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Lesson 1: Compound Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
¡hŁoWmłe⁄s3iŁcÞk§
äeŸvÎ.rÐg‚rłeŽeŸn§
5wÀ.Þlðl§ -5wFiýsîhłer§
ÆpèiŁcŸnŠiŁcO ¡b+aýsîkøežt§
¡hŁoWmłeŸmÐaÐdłeP
¡lŁoWnÐg®-Ætłeršm§
ÆušnÐdłerÐg‚rŁoÖušnÐd§
¡hÐašnÐdðkøerŁcÞhŠiłeÞfß
¡lÐaÝrÐgfieP-Œsïc<aðlłeP
gflišnÐgfierðb÷rłe<aÐd§
¡f?uÝrŠtðhłeršmŁo0rłeP
¡hłe<aÝrŠt§ aŠtŠtÐaŁcÞk§
Œs3tÐaÐgfieþcþoÅaŁcÞh§
g›o6oÅd§-šnÐaŠtŠuÝrłe<d§
¡hłe<aÐdÐq?uÐaÝrŠtłerýs©
¡lŁoÖuÐdýs3p1e<aðkøer§
Compound words consist of two or more words used as a
single word.They can be closed, hyphenated, or open.
Sort the Spelling Words into the three groups.
closed
elsewhere
hyphenated
make
believe
Your Own Words
Look for other compound
words to add to the lists. You
might find earthquake or flash
flood in a book about natural
disasters. Where might you see
scrapbook or well-worn?
open
ground
floor
17.
18.
19.
20.
Some compound words, such as eyewitness, are written
closed; others, such as well-behaved, are hyphenated;
some, such as common sense, are written open.
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Lesson 1: Compound Words (continued)
SPELLING CLUES: Compound Words When spelling a compound
word, think of the two shorter words in it. Spell each word correctly.Then put
the two words together.
Find and circle the part of each word that is misspelled.
Then write the whole word correctly.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1. wel-wisher
2. lage-scale
3. heart attach
4. futhermore
5. hankerchief
6. headquaters
1.
2.
3.
4.
PROOFREADING 7–12. Circle the misspelled words,
5.
and write each word correctly on the lines.
6.
Dear Paul,
How I enjoy being among evergrene trees!
Something in New Hampshire seems to make
everyone good-naturd. A long-turm stay in the
country is certainly looking good right now. I’m
not homesick yet, anyway. Tomorrow, my aunt
and I are going into the woods with a picnick
basket full of fortune cookies, spinach, and
homeade pretzels. But here I am rattling on.
How’s London? Have you gone for a ride in
the undergrond tunnels yet?
Your friend,
Adam
FUN WITH WORDS Compound words do not always
combine the meanings of the two words. Write a
Spelling Word that goes with each silly definition below.
(Note: These aren’t the real definitions of the words!)
13. someone who doesn’t need a microphone
14. a cart for getting opera stars from one side of the
platform to the other
15. a loaf that adds spice to your life.
16. a house with a high fever
Unit 1 | Lesson 1
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
1
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Lesson 2: Homophones
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
¡b½o0rÐdłer§
c<aŠpèiŠtÐaðl§
¡fIoÖwÿl§
ÆpërŠišnŁcžiŠpãaðl§
¡b½oÅaÝrÐdłer§
¡b+aÝrÐd§
Œs3tÐaŠtŠiŁoWnÐaÝršy®
ÆpërŠišnŁcžiŠpålłeP
ÆpãaðlłežtŠtłeP
Œs3tÐaŠtŠiŁoWnłeršy®
¡b¹uÝrÝrŁo´
Æpãaðlðlłežt§
C˘aŠpèiŠtŁoÇl§
¡b¹uÝrÝrŁoÖw•
¡fIoÖuðl§
¡b+aÝrÝrłe<d§
Your Own Words
Look for other homophones to
add to the diagram. You might
find chili and chilly in a home
economics book. In what kind
of book might you find the
words awl and all?
17.
All the Spelling Words are homophones.That is, for each word
in the list, there is another word that is pronounced the same
but is spelled differently and has a different meaning. Some
pairs are distinguished by a spelling change of only one
letter. Others are quite different from each other.
Find each pair of homophones. Sort the pairs in a way
that will help you remember them. An example pair has
been given.
son
sun
Knowing the definitions of homophones and noting the
context in which they are used can help you determine
which word to use.
➤ Memory clues like “the principal is your pal” and
“stationery is paper” can help too.
➤ Recognizing a root word, such as board in boarder, is
another way to choose the right spelling.
18.
19.
20.
2
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Lesson 2: Homophones (continued)
SPELLING CLUES: Homophones When you proofread your work,
check for the correct use of homophones.Think about the meaning of the
word you see written.Then read the words surrounding the homophone to
help you decide if that is the correct word for the sentence.
Circle the homophone in parentheses that correctly
completes each sentence. Then write the word.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1.
2.
3.
4.
5.
6.
He rode a lively little (burro, burrow).
The donkey stood (stationery, stationary).
The (barred, bard) wrote lovely rhyming verses.
The artist began by putting paint on a (pallet, palette).
A dog chased the rooster and other (fowl, foul) away.
He had never committed a (capital, Capitol) crime.
1.
2.
3.
4.
5.
6.
PROOFREADING 7–11. Circle the wrong homophones,
7.
and write each word correctly on the lines.
8.
The thief had stolen some jewels from a tourist standing on the steps of the capital. At first the police suspected the principle of the local high school, but he was soon
cleared of any wrongdoing. Then with the help of trained
dogs, they found the jewels buried in a groundhog burro
in a wooded park. The jewels were wrapped in a sheet
of stationary. The thief’s fingerprints were found on the
boarder of the paper.
9.
10.
11.
WORKING WITH MEANING Circle the incorrect homophones.
Write the correct homophone for each.
12.
13.
14.
15.
16.
Unit 1 | Lesson 2
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Lesson 3: Adding Endings to Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
ÆpçoÖtÐaŠtŁoQ.⁄s©
ŒsTežpãaÝrÐaŠtŠišnÐg®
¡hÐaÝršvÎ.⁄s3tŠišnÐg®
cþoWnŠtÐaŠišnłe<d§
ÆpërŁoÅg‚rÐašmšmŠišnÐg®
∆rłeÞf?uýsTe<d§
oWmŠiŠtŠtłe<d§
ÆpërŁoÅdŠuŁcŽe<d§
aŁc<q?uŠiÝrłe<d§
aðb¹iðlŠiŠtŠiłe⁄s©
Œs3uðb‡mŠiŠtŠtłe<d§
Æjfluýs3tŠiðf?iłe<d§
¡fIo0rðb¹iÐdÐdŠišnÐg®
Æp1ežtÝrŠiðf?iłe<d§
šnŠuŠtÝrŠiłeŸnŠtýs©
∆rłe⁄sïoÖuÝrŁcŽe⁄s©
Each Spelling Word ends in -s, -es, -ed, or -ing. Look at each
word to see if changes were made to the base word before
the ending was added.
Sort the words into four groups that match the example
words.
shoes / huts
jammed
raced / racing
tries / tried
Your Own Words
Look for other words with the
word ending -ing, -ed, -s, or -es
to add to the lists. You might
find puzzling or shocking in a
mystery story. Where might you
read about experimenting with
new cures?
17.
18.
19.
20.
4
➤ Sometimes endings can be added without spelling
changes being made to the base word.
➤ When a base word ends in y preceded by a
consonant, you must change the y to i before
adding -ed or -es.
➤ When a base word ends in a consonant, you often
have to double the final consonant before adding
-ed, or -ing.
➤ When a base word ends in e, you must drop the
final e before adding -ed, or -ing.
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Lesson 3: Adding Endings to Words (continued)
SPELLING CLUES: Word Endings When you write, notice words that
end with -s, -es, -ed, or -ing. Look at the base word, and decide if the spelling
stays the same or changes. Changes might include dropping the final e,
doubling the final consonant, or changing a y to i before adding the ending.
Read each base word below. Decide if any spelling
changes need to be made before the ending is added.
Then add the ending and write each Spelling Word.
1.
2.
3.
4.
contain + ed
harvest + ing
produce + ed
nutrient + s
5.
6.
7.
8.
petrify + ed
separate + ing
omit + ed
ability + es
PROOFREADING 9–14. Read the following story. Add
Copyright © by Holt, Rinehart and Winston. All rights reserved.
-s, -es, -ed, or -ing to the words that need it, so that the
story makes sense. Write the correct spellings on the lines.
Cameron acquire a lot of knowledge at Iowa State.
In his third year, he switched his major from computer
program to agriculture. Because of his previous grades,
the school refuse his application to take a double major
in agriculture and microbiology. However, by January
his grades had improved so much that when he submit
his application again, it was accepted. When he graduated
with honors, he was told his work had justify the
confidence placed in him. The school’s resource were
well spent on this young man.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
FUN WITH WORDS Write the Spelling Word that answers
15.
each riddle.
16.
15. What have eyes but no faces?
16. Why did the farmer raise his hand at the auction?
Unit 1 | Lesson 3
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Lesson 4: Related Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
aŠwÿf?uðl§
dÝrÐašmÐa§
Œs3tÝrÐaŠišn§
aŠwÿf?uðlðlšy®
cþoWnŠtŠišnŠułeP
ÆpërŁoÇf[e⁄sös3iŁoWn§
dÝrÐašmÐaŠtŠiŁcO
dłe⁄s3pãaŠiÝr§
aŠwÀ.P
ÆpërŁoÇf[e⁄sös3iŁoWnÐaðlðlšy®
cþoWnŠtŠišnŠuŁoÖuýs©
Œs3tÝrłeŸnŠuŁoÖuýs©
cþoWnŠtŠišnŠuŁoÖuýsîlšy®
dÝrÐašmÐaŠtŠiŁc<aðlðlšy®
dłe⁄s3p1erÐaŠtłeÞlšy®
Œs3tÝrłeŸnŠuŁoÖuýsîlšy®
Each of the Spelling Words is similar to or related to at least
one other word in the list. Study the words to see how they
are related.
Sort the words in a way that will help you remember
them. One example grouping has been given.
dream
dreamer
dreaming
Your Own Words
Look for another group of
related words to add to the lists.
You might find belief, believe, and
believer in a book about home
remedies. Where might you
find the words earth, earthly, and
earthling?
17.
18.
Knowing how to spell one word in a word family can help
you spell other words that are related to it. Remember,
however, that the base word may require spelling
changes before a word ending is added.
19.
20.
6
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Lesson 4: Related Words (continued)
SPELLING CLUES: Base Words If you’re not sure how to spell a word,
think about its parts. Make sure you spell the suffix correctly.Then think
about the base word, and decide whether the spelling stays the same or
changes.
Look at the two possible spellings for each word. Circle
the one that is correctly spelled. Then write the word.
1.
2.
3.
4.
dramaticaly dramatically
strainuous strenuous
continuous continous
professionally professionaly
1.
2.
3.
4.
PROOFREADING Replace each underlined word with
5.
its base word to complete the sentences correctly. Write
the base word.
6.
7.
Jessie watched in awful as the water swirled around
5
the boat. She knew she had to keep calm. To give in to
8.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
the desperate she felt would only frighten the others.
6
She was determined to provide a happy ending to this
dramatic they were being forced to play out. She had
7
to strenuous to reach the paddles. As she stretched she
8
lost her balance. Startled, she opened her eyes. Whew!
She had only been dreaming.
FUN WITH WORDS 9–16. Circle the misspelled words in the
cartoon. Then write each word correctly.
9.
10.
11.
12.
13.
14.
15.
16.
Unit 1 | Lesson 4
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Lesson 5: Easily Confused Words
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
¡b÷rłe<aŠtðh§
¡f?išnÐaðlðlšy®
¡b+ašzaÐaÝr§
ašnŠtŠiÐdŁoÖtłeP
cþoWnýsïcžiŁoÖuýs©
äeŸxŁcŽe⁄sös©
¡b¹išzaÝrÝrłeP
¡f?išnłeÞlšy®
¡b÷rłe<aÐdŠtðh§
Æp1erýsTeþcžuŠtłe<d§
cþoWnýsïcžiłeŸnŁcŽeP
ÆpërŁoàsTeþcžuŠtłe<d§
¡f?uŠtŠiðlłeP
aŁcþcŽe⁄sös©
ašnłeþc<dŁoÖtłeP
¡f[ežuÐdÐaðl§
Your Own Words
Look for other pairs of similar
words to add to the diagram.
You might find picture and
pitcher in a baseball book.
You might find emigrate and
immigrate in a book about
becoming a United States
citizen.
English has many words that can be easily confused with one
another.They’re not homographs or homophones, but
they’re so similar that they are used incorrectly many times.
Study the Spelling Words to find each pair of words that
might be confused with each other.Then pronounce each
word carefully.
Sort the easily confused words by pairs.
affect
effect
It helps to be aware of words that sound similar. If you are
not sure which word to use, look up the meanings of the
words in a dictionary.
17.
18.
19.
20.
8
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Lesson 5: Easily Confused Words (continued)
SPELLING CLUES: Correct Pronunciation Pronouncing words
correctly in speech, avoiding slurred syllables and omitted letters, can help
you spell words correctly in writing.
Look at each respelling and definition below. Then
carefully pronounce each word in the pair beside it. Circle
the word that matches the respelling and definition. Write
the word.
—´·t l] useless
1. [fyoo
feudal
futile
—
2. [pûr´s ·kyoot´ d] harassed, persecuted prosecuted
e
e
e
e
e
6.
e
3.
4.
5.
mistreated
– t] a short story
[an´ik·do
[breth] respiration
— t´ d] put
[pros´ ·kyoo
on trial
— d´( )l] of lords
[fyoo
and peasants
antidote
anecdote
breath
breadth
prosecuted persecuted
futile
Copyright © by Holt, Rinehart and Winston. All rights reserved.
words, and write the correct ones on the lines.
• Thanksgiving dinner was fabulous, and we ate to
access.
• After three years of practice, I was finely able to do
a magic show.
• Bazaar coincidences have been happening lately.
• Will you hand me the finally chopped onions, please?
• The breath of the river surprised us.
• Standing beneath the redwoods, we were conscience
of the awesomeness of nature.
WORKING WITH MEANING Write the correct Spelling Words.
14.
2.
3.
4.
5.
6.
feudal
PROOFREADING 7–12. Circle the incorrectly used
13.
1.
15.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
16.
antidote/anecdote
bizarre/bazaar
Unit 1 | Lesson 5
conscience/conscious
access/excess
9
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Lesson 6: Prefixes ad-, in1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
aÝrÝrłe⁄s3tłe
d§
ÆišmŠpërŁoâvÎ.
d§
ÆišnŁcÞlŠuÐdłe
d§
ÆiÝrÝrŠiÐg¤aŠtłe
d§
Æišnýs3p1eþcžtŠiŁoWn§
Æišnýs3iýs3tłe
d§
ÆiðlðlŠuýs3tÝrÐaŠtłe
d§
aÐdšvÏiŁcŽeP
aŠpèpërŁoâvÎ.
d§
aÐg‚rłeŽe
aðb.lłeP
ÆišnšvÎ.⁄s3tŠiÐg¤aŠtłe
d§
ašnšnŁoÖušnŁcŽeŸmłeŸnŠt§
ÆišmŠpërłe⁄sösTe
d§
aŁcþcþoWmŠpålŠiýsîhłe
d§
aðf×f8eþcžtŠiŁoWnÐaŠtłeP
ÆiÝrÝrłe⁄s3pçoWnýs3iðb.lłeP
Each of the Spelling Words begins with a form of the prefix
ad- or in-. The prefix ad- may be spelled ac-, af-, ag-, an-, ap-,
and ar-. The prefix in- may be spelled ir-, im-, and il-. Sort the
Spelling Words by the form of their prefixes.
ad-, ac-, af-, ag-, an-, ap-, ar-
in-, il-, im-, ir-
Your Own Words
Look for other words with
absorbed prefixes to add to the
lists. You might find approach or
infer in a detective novel. Where
might you find the word
impeach or illuminate?
Some prefixes, like tri- in tricycle, are noticeable. Others
change form or spelling to join with the root: for example,
in- becomes il- in illustrated. We call these absorbed
prefixes.
17.
18.
19.
20.
10
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Lesson 6: Prefixes ad-, in- (continued)
SPELLING CLUES: If you have trouble remembering whether or not a
word requires a double letter, notice where a prefix ends and a root or base
word begins. Usually if the prefix ends with the same letter that begins the
root, you keep both, forming a double consonant.
Circle the correct spelling of each word. Write the
correctly spelled word.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
1.
2.
3.
4.
5.
6.
irrigated
irigated
aproved
approved
inproved
improved
advice
avvise
acomplished
accomplished
iresponsible
irresponsible
1.
2.
3.
4.
5.
6.
PROOFREADING 7–12. Circle the misspelled words in
7.
the paragraph. Write the correct spellings on the lines.
8.
Officer Ramos was impressed with the ilustrated
anouncement of Miss Adams’s wedding. She
and her husband were pictured in an afectionate
embrace. Ramos investagated the police files.
On close inspectshun, he identified the groom.
Sure enough, the agreable husband was Carl Fisk,
the infamous bank robber!
9.
10.
11.
12.
13.
14.
FUN WITH WORDS Write Spelling Words to complete the
15.
cartoon.
16.
Unit 1 | Lesson 6
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Unit 1 Review
Practice Test: Part A
Read each group of phrases. Find the underlined word
that is misspelled. On the answer card, fill in the letter for
that word.
EXAMPLE
A
EXAMPLE:
1. A underground tunnel
B well-dressed person
2. A simply awful
B overly dramatic
3. A good-natured friend
B ginger bread cookie
4. A acting desparately
B continuous noise
5. A homemade cake
B full picnic basket
6. A offer advice
B brief inspection
7. A special abillities
B harvesting the crop
8. A new and improved
B clever anecdote
9. A petrified forest
B aquired easily
10. A investagated carefully
B a basic principle
12
C lead pencil
D tree branches
C had a heart attack
D silk handkercheif
D
C
ANSWERS
1
A
B
C
D
C professionally speaking
D strenous exercise
2
A
B
C
D
C and furthermore
D evergreen tree
3
A
B
C
D
4
A
B
C
D
5
A
B
C
D
C programming schedule
D plenty of resources
6
A
B
C
D
C beautifully illustrated
D a clear concience
7
A
B
C
D
C forbidding completely
D hardly justified
8
A
B
C
D
9
A
B
C
D
10
A
B
C
D
C filled with awe
D feel the strain
C standing statonary
D refused to listen
C irigated field
D a gold border
C very agreeable
D a look of despair
Second Course | Spelling
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A new bicycle
B garaje door
B
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Unit 1 Review (continued)
Practice Test: Part B
Read each sentence. On the answer card, mark the letter
of the correctly spelled word that makes sense in the
sentence.
EXAMPLE
A
EXAMPLE: The __________ escaped.
A bare
B bair
C bear
D bere
1. He’s __________ from class.
A barrid
C bared
B barred
D bard
D
C
ANSWERS
1
A
B
C
D
2
A
B
C
D
3
A
B
C
D
4. Darren likes mashed __________.
A potatose
C patatos
B patatoes
D potatoes
4
A
B
C
D
5. We rode on a __________.
A burrow
C burro
B burroe
D burrowe
5
A
B
C
D
6. Let’s visit a __________.
A bazaar
C bazare
B bizaar
D bizarre
6
A
B
C
D
7. We __________ arrived.
A finely
C finnaly
B finaly
D finally
7
A
B
C
D
8
A
B
C
D
9
A
B
C
D
10
A
B
C
D
2. Go south of the __________.
A boarder
C border
B bordur
D barder
3. I feel kind of __________.
A homesick
C homsick
B homsic
D home sick
Copyright © by Holt, Rinehart and Winston. All rights reserved.
B
8. You may __________.
A cutinue
C continue
B cotinue
D contenue
9. A door offers __________.
A excess
C acess
B access
D acces
10. Our project was __________.
A aproved
C approved
B approuved
D aprooved
Unit 1 | Review | Lesson 7
13
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Unit 1 Review (continued)
Activities
What’s in a Word?
Game of Combinations
◆ bard
Play this game in a small group. Choose at least eight
Spelling Words, and divide them into their two shorter
words. Write each short word on a separate card and lay
the card face down. Going clockwise, have each player
choose one card, say the Spelling Word the short word
comes from, and correctly spell the compound word. The
player then writes the compound word and keeps the
card. (Note: Each compound word will be used twice.)
Players get five points for each compound word they
spell correctly. When all the cards are chosen, each player
adds up his or her points. The player with the most
points wins the game.
◆ bazaar
A bazaar is a place full of
movement and action. The
word bazaar comes to us from
the Persian language. It means a
marketplace or street of shops.
In the United States, we more
often use the word to describe
a fair or sale of items to raise
money for some purpose.
Just a Reminder
Choose the four Spelling Words whose spelling is the
most difficult for you to remember. Then write a
mnemonic clue, or memory device, for each one that will
help you remember which word to use in your writing.
For example, to remember boarder has an a, you could
write “That man is a boarder here.” You may want to do
this with a partner and share your clues when you finish.
Put It Together
Play this game with a partner or in a small group. First
take a few minutes to write four sentences. Use as many
Spelling Words as you can—each sentence must contain
at least two. The more Spelling Words you use in each
sentence, the more points you score. When everyone is
finished, add up your points as follows: five points for
each sentence containing two Spelling Words; five more
points for each additional Spelling Word used in each
sentence. The player with the most points wins.
◆ This indicates a Unit
Spelling Word.
14
Second Course | Spelling
Copyright © by Holt, Rinehart and Winston. All rights reserved.
The word bard is of Irish Gaelic
origin. Today, we use the word
to mean “poet.” If the word is
capitalized, as in the Bard, it
means Shakespeare. Among
the ancient Celts, bard meant a
“poet who sang original
compositions.” Later, it also
meant “a traveling minstrel.”
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Unit 1 Review (continued)
Activities
Extended Family
Look at each group of related Spelling Words. Think of
another word that could be added to each group. Then
choose one group and write a paragraph using the
Spelling Words and the new word you added.
The Match Game
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Play this game with a partner. Write the Spelling Words
on separate cards. Then shuffle the cards, and have each
player choose four cards without showing them to the
other player. Each player must write a sentence for each
word, leaving a blank for the Spelling Word. Use a
separate card for each of the eight sentences. Each player
takes a turn holding up a sentence card. The other player
must complete the sentence with the correct word and
spell it correctly. The player receives five points for
choosing the correct word and five more points for
spelling it correctly. If an incorrect word is chosen or a
word is misspelled, the player loses five points. Continue
until all sentences are read. The player with the most
points wins.
Building with Prefixes
Do this activity with a partner. Choose prefixes from the
words on the spelling list. Working separately and with
one prefix at a time, see how many words each of you
can write down that begin with that prefix. When
you’ve done all you can, exchange papers. See if you can
add any words to your partner’s paper. Then go on to
another prefix.
What’s in a Word?
◆ gingerbread
The word gingerbread is formed
by combining the words ginger
and bread. Separately the words
have their own meanings.
Ginger is a spice, and bread is a
baked food. Together the words
create a new meaning.
Gingerbread not only describes
a cake made with ginger and
molasses, it also describes a
kind of architecture or decoration on buildings.
◆ principal and principle
Principal and principle are often
confused because they have the
same sound and very similar
spellings. The person who is the
head of a school is the principal.
A belief that makes you act in a
certain way is a principle. The
confusion usually comes with
the adjective, which means
“most important.” If you think
of a principal as the most
important person at a school,
then you can remember that the
adjective is also principal.
◆ This indicates a Unit
Spelling Word.
Unit 1 | Review | Lesson 7
15