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Exceeding the Standards: Vocabulary & Spelling, Level III Care has been taken to verify the accuracy of information 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 book, and make no warranty, expressed or implied, with 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, photo by foureyes www.photo.net/photos/foureyes © 2003; compass, © Don Hammond/Design Pics/CORBIS. ISBN 978-0-82194-431-8 © 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, or otherwise, without prior written permission from the publisher. Teachers using Mirrors & Windows: Connecting with Literature, Level III 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: Words as Groups of Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lesson 3: Morphemes and Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson 4: Morphemes and Spelling Patterns . . . . . . . . . . . . . . . . . . . . . . . . . 7 Time Out for Test Practice: Morphemes and Spelling . . . . . . . . . . . . . . . . 9
Unit 2: Spelling Lesson 5: Spelling Patterns I: Prefixes and Suffixes. . . . . . . . . . . . . . . . . . .11 Lesson 6: Spelling Patterns II: Numerals . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Lesson 7: Spelling by Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Lesson 8: Syllabication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Lesson 9: Pronunciation and Accented Syllables . . . . . . . . . . . . . . . . . . . .19 Time Out for Test Practice: Spelling Patterns and Syllabication . . . . . . .21
Unit 3: Academic Language Lesson 10: Academic Language I: Critical Thinking Terms . . . . . . . . . . .23 Lesson 11: Academic Language II: Test-Taking Language . . . . . . . . . . . .25 Lesson 12: Using Dictionaries and Thesauruses . . . . . . . . . . . . . . . . . . . . .28 Lesson 13: Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30 Time Out for Test Practice: Academic and Test-Taking Language . . . .32
Unit 4: Word Origins Lesson 14: Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Lesson 15: Evolution of Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Lesson 16: Eponyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Lesson 17: Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40 Time Out for Test Practice: Word Parts and Vocabulary. . . . . . . . . . . . .41
Unit 5: Word Parts and Meaning Lesson 18: Prefixes, Roots, and Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . .43 Lesson 19: Greek, Latin, and Anglo-Saxon Roots . . . . . . . . . . . . . . . . . . . .45 Lesson 20: Word Parts for Size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Lesson 21: Suffixes and Parts of Speech . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Time Out for Test Practice: More Word Parts . . . . . . . . . . . . . . . . . . . . . .50
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Unit 6: Word Study Skills and Context Clues Lesson 22: Word Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52 Lesson 23: PAVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Lesson 24: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Lesson 25: Using Context Clues I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Lesson 26: Using Context Clues II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60 Time Out for Test Practice: Using Context Clues . . . . . . . . . . . . . . . . . . .62
Unit 7: Choosing Words Lesson 27: Connotation and Denotation . . . . . . . . . . . . . . . . . . . . . . . . . . .64 Lesson 28: Homonyms and Homophones . . . . . . . . . . . . . . . . . . . . . . . . . .66 Lesson 29: Figurative Language: Similes, Metaphors, Analogies, and Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Time Out for Test Practice: Connotation, Homophones, and Words with Multiple Meanings . . . . . . . . . . . . . . . . . . . . .70
Unit 8: More About Choosing and Collecting Words Lesson 30: Making Effective Word Choices in Your Writing . . . . . . . . . .72 Lesson 31: Euphemisms, Doublespeak, and Clichés . . . . . . . . . . . . . . . . . .74 Lesson 32: Becoming a Word Watcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 Time Out for Test Practice: Identify Euphemisms, Double Speak, and Clichés . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78 Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
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Introduction The Exceeding the Standards resource books provide in-depth language arts instruction to enrich students’ skills development beyond the level of meeting the standards. Exceeding the Standards: Vocabulary & Spelling offers meaningful ways to incorporate word study into the language arts classroom. Vocabulary & Spelling presents thirty-two lessons, designed to be used weekly, that cover a broad range of topics from etymology to context clues to spelling patterns. These lessons are aligned with the units of the Mirrors & Windows: Connecting with Literature program and may be used alone or as supplements to the Vocabulary & Spelling workshops in the Student Edition. Each lesson incorporates words from selections in the corresponding unit of the textbook. By using these lessons in conjunction with the literature program, you will help your students become better readers, writers, speakers, and spellers. Each lesson in Vocabulary & Spelling includes the following components: • A Word of the Week, selected from the corresponding textbook unit, highlights a word that students may find particularly meaningful or interesting. • Grammar instruction on one or more topics is followed by a Try It Yourself section that allows students to practice what they are learning. • Just For Fun activities encourage students to play with words, reminding them that language can be fun and interesting. • Tip boxes in the margin throughout the lesson clarify definitions, offer additional information, and give helpful suggestions. • A Time Out for Test Practice at the end of each unit provides students with the opportunity to assess what they have learned and to practice test-taking skills by answering sample standardized test questions in a multiple-choice format. It is essential that vocabulary instruction include a variety of strategies to develop students’ word-study skills. Lessons in Vocabulary & Spelling provide many different ways of exploring and studying words, word parts, semantic families, and spelling patterns and rules. Activating students’ prior knowledge of words and of essential concepts related to words helps students make associations between new terms and words they already know. The activities in Vocabulary & Spelling will help you actively engage students in working with words. As their curiosity about word exploration grows, your students will become increasingly confident in their ability to attack, learn, and experiment with new words.
Related Program Resources For more vocabulary and spelling instruction, including charts of common prefixes, suffixes, and word roots, refer to the Mirrors & Windows Student Edition Language Arts Handbook, Section 2: Vocabulary & Spelling. Additional vocabulary development activities integrated with the literature selections are included in the Meeting the Standards unit resource books and in Differentiated Instruction for English Language Learners.
Teaching Tips Word study encompasses not only vocabulary and spelling, but also the strategies language users employ to unlock meanings and internalize spellings. Effective instruction in word study gives students tools for learning new vocabulary and spelling independently in the long term. The following teaching tips can help you ensure that your students get the most from the lessons in Vocabulary & Spelling.
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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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LESSON 1
Word Study Notebook Understand the Concept Adding words to your vocabulary can be fun as well as useful. Knowing more words can make you a more interesting writer and speaker. Instead of always using “he said” and “she said” in writing dialogue, you could use verbs like mumbled, cried, shouted, declared, stated, announced, remarked, pouted, or whispered. And instead of describing something as big, you could call it humongous, enormous, gigantic, colossal, jumbo, mammoth, or whopping. Learning more about words can also help you with your reading. No matter what you are reading, you will run into unfamiliar words from time to time. Keeping track of these words and their definitions can help you become a better reader. A good way to expand your vocabulary is to keep a word study notebook. In it, you can record each new word with its definition, origin, and pronunciation, along with an example sentence or drawing to help you remember it. Here is a sample page from a word study notebook. Word: gregarious Pronunciation: \grig gar> 7 @s\ Origins: Latin gregarius, “of a flock or herd” Definition: social; sociable, friendly Sentence: Greg is the most gregarious person I know — he is friendly with everyone!
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Word of the Week pandemonium (<pan d@ ‘m9 n7 @m) adj., a riotous, chaotic situation When news broke that the pet boa constrictors had escaped somewhere in the classroom, there was total pandemonium— some students ran toward the door, others climbed on top of desks, several stood unable to move and simply screamed, and still others laughed uproariously. Pandemonium was first used by John Milton in his 17th-century epic poem Paradise Lost to refer to the capital of Hell. The word was derived by combining the Greek pan-, meaning “all,” and -daimon, meaning “evil spirit.” Pandemonium implies unruly and loud circumstances. It can be used to describe comical situations, such as those seen in slapstick comedy shows and movies, or tragic events, such as those caused by warfare and terroristic attacks. Synonyms of pandemonium include chaos, bedlam, hubbub, confusion, tumult, and disarray.
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Try to learn unfamiliar words instead of ignoring them. As you read, jot down these words and try to figure out their meanings. As you listen to the radio, watch television, or surf the Internet, do the same. If you are out running errands, at school, or even on vacation, carry a small notebook with you. That way, you can jot down new or interesting words to investigate later. Be sure to include in your away-fromhome notebook information about where you saw the word and any context clues you noticed.
Tip
Try It Yourself Fill in this sample page of a word study notebook. Word: erratic Pronunciation: Definition: Origins: Example sentence: Drawing:
Just for Fun You can use your word study notebook to record interesting, strange, or unusual words as well. On your own paper or in your notebook, do word study entries for the following words. • • • • •
quibble raucous abominable monotony bamboozle
Browse through a magazine or newspaper until you find a word that is unfamiliar to you. Use the space below to create your own word study notebook entry for the unfamiliar word. To find the correct definition and pronunciation, ask your teacher or consult a dictionary. If you use a dictionary, use the context of the word in the article to decide which definition is correct for that usage of the word. If you wish, you can also include the other definition entries. Word: Pronunciation: Definition: Origins: Example sentence: Drawing:
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LESSON 2
Words as Groups of Morphemes Understand the Concept As you may already know, many words are made up of several meaningful parts. For example, the word unusual is made up of a prefix, un-, plus the base word usual. Morphemes are word parts that contain meaning. Prefixes, suffixes, word roots, and base words are morphemes. When you break words down into morphemes, you can look at the meaning of each part. Morphemes can be either free or bound. Free morphemes can stand alone as words. Base words are free morphemes. Bound morphemes must be attached to other morphemes to make words. Prefixes, suffixes, and word roots are bound morphemes. 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 word root bene, meaning good. word group
Word of the Week inflection (in flek> sh@n) n., change in pitch or tone of voice I could tell by the slight inflection in her voice that she was irritated with the caller. From the Latin word inflectere, this word contains bound morphemes in the word root flect, which means “to bend” and the suffix –ion, which means “an action or process.” A knowledge of morphemes allows you to understand words such as inflection.
Morphemes are word parts that contain meaning. Prefixes, suffixes, word roots, and base words are all morphemes.
Tip
benediction benefactor beneficial benefit benevolent You can break down a word into its parts by identifying each part and separating it from the rest of the word. You may want to review your Word Parts Charts to become familiar with common morphemes. 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
A prefix is a word part that links to the front of a
word. recall, unreal, distract A suffix is a word part that links to the end of a word. mindful, softness, jarring
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A word root is a word part that cannot stand alone but that combines with prefixes and suffixes to make words.
Tip
psych (from Greek, meaning “mind”): psyching, psychiatry, psychotic A base word is a word that can stand alone, but that can also link to other word parts to create new words. stop: stopper, unstoppable, stopgap
Try It Yourself 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. reaction activist interact activate How are these words similar? 2. brazenly deftly elaborately insolently matronly How are these words similar? 3. arrangement estrangement commencement tenement containment How are these words similar? 4. incredible discredit creditable credit incredulity How are these words similar?
Just for Fun Make at least three new words by combining some of the following word parts. Write definitions for your new words in your notebook. They don’t have to be serious or real words. -ance auto centr countercycl disform
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phon port psych retrorupt
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Name: ____________________________________________________ Date: __________________
LESSON 3
Morphemes and Meaning Understand the Concept One way of figuring out an unfamiliar word is by looking at its parts. The parts of a word are called morphemes. Base words are free morphemes. Free morphemes can stand alone as words. They can also link with other morphemes to form words. examples
mind + -ful = mindful
Compound words are words made up of two or more free morphemes. examples
landscape handshake
newspaper watershed
lighthearted
Many words are made up of word roots, prefixes, and suffixes. Word roots are word parts that form the core of a word. Prefixes are word parts that attach to the beginning of a word. Suffixes are word parts that attach to the end of a word. Although they are unable to stand alone, word roots, prefixes, and suffixes all have meaning.
Try It Yourself For each of the following words, predict the word meanings based on the parts of the words. example
unbelievable
word part and meaning: un-, means “not” word part and meaning: believe, means “regard as true or real” word part and meaning: -able, means “able to” prediction: not able to be regarded as true or real 1. immeasurable word part and meaning: word part and meaning: word part and meaning: prediction: 2. benediction word part and meaning: word part and meaning:
Word of the Week feebleminded (f7 b@l m8n> d@d) adj., not having normal intelligence; mentally deficient; foolish They believed the old man was feebleminded, but he was actually very bright. From the Latin word flebilis, which means lamentable, or wretched, the word feebleminded is a compound word created from the base words, or free morphemes, “feeble” and “mind.”
Tip
Compound words can be closed, hyphenated, or
open. A closed compound combines two words that were originally separate words, now spelled as one word. worksheet, doghouse, notebook A hyphenated compound is a combination of words joined by a hyphen. jack-in-the-pulpit, user-friendly, half-dollar An open compound is a combination of words that are so closely related when put together that they make up a single concept. police officer, inferiority complex, media center
word part and meaning: prediction:
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Just for Fun Using prefixes, word roots, and suffixes, create five new words of your own. You may want to refer to your Word Parts Charts. Don’t worry about whether your combinations create “real” words or not. Include a short definition of each word. 1.
3. exclusion word part and meaning: word part and meaning: word part and meaning: prediction: 4. transition word part and meaning: word part and meaning: word part and meaning:
2.
prediction:
3. 4.
5. antibacterial word part and meaning:
5.
word part and meaning: word part and meaning: prediction: 6. transformation word part and meaning: word part and meaning: word part and meaning: prediction: 7. unabated word part and meaning: word part and meaning: word part and meaning: prediction: 8. inactivate word part and meaning: word part and meaning: word part and meaning: prediction:
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LESSON 4
Morphemes and Spelling Patterns Understand the Concept Morphemes (word parts) combine with other morphemes to make words. 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. 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.
Try It Yourself How many words can you think of that share each of the following word parts? Compare your lists with a classmate’s.
Word of the Week prevail (pri v6l>) v., to win against opposition; succeed or win out in spite of difficulties As the trial began, everyone wondered if justice would prevail. The word prevail comes from the Latin word praevale–re. It is formed by the words prae, which means “in front of” or “before,” and vale–re, which means “to be strong.” The common prefix pre- is derived from prae and appears in many everyday words. Knowing this prefix will help you understand words such as premerger, prepay, and prequalify.
1. -able
A morpheme is a word part that has meaning. Prefixes, suffixes, base words, and word roots are all morphemes.
Tip
2. appear
prefix suffix base word word root
3. dis-
re-ion stand lum
4. graph
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5. dyn
6. -ous
7. firm
8. man
Just for Fun Play Morpheme Bingo with your classmates. Compile a list of common morphemes. Use these morphemes instead of letter-number combinations when calling out squares to players. Make a card for each player, writing in each square a word that contains one morpheme from your list. Begin play. If the caller says “ject,” for example, players with the words subject, injection, conjecture, reject, and objection could mark those squares. Play ends when someone gets five words vertically, horizontally, or diagonally.
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Time Out for Test Practice Morphemes Write the letter of the best answer on the blank. _____ 1. What is a prefix? A. a main word part that can stand alone B. a main word part that cannot stand alone C. a letter or group of letters added to the beginning of a word D. a letter or group of letters added to the end of a word _____ 2. Which of the following contains a prefix? A. devalue B. value C. valuable D. valid _____ 3. What is a suffix? A. a main word part that can stand alone B. a main word part that cannot stand alone C. a letter or group of letters added to the beginning of a word D. a letter or group of letters added to the end of a word _____ 4. Which of the following contains a suffix? A. misfire B. smoke C. smoker D. ign _____ 5. Considering the word navigator, -or most likely means A. “quality; state.” B. “action; process.” C. “one who.” D. “more.”
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_____ 6. Considering the word miraculous, -ous most likely means A. “possessing the qualities of.” B. “act; state; system of belief.” C. “having the characteristics of.” D. “indicates description.” _____ 7. Considering the word outmuscle, outmost likely means A. “before; forward.” B. “in a manner that goes beyond.” C. “below; short of a quantity or amount.” D. “too much; too many; extreme; above.” _____ 8. Considering the word subgenres, submost likely means A. “back.” B. “under.” C. “before.” D. “not.” _____ 9. Based on the words audition and auditorium, the word root aud most likely means A. “time.” B. “good.” C. “hear.” D. “trust.” _____ 10. Based on the words liberal and liberate, the word root liber most likely means A. “free.” B. “throw.” C. “read.” D. “water.”
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Which of the following does not contain a free morpheme? _____ 11. A. B. C. D.
immeasurable mindful assertions incredulity
_____ 12. A. B. C. D.
mystified flutter chronicles grimly
_____ 13. Which of the following contains a word root that means “good”? A. restful B. audition C. benefit D. misfire _____ 14. Which of the following contains a base word? A. inadequate B. auditorium C. chronological D. actor
Spelling Which of the following words are spelled incorrectly? _____ 15. A. B. C. D.
plagiarism barbarism ventriloquiism None of the above
_____ 17. A. B. C. D.
hurtful helpful hopeful None of the above
_____ 16. A. B. C. D.
careless lovless joyless None of the above
_____ 18. A. B. C. D.
fixxate activate populate None of the above
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LESSON 5
Spelling Patterns I: Prefixes and Suffixes Understand the Concept Adding prefixes and suffixes often causes spelling errors. A prefix is a word part added to the beginning of a word to change its meaning. When adding a prefix, do not change the spelling of the word itself. examples
mis- + spelling = misspelling non- + verbal = nonverbal il- + legal = illegal un- + seemly = unseemly
A suffix is a word part added to the end of a word to change its meaning. The spelling of most words is not changed when the suffix -ness or -ly is added. examples
play + -ing = playing coy + -ly = coyly bay + -ed = bayed
If you are adding a suffix to a word that ends with y, and that y follows a consonant, you should usually change the y to i. (Consonants are letters that are not vowels.) examples
emphatically (im fa> ti k(@)l7) adv., done or said in a strong way He emphatically stated that he was not responsible for the damage to the car, which made it easier to believe him. The word emphatically is formed by the word emphatic and the suffix -ly, which means “in such a way.” Emphatic is derived from the Greek word emphatikos, which is from emphainein, a verb meaning “to exhibit or display.”
defiant + -ly = defiantly kind + -ness = kindness final + -ly = finally fierce + -ly = fiercely
If you are adding a suffix to a word that ends with y, and that y follows a vowel, you should usually leave the y in place. examples
Word of the Week
weary + -ly = wearily soggy + -est = soggiest dry + -ed = dried
When adding a suffix that begins with a vowel to a word that ends in silent e, you should usually drop the e. However, there are exceptions to this pattern. The e must be kept when a word ends in ce or ge in order to preserve the soft c and g sounds.
Tip
notice + able = noticeable advantage + ous = advantageous courage + ous = courageous
If you are adding a suffix that begins with a vowel to a word that ends with a silent e, you should usually drop the e. examples
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make + -ing = making bone + -y = bony value + -able = valuable fame + -ous = famous
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Some words do not fit the pattern. You will have to memorize these words.
Tip
If you are adding a suffix that begins with a consonant to a word that ends with a silent e, you should usually leave the e in place. examples
day + -ly = daily possible + -ly = possibly
futile + -ly = futiley time + -less = timeless fortunate + -ly = fortunately close + -ness = closeness
Try It Yourself Add the following prefixes and/or suffixes to the following words, being sure to spell the new word correctly. Then write a sentence using the new word you have formed. example
Just for Fun Use the following words in a silly poem. bumble commonly confuse fetish mumble overeat
reddish repeat reuse skittish witty
tricky + -er = trickier The first problem was easy, but the second one was trickier.
1. dis- + satisfied = sentence: 2. sheepish + -ly = sentence: 3. debate + -ing = sentence: 4. im- + perfect + -ly = sentence: 5. un- + heed + -ing = sentence: 6. deploy + -ed = sentence: 7. gruesome + -ness = sentence: 8. futile + -ity = sentence: 9. gaunt + -ness = sentence: 10. active + -ate = sentence:
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Name: ____________________________________________________ Date: __________________
LESSON 6
Spelling Patterns II: Numerals Understand the Concept People use numerals in their speech every day. You might tell someone the time, how many siblings you have, or the score of a recent sporting event. Though numerals are part of our everyday lives, many people do not know how to use numerals in their writing. The general rule for writing numerals is to spell out the numbers zero through one hundred and all whole numbers followed by “hundred.” Larger whole numbers, such as eight thousand or six billion, should also be spelled out. Use numerals for numbers greater than one hundred that are not whole numbers. example I could have sworn that the five of us had collected a hundred thousand pop-tops, but the total amount only came to 78,809. Use a hyphen to separate compound numbers from twenty-one through ninety-nine. Use a hyphen in a fraction used as a modifier, but not in one used as a noun.
Word of the Week jovial (j9> v7 @l) adj., jolly, merry The man was so jovial that we forgot he was a complete stranger and spent the next few hours chatting with him over dinner. The word jovial comes from the Italian word joviale and the Latin word Jovialis or “of Jupiter.” Its meaning comes from the idea that anyone born under the sign of Jupiter would have a goodhumored disposition. In classic Latin, the compound Juppiter replaced the Old Latin Jovis as the god’s name.
example I mowed three fourths of the backyard with a tank that was twofifths full of gas. It was hard to mow around the twenty-four trees we own! Use words to write the time unless you are writing the exact time (including the abbreviation am or pm). When you use the word o’clock, express the number in words. example It was eight o’clock when the car showed up, even though I asked that they come at 7:45 am. It was a quarter after nine before we arrived.
Try It Yourself
Tip
When you write a date, do not add -st, -nd, or -th.
incorrect November 30th, 2010 November 2nd correct November 30, 2010 November 2 (or the second of November)
Read the following passage and circle the numerals that are written incorrectly. Rewrite those numerals correctly on the lines below the passage. At six forty-five on December tenth, 2009, I woke up to go to work. The alarm was blaring and I hoped I didn’t wake up my neighbor and her two children. The kids are 14 and 15. This
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summer they helped me raise sixteen hundred and eighty-three caterpillars. Forty-nine of the caterpillars died, but four-fifths of them became butterflies.
My glass was two thirds full at breakfast, but I didn’t want to share the rest of the orange juice with my sister Lucia. Lucia is 17, but whines like someone half her age. If I’m not out of the bathroom by 7 o’clock she throws a fit and wakes up our grandma. Grandma needs her rest because she’s not as young as she used to be. Grandma claims that she is 1,455 years old, but I know she’s only eightyseven.
Use numerals to express dates, street numbers, room numbers, telephone numbers, page numbers, exact amounts of money, scores, and percentages. Spell out the word percent. Whole-number dollar or cent amounts of only a few words can be spelled out (as in “seventy cents”).
Tip
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Just for Fun Write your own passage that includes misspelled numerals. Trade your work with a partner and see if you are able to correct their passage.
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: __________________
LESSON 7
Spelling by Syllables Understand the Concept All words have at least one syllable. A syllable is a part of a word that contains a single vowel sound. The words scrunch, rose, feet, and boat are all one-syllable words. Listen as you pronounce each word. You should hear only one vowel sound, even if there is more than one vowel. Here are some more examples of words broken into their syllables. examples
two syllables three syllables four syllables five syllables
mea-sure con-di-tion bi-ol-o-gy se-mi-cir-cu-lar
Understanding how to break words into syllables can help you sound out unfamiliar words and spell them correctly. There is no one correct way to divide syllables, and sometimes you will see the same word divided two different ways. There are some general guidelines, however. Here are a few. V stands for vowel an C stands for consonant.
Digraphs and Diphthongs A consonant digraph consists of two consonants that combine to make a single sound. Examples of consonant digraphs include ch, sh, th, wh, ph, and gh. A vowel digraph (or vowel team) consists of two vowels that combine to make a single sound (ee, ea, ai, ay, oa, ow as in own). A diphthong consists of two vowels side-by-side that combine to form a new sound such as au, oo, oi, and oy. Learning the digraphs and diphthongs can help you pronounce words correctly and make educated guesses about how to spell new words. When dividing syllables, the two letters that make up a digraph or a diphthong should never be separated. dish-tow-el
pit-cher
Constant Blends When three consonants occur together, the trick is to figure out which of the two consonants go together in a consonant digraph or a blend. A consonant blend consists of two consonants side by side with sounds that run together. Some examples include br, cr, dr, nd, nt, pl, sl, sc, st, and sw. Separate the syllables to one side of the consonant digraph or blend; never split the digraph or blend itself. wran-gler spin-ster
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an-swer hand-bag
ant-hill east-ward
Exceeding the Standards: Vocabulary & Spelling
Word of the Week phase (f6z) n., part of a cycle Many people believe the ocean tide is controlled by the phases of the moon, but no one has ever explained to me how that would work. The word phase formed from the Modern Latin phases and phasis. Phasis is derived from the Greek phasis meaning “appearance,” from the stem of phainein, which means “to show, to make appear.” Phasis was used in English beginning in 1660. The non-lunar application of the word first appeared around 1840. The definition of “a temporary difficult period,” which usually refers to adolescents, appeared around 1913.
A syllable is a word part that contains a single vowel sound. It is a “chunk” of sound.
Tip
You can count the syllables in a word by placing your hand just under your chin as you pronounce the word. The number of syllables in the word equals the number of times your chin drops down to bump your hand.
Tip
Tip
Always divide compound words between the words.
card-board face-lift
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As you mark syllable and vowel patterns, keep an eye out for vowel and consonant teams.
Tip
A consonant digraph consists of two consonants that combine to make a single sound such as ch, sh, th, wh, ph, and gh. A vowel digraph consists of two vowels that make a single sound such as ee, ea, ai, ay, and oa. A consonant blend consists of two consonants with sounds that run together such as br, cr, dr, nd, nt, pl, sl, sc, sch, st, and sw. A diphthong consists of of two vowels that combine to make a new sound such as au, oi ,oy, ou, ow and oo. When dividing syllables, never break up digraphs, consonant blends, or diphthongs.
Prefixes and Suffixes Prefixes always form separate syllables. examples
pro-trude pre-pare
Suffixes form syllables if they contain a vowel. In addition, the following guidelines apply to suffixes: a. –ed is only a separate syllable when it follows d or t examples
two syllables one syllable
plotted dabbed
b. –y picks up the last consonant before it to form a syllable; in other words, it follows the VC-CV rule examples
hear-ty
hap-py
Try It Yourself Rewrite each of the following words, separating syllables with hyphens. Then, on the line below each word, explain why you broke the word up in that specific way. 1. lumber 2. produce 3. unseemly
A dictionary entry breaks the word into parts divided by dots.
4. vex
syl•la•ble
5. concealment
The dot shows where the word can be hyphenated if the word falls at the end of a line of type and doesn’t fit.
6. flaunt
Tip
Within the pronunciation part of the dictionary entry, syllable breaks are indicated by hyphens. Sometimes these hyphens correspond to the dots, but sometimes they do not. Do not be alarmed when they do not. The dots typically indicate morphemes, or units of meaning; the hyphens indicate phonetic syllable breaks like those you are practicing here.
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7. bounded 8. headdress 9. stifle 10. saunter
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Name: ____________________________________________________ Date: __________________
LESSON 8
Word of the Week
Syllabication
humbly (h@m‘ bl7) adv., not proudly; submissively
Understand the Concept Breaking a word into its syllables can help you to read and spell new words more easily. It can also help you correctly pronounce vowel sounds. Breaking a word into its syllables is called syllabication. One way to divide a word into its syllables is to look for consonant and vowel patterns in the word. These patterns should signal where the syllable breaks are. For example, words with the pattern VCCV—that is, with two consonants in the middle, surrounded by two vowels—tend to break between the consonants. lum / ber VC CV
The young boy walked humbly across the stage. He preferred not to make a big deal about his accomplishments. Humbly contains three consonants in a row. One must determine which of the two consonants go together in either a consonant digraph or blend.
Study the following chart. V stands for vowel; C stands for consonant. Pattern
VCV
How to divide it VC / CV V/CCV VCC/V V/CV or VC/V
VCCCV VCCCCV
VC / CCV VC / CCCV
VV
V/V
V_silent e
Keep in same syllable
co • llage
Cle
Keep in same syllable
ti • tle chu • ckle
Ced
Only separate following d or t
wad • ded chan • ted dabbed choked
VCCV
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Examples lum • ber ba • sket tick • et re • ject lev • er wran • gler an • swer ob • struct li • ar sci • ence
Notes 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). Divide before the consonant (V / CV) unless the vowel is accented and short. In that case, break after the consonant (VC / V). Think “That vowel is too short to end a syllable.” Most words with three or four consonants together in the middle are divided after the first consonant. Do not separate digraphs or blends. 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. 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. 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.). The suffix -ed forms a separate syllable only when it follows d or t. Otherwise, it sticks to the last syllable of the word.
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Remember—the vowels are a, e, i, o, u, sometimes y and sometimes w. Y is a vowel when it sounds like long i or an e (sly, pretty); when it sounds like a short i (as in gym); or when it combines with another vowel such as a or e to make a vowel sound (as in play and obey). W is a vowel when it combines with another vowel such as a, e, or o to make a vowel sound (as in paw, sew, and now).
Tip
Try It Yourself EXERCISE A
Each of the following words contains a pattern of VCCV or VCCCV. Label the vowels (except the silent e at the end of a word), then connect them by labeling the consonants in between. Divide the words into syllables, being careful not to separate digraphs or blends. example 1. 2. 3. 4. 5.
victim vccv
vic / tim vc / cv
nimbly bounded pervade internment pulsate
EXERCISE B
The following words contain 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. 2. 3. 4. 5.
futile clamor static radius irritant
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. 2. 3. 4. 5.
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demeanor kimono distinctness concealment intently
Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: __________________
LESSON 9
Pronunciation and Accented Syllables Understand the Concept A word with more than one syllable contains at least one syllable that sounds louder than the others. When a syllable is spoken more loudly than the others, it is called a stressed syllable. To indicate a stressed syllable, use an accent mark (´). This mark is placed just before or after the stressed syllable. examples
pre - cise´ ob - li - ga´ - tion
Try It Yourself Use slashes to break the following words into syllables; then, mark the stressed syllable.
Word of the Week nuance (n2> 5n(t)s) n., slight difference or variation Everyone could tell that Lanaya was unhappy based on the nuances in her voice and how she was standing. To pronounce nuance properly, place the stress on the first syllable, as directed by the pronunciation guide above. These guides are helpful when you start to use new vocabulary in your everyday speech.
1. prologue 2. resistance 3. enthrall 4. audacity 5. disdain 6. regulate 7. economy 8. heritage 9. insane 10. constructive 11. instability 12. plight 13. tenant 14. veranda 15. assessing 16. bondage 17. elaborate 18. sensible 19. campaign 20. dominate © EMC Publishing, LLC
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Some words are written the same but are pronounced differently and have different meanings. These words are called homographs. Sometimes the main difference in how the homographs are pronounced is which syllable is stressed. example
digest di-gest´ : process food in the stomach or absorb something mentally di´-gest : collection of condensed articles or pieces of information
Just for Fun Get together with a partner to play a game with homographs. One person, the challenger, says one of the words below and describes its meaning. The other player must then say the word, accenting the opposite syllable, and describe the meaning of the word as he or she pronounced it. If successful, he or she scores a point and becomes the challenger. If not, the challenger earns the point and the right to make another challenge.
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1. present
5. permit
2. object
6. content
10. perfect
3. record
7. combine
11. compact
4. desert
8. reject
12. project
Exceeding the Standards: Vocabulary & Spelling
9. produce
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Name: ____________________________________________________ Date: __________________
Time Out for Test Practice Spelling Patterns Choose the word that is spelled correctly. _____ 1. A. B. C. D.
partaking angryly ingeniouseness sincerly
_____ 2. A. B. C. D.
receiveing unfaithful saiing sicklyness
_____ 3. A. B. C. D.
praying tracable cheerfullness rechargeing
On the line, write the letter of the pattern that applies to the formation of each of the following words. _____ 4. pretty + -ly A. When adding a suffix to a word that ends in a y that follows a vowel, leave the y in place. B. When adding a suffix, drop the y and change it to i when the y follows a consonant. C. When adding a prefix, do not change the spelling of the word itself. D. If you are adding a suffix that begins with a consonant to a word that ends with a silent e, leave the e in place. _____ 5. grateful + -ness A. When adding a prefix, do not change the spelling of the word itself. B. Drop the e when adding a suffix that begins with a vowel. C. The spelling of most words is not changed when the suffix –ness or –ly is added. D. When adding a suffix, change the y to an i when the y follows a consonant.
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_____ 6. re- + viewing A. The spelling of most words is not changed when the suffix –ness or –ly is added. B. When adding a prefix, do not change the spelling of the word itself. C. When adding a suffix, do not change the y to i when the i follows a vowel. D. If you are adding a suffix that begins with a consonant to a word ending with a silent e, leave the e in place. _____ 7. toy + -ing A. When adding a suffix that begins with a vowel to a word that ends with a silent e, drop the e. B. If you are adding a suffix to a word that ends with y, and that y follows a consonant, you should change the y to i. C. When adding a suffix to a word that ends in y, you should leave the y in place when that y follows a vowel. D. When adding a prefix, do not change the spelling of the word itself.
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Choose the word that is spelled incorrectly. _____ 8. A. B. C. D.
rearrange fraying merly joyfully
_____ 9. A. B. C. D.
staring loneliness fearlessly mispelling
_____ 10. A. B. C. D.
surveying cheerfully forgiveing cloying
Syllables and Syllabication Select the correct way to break each of the following words into syllables. _____ 11. marrow A. ma-rrow B. marr-ow C. mar-row D. marro-w
_____ 13. opinion A. o-pin-i-on B. o-pini-on C. opi-ni-on D. opin-ion
_____ 12. marathon A. mara-thon B. mar-athon C. ma-ra-thon D. mar-a-thon
_____ 14. sacred A. sacred B. sa-cred C. sac-red D. sacr-ed
Using syllabication, select the correct consonant-vowel pattern for each of the following words. _____ 15. pacing A. V / CV B. VC / VC C. CV / CV / CC D. CVC / VCC
_____ 18. descendant A. CV / CCV / CCV B. V / CCVC / CV C. VCC / VC / CV D. VVCC / CV
_____ 16. scaffolding A. VC / CA B. VCC / CVC C. VC / CVCC / V D. VCC / VCC / V
_____ 19. lumber A. VCV B. CV / VC C. CVCC / CV D. VC / CV
_____ 17. emphatic A. VC / CCVC / VC B. CCCV / CVC C. VC / CCVCVC D. VC / CV
_____ 20. porous A. VC / V B. V / CV C. VCVV D. CVCV / VC
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Exceeding the Standards: Vocabulary & Spelling
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Name: ____________________________________________________ Date: __________________
LESSON 10
Academic Language I: Critical Thinking Terms Understand the Concept Understanding certain terms will help you in your schoolwork and on standardized tests. The terms in the following sections pertain to critical thinking—that is, reacting to what you read and hear by carefully evaluating it. Understanding these terms and the skills they name will also help you sift through information and ideas in your life outside of school.
Word of the Week taut (tot) adj., tense, tight Walter pulled the rope taut, hoping it would keep the sign in place long enough for his friends to read it. Do not confuse taut with taught. These two words are homophones, or words that sound alike but have different meanings and spellings.
Critical Thinking Skills The following are some types of critical thinking skills you may be asked to employ while reading, writing, or reasoning. Evaluate—Judge the importance or meaning of something. Determine whether statements are fact or opinion, or evaluate research sources to make sure they are reliable and timely. example Read an essay and determine whether the writer based their work on fact or opinion. Generalize—Make a broad statement based on one or more particular observations. example Visit a place you’ve never been before, like a skate park, a political protest, or a day care center. Observe the behavior of the people around you. From your observations, make a general statement about the culture you have observed. Infer—Draw a conclusion that is not stated in the piece but that is based on evidence that is stated.
Tip
A fact is something that can be proven.
An opinion is a statement that can be supported but not proven.
Read test questions carefully to make sure you know what you are being asked to do.
Tip
Evaluate news and commentary that you read or hear. Determine whether statements are fact or opinion. A bias is a prejudice or unreasoned judgment; evaluate information you use to make sure it is unbiased.
Tip
example Based on the paragraph you have just read, infer how the narrator feels about Jerry. Hypothesize—Make an educated guess about a cause or effect. example Before you perform the experiment, use what you already know about how heat affects liquids to hypothesize about the likely results.
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Evaluate on an essay test means “make a judgment, and then back it up with evidence.”
Predict—Make a reasonable guess about what will happen.
If you were given the following essay question on a test, what are some of the things you might say? Make a few notes below in your notebook.
Analyze—Break something down into parts and think about how the parts are related to each other and to the whole.
Tip
Evaluate the effect of technology on modern society.
example Now that you have finished chapter four of the novel, predict what will happen to Kino in the next chapter.
example What evidence can you find in chapters 4–6 that shows that Kino’s life has changed since the first half of the story? Synthesize—Bring everything you have considered together into a whole. example How has the pearl changed in Kino’s view at the end of the novel? What has Kino learned from his experience?
Plagiarism is the serious offense of taking someone else’s words or thoughts and pretending they are your own. To avoid plagiarism, put ideas into your own words or use quotation marks.
Tip
Try It Yourself EXERCISE A
Evaluate each of the following statements by telling whether they are facts or opinions. 1. More people live in China than in any other country in the world. 2. The United States of America is the greatest country in the world because it comes to the aid of other nations.
Just for Fun Write a poem about school. Use academic language in a funny way.
EXERCISE B
1. Read the following results from a survey given out at a local high school. Then, make a generalization or broad statement about the results in your notebook. Students were asked their favorite thing to do on a Saturday afternoon. Of the 126 students surveyed, thirty-one percent said they would go to a movie. Eighteen percent cited shopping, and fifteen percent mentioned taking part in a sports or fitness activity. Eight percent said they would spend time with family.
2. Analyze the following quote by examining the meaning of each line. Then, synthesize your understanding of the quote by writing a one sentence explanation of what Lennon and McCartney are trying to say in your notebook. I am he As you are he As you are me And we are all together. —John Lennon and Paul McCartney
3. Marissa arrives in class just before the bell rings. Her face is red, and she is scowling. She slams her books down on the desk and throws her body into her seat. Based on these observations, infer how Marissa is feeling. Write your observations in your notebook. 24
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Name: ____________________________________________________ Date: __________________
LESSON 11
Academic Language II: Test-Taking Language Understand the Concept The following phrases are often found on tests; knowing what each of these phrases means will help you understand what the question is asking you to do.
Reading Comprehension Terms Identify a synonym: You may be asked to name a synonym for a particular vocabulary term that appears in the selection. A synonym is a word with the same or nearly the same meaning as another word.
Word of the Week implication (im pl@ k6> sh@n) n., something indicated indirectly No one else seemed to understand the implication of the article, but I knew what the author was trying to say. The word implication comes from the Latin word implicationem which means “interweaving, entanglement,” and relates to implicare meaning, “involve, entangle, connect closely.”
Identify main ideas and supporting details: You may be asked to identify the author’s main idea in a selection. You may also be asked to distinguish between the main idea and the details that support it. The key in answering this kind of question is figuring out which ideas are most important to the passage as a whole. Identify the pattern of organization: You may be asked to label the pattern of organization in a piece of writing, such as chronological, spatial, or order of importance. Chronological organization is in order by time, from beginning to end. In spatial organization, parts are described according to their location in space. Order of importance organization proceeds from most important to least important or from least important to most important. Work with subheads: A subhead is the title for a particular section of a text; paying attention to subheads can help you understand the organization of the material you are reading. On a test, you may be asked to identify the kind of information you would expect to find under a particular subhead, or you may be asked which subhead would be most appropriate for a given paragraph. Draw a conclusion: You may be asked to draw a conclusion based on a passage you have read. A conclusion is a reasoned judgment or inference based on evidence. Your conclusion should be based directly on information presented in the passage and should include a generalization or a statement of the theme of the passage.
Try It Yourself EXERCISE A
Read the passage below. Then, answer the questions that follow.
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The United States began as a rural nation—a country built on agriculture. From the mid-1800s and well into the 1900s, the United States became industrialized, cities grew, and many people gradually moved west. But it was the invention of automobiles, the streamlining of their production, and the construction of roads to accommodate all these vehicles that completely changed the landscape of the United States. In 1896, Henry Ford built his first gasoline-powered automobile. The first car to be produced in large quantities was the 1901 Curved Dash Oldsmobile. By 1908, Ford produced his first Model T. He also developed the concept of the assembly line, which enabled rapid production of large numbers of cars. By 1927, more than eighteen million Model Ts had been produced. When the large interstate freeways were built in the 1950s and 1960s, entire neighborhoods had to be destroyed in order to accommodate them. With these wider routes available for highspeed travel, small towns and their businesses—once frequented by train travelers and drivers of small roads—dried up. However, the automobile quickly became an icon that defined the American character. Americans loved the freedom offered them by their cars and they loved to explore their vast country in them.
_____ 1. A synonym for the word frequented as it is used in this passage would be A. rented. B. owned. C. visited. D. robbed. _____ 2. Which of the following best expresses the main idea of the passage? A. The invention of freeways allowed for high-speed travel through the United States. B. Henry Ford is considered the inventor of the automobile. C. Cars and the interstate freeways on which they travel changed the look of the United States, but Americans love the freedom that auto travel brought them. D. Before people drove cars, they primarily took the train. _____ 3. This passage uses A. spatial organization. B. chronological organization. C. order of importance organization. D. random organization. _____ 4. Which of the following is a logical conclusion to draw from this passage? A. Henry Ford destroyed small business in America. B. The Curved Dash Oldsmobile outsold the Model T Ford.
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C. Trains remained important means of transportation for a long time after highways were built. D. The use of interstate freeways affected which businesses succeeded and which did not. 5. Write an appropriate subhead for the second paragraph of this passage.
In an essay question, you will probably be asked to support your answer with evidence. This means that you should make a general statement and prove that it is true by following the statement with specific details and information from the text. The general statement you make in an essay is your thesis statement. You then prove or support your thesis throughout the essay. Learning the following terms will help you understand some of the things you may be asked to do in an essay. Type of Question Analyze Compare/Contrast Describe/Explain Define/Describe/Identify Interpret Summarize Argue/Prove/Show
When facing an essay question, take some time to organize your ideas before you begin writing.
Tip
Essay Test Terms
What to Do break into parts and describe the parts and their relationships identify and describe similarities and differences tell the steps in a process; identify causes and effects classify and tell the features of tell the meaning and significance of retell very briefly, stating only the main points tell and evaluate reasons for believing in a statement
Try It Yourself EXERCISE B
For each of the following essay questions, write a thesis statement and identify three points you would use to support that thesis. 1. Compare and contrast reading a book in print to listening to an audio book. Show the benefits and drawbacks of each form. Thesis: Three points: 2. Define what you understand a hero to be and support your definition with examples. Thesis: Three points:
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Name: ____________________________________________________ Date: __________________
LESSON 12
Word of the Week unwonted (@n w0n> t@d) adj., rare, unusual Janelle knew she was acting in an unwonted fashion, but she couldn’t help herself. The word unwonted is formed from the word wont, meaning “accustomed.” Merriam Webster’s Collegiate Dictionary, eleventh edition, includes the etymology of the word wont; it comes from the Old English word wone–n, which means, “to dwell, be used to.”
Determining the spelling of a word might be difficult using only a dictionary, especially when you do not know where to start. However, if you know what a word means, you can look up a word with the same meaning in a thesaurus. Your initial word will likely be listed as a synonym of this word, and you will be able to see its proper spelling.
Tip
Using Dictionaries and Thesauruses Understand the Concept When you encounter an unknown word, it is sometimes possible to determine its meaning based on surrounding words or context. Other times, determining the meaning of a word requires the use of a dictionary. A dictionary is a reference source that provides one or more definitions of a word, its pronunciation (the way the word is usually spoken), and even the word’s etymology. Etymology is a word’s history or origin, including the root or base words that form the word. Since many words have more than one meaning, a dictionary can help you determine the definition of your unknown word by providing all of its possible meanings. You simply need to determine which one makes the most sense in the context in which the word occurs. Another tool that can be used to discover the meaning of an unknown word is a thesaurus. A thesaurus is a reference source that contains synonyms, rather than definitions, of a word (remember that synonyms are words that have the same or very similar meanings). Thesauruses can provide you with a better understanding of a word, as well as help you find other options to replace words you are using in your own writing. Consider the following sentence: They arrested the mean lawbreaker. Using a thesaurus might encourage you to make the following changes: They captured the wicked criminal.
Try It Yourself EXERCISE A
Read the following sentences and try to define the underlined word based on the surrounding text. Then, look the word up in a dictionary and write the actual definition(s) on the lines below. Highlight or underline the definition used in the sentence. 1. I found all of his actions to be completely benign.
2. The wild dog was emaciated and frightened.
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3. She infused me with a sense of self-worth.
4. He showed great foresight when he built that dam.
5. The waterlogged message was almost incomprehensible.
EXERCISE B
Rewrite the following sentences using a thesaurus. Compare the original and rewritten sentences and circle the sentence you prefer. 1. Every morning I am sad, even if the day is nice and warm and nice smells are coming from the kitchen. 2. I like my uncle Dave. He is always happy and has a big smile on his face every time we meet. 3. He’s rude, mean, and not very attractive. 4. The big house at the top of the street overlooks the dark forest, but I’m afraid of the forest.
While a thesaurus might provide you with more expressive or interesting words to use in your writing, it is not wise to overuse a thesaurus. Often, the result is vastly different from what you originally intended.
Tip
Original Sentence: After losing my best friend, I was so sad that I stayed home every weekend. Overusing a Thesaurus: After suffering the loss of my exemplar confidant, I was so morose that I remained at my residence every weekend.
5. The small horse ran past us and I saw that it was sweaty and tired.
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Name: ____________________________________________________ Date: __________________
LESSON 13
Word of the Week persistently (per sis> t@nt l7) adv., repeatedly He was persistently using my toothbrush, so I started to store it out of his reach. The word persistently is synonymous with the words tirelessly, determinedly, and steadily. Its antonyms include wearily, halfheartedly, and impatiently. Understanding synonyms and antonyms gives you a better understanding of a word’s meaning.
Synonyms and Antonyms Understand the Concept Having a large vocabulary will assist you in both reading and writing. If you have a large vocabulary, you are less likely to run into unknown words when you read. This makes reading easier and more enjoyable. A larger vocabulary also means that you have a wider variety of words to use in your own writing. With minimal effort, you can make words work to fit your writing goals, whether you want write descriptively or in a more concise manner. One of the many ways to build your vocabulary is to understand synonyms and antonyms. Synonyms are words that have the same, or nearly the same, meaning. A writer uses synonyms to create his or her style of writing, set the tone, or create a mood. If a writer is describing someone as sad, he or she could also describe the person as gloomy, miserable, or cheerless. Consider how word choice can change the tone and style of one’s work. examples
He was walking in the dark hallway. He was pacing in the gloomy hallway. Her persistent questions made her look wise. Her relentless questions made her look clever. You are extremely selfish. You are very inconsiderate.
Antonyms are words that have opposite meanings. examples
He was walking in the dark hallway. He was walking in the bright hallway. Her persistent questions made her look wise. Her fleeting questions made her look foolish. You are extremely selfish. You are rather selfless.
Try It Yourself Rewrite the following sentences twice. The first time, use a synonym in place of the underlined word. The second time, use an antonym. example
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I found the hotel room to be adequate. synonym: I found the hotel room to be tolerable. antonym: I found the hotel room to be unsatisfactory.
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1. We knew his intentions were honorable. synonym: antonym: 2. I want to alter my photo. synonym: antonym: 3. Delores felt enraged after the argument with her friend. synonym: antonym: 4. Her designs were entirely too gaudy to consider. synonym: antonym: 5. Though she spent a lot of money on her appearance, she was really quite homely. synonym: antonym: EXERCISE B
Remember that a thesaurus is a reference that contains synonyms for common words. Antonyms are often included as well.
Tip
Use a thesaurus and the following passage to complete the questions below. Write your answers in your notebook or on a separate sheet of paper. It was a dark and stormy night. The neighbors, usually a friendly bunch, had locked the doors and bolted the windows. They all felt there was a bad feeling in the air, but no one discussed it. Instead, they all covered their heads with blankets and tried to sleep through the storm. Suddenly, a sharp scream echoed down the lane!
1. List two synonyms and one antonym for each of the adjectives in this passage. 2. Rewrite the passage using synonyms for one noun, one verb, and one adjective.
Just for Fun Create your own passage and see if you can alter its tone or mood by finding different synonyms for the words you have used.
3. Rewrite the passage using antonyms for one noun, one verb, and one adjective. 4. How did using synonyms change the meaning of the passage? How did using antonyms change the meaning of the passage?
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Name: ____________________________________________________ Date: __________________
Time Out for Test Practice Academic and Test-Taking Language Read the passage below. Then choose the best answer to each question that follows. Cowboy poetry rides as high as the great western landscape at the original Cowboy Poetry Gathering, which meets each January in Elko, Nevada. Started in 1985 by the Western Folklife Center, a nonprofit organization dedicated to preserving the folk arts of the American West, the Gathering continues to grow in popularity with each passing year. It celebrates the tradition of cowboy poetry, an art form that traces its roots to Anglo-Saxon and Celtic balladry, but is distinctly American. Most of the first cowboys emigrated from the British Isles in the mid-nineteenth century and moved west to find work herding and driving cattle on ranches. Bringing with them their native storytelling tradition, these immigrants fused their past with the broad horizons of their new identity in the American West. Into that mixture also went the traditions of Moorish and Spanish horsemanship, European cavalry, African improvisation, and Native American experience. The poetry and songs of the cowboys celebrated the “cowboy lifestyle,” that of a rugged individual able to exist in the vast and often harsh territory of the West. When the trail drives became obsolete in the late 1800s due to the growth and convenience of railroad shipping, the cowboy way of life threatened to become extinct as well. However, the spirit of that life survives today in cowboy poetry. The highlight of every gathering is the chance to see and hear cowboy poets perform their work. Cowboy poetry is at its best when read or sung aloud. As one fan has written: “In its written form some might call this poetry simplistic, unpolished. Like a horse in need of a rider, however, these words need a human voice to guide them, and when that voice is deft—or gifted—the result is poetry of emotional clarity and unabashed honesty that speaks eloquently to those far removed from the cowboy experience” (Nickens). Some poems can be sad and wistful, hearkening back to the lost days of the open range. Others are uproariously funny tall tales about rodeo mishaps and the vengeful sweethearts of roamin’ cowpokes. They all retain the flavor of the West.
_____
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1. A synonym for the word deft as it is used in the passage is A. loud. B. wistful. C. talented. D. stupid.
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_____ 2. Which of the following sentences best expresses the main idea of the passage? A. The Cowboy Poetry Gathering meets each January in Elko, Nevada. B. Cowboy poetry captures the emotional flavor of a dying American lifestyle. C. Most cowboys originated in the British isles and brought their storytelling traditions with them to the American West. D. Cowboy poetry sounds best read aloud in settings like the Cowboy Poetry Gathering in Elko, Nevada.
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_____ 3. An appropriate heading for this passage would be A. “Cowboy Poetry Gatherings Help Preserve Western Traditions.” B. “A First Effort To Pay Tribute to the Cowboy Tradition.” C. “The Cowboy Lifestyle.” D. “The Mission of the Western Folklife Center.” _____ 4. The purpose of this passage is probably to A. persuade the reader to write cowboy poetry. B. inform the reader about an American literary tradition. C. entertain the reader with a tall tale. D. tell a story about a cowboy’s life. _____ 5. The tone of this passage could best be described as A. bored. B. sad. C. wistful. D. admiring.
_____ 6. Based on information in this passage, the reader can draw the conclusion that A. horses would appear frequently in cowboy poetry. B. cowboy poetry is not real literature. C. cowboys have very difficult lives with few interesting events in them. D. the Western Folklife Center will soon close its doors. _____ 7. From the information in the passage, you can infer that the primary mission of the Cowboy Poetry Gathering is to A. bring back the cowboy lifestyle that is nearly extinct. B. raise money for the work of the Western Folklife Center. C. preserve and celebrate a particular form of poetry. D. entertain lonely cowboys.
8. In an essay, describe what happens at the Cowboy Poetry Gathering. Support your answer with evidence from the text.
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Name: ____________________________________________________ Date: __________________
LESSON 14
Word of the Week era (er> @) n., unit of time; specifically, a unit of geologic time smaller than an eon and larger than a period I think the Jurassic Period is the most interesting period within the Mesozoic Era. The word era comes from the Late Latin word aera, meaning “counters.” Synonyms include period, age, and time.
Tip
The history and origins of a word are its etymology.
Most dictionaries provide information about the origins and history of words. The etymology of a word is normally placed in brackets or parentheses. The meanings of the abbreviations used in the etymology can usually be found in a chart at the beginning or end of the dictionary.
Tip
Word Origins Understand the Concept Most English words can be traced back to where they came from: Middle English, Latin, Greek, French, or another language. Linguists— people who study language—trace words back through time to discover their histories. For example, the word beauty entered English from Middle English; it came from Old French before that and originated from the Latin term bellus. You can find information about the history of a word in an etymological dictionary or in a regular dictionary. In a regular dictionary, the etymology, or history and origins, of a word is found after the pronunciation and part of speech. The information in the etymology is usually abbreviated; a key to the abbreviations is usually located in the front or back of the dictionary. example mod-ern (m5 d@rn) adj. [LL modernus, fr. L modo just now, fr. modus measure—more at mete] (1585) In the example above, the etymology of modern appears between the brackets that follow the part of speech. A list of abbreviations at the front of the dictionary indicates that LL stands for Late Latin, L stands for Latin, and fr stands for from. From this etymology, we learn that the English word modern comes from the Late Latin word modernus, which comes from the Latin word modo, meaning “just now.” Modo came from the Latin modus, which meant “measure.” The words “more at mete” indicate that related etymological information can be found by looking up the word mete. The date in parentheses after the etymology indicates the first recorded use of the word in English. For more information, see the explanatory notes in the front of your dictionary.
Try It Yourself Use a dictionary to find the meaning and origin of each of the following words. Then use each word in a sentence. example clench: to set or close origin: comes from the Middle English word clutch sentence: The coach was so angry with his football team that he clenched his teeth as he spoke. 1. delectable: origin: sentence:
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2. derive:
Just for Fun
origin:
Research the etymology of each of the following words.
sentence: 3. elapse:
munchkin hooligan giggle ritzy
origin: sentence: 4. abundant: origin: sentence: 5. epoch: origin: sentence: 6. migrate: origin: sentence: 7. pulverize: origin: sentence: 8. resplendent: origin: sentence: 9. specimen: origin: sentence: 10. straggle: origin: sentence:
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Name: ____________________________________________________ Date: __________________
LESSON 15
Word of the Week heft (heft) n., weight, heaviness; importance The boulder’s heft seemed to increase as the workers lifted it into its final position. The word heft is both a noun and a transitive verb (“to heave up”). In its archaic form, it means “the greater part of something.”
Evolution of Language Understand the Concept Language is not static; it changes and evolves over time. If you were to look at works written in English in previous centuries, you would likely find words you do not recognize or that are no longer used today. For example, pronouns such as thee and thou are rarely used. If you encounter old, rarely used words in your reading, tackle them the way you would any other word. The only difference is that you will not incorporate such words into your own speech or writing. They will become part of your reading vocabulary only. Read the following sentence.
You may find words that don’t have the same meaning today as they used to. Words or specific definitions of a word that are no longer used may be labeled obsolete or archaic in the dictionary. Obsolete means “no longer in use.” In a dictionary label, it means that the word hasn’t been used since the mid1700s.
Tip
Archaic means “old-fashioned.” In a dictionary label, it means that the word or specific definition is found today in special contexts only.
Context clues are clues in a sentence or passage that can help you to understand the meaning of an unfamiliar word.
Tip
The peddler who transported the silks across country found the meed he received for his services to be adequate.
Meed is an archaic word that comes from Old English and Greek. It is rarely used today, so you probably aren’t familiar with it. Looking at word parts probably won’t help you figure out the meaning of the word, but the context should. What do you think meed could mean? Some unfamiliar words may not be old but still may be rare in your culture. Look at the following sentence. The old man maneuvered his body into the pedicab next to the young girl, and the driver began the journey back to their village outside the city.
Here, you can use word parts to determine the meaning of pedicab. You may know that ped means “foot” and is in words like pedal and pedestrian. And cab is part of the word taxicab. From this, you may be able to determine that a pedicab has something to do with pedals as in a bicycle and with taxicab service. Indeed, a pedicab is a tricycle with room for two passengers and a cyclist driver.
Try It Yourself EXERCISE A
Replace each archaic word below with a more contemporary word. 1. I will listen to your excuses no longer. Enow! 2. The king’s fie took us by surprise, and we were not prepared to defend ourselves.
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3. “Hist! Everyone listen, I have something very important to say.” 4. We will reach our destination erelong, and have plenty of daylight to set up camp.
New words are introduced to the English language all the time. Newly created words are called neologisms. You may find neologisms in news articles or in contemporary speech. Usually, you will be able to figure out the meanings of these words through the use of context clues or by examining the word parts. All words originated as neologisms; many became part of our standard language. Here are some recent neologisms, listed by the decade in which they were coined. 1950s: shopping mall, overkill, senior citizen 1960s: biodegradable, sitcom, counterproductive 1970s: miniseries, downsize, junk food
Just for Fun Slang often makes creative use of language. Slang often alters the form of or gives new meaning to an existing word. Make a glossary of slang that you and your classmates use. First brainstorm a list of words. Then write definitions for each word. Give sample sentences to show the usage of each word.
Forming Compounds New words can be created by combining old words. Daybreak, driveway, and outlook all entered English this way. Some newer examples include brick-and-mortar, self-help, and boybands.
Tip
1980s: yuppie, telemarketing, couch potato 1990s: generation x, netiquette, digidex 2000s: biobot, blamestorming, mouse potato Use context clues and your Word Parts Charts to help you figure out the meanings of these words.
Try It Yourself EXERCISE B
In your notebook, define each of the underlined words using context clues or word parts. 1. The Beatles are okay, but I like new music better than dadrock. 2. Filona pulled on a T-shirt, skort, and sandals and ran across the street to her friend’s house. 3. Infotainment shows that feature fun and interesting news stories are becoming popular.
Clipped Words Sometimes, part of a word is dropped to make a shorter word of the same meaning. These are called clipped words. For example, ad, a shortened form of advertisement, entered the language later than advertisement.
Tip
Blends Sometimes words are blended together to make new ones. Thus smoke and fog became smog, and breakfast and lunch combined to form brunch.
Tip
4. I sent an e-mail message to Gina, but she never received it; it must be lost somewhere in cyberspace. 5. The lecture we got during the all-school gathering was so boring that I couldn’t keep from falling into a microsleep.
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LESSON 16
Word of the Week boycott (boi> k5t) v., to refuse to have dealings with, usually to express disapproval or to force acceptance of certain conditions. Most students at the high school are boycotting that pizza place until they improve working conditions for their employees. The word boycott comes from the name Charles C. Boycott. Boycott was a wealthy English landowner who charged the Irish people who lived on his land very expensive rent. As a result, the Irish community refused to talk to or interact with him.
The word eponym comes from the Greek epi-, meaning “on, at, or attached to,” and -onyma, which means “name.” An eponym is a word named after a person or place, real or imaginary.
Eponyms Understand the Concept An eponym is a word that comes from a proper name, usually a person or a place. The meaning of the word is related to the person or place in some way. examples sandwich
Caesarian
named for Julius Caesar, who according to Shakespeare’s play was “ripped from his mother’s womb”
shrapnel
named for British Lieutenant General Henry Shrapnel, who invented a weapon consisting of a shell that released bullets or small shards of metal
Tip
Some eponyms are capitalized and some are not. Use a dictionary when you are not sure about the capitalization of a word.
Tip
named for the Earl of Sandwich. One day, the Earl didn’t want to get up from playing cards to eat, so he ordered brought to him a serving of meat between two pieces of bread.
Try It Yourself EXERCISE A
Examine the people or places listed below, and identify the word that comes from each name. Then explain the connection between the meaning of the word and the name from which it is derived. You might want to work with a partner to complete this exercise. 1. Nicolas Chauvin, a character in a play who was obsessively patriotic and convinced that French leader Napoleon was superior to all other people
2. Louis Braille, a French teacher of the visually impaired who was blind himself
3. Jules Léotard, a famous nineteenth-century French trapeze artist
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4. Etienne de Silhouette, a French official who raised taxes so much that people were reduced to surviving on the bare essentials
5. Samuel A. Maverick, who once allowed a herd of cattle, some of them unbranded, to wander in Texas
Proprietary Eponyms Another kind of eponym consists of a brand name that, over time, has become a generic term for the product. For example, escalator used to be a brand name for a particular kind of moving stairway. Words like escalator are called proprietary eponyms; proprietary means “belonging exclusively to one person or organization.” The process by which a brand name becomes a generic term is one way that language changes and evolves over time. examples
kleenex xerox machine
Just for Fun Think about the people you know personally as well as celebrities in popular culture, and consider the qualities you associate with them. Then make up five eponyms based on the names of these people. For each eponym, tell whether it is a noun or a verb and give a definition. Potter, noun, meaning “someone with humble origins but the potential for greatness”
facial tissue copy machine
Try It Yourself EXERCISE B
All of the following words started out as brand names. Identify the kind of product to which each refers. example
thermos: an insulated container
1. Coke or cola: 2. wite out: 3. hi-liter: 4. Scotch tape: 5. band aid: 6. saran wrap: 7. jello: 8. jeep: 9. Q-tip: 10. walkman:
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LESSON 17
Word of the Week recollection (re k@ lek> sh@n) n., the action or power of recalling to mind; memory If my recollection serves me, Beverly cannot be trusted with my car. The word recollection can be broken down into the prefix re(“again; back”), the base word collect, and the suffix -ion (“action; process”). Assembled, these morphemes suggest “bringing things together again.”
Base Words Understand the Concept Have you ever noticed how many words contain shorter words within them? For example, the words impressive, depression, repression, and suppress all contain the word press. Words that, like press, form the basis for many longer, more complicated words are sometimes called base words.
Try It Yourself EXERCISE A
For each base word listed below, write down three longer words of which it is a part. 1. form: 2. scribe: 3. stand: 4. part:
Tip A base word is a word that can stand alone, but that also combines with other morphemes to create other words. Base words combine with prefixes, suffixes, and other word parts (called morphemes) to create longer words. You can often determine the meaning of longer words by thinking about the meaning of the base word and any prefixes or suffixes you recognize.
5. flex: EXERCISE B
Use your knowledge of base words, prefixes, and suffixes to write a predicted definition of each word below. 1. uniform: 2. disbanded: 3. misinformation: 4. imperil: 5. indirectly:
Just for Fun Use prefixes and suffixes to make up new words containing the following base words: 1. ruin: 2. mold: 3. care: 4. stop: 5. fad: 40
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Time Out for Test Practice Word Parts Write the letter of the best answer on the blank. _____
1. The Latin word part sci is in the words science, a system of knowledge concerned with the natural or physical world, and prescience, which is the ability to know the future. What is the most likely meaning of sci? A. to be with; together B. to know C. to tell fortunes D. to mislead
_____ 2. The Latin word part alien is in the English words alien and alienate. What is the most likely meaning of alien? A. other B. similar C. travel through space D. creepy _____ 3. The Latin word part aud is in the words audible and audio. What is the most likely meaning of aud? A. to listen to the radio B. to be amazed C. to hear D. to sing _____ 4. The Latin word part struct is in the words indestructible and reconstruction. What is the meaning of struct? A. build B. destroy C. thoughtful D. rapid
Choose the word that best completes each sentence. Use your knowledge of word parts to help you. _____ 6. Someone who is animated could also be described as ___. A. tired B. untamed C. lively _____ 7. The paramedics ___ the heart attack victim and brought him to the hospital alive. A. revived B. proclaimed C. deconstructed _____ 8. A disease in which the cilia in the lungs do not move is called ___ cilia syndrome. A. tactile B. immotile C. dominant _____ 9. The ___ knight saved the princess from the villain and slew the dragon. A. incredulous B. egocentric C. valiant _____ 10. Someone who means well could be described as ___. A. motivated B. intractable C. beneficent
_____ 5. The Latin word root clos is in the words closure, meaning “end,” and foreclose, meaning “to shut out.” What is the most likely meaning of clos? A. to insist B. to turn away C. to understand D. to shut © EMC Publishing, LLC
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Vocabulary Write the letter of the best answer on the blank. _____ 11. What is an obsolete word? A. a word that is no longer in use B. a word that predates the 1700s C. a word that contains a base word D. a word that has only negative connotations E. None of the above
_____ 15. Which of the following is an example of an eponym? A. robust B. catalyst C. Caesar salad D. chronological E. None of the above
_____ 12. What is a blend? A. a word created by rearranging the letters of an existing word B. a word that describes manipulative or misleading statements C. a word that is formed by combining two other words D. a word that contains its own definition within itself E. None of the above
_____ 16. Which of the following is an example of a proprietary eponym? A. Jeep B. Frisbee C. Kleenex D. All of the above E. None of the above
_____ 13. What is a neologism? A. a word that existed prior to the 1700s B. a word that was created after the 1900s C. a word that does not exist D. a newly created word E. None of the above _____ 14. What is an eponym? A. a word that is created to describe two or more things B. a word that comes from the name of a person or place C. a word used to describe the emotion of the central character D. a word that is formed by combining a word root with a suffix E. None of the above
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_____ 17. What does it mean if a word is called archaic? A. the word was created in ancient Rome B. the word is no longer in use in modern English C. the word has not been used since the mid- to late-1700s D. the word is old-fashioned and used only in special contexts E. None of the above _____ 18. The history and origins of a word are known as its A. etymology. B. neologism. C. modernus. D. eponym. E. None of the above
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LESSON 18
Prefixes, Roots, and Suffixes Understand the Concept Many words are formed by adding prefixes and suffixes to base words and word roots. A word root is the core of a word to which a prefix or suffix is added. A prefix is a letter or group of letters added to the beginning of a word or root to change its meaning. A suffix is a letter or group of letters added to the end of a word root or base word to change its meaning. Prefixes, suffixes, and word roots cannot stand alone, though they all have meaning. A base word is able to stand alone. example paw (base word) + ing (suffix) = pawing in- (prefix) + cred (word root) + -ible (suffix) = incredible Understanding the meanings of common prefixes, suffixes, and word roots will allow you to determine the meaning of words you might not know. Consider the word malodorous. Using our knowledge of word roots and suffixes, we are able to determine that mal (word root meaning “bad”) + odor (base word that means “smell”), + -ous (suffix that means “possessing the qualities of”) means: having an unpleasant smell. Consider the following lists of common prefixes, suffixes, and word roots. For a more complete list, see Language Arts Handbook 2.2, Breaking Words Into Base Words, Word Roots, Prefixes, and Suffixes.
Common Prefixes Prefix antidisinpostreunder-
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luminous (l2> m@ n@s) adj., shiny; glowing; bright One could easily see the cottage beneath the luminous moon. The word root lumin means “light.” Adding the suffix -ous (which means “possessing the qualities of”) makes luminous, an adjective indicating that what it describes is filled with or “possesses the qualities of” light. All words ending in -ous are adjectives. Can you think of any other examples?
Common Suffixes
Meaning “against” “not, opposite” “not” “after” “again” “beneath”
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Word of the Week
Suffix -able, -ible -ate -er, -or -ful -ive -less -ly -ment -ness -tion
Meaning “capable of” “characterized by” “one who” “full of” “tending toward” “without” “in such a way” “act of, state of” “state of” “act or state of”
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Just for Fun Keep a journal of unfamiliar words that you encounter in your everyday life. See how many you can define by breaking the word into prefixes, suffixes, and word roots or base words.
Adding the suffix -or to the word act changes the part of speech from a verb to a noun. Remember that -ar, -er, and -or mean “one who.”
Tip
Common Word Roots Word Root aud bene dic, dict fin ject mal vid, vis
Meaning “hear” “good” “say” “end” “throw” “bad” “see”
Try It Yourself Identify the prefixes, suffixes, word roots, and base words you find in each of the following words. Use the lists provided in this lesson or in the Language Arts Handbook. Finally, write the meaning of each word in your own words and provide examples of words with similar parts. 1. conquering
2. conspiracy
3. unethical
4. hydrophobia
5. liberation
6. deflection
7. chronic
8. biannual
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LESSON 19
Greek, Latin, and Anglo-Saxon Roots Understand the Concept Many English words contain short words from other languages. These short words come mostly from Latin, Greek, and Anglo-Saxon (“Old English”). Below are some common Greek, Latin, and Anglo-Saxon roots. Becoming familiar with their meanings will help you understand words you do not know. Take, for example, the word inaudible. Inaudible breaks down into three parts: in- + aud + -ible. The prefix in- means “not,” and the suffix -ible means “capable of.” When the prefix and suffix are removed, you are left with the Latin word root aud, which means “to hear.” Thus, the meaning of inaudible is “not capable of being heard.” Although assembling the meaning from prefixes, suffixes, and word roots won’t always yield the exact dictionary definition, it will usually give you a strong enough sense of the word to keep reading and figure out the rest through context clues. Word Root archa, archae anim aut cept claim, clam cycl dem dom, domin dyn ego fess fin morph mot psych say tal / tall therm tele val
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Meaning “ancient, beginning” “mind, feeling, life” “self” “to take, seize” “to cry out” “cycle, wheel” “people” “house, master” “force, power” “I” “to speak” “end, limit” “form, shape” “to move” “mind” “speak or declare” “put into words” “heat” “from afar” “worthy”
Origin Greek Latin Greek Latin Latin Greek Greek Latin Greek Greek Latin Latin Greek Latin Greek Anglo-Saxon Anglo-Saxon Greek Greek Latin
Word of the Week constructive (k@n str@k> tiv) adj., of or relating to construction or creation; promoting improvement or development Even though the editor did not like my work, I benefited from his constructive criticism. The Latin root struct comes from the verb struere, which means “to touch.” Also in this root family are the words instrument and structure.
English Words archetype animate automatic intercept, receptive declaim, proclamation cyclical demographics dominate dynamic egocentric profess final, finish metamorphosis motivation psychology said, saying tell, talk, tale thermometer television valuable, valiant
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Just for Fun Make up your own word root and assign a meaning to it. Write this meaning next to the root. Then combine your made-up word root with existing prefixes and suffixes to make three new words. Exchange words with a classmate and figure out the meaning of each others’ words by using your knowledge of prefixes and suffixes. Example new root: blim meaning: “chew” new words using root: blimate, preblimation, superblimative
Try It Yourself Below are a number of words that you might not know. Locate the word root within each word and write it, with its definition, on the line indicated. Then use the meaning of the root and your knowledge of prefixes and suffixes to determine the likely meaning of the word. Finally, explain how the meaning of the word is related to the meaning of the root. example valuable word root and its meaning: val, to be strong, to be worthy definition of valuable: having worth relation of word root to definition: something that is valuable is worthy 1. archaeology word root and its meaning: definition of archaeology: relation of word root to definition: 2. proclaim word root and its meaning: definition of proclaim: relation of word root to definition: 3. confession word root and its meaning: definition of confession: relation of word root to definition: 4. psychic word root and its meaning: definition of psychic: relation of word root to definition: 5. validate word root and its meaning: definition of validate: relation of word root to definition:
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LESSON 20
Word Parts for Size Understand the Concept Many word parts have to do with size. Study the chart below. Word Part demi/hemi/semi maxi magn macro mega micro mini/minor/minut
Meaning half large great long; large large; million small; minute tiny
Example demigod, semicircle maximum magnificent macroeconomics megaphone microscope miniature, minority, minute
Try It Yourself 1. Which is bigger, a byte or a megabyte?
Word of the Week microcosm (m8> kr@ k5 z@m) n., a little universe; a system that reflects some larger realm, but in miniature. With its restaurants, stores, newspaper, and even a post office, the college campus is a microcosm of the city. The word microcosm combines micro, meaning “small, minute,” with cosm, meaning “universe.” In literature, authors often create microcosms of human society within families, in cafés, in apartment buildings, and so on, so that they can use specific characters to say something about human nature in general.
2. A semiannual conference meets ____________ times in ten years. 3. What does magnitude mean? 4. The desktop computers common in schools and offices today used to be called microcomputers. Why do you think that is? 5. What would it mean to maximize happiness?
Just for Fun Think of five words that contain the word part mini. 1. 2. 3. 4. 5.
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LESSON 21
Word of the Week imprisonment (im pri> z?n m@nt) n., a state of confinement He faced a life of imprisonment unless he could prove that he hadn’t robbed the bank. The verb imprison means “to put in prison.” Adding the suffix -ment makes imprisonment, a noun indicating a state of confinement. All words ending in -ment are nouns. Can you think of a few examples?
Suffixes and Parts of Speech Understand the Concept The parts of speech include nouns, verbs, adjectives, adverbs, prepositions, and conjunctions. Adding a suffix—that is, a letter or group of letters added to the end of a word to change its meaning—can change the part of speech of a word. example write = verb sentence: In order to complete a novel, one must get up everyday to write. write + -er = writer = noun sentence: The life of a writer involves discipline and dedication. Adding the suffix -er to the word write changes the part of speech from a verb to a noun. Study the Word Parts Chart for common suffixes to see which suffixes are associated with each part of speech.
Try It Yourself For each of the following words, use the example above as a guide to fill in the blanks. 1. close sample sentence: close + -ure = sample sentence: 2. glee sample sentence: glee + -ful = sample sentence: 3. harass sample sentence: harass + -ment = sample sentence:
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4. decorate
Just for Fun
sample sentence:
Gather some classmates to play Scrabble. When you think of a word to play, look at your letters to see if you can add a suffix to the word to earn more points.
decorate + -or = sample sentence: 5. admire sample sentence: admire + -able = sample sentence: 6. generate sample sentence: generate + tion = sample sentence: 7. conspire sample sentence: conspire + -acy = sample sentence: 8. pollute sample sentence: pollute + -tion = sample sentence: 9. literal sample sentence: literal + -ly = sample sentence: 10. compassion sample sentence: compassion + -ate = sample sentence:
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Time Out for Test Practice More Word Parts Choose the word that best completes each sentence and write the corresponding letter in the blank. _____ 1. The teacher ___ the note as Todd attempted to pass it to Nora. A. confirmed B. intercepted C. animated _____ 2. Mr. and Mrs. Brown could hardly decide where to go on their vacation because a(n) ___ number of appealing package tours were available. A. semiannual B. infinite C. conscribed _____ 3. The ___ divided the room into two smaller spaces. A. cacophony B. disclaimer C. partition _____ 4. The police attempted to put witnesses’ reports into ___ order to understand which events followed which. A. chronological B. protracted C. receptive _____ 5. Cindy got a cat to replace her pet rock because she preferred a living thing to a(n) ___ object. A. vivid B. inanimate C. dysfunctional _____ 6. Which of the following would most likely be spoken aloud? A. a confession B. a conscription C. a metamorphosis
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_____ 7. While our plans might not be the most exciting we’ve ever made, they are at least ____. A. malignant B. dysfunctional C. benign _____ 8. Most people would rather be perceived as ___ than ___. A. intractable…valiant B. credible…intractable C. egomaniacal…dynamic _____ 9. At the police department, Mrs. Cliff ___ the jewels that were stolen from her hotel room. A. reclaimed B. mediated C. initiated _____ 10. I missed some of the points in Ramona’s speech because I was sitting in the back of the room where her voice was barely ___. A. audible B. concurrent C. centrifugal _____ 11. The psychologist told Steve to ___ a favorite place where he felt safe and happy. A. conform B. visualize C. reactivate _____ 12. Marissa is so ___; she always notices how people are feeling. A. impartial B. animated C. perceptive
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_____ 13. The speaker’s words ___ the people in the audience to be positive and reach their goals. A. motivated B. illuminated C. imperiled
_____ 14. Mr. Belzer experienced increased ___ when he began taking vitamins and going for daily walks. A. telepathy B. vitality C. ethnocentricity
Sentence Completion _____ 15. Jason’s ___ of the test question resulted in a wrong answer. A. overestimate B. misunderstanding C. understated
_____ 20. The ___ squad stopped the bombing of the bank. A. antiterrorizing B. antiterror C. antiterrorist
_____ 16. The ___ of the story reported some of what happened, but he kept a few telling details secret. A. narrator B. narrating C. narration
_____ 21. I wanted to like that character in the movie, but frankly, I found his behavior ___. A. contempt B. contemptibly C. contemptible
_____ 17. When the wolf pretends to be Little Red Riding Hood’s grandmother, he is being ___. A. deceive B. deceit C. deceitful
_____ 22. Sitting in front of the window and staring off into the distance, Leticia looked ___. A. pensively B. pensive C. pension
_____ 18. Mrs. Greene filed a ___ charge against the company for paying her less than they would pay a man to do the same job. A. discrimination B. discriminating C. discriminate
_____ 23. The teacher decided to ___ the lesson on lay and lie because students still weren’t using the verbs correctly. A. reteaching B. retaught C. reteach
_____ 19. Jarod had used the bagel-making machine so many times that he performed the motions ___. A. automatic B. automatically C. automaton
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_____ 24. The soccer team played ___ and won the game. A. competitively B. competition C. competitive
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LESSON 22
Word of the Week decrepit (di kre> p@t) adj., worn out; weakened by age or use The decrepit appearance of Bertram’s suit showed that he could not afford to replace it. The word decrepit comes from the Latin word decrepitus, from de- meaning “down” + crepitus, or crepare, meaning “to crack or break.” Synonyms of decrepit include dilapidated and run-down.
Word Study Skills Understand the Concept When you read, you may run across words you don’t know. Unfamiliar words shouldn’t keep you from understanding the selection, however. There are several reading skills that can help you understand and enjoy reading material that contains unfamiliar words.
Context Clues The passage containing the unfamiliar word may contain clues revealing its meaning. Consider the following passage. The involvement of the United States in the Vietnam War was extremely controversial. Some supported it wholeheartedly; others opposed it in mass demonstrations.
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.
Tip
Controversial might be a word you don’t know, but the passage in which the word appears offers clues. It states that some people supported the war while others did not. Controversial means “characterized by disagreement.”
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.
Word Parts Some unfamiliar words may contain prefixes, suffixes, or roots that you have seen in other words. You may be stumped by the word omnivorous. Even if you don’t know what the word means, you may be able to come close to its meaning by looking at the word parts. You might, for example, pull out omni, which you remember to mean “all.” Because you know that omnivorous is an adjective that describes eaters, you can reasonably deduce that omnivorous means something like “eaters of all things.” Indeed, the dictionary definition for omnivore is “one whose diet includes both plants and animals.”
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Dictionary
Just for Fun
When you use a dictionary you should consider other methods of attacking the word, especially if the dictionary entry contains more than one definition. Consider the following sentence: The nail was so small, I could barely hold the shank steady to hammer it into the wall.
The dictionary offers several possible definitions for the word shank. They are: 1. the part of the leg between the knee and the ankle. 2. a straight, narrow, usually essential part of an object. 3. a part of a tool that connects the acting part with a part by which it is held or moved.
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.
Because there are three possibilities, you must decide which best fits in this particular context. Context can help you determine that the second definition is the one that works best here.
Try It Yourself EXERCISE A
Use context clues to figure out the meaning of the word fidelity in the following passage. All the members of the Rockville Rockets felt an intense fidelity toward their teammates. They never even thought of switching to a different team, and they defended their teammates in all situations. EXERCISE B
Use your knowledge of word parts to decipher the meanings of the following words. 1. bisect 2. distraction 3. immobilized
4. pedicure 5. respirator
EXERCISE C
Look up each underlined word in the following sentences. Using context, determine which dictionary definition best fits, and write it in your notebook. 1. Tory embodies the characteristics of a professional ballet dancer. 2. Though I was too nervous to join Paul on the roller coaster ride, I experienced all of the thrills vicariously just by watching. 3. Jill had to pound the bottle repeatedly in order to disgorge the slightest bit of ketchup.
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LESSON 23
Word of the Week tumult (t2> m@lt) n., loud noise and confusion The tumult reached its height when the President of the United States thanked those in the crowd for their support. The word tumult comes from the Latin word tumultus which means “an uproar” which is akin to the word tume–re meaning “to swell.” Synonyms include commotion, clamor, upheaval, and outcry. Words related to tumult include tumultuary and tumultuous, both of which mean “marked by tumult.”
PAVE Understand the Concept PAVE stands for Predict, Associate, Verify, and Evaluate. Predict
When you encounter an unfamiliar word, first try to predict the meaning of the word based on the context and on your prior knowledge of the word or its parts.
Associate Then, write a new sentence using the word. Verify
Next, verify the word’s meaning by using a dictionary or glossary or by asking your teacher. A dictionary may offer multiple meanings for the same word. If you use a dictionary, select and write down the most appropriate definition.
Evaluate
Evaluate the sentence you wrote using the word. If necessary, rewrite the sentence to reflect the meaning you found. If you wish, draw an image that will help you remember the meaning of the word.
example Predict
scruples moral beliefs
Associate Anyone who could cheat on a test must have no scruples. Verify
an ethical consideration
Evaluate
Studying ethics helps one develop scruples.
Try It Yourself Try using PAVE for each of the following words. 1. Jeff was concerned by his friend’s somber expression. somber Predict Associate Verify Evaluate
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2. The traffic accident resulted in several minor casualties—three people spent the night in the hospital. casualty Predict Associate Verify Evaluate 3. The Goodsons’ flight landed in New York and again in London, but their ultimate destination was Moscow. ultimate Predict Associate
Just for Fun Writing a sentence using a new word is just one way to form an association with its meaning. You can also draw a picture representing its meaning, create a mnemonic device to help you remember it, or act out its meaning. Pick two Words of the Week or vocabulary words you have studied this year, and create an association with each using one of these methods or another of your own devising. Odyssey sounds like odd, so an odyssey is a journey with many odd events along the way.
Verify Evaluate 4. The villagers felt several small tremors in the days leading up to the earthquake. tremor Predict Associate Verify Evaluate 5. Jule used a piece of transparent paper to trace the drawing. transparent Predict Associate Verify Evaluate 6. Fran looked particularly haughty after winning first place. haughty Predict Associate Verify Evaluate
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LESSON 24
Word of the Week stricken (stri> k@n) adj., affected with strong emotions; afflicted or overwhelmed His stricken face made it obvious that something had gone terribly wrong. The word stricken comes from the Middle English word striken, meaning “to strike.”
Context Clues Understand the Concept Unknown words can impede even the most talented reader, but they do not need to waste your time. You can usually determine the meaning of a word based on the surrounding words or context. Context clues are words, phrases, or sentences that can help readers determine the meaning of an unfamiliar word. Combining context clues with what you already know will allow you to determine a word’s meaning. Several types of context clues can help you understand the meaning of unknown words. Cause and Effect: A cause and effect statement tells the reader that something occurred as a result of something else. Cause and effect clues use signal words such as if/then, when/then, thus, therefore, and because. example
If Olive is remorseful, then she will apologize to me.
Comparisons: A comparison clue shows similarities between things. example
I salivate when I smell fresh pizza, just like when my dog Rex drools over a bone.
Contrasts: A contrast clue shows differences between things. example
There was a multitude of people at the show tonight, unlike the previous evening when it was just Frank and Justine.
Definitions: A definition clue provides a brief explanation of the unknown word. example
She was surprised by the transparent, or see-through, nature of the machine.
Descriptions: A description clue describes details or qualities of the unknown word. example
The groom was quite homely, with few attractive features and two missing teeth.
Examples: An example clue provides related terms or illustrations of the unknown term. example
We needed a beacon, such as a lighthouse, signal fire, or radio transmitter.
Restatements: A restatement clue provides a synonym or a related term along with the unknown word. example 56
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The hobbit, a woodland creature who liked the comforts of home, went on the journey reluctantly.
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Try It Yourself
Just for Fun
Read the sentences below. On the first line of each question, identify the type(s) of context clue(s) you used to determine the meaning of the underlined unknown word. To check your guesses, look up the unknown words in a dictionary. Record the definitions on the second line of each question. 1. The new medical instrument is not useful as a prognostic tool, but it can detect disease once it has begun in the body.
Use the words from the exercise to write new sentences containing context clues. Exchange your work with a friend and see if they can identify the type (or types) of context clues used in each sentence.
2. My favorite extraterrestrials are E.T., Alf, and Superman.
3. The mooring had come undone and the boat drifted away from the dock and into the open water.
4. The old belfry was the largest bell tower the group had ever seen.
5. The night was tranquil, a peaceful evening for stargazing.
6. He could not disguise his anxiousness and as his heart raced, he kept looking at the clock and tapping his feet.
7. They lived in the parsonage, the house provided to the pastor by the church, for about fifteen years.
8. The smoke was billowing out of the tower like soda out of a shaken bottle.
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LESSON 25
Word of the Week
Using Context Clues I
remorse (ri m0rs>) n., regret I was filled with remorse when I saw that my actions had hurt my younger brother. The word remorse comes from the Latin word remorde–re, meaning “to bite again.” A more complete definition of remorse is “a gnawing distress arising from a sense of guilt for past wrongs.”
Understand the Concept Context clues help you figure out the meanings of unfamiliar words. As you read, look for words and phrases that hint at the meaning of unfamiliar terms. Three common kinds of context clues are cause and effect, comparison, and contrast.
Cause and Effect Clues Cause and effect statements tell you that something happened as a result of something else. They often use signal words such as if/then or when/then. Other signal words in cause and effect statements include thus, therefore, so, because, and consequently. By looking at the cause and effect relationship in the statement, you may be able to determine the meaning of an unfamiliar word, either by telling what it causes or what it is a result of. example
A large post obscured Thelma’s view of the football field, so she missed the most exciting play of the game.
This sentence tells you that Thelma misses a play because her view was obscured. Obscure therefore seems to mean “make hard to see.”
Try It Yourself EXERCISE A
Use context clues to figure out the meaning of the following words. 1. When she decided to learn how to train dogs, Jane sought out a mentor who could help her master the tricks of the trade. 2. Once James was able to hold long conversations in French without thinking too much about it, he knew he was fluent in the language. 3. The fall foliage was so beautiful that we could do nothing but sit on a park bench and stare at the colorful trees. 4. August in Florida is so sultry that it’s hard to believe there was a time when people survived without air conditioning.
Comparison Clues Words and phrases including such as, like, also, similarly, just as, and in the same way signal comparisons and indicate that the unfamiliar word is like something that might be more familiar to you. example
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These flowers are perennials; like roses, they bloom every year.
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In the example above, the word like signals a comparison between some perennial flowers and roses that bloom every year. Perennial might refer to something that happens every year.
Try It Yourself EXERCISE B
Use context clues to predict the meaning of the following words. Write your predicted definition on a piece of notebook paper. 1. The physical differences between Billy and his brother Bob are infinitesimal; trying to tell them apart is like trying to recognize the individual ants in my ant farm. 2. Jane was unhappy to discover her new office was just a cubbyhole; like her old office, it was barely big enough for a desk and chair. 3. Like the stitches she got in her knee last year, Jamie’s new sutures are small and neat. 4. Like other raptors, the red-tail hawk is a bird of prey that eats mice and other small mammals.
Contrast Clues Some context clues show contrast. Words and phrases such as however, but, not, except, although, and on the other hand signal that something contrasts, or differs in meaning, from something else. example
Although I hadn’t done anything extraordinary, I received a lot of praise.
Just for Fun Choose three unfamiliar words from the list below. Look up these three words in the dictionary and write contextual sentences for each. Use different types of context clues in each sentence, and be sure to underline the unfamiliar word. When you are done, exchange your sentences with a partner. Use the context clues in each sentence to guess the definition of the underlined word. Word list abate churlish enigmatic evanescence exultant frivolous inauspicious morass renege spatial tremulous
The word Although in this example indicates that receiving a lot of praise without doing anything extraordinary is surprising. This tells you that getting praise would be more expected if someone did something extraordinary. Extraordinary must mean something like “exceptional” or “special.”
Try It Yourself EXERCISE C
Examine the following sentences for contrast clues. Using these clues, write your hypothesis about the meaning of the underlined word in your notebook. 1. My art teacher’s criticism was profuse, but her praise was scarce. 2. Although the dog was tiny and looked harmless, his bark was so ferocious that I was afraid to go anywhere near him. 3. Juan had thought he was well prepared for the math exam, but on the day of the test he found himself staring at the problems in consternation. 4. Heather is usually in favor of new businesses in the neighborhood; however, she was a naysayer when it came to the question of opening a new bowling alley.
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Name: ____________________________________________________ Date: __________________
LESSON 26
Word of the Week
Using Context Clues II
recoil (ri koi[e]l>) v., spring back I saw the man recoil when the lid of the box was removed and he realized what was inside. Synonyms for the word recoil include shrink, flinch, wince, and quail. Any of these words could be used in a restatement clue sentence.
Understand the Concept As you have seen, context clues reveal additional information about unfamiliar words and can help you figure out their meanings. In the last lesson, you learned about cause and effect, comparison, and contrast clues. Other common kinds of context clues include examples and restatement.
Example Clues Examples are also context clues. examples
James has an extremely strong work ethic. For example, he feels he should go to work even when he’s running a fever! Tubers, such as potatoes, turnips, parsnips, and carrots, are often harvested in the autumn.
Try It Yourself EXERCISE A
For each of the following underlined words, estimate the meaning and write down your best guess for a definition. When you have finished, you may go back and check your answers using a dictionary. 1. Angie was a very precocious child. She learned to read at age two and was doing algebra at age six. 2. Julie didn’t appreciate Mark’s haughtiness—arrogance and pride had always been her least favorite traits about him. 3. The dirty dishes, grease spills, and food stains made the kitchen look squalid. 4. The river was full of pernicious materials, such as pesticides from the nearby farms. 5. The party was a complete fiasco—the host burned the dinner, one couple had a huge argument in front of everyone, and two other guests nearly came to blows over politics.
Restatement Clues One type of context clue is restatement, or using different words to express the same idea. example
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Paul has a vexatious habit of calling me late at night. I’m going to have to tell him how distressing and troublesome I find it.
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The second sentence in the example tells you that vexatious means something like “distressing and troublesome.” Restatement is often signaled by the word or or by commas or dashes. examples The chemicals leached, or passed, out of the soil.
Restatement is sometimes signaled by the word or or the phrases that is, in other words, or in short.
Tip
Glenda often chides her younger brother, scolding him for every little wrongdoing. The recipe called for minced onion—onion chopped into tiny pieces. One specific kind of restatement clue is called an appositive clue. An appositive clue renames an unfamiliar noun with another noun or noun phrase (noun with descriptors) that might be more familiar to you. In the following sentence, the noun phrase path it takes around the sun renames orbit. example
The student sketched the planet’s orbit, the path it takes around the sun.
An appositive is a noun or noun phrase (noun with descriptors) that is placed next to or very near another noun to identify or rename it.
Tip
Try It Yourself EXERCISE B
Use restatement context clues to determine the meaning of each underlined word. Write the predicted definition on the line provided. 1. I wonder if the water in this cabin is potable; in other words, I am worried about whether it is suitable for drinking. 2. The famed circus has a certain mystique about it, an air of mystery and awe. 3. The scientists determined that the faraway galaxy had imploded; that is, it burst inward. 4. The children’s ebullience was evident as they left on their camping trip. Boys and girls were running around laughing and shouting while they loaded their supplies into the bus. 5. Shipwrecked, injured, and alone, Saul lanced, or punctured, his infected wound and packed it with rags soaked in hot salt water.
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Just for Fun Look through old magazines or newspapers and cut out passages that contain context clues. Try to find at least one example of each kind of clue: comparison, contrast, cause and effect, restatement, and example. Glue your examples to a piece of posterboard, and label each kind of context clue. Then define the word each context clue helps you figure out.
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Name: ____________________________________________________ Date: __________________
Time Out for Test Practice Using Context Clues Use context clues to determine the best definition of each underlined word. _____ 1. Carol had the audacity to contradict her brother’s opinion at the dinner table; she wasn’t usually so daring. A. fearless boldness B. irreverent challenge to authority C. sense D. sullenness _____ 2. Because Bob was so mercurial in temperament, his friends didn’t know if he would be happy or sad when they saw him next. A. energetic B. disloyal C. characterized by rapid and unpredictable changes in mood D. depressed _____ 3. Fagin was determined to lure Oliver Twist into a life of crime. A. bribe B. force C. rally D. tempt _____ 4. Kevin adamantly refused to let the principal search his locker, although he wasn’t usually so unshakeable. A. firmly B. sadly C. aggressively D. politely _____ 5. The scientist resolved to find a cure for cancer and let nothing get in the way of her research. A. solved B. decided C. was determined D. fought
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_____ 6. Due to her amiable disposition, Kelvie had a lot of friends. A. optimistic B. sociable C. unfriendly D. amazing _____ 7. Adam was impertinent when he yelled at his boss. While we knew he was frustrated, no one understood why he behaved so rudely. A. misbehaving B. rude C. impatient D. acting appropriately _____ 8. Playing chess was a diversion that Nancy enjoyed when she was done with her homework. A. pastime B. job C. chore D. contest _____ 9. The drama teacher coordinated the acts at the talent show so that things ran smoothly. A. initiated B. facilitated C. canceled D. abolished _____ 10. The bake sale was lucrative, earning hundreds of dollars for our German club. A. acceptable B. planful C. possible D. profitable
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_____ 11. Jon coerced Amy into lying for him, even though she was uncomfortable doing it. A. led B. talked C. prevented D. manipulated _____ 12. Josh summoned his courage and asked Lisa to go to the dance. A. called forth B. needed C. imagined D. reasoned with _____ 13. The businessman gave $10,000 to his favorite charity so that the homeless would have a place to sleep during the winter. A. church B. an institution engaged in relief of the poor C. cultural organization D. stadium
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_____ 14. Mark was an impostor who dressed up as a police officer and gave out fake parking tickets. A. student actor B. replacement C. person that assumes a false identity D. intern at a police academy _____ 15. The apricots are saturated with honey, making them sticky and almost too sweet. A. flavored B. deprived C. covered D. soaked
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Name: ____________________________________________________ Date: __________________
LESSON 27
Word of the Week implore (im pl0r>) v., beg He implored me to accept the offer and attend college with him. The terms beg, implore, appeal, and plead all have similar denotations, but their connotations differ. The connotation of implore sounds more neutral than the others. Appeal has a more positive connotation, while the connotations of beg and plead are negative and imply desperation.
Connotation and Denotation 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 cuisine and rations both denote “food,” but cuisine has a positive connotation of food that is elegantly prepared and displayed, whereas rations connotes a barely sufficient amount of basic food intended solely for energy. Writers and speakers should be aware of the connotations as well as the denotations of the words they use.
Try It Yourself The words in each pair below are synonyms or near synonyms. They have very similar denotations but differing connotations. Explain the difference in connotation on the lines provided. example
mature / aged
Both words mean “adult,” but mature connotes “adult in behavior” whereas aged connotes “elderly” and possibly “feeble.” 1. cut / torn
2. assertive / pushy
3. slender / skinny
4. surprised / taken aback
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5. sensitive / touchy
Just for Fun Find a poem that you like. Rewrite that poem replacing key words with synonyms that have different connotations from the original words. Read the original poem and your revision to a partner, and discuss with him or her the difference in the tones of the two versions.
6. angry / furious
7. creative / inventive
8. violation / crime
9. sad / gloomy
10. request / demand
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Name: ____________________________________________________ Date: __________________
LESSON 28
Word of the Week wrought (r0t) adj., worked into shape by artistry or effort The most carefully wrought essay received the highest mark in the class. The word wrought sounds similar to the word rot, but rot means “to undergo decomposition” or “to go to ruin.” Wrought and rot are considered homophones.
Homonyms and Homophones Understand the Concept There are many pairs or groups of words that writers confuse. Some of those words are confused because they sound alike; others are confused because they have similar spellings and/or meanings.
Homonyms Some words are spelled the same way and sound the same, but do not have the same meaning. These are called homonyms. Two examples of words that have homonyms are bow and bank. You might wrap a present with a bow, play a violin with a bow, or fight with a bow and arrow. Similarly, the word bank can refer to a mound or pile, the act of bouncing a ball off a surface, or a place to store money.
Homophones Homophones are words that have the same pronunciation, but different meanings and (usually) different spellings.
Tip Learn these mnemonic devices to help you choose the correct homophone: We hear with our ears. We may or may not eat meat. Too has too many oooos!
word
meaning
bear bare
large, furry animal lacking covering
creak creek
grating or squeaking small stream; brook
to two too
in the direction of more than one and less than three also; overly
Try It Yourself EXERCISE A
Read each of the following homophone pairs or groups. Then use each of the words in a sentence that demonstrates the meaning of the word. Use your own paper. example
here / hear I set my backpack down right here, but now it is gone! Did you hear your sister calling?
1. they’re / there / their 2. peace / piece 3. whether / weather
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4. idle / idol 5. threw / through
Just for Fun
Other Easily Confused Words Many pairs of words are commonly confused with one another. Some of these look and sound alike; others have similar meanings. Knowing which word to use from these pairs will make you a better writer and reader. advise / advice. To advise is to “recommend” or “inform.” Advice is a noun meaning “guidance or recommendation regarding a decision.”
As a class, brainstorm a list of as many homophones as you can. Then, imagine that you could remodel or redecorate your room. Describe your ideal bedroom in a paragraph. Correctly use as many homophones and commonly confused words as you can.
affect / effect. To affect something is to “influence” or “cause a response.” An effect is a “result.” Effect can also work as a verb, meaning “bring about or cause to come into being.” altogether / all together. Altogether is an adverb meaning “thoroughly.” Something done all together is done as a group or mass. among / between. Between should be used when you are talking about two people or things. Among should be used when you are talking about three or more people or things. can / may. Can means “able to” do something. May means “to have permission” to do something. fewer / less. Fewer refers to the number of units of something. Less refers to a smaller bulk quantity. lay / lie. Lay means to “put or place.” Lie means to “be in a horizontal or resting position.” like / as. Both like and as mean “similar to,” but like is always a preposition and never a conjunction. As can be a preposition or a conjunction.
Try It Yourself EXERCISE B
Circle the correct word for each sentence. 1. 2. 3. 4. 5.
Four juicy apples sat (between / among) the many oranges. Ask your mother if we (can / may) go to the mall this afternoon. We have seen (fewer / less) birds this year (than / then) last. The mystery movie ended just (like / as) she thought it would. I like to (lie / lay) in the hammock on nice days.
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Name: ____________________________________________________ Date: __________________
LESSON 29
Word of the Week sparsely (sp5rs> l7) adv., thinly; not full or densely The land was sparsely covered with trees. In the sentence above, sparsely describes a setting. Descriptions are “pictures in words” and include sensory details—words and phrases that describe how things look, sound, smell, taste, or feel.
Figurative Language: Similes, Metaphors, Analogies, and Idioms Understand the Concept Reading and writing would arguably be extremely dull without the use of figurative language. Figurative language is language that expresses ideas, emotions, and objects beyond a literal level. Four types of figurative language include similes, metaphors, analogies, and idioms. A simile is a comparison between seemingly unrelated things using the word like or as. examples His smile was as wide as the rocky cliff and his teeth were just as jagged. I was angry and tired, like a two-year-old who didn’t have time for a nap. A metaphor compares unrelated things, but does not use the words like or as. examples The house was a large fossil, its bones dried and cracked beneath the sun. Her tone was warm and friendly, a blanket that surrounded me with comfort. An analogy is a comparison of two things that are alike in some ways but otherwise quite different. Often an analogy explains or describes something unfamiliar by comparing it to something more familiar. examples An atom is designed much like the solar system. My relationship with my sister is similar to the relationship between cats and dogs. An idiom is an expression that means something other than the literal meaning of the words. examples He was a loose cannon. = “No one knew what he would do next.” Who let the cat out of the bag? = “Who told the secret?”
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Try It Yourself
Other forms of figurative language, or figures of speech, include hyperbole, personification, and understatement.
Tip
EXERCISE A
On the lines given, identify the type of figurative language used in each of the following examples. 1. The fans crowd around the movie star like moths fluttering around a flame. 2. My feelings for Luke are similar to John’s feelings for Renee. 3. I would have come over but it’s raining cats and dogs. 4. You are a deer, terrified by every noise. 5. The spider I saw was as big as a basketball.
hyperbole: an overstatement, or exaggeration, used for dramatic effect: “I will die if I don’t get asked to the dance!” personification: when an animal, thing, force of nature, or idea is described as if it were human: The tornado reached down and grabbed cars by the fistful. understatement: an ironic statement that de-emphasizes something important: He may have been arrested, I didn’t really notice.
EXERCISE B
Write a paragraph that includes four different types of figurative language discussed in this lesson. When you are finished, underline and correctly identify the types you used.
Just for Fun Brainstorm idioms you and your classmates use in your everyday speech and make a list that includes the idiom and its meaning.
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Time Out for Test Practice Connotation In each question below you will find three words with related meanings. Select the word that has the most unfavorable connotation. _____ 1. A. lazy B. inactive C. unproductive
_____ 3. A. shy B. mousy C. timid
_____ 2. A. slender B. skinny C. lithe
_____ 4. A. miserly B. thrifty C. frugal
In the questions below you will find three words with related meanings. Select the word that has the most favorable connotation. _____ 5. A. inquisitive B. nosy C. snoopy
_____ 7. A. self-confident B. conceited C. proud
_____ 6. A. fashionable B. trendy C. fad-crazy
_____ 8. A. bright B. luminous C. blinding
Homophones From each pair of homophones, choose the correct word based on how it is used in the sentence. Write the correct answer on the line. _____ 1. For the ___ of their new home, the Judsons chose a field surrounded by trees. A. cite B. site
_____ 5. Do you know what ___ doing in the basement? A. they’re B. their C. there
_____ 2. To get some ___ of mind, I went out to the garden where it was quiet. A. peace B. piece
_____ 6. The farmers want to be able to shoot the coyotes that ___ on their chickens. A. pray B. prey
_____ 3. Matt loved the sound of the drum ___ in the procession. A. beet B. beat _____ 4. The FDA ___ the drug because too many people were getting addicted to it. A. band B. banned 70
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_____ 7. Paul walked proudly up to the stage to ___ his award. A. except B. accept _____ 8. Andrew heard the stairs ___ in the middle of the night and was frightened. A. creak B. creek
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Choose the correctly ordered pair of homophones and write the letter in the blank on the left. _____ 9. I came to ___ the band that’s playing ___ at your club. A. hear, here B. here, hear
_____ 13. Caleb ___ the ball so hard that it went ___ the wall. A. through, threw B. threw, through
_____ 10. On the ___ of the old woman’s funeral, her family members put black bands on their arms to show that they were in ___. A. mourning, morning B. morning, mourning
_____ 14. When the bride saw the white doves on the top ___ of the wedding cake, she shed a ___. A. tear, tier B. tier, tear
_____ 11. Mrs. Calvert told the butcher, “When I come in here for my ___, I ___ so many interesting people from the neighborhood.” A. meat, meet B. meet, meat _____ 12. I know ___ really good at riding ___ bike, but can you ride mine? A. you’re, your B. your, you’re
_____ 15. Sam was sad because he didn’t have the bus ___ to get to the county ___. A. fare, fair B. fair, fare _____ 16. Yowan knew that the news was ___ good ___ be true. A. to, too B. too, to
Words With Multiple Meanings Select the best definition for the underlined word based on the context of the sentence. _____ 1. The produce stands at the farmer’s market brimmed with ripe tomatoes, peppers, and corn. A. make; create B. fruit and vegetables C. bring about D. present to an audience _____ 2. The librarians will process the new books before shelving them. A. take through a series of steps B. march or walk in a formal way C. make photographs from photographic film D. steps required to accomplish a goal _____ 3. Majestic columns adorn the palace entrance. A. vertical arrangements of items on a page B. regular series of newspaper or magazine articles C. supporting pillars D. long rows (for example, of soldiers) © EMC Publishing, LLC
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_____ 4. After his father died, Alex was expected to shoulder the older man’s responsibilities. A. part of the body that connects the arm to the trunk B. either edge of a road C. bear D. cut of meat _____ 5. Mrs. Patznick sent in her order to the catalog company. A. command B. arrange C. community under a religious rule D. request to purchase goods _____ 6. Phyllis bought a compact car to make downtown parking easier. A. agreement or contract B. small cosmetic case, usually for compressed powder C. small and efficient D. not wordy
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LESSON 30
Word of the Week cow (kau) v., destroy another’s courage by intimidation She knew that they would try to cow her into quitting the band. The word cow is an example of a vivid verb. A writer could also use the words intimidate, browbeat, bully, or strong-arm.
Making Effective Word Choices in Your Writing Understand the Concept Have you ever read a passage of writing that perfectly expressed something you had experienced but had never tried to put into words? Have you ever encountered an image that made you look at an everyday object in a new way? Vivid, fresh language can infuse your writing with life, grab your readers’ interest, and keep them glued to your work from beginning to end.
Vivid Verbs A verb expresses action or state of being. An action verb expresses physical or mental activity. Action verbs are usually more vivid than state of being verbs.
Tip
Imagine that you want to describe a boy moving quickly down the hallway. There are a number of ways you could express this idea. You could simply say “The boy hurried down the hall.” You could also say that he scurried or ran or darted or scuttled. What are the differences among these ways of moving? How exactly is the boy in your mind moving down the hall? Choosing your verbs carefully will allow your readers to imagine more vividly the exact image you have in mind.
Try It Yourself EXERCISE A A thesaurus can help you find a word that carries the precise shade of meaning you want. When you use a thesaurus, avoid picking a word with connotations, or associations, that you don’t know. Instead, use the thesaurus to remind you of words with which you are already somewhat familiar. If you are unsure about your choice, ask someone else to read the sentence and tell you if it works.
Tip
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As you read each sentence below, imagine the scene described by the sentence. Then revise each sentence in your notebook, substituting more vivid verbs that clearly express the action you imagine. You can also change other words if doing so will help you convey the action more effectively. 1. Angry and upset from the argument with her best friend, the student came into the room and put down her books. 2. After winning the regional semifinals game against the East Canton Eagles, the Malvern basketball team expressed their joy and moved into the locker room. 3. Calvin held his newborn son in his arms and then set him down in the crib. 4. After hurrying through an entire day of classes, activities, and other commitments, I came into the house and sat down on the couch. 5. When Amanda woke up scared in the middle of the night, she noticed slight noises sounding in various parts of the house.
Exceeding the Standards: Vocabulary & Spelling
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Precise Nouns
There are specific words for things like shades of blue (cerulean, royal, navy, sky) or types of roofs on houses (hipped, gabled, mansard).
Tip
Just as vivid verbs help your readers imagine the action more clearly, precise nouns allow them to visualize the people, places, things, and ideas in your writing. Is the house in your story a cottage, a cabin, a lodge, a chalet, a farmhouse, or a bungalow? If there is a doctor in your writing, is she a surgeon, a specialist, a podiatrist, a rural doctor, or an emergency room physician? Aim for the most precise noun you can find.
Colorful Modifiers Modifiers are words that add meaning to or change the meaning of nouns, adjectives, verbs, and adverbs. Adjectives and adverbs are two common kinds of modifiers. Using precise and colorful adjectives and adverbs adds color and intensity to your writing. Adjectives modify nouns, telling specific details about them. examples
vacant, eye-like windows puzzled expression
Adverbs modify verbs, adjectives, and other adverbs. examples
move haltingly nearly disastrous occurrence whispered very quietly
Prepositional phrases can also serve as modifiers: examples
The monster with twelve twirling pink eyes and no neck came roaring down the dim hallway toward the petrified cheerleaders.
Using colorful modifiers, you can let your readers know if the scene outside the window is alarming, tranquil, or dream-like. You can tell them whether the man limped painfully, purposefully, or absently down the street. Interesting modifiers bring your writing to life.
Try It Yourself EXERCISE B
Rewrite the following sentences in your notebook, using vivid verbs, precise nouns, and colorful modifiers to paint a clear picture of each scene. 1. 2. 3. 4. 5.
The sun shone on a house in the middle of a field. A creature appeared. Someone walked down a street. Rain fell. People moved through the streets on their way home.
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Just for Fun As a class, brainstorm a list of synonyms and near-synonyms for monster. Next, brainstorm a list of adjectives that could be used to describe a monster; as you brainstorm, imagine as many different kinds of monsters as you can. Then brainstorm a list of verbs for things that a monster might do. Once you have created these three lists, pick one adjective, one noun, and one verb from the lists and use them to write a sentence, for example, a slimy monster slithered. Finally, write your short sentence on a piece of paper, and illustrate it.
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LESSON 31
Word of the Week traditional (tr@ dish n@l or tr@ di> sh@ n?l) adj., relating to an inherited, established, or customary pattern of thought, action, or behavior I would describe her clothes as very traditional. One might use the word traditional as a euphemism for “old-fashioned” or “outdated.” Try to think of other euphemisms with which you are familiar.
Euphemisms, Doublespeak, and Clichés Understand the Concept Euphemisms Euphemisms are inoffensive words or phrases that are substituted for those that may be considered offensive. Many euphemisms exist for death, body parts and functions, physical and mental differences, and other topics that make people uncomfortable. The phrase passed away is a euphemism for died. Consider carefully the use of euphemisms, as they are less precise and less direct than the words they replace. In some cases, however, you may want to use euphemisms to avoid upsetting your audience.
Try It Yourself Spin is a technique used to slant public perception of the news. Spin often uses doublespeak to create a more favorable opinion of an event or to divert blame or responsibility from a person or organization.
Tip
The word euphemism uses the prefix eu-, meaning “pleasant, well, or good” and the root pheme, meaning “word.” A euphemism is literally a more pleasant word or phrase that is substituted for one that may be offensive.
Tip
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EXERCISE A
How many of the following euphemisms can you translate into more direct language? 1. 2. 3. 4. 5.
second hand kicked the bucket exceptional child a few clowns short of a circus vertically challenged
6. 7. 8. 9. 10.
the departed motion discomfort bag dismissal from work homemaker powder room
Doublespeak Related to euphemisms is doublespeak, language that doesn’t really communicate, makes negative seem positive, and avoids responsibility. It is often used by the media, in politics, and in advertising. Replacing the word killing with unlawful deprivation of life is an example of doublespeak. Political doublespeak is generally designed to avoid reference to actions or issues that may be unpopular, such as war or taxes. Companies may use doublespeak to downplay their responsibility in an accident, to make a negative financial situation sound less problematic, or to put a more positive spin on firing employees. Learn to recognize doublespeak. Take time to interpret doublespeak words and phrases to understand the true meaning of what is being said. You should avoid doublespeak in your speech and writing.
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Try It Yourself
Tip
EXERCISE B
A cliché is a tired, overused expression.
Skim newspapers and Internet pages or listen to news reports and political speeches. In a column in your notebook, make a list of doublespeak terms you find. In the other column, write a more direct word or phrase for the doublespeak term. examples collateral damage corporate downsizing
people injured or killed in a war laying off employees
Clichés Euphemisms and doublespeak are similar in that they both veil the meaning of language that may be offensive. Clear, strong writing contains no doublespeak and only carefully chosen euphemisms. Careful writers also avoid clichés, or tired, overused expressions, like quiet as a mouse or easy as pie. examples fight like cats and dogs lie like a rug Clichés, like euphemisms, have a place in speech or writing, but they should be used only with careful thought. First, decide if the cliché is necessary. If it is not, delete it. In some cases, clichés may be the easiest way to express yourself, but you should replace them with fresher language whenever possible.
Try It Yourself EXERCISE C
Edit the sentences below in your notebook. Remove clichés or replace them with more original language. 1. Every time the baby cries, it sounds like nails on a chalkboard to me. 2. After a good dinner and time in front of a warm fire, Shelly was happy as a clam. 3. Jeremy believes that without expert computer skills he will be up a creek without a paddle. 4. After a week of 12-hour days, anyone would be tired as a dog. 5. When all is said and done, exercise and diet determine length of life.
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Just for Fun Classified advertisements often contain euphemisms or doublespeak designed to downplay flaws or unattractive aspects of an item for sale. For example, a small house could be described as “cozy.” An older car might be called a “classic.” Find a recent classified ads section from your local paper and read some of the listings. Underline the examples you find of euphemisms and doublespeak. Then, write your own ad for an old, beat-up car; a cramped, dingy apartment; or another questionably desirable object. Use euphemisms or doublespeak to make the item sound desirable.
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Name: ____________________________________________________ Date: __________________
LESSON 32
Word of the Week serenely (s@ r7n l7) adv., calmly Luella walked serenely past the crowd; she no longer cared what they thought. The word serene comes from the Latin word serenus, meaning “clear, cloudless, or untroubled.” Synonyms include collected, composed, self-possessed, and tranquil.
Keep a word study notebook to record your new words.
Tip
Use PAVE to learn and practice using new words.
Tip
To determine the meaning of a word, first
• Use context clues • Use what you know about word parts • Use text support Then • Look up the word in a dictionary • Ask for help.
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Becoming a Word Watcher Understand the Concept Reading and listening actively can help you build your vocabulary. Remember that you can become a better reader and improve your vocabulary by keeping track of new words you discover and their definitions. Throughout this year, you have learned many techniques for building your vocabulary. Remember that words can be fun. Look for interesting words with pleasing, unusual, or funny sounds. Find words that mean exactly what you want to say. Use new words in your writing and speech, and don’t be afraid of making mistakes. You will be nourishing a skill that will continue to grow throughout your life. Keep these tips in mind as you expand your word knowledge: • Keep a word study notebook. • Use PAVE to learn and practice using new words. • Use context clues to determine word meaning. • Use what you know about word parts to determine meaning. • Use text support to understand the meaning. • Look up the word in a dictionary. • Ask for help.
Try It Yourself Set up a word study notebook page for each underlined word in the sentences below. Then use one or more of the strategies mentioned above to determine the meanings of each word. On your notebook page, you may use PAVE or another method to map out the word. 1. There’s something about dining alfresco, feeling the sun on your shoulders or glancing up at the stars, that makes the food seem tastier. 2. Did you see that garish getup in the mall today—the woman wearing a shiny pink and orange polka-dotted blouse, orange tights, leather miniskirt, and pink turban? 3. Aunt Georgina has been a sun worshipper her whole life; her skin is brown, leathery, and almost reptilian. 4. Ben tried to study for tomorrow’s test, but the noise from the living room perturbed him. 5. Veronica navigated the labyrinth of trees, thick shrubs, swamplands, and steep rock faces, following twists and turns until she reached safety.
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Using the new words you learn in your writing and speech will refine your knowledge of the word and reinforce what you have learned. Remember to determine the connotations of new words in addition to their denotations. Also, if you plan to incorporate the words into your speaking vocabulary, make sure you know the correct pronunciations.
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 in the puzzle and that you would like to add to your vocabulary.
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
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)
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Name: ____________________________________________________ Date: __________________
Time Out for Test Practice Identify Euphemisms, Doublespeak, and Clichés Identify the best euphemisms for the underlined words and phrases. _____ 1. I was fired from the band. A. excused B. forgiven C. torn D. cast out _____ 2. We were able to make it in time for the baby’s birth. A. birthday party B. crying occasion C. happy event D. labor _____ 3. I vomited after the ride. A. blew chunks B. lost my lunch C. took a nap D. All of the above
_____ 4. The family dog was killed after it became too old to walk. A. murdered B. put to sleep C. lost outside D. All of the above _____ 5. Do you have to go to the bathroom? A. do your business B. answer the call of nature C. powder your nose D. All of the above _____ 6. I work for the old folks’ home. A. senior citizens’ B. cute oldies’ C. old bags’ D. All of the above
Select the best option for each of the following questions. _____ 7. What is the definition of doublespeak? A. a word or phrase formed by two (double) base words B. a technique used to persuade people to accept a certain line of thinking C. language that makes negative seem positive and avoids responsibility D. None of the above _____ 8. Which of the following is an example of doublespeak? A. We’ve engaged the enemy. B. We’ve become engaged. C. One day I’ll destroy the enemy. D. I asked her to marry me.
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_____ 9. What is the definition of spin? A. a technique used to slant public perception of the news B. the act of harming the reputation of a person or organization C. humorous writing or speech intended to point out errors or foibles D. None of the above _____ 10. What is the definition of a euphemism? A. a phrase that describes what happened in a more secretive way B. a word that makes people uncomfortable and is viewed as offensive C. an inoffensive word or phrase substituted for an offensive word or phrase D. None of the above
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_____ 11. Which of the following contains a euphemism? A. It was hard for me to understand the man. B. One day I’m going to apply for college. C. If I had known she was here, I would have stayed home. D. None of the above
_____ 13. Which of the following is an example of a cliché? A. I am stressed out. B. I cannot find my lunch. C. Won’t that hurt you? D. You do not comprehend me.
_____ 12. What is the definition of cliché? A. a lesson that relates to the principles of right and wrong B. a tired, overused expression C. a humorous phrase D. None of the above
Matching Match each euphemism, cliché, or doublespeak phrase with its meaning. _____ 1. aerial mishap
A. agricultural chemicals
_____ 2. semi-antique
B. spy
_____ 3. substandard
C. tax increase
_____ 4. dog-eat-dog world
D. bad
_____ 5. government revenue enhancement
E. fire workers
_____ 6. anti-personnel device
F. bomb
_____ 7. call on your support
G. worn out
_____ 8. feel under the weather
H. be ill
_____ 9. crop protection
I. competitive society
_____ 10. minimal service charge
J. plane crash
_____ 11. downsize
K. fee
_____ 12. intelligence agent
L. ask for money
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ANSWER KEY Lesson 1: Word Study Notebook, page 1 Try It Yourself erratic pronunciation: (i ra> tik) definition: irregular origins: from the Latin erraticus example sentence: Responses will vary. Responses will vary for students’ chosen words.
Lesson 2: Words As Groups of Morphemes, page 3 Try It Yourself 1. The morpheme the words have in common is act. Students may say that the words all involve motion or action. 2. The morpheme the words have in common is -ly. Students may say that the words are descriptive or mean “in such a way.” 3. The morpheme the words have in common is -ment. Students may say that the words all involve an action, process, or state of being, or that they all are nouns. 4. The morpheme the words have in common is cred. Students may say that the words all involve being believable or trustworthy.
Lesson 3: Morphemes and Meaning, page 5 Try It Yourself Predictions will vary. Meanings of word parts are given. 1. immeasurable imnot measure calculate the number or amount of something -able capable of prediction: not capable of being measured 2. benediction benegood dic say -tion action; process prediction: a saying that promotes or leads to goodness, a blessing
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3. exclusion exout of; from; away clus to close -ion action; process prediction: something that keeps things apart or away from something else 4. transition transacross; beyond -ition action; process prediction: the act of moving past something 5. antibacterial antiopposing bacteria germ -al having to do with prediction: having to do with opposing germs 6. transformation transacross, beyond, through, change form shape -ation action or process prediction: process of changing shape 7. unabated unnot abate end -ed past tense of prediction: something that did not end 8. inactivate innot active state of action; in motion -ate cause or modify prediction: causing something to no longer be active
Lesson 4: Morphemes and Spelling Patterns, page 7 Try It Yourself Responses will vary. Possible responses are given. 1. agreeable forgettable loveable livable available 2. appearance disappear reappear appearing appeared
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3. disable disregard disagree disgust disrupt 4. autograph biography graphic phonograph homograph 5. dynamic dynamo dynamite dynasty 6. delicious religious luscious serious noxious 7. confirm affirm firmament infirm affirmation 8. manage manual manicure manifest maneuver
Spelling 15. 16. 17. 18.
Lesson 5: Spelling Patterns I, page 11 Try It Yourself Sentences will vary. Words are given. 1. dissatisfied 2. sheepishly 3. debating 4. imperfectly 5. unheeding 6. deployed 7. gruesomeness 8. futility 9. gauntless 10. activate
Lesson 6: Spelling Patterns II, page 13 Try It Yourself Students should circle the bold items and write the corrected numerals in the provided lines.
Time Out for Test Practice, page 9 Morphemes 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
C A D C C A B B C A D C C A
C B D A
At six forty-five am on December tenth, 2009, I woke up to go to work. The alarm was blaring and I hoped I didn’t wake up my neighbor and her two children. The kids are 14 and 15. This summer they helped me raise sixteen hundred and eighty-three caterpillars. Forty-nine of the caterpillars died, but four-fifths of them became butterflies. 6:45 December 10, 2009 fourteen
My glass was two thirds full at breakfast, but I didn’t want to share the rest of the orange juice with my sister Lucia. Lucia is 17, but whines like someone half her age. If I’m not out of the bathroom by 7 o’clock she throws a fit and wakes up our grandma. Grandma needs her rest because she’s not as young as she used to be. Grandma claims that she is 1,455 years old, but I know she’s only eightyseven. two-thirds seventeen
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fifteen 1,683 four fifths
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seven eighty-seven LEVEL III
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Lesson 7: Spelling by Syllables, page 15 Try It Yourself Student’s responses will vary. 1. lum-ber (able to hear the syllable while speaking the word) 2. pro-duce (prefixes always form separate syllables) 3. un-seem-ly (prefix and suffix rule) 4. vex (word contains only one syllable) 5. con-ceal-ment (prefix and suffix rule) 6. flaunt (vowel digraph) 7. bound-ed (suffix rule) 8. head-dress (divide compound words between the words) 9. sti-fle (consonant blend) 10. saunt-er (consonant blend, suffix rule)
5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
disdain: dis-dain´ regulate: reg´-u-late economy: e-con´-o-my heritage: her´-i-tage insane: in-sane´ constructive: con-struc´-tive instability: in-sta-bil´-i-ty plight: plight´ tenant: ten´-ant veranda: ve-ran´-da assessing: as´-sess-ing bondage: bon´-dage elaborate: e-lab´-or-ate sensible: sen´-si-ble campaign: cam-paign´ dominate: dom´-i-nate
Time Out for Test Practice, page 21 Lesson 8: Syllabication, page 17 Try It Yourself EXERCISE A
Students should label the vowels and consonants in each word, and then break words as indicated. 1. nim-bly VC / CCV 2. bound-ed VC / CV 3. per-vade VC / CV 4. in-tern-ment VC / CVCC / CV 5. pul-sate VC / CV EXERCISE B
1. 2. 3. 4. 5.
fu-tile V / CV cla-mor V / CV stat-ic VC / V ra-di-us V / CV / V ir-ri-tant VC / CV / CV de-mean-or V / CVVC / V ki-mo-no V / CV / CV dis-tinct-ness VC / CVCCC / CV con-ceal-ment VC / CVVC / CV in-tent-ly VC / CVCC / CV
Lesson 9: Pronunciation and Accented Syllables, page 19 Try It Yourself 1. 2. 3. 4. 82
prologue: pro´-logue resistance: re-sis´-tance enthrall: en-thrall´ audacity: au-dac´-i-ty LEVEL III
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1. 2. 3. 4.
5.
6. 7.
EXERCISE C
1. 2. 3. 4. 5.
Spelling
8. 9. 10.
A. partaking B. unfaithful A. praying B. When adding a suffix, drop the y and change it to i when the y follows a consonant. C. The spelling of most words is not changed when the suffix -ness or -ly is added. B. When adding a prefix, do not change the spelling of the word itself. C. When adding a suffix to a word that ends in y, you should leave the y in place when it follows a vowel. C. merly D. mispelling C. forgiveing
Syllables and Syllabication 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
C. mar-row D. mar-a-thon D. opin-ion B. sa-cred A. V / CV C. VC / CVCC / V A. VC / CCVC / VC B. V / CCVC / CV D. VC / CV A. VC / V
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Lesson 10: Academic Language I: Critical Thinking Terms, page 23 Try It Yourself
2.
EXERCISE A
1. fact 2. opinion 3.
EXERCISE B
1. Responses will vary. Students might generalize that most students enjoy being entertained, some enjoy being physically active, and only a few enjoy spending time with their family members. 2. Responses will vary. Students might analyze the way the first lines equate various people. Then they might say that Lennon and McCartney are urging listeners to understand that all human beings share similar circumstances. 3. Students should note that Marissa is angry and upset.
4.
5.
-of a mild type or character that does not threaten health or life; -having no significant effect emaciate -to cause to lose flesh so as to become very thin; -to make feeble infuse -to cause to be permeated with something that alters usually for the better -inspire or animate -to steep in liquid without boiling -to administer or inject by infusion foresight -an act or the power of foreseeing -provident care, prudence -an act of looking forward incomprehensible -having or subject to no limits -impossible to comprehend
EXERCISE B
Responses will vary.
Lesson 11: Academic Language II: Test-Taking Language, page 25 Try It Yourself
Try It Yourself
EXERCISE A
1. C. visited 2. C. Cars and the interstate freeways on which they travel changed the look of the United States, but Americans love the freedom that auto travel brought them. 3. B. chronological organization 4. D. The use of interstate freeways affected which businesses succeeded and which did not. 5. Responses will vary. Sample response: The Development of the Automobile EXERCISE B
Responses will vary.
Lesson 12: Using Dictionaries and Thesauruses, page 28 Try It Yourself EXERCISE A
Initial definitions will vary. 1. benign -of a gentle disposition; showing kindness and gentleness; © EMC Publishing, LLC
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Lesson 13: Synonyms and Antonyms, page 30 EXERCISE A
Responses will vary. Possible answers are provided below. 1. We knew his intentions were honorable. synonym: We knew that his intentions were (worthy, good, respectable). antonym: We knew that his intentions were (sleazy, bad, disgraceful). 2. I want to alter my photo. synonym: I want to (change, modify, adjust) my photo. antonym: I want to (maintain, preserve) my photo. 3. Delores felt enraged after the argument with her friend. synonym: Delores felt (furious, angry) after the argument with her friend. antonym: Delores felt (calm, serene) after the argument with her friend. 4. Her designs were entirely too gaudy to consider. synonym: Her designs were entirely too (flashy, ornate, showy) to consider.
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antonym: Her designs were entirely too (sophisticated, refined, plain) to consider. 5. Though she spent a lot of money on her appearance, she was really quite homely. synonym: Though she spent a lot of money on her appearance, she was really quite (ugly, unattractive, plain). antonym: Though she spent a lot of money on her appearance, she was really quite (attractive, beautiful, pretty). EXERCISE B
Responses will vary.
Time Out for Test Practice, page 32 Academic and Test-Taking Language 1. C. talented 2. B. Cowboy poetry captures the emotional flavor of a dying American lifestyle. 3. A. “Cowboy Poetry Gatherings Help Preserve Western Traditions” 4. B. inform the reader about an American literary tradition 5. D. admiring 6. A. horses would appear frequently in cowboy poetry 7. C. preserve and celebrate a particular form of poetry 8. Responses will vary. Students should use evidence from the text to describe the Cowboy Poetry Gathering.
Lesson 14: Word Origins, page 34 Sentences will vary. Word meanings and origins are given. 1. delectable: delicious origin: from the Latin word delectabilis, which is from delectare, meaning “to delight” 2. derive: to get from a source origin: from the Latin word derivare, literally “to draw off (water),” from de- + rivus, meaning “stream” 3. elapse: pass, go by origin: Latin elapsus, or elabi, from e- + labi, meaning “to slip” 4. abundant: marked by great plenty origin: comes from the Latin word abundans, meaning “to abound” LEVEL III
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Lesson 15: Evolution of Language, page 36 Try It Yourself EXERCISE A
Try It Yourself
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5. epoch: unit of time; an extended period of time; specifically, a unit of geologic time smaller than a period and larger than an age origin: from Greek epochē, meaning “cessation, fixed point,” from epechein “to pause, hold back,” from epi- + echein “to hold” 6. migrate: to move from one country, place, or locality to another origin: from Latin migrates, from migrare, perhaps akin to Greek ameibein, meaning “to change” 7. pulverize: to reduce to very small particles origin: Middle English word from Late Latin pulverizare, from the Latin word pulver- or pulvis, meaning “dust or powder” 8. resplendent: shining brilliantly origin: from the Latin word resplendent-, resplendends, from resplendēre meaning “to shine back,” from re- + splendēre, meaning “to shine” 9. specimen: an individual, item, or part considered typical of a group, class or whole origin: Latin specere, meaning “to look at, look” 10. straggle: to wander from the direct course or way Origin: Middle English stragglen
Responses will vary. 1. Enow!: Enough! 2. fie: attack 3. Hist!: Shh! 4. erelong: soon EXERCISE B
Responses will vary. 1. dadrock: music enjoyed by older generations 2. skort: combination shorts and skirt 3. infotainment: informational media that is considered entertaining 4. cyberspace: online world of computer networks 5. microsleep: very short nap
Exceeding the Standards: Vocabulary & Spelling
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Lesson 16: Eponymns, page 38 Try It Yourself EXERCISE A
1. chauvinist, chauvinism; a chauvinist is a person who is excessively or blindly patriotic or who believes that the group he or she belongs to is superior to all others (as in a “male chauvinist” 2. Braille; raised printing designed for use by the visually impaired 3. leotard; this is an outfit worn by trapeze artists, dancers, and other similar kinds of athletes 4. silhouette; this is an outline—in other words, the bare essentials of a figure 5. maverick; like a wandering, unbranded calf, a maverick goes his or her own way EXERCISE B
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
coke or cola: soda; pop wite-out: correction fluid hi-liter: fluorescent highlighting marker Scotch tape: transparent tape band-aid: disposable adhesive bandage saran wrap: plastic wrap jello: gelatin jeep: small sports-utility vehicle q-tips: cotton swabs walkman: portable stereo system
Lesson 17: Base Words, page 40 Try It Yourself EXERCISE A
Responses will vary. Sample responses are given. 1. inform, perform, formulate 2. describe, conscribe, prescribe 3. understand, withstand, standoffish 4. depart, impart, partition 5. flexible, reflex, inflexible EXERCISE B
1. one shape or structure (prefix uni- + base word form) 2. the opposite of coming together; breaking apart (prefix dis- + base word band + suffix -ed) 3. information that is mistaken or incorrect (prefix mis- + base word inform + suffix -ation)
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4. to put into danger (prefix im- + base word peril) 5. in a way that is not direct (prefix in- + base word direct + suffix -ly)
Time Out for Test Practice, page 41 Word Parts 1. sci B. to know 2. alien A. other 3. aud C. to hear 4. struct A. build 5. clos D. to shut 6. C. lively 7. A. revived 8. B. immotile 9. C. valiant 10. C. beneficent
Vocabulary 11. A. a word that is no longer in use 12. C. a word that is formed by combining two other words 13. D. a newly created word 14. B. a word that comes from the name of a person or place 15. C. Caesar salad 16. D. All of the above 17. D. the word is old-fashioned and used only in special contexts 18. A. etymology.
Lesson 18: Prefixes, Roots, and Suffixes, page 43 Try It Yourself Definitions and examples will vary. 1. conquer + -ing 2. conspire + -acy 3. un- + ethic + -al 4. hydro + phobia 5. liber + -ation 6. de- + flect + -ion 7. chron + -ic 8. bi- + annu + -al
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Lesson 19: Greek, Latin, and AngloSaxon Roots, page 45 Try It Yourself Definitions and relation of word root to definition descriptions will vary. 1. archaeology word root and its meaning: archae = “ancient, beginning” 2. proclaim word root and its meaning: claim = “to cry out” 3. confession word root and its meaning: fess = speak 4. psychic word root and its meaning: psych = “mind” 5. validate word root and its meaning: val = “worthy”
Lesson 20: Word Parts for Size, page 47 Try It Yourself 1. A megabyte is bigger than a byte. 2. A semiannual conference meets twenty times in ten years. 3. Magnitude means “largeness.” 4. Responses will vary. When desktop computers first came out, they were much smaller than any previous model. 5. Responses will vary. To maximize happiness might mean to generate the most happiness possible.
Lesson 21: Suffixes and Parts of Speech, page 48 Try It Yourself Responses will vary. Parts of speech are given. 1. close = verb closure = noun 2. glee = noun gleeful = adjective 3. harass = verb harassment = noun 4. decorate = verb decorator = noun 5. admire = verb admirable = adjective 6. generate = verb generation = noun 86
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7. conspire = verb conspiracy = noun 8. pollute = verb pollution = noun 9. literal = adjective literally = adverb 10. compassion = noun compassionate = adjective
Time Out for Test Practice, page 50 More Word Parts 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.
B. intercepted B. infinite C. partition A. chronological B. inanimate A. a confession C. benign B. credible…intractable A. reclaimed A. audible B. visualize C. perceptive A. motivated B. vitality
Sentence Completion 15. 16. 17. 18. 19. 20. 21. 22. 23. 24.
B. misunderstanding A. narrator C. deceitful A. discrimination B. automatically C. antiterrorist A. contempt B. pensive C. reteach A. competitively
Lesson 22: Word Study Skills, page 52 Try It Yourself EXERCISE A
Responses will vary. EXERCISE B
1. bisect: divide into two equal parts 2. distraction: something that keeps one’s attention from where it should be 3. immobilized: unable to move 4. pedicure: care of the feet, toes, and nails
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5. respirator: device used to help someone breathe EXERCISE C
1. embodies: to make concrete and perceptible 2. vicarious: experienced through imaginative participation in the experience of someone else 3. disgorge: to discharge the contents of
Lesson 23: PAVE, page 54 Try It Yourself
EXERCISE C
1. 2. 3. 4.
profuse: pouring forth liberally ferocious: fierce or cruel consternation: amazement or dismay naysayer: one who denies, refuses, opposes, or is skeptical about something
Lesson 26: Using Context Clues II, page 60 Try It Yourself EXERCISE A
Responses will vary. Definitions are given. 1. somber: dark and gloomy 2. casualty: person or thing injured or destroyed 3. ultimate: last in a progression or series 4. tremor: trembling or shaking 5. transparent: see-through 6. haughty: snobby or boastful
1. precocious: exceptionally early in development and/or maturity 2. haughtiness: state of being overly proud and pushy 3. squalid: filthy; run down because of neglect or poverty 4. pernicious: very destructive 5. fiasco: complete failure EXERCISE B
Lesson 24: Context Clues, page 56 Try It Yourself 1. 2. 3. 4. 5. 6. 7. 8.
contrast examples cause and effect definition restatement description definition comparison
Using Context Clues
Try It Yourself EXERCISE A
mentor: wise and faithful advisor fluent: effortless and ready in speech foliage: leaves, flowers, and branches sultry: very hot or humid
EXERCISE B
1. infinitesimal: immeasurably small 2. cubbyhole: snug or confined place 3. suture: stitch made to sew parts of the living body 4. raptor: bird of prey
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potable: acceptable for drinking mystique: aura of mystery, awe, or reverence imploded: burst inward ebullience: lively and enthusiastic show of enthusiasm 5. lance: puncture with a sharp instrument
Time Out for Test Practice, page 62
Lesson 25: Using Context Clues I, page 58
1. 2. 3. 4.
1. 2. 3. 4.
1. A. fearless boldness 2. C. characterized by rapid and unpredictable changes in mood 3. D. tempt 4. A. firmly 5. C. was determined 6. B. sociable 7. B. rude 8. A. pastime 9. B. facilitated 10. D. profitable 11. D. manipulated 12. A. called forth 13. B. an institution engaged in relief for the poor 14. C. person that assumes a false identity 15. D. soaked
Exceeding the Standards: Vocabulary & Spelling
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Lesson 27: Connotation and Denotation, page 64
Lesson 28: Homonyms and Homophones, page 66
Try It Yourself
Try It Yourself
Responses will vary. Possible responses are given. 1. cut/torn cut: intentional; clean line torn: unintentional; ragged edges 2. assertive/pushy assertive: positive; “go-getter” attitude pushy: negative; aggressive to the point of being offensive 3. slender/skinny slender: positive; gracefully slight; elegant skinny: negative; very thin 4. surprised/taken aback surprised: neutral; struck with wonder at something unexpected taken aback: negative; unpleasantly surprised 5. sensitive/touchy sensitive: positive; tuned in; poetic touchy: negative; ready to take offense at slight provocation; exaggerated in responses 6. angry/furious angry: feeling or showing a strong displeasure furious: feeling or showing madness or rage 7. creative/inventive creative: having the power to make or create things, mostly focused on the arts inventive: having the power to make or create things, mostly focused on the math and science 8. violation/crime violation: less serious infringement of laws or rules crime: more serious infringement of laws or rules 9. sad/gloomy sad: neutral; describes a “natural” state of grief or unhappiness gloomy: negative; describes an unpleasantly negative outlook 10. request/demand request: ask for something politely demand: ask or call for something in a commanding way
EXERCISE A
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Responses will vary. Sentences should demonstrate a knowledge of the differences among the homophones. EXERCISE B
1. 2. 3. 4. 5.
among may fewer, than as lie
Lesson 29: Figurative Language: Similes, Metaphors, Analogies, and Idioms, page 68 Try It Yourself EXERCISE A
1. 2. 3. 4. 5.
simile analogy idiom metaphor simile, hyperbole
EXERCISE B
Responses will vary. Students should have accurately labeled the types of figurative language used in their paragraph.
Time Out for Test Practice, page 70 Connotation 1. 2. 3. 4. 5. 6. 7. 8.
A. lazy B. skinny B. mousy A. miserly A. inquisitive A. fashionable A. self-confident B. luminous
Homophones 1. 2. 3. 4. 5. 6.
B. site A. peace B. beat B. banned A. they’re B. prey
Exceeding the Standards: Vocabulary & Spelling
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7. 8. 9. 10. 11. 12. 13. 14. 15. 16.
B. accept A. creak A. hear, here B. morning, mourning A. meat, meet A. you’re, your B. threw, through B. tier, tear A. fare, fair B. too, to
Words with Multiple Meanings 1. 2. 3. 4. 5. 6.
B. fruit and vegetables A. take through a series of steps C. supporting pillars C. bear D. request to purchase goods C. small and efficient
Lesson 30: Making Effective Word Choices in Your Writing, page 72 Try It Yourself EXERCISE A
Responses will vary. Sample responses: 1. Angry and upset from the argument with her best friend, the student stormed into the room and slammed down her books. 2. After winning the regional semifinals game against the East Canton Eagles, the Malvern basketball team shouted, gave each other high fives, and swarmed into the locker room. 3. Calvin cradled his newborn son in his arms and then lowered him into the crib. 4. After hurrying through an entire day of classes, activities, and other commitments, I staggered into the house and collapsed onto the couch. 5. When Amanda crashed into consciousness in the middle of the night, she strained to hear the slight noises creaking and shuffling in various parts of the house. EXERCISE B
Responses will vary. Sample responses: 1. The sun burned ruthlessly down on a ramshackle farmhouse in the middle of a huge, dry meadow. 2. A weathered elf emerged haltingly from his burrow in the hill. © EMC Publishing, LLC
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3. An old man in tattered clothing ambled down the broad avenue. 4. Rain showers drenched the city. 5. Human throngs jostled through the city streets, moving toward their brownstones and highrises, their penthouses and flats.
Lesson 31: Euphemisms, Doublespeak, and Clichés, page 74 Try It Yourself EXERCISE A
Responses will vary. Sample responses: 1. used 2. died 3. child with health, learning, or behavioral problems 4. stupid 5. short 6. dead people 7. airsickness bag 8. firing 9. someone who does not work outside the home 10. restroom, usually the women’s EXERCISE B
Responses will vary. EXERCISE C
Responses will vary. Possible responses are given. 1. The sound of the baby crying grates on my nerves. 2. After a good dinner and time in front of a warm fire, Shelly was perfectly content. 3. Jeremy believes that expert computer skills will help him succeed in the future. 4. After a week of 12-hour days, anyone would feel exhausted. 5. Exercise and diet are the main components to a healthy, long life.
Lesson 32: Becoming a Word Watcher, page 76 Try It Yourself Responses will vary. Definitions are given: 1. alfresco: outside; in the open air 2. garish: excessively vivid; flashy 3. reptilian: like a reptile; scaly 4. perturbed: bothered, disturbed 5. labyrinth: maze
Exceeding the Standards: Vocabulary & Spelling
LEVEL III
89
4/13/09 10:38:27 AM
Time Out for Test Practice, page 78 Identify Euphemisms, Doublespeak, and Clichés 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.
A. excused C. happy event B. lost my lunch B. put to sleep D. All of the above A. senior citizens’ C. language that makes negative seem positive and avoids responsibility A. We’ve engaged the enemy. A. a technique used to slant public perception of the news C. an inoffensive word or phrase substituted for an offensive word D. None of the above B. a tired, overused expression A. I am stressed out.
Matching 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.
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J. plane crash G. worn out D. bad I. competitive society C. tax increase F. bomb L. ask for money H. be ill A. agricultural chemicals K. fee E. fire workers B. spy
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Exceeding the Standards: Vocabulary & Spelling
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