Vocabulary & Spelling 1

Level I

Exceeding the Standards: Vocabulary & Spelling, Level I Care has been taken to verify the accuracy of inf ormation presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this bo ok, and make no warranty, expressed or implied, w ith respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. 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] Web site: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors using Mirrors & Windows: Windows: Connecting Connecting with Literature, Literature, Level I may may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09

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Exceeding the Standards: Vocabulary & Spelling, Level I Care has been taken to verify the accuracy of inf ormation presented in this book. However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this bo ok, and make no warranty, expressed or implied, w ith respect to its content. Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers. The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners. 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] Web site: www.emcp.com All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, recording, or otherwise, without prior written permission from the publisher. Teachers using Mirrors using Mirrors & Windows: Windows: Connecting Connecting with Literature, Literature, Level I may may photocopy complete pages in sufficient quantities for classroom use only and not for resale. Printed in the United States of America 18 17 16 15 14 13 12 11 10 09

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CONTENTS Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1: Word Parts Lesson 1: Word Study Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson 2: Re Review—Consonant and Vowel Sounds . . . . . . . . . . . . . . . . . . . .3 Lesson 3: Syllables and Vowel Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 4: Morphemes—Chunks of Meaning . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 5: Mo Morphemes and Word Families . . . . . . . . . . . . . . . . . . . . . . . . . . 10 10 Lesson 6: Lo Looking for Patterns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 12 Lesson 7: Word Word Pa Parts rts (P (Pre refi fixe xes, s, Su Suff ffix ixes es,, an and d Wo Word rd Ro Root ots) s) . . . . . . . . . . .14 Test Practice: Spelling—Recognizing Word Parts . . . . . . . . . . . . . . . . . . .1 .166

Unit 2: Spelling Lesson 8: Spelling Plurals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson 9: Spelling with Prefixes and Suffixes . . . . . . . . . . . . . . . . . . . . . . .1 .199 Lesson 10: Sp S pelling—Sound-Alike En Endings . . . . . . . . . . . . . . . . . . . . . . . . . 22 22 Lesson 11: Co Commonly Mi Misspelled Wo Words . . . . . . . . . . . . . . . . . . . . . . . . . . 25 25 Test Practice: Spelling Patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 27

Unit 3: Word Study Skills Lesson 12: Word Study Skills I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 28 Lesson 13: Word Study Skills II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 31 33 Test Practice: Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 4: Reference Material; Synonyms and Antonyms Lesson 14: Using Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 34 Lesson 15: Us Usin ingg a Di Diccti tion onar aryy—C —Cho hoos osin ingg a De Defi fini niti tion on . . . . . . . . . . . . . .36 Lesson 16: Usin Usingg a Th Thes esau auru rus— s—Sy Syno nony nyms ms an and d Ant Anton onym ymss. . . . . . . . . . . .38 Test Practice: Sy Synonyms an and An Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 40

Unit 5: Determining Meaning Lesson 17: PAVE—Predict, Associate, Verify, Verify, Evaluate. . . . . . . . . . . . . . . 42 Lesson 18: Co Cont nteext Cl Clu ues I: Co Comp mpar aris ison on an and d Co Cont ntra rasst . . . . . . . . . . . . . . .44 Lesson 19: Context Clues II: II : Restatement, Cause and Effect, and Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 20: De Denotation an and Co Connotation . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 48 Lesson 21: Sn Sniglets an and In Invented La Language . . . . . . . . . . . . . . . . . . . . . . . . . 50 50 Test Practice: Vocabulary in Context . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 52

© EMC Publishing, LLC

Exceeding the Standards: Vocabulary & Spelling

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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 t hat 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.



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. ��

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 extr a, labe l , mot i vate, and helpf u l .

cat, mate, f ather, call, attend (/a/, /6/, /5/, /0/, /@/)

Below are all the different sounds made by vowels in English. Short sounds /a / pan, sap

Long sounds /6 / mate, sail

Other sounds /0 / or, raw, author

/e / bet, sell /i / kit, lip

/7 / be, deep /8 / m y, ice

/1 / soot, foot, put /ou / out, now

/o /, /ä/ lot, star /u / up, scrub

/9 / so, boat /2 / tune, crew

/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 , v ein, obey )

/7/

ee, ea, ie (s een, bead, niece)

/8/

ie, uy (t ie, buy )

/9/

oa, oe, ow (b oat, toe, show )

/2/

oo, ou, ui, ue, ew (b oot, group, suit, clue, flew )

Sometimes y can be a vowel that sounds like a long i (cr y , m y ) or long e (surel y ).

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/

w ear

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/ [c at, mat];” the second column “Long /ā/ [st ate, bay];” and the third column “Other [star, bear, aw ful].” 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 2. /oi/ 3. /ô/ . 4. /u / Y and w are sometimes consonants and sometimes vowels.

Tip

boil, joy, poise, nose 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: y es, w ill

6. incred____ble

As vowels: cr y, surel y, pa w, co w

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 / but, cub /ch / child, patch /d / doll, cod /f / f all, cuff /g / girl, hug /h / hope, ham /j / jam, fudge /k / 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

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

/t / /th / /th / /v / /w / /y / /z /

tip, cut thank, forth there, that very, co ve wet, twin your, yard zip, pleasure

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 uni que).

x

can sound like /ks/ (as in ne x t) or, rarely, /z/ (as in x ylophone).

In addition, g can have a soft sound like /j/ if it comes before e, i, or y (g em, g iant, g ym), 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

/f/ f all, bluff, phone, cough

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


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

/k/ k iss, cat, tick , school, account, antique

special sugar tissue unsure


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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? ��

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? ��

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

The short vowel sounds are: /a / cat, /e / bet, / i/ bin, /o / got, /u / up

Tip

The long vowel sounds are: /6 / mate, /7 / be, /8 / time, /9 / go, /2 / super Other sounds: /1 / f oot, /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 • z y 3. R-controlled syllable: the syllable contains a vowel followed by an r. The vowel sound is controlled by the r. w orm, 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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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. ��

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 f i x ➞ f ir

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.

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


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


LEVEL I, UNIT 1

7

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.

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. ��

Suffixes are word parts that attach to the end of a word.

��

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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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.

��

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.

��

Tip

recall, unreal, distract

stop: stopper, unstoppable, doorstop


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



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.

1. 2. 3. 4. 5.

��

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 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 t o be serious or real words. �� -ance -ate auto centr countercycl dis-


hyperhydrated: what you become when you drink way too much water form hydr hyper-ive ject loc mot

ped phon port psych retrorupt


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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.

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.”

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.

�� auditorium audition auditory audiotape inaudible


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. ��

mal—“bad”

chron—“time” path—“feeling” spec, spic, spect—“to look” cosm—“universe; order” log, logue—“word, speech”



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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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Name: ____________________________________________________ Date: ___________________

LESSON 7

Word of the Week

Word Parts (Prefixes, Suffixes, and Word Roots)

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

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

Meaning make or cause to be

Examples fixate, activate

circumde-

around; about opposite; remove; reduce

circumnavigate, circumstance devalue, delouse

-ed -est

past tense of verb most

called, relied, confused tallest, lowest

-ful hyper-

full of helpful, gleeful, woeful too much; too many; extreme hyperactive, hyperbole

-ify / -fy -ion / -tion

make or cause to be action or process

vilify, magnify, glorify revolution, occasion

misover-

wrongly excessive

misfire, misread, mislead overdone, overload, overkill

retrans-

again; back across; beyond

redo, recall, recycle transatlantic, transcend

under-

below or short of a quantity or limit in such a direction

underestimate, underpay

-ward/-wards/ -ways/-wise

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

Meaning

bene dem / demo fer flect / flex scrib / script ver vid / vis

good

Example benefit, benefactor, beneficial

people carry

demographic, democrat, democracy refer, confer, defer

bend write

deflect, flexible, reflex description, prescription

truth

verdict, veracity, verifiable

see

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


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. ��

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



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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



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. ��

friend s, plates, desk s, trees, the Smiths

However, the plurals of most nouns ending in o, s, x, z, ch, or sh should be formed by adding es. ��

potatoes, class es, 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. ��

concertos, pianos, cellos radios, tacos volcanos or volcanoes

When a noun ends in a vowel + y, form the plural by adding s. ��

Monday s, monkey s, boy s, guy s

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. ��

famil ies, butterflies, candies


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


9. 10. 11. 12. 13. 14. 15.

quarrel turkey barometer tax business responsibility envelope


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

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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

Plural

child man

children men

woman ox

women oxen

foot goose

feet geese

tooth mouse

teeth mice

louse

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. ��

knife ➞ knives thief ➞ thieves hoof ➞ hoofs or hooves

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.

Words taken from other languages sometimes keep their foreign plurals. For example, the plural of the Latin word alumnus, meaning student, is alumni.

[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.

Tip

Just for Fun Write a silly story or poem using the plural forms of at least five of the following words.

��

paparazzo (Italian) → paparazzi crisis (Greek) ➞ crises

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.

soprano, louse, wig, man, lady, donkey, antenna, candle, banana, ranch, ferry, crony, spy

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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. ��

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. ��

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. ��

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.) ��

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.



LEVEL I, UNIT 2

19

The consonants c and g have both hard and soft sounds. Hard c sounds like k, and soft c sounds like s. like s. Hard g is the g the g sound in get, in get, and soft g sounds like j. like j. To keep the soft c and and g g sounds in words like noticeable and courageous, the final e must remain. (How would you pronounce these words if they were spelled noticable spelled noticable and and couragous?) couragous ?)

Tip

��

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. ��

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 ce or or ge ge in in order to preserve the soft c and and g g sounds. sounds. ��

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


Add the following prefixes and/or suffixes to the following words, being sure to drop the silent e and change the y the y to i where necessary. Then write a sentence using the new word you have formed. ��

irritate + ing I found the sound effects extremely irritating.

1. anxious + -ly = 2. love + -able -able = 3. chilly + -ness = 4. rate + -ing = 5. un- + notice + -able = 6. in- + advise + -able = 7. age + -ing = 8. sincere + -ly -ly =

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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 syllable. or ends in a stressed syllable. ��

begin commit fun occur sad submit

beginner committing funny occurrence sadden submitted

Try It Yourself EXERCISE 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 =



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Name: _______ ______________ ______________ ______________ ______________ ______________ ______________ __________ ___ Date: __________________ ___________________ _

LESSON 10

Word of the Week adj.,, 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 suffix -able when when turning rely into into an adjective. You would use the suffix -ible suffix -ible if if the main word were a word root and could not stand on its own.

Spelling—Sound-Alike Spelling—Soun d-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 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 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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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. There are a few exceptions to this pattern. You will have to memorize these or record them in your word study notebook.

Tip

excite ➞ excitable vis ➞ visible 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


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.



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23

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.


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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LEVEL I, UNIT 2



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 .


Choose five of the words from the list above that you find particularly troublesome. Write a sentence using each one, being sure to spell t he word correctly. 1. 2. 3. 4. 5.



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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 t o 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 E 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 I L E J C R R S N R D R E

E P N P R I E E S E P I R A T

I S T H T B R N C H V M Q A H

N I H E W E P D N E C S E D H


absence committee descend excellence foreign niece omitted separate success villain weird


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. misspelled B. unecessary C. coperative D. 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


_____ 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


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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

Adductor muscles: 1. pectineus; 2. adductor brevis; 3. adductor longus; 4. adductor magnus; and 5. gracilis. FIGURE 1.

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LEVEL I, UNIT 3

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.



Word Parts

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

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.

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.


Read the following passage. Use the context clues to guess t he 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.



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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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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


_____ 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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LEVEL I, UNIT 4

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.


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


9. dissolve 10. fluorescent


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

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

Definition a word that modifies a noun by describing a quality a word used to modify a verb or adjective person, place, or thing

Examples red, tame, kindlier, enormous

action word

adore, assert, jump, think

farther, earliest, quickest, sadly teacher, schoolyard, book, chalk

The word etymology is just a fancy term that means “a word’s origin.”

Tip


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\


Note the example below and then look up the origins of the words that follow. Write your answers in your notebook. ��

1. ail 2. intrigue 3. meander


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?


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 : �� 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 : �� 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. 1

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

Try It Yourself

Just for Fun

EXERCISE B

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.

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.

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.


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. reliab reliable le A. dependable B. doubtful C. confident

_____ ___ __ 4. boring boring A. tiresome B. interesting C. wordy

_____ ___ __ 2. accura accurate te A. careless B. precise C. generous

_____ ___ __ 5. peculi peculiar ar A. strange B. normal C. humorous

_____ ___ __ 3. proper 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 divide the rest of the class into two teams. The game leader 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. argume argument nt A. disagreeable B. agreement C. discussion

_____ ___ __ 4. disgus disgustt A. sicken B. delight C. repulse

_____ ___ __ 2. entert entertain ain A. invite B. perform C. ignore

_____ ___ __ 5. hollow hollow A. empty B. bright C. solid

_____ ___ __ 3. neglec neglectt 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 elate elated d when she won the race that she jumped up and down. A. saddened B. overjoyed C. exhausted D. pleasant

_____ 6. Running Running in the swimm swimming ing area is prohibited. A. acceptable B. encouraged C. forbidden D. ignored

_____ 2. Ned went to Jense Jensen’s n’s Sporti Sporting ng Good Goodss 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. Zucke Zuckerman rman 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 trudge trudged d home, home, tired tired after a long day of school and soccer practice. A. plodded B. ran C. skipped D. drove



Antonyms opposite in Choose the word that is most opposite in meaning to the underlined word. _____ 1. My aunt and my dad quibb quibbled led 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 appea appearr 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


_____ 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 ecce eccentric ntric 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 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 E valuate. 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 t he word appears. Then follow the steps below.

Try to predict the word’s meaning based on the context and on your prior knowledge of the word or its parts.

Predict

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. �� 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

�� 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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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

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

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.

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

��

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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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. ��

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 t hat 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. 50

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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.


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!”

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


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.


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



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, wit h 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. Pattern

How to divide it

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. I n 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.

C le

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 or t dabbed choked


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 ( sl y , prett y ); when it sounds like a short i (as in g y m); or when it combines with another vowel such as a or e to make a vowel sound (as in pl ay and obey ). W is a vowel when it combines with another vowel such as a, e, or o to make a vowel sound (as in 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. ��

ver ti ca l �

� �

ver ti ca l

��

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.

ver / ti / c al �� / �� / �� 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. ��

mon / strous (not monst / rous) an / gry (not ang / ry)


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. ��

vi c ti m

vi c / ti m

��

�� / ��

1. muddy 2. perfect 3. roughest 4. immense 54

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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 C le (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 extr a , civ i l , and hono r ).

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. ��

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.


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. ��

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. ��

popʹ • u • lar un • popʹ • u • lar


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. ��

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



8. enduring

Tip

in´ • ter • ven´ • tion

\int´ @r ven´

sh@n\

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. ��

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cap´ tain pro tec´ tion e lim´ i nate



If a stressed syllable ends in a single vowel, the vowel says its long sound (its name). ��

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 f ide´ (long i sound) con´ f id 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.


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.

��

hair and hare soul and sole too, two, and to


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. ��


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. Exceeding the Standards: Vocabulary & Spelling

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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.

��

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. ��

1

close (clōs´) adj., nearby close (clōz´) v., to shut

2

Other times, however, the words may be completely unrelated in meaning. ��

1

wound (wünd´) n., a cut or a sore wound (waund´) v., past tense of the verb wind

2

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 18 38 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


_____ 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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Name: ____________________________________________________ Date: ___________________

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 – re. word commove

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. ��

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.


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 68

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4. magic 5. gymnasium



New words are entering the English language every day. They may come from the following sources: Sources

Examples

names of people and places

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. 1. 2. 3. 4. 5.

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

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

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. ��

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 – re, which participle of retorque 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.

��

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 i diomatic phrases.


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 5. shake a leg

____ relax

6. dime a dozen

____ to be fond of talking

7. small potatoes

LEVEL I, UNIT 8

____ 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

70

____ face up to the truth

____ something that is not important



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.

��

Gina’s hair is neat as a pin.


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

Meaning

Sunday

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 Gree ks 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)


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



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. © EMC Publishing, LLC


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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 wit h 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 t o 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. tempo (tem> p9) n., rate of motion, pace; rate of speed (as of a musical piece).

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)

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. seldom (sel> d@m) adv., in few instances; rarely.

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.

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

EXERCISE C

1. Soft c [cell, city] citrus nice receive recent

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 EXERCISE A

Short /a/ [cat, mat]

Long /ā/ [state, bay]

Other [star, bear, awful]

babble grasp jab rant task

aid crane display flame hail lame make neighbor rein veil

art care guitar lair straw

EXERCISE B

/ou/ about, vow, know, shout /oi/ boil, joy, poise, nose /ô/ small, gnaw, auction, sauce /u/ could, full, proud, foot actor incredible important confidence


sh

ci

ti

ss

s

candid curtain factory popcorn

Other

march ocean

ashamed dish shell commercial special initial nation patient mission tissue sugar unsure

Lesson 3: Syllables and Vowel Sounds, page 6

Try It Yourself

1. 2. 3. 4. 5. 6. 7. 8.

2.

Hard c [cake, actor]


1. 2. 3. 4.

ro / tate: open syllable, vowel-silent e syllable pud / gy: closed syllable, open syllable sys / tem: closed syllable, closed syllable ea / gle: vowel team syllable, consonant-le syllable 5. par / tic / u / lar: r -controlled syllable, closed syllable, open syllable, r -controlled syllable EXERCISE 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 EXERCISE 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 EXERCISE 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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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.



Lesson 7: Word Parts (Prefixes, Suffixes, and Root Words), page 14 Try It Yourself EXERCISE 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

EXERCISE 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

EXERCISE 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. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

B. competition C. remote B. hyperactive A. familiar D. impossible B. anthropology D. character C. importance A. democratic C. surgeon A. rumor B. woeful

EXERCISE B

Lesson 8: Spelling Plurals, page 17 Try It Yourself EXERCISE A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

aliens verandas countries probabilities dictionaries banjos, banjoes clutch, clutches boxes quarrels turkeys barometers taxes businesses responsibilities envelopes


EXERCISE A


Lesson 10: Spelling—Sound-Alike Endings, page 22 Try It Yourself EXERCISE A

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

fetch couch attach mismatch which article proposal ladle accidental nickel

EXERCISE B

1. movable Exceeding the Standards: Vocabulary & Spelling

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2. 3. 4. 5.

flexible respectable curable audible

EXERCISE C


Lesson 11: Commonly Misspelled Words, page 25 Try It Yourself EXERCISE A

Responses will vary. EXERCISE B

7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

C. noisily C. courageous D. famous D. completely B. beautiful B. stretches A. label B. incredible A. succeed B. preceded

Lesson 12: Word Study Skills I, page 28 Try It Yourself EXERCISE A

1. Our neighbor bakes the most delicious Responses will vary. Students may guess that meals. prerequisite means “a requirement.” 2. You really should not run with scissors. EXERCISE B 3. When washing clothes, it’s necessary to 1. The prefix inter- means “between” separate the darks from the lights. or “across” and -al means “having 4. How many people get accepted to the college characteristics of.” Intercontinental must of their choice? mean “going between or across continents” 5. There is an excellent restaurant near the (Ex: an intercontinental flight ). library. 2. The suffix -or means “one who.” An advisor Just For Fun must be “one who advises, or gives advice.” 3. The prefix co- means “together.” To P E A M S H I DWO E C E I N cosponsor something must mean “to sponsor B C E N O T U R F I L O P S I together.” F O O R E M V I L L A I N T H 4. The prefix im- means “not,” and mobile S M E A X U I R T A O L P H E means “movable.” Immobile must mean “not G M R B Y I U T O K N E R T W movable.” Z I U S T Y G R T O P J I B E 5. The prefix over- means “excessive” or “too B T V E X C E L L E N C E R P much.” Overqualified must mean “too N T V N I C O U H I D R E N D qualified”; that is, having more education, O E N C E R W E I R D R S C N experience, or training than a job calls for. K E G E Z W P O E R T S E H E EXERCISE C U Y I S E P A R A T E N P V C Responses will vary. Possible responses are given. L L E L A R A P X C F R I M S 1. hack—tolerate (v.) V O R T E I D E C E N D R Q E 2. express—specific (adj.) WK O F Z F E U G Z B R A A D 3. crystal—the glass or transparent cover over a Q I F MO F S N E I C E T H H watch or clock dial ( n.) 4. stern—the rear end of a boat 5. suspended—to cause to stop temporarily Time Out for Test Practice, page 27

Spelling Patterns 1. 2. 3. 4. 5. 6. 82

B. radios A. messes D. days D. roofs B. zoos A. misspelled LEVEL I

Lesson 13: Word Study Skills II, page 31 Try It Yourself Responses will vary.



Time Out for Test Practice, page 33 Vocabulary in Context 1. 2. 3. 4. 5. 6. 7. 8.

A. standing out C. scented B. medicine or cure D. to lessen or relieve B. journey C. frozen D. trapped in the ice A. forced to do something

Lesson 14: Using Reference Materials, page 34

Lesson 15: Using a Dictionary— Choosing a Definition, page 36 Try It Yourself EXERCISE A


Responses may vary. Possible responses are given. 1. \käf�\ 2. \de� z @rt\ or \di z@rt�\ 3. \rüf�\ or \r 1f�\ 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-, fl 0\ EXERCISE B

Example sentences will vary. 1. inquire—verb 2. etiquette—noun 3. posthumously—adverb 4. relic—noun 5. prospective—adjective EXERCISE 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


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 inplus 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”

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” EXERCISE 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 EXERCISE A

Responses will vary. EXERCISE B

1. 2. 3. 4. 5.

A. B. C. A. A.

dependable precise appropriate tiresome strange


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Lesson 18: Context Clues I: Comparison and Contrast, page 44

EXERCISE C

1. 2. 3. 4. 5.

B. C. C. B. C.

agreement ignore appreciate delight solid

Try It Yourself

Time Out for Test Practice, page 40 Synonyms 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B. overjoyed A. excessive D. crabby C. exactly D. hurry C. forbidden A. forced A. skimpy C. overly busy A. plodded

Antonyms 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

B. agreed D. simple A. at ease D. modest A. failing C. clear B. friendly C. flexible A. ordinary 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.



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.”

slurm: from slime snackosphere: from snack and atmosphere timefoolery: from time and foolery

Lesson 20: Denotation and Connotation, page 48

Vocabulary in Context

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

flepster funch, blivett slurm EXERCISE C


Time Out for Test Practice, page 52 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A. vegetarians D. cooking B. caretaker A. studied or considered D. painstaking A. note B. average B. inactive D. reveal B. uproar

Lesson 22: Syllabication, page 53 Try It Yourself EXERCISE 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) EXERCISE B

1. 2. 3. 4. 5.

ru / ler (V / CV) cli / mate (V / CV) shiv / er (VC / V) mu / sic (V / CV) prop / er (VC / V)

EXERCISE C


carperimeter: from carpet and perimeter furnidents: from furniture and indents pigslice: from pig and slice © EMC Publishing, LLC

EXERCISE B

Responses may vary. 1. ri / ot (V/V) 2. re / coil (V/CV; also, re- is always a syllable unto itself)


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3. 4. 5. 6. 7. 8. 9.

10.

hus / tle (VC/CCV or Cle rule) re / luc / tant (V/CV; VC/CV) in / se / cure (VC/CV, V/CV) met / a / phor (VC/V; V/CCV because ph is a digraph) an / tic / i / pate (VC/CV; VC/V; V/CV) clev / er / ly (VC/V, VC/CV) 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.) 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 au / then / tic pro / fes / sion re / in / force li / ar buil / ding bat / tle me / mo / rize; mem / o / rize li / ter / a / ture; lit / er / a / ture

EXERCISE B

1. 2. 3. 4. 5. 6. 7. 8.

interesting (4 syllables) laboratory (5 syllables) library (3 syllables) dilate (2 syllables) February (4 syllables) jewelry (syllables were out of order) mischievous (3 syllables) disastrous (3 syllables)

Lesson 24: Stressed and Unstressed Syllables, page 58 Try It Yourself EXERCISE 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 86

LEVEL I

EXERCISE B

Responses will vary. Students may hear the schwa sound in the syllables indicated below. 1. 2. 3. 4. 5. 6. 7. 8.

per – fec� – tion fic – ti� – tious bil� – liards as – ton� – ish cul� – prit fes – toon� in – dig� – nant mi� – grate

Time Out For Test Practice, page 60 Syllabication

EXERCISE A

1. 2. 3. 4. 5. 6. 7. 8.

6. spit�–fire 7. the–at�–rics 8. en–dur�–ing

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

C. VCCV A. VCCVV C. VCCVVC B. VCCVCVCVV A. VCCV D. None of the above A. tint� C. put� ty B. dis� tress A. del� i cate D. None of the above A. veer� ing

Lesson 25: Homophones, page 61 Try It Yourself EXERCISE A

1. foul 2. dyed 3. carat 4. scene 5. real 6. role 7. sheer 8. coarse EXERCISE B




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. 2. 3. 4. 5. 6. 7. 8. 9. 10.

A. repeated verse D. look past; miss B. make a written copy A. conclude; decide D. carry away with delight or wonder C. give being, form, or shape to; make C. trash or garbage B. very small C. to give or bestow formally D. to strike repeatedly

Lesson 28: Word Origins, page 68 Try It Yourself EXERCISE 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 © EMC Publishing, LLC

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] EXERCISE 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 na vigation r anging 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 EXERCISE A

1. 2. 3. 4. 5. 6.

top dog: a boss or leader gift of gab: to be fond of talking chill out: relax rings a bell: to sound familiar shake a leg: hurry up 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 EXERCISE B



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Lesson 30: Words Related to Time, page 72 Try It Yourself EXERCISE 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.” EXERCISE 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 88

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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.



Vocabulary & Spelling 1

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