Sourcebook 8
Table of Contents
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Suffixes, Vocabulary Development, Antonyms, Greek Roots, Proverbs, Proofreading . . . . . . . . . . . . . . . . . . . . 1
Suffixes, Vocabulary Development, Plurals, Letter/Envelope Formats, Proofreading . . . . . . . . . . . . . . . . . . . 10
Suffixes, Vocabulary Development, Irregular Verbs, Clipped Words, Synonyms, Proofreading . . . . . . . . . . . . 19
Suffixes, Vocabulary Development, Latin Roots, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Suffixes, Vocabulary Development, Plurals, Eponyms, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Suffixes, Prefixes, Hyphens, Writing Numbers, Vocabulary Development, Proofreading. . . . . . . . . . . . . . . . . 46
Suffixes, Greek Roots, Vocabulary Development, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Suffixes, Prefixes, Double Letters, Double Negatives, Proofreading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Greek Roots, Repetition in Writing, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Compound Words, Compound Sentences, Proverbs, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Homophones, Synonyms, Often-Confused Words, Vocabulary Development, Proofreading . . . . . . . . . . . . . . 91
Unstressed Syllables, Spelling Patterns, Vocabulary Development, Capitalization, Proofreading . . . . . . . . . . 100
Apostrophe, Possessive Pronouns, Homophones, Greek Roots, Vocabulary Development, Proofreading . . . . 109
Spelling Word Patterns, Suffixes, Synonyms, Homophones, Vocabulary Development . . . . . . . . . . . . . . . . . 118
Spelling Word Patterns, Homophones, Synonyms, Antonyms, Spelling Inconsistencies, Proofreading. . . . . . 127
Suffixes, Prefixes, Spelling Word Patterns, Often-Confused Words, Proofreading . . . . . . . . . . . . . . . . . . . . . 136
Suffixes, Spelling Word Patterns, Subject/Verb Agreement, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Suffixes, Spelling Word Patterns, Anagrams, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Homophones, Homographs, Latin/Greek Roots, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Homophones, Often-Confused Words, Greek Etymologies, Proofreading. . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Latin Roots, Spelling Word Patterns, Vocabulary Development, Usage, Proofreading . . . . . . . . . . . . . . . . . . 181
Spelling Word Patterns, Spelling Rules, Analogies, Multiple Meanings, Proofreading . . . . . . . . . . . . . . . . . . 190
Spelling Word Patterns, Prefixes/Suffixes, Vocabulary Development, Onomatopoeia, Proofreading . . . . . . . 199
Homophones, Antonyms, Mnemonics, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Apostrophe, Plurals, Possessives, Contractions, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Latin/Greek Roots, Prefixes, Suffixes, Vocabulary Development, Foreign Phrases, Proofreading . . . . . . . . . . 226
Homophones, Contractions, Writing Dialogue, Quotation Marks, Proofreading . . . . . . . . . . . . . . . . . . . . . . 235
Suffixes, Vocabulary Development, Spelling Rules, Comparisons, Proofreading. . . . . . . . . . . . . . . . . . . . . . 244
Homophones, Multiple Meanings, Propaganda Techniques, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Latin Roots and Expressions, Prefixes, Homographs, Shortcut Words, Proofreading . . . . . . . . . . . . . . . . . . 262
Antonyms, Synonyms, Prefixes, Suffixes, Metaphors, Similes, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . 271
Spelling Word Patterns, Words from Other Languages, Hyphenated Spellings, Proofreading . . . . . . . . . . . . 280
Silent Consonants, Spelling Word Patterns, Vocabulary Development, Effective Writing, Proofreading . . . . . 289
Prefixes, Suffixes, Plurals, Dictionary Pronunciation Key, Proofreading. . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Review of Challenging Spellings, Proofreading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
TEACHING NOTES
Word Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
Exercise Express . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Seeds for Sowing Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Test Ready . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 329
iv
Priority Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 330
Build Skillful Writers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
The Wordsmith Says . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 336
Word Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 337
Skill Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341
Proofreading Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Sentence Dictation Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Achievement Battery of Tests. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 347
Evaluating Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351
Challenging the Capable Speller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352
Students With Spelling Challenges. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 355
Suggestions for the Multiage Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 358
Word Study Strategy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359
Parents as Partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
BLACKLINE MASTERS
CORE WORDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
PRIORITY WORDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 368
PERSONAL POSTER 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
PERSONAL POSTER 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 370
PERSONAL POSTER 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 371
PERSONAL POSTER 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 372
PERSONAL POSTER 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
INTRODUCING SPELLING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
IDEAS FOR PROOFREADING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375
IDEAS FOR WORD STUDY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 376
WORDS TO LEARN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 377
WORD PREVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
WORD STUDY STRATEGY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379
STRETCH IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380
FIX IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 381
SORT IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382
ADD IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 383
FINISH IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
FIND IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385
REPLACE IT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 386
MAKE WORD CARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 387
MAKE LETTER CARDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 388
ACHIEVEMENT TESTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 389
REFERENCES
Spell Check®. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392
Games and Productive Practice Ideas. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Teaching Posters and Personal Posters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 397
Take-Home Task Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Spelling Sourcebook Graphic Organizer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Description of Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 404
v
Build Skills and Word Experiences
Build Visual Skills
Do the Word Preview, a visual warm-up activity, with all students. Use Core Words
success (1126), traffic (1127), yesterday (1128), situation (1129), realize (1130).
Teaching Notes, page 316
Build Spelling and Language Skills
Choose from among these quick tasks to customize instruction for all or selected students.
Teaching Notes, page 319
We found her yesterday.
Yesterday we wear caught in a traffic jam near the diary. The cars seized
to move. I grew tents as the situation dragged on because I realize I
would be late for school. Finely, an officer arrived on the seen. After he
escorted the ducks across the road successful, we moved on.
(were, dairy, ceased, tense, comma after on, realized, Finally, scene, successfully)
successfully, traffic, unaccommodating, Tennessee, embarrass, misspelling, illegal,
committee, assassinate, reappear, Minnesota, bookkeeper, unhappy, Massachusetts,
impossible, stubbornness, Connecticut, inaccessible, aggressiveness, Mississippi,
unnaturally, sleeplessness, Pennsylvania, reoccurrence
(e.g., contains one/two/three sets of double letters; contains a prefix/suffix/neither/both; is/is not a state name;
starts with a vowel/consonant)
addition, batter, challenge
(alphabetical words that contain double letters)
Success is _______.
Words that end in / ı̄ze/
(ize, ise, and yze spelling patterns)
Air traffic controllers have an important job.
(e.g., a vital, a crucial, a critical)
181
U NIT 21 •
Build Skill s a nd Word Exp eri ences
LEVEL EIGHT
Build Basic Concepts
Choose from among these skill-building activities to customize instruction for all or
selected students.
Teaching Notes, page 325
concept
word analysis, prefix/root/suffix
practice, vocabulary
development, more words
A knowledge of Latin roots unlocks the meaning of many words.
Post Teaching Poster 1. Write on the chalkboard: proceed, exceed, succeed. Ask
students how these words are alike (two syllables, end in ceed). Underline ceed and
identify it as the Latin root ceed, meaning “go.” Ask students how the meaning of the
root contributes to the meaning of the word.
Write on the chalkboard: intercede, precede, concede, recede. Ask students how these
words are alike (two syllables, end in cede). Underline cede and identify it as an
alternate form of the Latin root ceed. Discuss meanings. Next, have students write
other forms of the ceed/cede-ending words. Guide students to discover:
• cede-ending words drop the silent e with the addition of a suffix that
begins with a vowel (e.g., preceded, receding), but ceed-ending words just
add the suffix (e.g., exceeded, succeeding).
• the root changes to cess in some words (e.g., success, process) and before
the ion suffix (e.g., procession, recession).
There are only three words spelled with the ceed version of the
“go” root—proceed, exceed, succeed. All others are spelled cede.
Supersede does not have the “go” root. Its root is from the
Latin verb sedere, meaning “to sit.” It is the only word in our
language with the sede spelling. For this reason, supersede often
appears on “tricky” spelling lists.
word analysis, prefix/root/suffix
practice, vocabulary
development, more words,
proofreading
Post Teaching Poster 1. Note the Latin grad/gress root, meaning “step,” as in
graduate. Note that in some words the root is spelled gred (e.g., ingredient). Have
students brainstorm more words with this root (e.g., grade, gradual, degrade, ingress,
egress, progress, progression, regress, transgress, congress, digress, aggressive).
Over time, continue to provide students with experiences with words that illustrate the
forty-four roots on Teaching Poster 1. Students can be organized into cooperative
groups. Assign a root to each group to create a word collection to illustrate their root.
Provide each group with chart paper and a marker to record words. Then groups
present their chart to the class for proofreading and for the addition of more words.
The prefixes pro and con can be opposites. Does this mean that
progress and congress are antonyms?
Have students scrutinize prefixes (use PERSONAL POSTER 2
BLACKLINE MASTER, page 370) to collect words with the same
root, but the use of a prefix creates antonyms, such as with
proceed and recede, exclude and include.
182
Build Skil ls and Word E xperiences
LEVEL EIGHT
• UNIT 21
Build Proofreading Skills
Teaching Notes, page 330
Track all students’ ability to meet a minimum competency for spelling
and proofreading within selected samples of their everyday writing.
Send home papers for proofreading and a copy of the IDEAS FOR
PROOFREADING BLACKLINE MASTER, page 375.
Build Skillful Writers
Use these activities to highlight the interrelatedness of spelling
with all writing conventions.
Teaching Notes, page 336
In Units 11, 16, and 20, students scrutinized and practiced words with the Wordsmith
that may be confused. Some of these words may be confused because they look
similar (e.g., loose/lose). Further, some are homophones and are often the basis for
confusion among writers, so need ongoing practice (e.g., there, their, they’re, there’s,
theirs). Now turn students’ attention to words that do not look or sound alike, but
may be confused because they present a usage challenge. Present these word sets to
students for them to research and write the rule to differentiate their use. Students can
check their work against the usage pointers provided on TAKE-HOME TASK 21.
Anyway or anyways?
Lend or loan?
Bad or badly?
Like or as?
Between, among or amid?
Most or almost?
Bring or take?
Plan on or plan to?
Can or may?
Raise or rise?
Convince or persuade?
Set or sit?
Different from or different than?
Then or than?
Each other or one another?
Though or although?
Farther or further?
Fewer or less?
Have got to or must?
Lay or lie?
usage challenges
Bad or badly?
Toward or towards?
Try and or try to?
Until or till?
Well or good?
Introduce all students to TAKE-HOME
TASK 21 BLACKLINE MASTER, page 184,
to provide practice with usage for
high-frequency writing words.
Teaching Notes, page 329
183
TA K E - H O M E TA S K 2 1 •
LEVEL EIGHT
Name ____________________________________
Strictly Speaking
On another sheet of paper, illustrate each usage rule with a written example.
Anyway or anyways?
Use anyway to mean “in any case.” Anyways is always incorrect.
Bad or badly?
Use badly (an adverb) to describe an activity (a verb). Use bad (an
adjective) to describe a condition (a noun).
Between, among or amid?
Use between to refer to two. Use among to refer to three or more. Use amid to
refer to a quantity in which individual items aren’t considered.
Bring or take?
Use bring if it’s coming here. Use take if it’s going there.
Can or may?
Strict grammarians use can to mean “able” and may to mean “permitted to.”
Convince or persuade?
Use convince, followed by of or that. Use persuade, followed by to.
Different from or different than?
Use different from—it is almost always right.
Each other or one another?
Use each other for two. Use one another for three or more.
Farther or further?
Use farther for physical distance. Use further for ideas or to mean
“more.”
Fewer or less?
Use fewer to mean a smaller number of countable things. Use less to
mean a smaller quantity of something that cannot be counted.
Have got to or must?
Use must. Have got to is considered colloquial.
Lay or lie?
Use lay to place something. Use lie to recline or to fib.
Lend or loan?
Strict grammarians use loan as a noun, while lend is a verb.
Like or as?
Use as when a subject and a verb follow. Use like when no verb follows.
Most or almost?
Use most for the superlative of much or more, and never in place of
almost. Use almost to mean “nearly.”
Plan on or plan to?
Use plan to. Plan on is often used, but not preferred.
Raise or rise?
Use raise to lift something. Use rise to get up.
Set or sit?
Use set to place something. Use sit to be seated.
Then or than?
Use then to mean “after that.” Use than to make a comparison.
Though or although?
These are interchangeable—except use only though in “as though,” “even
though,” or to mean “however.”
Toward or towards?
Use toward. Omit the s from toward, backward, forward, upward, etc.
Try and or try to?
Use try to. Try and is considered colloquial.
Until or till?
These are interchangeable—til or up until are incorrect.
Well or good?
Use well (an adverb) to describe an activity (a verb) or to refer to
health. Use good (an adjective) to describe a condition (a noun).
184
May be reproduced for students within your classroom. All rights reserved. SPELLING SOURCEBOOK®Series © 2002 Educators Publishing Service, 888-WE-SPELL
Assess Words and Skills
Assess Spelling Progress
Give this Cloze Story Word Test of Core Words within the frequencies
Teaching Notes, page 337 1–1130 to all students. Students do not prestudy the words.
The REVIEW 21 B LACKLINE MASTER is on page 188.
THE CLOZE STORY WORD TEST
Tell students that this story is one that asks them to be a detective. Read the entire
story aloud, including the test words. Then read it again slowly as students write the
missing words.
Who Shall Inherit Daniel Darby’s Estate?
The last will and testament of Daniel Darby would soon be read to his family in
Darby’s (1) library. This was (2) exactly where Darby had (3) indicated this event
should take place, (4) because it was in this room that the old man had written his
books, the most (5) famous being the (6) popular Darby (7) Dictionary. This book was
(8) recognized as the finest reference on (9) spelling—a (10) success the moment it
rolled off the press!
A (11) situation on the freeway exit leading to the Darby mansion was creating
(12) traffic problems, causing relatives to (13) arrive late. However, Darby’s lawyer was
in no hurry to (14) discuss this document. She knew that Darby’s will (15) required
that his entire estate go to his church.
Then, just as the law yer began the meeting, Darby’s (16) daughter said that
(17) there was a new will discovered only (18) yesterday. The (19) surprised lawyer
began to read this new will aloud: “I, Daniel Darby, do hereby declare that this will shall
supercede all other wills. My (20) personal estate shall be shared (21) equally among
all (22) individuals in my family.”
The lawyer paused and (23) immediately asked the assembled relatives if she
had (24) their support of this new will and (25) its contents and if it should be
(26) allowed to supersede Darby’s (27) original will. Each nodded in (28) agreement.
“Well,” she said in a (29) serious voice, “I hope you (30) realize that (31) you’re not
going to get away with this. I (32) raise the possibility of fraud here. Let me spell
out why.” How did the (33) determined lawyer explain her suspicion of fraud?
Words tested: there (37), their
(42), its (76), because (127),
you’re (552), famous (583),
equal(ly) (788), original (870),
surprise(d) (905), raise (992),
exactly (1008), popular (1014),
indicate(d) (1045), agree(ment)
(1052), spelling (1061),
immediately (1065), allowed
(1078), serious (1086),
determined (1089), dictionary
(1090), library (1094), arrived
(arrive) (1096), required (1109),
daughter (1111), individual(s)
(1112), discuss (1118),
recognize(d) (1121), personal
(1124), success (1126), traffic
(1127), yesterday (1128),
situation (1129), realize (1130)
AFTER THE CLOZE STORY WORD TEST
1. Ask students to write and share their answer to the story question. Conclude that
the “new” will had a misspelling. Ask students to locate it (supercede). It appears
correctly spelled later in the story (supersede). You may wish to review the Did You
Know? on page 182 with students.
writing, problem solving
2. Have students record the words they missed on the test in their Spelling Notebook,
page 339, for at-school study, and on a copy of the WORDS TO LEARN BLACKLINE MASTER,
page 377, for at-home study.
recording words for
personal study list
185
UNIT 21 •
Assess Words and Sk ills
LEVEL EIGHT
Assess Skill Application
Give this assessment of spelling and related skills to all students.
The REVIEW 21 BLACKLINE MASTER is on page 189.
Teaching Notes, page 341
THE SKILL TEST
Skill tested:
usage of high-frequency writing
words
Complete the sentences.
Bad or badly?
badly
bad
Otto threw the final pitch ___________.
After the game, he felt ___________.
bad
badly
He looked ___________,
too. That night, he slept ___________.
Between, among, or amid?
Between 8 and 9 o’clock, there was a heated discussion ___________
among
___________
the
amid
three boys. Then, one turned and disappeared ___________
the crowd of people.
Bring or take?
bring
Dad asked his daughter to ___________
him his shoes, and then he would
take
___________
her to the librar y.
Fewer or less?
less
fewer
There’s ___________
talk on this channel, more music, and ___________
commercials.
Raise or rise?
raise
Mom will often ___________
the shade in the window by my bed to tell me it’s
rise
time to ___________.
Note the ability of each student to use often-misused high-frequency words correctly.
Assess Proofreading Application
Give this assessment of proofreading and editing skills to all students.
The REVIEW 21 BLACKLINE MASTER is on page 189.
Teaching Notes, page 342
THE PROOFREADING TEST
Note: Charles Lindbergh’s flight
took thirty-three and a half
hours—May 20-21, 1927. The
courageous twenty-five-yearold’s seat was a lightweight
wicker patio chair, his food was
five sandwiches and a canteen
of water. Ask students to try to
uncover why he named the tiny
plane the Spirit of St. Louis. (St.
Louis businessmen provided the
money Lindbergh needed—
$10,580.)
Challenge able students to
discover more about Lindbergh
in A. Scott Berg’s Pulitzer Prizewinning Lindbergh.
Circle the correct word for each blank.
Following the Great War, Americans (1) _____ for a change. They returned to business, read,
danced, (2) _____ to the radio, and became involved in sports, such as golf, tennis, and baseball.
(1) yearned—yerned
(2) lissened—listened
This was the “Roaring Twenties”! Consumerism was thriving, the Jazz Age was in full swing, the
Charleston made its debut, and the (3) _____ strip called “Little Orphan Annie” made its first
(4) _____ in the New York Daily News.
(3) comick—comic
(4) appearance—appearence
Movie stars were heralded like kings and queens, and Hollywood became a household name.
Sports stars, such as Babe Ruth, were among the most popular national (5) _____. He restored
baseball to the national (6) _____.
(5) heros—heroes
(6) pasttime—pastime
One icon during this era was Charles A. Lindbergh. On May 20, 1927, Lindbergh made his flight
from New York to Paris, the first nonstop, (7) _____ flight (8) _____ the Atlantic. His singleengine plane is in the Smithsonian Museum.
(7) sollo—solo
(8) across—accross
Prosperity was (9) _____ on Wall Street where the stock of large companies is marketed. Wealthy
individuals invested heavily, and common people became (10) _____, buying stock with their
savings or on credit.
(9) conspicuous—conspicuious
(10) investers—investors
What is the natural consequence of business producing an oversupply of goods and consumers
spending more than they earn?
Note the ability of each student to proofread for spelling errors.
186
A ssess Words and Skills
LEVEL EIGHT
• UNIT 21
Extend Spelling Assessment
Give this in-context assessment of Core Words within the frequencies
1–1130 to students who need more practice or challenge.
Teaching Notes, page 344
THE SENTENCE DICTATION TEST
Students do not prestudy the words. Provide students with writing paper and pencil.
Have students write the sentences as they are dictated.
1. Success can be defined by checking a
dictionary, but its definition among individual people
could be altogether different.
2. For example, yesterday when my uncle was driving me to
my music lesson, there was a minor accident on the
freeway, causing major traffic problems.
3. However, we immediately recognized the situation and
realized that we could escape serious trouble by taking
an early exit.
4. We told my piano teacher when we arrived how successful
we were at avoiding being late!
Words tested: the (1), and (3), a
(4), to (5), that (9), for (12), was
(13), on (14), at (20), be (21), by
(27), but (31), were (34), when
(35), we (36), there (37), can
(38), an (39), how (49), could
(70), its (76), people (79), my
(80), way (86), me (110),
take(ing) (135), different (139),
being (233), however (250), told
(255), example (261), early
(324), among (345), problem(s)
(422), check(ing) (493), music
(501), teacher (539), free (553),
late (584), trouble (588),
drive(ing) (698), cause(ing)
(750), major (774), escape
(1054), immediately (1065),
serious (1086), dictionary (1090),
arrived (1096), individual (1112),
altogether (1114), recognize(d)
(1121), success (1126), traffic
(1127), yesterday (1128),
situation (1129), realize (1130)
Extra words: accident, avoiding,
defined, definition, exit, lesson,
minor, piano, uncle
AFTER THE SENTENCE DICTATION TEST
1. Ask students to write about a recent time that they were successful at doing
something.
writing
2. Have students record the words they missed on the test in their Spelling Notebook,
page 346, for at-school study, and on a copy of the WORDS TO LEARN BLACKLINE MASTER,
page 377, for at-home study.
recording words for
personal study list
Success Story
When Edmund Hillary first attempted to climb Mt. Everest, the world’s
tallest mountain with its peak at over 29,000 feet, he failed. When he
was asked about his failure, he replied, “Mt. Everest beat me the first
time, and it may the second time. However, that mountain cannot grow,
and I can. Each day I grow more able to succeed.” He made it to the
top in 1953.
187
Name _________________________________
Who Shall Inherit Daniel Darby’s Estate?
REVIEW 21
Word Test
The last will and testament of Daniel Darby would soon be read to his family in
Darby’s (1) ________________. This was (2) ________________ where Darby had
(3)
________________ this event should take place, (4) ________________ it was in
this room that the old man had written his books, the most (5) ________________
being the (6) ________________ Darby (7) ____________________. This book was
(8)
________________ as the finest reference on (9) ____________________ —a
(10)
________________ the moment it rolled off the press!
A (11) ________________ on the freeway exit leading to the Darby mansion was
creating (12) ________________ problems, causing relatives to (13) ________________
late. However, Darby’s lawyer was in no hurry to (14) _____________________ this
document. She knew that Darby’s will (15) ________________ that his entire estate
go to his church.
Then, just as the lawyer began the meeting, Darby’s (16) ________________ said
that (17) ________________ was a new will discovered only (18) ________________.
The (19) ______________________ lawyer began to read this new will aloud: “I,
Daniel Darby, do hereby declare that this will shall supercede all other wills. My
(20)
________________ estate shall be shared
(22)
______________________ in my family.”
The lawyer paused and
if she had
(24)
(23)
(21)
________________ among all
________________ asked the assembled relatives
________________ support of this new will and (25) ____________
contents and if it should be (26) ________________ to supersede Darby’s
(27)
________________ will. Each nodded in (28) ________________. “Well,” she
said in a
(31)
(29)
________________ voice, “I hope you
(30)
________________ that
_____________ not going to get away with this. I (32) ___________________ the
possibility of fraud here. Let me spell out why.” How did the (33) ________________
lawyer explain her suspicion of fraud?
188
LEVEL
May be reproduced
forHstudents
within your classroom. All rights reserved. SPELLING SOURCEBOOK®Series © 2002 Educators Publishing Service, 888-WE-SPELL
EIG
T
Name _________________________________
REVIEW 21
Skill Test
Complete the sentences.
Bad or badly?
Otto threw the final pitch ___________. After the game, he felt ___________.
He looked ___________, too. That night, he slept ___________.
Between, among, or amid?
___________ 8 and 9 o’clock, there was a heated discussion ___________ the
three boys. Then, one turned and disappeared ___________ the crowd of people.
Bring or take?
Dad asked his daughter to ___________ him his shoes, and then he would
___________ her to the librar y.
Fewer or less?
There’s ___________ talk on this channel, more music, and ___________
commercials.
Raise or rise?
Mom will often ___________ the shade in the window by my bed to tell me it’s
time to ___________.
Proofreading Test
Circle the correct word for each blank.
Following the Great War, Americans (1) _____ for a change. They returned to business, read,
danced, (2) _____ to the radio, and became involved in sports, such as golf, tennis, and
baseball.
(1) yearned—yerned
(2) lissened—listened
This was the “Roaring Twenties”! Consumerism was thriving, the Jazz Age was in full swing,
the Charleston made its debut, and the (3) _____ strip called “Little Orphan Annie” made
its first (4) _____ in the New York Daily News.
(3) comick—comic
(4) appearance—appearence
Movie stars were heralded like kings and queens, and Hollywood became a household name.
Sports stars, such as Babe Ruth, were among the most popular national (5) _____. He
restored baseball to the national (6) _____.
(5) heros—heroes
(6) pasttime—pastime
One icon during this era was Charles A. Lindbergh. On May 20, 1927, Lindbergh made his
flight from New York to Paris, the first nonstop, (7) _____ flight (8) _____ the Atlantic. His
single-engine plane is in the Smithsonian Museum.
(7) sollo—solo
(8) across—accross
Prosperity was (9) _____ on Wall Street where the stock of large companies is marketed.
Wealthy individuals invested heavily, and common people became (10) _____, buying stock
with their savings or on credit.
(9) conspicuous—conspicuious (10) investers—investors
What do you suppose is the natural consequence of business producing an oversupply of
goods and consumers spending more than they earn?
May be reproduced for students within your classroom. All rights reserved. SPELLING SOURCEBOOK®Series © 2002 Educators Publishing Service, 888-WE-SPELL
LEVEL
EIGHT