brain
would automatically remind you of know, kneel, knot, and all the other
words that share that pattern, allowing you to guess that the k is silent.
Recognizing patterns in spelling and meaning can help you avoid
making common spelling mistakes. For example, you can remember
how to spell the tricky word relative if you notice it is related in spelling
and meaning to the words relate and relationship.
Just for Fun
Circle the word that does not belong in each word group. Explain your
selection on the lines provided.
1. buzzer, ripen, flatten, madder
2. biped, pedestal, ripped, pedestrian
3. character, chorus, child, chord
4. state, pine, wrote, grip
5. correlate, coauthor, cordial, collaborate
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 7
Word of the Week
tumultuously (t2 m3l> ch@
w@s l7) adv., in a wild and
disorderly manner
The crowd reacted tumultuously
as the senator took the stage.
The word tumultuously contains
two suffixes: -ous, meaning
“possessing the qualities of,” and
-ly, meaning “in such a way.” The
word root tumult means “uproar.”
When you put these word parts
together, you can conclude that
tumultuously means “in such a
way as possessing the qualities of
an uproar.”
Some suffixes change a
word’s tense or part of
Tip
speech.
run + -ing = running
talk + -ed = talked
For more information on
word parts, see Language
Arts Handbook 2.2, Breaking
Words Into Base Words, Word
Roots, Prefixes, and Suffixes.
Tip
Word Parts (Prefixes, suffixes,
and Word roots)
Understand the Concept
In previous lessons, you learned about morphemes, or word parts.
Knowing word parts will help you understand the meanings of new
words that you encounter. Remember that the main part of a word
is its word root. A prefix is added before a word root (un-, pre-, and
inter-), and a suffix is added at the end of a word root (-ous, -ly, and
-able). Word parts help to create the words you use every day. The chart
below provides examples of a few common prefixes and suffixes, their
meanings, and examples of how they are used. Try to become familiar
with these examples so you can use them to uncover the meanings of
words you do not know.
Prefix/Suffix
-ate
circumde-ed
-est
-ful
hyper-ify / -fy
-ion / -tion
misoverretransunder-ward/-wards/
-ways/-wise
Meaning
make or cause to be
around; about
opposite; remove; reduce
past tense of verb
most
full of
too much; too many; extreme
make or cause to be
action or process
wrongly
excessive
again; back
across; beyond
below or short of a quantity
or limit
in such a direction
Examples
fixate, activate
circumnavigate, circumstance
devalue, delouse
called, relied, confused
tallest, lowest
helpful, gleeful, woeful
hyperactive, hyperbole
vilify, magnify, glorify
revolution, occasion
misfire, misread, mislead
overdone, overload, overkill
redo, recall, recycle
transatlantic, transcend
underestimate, underpay
toward, sideways, crosswise,
onward
The chart below provides examples of a few common word roots, their
meanings, and examples of how they are used. Try to become familiar
with these word roots so you can use them to uncover the meaning of
words you do not know.
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Word Root
bene
dem / demo
fer
flect / flex
scrib / script
ver
vid / vis
Meaning
good
people
carry
bend
write
truth
see
Example
benefit, benefactor, beneficial
demographic, democrat, democracy
refer, confer, defer
deflect, flexible, reflex
description, prescription
verdict, veracity, verifiable
visual, video, vision
Remember that a word
root is a word part other
than a prefix or a suffix. Some
word roots can stand alone,
even without a prefix or suffix
attached to them. These types of
word roots are often called base
words.
Tip
star: superstar
stop: unstoppable
Try It Yourself
ExErCIsE A
Read the following sentences. Identify the word parts you find in each
sentence by placing them in the proper columns of the chart that
follows.
1.
2.
3.
4.
5.
Mahlia is the craziest girl I know.
It was a mistake to overload the car.
Do not underestimate the new script.
The transfer student could not defrost the window.
I wanted to see my reflection to verify that my hair looked nice.
Prefixes
Suffixes
Word Roots
Just for Fun
ExErCIsE B
In your notebook, break each of the following words into its
morphemes (prefixes, suffixes, and word roots). Then make three new
words with each part.
example
1.
2.
3.
4.
5.
reappearance
re-: reaction, reread, revise
appear: disappear, appearing, reappear
-ance: disturbance, performance, instance
Make a list that contain five
prefixes, five suffixes and five word
roots. Get together with a partner
and exchange your lists. See how
many words you can come up
with that contain at least one of
the word parts. Give yourself a
point each time you use any of
the listed word parts. The partner
with the most points wins.
invaluable
exported
inconsiderateness
overstatement
disability
© EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
spelling—recognizing Word Parts
Use your knowledge of common word parts and patterns to choose the correct
spelling of each word.
_____ 1. Fifteen students from our school
entered the ___.
A. compatition
B. competition
C. competishen
D. competicion
_____ 7. The main ___ in the movie was
played by John Wayne.
A. charactor
B. caracter
C. charector
D. character
_____ 2. It took days for the hikers to reach
the ___ village.
A. remout
B. rimote
C. remote
D. remot
_____ 8. The mayor thought himself a man of
great ___.
A. importants
B. importence
C. importance
D. importents
_____ 3. Sugar tends to make children ___.
A. hiperactive
B. hyperactive
C. hyperractive
D. hipreactive
_____ 9. A truly ___ government is led by the
people.
A. democratic
B. demacratik
C. demacratic
D. democrattic
_____ 4. After traveling for several months,
Ike was happy to be back home where
everything was comfortable and ___.
A. familiar
B. fammiliar
C. farmiliar
D. familliar
_____ 5. “That’s ___!” shouted my friend
when I told him that I had been born
on the moon.
A. imposible
B. impossibel
C. imposibble
D. impossible
_____ 6. ___ is the study of human beings and
their culture.
A. anthropolagy
B. anthropology
C. anthrapolagy
D. anthrapology
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_____ 10. The ___ removed a growth from the
patient’s leg.
A. surjen
B. surjeon
C. surgeon
D. sergeon
_____ 11. We heard a ___ that the teachers
were going on strike.
A. rumor
B. roomer
C. rumer
D. rummer
_____ 12. Karen’s eyes filled with tears as she
looked on the ___ sight.
A. woful
B. woeful
C. woefull
D. woefel
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 8
spelling Plurals
Understand the Concept
A noun can be singular or plural. A singular noun indicates one
person, place, thing, or idea. A plural noun refers to more than one
person, place, or thing. Form the plurals of most nouns simply by
adding s to the end of the word.
examples
friends, plates, desks, trees, the Smiths
However, the plurals of most nouns ending in o, s, x, z, ch, or sh should
be formed by adding es.
examples
potatoes, classes, faxes, topazes, beaches,
wishes, the Joneses
Form the plurals of most musical terms ending in o by adding s.
Certain other words ending in o, including those borrowed from other
languages, also take the s ending. Some words have more than one
plural form.
examples
concertos, pianos, cellos
radios, tacos
volcanos or volcanoes
When a noun ends in a vowel + y, form the plural by adding s.
examples
Mondays, monkeys, boys, guys
Word of the Week
media (m7> d7 @) n., pl.
[Latin plural form of medium]
the major forms or systems
of communication, including
newspapers, radio, and television
Many people believe that there
is too much violence in the
American media.
The noun medium, in the
sense of a channel or form of
communication, was taken from
Latin and has kept its Latin plural,
media. Other words like this
include phenomenon (plural
phenomena), memorandum
(plural memoranda), and datum
(plural data).
The word quiz has an
irregular plural. Double
the z before adding es (quiz ➞
quizzes).
Tip
When a noun ends in a consonant + y, change the y to i and add es.
examples
families, butterflies, candies
Try It Yourself
ExErCIsE A
Write the plural form of each of the following words in your notebook.
1.
2.
3.
4.
5.
6.
7.
8.
alien
veranda
country
probability
dictionary
banjo
clutch
box
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9.
10.
11.
12.
13.
14.
15.
quarrel
turkey
barometer
tax
business
responsibility
envelope
Exceeding the Standards: Vocabulary & Spelling
Tip
Remember these helpful
hints:
If you are adding a suffix to a word
that ends with y, and that y follows
a consonant, you should usually
change the y to i.
party ➞ parties
If you are adding a suffix to a word
that ends with y, and that y follows
a vowel, you should usually leave
the y in place.
ploy → ploys
LEvEL I, unIt 2
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Irregular plurals are
sometimes holdovers
from older forms of the English
language. For example, plurals
were once formed with the suffix
-en. That changed, but can still be
seen in the words children, oxen,
women, and men.
Tip
Moose does not follow
the same pattern as
goose. The plural of moose is
simply moose! Other animal
words that are the same in plural
as in singular include sheep,
swine, fish, and deer.
Tip
Irregular Plurals
The plurals of some nouns are irregular.
Singular
child
man
woman
ox
foot
goose
tooth
mouse
louse
children
men
women
oxen
feet
geese
teeth
mice
lice
A few nouns ending in f, ff, and fe have irregular plural forms. They
form their plurals by changing the f to a v. When in doubt, consult a
dictionary.
examples
The patterns you learned
in this lesson do not only
apply to the plural forms of nouns.
You should also follow these
guidelines when spelling verbs in
the third person singular form.
Tip
Plural
knife ➞ knives
thief ➞ thieves
hoof ➞ hoofs or hooves
Words taken from other languages sometimes keep their foreign
plurals. For example, the plural of the Latin word alumnus, meaning
student, is alumni.
examples
paparazzo (Italian) → paparazzi
crisis (Greek) ➞ crises
[I, you, we, they] act, watch, obey,
fly
Try It Yourself
[He, she, it] acts, watches, obeys,
flies
Rewrite the following sentences in your notebook and correct any
errors in the formation of plurals. Consult a dictionary if you need help.
Just for Fun
Write a silly story or poem using
the plural forms of at least five of
the following words.
soprano, louse, wig, man, lady,
donkey, antenna, candle, banana,
ranch, ferry, crony, spy
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ExErCIsE B
1. While the men hunted for deers, their wifes chopped wood with
sturdy axs.
2. The cookes used knifes to slice tomatos for the sandwichs.
3. On Friday’s we have quizes.
4. The pink flamingos balanced on their toes in the marshs.
5. When the snow covered the rooves of the house’s and piled up in
the branchs of trees, the Olson’s got out their skies and headed for
the slopes.
Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:52:57 PM
Name: ____________________________________________________ Date: ___________________
LEssON 9
spelling with Prefixes and suffixes
Understand the Concept
Becoming familiar with patterns in the way words are spelled can help
you become a better speller. In this lesson, you will learn about patterns
in the way prefixes and suffixes are added to words.
Adding prefixes and suffixes often causes spelling errors. A prefix
is a word part added to the beginning of a word to change its meaning.
When adding a prefix, do not change the spelling of the word itself.
examples
mis- + spelling = misspelling
non- + negotiable = nonnegotiable
il- + legal = illegal
un- + necessary = unnecessary
A suffix is a word part added to the end of a word to change its
meaning. The spelling of most words is not changed when the suffix
-ness or -ly is added.
examples
constructive (k@n str3k> tiv)
adj., promoting improvement or
development
Even though I had hoped
that everyone would love my
idea, I appreciated the group’s
constructive criticism.
The word constructive comes
from the Latin word constructus,
which was derived from com- plus
struere, meaning “to build.” The
prefix con- means “together” and
the adjective suffix -ive means
“performs; tends toward.”
slow + -ly = slowly
kind + -ness = kindness
final + -ly = finally
fierce + -ly = fiercely
Some words do not fit the
pattern. You will have to
memorize these words.
Tip
Changing y to i
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
Word of the Week
play + -ing = playing
coy + -ly = coyly
bay + -ed = bayed
day + -ly = daily
pay + ed = paid
However, if you are adding a suffix to a word that ends with y, and
that y follows a consonant, you should usually change the y to i.
(Consonants are letters that are not vowels.)
examples
sickly + -ness = sickliness
soggy + -est = soggiest
dry + -ed = dried
There is an exception to this pattern. If the suffix begins with an i (such
as -ing or -ize), the final y does not change to an i.
Dropping the silent e
When adding a suffix that begins with a consonant, you do not need to
drop the final e if there is one.
© EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
LEvEL I, unIt 2
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The consonants c and
g have both hard and
soft sounds. Hard c sounds like
k, and soft c sounds like s. Hard
g is the g sound in get, and soft
g sounds like j. To keep the soft
c and g sounds in words like
noticeable and courageous, the
final e must remain. (How would
you pronounce these words if
they were spelled noticable and
couragous?)
Tip
examples
time + -less = timeless
fortunate + -ly = fortunately
close + -ness = closeness
However, if you are adding a suffix that begins with a vowel, you should
usually drop the final silent e.
examples
make + -ing = making
value + -able = valuable
fame + -ous = famous
There is an exception to this pattern. The e must be kept when a word
ends in ce or ge in order to preserve the soft c and g sounds.
examples
notice + able = noticeable
advantage + ous = advantageous
courage + ous = courageous
Try It Yourself
ExErCIsE A
Add the following prefixes and/or suffixes to the following words, being
sure to drop the silent e and change the y to i where necessary. Then
write a sentence using the new word you have formed.
example
irritate + ing
I found the sound effects extremely irritating.
1. anxious + -ly =
2. love + -able =
3. chilly + -ness =
4. rate + -ing =
5. un- + notice + -able =
6. in- + advise + -able =
7. age + -ing =
8. sincere + -ly =
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Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:52:58 PM
9. anxious + -ness = 10. apply + -ing = Double the Final Consonant
When adding suffixes that begin with a vowel (such as -ed, -en, -er,
-ing, -ance, or -y), you will sometimes need to double the final
consonant of the base word. Double the final consonant if the
consonant comes after a single vowel and if the word is either a onesyllable word or ends in a stressed syllable.
examples
begin
commit
fun
occur
sad
submit
beginner
committing
funny
occurrence
sadden
submitted
Try It Yourself
E x e r ci s e B
Rewrite each word, adding to it one of the following suffixes. Determine
whether to double the final consonant based on the patterns described
above.
-able
-ed
-en
-er
-ing
-ence
-ance
-y
1. control 2. allow 3. refer 4. stop 5. grit Just for Fun
Add the following prefixes and suffixes to the words below. Then, use
the newly formed words in a silly poem.
blue + -ish = shaggy + -est = knot + -ed = un- + manage + -able = © EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
Level I, unit 2
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5/12/09 2:52:58 PM
Name: ____________________________________________________ Date: ___________________
LEssON 10
Word of the Week
reliable (ri l8> @ b@l) adj.,
suitable or fit to be relied on;
dependable
You can count on Marcus to do
the job well; he is very reliable.
Since the main word within
reliable (rely) is a base word and
can stand on its own, you should
use the suffix -able when turning
rely into an adjective. You would
use the suffix -ible if the main
word were a word root and could
not stand on its own.
spelling—sound-Alike Endings
Understand the Concept
Certain word endings cause spelling errors because they sound alike.
Learning the patterns in how they are used can help improve your
spelling dramatically.
Word Endings: tch and ch
The letter combinations tch and ch sound the same, making it difficult
to remember when to use each ending. You may want to write words
with these letter combinations in your word study notebook to help you
remember when to use each combination.
tch: catcher, match, switch, hatched
ch: much, bunch, touch, porch, which
Word Endings: al, el, and le
The letter combinations -al, -el, and -le sound the same, making it
difficult to remember when to use each ending. The letter combination
-al is a suffix meaning “of, belonging to, or having characteristics of.” It
may be attached to adjectives or nouns. Study the following examples.
-al:
arrival, annual, denial, logical, magical, natural, personal, rival,
signal
Of the letter combinations -al, -el and -le, the ending -el is the least
common. Study the following examples:
-el:
bushel, cancel, channel, funnel, jewel, model, novel, nickel, panel,
quarrel, shovel, travel
le:
able, bubble, cradle, hustle, middle, mottle, noodle, staple, table
You may want to write words with these letter combinations in your
word study notebook to help you keep track of which words use which
combination.
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Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:52:59 PM
Try It Yourself
ExErCIsE A
In your notebook, complete each word by adding the correct ending.
Rewrite the full word to help you remember the correct spelling.
1.
2.
3.
4.
5.
You may want to write
words with these letter
combinations in your word study
notebook to help you remember
when to use each combination.
Tip
tch or ch
fe_____
cou_____
atta_____
misma_____
whi_____
6.
7.
8.
9.
10.
-al, -el, or -le
artic_____
propos_____
lad_____
accident_____
nic_____
Word Endings: -able or -ible
The suffixes -able and -ible are endings for adjectives. Since they sound
the same and have the same meaning (that is, “capable of”), it can be
difficult to remember when to use each ending. Memorize the following
patterns.
1. If the main word is a base word and can stand on its own,
generally, you will add -able. If the main word is a word root that
cannot stand on its own, you will usually add -ible.
excite ➞ excitable
vis ➞ visible
There are a few
exceptions to this pattern.
You will have to memorize these
or record them in your word study
notebook.
Tip
2. If the noun form of the word ends in -ation, then use -able. If the
noun form ends in -ition, -tion, -sion, or -ion, you should use -ible.
imagination ➞ imaginable
collection ➞ collectible
3. If the root ends in the sound of hard c or g (the sounds in cart and
get), the suffix is probably -able. If the root ends in the sound of a
soft c or g (the sounds in cell and gel), the suffix is probably -ible.
digestible, responsible,
inevitable, irritable
despicable, baggable
forcible, legible
Try It Yourself
ExErCIsE B
Complete each word by adding the ending -able or -ible.
1. The table was not mov_______; it was bolted to the floor.
2. I stretch out every day to keep my muscles flex______.
3. My mother asked all of us to help clean up, saying that she wanted
the house to look respect_____ if someone should drop by
unexpectedly.
4. Cancer is still not entirely cur______, but there are treatments to
help combat its growth.
5. The actor spoke her lines so softly that she was barely aud_____
from the back of the auditorium.
© EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
LEvEL I, unIt 2
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Word Endings: -ceed, -cede, -sede
These three word endings are frequently confused, but you’ll have no
problem once you learn the pattern.
Only one word ends in -sede: supersede.
The only words that end in -ceed are exceed, proceed, and succeed.
The remaining eight words that end with this sound use
-cede: accede, antecede, cede, concede, intercede, precede, recede, and
secede.
Try It Yourself
ExErCIsE C
Look up the following words in a dictionary and use each one in a
sentence. Write the sentence on the line provided. Be sure to spell each
word correctly.
1. supersede
2. succeed
3. exceed
4. concede
5. precede
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Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:52:59 PM
Name: ____________________________________________________ Date: ___________________
LEssON 11
Commonly Misspelled Words
Understand the Concept
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.
accept
again
although
answer
athletics
beautiful
because
believe
bicycle
clothes
college
cough
delicious
different
embarrass
enough
everything
excellent
favorite
finally
forty
library
lightning
minute
necessary
neighbor
niece
occasion
people
privilege
probably
really
receive
restaurant
scissors
separate
through
until
usually
weird
Word of the Week
disastrous (di zas> tr@s) adj.,
attended by or causing suffering or
disaster; terrible; horrendous
The disastrous events occurred
while Darryl was away at summer
camp.
The word disastrous is one of the
most commonly misspelled words
in the English language. Others
include accidentally, amateur,
embarrass, gauge, harass, and
weird.
Try It Yourself
ExErCIsE A
Choose five of the words from the list above that you find particularly
troublesome. Write a sentence using each one, being sure to spell the
word correctly.
1.
2.
3.
4.
5.
© EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
LEvEL I, unIt 2
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ExErCIsE B
Circle the misspelled words in the following sentences. Then, rewrite
the sentences to correct the errors.
1. Our nieghbor bakes the most delicous meals.
2. You realy should not run with scisors.
3. When washing clotes, 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 twelve commonly misspelled words in this
word find. The words may be found by reading forward, backward,
diagonally, or vertically.
P
B
F
S
G
Z
B
N
O
K
U
L
V
W
Q
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E
C
O
M
M
I
T
T
E
E
Y
L
O
K
I
A
E
O
E
R
U
V
V
N
G
I
E
R
O
F
M
N
R
A
B
S
E
N
C
E
S
L
T
F
M
S
O
E
X
Y
T
X
I
E
Z
E
A
E
Z
O
H
T
M
U
I
Y
C
C
R
W
P
R
I
F
F
I
U
V
I
U
G
E
O
W
P
A
A
D
E
S
D
R
I
R
T
R
L
U
E
O
R
P
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U
N
W
F
L
T
O
T
L
H
I
E
A
X
C
G
E
O
I
L
A
K
O
E
I
R
R
T
C
E
Z
I
E
L
A
O
N
P
N
D
D
T
E
F
N
B
C
C
O
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L
E
J
C
R
R
S
N
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D
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P
N
P
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S
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P
I
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A
T
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T
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B
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C
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V
M
Q
A
H
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I
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E
W
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P
D
N
E
C
S
E
D
H
Exceeding the Standards: Vocabulary & Spelling
absence
committee
descend
excellence
foreign
niece
omitted
separate
success
villain
weird
© EMC Publishing, LLC
5/12/09 2:53:00 PM
Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
spelling Patterns
Choose the word that is spelled correctly. Write your answer on the blank.
_____ 1. A.
B.
C.
D.
potatos
radios
pianoes
tomatos
_____ 10. A.
B.
C.
D.
tastless
hopful
politness
completely
_____ 2. A.
B.
C.
D.
messes
bushs
churchs
boxs
_____ 11. A.
B.
C.
D.
lonliness
beautiful
uglyest
busyness
_____ 3. A.
B.
C.
D.
partys
countrys
mysterys
days
_____ 4. A.
B.
C.
D.
brookes
thiefs
leafs
roofs
_____ 12. The runners were doing ___ before
they began the race.
A. streches
B. stretches
C. stretchs
D. strechs
_____ 5. A.
B.
C.
D.
heros
zoos
gooses
taxs
_____ 6. A.
B.
C.
D.
misspelled
unecessary
coperative
imature
_____ 7. A.
B.
C.
D.
dayly
cryed
noisily
stickyness
_____ 8. A.
B.
C.
D.
replacment
changable
courageous
peacable
_____ 9. A.
B.
C.
D.
valuble
timless
finaly
famous
© EMC Publishing, LLC
0001-0078_Gr_06_vocab&spelling-L1-32.indd 27
_____ 13. Jonas read the ___ on the package.
A. label
B. lable
_____ 14. The Olympic athletes all had ___
skill.
A. incredable
B. incredible
_____ 15. A person cannot ___ all of the time.
A. sucede
B. succeed
C. sucsede
D. suceed
_____ 16. The thunderclap was ___ by a bright
flash of lightning.
A. preceeded
B. preceded
C. preseded
D. preseeded
Exceeding the Standards: Vocabulary & Spelling
LEvEL I, unIt 2
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Name: ____________________________________________________ Date: ___________________
LEssON 12
Word of the Week
privilege (priv> lij) n., right or
liberty given to a chosen few
It is a privilege to be accepted into
a private university.
The word privilege is a Middle
English word with Anglo-French
origins. It comes from the Latin
word privilegium, meaning “law
for or against a private person,”
which comes from privus,
meaning “private,” plus leg or lex,
meaning “law.”
For more information on
Context Clues, see Lesson
18 and 19 of this resource.
Tip
1
2
3
4
5
FIGURE 1. Adductor muscles:
1. pectineus; 2. adductor brevis;
3. adductor longus; 4. adductor
magnus; and 5. gracilis.
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Word study skills I
Understand the Concept
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. There are several attack
strategies you can learn to help you get through literature that contains
unfamiliar words.
Context Clues
When you come across an unfamiliar word, look at the text around
it. You may find clues that reveal the meaning of the unknown word.
Consider the following passage.
Our drama class is working on improvisations. We have to act
out a scene without rehearsing at all, making up the dialogue as
we go. Yesterday, the teacher had James and me improvise a
scene where he was a man looking for his lost wallet and I was
the thief who took it.
What clues can you find in the passage that help you understand the
words improvisations and improvise?
Text 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 items for additional information about what is being discussed
in the text. You may find clues about the word or words that you don’t
understand. Consider the following passage about muscle training.
Athletes, especially those who play ice hockey, soccer,
or football, often suffer from pulled inner thigh muscles.
Strengthening and stretching the adductor muscles can help you
avoid this common sports injury.
You might not know what adductor muscles are, but the illustration
makes it clear. Always look for illustrations, diagrams, and other text
support for additional information.
Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:53:01 PM
Word Parts
Sometimes if you take a closer look at an unfamiliar word, you may find
it contains a prefix, suffix, or root that you have seen in other words.
Consider the following sentence:
Ray Bradbury’s book Dandelion Wine can be called
semiautobiographical, since it was based on many of Bradbury’s
memories of growing up in Illinois.
You may be stumped by the word semiautobiographical. Even if
you don’t know what the word means, you may be able to come
close to its meaning by looking at its parts. You might, for example,
recognize the prefix semi-, which means “partly” or “half,” as in
semicircle. The word autobiography should be familiar to you as a word
meaning “a story about one’s life, written by that person.” From this
information, you should be able to guess that Bradbury’s story is “partly
autobiographical”—that is, partly a story about the author’s life.
A prefix is a letter or
group of letters added to
the beginning of a word to alter
its meaning. A suffix is a letter or
group of letters added to the end
of a word for the same purpose.
A word root is a word part other
than a prefix or a suffix. Refer to
Unit 1 of this resource for more
information on word parts.
Tip
Dictionary
Sometimes, consulting a dictionary is the best way to figure out the
meaning of an unfamiliar word. Even when you use a dictionary,
however, you should consider other methods of attacking the word,
especially if the dictionary entry contains more than one definition.
Consider the following sentence:
The children keened loudly when their parents left them with
the babysitter.
The dictionary offers several possible definitions for the word keen.
They are:
1.
2.
3.
4.
5.
sharp
quick; intellectually alert
showing a quick responsiveness; enthusiastic
a lamentation for the dead
to lament, mourn, or complain.
For additional information
on reference materials,
refer to Unit 4 of this resource.
Tip
Because there are several possibilities, you must decide which best fits
in this particular context. Context can help you determine that the last
definition is the one that works best here.
Try It Yourself
ExErCIsE A
Read the following passage. Use the context clues to guess the meaning
of the underlined word. Write the word in your notebook.
I wanted to be a junior lifeguard last summer, but I found out
that the prerequisite was a Red Cross training course.
© EMC Publishing, LLC
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Exceeding the Standards: Vocabulary & Spelling
LEvEL I, unIt 3
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Many words appear in the
dictionary as main entries
more than once. Often these
entries represent different parts of
speech, such as break the noun
and break the verb. Other times,
entries have completely unrelated
meanings. Use context clues to
determine which meaning makes
the most sense.
Tip
ExErCIsE B
Use your knowledge of word parts to decipher the meanings of the
following words.
1. intercontinental
2. advisor
3. cosponsor
4. immobile
5. overqualified
ExErCIsE C
For each of the underlined words in the following sentences, determine
which dictionary definition best fits, and write it in your notebook.
1. Sam quit his job because he could no longer hack the long hours.
2. My sister and I went to the mall for the express purpose of buying
a Mother’s Day gift, but when we came back hours later, arms
loaded down with bags, we realized we had forgotten to buy
anything for Mom!
3. The watch still works, but the crystal is broken.
4. The captain stood at the stern, looking out over the water.
5. All flights to Tampa Bay were temporarily suspended due to bad
weather.
Just for Fun
Make up your own nonsense word, and assign it a meaning. You might
assemble your word from existing prefixes, roots, and suffixes, but you
don’t have to. Then use your word in a passage of text that provides
clues to its meaning. Exchange papers with a classmate, and try to
figure out definitions for one another’s words.
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Exceeding the Standards: Vocabulary & Spelling
© EMC Publishing, LLC
5/12/09 2:53:01 PM
Name: ____________________________________________________ Date: ___________________
LEssON 13
Word study skills II
Understand the Concept
All readers encounter words they don’t know. When reading, what
do you do if you see an unfamiliar word? Sometimes, it might be okay
to skip over it. However, your understanding of the text will improve
if you try to learn the new words you encounter. If you find you can
understand well enough to keep reading, at least jot the word down so
you can go back to it later. You may want to become familiar with this
word so that you can recognize it next time, and even use it yourself.
Word of the Week
rebuke (ri by2k>) n., a severe
criticism
Even though I did my best, I
received a rebuke from the team
captain.
The word rebuke is a Middle
English word that comes from
the Anglo-French word rebucher
or rebouker, meaning “to blunt,
check, and reprimand.”
Try It Yourself
Read the following passage. As you read, make note of words you know
and words you don’t know.
Volcanoes are both impressive and terrifying. These exploding
mountains are natural wonders that draw tourists from around
the world just as they can send people fleeing for their lives with
one ominous rumble.
When a volcano erupts, it sends lava, or molten rock, out
from under the earth’s crust. The lava, highly charged with steam
and other gases such as carbon dioxide, hydrogen, carbon
monoxide, and sulfur dioxide, bubbles up and flows over the
rim of the crater. As the steam and gases escape from the lava,
they create many intense explosions. Lava shoots up into the air,
creating a fiery fountain that rains down ash.
A volcano may remain dormant, or inactive, for many years
before exploding. It was one such volcano, Mount Vesuvius
in Italy, that wiped out the ancient city of Pompeii in 79.
The gases, heat, and ash from Vesuvius killed everyone in the
city almost before they realized what was happening. Today,
scientists are often able to predict volcanic explosions before
they occur, and can evacuate people from the area before
disaster strikes.
Tip
Try these strategies to
attack new words:
• look for context clues
• find text support
• examine word parts
• use a dictionary
• ask for help
If one strategy doesn’t work, try a
different one.
Now, fill in the chart that follows with words from the passage you just
read. List at least five words in each column.
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I think I know the basic
I don’t know this word. meaning of this word.
Don’t forget to ask other
students what they think
a word means. Coaching each
other in vocabulary study can keep
you on track, too.
Tip
I really know this word
and can use it in a
sentence.
Look over your chart and try to learn the words you don’t know. Here
are some tips.
• Read the word aloud. Hearing it may help you remember it.
• Read the entire paragraph in which the word appears. Reading the
word in context may give you a better understanding of the word’s
meaning.
• Break the word into its parts and examine each part.
• Look up the word in a dictionary.
• Ask your teacher or a parent what the word means.
• Write the word, its definition, and a sentence using the word in your
word study notebook.
Just for Fun
Charades is a game in which players use silent clues to help other
players guess a word or phrase. Play a game of charades with your
classmates. Think of a word or saying and act out hints to help your
classmates guess the word.
As an alternative, play a game of twenty questions. Think of a word
or saying. When it’s your turn, have the rest of the class ask twenty yes
or no questions as they try to guess what the word or phrase might be.
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
Vocabulary in Context
Read each passage and answer the questions that follow. Write your answers
on the blanks provided.
Parsley, sage, rosemary, and thyme are herbs commonly used in cooking. With their
distinctive tastes and fragrances, they stand out in recipes and teas. The flavorful,
aromatic plants have long been used for medicinal purposes as well. Parsley, for
example, was used in the Middle Ages as a remedy for stomach ailments. Thyme
may be used to alleviate a cough or soothe a sore throat.
_____ 1. What does distinctive mean?
A. standing out
B. bitter or harsh
C. identical
D. spicy
_____ 3. A remedy is a(n) ___.
A. herb such as parsley
B. medicine or cure
C. fragrant, healing tea
D. symptom of illness
_____ 2. Which of the following comes closest
to the meaning of aromatic?
A. oily
B. romantic
C. scented
D. used in medicine
_____ 4. Which of the following is the most
likely meaning of alleviate?
A. an ailment
B. to prescribe
C. cough medicine
D. to lessen or relieve
In August of 1914, Ernest Shackleton and 27 men began a great expedition. They
sailed from England to Antarctica, determined to become the first team of explorers
to cross the frigid continent. Five months later and still 100 miles away from land,
their ship became trapped in the ice. The men spent the winter in the icebound ship,
but finally the ship sank and they were compelled to abandon it. The crew prepared
for a perilous journey—they would go by foot over 346 miles of frozen sea to Paulet
Island. They might find help on the island, if they could manage to survive the trek.
_____ 5. Which of the following is closest in
meaning to expedition?
A. crew
B. journey
C. competition
D. ship
_____ 6. Which of the following is closest in
meaning to frigid?
A. dangerous
B. tiny
C. frozen
D. continent
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_____ 7. What does it mean to be icebound?
A. frozen
B. bound for the ice
C. damaged by an iceberg
D. trapped in the ice
_____ 8. What does it mean to be compelled?
A. forced to do something
B. propelled in water
C. shipwrecked
D. determined
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Name: ____________________________________________________ Date: ___________________
LEssON 14
Word of the Week
intangible (in[<] tan> j@ b@l)
adj., impossible to detect with the
senses
Her post-secondary education
provided her with many intangible
benefits.
The word intangible is of French
or Medieval Latin origin. It is
derived from the Medieval Latin
word intangibilis, which was
created from the Latin prefix inplus the Late Latin word tangibilis,
which means “tangible.” The
dictionary entry for intangible
includes the origins explained
above, as well as usage examples
and a guide to the word’s
pronunciation.
More comprehensive
information on vowel and
consonant sounds can be found in
Lessons 2 and 3 of this resource.
Tip
The reference section of
the library offers many
informative resources. Reference
materials are works that contain
collected information organized
in a way that makes it easily
accessible. Most libraries have
reference materials available to
the public, including almanacs,
atlases, encyclopedias, and
indexes. Note that most libraries
do not allow you to check out
reference books.
Tip
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Using reference Materials
Understand the Concept
As you run into new words and work on building your own vocabulary,
you may find that certain resources are especially helpful. Reference
materials that are useful when learning words are thesauruses,
glossaries, and dictionaries.
A thesaurus is a reference source that lists synonyms and
antonyms for many words. Synonyms are words with the same or
similar meaning and antonyms are words that are opposite in meaning.
For more information on using a thesaurus, refer to Lesson 16: Using a
Thesaurus—Synonyms and Antonyms.
Another informative resource is a glossary. A glossary gives
definitions for certain terms used in a particular book. The Glossary of
Vocabulary Words can be found on page 913 of your student textbook.
Notice that this glossary also provides pronunciation guides, syllable
divisions, and part-of-speech information for each term.
You are probably familiar enough with dictionaries to know that you
can use one to find a word’s definition. What you might not know is that
a dictionary can also teach you how to pronounce the word correctly,
show you how to use the word, and explain the word’s roots and origins.
Pronunciation
In the English language, one letter often represents more than one sound.
For example, the letter g can have a hard sound, as in go, or a soft sound,
like a j, as in gym. The vowels a, e, i, o, and u each represent at least two
different sounds. Therefore, to show how a word is pronounced, we must
use phonetic (f9 ne> tik) symbols—symbols that represent specific sounds.
What symbols are used in your dictionary? Look through a dictionary to
find its pronunciation key or guide. It may be found in the front pages of the
dictionary, or it may also be printed on the front or back covers.
Try It Yourself
ExErCIsE A
Look up the following words in your dictionary and copy the phonetic
spelling, or pronunciation, for each word into your notebook. There
may be more than one way to pronounce some words. Include all
phonetic spellings you find.
1.
2.
3.
4.
cough
desert
roof
once
5.
6.
7.
8.
surreal
quantity
psychic
melodic
Exceeding the Standards: Vocabulary & Spelling
9. dissolve
10. fluorescent
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Parts of speech
A dictionary will also indicate the part of speech category under which a
word falls. This information usually appears as an abbreviation after the
pronunciation of the word. Look over the following list to familiarize
yourself with these abbreviations.
Abbreviation
adj.
Part of Speech
adjective
adv.
adverb
n.
noun
v. / vb.
verb
Definition
a word that
modifies a noun by
describing a quality
a word used to
modify a verb or
adjective
person, place, or
thing
action word
Examples
red, tame, kindlier,
enormous
farther, earliest,
quickest, sadly
teacher, schoolyard,
book, chalk
adore, assert, jump,
think
There are many different
types of dictionaries.
Some dictionaries focus on slang,
abbreviations, or acronyms,
while others contain information
on English/foreign language
translations or spelling.
Tip
The word etymology
is just a fancy term that
means “a word’s origin.”
Tip
Try It Yourself
ExErCIsE B
Look up the following words in your dictionary and identify the part
of speech group to which each word belongs. Then use each word in a
sentence. Write your answers in your notebook.
1. inquire
2. etiquette
3. posthumously
4. relic
5. prospective
Word Origins
Knowing where a word comes from can help you identify similar words
with which you are not familiar. A dictionary will usually include
information about a word’s origins directly after the main entry; it is
often found enclosed in brackets ([]). The information may contain
abbreviations, so you should reference the dictionary’s abbreviation
guide if you do not understand something.
Just for Fun
Refer to the pronunciation guide
in a dictionary to figure out what
word is being represented by each
of the phonetic spellings below.
1. \ga4\
2. \6 j\
3. \sh2t\
4. \k54> k@r\
5. \kwes> ch@n\
Try It Yourself
ExErCIsE C
Note the example below and then look up the origins of the words that
follow. Write your answers in your notebook.
example
1. ail
2. intrigue
3. meander
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concoct—From the Latin word concoctus, past particle
of concoquere, meaning “to cook together.” From the
prefix com- plus coquere, which means “to cook.”
4. influence
5. reign
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Name: ____________________________________________________ Date: ___________________
LEssON 15
Word of the Week
associate (@ s9> sh7 6t<) v.,
connect
I didn’t want to associate Cedric
with his rude friends.
The word associate has three
different entries in the dictionary,
including the one above. In the
other two entries, the word is used
as a noun (“one associated with
another; companion; comrade”)
and as an adjective (“closely
connected; having secondary or
subordinate status”). Associate is
an example of a homograph.
Using a Dictionary—Choosing a Definition
Understand the Concept
When you look up an unfamiliar word in the dictionary, you may find
not one, but many definitions. You must be able to determine which
definition fits the context. Consider the following passage.
Kyle planned to complete the test in half an hour. That left a
margin of fifteen minutes at the end of class, which he could use
in case he needed extra time to work on a difficult problem.
If you look up the word margin in the dictionary, you may find as
many as five different definitions. Margin can mean “the part of a page
outside the main body of printed or written matter”; “the outside limit
or edge of something”; “an extra amount allowed or given for use if
needed”; “the difference between sales and cost of merchandise, from
which profits are derived”; or “a measure or degree of difference.”
Which definition fits best?
Try It Yourself
ExErCIsE A
The dictionary entry below shows nine different definitions for the
word pack. Four of these definitions are divided into two separate
senses, making thirteen meanings in total. Read the entry, and then
choose the correct definition for pack as it is used in each of the
sentences that follow. Write the definition in your notebook.
pack \pak>\ n. [MLG or MD pak] 1 a : a bundle arranged for
convenience in carrying esp. on the back b : a group of items
packaged as a unit (a pack of chewing gum) 2 : a large amount or
number : heap 3 : an act or instance or method of packing; also :
arrangement in a pack 4 a : a group of often predatory animals of
the same kind b : a large group of people massed together 5 a : a
group of people with a common interest : clique b : an organized
troop 6 : a tightly packed mass of material; esp. : a mass of ice
chunks floating on the sea 7 : absorbent material used to treat a
wound or to stop bleeding 8 a : a cosmetic paste for the face b : an
application or treatment of oils or creams for conditioning the scalp
and hair 9 : material used in packing
1. Anxious to see which baseball cards he had gotten this time, James
opened the pack as soon as he left the store.
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2. On board the bus was a pack of Cub Scouts headed for a camping
trip.
3. The runner pushed with everything she had, straining to reach the
head of the pack.
4. The Arctic explorers had problems when their boat got wedged in
a pack of ice.
5. In Jack London’s book Call of the Wild, a brave dog joins a pack of
wolves.
Homographs are words
that are spelled alike
but have different meanings and
often, different pronunciations.
The four different entries for the
word desert can be considered
homographs.
Tip
If a word has several distinct, unrelated meanings or if it can be used as
more than one part of speech, it will have more than one entry in the
dictionary. For example, consider the word desert.
desert \de> z@rt\ n. 1 a : dry land with few plants and little rainfall
b : an area of water without any life forms 2 : a deserted, lifeless
area
2
desert \de> z@rt\ adj. 1 : deserted, lifeless, unoccupied 2 : of or
relating to a desert
3
desert \di z@rt>\ n. 1 : worthiness of reward or punishment
(rewarded according to their deserts) 2 : a deserved reward or
punishment (the villain got his just deserts)
4
desert \di z@rt>\ v. 1 : to leave, usually without intending to come
back 2 : to leave someone or something when one should not do so
(desert one’s friends in a time of need) 3 : to abandon military duty
without permission or intent to return
1
Just for Fun
Try It Yourself
ExErCIsE B
Refer to the sample dictionary entries above to answer the following
questions in your notebook.
1. How many entries are given for the word desert? What is the part
of speech given for each entry?
2. What is the pronunciation given for each entry?
3. How many definitions are given for the word desert? Include all
subdefinitions (marked with the letters a, b, c, etc.).
4. Choose two definitions of the word desert and write a sentence
illustrating each meaning.
Look up each of the following
words in the dictionary. Then,
write a sentence or draw a
picture illustrating three possible
meanings of the word. Exchange
sentences and/or pictures with a
classmate to see if the classmate
can identify the dictionary
definitions you were illustrating.
1. dairy
2. favor
3. pocket
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Name: ____________________________________________________ Date: ___________________
LEssON 16
Word of the Week
Using a Thesaurus—
synonyms and Antonyms
unfathomable (@n fa> th@
m@ b@l) adj., too deep to
comprehend
The damage done to the town
and its citizens was unfathomable.
Synonyms for unfathomable
include the words
incomprehensible, impenetrable,
ungraspable, and unknowable.
An antonym for unfathomable is
fathomable.
When you look up a word
in a thesaurus, you will
see that each entry starts by listing
a word’s synonyms. Antonyms,
usually listed after the abbreviation
., follow the synonyms.
Tip
Understand the Concept
Synonyms are words with the same or nearly the same meaning. For
example, a synonym of intelligent is smart. Antonyms are words that
are opposite in meaning. Intelligent is an antonym of stupid.
One of the best ways to locate the synonym or antonym of a
word is to use a thesaurus. A thesaurus is a book that contains lists of
synonyms and antonyms. It is a useful companion to the dictionary.
When you want to know the meaning of a particular word, consult
the dictionary. When you know the meaning of a word, and you are
looking for another word that has a similar or opposite meaning,
consult a thesaurus.
Try It Yourself
ExErCIsE A
For each of the following words, list one synonym and one antonym.
1. clarify
2. thoughtful
3. enrage
4. inspire
5. flimsy
6. dull
7. deceitful
8. quarrelsome
9. flexible
10. proud
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ExErCIsE B
For each of the following questions, identify the letter of the word that
is most similar in meaning to the first word.
_____ 1. reliable
A. dependable
B. doubtful
C. confident
_____ 4. boring
A. tiresome
B. interesting
C. wordy
_____ 2. accurate
A. careless
B. precise
C. generous
_____ 5. peculiar
A. strange
B. normal
C. humorous
_____ 3. proper
A. improper
B. punctual
C. appropriate
Just for Fun
Play a word game with your classmates. Appoint a game leader and a
judge; then, divide the rest of the class into two teams. The game leader
will call out a word and ask the first player in each group for a synonym
or antonym. The first player to give a correct response wins a point for
his or her team. Play continues until everyone has had a turn. The team
with the most points wins.
ExErCIsE C
For each of the following questions, identify the letter of the word that
is most opposite in meaning to the first word.
_____ 1. argument
A. disagreeable
B. agreement
C. discussion
_____ 4. disgust
A. sicken
B. delight
C. repulse
_____ 2. entertain
A. invite
B. perform
C. ignore
_____ 5. hollow
A. empty
B. bright
C. solid
_____ 3. neglect
A. disregard
B. dismiss
C. appreciate
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
synonyms
Choose the word that is closest in meaning to the underlined word in the sentence.
_____ 1. Beth was so elated when she won the
race that she jumped up and down.
A. saddened
B. overjoyed
C. exhausted
D. pleasant
_____ 6. Running in the swimming area is
prohibited.
A. acceptable
B. encouraged
C. forbidden
D. ignored
_____ 2. Ned went to Jensen’s Sporting Goods
to buy a fishing pole, but the prices
were exorbitant, so he decided to
shop somewhere else.
A. excessive
B. reasonable
C. illogical
D. unclear
_____ 7. Mr. Powers coerced his employees to
work extra hours for no additional
pay.
A. forced
B. asked
C. said
D. allowed
_____ 3. Stay away from Mr. Parker today; he
has a really surly attitude.
A. happy
B. comfortable
C. self-confident
D. crabby
_____ 4. Meet me back at the car at precisely
3:00.
A. about
B. before
C. exactly
D. after
_____ 5. Mrs. Zuckerman left the house in
great haste after hearing that her
husband’s airplane had arrived early.
A. full
B. determination
C. mess
D. hurry
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_____ 8. Barney was very hungry and was not
pleased with the meager portions at
the restaurant.
A. skimpy
B. adequate
C. plentiful
D. normal
_____ 9. Norma’s schedule is so hectic that
she rarely has time to hang out with
friends.
A. healthful
B. disorganized
C. overly busy
D. controlled
_____ 10. Henry trudged home, tired after
a long day of school and soccer
practice.
A. plodded
B. ran
C. skipped
D. drove
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Antonyms
Choose the word that is most opposite in meaning to the underlined word.
_____ 1. My aunt and my dad quibbled
about who would pay the bill at the
restaurant.
A. bickered
B. agreed
C. objected
D. chatted
_____ 2. Mirrored walls and velvet curtains set
off the ornate ballroom, and a crystal
chandelier hung from the ceiling.
A. fancy
B. outdated
C. excessive
D. simple
_____ 3. As her turn to appear on stage
approached, Maggie began to feel
anxious.
A. at ease
B. nervous
C. eager
D. sad
_____ 4. Marty is so vain that he goes to the
bathroom between every class to
check his hair in the mirror.
A. goofy
B. careful
C. egoistic
D. modest
_____ 5. Mr. and Mrs. Hall worked very hard
and grew their small antique shop
into a prosperous business.
A. failing
B. thriving
C. huge
D. stable
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_____ 6. The water was murky with mud and
algae.
A. unclean
B. thick
C. clear
D. healthy
_____ 7. Vern’s hostile remarks upset his
friend.
A. unfriendly
B. friendly
C. critical
D. puzzling
_____ 8. The rigid steel beam would not bend
an inch.
A. strong
B. flawed
C. flexible
D. huge
_____ 9. Brian is an eccentric guy who is
always amusing people with his
strange clothing and wacky behavior.
A. ordinary
B. quirky
C. positive
D. prudent
_____ 10. Our art teacher is pretty lax; she lets
us sit where we want and talk while
we’re working.
A. guilty
B. strict
C. concerned
D. tolerant
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Name: ____________________________________________________ Date: ___________________
LEssON 17
Word of the Week
beseech (bi s7ch>) v., beg; ask
in an earnest or urgent way
Do not allow this to happen, I
beseech you!
The word beseech comes
from the Middle English word
besechen, from be- plus sechen,
which means “to seek.”
Word parts can give you a
clue to the meaning of a
word. Before making a prediction,
look for familiar prefixes, suffixes,
or roots. Look at Try It Yourself
question number one. How might
the parts of the word disclose
provide a clue to the word’s
meaning?
Tip
PAVE—Predict, Associate, Verify, Evaluate
Understand the Concept
PAVE stands for Predict, Associate, Verify, and Evaluate. It is a good
strategy to use to help you with new vocabulary words. When you
encounter an unfamiliar word, first copy the sentence in which the
word appears. Then follow the steps below.
Predict
Try to predict the word’s meaning based on the
context and on your prior knowledge of the word or its
parts.
Associate Write a sentence of your own using the word. Associating
the word with a sentence will help you clarify what the word
means.
Verify
Next, verify the word’s meaning by looking it up in
a dictionary or glossary or by asking your teacher. A
dictionary may offer multiple definitions for the word.
If you use a dictionary, select and write down the most
appropriate definition.
Evaluate
Evaluate the sentence you wrote using the word. Does it do
a good job of capturing the meaning of the word? Rewrite
the sentence if necessary. If you wish, draw an image that
will help you remember the meaning of the word.
Try It Yourself
Try using PAVE for the underlined words in the passages below.
1. “I’m sorry, sir,” said the voice at the other end of the line, “but I’m
not allowed to disclose that information—it’s private.”
Predict
Associate
Verify
Evaluate
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2. The little boy was about to run out onto the busy street when he
was intercepted by his father.
Predict
Associate
Verify
Evaluate
3. The somber mood was broken when someone let out a giggle.
Predict
Associate
Just for Fun
Play this hidden word game to
test your neighbor’s mastery of
the PAVE technique. Flip through a
dictionary and find a word you’ve
never seen before. Be sure you
understand what it means. Then
write a paragraph with the word
hidden somewhere in it. Exchange
paragraphs with the student sitting
next to you. That student must,
first of all, guess which word you
were “hiding,” and secondly, use
PAVE to figure out the meaning of
the word.
Verify
Evaluate
4. My older brother is always talking down to me, treating me as
though I were a little kid even though I’m only two years younger.
His patronizing attitude really makes me angry.
Predict
Associate
Verify
Evaluate
5. In the morning the heat was tolerable, but by the middle of the day,
it became too much to take.
Predict
Associate
Verify
Evaluate
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Name: ____________________________________________________ Date: ___________________
LEssON 18
Word of the Week
stately (st6t> l7) adj., grand and
dignified
I live in a small, unassuming
apartment, while my aunt lives in
a stately mansion.
The above sentence contains a
contrast context clue. The context
of the sentence indicates that the
word stately means the opposite
of “small” and “unassuming.” This
lesson will give you more in-depth
information about contrast context
clues and how to use them.
Context Clues I: Comparison and Contrast
Understand the Concept
When you come across an unfamiliar word in your reading, you don’t
always need to look it up in the dictionary. Often, you can figure out the
meaning through context clues. Context clues are clues found in the
context, or the surrounding sentences and words.
As you have already learned, authors may use restatement,
give examples, or show cause and effect to hint at the meanings of
vocabulary words. In addition to these techniques, authors may show
comparison or contrast. By comparing or contrasting the unfamiliar
word to one that is alike or different, an author makes the meaning
clear without coming right out and giving the definition. Some phrases
that signal comparison clues are and, like, as, just as, similar to, other,
while, and in the same way.
comparison clue
My uncle is as brawny as a professional wrestler.
Some words that signal contrast clues are but, unlike, nevertheless, on
the other hand, however, although, though, while, and in spite of.
Not all context clues show
comparison or contrast.
Other types of clues include
restatement, cause and effect,
examples, and word parts. The
general context in which a word
is found can also provide a clue.
For example, if you are reading an
article about downhill skiing and
come across the word mogul, you
can guess immediately that the
word has something to do with
skiing or ski slopes.
Tip
contrast clue
The new receptionist is always very cordial with everyone who
comes in the building, unlike the one we had before, who hardly
even said hello.
Comparison clues may use synonyms, or words that mean the same
thing. Contrast clues may use antonyms, or words with the opposite
meaning.
Freya is a competent writer, just as she is a capable scientist.
A good coach should praise the players rather than disparage them.
Capable is a synonym for competent—the two words have the same
meaning. Praise is an antonym for disparage.
Try It Yourself
Read the sentences below, using context clues to figure out the meaning
of each underlined word. Tell whether the sentence uses comparison or
contrast.
1. I tried to keep a steady hand, but I tipped the glass and spilled my
juice all over the white carpet.
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2. Some people enjoy the peacefulness of the country, while others
prefer the excitement of a crowded urban environment.
3. There is ample parking on the street nearby, and plenty of parking
spaces in the ramp as well.
4. Brad’s emotions are as turbulent as a rough sea.
5. The third little pig’s house was sturdy and strong; however, the
other two pigs’ houses had been flimsy.
6.
In spite of the signs reading “Silence, please,” there was a
cacophony of voices in the library.
7. The teacher encouraged the kindergarteners to share their toys;
nevertheless, some children tried to hoard them all for themselves.
8. The sonnet was similar to other poems by Shakespeare.
9. Unlike his sister, who never let anything surprise her, Josh was
stunned by the news that their parents were getting a divorce.
10. The Spanish, French, British, and Dutch colonized much of the
land in the Americas. In the same way, the European nations took
control of the continent of Africa and attempted to rule the peoples
that lived there.
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 19
Word of the Week
dismal (diz> m@l) adj., dreadful,
especially bad
We knew that today’s weather
would be dismal, so we planned
to stay inside.
The sentence above contains a
cause-and-effect context clue. It
explains how one action occurred
(staying indoors) based on a
specific cause (dismal weather).
Understanding this type of context
clue will help you determine the
meanings of unfamiliar words.
Context Clues II: restatement, Cause and
Effect, and Examples
Understand the Concept
When you encounter an unfamiliar word in your reading, you can often
use the context, or the words and sentences around it, to figure out
the meaning of the word. It is much easier to guess the meaning of the
word if you have a context. For example, suppose a friend is reading a
book and asks, “What’s a stratus layer?” You respond, “I don’t know.
What’s the context?” Your friend reads the following:
The small plane climbed up through a low-lying stratus layer and
broke into the clear at about 6000 feet. The pilot looked down
on a sea of clouds.
Now you can make a guess: “I think they’re talking about a layer of
clouds.” In this case, the general context and a few specific details
(“broke into the clear” and “sea of clouds”) served as clues as to the
meaning of the word.
Here are some types of context clues you might look for:
restatement If you don’t understand a word, read on for the next
few sentences. Chances are, the author will restate his or her idea using
different words. Some words that signal restatement are that is, in other
words, and or.
Jesse felt that he had been coerced by the gang leaders into
breaking the law. In other words, he felt they had forced him
into it.
Yowon broke his femur, or thighbone, in a car accident.
In the first example, restating the first sentence provides an explanation
of the word coerced. Coerced means “forced by means of threats or
intimidation.”
cause and effect This type of clue requires the reader to make an
assumption based on cause and effect. Some words that signal cause
and effect include if/then, when/then, thus, therefore, because, so, due to,
as a result of, consequently.
The scouts had been hiking all day, so they were quite fatigued.
You can assume that hiking all day would cause the scouts to be tired.
Fatigued must mean “tired.”
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examples Examples can help you figure out the meaning of an
unfamiliar word. Some words that signal example context clues are
including, such as, for example, for instance, especially, particularly.
One way people get news is through mass media such as the
radio, television, and newspapers.
The examples suggest that mass media are means of communication
that bring information to masses of people.
Try It Yourself
Read the sentences below, using context clues to figure out the meaning
of each underlined word. Identify the context clues and tell how they
helped you figure out the meaning of the word. Write your responses in
your notebook.
Word parts, such as
prefixes, suffixes, base
words and word roots, can
provide a context clue. Look at
the underlined words in the Try
It Yourself activity. What common
word parts can you identify?
Tip
Just for Fun
2. The man was a furrier, that is, a dealer in furs.
Practice creating context clues
in your own writing. Use the
made-up words listed below to
create a short story on your own
paper. You may make the words
mean anything you like, but be
sure to include context clues that
make the meaning clear. When
you are finished, swap your story
with one by a classmate and
challenge him or her to define the
words by the context clues you’ve
created. Do the same for your
partner’s story.
3. When Paula is anxious, she bites her nails.
1. practor
4. Lisa is a very prolific writer. She writes pages and pages of
material every day.
2. tanslite
5. I knew that my grandmother would arrive exactly on time, because
she is always very punctual.
4. catalplug
example
The guest speaker spoke candidly about her experience
of battling cancer. We all appreciated her openness.
The author uses restatement to show that candidly
means “openly.”
1. Every comic book hero must have a nemesis. Batman matches
wits with the Joker, Superman faces off with Lex Luthor, and
Spiderman battles the Green Goblin.
6. Jeremy tends to digress when we’re talking together. Sometimes
he’s so far off the subject that I can’t even remember how the
conversation began.
3. scrantub
5. fainture
7. Drivers in Minneapolis were hindered due to icy road conditions.
8. The laceration, or deep cut, on the patient’s leg had become
infected.
9. The farmer kept livestock, including sheep, cattle, and hogs.
10. My family was distraught when we were unable to find our dog.
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: ___________________
LEssON 20
Word of the Week
slay (sl6) v., kill
Ali had to slay the wolf before it
could attack the horses.
The word slay has negative
connotations. The words dispatch,
finish, and lay low denote the
same action, but have more
neutral connotations. Other
synonyms of slay that have
negative connotations include
the words destroy, murder, and
slaughter.
A word’s dictionary
definition is its
denotation. A word’s
connotation is all the
associations it has in addition
to its literal meaning.
Tip
Denotation and Connotation
Understand the Concept
A denotation of a word is its dictionary definition. A connotation of a
word is all the associations it has in addition to its literal meaning. For
example, the words cheap, frugal, economical, stingy, miserly, thrifty,
and prudent all denote “being careful with money.” However, stingy,
miserly, and cheap have negative connotations, while thrifty, prudent,
and economical have positive connotations. If you were trying to save
your money, would you rather be called economical or stingy?
The words vintage, retro, ancient, antique, old-fashioned, and dated
essentially all mean “old.” All those words have the same denotation.
The words have different connotations, however. Which of the words
have a negative connotation? Which have a positive connotation?
Which seem neutral?
Writers and speakers should be aware of the connotations as well
of the denotations of the words they use. Likewise, readers should be
aware of the possible connotations of words they read. Keep in mind
that authors make deliberate choices to use certain words. Think about
why an author makes these choices.
Try It Yourself
The words in each word pair below are synonyms or near synonyms.
They have the same denotation but different connotations. Use each
word in a different sentence so that the sentences show the connotation
of each word.
example
lean / scrawny
The runners on the Bellville track team were lean, strong, and ready
to win.
The scrawny old woman slowly stood to shake her fist at Sam as he
pedaled his bike across the corner of her lawn.
1. irregular / unique
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2. sympathize / pity
A synonym is a word that
has the same dictionary
definition as another word. The
two synonyms may have different
connotations, however.
Tip
3. shun / avoid
4. traditional / old-fashioned
5. foe / enemy
6. pretty / cute
7. fib / lie
8. save / hoard
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Name: ____________________________________________________ Date: ___________________
LEssON 21
Word of the Week
pacifist (pas> @ fist) adj.,
strongly and actively opposed to
conflict and war
Pacifist demonstrators in front of
the capitol building held up signs
saying “Peace is patriotic” and
“No war!”
The term pacifist wasn’t coined
until 1906, making it a relatively
new word.
sniglets and Invented Language
Understand the Concept
Language is always changing to keep up with changes in the world it is
used to describe. Before the Internet was invented, for example, there was
no need for the word Internet, much less words like email, e-commerce,
and hypertext. Now these words appear in the newest dictionaries.
Sniglets are words that you might think should be in the dictionary
but are not. A sniglet can be a made-up word used to describe a thing,
an idea, or an action that doesn’t already have a label. Academically
minded people sometimes call them neologisms. A neologism is a
made-up word that is not considered authentic because of its newness.
Sometimes, sniglets are used often enough and for long enough that
they become accepted; whirligig and goofy are two sniglets that have
made it into the dictionary. The following are some examples of sniglets
that people have made up.
blossor (n.): the hair style one has after removing a baseball cap
carperimeter (n.): the space where the wall meets a carpeted floor,
into which food particles and debris fall in safety and cannot be
reached by an upright vacuum
flepster (n.) the brake pedal you wish was on the passenger side of
the car when you’re driving with a maniac
funch or blivett (v.): flipping and rotating your pillow at night in
search of the cold spot
furnidents (n.): indentations left in carpet after moving heavy
furniture
pediddel (n.): a car with only one working headlight
pigslice (n.): the last unclaimed piece of pizza that everyone is
secretly dying for
slurm (n.): the slime that accumulates on the underside of a soap
bar when it sits in the dish too long
snackosphere (n.): the air inside a bag of potato chips
timefoolery (v.): setting the alarm clock ahead of the real time in
order to fool yourself into thinking you are not getting up so early
Morpheme Combining
Some sniglets have been created by combining morphemes from other
words. For example, musquirt (water that comes out of the initial
squirts of a squeezable mustard bottle) is a combination of mustard and
squirt. Slurch (the noise one makes when eyeing someone else’s bad
sunburn) is the combination of “ouch” and a slurping noise.
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Try It Yourself
A morpheme is a word
part that has meaning.
Prefixes, word roots, and suffixes
are morphemes.
Tip
ExErCIsE A
Look at the list of sniglets on the previous page. Which were created by
combining morphemes of other words? Write them in your notebook,
followed by the morphemes or words they include.
sound Words and Description Words
Some sniglets contain onomatopoeia. Onomatopoeia is the use of words
or phrases like meow or beep that sound like what they name. Spirtle, for
example, sounds like what it names: the fine stream from a grapefruit
that always lands right in your eye. Other sniglets do not necessarily
incorporate onomatopoeia, but they do vividly describe what they name
without using parts of other words. Flen, for example, is the black crusty
residue that accumulates on the necks of old catsup bottles.
Try It Yourself
ExErCIsE B
Look again at the list of sniglets on the previous page. Which of these
sound like or vividly describe what they name? Write your response in
your notebook.
Sniglets are fun to create, and they can liven up a piece of writing,
too. Consider the following excerpt from “Jabberwocky,” a poem that
appears in Through the Looking-Glass by Lewis Carroll.
“’Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:”
In this poem, Carroll uses many made-up words, which he explains
later in the story. The word brillig, he says, means “four o’clock in the
afternoon—the time when you begin broiling things for dinner.” The
word slithy means “lithe and slimy.” The toves, he says, “are something
like badgers—they’re something like lizards—and they’re something
like corkscrews.” Later, he explains the other invented words as well.
Many other authors have made use of invented language in their writings. James Joyce used many invented words in his novel Finnegan’s
Wake. He describes ten enormous claps of thunder in one scene. The
seventh thunderclap sounds out “Bothallchoractorschumminaroundgansumuminarumdrumstrumtruminahumptadumpwaultopoofoolooderamaunsturnup!”
ExErCIsE C
Use a computer with an Internet connection to research sniglets.
Find a list or two of compiled sniglets and print them out. Add some
of your own invented words to the list. Then, using your own paper,
write a brief story or a poem, incorporating sniglets and other invented
language.
0001-0078_Gr_06_vocab&spelling-L1-32.indd 51
Create your own sniglets to label
the following. Then, think of two
other things or actions that lack
a name and create your own
sniglets to label those.
1. The mixture of dirt, paper
scraps, and other debris at the
bottom of your schoolbag.
2. The act of adding water to the
shampoo bottle to make it last
longer.
3. The area of the floor that you
trip over for no apparent reason.
4.
5.
Authors who have used
invented language in their
writing include Lewis Carroll, J. K.
Rowling, J. R. R. Tolkien, James
Joyce, and Emily Dickinson.
Tip
Try It Yourself
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Just for Fun
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
Vocabulary in Context
Use context clues to determine the meaning of each underlined word. Choose
the answer that is closest to it in meaning and write the corresponding letter
on the blank.
_____ 1. Rabbits are herbivores; they eat grass,
leafy plants, and vegetables, not meat.
A. vegetarians
B. mammals
C. furry
D. unusual
_____ 2. Mexican cuisine features tortillas,
beans, rice, and spicy peppers.
A. holidays
B. tradition
C. restaurant
D. cooking
_____ 3. The museum’s curator showed us
around the exhibit and explained
how she had put it together.
A. janitor
B. caretaker
C. actor
D. security guard
_____ 4. Jason perused the classified ads in
the newspaper, looking for a suitable
summer job.
A. studied or considered
B. memorized
C. folded
D. divided
_____ 5. “Our investigators have been very
diligent in this case. They have been
working hard and making sure we
have not overlooked a single detail,”
claimed the police chief.
A. careless
B. hasty
C. brilliant
D. painstaking
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_____ 6. Mrs. Henry delivered a memorandum
to each of her coworkers, outlining
the items to be dicussed during the
afternoon meeting.
A. note
B. telephone call
C. discussion
D. meeting
_____ 7. The play we saw was mediocre; it
wasn’t bad, but it wasn’t spectacular,
either.
A. boring
B. average
C. interesting
D. phenomenal
____ 8. The flower bulbs lay dormant in
the ground all winter, and when the
ground began to thaw, they awoke
and sent green shoots toward the sun.
A. growing
B. inactive
C. beautiful
D. wintry
_____ 9. Sam asked me not to divulge his
secret bit of news before he could
announce it himself.
A. discuss
B. prepare
C. condition
D. reveal
_____ 10. Judging by the hullabaloo coming
from the house next door, the
neighbors are having a party.
A. people
B. uproar
C. food
D. dancing
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Name: ____________________________________________________ Date: ___________________
LEssON 22
Word of the Week
syllabication
dumbstruck (dum> str@k) adj.,
speechless with astonishment
Understand the Concept
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.
Katie stood dumbstruck as she
watched the elephant trot down
the middle of Main Street.
Dumbstruck is unusual in that
it has five consonants in a row.
Other words with the VCCCCCV
pattern include erstwhile,
birthplace, postscript, and
thumbscrew.
yel / low
VC CV
Study the following chart. V stands for vowel; C stands for consonant.
How to
divide it
Pattern
Examples
Notes
VCCV
VC / CV
V/CCV
VCC/V
hap • pen
ba • sket
tick • 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.”
VCCCV
VCCCCV
VC / CCV
VC / CCCV
wran • gler Most words with three or four consonants together in the middle are divided after
an • swer the first consonant. Do not separate digraphs or blends. (See next page.)
ob • struct
VV
V/V
li • ar
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
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 • tle
chu • 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 wad • ded
following d
chan • ted
dabbed
or t
choked
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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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Remember—the vowels
are a, e, i, o, u, sometimes
y and sometimes w. Y is a vowel
when it sounds like long i or an e
(sly, pretty); when it sounds like
a short i (as in gym); or when
it combines with another vowel
such as a or e to make a vowel
sound (as in play 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 paw,
sew, and now).
Tip
First, look for the vowels. Label each one—except for silent e at the end
of a word—with a V. Then, connect the vowels. Mark each consonant
in between the vowels with a C.
example
ve rt ical
v
v v
ve rt ical
vccvcv
The word vertical contains a VCCV pattern and a VCV pattern.
Following the chart, we can divide the word between the two
consonants (VC / CV) and again before or after the single consonant
(V / CV or VC / V). Since the vowel is not stressed, we can use the more
common pattern.
ve r / t i / cal
vc / cv / cv
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. Diphthongs are teams of two vowels
whose sounds blend together. Digraphs and diphthongs should not
be divided. They must appear in the same syllable because they work
together.
Vowel Teams
digraphs
ai, ay, ea, ee, oa, ow, oo
Consonant Teams
digraphs
ch, sh, th, wh, ph, gh (as in rough)
diphthongs
oi, oy, ou, ow
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
ExErCIsE A
Each of the following words has a pattern of VCCV, VCCCV, or
VCCCCV. 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.
example
vict im
vccv
vic / t im
vc / cv
1. muddy
2. perfect
3. roughest
4. immense
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5. forbidden
A consonant digraph is a
team of two consonants
that combine to create one
consonant sound. The digraphs
are ch, sh, th, wh, ph (as in
graph), and gh (as in tough).
These consonants must appear
together in a syllable—do not
separate them.
Tip
6. hackney
7. hawthorn
8. instruct
ExErCIsE B
The following words have a VCV pattern. Label the vowels and
consonants, and then listen for the sound of the first vowel. If it is
accented and short, divide the word after the middle consonant. In all
other cases, divide before the middle consonant (V / CV).
1. ruler
touch / ing
not touc / hing
2. climate
3. shiver
4. music
5. proper
You might start by
separating out suffixes and
prefixes, remembering that -ed is
only separated after d or t. Then
separate any syllables with Cle
(consonant + -le). Finally, label
the remaining vowels (except the
silent e’s) and the consonants in
between and break the word into
syllables.
Tip
ExErCIsE C
Now try dividing the following words into syllables. Mark the vowels,
then the consonants in between, and follow the other guidelines from
the chart before dividing.
1. riot
2. recoil
3. hustle
4. reluctant
5. insecure
6. metaphor
7. anticipate
8. cleverly
9. pacify
10. exasperated
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Name: ____________________________________________________ Date: ___________________
LEssON 23
Word of the Week
nostalgic (n@ stal> jik) adj.,
having a feeling of longing for
someone or something from the
past
After visiting the old schoolhouse,
Nina couldn’t help but feel
nostalgic for her own childhood.
The word nostalgic contains
three syllables and also includes
a schwa sound. The schwa sound
(@) indicates a vowel sound that is
not emphasized (as in the words
extra, civil, and honor).
spelling by syllables
Understand the Concept
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.
You can break words into syllables and think about each syllable
separately. This can help you to sound out and spell the word.
examples
beautiful
environment
occurrence
beau / ti / ful
en / vi / ron / ment
oc / cur / rence
Don’t worry about getting the syllable breaks exactly correct. Some
words can be broken in more than one way (in / cre / di / ble or in /
cred / i / ble). However, there are a few guidelines. First, use the jaw test.
Hold your hand on your chin as you say the word. Each time your jaw
drops down, that should be the end of a syllable.
Secondly, if a word has a double consonant, you should usually
break it between consonants (fol / low). Also break a word between two
consonants that sound separately (nap / kin) or between two vowels
that sound separately (fli / er). Never separate vowel teams such as ea,
ei, oo, ay, and oi, or consonant teams such as ch, sh, th, and wh, because
they work together to make one sound. Many consonant blends (pairs
of consonants that blend together, such as br, cr, dr, nd, nt, pl, sl, sc, st,
and sw) also stay together.
Try It Yourself
ExErCIsE A
Break the following words into syllables. Draw a slash between each
syllable.
1. authentic
2. profession
3. reinforce
4. liar
5. building
6. battle
7. memorize
8. literature
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Thinking of words in terms of syllables can help you remember
how many syllables a word has. Knowing the number of syllables
will prevent you from forgetting letters or adding incorrect letters.
For example, many people misspell the word privilege because they
pronounce it priv-lege, leaving out the middle syllable. By saying the
word clearly to yourself, you can remember that it has three syllables
and will be sure to include the middle vowel.
In the same way, people often add syllables that aren’t really there,
or mix up syllables so they pronounce them in the wrong order. The
word athletic is commonly mispronounced ath-e-le-tic. The word
nuclear is commonly mispronounced as nuke-yoo-lar, when it really
should be nu-cle-ar. Pronouncing words syllable by syllable can help
you avoid making these common mistakes.
Try It Yourself
Tip
To break a word into its
syllables:
• Use the jaw test. Hold your
hand on your chin as you say
the word.
• Break a word between
double consonants (ap /
ple) or between two different
consonants that sound
separately (bad / ger).
• Break a word between two
vowels that are sounded
separately (qui / et).
• Never separate vowel teams or
consonant teams.
ExErCIsE B
Say each of the following misspelled words aloud. Then, spell the word
correctly. Note the correct number of syllables in the word.
1. intresting
The dictionary shows how
words should be divided
if they appear at the end of a
line and need to be hyphenated.
Sometimes these end-of-line
divisions match the syllable
divisions, and sometimes they do
not.
Tip
2. labratory
3. libary
4. dialate
5. Febuary
6. jewlery
7. mischievious
8. disasterous
Just for Fun
One of the longest non-words in the English language is the made-up
word SUPERCALIFRAGILISTICEXPIALIDOCIOUS, featured in a
song from the movie Mary Poppins. Divide the word into its syllables.
How many syllables does it have? What prefixes and suffixes can you
identify?
As an alternative, try breaking down this monstrosity, said to be the
very longest real word in the English language (it’s the name of a lung
disease): PNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS. How many syllables does it have?
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Name: ____________________________________________________ Date: ___________________
LEssON 24
Word of the Week
converse (k@n v@rs>) v.,
exchange opinions and thoughts
in speech
The two-hour car ride was
uncomfortable because Max and
his dad hardly conversed the
whole way.
If you say the word converse with
the stress on the first syllable
(CON-verse), the word means
“reversed in order, relation, or
action.” Here’s an example of that
word in a sentence: It is true that
all cows are mammals, but the
converse—that all mammals are
cows—is false.
stressed and Unstressed syllables
Understand the Concept
A word with more than one syllable has at least one syllable that is
stressed, or emphasized, more than the others. The stressed syllable
is the one you say more forcefully. Knowing which syllable to stress
is an important part of pronunciation. In a dictionary entry, stressed
syllables may be marked with an accent mark.
examples
bag´ • pipe \bag´ pīp\
re • citeʹ \ri sīt´\
Many words in English have the stress on the first syllable. But if a word
has a prefix, the second syllable is usually stressed instead.
examples
popʹ • u • lar
un • popʹ • u • lar
Try It Yourself
ExErCIsE A
A syllable is a word part
that contains one vowel
Tip
sound.
Break each of the following words into syllables. Then place an accent
mark next to the syllable that is stressed.
example
athlete
athʹ / lete
1. certain
2. eclipse
Some words have more
than one stressed syllable.
In these cases, the syllable
with the weaker stress may be
indicated with a different accent
mark, often smaller or placed
lower.
3. inflexible
in´ • ter • ven´ • tion \int´ @r ven´
sh@n\
8. enduring
Tip
4. nuisance
5. effective
6. spitfire
7. theatrics
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
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cap´ tain
pro tec´ tion
e lim´ i nate
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If a stressed syllable ends in a single vowel, the vowel says its long sound
(its name).
examples
na´ ture
hu´ man
Vowels in unstressed syllables are more likely to have the neutral,
indistinct schwa sound (@). Look what happens to the sound of the i in
confide as a suffix is added and stress shifts to a different syllable:
con fide´ (long i sound)
con´ fid ence (schwa)
Vowels in unstressed syllables can be hard to identify. The indistinct
vowel sounds in words like excellent and actor often lead to misspellings
such as excellant and acter.
Try It Yourself
ExErCIsE B
Break each of the following words into syllables and place an accent
mark next to the syllable that is stressed. Next, say each word to yourself
and circle any syllables in which you hear the schwa sound.
tepid
tep´ / id
1. perfection
2. fictitious
3. billiards
4. astonish
Just for Fun
Write a sentence using mostly
words with more than one
syllable. Then, try reading the
sentence so that the stress is on
all the wrong syllables. Rehearse it
to yourself first, and then try it out
on the student next to you. How
silly do you feel using such ve-RY
BIZ-zare PRO-nun-SEE-a-SHUN?
5. culprit
6. festoon
7. indignant
8. migrate
Often, where you put the stress can make the difference between one
word and another with a completely different meaning. Where would
you put the stress on the word entrance when reading the sentences
below?
The entrance is on your left.
Derrick’s magic tricks will entrance the audience.
How many other words can you think of that are spelled alike, but have
the stress on different syllables? (Hint: Many of them are the noun and
verb forms of the same word, such as torment and torment, insult and
insult.)
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Name: ____________________________________________________ Date: ___________________
Time Out For Test Practice
syllabication
Identify the correct consonant and vowel patterns found in each of the
following words. Place the corresponding letter on the blank.
_____ 1. aghast
A. VCVCV
B. VCCCV
C. VCCV
D. None of the above
_____ 4. magnanimous
A. VCVCVCV
B. VCCVCVCVV
C. VCVCCCVVC
D. None of the above
_____ 2. barrio
A. VCCVV
B. VCCVC
C. VCVV
D. None of the above
_____ 5. remnant
A. VCCV
B. VCCCV
C. VCCCCV
D. None of the above
_____ 3. fraction
A. VCV
B. VVCVV
C. VCCVVC
D. None of the above
_____ 6. suffusion
A. VCVCV
B. VVCCV
C. VCCCV
D. None of the above
Read the following words. For each question, select the letter that corresponds
to the correct syllable breaks and placement of the accent mark (´). Write it on
the blank.
_____ 7. tint
A. tint´
B. ti´ nt
C. t int´
D. None of the above
_____ 10. delicate
A. del´ i cate
B. deli´ cate
C. delic ate´
D. None of the above
_____ 8. putty
A. putt y´
B. pu´ tty
C. put´ ty
D. None of the above
_____ 11. swerve
A. sw er ve´
B. swer´ ve
C. swe rve´
D. None of the above
_____ 9. distress
A. di stress´
B. dis´ tress
C. dist ress´
D. None of the above
_____ 12. veering
A. veer´ ing
B. ve´ ering
C. ve er´ ing
D. None of the above
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Name: ____________________________________________________ Date: ___________________
LEssON 25
Homophones
Understand the Concept
Homophones are words that sound alike but have different meanings
and usually, different spellings. They can cause confusion for spellers.
examples
hair and hare
soul and sole
too, two, and to
Try It Yourself
ExErCIsE A
Choose the correct homophone to complete each of the following
sentences.
1. People started leaving the cafeteria after they noticed a (foul / fowl)
____________ odor coming from the kitchen.
2. Patrick (died / dyed) ____________ his hair a hideous shade of
neon green.
Word of the Week
waver (w6> v@r) v., act
hesitantly or indecisively; sway
back and forth
The soldier did not waver in her
fight against the enemy.
The words waver and waiver
are homophones. They are
pronounced the same but have
very different meanings. The word
waiver is a noun that means “the
act of intentionally giving up a
known right, claim, or privilege.”
The word homophone
comes from the Greek
roots homo, meaning “same,” and
phone, meaning “sound,” so it
literally means “same sound.”
Tip
3. Jeremy gave Aysha a five- (carrot / caret / carat) ____________
diamond ring.
4. When the police first came on the (seen / scene) ____________,
they had trouble determining what had happened.
5. The waxwork statues in the museum looked so lifelike that the
children were convinced they were (reel / real) ____________
people.
6. According to the latest issue of the school paper, the (role / roll)
____________ of Juliet will be played by Emily Perry.
7. The new curtains in the living room were (sheer / shear)
____________; anyone could see right through them.
8. I felt the (course / coarse) ____________ grain of the sandpaper
under my thumb.
ExErCIsE B
For each of the following words, think of a homophone, or another
word that sounds the same. Then, give the definitions of both soundalike words.
example
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Some contractions are
also homophones. Do
not get it’s (a contraction, or
blend, of it is) mixed up with its
(a possessive adjective meaning
(“belonging to it”). Also remember
the difference between they’re (a
contraction of they are) mixed up
with the possessive adjective their
or with there, a word meaning the
opposite of here.
Tip
fax
Homophone: facts
A fax is a facsimile, or copy, of a document that is sent
through the phone lines. Facts are true statements.
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Just for Fun
Many spelling mistakes occur
when people substitute a
homophone in place of the word
they actually meant to use. With a
partner, come up with a sentence
that contains many mistakes of
this kind. When you are finished,
write your homophone sentence
up on the board.
Eye kin knot bee leave wee maid
sew men knee miss steaks!
1. chord
2. your
3. their
4. wail
5. vile
Do not rely on a computer
spell checker to catch
all your spelling mistakes! If you
use the wrong homophones, the
spell checker will not be able to
tell the difference. It has no way
of knowing that, for example, you
meant to write “mistakes” instead
of “miss steaks.”
Tip
6. flour
7. groan
8. taut
9. suite
10. heal
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Name: ____________________________________________________ Date: ___________________
LEssON 26
Homographs
Understand the Concept
Homographs are words that are spelled the same, but have different
meanings and often, different pronunciations. They are listed as
separate entries in the dictionary. Homograph literally means “written
the same.” It comes from the Greek roots homo, meaning same, and
graph, meaning to write.
examples
lock (of hair) and lock (as on a door)
bass (the fish) and bass (having a low pitch)
Word of the Week
entrance (in trans>) v., carry
away with wonder and delight
The fabulous production will
entrance all who see it.
A homograph for entrance is
the word entrance (en> tr@ns),
meaning “place of entry.” The two
words have the same spelling, but
are pronounced differently and
have different meanings.
Often, homographs are words that are related, but have a different meaning and function. For example, one may be a verb and the other a noun.
examples
close (clōs´) adj., nearby
close (clōz´) v., to shut
1
2
Other times, however, the words may be completely unrelated in
meaning.
examples
1
2
wound (wünd´) n., a cut or a sore
wound (waund´) v., past tense of the verb wind
Homographs that are
pronounced alike, such
as moor (secure a boat) and
moor (meaning a piece of open,
unfertile land), are often called
homonyms.
Tip
It is good to be aware of homographs so that you do not become
confused by them in your reading.
The word homograph
literally means “written the
same.” It comes from the Greek
roots homo, meaning same, and
graph, meaning to write.
Tip
Try It Yourself
Look for the pairs of homographs underlined in the following
sentences. Then, give the pronunciation and meaning of each
homograph.
1. When he is feeling restless, my cat Sid tears through the house at
top speed.
The forced journey of the Cherokee to Oklahoma in 1838 and 1839
was known as the “Trail of Tears” because it was a time of great
suffering.
2. The President’s speech was live, meaning that it was broadcast on
television at the same time he was delivering it.
Cassie would like to live in Manhattan one day.
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3. I flipped through the contents of the newspaper until I found the
funnies, which made me content.
4. The sanitation workers went on strike, saying they would refuse
to pick up any more refuse until they received a long overdue pay
raise.
5. The skier’s feet grew number the longer she stayed out in the cold.
A great number of people came to see the hockey game at the
arena.
Just for Fun
As a class, create an illustrated homograph dictionary. First, brainstorm
a list of homograph pairs and groups. Then, each student should create
an entry for one pair or group of homographs, giving the definition
and a sample sentence for each along with illustrations, as shown in the
example below.
When everyone has completed his or her entries, put them in a threering binder to create a class dictionary.
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Name: ____________________________________________________ Date: ___________________
LEssON 27
Commonly Confused Words
Understand the Concept
Spellers can be confused by words that have similar spellings, though
pronunciation and meaning are different. Such pairs or groups
usually look almost alike; spelling differs by only one or two letters.
The pronunciation is often similar, and sometimes the meanings are
related as well, making the words even more easily confused. Look
over the following pairs of words and practice using them correctly in
your own writing.
affect/effect. Affect is a verb meaning “to influence” or “to have an
effect on.” Effect is a noun meaning “the result of an action.” As a verb,
effect means “to cause” or “to bring about.”
The teacher warned us that poor attendance would affect our
final grade.
Word of the Week
eligible (el> @ j@ b@l) adj., fit or
suitable
Karin was not eligible for the
volleyball team because her
grades had dropped too low.
The word eligible is often
confused with illegible, a word
meaning “unreadable,” usually
with reference to handwriting.
The word illegible contains the
Latin root leg, meaning “read,”
combined with the prefix il-,
meaning “not,” and the suffix -ible,
meaning “able to be.”
Every good deed has a positive effect on those around you.
During the Industrial Revolution of the 1800s, new inventions
such as the cotton gin, the reaper, the light bulb, and the
phonograph effected great change in American society.
accept/except. To accept means to welcome something or to receive
something willingly. To except is to exclude or to leave something out.
It is most often seen as a preposition meaning “with the exclusion or
exception of.”
The actor accepted the award.
Everyone except Martha had forgotten the homework.
advice/advise. Advice is a noun, and advise is a verb. Note that the two
are pronounced differently.
I need some advice.
My counselor advised me to take study hall.
all right/alright. All right is always spelled as two words. The word
alright does not exist.
It’s all right with me if you don’t want to go.
a lot/alot. A lot is always spelled as two words. The word alot does not
exist!
A lot of people misspell the expression “a lot.”
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Always check over your
work carefully. Do not rely
on a spell checker or grammar
checker to do your proofreading
for you. For example, suppose
that, in a letter to a new employer,
you write: “I’d be happy to except
the position.” The spell checker
will not be able to tell that you
actually meant to write accept!
Tip
angel/angle. An angel is a heavenly being with wings. But just reverse
the last two letters and you have an angle, one of those things you study
in geometry class. Angle can also mean “point of view.”
From a certain angle, Bertha looked like an angel.
loose/lose. Loose is the opposite of tight. Do not confuse it with lose, the
verb meaning “to misplace.”
The dog was loose and we were afraid we might lose her.
precede/proceed. Precede means to come before or go before. Proceed
means to advance or progress.
There will be a social hour preceding the ceremony.
The sign warned us to proceed with caution, as the bridge could
be icy.
Just for Fun
Make up a song, jingle, silly poem,
or advertising slogan using words
you have learned recently. Share
your writing with a partner.
quiet/quit/quite. Although the words are simple, their similar spelling
makes them easy to mix up. Quiet means “silent.” Quit means to leave,
stop, or to give up. Quite means “completely; very” or “to a considerable
extent.”
“Quit whining and be quiet! I have had quite enough already,”
snapped the cranky babysitter.
than/then. These words can sound exactly alike when spoken, and
differ in spelling by only one letter. However, they can never be
interchanged in writing. Than is a conjunction used when making
comparisons. Then should be used to show a sequence of events or to
refer to a specific time.
Jeff believed that his Chevelle was cooler than his friend’s Ferrari.
The child built a tower of blocks, then knocked it down and
began to howl.
Try It Yourself
Choose five words from the list above and write a sentence of your own
using each one correctly.
1.
2.
3.
4.
5.
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
Homographs and Words with Multiple Meanings
Choose the definition for each underlined word as it is used in the sentence.
_____ 1. The boys sang verse one, the girls
sang verse two, and all joined
together for the refrain.
A. repeated verse
B. keep from doing something
_____ 2. Although Mira proofreads her
work carefully, she always seems to
overlook certain spelling errors.
A. look over; inspect
B. supervise; oversee
C. place from which one may look
down on a scene below
D. look past; miss
_____ 3. During the president’s speech, Danny
plans to take notes and record them
in his notebook.
A. register sound or data on a disc or
tape
B. make a written copy
C. something on which sound
or visual images have been
reproduced
D. official copy of something
_____ 4. Janine figures that if she practices
well several times a week, she will be
a better piano player by the end of
summer.
A. conclude; decide
B. calculate with numbers
C. prominent personalities
D. bodily shape or form
_____ 5. The circus spectacle is sure to
entrance the children.
A. first appearance of an actor or
performer in a scene
B. permission to enter
C. place of entry
D. carry away with delight or wonder
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_____ 6. The grain factory is able to produce
up to 20 tons of cereal per day.
A. offer to view or notice
B. extend in length, area, or volume
C. give being, form, or shape to;
make
D. agricultural products
_____ 7. The garbage truck picks up the
school’s refuse every Monday.
A. express oneself as unwilling to
accept
B. worthless part of something
C. trash or garbage
D. deny or decline
_____ 8. The minute organism could only be
seen under a microscope.
A. short space of time; moment
B. very small
C. sixty seconds
D. memorandum
_____ 9. At the end of the ceremony, it was
time to present the awards.
A. something presented: a gift
B. the present time
C. to give or bestow formally
D. to be in attendance
_____ 10. As the wind picked up, the waves
began to buffet the boats in the
harbor, knocking into them again
and again.
A. something that strikes with force
B. a counter for refreshments
C. to make one’s way under difficult
conditions
D. to strike repeatedly
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LEssON 28
Word of the Week
commotion (k@ m9> sh@n) n.,
disturbance; noisy confusion
During the commotion, the
private detective lost track of his
suspect.
You can usually look up a word’s
origins, or etymology, in a regular
dictionary. The word commotion is
a Middle English word that comes
from the Anglo-French word
commocion, which comes from
the Latin words commotion- and
commotio, which come from the
word commove–re.
Word Origins
Understand the Concept
Words in English come from many different sources. Some evolved
from older forms of English. Others have their roots in ancient Greek
and Latin, or were borrowed from French, German, Spanish, and other
languages. Some words came from the names of people, places, and
legends, or refer to ancient practices and beliefs.
If you look up a word in a dictionary, you can usually find a short
description of where it came from and when and how it entered the
English language. Abbreviations may be used to save space.
example
feast [ME feste, festival, feast, fr. L festa, pl of L festum
festival]
(ME=Middle English; L=Latin; fr.=from; pl.=plural)
You can learn even more about the histories of words by looking in a
dictionary of word origins. Some words have quite interesting histories.
Below are a few examples.
The study of word origins
is called etymology. Most
dictionaries provide information
about the origins of words.
However, for more detailed
explanations, consult a dictionary
of word origins, or etymological
dictionary. Your librarian may be
able to recommend a good one.
Tip
ballot
Taken from the Italian word ballota, meaning “small ball or
pebble.” Italians once cast votes in an election by placing a
pebble into a slot.
coconut When Portuguese explorers found these large palm seeds in
the tropical areas of the Americas, they thought they looked
like the heads of goblins and called them cocos, meaning
“goblins” or “bogeymen.” Later, English speakers added nut
to the end of the word.
panic
Comes from the name of Pan, a Greek god of forests and
fields. The Greeks believed that Pan was very mischievous
and fond of frightening travelers in remote places. Therefore,
a sudden, overwhelming fear was called a panic fear, or a fear
caused by Pan.
Try It Yourself
ExErCIsE A
Using a standard dictionary or a dictionary of word origins, find
the origins of each of the following words. Be sure to define any
abbreviations used (OE = Old English, for example). Write your
answers in your notebook.
1. daisy
2. curfew
3. candidate
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4. magic
5. gymnasium
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New words are entering the English language every day. They may
come from the following sources:
Sources
names of people and places
Examples
hamburger, from the city of Hamburg,
Germany
acronyms
radar, from radio detecting and ranging
shortening longer words
auto, from automobile
brand names
Levi’s, Scotch tape, Xerox, Kleenex
other languages
deluxe, from French
Try It Yourself
Read the following words, then look each one up in a good dictionary.
Write the definition of the word in your notebook; then tell where it
came from.
scrooge
memo
thermos
sonar
boycott
There are many sites on
the Internet devoted to
word origins. Visit a search engine
(such as Google) to find more.
Tip
Just for Fun
Play a word origins game with your classmates. Scan through a
dictionary of word origins and pick a word that has an interesting
origin; or, select a word from a list of vocabulary or spelling words your
class is working on. Make note of the word’s true origins; then, use your
imagination to think of two other (false) explanations of where the
word came from.
example
To find the meanings of
abbreviations used in your
dictionary, look in the explanatory
notes. These may be near the
front of the dictionary.
Tip
ExErCIsE B
1.
2.
3.
4.
5.
The word tantalizing
comes from the Greek
myth of Tantalus, a legendary king
who was condemned to stand up
to the chin in water with tempting
fruit hanging just over his head.
Tantalus grew very thirsty and
hungry, but as he tried to drink
the water or reach for the fruit, it
would move just out of his reach.
Tip
robot
A. from a Japanese brand name
B. from the Czech robota, meaning “work”
C. an acronym for Reorientation by Optimal Technology
Answer: b
Read the word and all three explanations in front of the class. Will your
classmates be able to pick out the true origins—or will they be fooled by
one of your bogus explanations?
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Name: ____________________________________________________ Date: ___________________
LEssON 29
Word of the Week
retort (ri t9rt>) v., make a sharp
or angry reply
Helena, who is known for being
patient, will not retort unless she
is provoked.
The word retort comes from
the Latin word retortus, the past
participle of retorque–re, which
literally means “to twist or hurl
back.” Synonyms of retort include
the words answer, rejoin, respond,
and return.
Idioms and Clichés
Understand and Concept
Idioms are word phrases whose meanings are not literal. For example,
if two people “bury the hatchet,” they do not literally dig a hole and
bury a hatchet. The phrase “bury the hatchet” is an idiom meaning “to
resolve a dispute.” Idioms are found in English (and other languages)
and can be confusing if you’re unfamiliar with their meanings.
example
Summer vacation is just around the corner.
If you walk down the block and turn the corner, do you think you’ll
find summer? Of course not! The saying really means that summer will
be here soon.
Studying idioms (what they mean and their origins) is fascinating
and fun. As you learn more about idioms, you may want to keep a
section in your Word Study Notebook to record interesting idiomatic
phrases.
Try It Yourself
ExErCIsE A
Match each idiomatic expression with its meaning. Write the number
of the idiom in front of the correct definition.
Idiom Meaning
1. top dog
____ hurry up
2. gift of gab
____ not difficult
3. chill out
____ a boss or leader
4. rings a bell
____ face up to the truth
5. shake a leg
____ relax
6. dime a dozen
____ to be fond of talking
7. small potatoes
____ to sound familiar
8. see eye to eye
____ something that is inexpensive and/or
easy to find
9. easy as pie
____ agree
10. get real
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____ something that is not important
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Do you know any other idioms? Write five, with their definitions, here:
11.
Just for Fun
Do you know any other clichés?
Write three sentences that include
these clichés. Exchange your
sentences with a partner and try to
rewrite each other’s sentences so
that they retain the same meaning
but do not use clichés.
12.
13.
14.
15.
Do you know what the following expressions mean? Write their
definitions below.
16. Matt was cool as a cucumber while playing his trumpet solo at the
concert.
meaning:
17. Jennifer is on the ball. She always finishes her homework before
dinner.
meaning:
Clichés
Clichés are phrases that are overused and thus boring to hear or read.
Although the use of clichés is common, try to avoid them in your own
writing.
example
Gina’s hair is neat as a pin.
Try It Yourself
ExErCIsE B
Rewrite these sentences so they don’t include the underlined clichés.
Write your answers in your notebook.
1. The team put up a good fight, but lost in the final minutes of the
game.
2. That morning radio announcer is full of hot air.
3. My grades are falling, so I’d better hit the books.
4. The substitute teacher was off the wall.
5. Dana insists on going bowling and skating for her birthday. She
really wants to have her cake and eat it too.
6. My uncle said I could have his fancy convertible car when I turn
sixteen. Of course, he was just pulling my leg.
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Name: ____________________________________________________ Date: ___________________
LEssON 30
Word of the Week
chronology (kr@ n5> l@ g7)
n., arrangement of events in the
order they occurred
David drew a time line to show
the chronology of events in his
life, beginning with his birth to his
eighth-grade graduation.
The Greek root chron means
“time.” It was taken from the
name of the Greek god Cronus
(Kronos), who ruled time. Other
words with this root include
chronic (meaning something,
such as an illness, that recurs over
time), chronicle (a story of events
told in the order they occurred),
and chronometer (a type of very
accurate clock).
Words related to Time
Understand the Concept
English names for the days of the week and for the months of the
calendar year are derived from ancient Greek, Roman, and Germanic
languages. The ancient Greeks named the days of the week after the sun,
the moon, and the five known planets. These five planets were named
after the Greek gods Ares, Hermes, Zeus, Aphrodite, and Cronus.
When Roman civilization spread through Europe, Romans
replaced the Greek gods’ names with names they themselves had
chosen. Ares, Hermes, Zeus, Aphrodite, and Cronus became Mars,
Mercury, Jupiter, Venus, and Saturn. Later, Germanic peoples
substituted their gods’ names for the names of the Roman gods. They
did not change Saturday (“Saturn’s day”), but the other four became
Tiu, Woden, Thor, and Freya.
Day
Sunday
Meaning
day of the sun
Monday
day of the moon
Tuesday
Tiu’s day. Tiu was a Germanic god of the sky and of war (Ares or
Mars, according to the Greeks and Romans respectively)
Wednesday
Woden’s day; Woden is the chief god (the Greeks and Romans
called this the day of Hermes, or Mercury)
Thursday
Thor’s day; Thor is the god of thunder (to the Greeks and Romans,
it was Zeus, or Jupiter)
Friday
Freya’s day; Freya is the goddess of love and beauty (the Greeks
and Romans called it Aphrodite’s day or Venus’s day)
Saturday
Saturn’s day; the day of Saturn, Roman god of agriculture (to the
Greeks, this was originally Cronus’s day)
Try It Yourself
ExErCIsE A
Look up each of the months of the year to find out where their names
came from.
1. January
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2. February
3. March
4. April
5. May
6. June
7. July
8. August
9. September
10. October
11. November
12. December
ExErCIsE B
Do some research to find the answers to these questions about timerelated words and phrases. Write your answers in your notebook.
1. What is the Ides of March?
2. Where does the term “Fat Tuesday” come from?
3. Which American holiday is always celebrated on a Thursday?
4. Where did the term “Halloween” originate?
5. Where did the term “Easter” come from?
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Name: ____________________________________________________ Date: ___________________
LEssON 31
Word of the Week
foliage (f9> l7 ij) n., leaves,
flowers, and branches
Lucian found the lost lamb caught
in the foliage behind the barn.
The word foliage comes from the
French word foille, meaning “leaf.”
A dialect is a version of
a language spoken by the
people of a particular time, place,
or social group. People speaking
different dialects of the same
language may use different words
for the same thing. They may spell
and pronounce words differently
as well.
Tip
In Australia and New
Zealand, a mate is a
buddy, a bloke is a guy, and to
feel crook is to feel ill. Tramping
means hiking, and woolies are
long underwear.
Tip
In Trinidad, to lime means to hang
around or loiter.
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English Around the World
Understand the Concept
English is spoken all around the world. It is the official and most widely
spoken language of the United States, Canada, Great Britain, Ireland,
Australia, Jamaica, and New Zealand. Many people in India, Nigeria,
South Africa, and other nations also speak English as their primary
language. However, English is not spoken the same in every place.
Americans, Scots, Nigerians, and Jamaicans speak different dialects,
different versions of English. In many cases, they use different words
to express the same thing or idea. In addition, they often spell and
pronounce words differently.
Following are some British terms and their equivalents in
American English.
British Terms
afters
Alsatian
bobby
bonnet
boot
caravan
chips
cooker
dummy
dustbin
flat
form
fringe
frock
garden
holiday
lift
loo
lorry
mackintosh
nappy
pants
pavement
petrol
pinch
pram
queue
rucksack
American Terms
dessert
German shepherd
police officer
hood of a car
trunk of a car
motor home
french fries
oven
child’s pacifier
garbage can
apartment
grade level in school
bangs
dress
yard
vacation
elevator
bathroom
truck
raincoat
diaper
underwear
sidewalk
gas
steal
baby carriage
line of people
backpack
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tap
torch
trousers
wally
wellingtons
faucet
flashlight
pants
nerd
rubber boots
Below are some words that are spelled differently in British English and
American English.
British Spelling
aeroplane
cheque
colour
draught
jewellery
lasagne
neighbour
omelette
pyjamas
speciality
theatre
tyre
American Spelling
airplane
check (form of payment)
color
draft
jewelry
lasagna
neighbor
omelet
pajamas
specialty
theater
tire
People all over the world
may speak different
dialects of English. In fact, you
may have a different dialect than
someone who lives in another
city or state. For example, in some
areas of the United States, a soft
drink is called a pop. In others,
it is called a soda. Many words
common in the Southern United
States are rarely heard in the
North. It is important to be aware
of these differences and respect
variances of the English language.
Tip
Try It Yourself
“Translate” the following sentences into American English! That is,
rewrite them in your notebook using standard American spelling and
usage.
1. The queue at the theatre wound down the pavement all the way to
the corner.
2. The cook finished making an order of chips and began preparing
an omelette, her speciality.
3. The Fox family took the caravan on holiday to Rivermouth.
4. A friendly bobby helped Father to change the tyre of the lorry.
5. Sally put on her mackintosh and wellingtons and went out into the
rain.
6. My neighbour Bobby Grey is in the third form, and his brother is
in the fourth.
7. Before leaving the flat with little Bonnie, Mrs Green made sure to
put a dummy and an extra nappy in the pram.
8. The day before the big dance, Jane rushed out to find a piece of
jewellry that would match her rose-coloured party frock.
9. Peter took the Alsatian into the garden to play fetch.
10. Awakened by a loud noise, Grig pulled on some trousers over
his pyjamas, grabbed a torch, and went outside to see what had
happened.
Punctuation style also
differs between dialects.
The British do not use a period
after the abbreviations of titles
such as Mr., Mrs., and Dr.
Tip
Just for Fun
Find a book written by a British author, such as J. K. Rowling, Joan
Aiken, or Lewis Carroll. As you read, look for words and expressions
that are used in British English but not in your dialect of English. See if
you can identify words spelled differently than you would spell them.
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Name: ____________________________________________________ Date: ___________________
LEssON 32
Word of the Week
inadvertently (i< n@d v3r> t?nt
l7) adv., unintentionally
I inadvertently got my best friend
Keenan in trouble after the
teacher found the note I passed
him in class.
When you encounter an unfamiliar
word, you can use context clues to
try to uncover its meaning. In the
sentence above, you can assume
that the speaker did not mean to
get his best friend in trouble, so
the definition of inadvertently is
easier to guess. Try to integrate
new words you learn into your
own vocabulary.
Becoming a Word Watcher
Understand the Concept
Reading and listening actively can help you build your vocabulary.
Remember that you can become a better reader and improve your
vocabulary by keeping track of new words you discover and their
definitions. Throughout this year, you have learned many techniques
for building your vocabulary.
Remember that words can be fun. Look for interesting words with
pleasing, unusual, or funny sounds. Find words that mean exactly what
you want to say. Use new words in your writing and speech, and don’t
be afraid of making mistakes. You will be nourishing a skill that will
continue to grow throughout your life.
Keep these tips in mind as you expand your word knowledge:
• Keep a word study notebook.
• Use PAVE to learn and practice using new words.
• Use context clues to determine word meaning.
• Use what you know about word parts to determine meaning.
• Use text support to understand the meaning.
• Look up the word in a dictionary.
• Ask for help.
Using the new words you learn in your writing and speech will refine
your knowledge of the word and reinforce what you have learned.
Remember to determine the connotations of new words in addition to
their denotations. Also, if you plan to incorporate the words into your
speaking vocabulary, make sure you know the correct pronunciations.
Try It Yourself
Look over the words shown below. Each word is followed by a definition
and a sentence showing how it can be used. Select from each list at least
two words that you would like to use in your own writing and speaking.
Log those words into your word study notebook and use each of them in
a new sentence.
Things (Nouns)
brunt (brunt´) n., main force, shock, or stress (as of an attack); greater
part of a burden.
The part of town on the west side of the river took the brunt of
the storm that went through last night.
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limbo (lim> b9) n., place or state of having been forgotten, neglected, or
ignored.
The proposal remained in limbo since the president had not
gotten around to considering it yet.
medley (med> l7) n., mixture or hodgepodge.
The talent show was a medley of different acts—singing,
dancing, magic, comedy, and more.
Many suffixes indicate
the function of the word.
Learn variations of words you
know already.
Tip
Example: adore (verb), adoration
(noun), adoring or adorable
(adjectives), adoringly (adverb)
tempo (tem> p9) n., rate of motion, pace; rate of speed (as of a musical
piece).
The basketball game kept going at an even tempo until the last
ten minutes, when the players really picked up the pace.
Action Words (Verbs)
obstruct (@b strukt>) v., block or close up by an obstacle; hinder from
passage, action, or operation; cut off from sight.
The tall man in the seat in front of me obstructed my view of the
game.
persevere (p@r s@ vi@r>) v., persist in undertaking something in spite of
opposition or discouragement.
Even if you aren’t a natural-born athlete, you can succeed in
sports if you persevere and practice hard.
elude (7 l2d>) v., avoid; slip away and take refuge from.
The thief eluded the police and escaped from the neighborhood
unseen.
garner (g5r> n@r) v., gain by effort; earn; accumulate or collect.
The politician hoped to garner votes by going door to
door to meet people.
impede (im p7d>) v., interfere with or slow the progress of.
The heat, humidity, and mosquitoes impeded our progress as
we hiked.
Describers (Adjectives and Adverbs)
naïve (n5 7v>) adj., simple; innocent; not having worldly wisdom.
It is naïve to think that everything you see on television is true.
ragtag (rag> tag) adj., ragged, unkempt, motley.
The movie was about a ragtag group of kids who played stickball
in an empty lot.
Pick five to ten new words
each week to incorporate
into your active vocabulary.
Choose words from your word
study notebook, and make an
effort to use these in your speech
or writing at least three times
during the week.
Tip
Just for Fun
Crossword puzzles and other word
games are a great way to explore
new words. Most newspapers
have a crossword or other word
puzzle. Find one and give it a try.
Make a list of new words that you
learn by doing the puzzle and
that you would like to add to your
vocabulary.
seldom (sel> d@m) adv., in few instances; rarely.
I love to go shopping downtown, but I seldom go, because it is
hard to find a ride.
nevertheless (nev @r th@ les>) adv., in spite of that.
Alex didn’t feel like doing his chores; nevertheless, he knew he
had to.
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Name: ____________________________________________________ Date: ___________________
Time Out for Test Practice
Idioms
Choose the phrase or sentence that best explains the meaning of each
underlined idiom. Write the corresponding letter on the blank.
_____ 1. Sven would love to be a surgeon, but
he is all thumbs.
A. Sven has no fingers.
B. Sven is not smart.
C. Sven is clumsy.
D. None of the above
_____ 4. Carmichael was told to let sleeping
dogs lie.
A. Carmichael is boring.
B. Carmichael is a snob.
C. Carmichael is sleeping.
D. None of the above
_____ 2. I had to back out of the concert.
A. I couldn’t see when I left the
concert.
B. I could no longer attend the
concert.
C. I wanted to go to the concert.
D. All of the above
_____ 5. I’ve been burning the candle at both
ends.
A. I’ve been very uncomfortable.
B. I’ve been very wasteful.
C. I’ve been very busy.
D. I’ve been very clear.
_____ 3. The band brought the house down!
A. The audience loved the band!
B. The band destroyed the set!
C. The band was booed off stage!
D. All of the above
_____ 6. Sasha and Toby are spilling the beans.
A. Sasha and Toby are telling lies.
B. Sasha and Toby are being
wasteful.
C. Sasha and Toby are revealing a
secret.
D. Sasha and Toby are making
dinner.
American vs. British spellings
For each of the following sentences, choose the American word or spelling.
Write the corresponding letter on the blank.
_____ 1. Jennifer took the (lift / elevator) to
the third floor.
A. lift
B. elevator
_____ 5. Hannah had a haircut yesterday. Do
you like her new (fringe / bangs)?
A. fringe
B. bangs
_____ 2. Joel felt a real (connection /
connexion) to his teammates.
A. connection
B. connexion
_____ 4. We had (lasagna / lasagne) for
dinner.
A. lasagna
B. lasagne
_____ 3. The (labour organisation / labor
organization) had a booth at the
political rally.
A. labour organisation
B. labor organization
_____ 6. May I have some (biscuits / cookies)
after dinner?
A. biscuits
B. cookies
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Answer Key
Lesson 1: Word Study Notebook,
page 1
Try It Yourself
Responses will vary. Students should include the
pronunciation and definition for the word atone,
along with a sentence illustrating its meaning, as
shown below. They may also include a drawing.
Encourage them to create a pun that helps them
remember the word.
Word: atone
Pronunciation: (@ t9n>)
Origins: Middle English word meaning, “to
become reconciled,” from at one meaning “in
harmony”
Definition: reconcile; to supply satisfaction for;
to make amends
Sentence using the word: Responses will vary.
Lesson 2: Review—Consonant and
Vowel Sounds, page 3
E x ercise A
E x ercise B
Long /ā/
[state, bay]
aid
crane
display
flame
hail
lame
make
neighbor
rein
veil
Other
[star, bear, awful]
art
care
guitar
lair
straw
1. /ou/ about, vow, know, shout
2. /oi/ boil, joy, poise, nose
3. /ô/ small, gnaw, auction, sauce
4. /u/ could, full, proud, foot
5. actor
6. incredible
7. important
8. confidence
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1. Soft c
[cell, city]
citrus
nice
receive
recent
ard c
H
[cake, actor]
candid
curtain
factory
popcorn
Other
march
ocean
2. sh ashamed
dish
shell
ci commercial
special
ti initial
nation
patient
ss mission
tissue
s sugar
unsure
Lesson 3: Syllables and Vowel Sounds,
page 6
Try It Yourself
Short /a/
[cat, mat]
babble
grasp
jab
rant
task
E x ercise C
Try It Yourself
E x ercise A
1. ro / tate: open syllable, vowel-silent e syllable
2. pud / gy: closed syllable, open syllable
3. sys / tem: closed syllable, closed syllable
4. ea / gle: vowel team syllable, consonant-le
syllable
5. par / tic / u / lar: r-controlled syllable, closed
syllable, open syllable, r-controlled syllable
E x ercise B
Short Vowel
at/tic
bet/ter
dic/tate
fog/gy
gym/nast
sun/ny
Long Vowel
a/corn
cry/ing
i/dol
me/ter
o/pen
ru/mor
Responses will vary. When the first vowel sound
is short, the first syllable is usually closed and
there is a double consonant in the middle of
the word (VCCV). When the first vowel sound
is short, the first syllable is usually open, and
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there is one consonant in the middle of the word
(VCV).
Lesson 4: Morphemes—Chunks of
Meaning, page 8
Try It Yourself
E x ercise A
1. pregame: the prefix pre- is attached to the
base word game
2. stardom: the suffix -dom is attached to the
base word star
3. purplish: the suffix -ish is attached to the
base word purple
4. nonrepayable: the prefixes non- and re-, as
well as the suffix -able, are attached to the
base word pay
5. judgment: the suffix -ment is attached to the
base word judge
6. transport: the prefix trans- is attached to the
word root port
7. visible: the suffix -ible is attached to the
word root vis
8. revolution: the prefix re- and the suffix -tion
are attached to the base word vol
E x ercise B
1. subdermal
prefix: sub-, meaning “under”
word root: derm, meaning “skin”
suffix: -al, meaning “having characteristics of”
predicted meaning: describes something that
is characteristically under the skin
2. semisweet
prefix: semi-, meaning “half; partly”
base word: sweet, meaning “a flavor not
bitter, salty, or sour”
predicted meaning: partly sweet, partly
bitter, salty, or sour
3. infinity
prefix: in-, meaning “not” or “without”
word root: fin, meaning “ending”
suffix: -ity, meaning “state of”
predicted meaning: the state of not ending
or being without end
4. ultrasonic
prefix: ultra-, meaning “too much, too
many, extreme”
word root: son, meaning “sound”
suffix: -ic, meaning “having characteristics of”
predicted meaning: describes something that
80
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0079-0089_Gr06_vocab&spelling-AK.indd 80
makes a sound with a frequency too high to
be heard by the human ear
5. indispensable
prefix: in-, meaning “not”
base word: dispense, meaning “throw away”
suffix: -able, meaning “able to be; capable of”
predicted meaning: describes something that
is not able to be thrown away or discarded
Lesson 5: Morphemes and Word
Families, page 10
Try It Yourself
1. These words all contain the base word pay.
They all have to do with paying, or handing
over money.
2. These words all contain the Latin word root
aqua. They all have to do with water.
3. These words all contain the prefix pre-. They
all contain the meaning “before.” (Prejudge
means “to judge before knowing,” preteen
describes the age “just before the age of
thirteen,” etc.)
4. These words all contain the suffix -able.
They all describe something that is able or
capable of having something done to it.
(Readable describes something that is able to
be read; drinkable describes something that
is able to be drank.)
5. These words all contain the word root ject,
meaning “to throw.” They all have to do
with something being thrown. (Projector
refers to a machine that “throws forward” an
image onto a screen. Eject means “to throw
out,” etc.)
Lesson 6: Looking for Patterns, page 12
Try It Yourself
Responses will vary. The pattern in each group is
described below.
1. The words all contain the final sound /f/.
2. These words all begin with the sound /j/.
3. These words all contain a double consonant
in the middle.
4. These words all contain the base word
achieve.
5. These words all contain the suffix -ive.
Exceeding the Standards: Vocabulary & Spelling
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Lesson 7: Word Parts (Prefixes,
Suffixes, and Root Words), page 14
Try It Yourself
E x ercise A
Prefixes
Suffixes
Word Roots
mis-, over-,
-est, -ate, -ion, crazy, take,
under-, trans-, -ify, -ed,
load, estimate,
de-, re-,
script, fer,
want, flect,
ver, look
E x ercise B
1. While the men hunted for deer, their wives
chopped wood with sturdy axes.
2. The cooks used knives to slice tomatoes for
the sandwiches.
3. On Fridays we have quizzes.
4. The pink flamingos [or flamingoes]
balanced on their toes in the marshes.
5. When the snow covered the roofs of the
houses and piled up in the branches of trees,
the Olsons got out their skis and headed for
the slopes.
Lesson 9: Spelling with Prefixes and
Suffixes, page 19
E x ercise B
Responses will vary.
Time Out for Test Practice, page 16
Try It Yourself
Spelling—Recognizing Word Parts
Students must form a sentence using the
correctly spelled word.
1. anxiously
2. lovable, loveable
3. chilliness
4. rating
5. unnoticeable
6. inadvisable
7. aging
8. sincerely
9. anxiousness
10. applying
1. B. competition
2. C.remote
3. B. hyperactive
4. A.familiar
5. D.impossible
6. B. anthropology
7. D.character
8. C.importance
9. A.democratic
10. C.surgeon
11. A.rumor
12. B. woeful
E x ercise B
Lesson 8: Spelling Plurals, page 17
Try It Yourself
E x ercise A
1. aliens
2. verandas
3. countries
4. probabilities
5. dictionaries
6. banjos, banjoes
7. clutch, clutches
8. boxes
9. quarrels
10. turkeys
11. barometers
12. taxes
13. businesses
14. responsibilities
15. envelopes
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E x ercise A
Responses will vary.
Lesson 10: Spelling—Sound-Alike
Endings, page 22
Try It Yourself
E x ercise A
1. fetch
2. couch
3. attach
4. mismatch
5. which
6. article
7. proposal
8. ladle
9. accidental
10. nickel
E x ercise B
1. movable
Exceeding the Standards: Vocabulary & Spelling
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2. flexible
3. respectable
4. curable
5. audible
E x ercise C
Responses will vary.
Lesson 11: Commonly Misspelled
Words, page 25
Try It Yourself
Lesson 12: Word Study Skills I, page 28
E x ercise A
Responses will vary.
Try It Yourself
E x ercise B
1. Our neighbor bakes the most delicious
meals.
2. You really should not run with scissors.
3. When washing clothes, it’s necessary to
separate the darks from the lights.
4. How many people get accepted to the college
of their choice?
5. There is an excellent restaurant near the
library.
Just For Fun
P E A M S H I D W O E C E I N
B C E N O T U R F I L O P S I
F O O R E M V I L L A I N T H
S M E A X U I R T A O L P H E
G M R B Y I U T O K N E R T W
Z I U S T Y G R T O P J I B E
B T V E X C E L L E N C E R P
N T V N I C O U H I D R E N D
O E N C E R W E I R D R S C N
K E G E Z W P O E R T S E H E
U Y I S E P A R A T E N P V C
L L E L A R A P X C F R I M S
V O R T E I D E C E N D R Q E
W K O F Z F E U G Z B R A A D
Q I F M O F S N E I C E T H H
Time Out for Test Practice, page 27
Spelling Patterns
1. B. radios
2. A.messes
3. D.days
4. D.roofs
5. B. zoos
6. A.misspelled
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7. C.noisily
8. C.courageous
9. D.famous
10. D.completely
11. B. beautiful
12. B. stretches
13. A.label
14. B. incredible
15. A.succeed
16. B. preceded
E x ercise A
Responses will vary. Students may guess that
prerequisite means “a requirement.”
E x ercise B
1. The prefix inter- means “between”
or “across” and -al means “having
characteristics of.” Intercontinental must
mean “going between or across continents”
(Ex: an intercontinental flight).
2. The suffix -or means “one who.” An advisor
must be “one who advises, or gives advice.”
3. The prefix co- means “together.” To
cosponsor something must mean “to sponsor
together.”
4. The prefix im- means “not,” and mobile
means “movable.” Immobile must mean “not
movable.”
5. The prefix over- means “excessive” or “too
much.” Overqualified must mean “too
qualified”; that is, having more education,
experience, or training than a job calls for.
E x ercise C
Responses will vary. Possible responses are given.
1. hack—tolerate (v.)
2. express—specific (adj.)
3. crystal—the glass or transparent cover over a
watch or clock dial (n.)
4. stern—the rear end of a boat
5. suspended—to cause to stop temporarily
Lesson 13: Word Study Skills II, page 31
Try It Yourself
Responses will vary.
Exceeding the Standards: Vocabulary & Spelling
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Time Out for Test Practice, page 33
Vocabulary in Context
1. A.standing out
2. C.scented
3. B. medicine or cure
4. D.to lessen or relieve
5. B. journey
6. C.frozen
7. D.trapped in the ice
8. A.forced to do something
Lesson 14: Using Reference Materials,
page 34
Try It Yourself
E x ercise A
Responses may vary. Possible responses are
given.
1. \käf´\
2. \de´ z@rt\ or \di z@rt´\
3. \rüf´\ or \r1f´\
4. \w@n(t)s´\
5. \s@ rē´ @l\
6. \kwän´ t@ tē\
7. \sī´ k@k\
8. \m@ lä´ d@k\
9. \di zälv´\
10. \fl1 re´ s@nt, flō-, fl0\
E x ercise B
Example sentences will vary.
1. inquire—verb
2. etiquette—noun
3. posthumously—adverb
4. relic—noun
5. prospective—adjective
E x ercise C
Responses may vary slightly
1. ail—from the Middle English word eilen,
from Old English word eglan; akin to the
Gothic word aglijan, meaning “to harm”
2. intrigue—a French word meaning “intricate
affair,” from the Italian word intrigo, from
intrigare, meaning “to entangle,” from the
Latin word intricare
3. meander—from the Latin word maeander,
from the Greek word maiandros, from
Maiandros (now Menderes), a river in Asia
Minor
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4. influence—a Middle English word from
Old French, from the Medieval Latin word
influentia, from the Latin word influent-,
influens, present participle of influere, which
means “to flow in” from in- plus fluere,
meaning “to flow”
5. reign—from the Middle English word regne,
from Anglo-French, from the Latin word
regnum, from reg- or rex, meaning “king”
Lesson 15: Using a Dictionary—
Choosing a Definition, page 36
Try It Yourself
E x ercise A
1. definition 1b: “a group of items packaged as
a unit”
2. definition 5b: “an organized troop”
3. definition 4b: “a large group of people
massed together”
4. definition 6: “a tightly packed mass of
material; esp. : a mass of ice chunks floating
on the sea”
5. definition 4a: “a group of often predatory
animals of the same kind”
E x ercise B
1. Four entries are given for the word desert.
The first entry is a noun, the second an
adjective, the third a noun, and the fourth a
verb.
2. The pronunciation given for the first two
entries is \de´ z@rt\. The pronunciation
given for the last two entries is \di z@rt´\.
3. Ten definitions are given for the word
desert, if we consider 1a and 1b as separate
definitions. If not, the count is nine.
4. Responses will vary.
Lesson 16: Using a Thesaurus—
Synonyms and Antonyms, page 38
Try It Yourself
E x ercise A
Responses will vary.
E x ercise B
1. A.dependable
2. B. precise
3. C.appropriate
4. A.tiresome
5. A.strange
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Lesson 18: Context Clues I: Comparison
and Contrast, page 44
E x ercise C
1. B. agreement
2. C.ignore
3. C.appreciate
4. B. delight
5. C.solid
Try It Yourself
Time Out for Test Practice, page 40
Synonyms
1. B. overjoyed
2. A.excessive
3. D.crabby
4. C.exactly
5. D.hurry
6. C.forbidden
7. A.forced
8. A.skimpy
9. C.overly busy
10. A.plodded
Antonyms
1. B. agreed
2. D.simple
3. A.at ease
4. D.modest
5. A.failing
6. C.clear
7. B. friendly
8. C.flexible
9. A.ordinary
10. B. strict
Lesson 17: PAVE—Predict, Associate,
Verify, Evaluate, page 42
Try It Yourself
Responses will vary. A sample response is given
for the first question.
1. Predict: Disclose might mean to give out
information or tell a secret.
Associate: My friend disclosed to me that
she had gotten a bad grade.
Verify: Disclose means to expose to view, to
make known or public, or to reveal.
Evaluate: The sentence does capture the
correct meaning.
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Responses will vary. Possible responses are given.
1. Steady means holding still. The sentence
uses contrast; keeping a steady hold of a
glass of juice is shown to be the opposite of
tipping and spilling it.
2. Urban means “of or in the city.” It is
contrasted with the country.
3. The sentence uses comparison to show that
ample means “plenty.”
4. The sentence uses comparison to suggest
that turbulent means “rough” as opposed to
“calm.”
5. The sentence uses contrast to show that
flimsy means “not sturdy or strong.”
6. The sentence uses contrast to show that a
cacophony is the opposite of silence—in
other words, cacophony means chaotic noise.
7. The sentence uses contrast to show that
hoard is the opposite of “share.”
8. The sentence uses comparison to show that
a sonnet is a poem.
9. The sentence uses contrast to show that
being stunned is like being surprised.
10. The sentence uses comparison to show that
to colonize a land means to take control of it
and rule over the people who live there.
Lesson 19: Context Clues II:
Restatement, Cause and Effect, and
Examples, page 46
Try It Yourself
Responses will vary. Possible responses are given.
1. The examples suggest that nemesis means
“enemy.”
2. The author uses restatement to show that
furrier means “a dealer in furs.”
3. If being anxious causes Paula to bite her
nails, anxious must mean something like
“nervous.”
4. The author uses restatement to show that
prolific means “producing a lot.”
5. The author uses restatement to show that
punctual means “arriving on time.”
6. The author uses restatement to show that
digress means to get off the subject.
Exceeding the Standards: Vocabulary & Spelling
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7. Icy roads would probably interfere with driving, or make drivers delayed. Hindered must
mean something like “delayed” or “held back.”
8. The author uses restatement to show that a
laceration is a deep cut.
9. The examples show that livestock refers to
domesticated animals such as sheep, cattle,
and hogs that are kept on a farm.
10. Not being able to find their dog, the
family would likely be upset and troubled.
Distraught must mean “upset.”
Lesson 20: Denotation and
Connotation, page 48
Try It Yourself
Responses will vary. Suggested differentiations in
connotation are shown.
1. irregular: atypical: deviating from normal
expectations; somewhat odd, strange, or
abnormal
unique: rare; singular; special
2. sympathize: share the feelings of; show
compassion towards someone or something
pity: feel sorry for someone else, not always
in a sincere or compassionate manner
3. shun: stay away from deliberately and
totally; expel from a community or group
avoid: keep out of the way of someone or
something
4. traditional: consisting of or derived from
tradition; classic
old-fashioned: out of fashion; out of date
5. foe: a specific adversary
enemy: any hostile person or group of people
6. pretty: having elements of beauty; attractive
cute: attractive or pretty in a diminutive way
7. fib: small or inconsequential untruth
lie: untruth
8. save: put away for later use
hoard: store up, usually beyond one’s needs
or in a selfish or obsessive way
Lesson 21: Sniglets and Invented
Language, page 50
carperimeter: from carpet and perimeter
furnidents: from furniture and indents
pigslice: from pig and slice
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E x ercise B
flepster
funch, blivett
slurm
E x ercise C
Responses will vary.
Time Out for Test Practice, page 52
Vocabulary in Context
1. A.vegetarians
2. D.cooking
3. B. caretaker
4. A.studied or considered
5. D.painstaking
6. A.note
7. B. average
8. B. inactive
9. D.reveal
10. B. uproar
Lesson 22: Syllabication, page 53
Try It Yourself
E x ercise A
Students should label the vowels and consonants
in each word, then break words
as indicated.
1. mud / dy (VC / CV)
2. per / fect (VC / CV)
3. rough / est (VCC / V; gh is a digraph)
4. im / mense (VC / CV)
5. for / bid / den (VC / CV, VC / CV)
6. hack / ney (VCC / CV; ck is a digraph)
7. haw / thorn (VC / CCV)
8. in / struct (VC / CCCV)
E x ercise B
1. ru / ler (V / CV)
2. cli / mate (V / CV)
3. shiv / er (VC / V)
4. mu / sic (V / CV)
5. prop / er (VC / V)
E x ercise C
Try It Yourself
E x ercise A
slurm: from slime
snackosphere: from snack and atmosphere
timefoolery: from time and foolery
Responses may vary.
1. ri / ot (V/V)
2. re / coil (V/CV; also, re- is always a syllable
unto itself)
Exceeding the Standards: Vocabulary & Spelling
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3. hus / tle (VC/CCV or Cle rule)
4. re / luc / tant (V/CV; VC/CV)
5. in / se / cure (VC/CV, V/CV)
6. met / a / phor (VC/V; V/CCV because ph is
a digraph)
7. an / tic / i / pate (VC/CV; VC/V; V/CV)
8. clev / er / ly (VC/V, VC/CV)
9. pac / i / fy (Students may cite VC/V, V/CV
because of the vowel sounds; also, they may
note that the -y syllable takes the preceding
consonant.)
10. ex / as / per / at / ed (ex- and -ed are
separate syllables; as / per follows VC/CV,
and the r stays with the per because it is an
r-controlled syllable)
Lesson 23: Spelling by Syllables, page 56
Try It Yourself
1. au / then / tic
2. pro / fes / sion
3. re / in / force
4. li / ar
5. buil / ding
6. bat / tle
7. me / mo / rize; mem / o / rize
8. li / ter / a / ture; lit / er / a / ture
E x ercise B
1. interesting (4 syllables)
2. laboratory (5 syllables)
3. library (3 syllables)
4. dilate (2 syllables)
5. February (4 syllables)
6. jewelry (syllables were out of order)
7. mischievous (3 syllables)
8. disastrous (3 syllables)
Lesson 24: Stressed and Unstressed
Syllables, page 58
Try It Yourself
E x ercise A
Syllable divisions may vary. Possible responses
are given.
1. cer´–tain
2. e–clipse´
3. in–flex´–i–ble
4. nui´–sance
5. ef–fec´–tive
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E x ercise B
Responses will vary. Students may hear the schwa
sound in the syllables indicated below.
1. per – fec´ – tion
2. fic – ti´ – tious
3. bil´ – liards
4. as – ton´ – ish
5. cul´ – prit
6. fes – toon´
7. in – dig´ – nant
8. mi´ – grate
Time Out For Test Practice, page 60
Syllabication
E x ercise A
6. spit´–fire
7. the–at´–rics
8. en–dur´–ing
1. C.VCCV
2. A.VCCVV
3. C.VCCVVC
4. B. VCCVCVCVV
5. A.VCCV
6. D.None of the above
7. A.tint´
8. C.put´ ty
9. B. dis´ tress
10. A.del´ i cate
11. D.None of the above
12. A.veer´ ing
Lesson 25: Homophones, page 61
Try It Yourself
E x ercise A
1. foul
2. dyed
3. carat
4. scene
5. real
6. role
7. sheer
8. coarse
E x ercise B
Responses will vary.
Exceeding the Standards: Vocabulary & Spelling
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Lesson 26: Homographs, page 63
Try It Yourself
1. tears—\tarz\ or \terz\ (rhymes with airs);
verb meaning “moves with violence, haste,
or force”
tears—\tirz\; weeping or grieving
2. live—\līv\; at the actual time of occurrence
live—\liv\; to dwell, to make a home in
3. contents—\kän´ tents\; things that are
contained
content—\k@n tent´\; happy, satisfied
4. refuse—\ri fyüz´\; to decline
refuse—\ref´ yüz\; garbage, waste
5. number—\n@m´ @r\; more numb
number—\n@m´ b@r\; a measurable
quantity
Lesson 27: Commonly Confused Words,
page 65
Try It Yourself
Responses will vary.
Time Out for Test Practice, page 67
Homographs and Words with Multiple
Meanings
1. A.repeated verse
2. D.look past; miss
3. B. make a written copy
4. A.conclude; decide
5. D.carry away with delight or wonder
6. C.give being, form, or shape to; make
7. C.trash or garbage
8. B. very small
9. C.to give or bestow formally
10. D.to strike repeatedly
Lesson 28: Word Origins, page 68
Try It Yourself
E x ercise A
Responses will vary. Possible responses are given.
1. daisy [ME dayeseye, from OE dægesēage,
from dæg day + ēage eye]
2. curfew [ME, from MF covrefeu, meaning
“cover the fire,” from couvrir to cover + feu
fire, from L focus hearth]
3. candidate [L candidatus, from candidatus
clothed in white, from candidus white; from
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the white toga worn by candidates for office
in ancient Rome]
4. magic [ME magique, from MF, from L
magice, from Greek magikē, feminine of
magikos Magian, magical, from magos
magus, sorcerer, of Iranian origin; akin to
OPer magus sorcerer]
5. gymnasium [L, exercise ground, school,
from Gk gymnasion, from gymnazein to
exercise naked, from gymnos naked]
E x ercise B
1. scrooge—a miserly person. From the name
of Ebenezer Scrooge, a miserly character in
Charles Dickens’s A Christmas Carol.
2. memo—short for memorandum, a usually
brief written communication or informal
record
3. thermos—from a brand name
4. sonar—acronym for sound navigation
ranging
5. boycott—from the name of Charles C.
Boycott, an English land agent in Ireland in
the 1800s who refused to reduce rents and so
was ostracized by the community
Lesson 29: Idioms and Clichés, page 70
Try It Yourself
E x ercise A
1. top dog: a boss or leader
2. gift of gab: to be fond of talking
3. chill out: relax
4. rings a bell: to sound familiar
5. shake a leg: hurry up
6. dime a dozen: something that is inexpensive
and/or easy to find
7. small potatoes: something that is not
important
8. see eye to eye: agree
9. easy as pie: not difficult
10. get real: face up to the truth
11-15. Responses will vary.
16. cool as a cucumber: not nervous; relaxed
17. on the ball: organized; in control; timely
E x ercise B
Responses will vary.
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Lesson 30: Words Related to Time,
page 72
Try It Yourself
E x ercise A
1. January—named after Janus, the Roman god
of beginnings and endings.
2. February—named after the Latin februa, a
purification festival held in Rome during
that month. The festival in turn was named
for Februus, the Etruscan god of the
underworld and of purification.
3. March—named after Mars, the Roman god
of war.
4. April—the Romans called this month
Aprilis, from the Latin aperire, meaning “to
open.” Probably so called because this was
the month in which buds and flowers would
open.
5. May—from Maiestia, the Roman goddess of
honor and reverence.
6. June—named for Juno, the queen of the
gods.
7. July—named for the Roman emperor Julius
Cæsar, born in that month.
8. August—named for the first Roman
emperor, Augustus Cæsar.
9. September—from Latin septem, meaning
“seven.” This was the seventh month of the
Roman calendar.
10. October—from Latin octo, meaning “eight.”
This was the eighth month of the Roman
calendar.
11. November—from Latin novem, “nine.”
12. December—from Latin decem, “ten.”
E x ercise B
1. The Ides of March is March 15th. The
phrase was made famous by William
Shakespeare in Julius Caesar. In the play, a
soothsayer tells Caesar to “beware the Ides of
March.”
2. Fat Tuesday, or Mardi Gras in French, is the
Tuesday before Lent begins. Lent is a period
of 40 days before Easter in which followers
of Christianity fast and repent. Fat Tuesday
represents the last chance to “live it up”
before Lent begins.
3. Thanksgiving is celebrated in the United
States on the fourth Thursday in November.
4. Halloween is short for “All Hallows’
Evening,” meaning the evening before All
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Saints’ Day, a Catholic day of observance in
honor of the saints.
5. The name “Easter” comes from the name of
Eastre or Eostre, an ancient goddess of the
spring.
Lesson 31: English Around the World,
page 74
Try It Yourself
1. The line at the theater wound down the
sidewalk all the way to the corner.
2. The cook finished making an order of
French fries and began preparing an omelet,
her specialty.
3. The Fox family took the motor home on
vacation to Rivermouth.
4. A friendly police officer helped Father
change the tire on the truck.
5. Sally put on her raincoat and boots and went
out into the rain.
6. My neighbor Bobby Grey is in the third
grade, and his brother is in the fourth.
7. Before leaving the apartment with little
Bonnie, Mrs. Green made sure to put a
pacifier and an extra diaper in the baby
carriage.
8. The day before the big dance, Jane rushed
out to find a piece of jewelry that would
match her rose-colored party dress.
9. Peter took the German shepherd into the
yard to play fetch.
10. Awakened by a loud noise, Grig pulled on
some pants over his pajamas, grabbed a
flashlight, and went outside to see what had
happened.
Lesson 32: Becoming a Word Watcher,
page 76
Try It Yourself
Responses and sentences will vary. Students
should select at least two nouns, two verbs, and
two adjectives or adverbs from the list to log into
their word study notebooks.
Exceeding the Standards: Vocabulary & Spelling
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Time Out for Test Practice, page 78
Idioms
1. C.Sven is clumsy.
2. B. I could no longer attend the concert.
3. A.The audience loved the band!
4. D.None of the above
5. C.I’ve been very busy.
6. C.Sasha and Toby are revealing a secret.
American vs. British Spellings
1. B. elevator
2. A.connection
3. B. labor organization
4. B. bangs
5. A.lasagna
6. B. cookies
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Exceeding the Standards: Vocabulary & Spelling
Level I
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