Spelling Lessons and Activities, First Course (Elements of Literature) (student Book)

First Course

Spelling Teacher’s Guide • Instructional Options • Answers

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Table of Contents Philosophy of Spelling................................................................................................. vi Planning Instruction.................................................................................................... vii Meeting Individual Needs .......................................................................................... viii Developmental Levels of Spellers .............................................................................. ix Assessment ................................................................................................................... x Spelling Placement Inventory .................................................................................... xii Grade 7 Spelling Placement Inventory ..................................................................... xiv Guidelines for Portfolio Conferences........................................................................ xv How to Study a Word ............................................................................................... xviii Spelling and Proofreading Strategies ...................................................................... xix Word Logs .................................................................................................................. xxi Unit 1 Lessons, Tests, Activities

Lesson 1: Base Word Families ......................................................... 1 Lesson 2: Homophones .................................................................... 2 Lesson 3: Adding Endings to Words................................................. 4 Lesson 4: Negative Prefixes ............................................................. 6 Unit 1 Review (Lesson 5).................................................................. 8

Unit 2 Lessons, Tests, Activities

Lesson 6: Prefixes en- and ex- ....................................................... 12 Lesson 7: Prefixes dis- and de- ...................................................... 14 Lesson 8 Prefix ad- ......................................................................... 16 Lesson 9: Adjective Suffixes ........................................................... 18 Lesson 10: Spelling and Pronunciation........................................... 20 Unit 2 Review (Lesson 11).............................................................. 22

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Table of Contents (continued) Unit 3 Lessons, Tests, Activities

Lesson 12: Noun Suffixes ............................................................... 26 Lesson 13: Consonant/Syllable Patterns ........................................ 28 Lesson 14: Derived Spellings -able and -ible.................................. 30 Lesson 15: Latin Roots ................................................................... 32 Lesson 16: Verb Suffixes ................................................................ 34 Unit 3 Review (Lesson 17).............................................................. 36

Unit 4 Lessons, Tests, Activities

Lesson 18: More Latin Roots .......................................................... 40 Lesson 19: Unstressed Endings ..................................................... 42 Lesson 20: More Latin Roots .......................................................... 44 Lesson 21: Derived Words ............................................................. 46 Lesson 22: More Derived Words .................................................... 48 Unit 4 Review (Lesson 23).............................................................. 50

Unit 5 Lessons, Tests, Activities

Lesson 24: Greek Combining Forms .............................................. 54 Lesson 25: Number Prefixes........................................................... 56 Lesson 26: Spelling and Pronunciation........................................... 58 Lesson 27: Suffixes -logy and –graphy........................................... 60 Unit 5 Review (Lesson 28).............................................................. 62

Unit 6 Lessons, Tests, Activities

Lesson 29: More Latin Roots .......................................................... 66 Lesson 30: Multisyllabic Words....................................................... 68 Lesson 31: More Greek Combining Forms ..................................... 70 Lesson 32: Noun Suffixes ............................................................... 72 Unit 6 Review (Lesson 33).............................................................. 74

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Table of Contents (continued) Management Charts Percent Conversion Chart............................................................... 81 Spelling Progress Chart .................................................................. 82 Class Record-Keeping Chart .......................................................... 83 Error Analysis Chart for Writing Activities ....................................... 84 Student Worksheets and Answer Key Word Cards, Home Activities, Practice Activities............................ 87 Answer Key for Practice Activities ................................................ 169 Teacher Resources Cumulative Word List.................................................................... 175 Scope and Sequence ................................................................... 182 Bibliography .................................................................................. 184 Index ............................................................................................. 186

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Philosophy of Spelling Spelling presents spelling and vocabulary instruction that is developmental in sequence and comprehensive in scope. Based on extensive research, the program offers teachers useful and practical strategies for maximizing students’ learning of spelling and provides numerous opportunities for students to learn and apply a variety of spelling strategies to all of their writing. This edition places particular emphasis on morphology, the study of the structure and form of words and their parts, including derivatives and formation of compounds.

INTRODUCTION

Spelling is based upon these beliefs:

BELIEFS

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Use of an organized, developmental spelling curriculum and purposeful activities promotes spelling growth.

•

A diagnostic tool that gives teachers insight into each student’s stage of development is an integral part of an effective spelling program.

•

A spelling program should help students develop a spelling consciousness—an ability to examine their own writing and identify misspelled words.

•

Allowing students to invent or use temporary spelling in their writing, while gradually helping them arrive at more standard spellings, reflects the natural developmental process for learning spelling.

•

Knowledge of the history and heritage of the English language, along with language play, is an essential component of a spelling program.

Spelling provides instruction and practice for every day of the week. Each core lesson, which can be combined with a Pretest and a Posttest, includes •

a spelling generalization

•

a corresponding list of Spelling Words gathered from research

•

activities that incorporate one or more graphophonic, visual, or morphemic spelling strategies that students practice and apply to learn to be strategic spellers.

The last lesson of each unit in Spelling is a review lesson that connects to language skills. By reviewing spelling and vocabulary in the context of these activities, students reinforce spelling in a natural way.

CONCEPT LESSONS

REVIEW LESSONS

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Planning Instruction The instructional plan of the developmental lessons is both consistent and flexible. •

Skill development takes place in the context of reading, writing, listening, and speaking.

•

Students progress through the following stages in each lesson: discovery of spelling patterns through sorting, consideration of relevant rules and strategies, application of these rules and strategies, and confirmation of understanding.

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Suggestions for meeting individual needs help ensure that every student benefits from every lesson.

•

Each developmental lesson has two parts that may be taught in 3– 5 days.

•

Opportunities for teacher choice allow instruction to be tailored to fit the various developmental levels of students.

INSTRUCTIONAL PLAN

The first page of each Teacher’s Guide lesson provides tools for making instruction appropriate for students and includes objectives and lesson-planning information as well as second-language support guidance. The Pretest/Posttest and answers to the Pupil’s Edition sorting activity also appear on this page.

LESSON PREPARATION

The first page of each lesson also offers a Pretest and a Self-Check procedure. Introducing the Lesson offers two options— Open Sort and Modeling. The open-sort activity allows students to use their own sorting criterion. The modeling activity allows teachers to introduce the lesson skill in context. Teaching the Lesson offers a closed-sort activity that walks through the various patterns represented in the list of Spelling Words.

INTRODUCING AND TEACHING STRATEGIES

This page presents useful strategies and structural information about the Spelling Words. Students immediately put this new knowledge to use in the activities.

PRACTICE AND REINFORCEMENT STRATEGIES

Students also have the opportunity to demonstrate proficiency by taking a Posttest. Answers to Spelling Clues, Proofreading, Fun with Words, and Working with Meaning are also included. Reteaching the Lesson provides help for students with learning differences. The Unit Review Lesson gives students opportunities to work with the words, review strategies and rules, and apply accumulated knowledge.

UNIT REVIEW LESSONS

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Meeting Individual Needs Each lesson in the Teacher’s Guide provides research-based support and teaching strategies to help meet the individual needs of students. Many features of Spelling encourage application of different learning modalities: •

Reteaching the Lesson is designated for visual, auditory, or kinesthetic learners.

•

The Self-Check activities and the open- and closed-sort activities in each lesson also address varying modalities.

Each Teacher’s Guide lesson includes Second-Language Support notes. These notes •

identify patterns and spelling skills that are transferable from certain languages to English

•

describe phonemic elements that differ between some students’ first language and English

•

suggest ways to reinforce and convey the meaning of unfamiliar words and phrases

LEARNING DIFFERENCES

SECOND-LANGUAGE SUPPORT

encourage students acquiring English to work with peer tutors who can model correct usage and answer questions The many oral language activities in Spelling are also of great benefit to students who are acquiring English. •

Spelling recognizes that today’s classroom includes students at different developmental levels. The Spelling Placement Inventory and the Pretests/Posttests provide insight into each student’s developmental level, and each lesson includes suggestions for adapting instruction. See also page ix for help in determining your students’ developmental levels.

DEVELOPMENTAL LEVELS

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Developmental Levels of Spellers Students benefit most from instruction that is appropriate to their developmental levels. The developmental levels of most students may be determined by using the Spelling Placement Inventory on pages xii–xiv of this Teacher’s Guide. •

These students move from concrete to more abstract representation, one that relies on visual memory—spelling words the way they look rather than the way they sound.

•

Transitional spellers may include all the appropriate letters in a word, but they may reverse some letters, such as in TAOD for toad or FETE for feet.

•

Students may still invent spellings, but they have learned many of the conventions of English spelling. They put vowels in every syllable, use vowel digraph patterns, spell inflectional endings correctly, and use English letter sequences that occur frequently.

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By reading, writing, and thinking about spelling, these students develop a sense of when a particular spelling looks correct.

•

These students are competent and correct spellers. They understand the English spelling system and its basic rules.

•

Students understand the accurate spelling of prefixes, suffixes, contractions, compound words, and many irregular spellings; they usually use silent letters and double consonants correctly; they are able to distinguish homophones.

•

Through understanding the principles of syllable juncture and applying what they know about one-syllable words, students are able to spell multisyllabic words accurately.

•

When spelling a new word, students think of alternative spellings and visualize the word.

•

Students begin to recognize word origins and use this information to make meaningful associations as they accumulate a large body of known spellings.

•

These students have already mastered basic spelling patterns and are able to apply them automatically.

•

Students have developed a spelling consciousness that allows them to adapt and integrate spelling strategies as a natural part of the writing process.

•

Their understanding of meaning relationships helps them be confident language users and serves as a powerful spelling resource.

TRANSITIONAL SPELLERS (Below Level)

SYNTACTIC-SEMANTIC SPELLERS (On Level)

STRATEGIC SPELLERS (Above Level)

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Assessment Error Analysis Chart for Writing Activities The chart on page 84 of this Teacher’s Guide enables you to record and analyze the words students misspell as they complete writing activities in each unit. It is designed to help you analyze the nature of students’ spelling errors and thereby customize instruction to meet individual needs.

INFORMAL ASSESSMENT OPTIONS

Portfolio Conference Periodic conferences give students, teachers, and family members a chance to reflect on each student’s writing and developing knowledge of spelling. An evaluation portfolio should be created for each student. See Guidelines for Portfolio Conferences on pages xv– xvii for suggestions of items to include in each evaluation portfolio. Spelling Placement Inventory See pages xii–xiv for administering and interpreting the Spelling Placement Inventory. The Spelling Placement Inventory will help you devise an instructional plan for each student by assessing his or her developmental level. Pretest/Posttest/Practice Test The Pretest/Posttest for each lesson provides a set of numbered context sentences for the Spelling Words. Students are asked to write each Spelling Word after hearing the word and its context sentence read aloud.

FORMAL ASSESSMENT OPTIONS

The Pretest given at the beginning of each lesson encourages students to draw on their prior knowledge. It determines which spelling patterns or generalizations have been mastered and which areas need improvement. The Self-Check activities encourage students to play an active role in evaluating their work. Assign or have students choose partners for assessing students’ own words. The Posttest given at the end of each lesson is an effective diagnostic tool for determining if extra practice is needed. In addition, the Practice Test at the end of each unit may be used to assess student progress.

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Assessment (continued) Research has shown that spelling instruction is most effective when it is linked to authentic writing tasks. For students to develop the skills and habits of proficient spellers, they need to view correct spelling within the broader context of reading, writing, and the communication of ideas. Therefore, the natural starting point for the assessment of spelling awareness is the written work that students complete in all subject areas as part of their daily assignments.

RESEARCH FINDINGS

Spelling supports you in the ongoing informal assessment of each student’s developing spelling skills. The Error Analysis Chart on page 84 provides space for recording the misspellings that appear in students’ writing. Use the chart to help you identify recurring spelling errors, analyze the nature of the misspellings, and determine which lessons in Spelling will be of greatest benefit.

ERROR ANALYSIS CHART

As students work through each lesson, mastering spelling and acquiring skills, update the charts. This process will enable you to identify areas of achievement and informally assess areas that need improvement. The lessons in Spelling are designed to engage students actively in integrated listening, speaking, reading, and writing activities and to help them develop a spelling consciousness. All of the activities provide excellent opportunities for ongoing performance-based assessment. Clues to students’ developing word knowledge and attitudes toward spelling may also be revealed in oral summarizing activities. Throughout the lesson, students are encouraged to assess their progress and to help their classmates evaluate their work.

INTEGRATED ACTIVITIES

To develop independent spelling awareness, Spelling teaches spelling as part of the writing process. Writing samples, including unfinished work and proofread drafts, should be included in an evaluation portfolio and reviewed periodically. The proofreading phase provides important clues to students’ progress. For informal assessment during this stage, students can work independently, in pairs, or in small groups.

PORTFOLIO ASSESSMENT

You may want to monitor students’ performances, observing how effectively they edit their work and how successfully they select resources to confirm spellings. Students’ Personal Word Logs are another useful measure of their growth as independent, competent spellers.

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Spelling Placement Inventory Administering the Spelling Placement Inventory Administer the Spelling Placement Inventory on page xiv at the beginning of the school year. 1. Dictate the 25 words to students by pronouncing each word, using it in a sentence, and then pronouncing the word again. 2. Collect students’ papers and score each Spelling Placement Inventory by writing the correct spelling beside each incorrect spelling. An example follows. STUDENT 1 disolved advise accomodate compasition femmenine temperature confidance massacer optical vehicle

dissolved √ accommodate composition feminine √ confidence massacre √ √

STUDENT 2 desolvd adivse ackomadate compasition femnin temperchur confedents masaker optocule vehecal

dissolved √ accommodate composition feminine temperature confidence massacre optical vehicle

3. Assign a numerical score to each student’s Spelling Placement Inventory (0 percent to 100 percent range, with 4 points taken off for each incorrect spelling). At the beginning of the school year, a student should be able to spell at least 30 percent of the list words correctly if he or she is to benefit fully from working in this grade level of Spelling. Students who spell 30 percent or more of the pretest words correctly will likely produce misspellings that show adequate knowledge of seventh-grade spelling patterns. Student 1, in this example, spelled four of the ten words correctly (40 percent of this sample). Note, however, that each of the misspellings was off by only one feature (e.g., interupt for interrupt, signifigant for significant, neuclei for nuclei, ocuppied for occupied, impacient for impatient, and ilegal for illegal). Student 1 should benefit from seventh-grade spelling instruction.

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Spelling Placement Inventory (continued) Student 2 spelled only two of the ten words correctly (20 percent of this sample). Note further that this student’s misspellings, although interpretable, were often considerably off the mark (e.g., inneruped for interrupt, impashent for impatient, and ilegle for illegal). Student 2 lacks spellingpattern knowledge at the seventh-grade level and could benefit from studying spelling words at a lower grade or difficulty level. 4. By administering the same 25-word Spelling Placement Inventory at the end of this grade level and scoring it in the manner described, you will be able to document for each student pretest/posttest gains in the number of correct spellings and also corresponding pretest-to-posttest change in the quality of the student’s misspellings. The Spelling Placement Inventory may also be administered periodically to determine growth over shorter periods. By the end of the year, an achieving student should score at least 70 percent accuracy on the Spelling Placement Inventory, and the student’s errors on the Spelling Placement Inventory should reflect grade-level spelling-pattern knowledge.

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Grade 7 Spelling Placement Inventory Follow the directions on pages xii–xiii for administering this Spelling Placement Inventory. WORDS

STAGES Errors indicating instructionallevel knowledge of the spelling system

Errors Indicating below-gradelevel knowledge of the spelling system

1. dissolved

disolved, dessolved

desolved

2. advise

advize

itvies, atvize

3. accommodate

acommodate, accomodate, acomadate

ackomadate

4. composition

compasition

compesitoin

5. feminine

femmenine, feminin

femnen

6. temperature

temprature, temperture

temperchur

7. confidence

confidance, canfadents

confetents

8. massacre

massacer

masaker

9. optical

opticle

optocule

10. vehicle

vehical

vehecel

11. magnificent

magnifasent

magneavasant

12. analyze

analize

analyz

13. prejudice

prejudace

prejudis

14. technician

tecknition

tecknishon

15. scenery

seenery

senerree

16. respiration

resperation

resperastoin

17. influence

influance

inflones

18. commitment

committment

cometment

19. administration

administraition

addmenastraysone

20. endurance

indurance

indorens

21. photography

photogrify

fotogrifie

22. advertise

advertize, advirtize

avertiz

23. camouflage

camaflage

cameoflage

24. fatigue

fitigue

fotige

25. diplomacy

diplomisy

deplomese

Note: At Grades 6–8, the instructional level is the syntactic-semantic level. Below-level students spell at the transitional level. If students achieve higher than 70 percent accuracy on the Spelling Placement Inventory, they may be able to work at the strategic level of instruction. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Guidelines for Portfolio Conferences Since spelling occurs naturally within the context of writing, a portfolio provides an effective way of illustrating students’ development as spellers. This section provides suggestions for including indicators of spelling progress in students’ portfolios. It also offers guidelines for discussing spelling progress in conferences with students and with family members. Each student should organize the contents of the portfolio according to a system with which he or she feels comfortable. After students have decided on a method, suggest that they think about ways to include examples of their spelling work. Ask them to decide how their spelling work best fits in with other categories in the portfolio.

INCORPORATING SPELLING SAMPLES INTO THE PORTFOLIO

If a student has organized a portfolio by topic, he or she may want to place topic-related Spelling Words in the appropriate sections of the portfolio. If a student’s portfolio is organized chronologically, spelling-related work might be placed in the portfolio according to when the work was done. Some students may prefer to create a separate section just for spelling work. In addition to selecting several examples of completed spelling assignments, students might choose to include the following items in their portfolios:

ITEMS TO INCLUDE IN A PORTFOLIO

WRITING SAMPLES Encourage students to add writing samples that show spelling corrections they have made. Drafts showing errors that students have discovered and corrected while proofreading are good indicators of their spelling progress. PRETEST AND POSTTEST You may want to have students include Pretests and Posttests in their portfolios to show the progress they have made with particular groups of words. Such items should not be included as part of a formal assessment or as a means of judging students’ weaknesses. Rather, the tests should be used as a method of demonstrating progress and as a way for students to assess their own achievements. PERSONAL WORD LOGS If students are keeping Personal Word Logs of unusual and interesting words, encourage them to photocopy some of these pages and add them to the portfolio. These pages provide insight into a student’s interests.

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Guidelines for Portfolio Conferences (continued) Learning about a word’s origin by studying its root, such as the Latin root aqua, may help a student understand and spell a variety of unfamiliar words that share this root, such as aquamarine, aquatic, and aquarium. Encourage students to record the root in their Personal Word Logs and add the sheet to their portfolios. Discuss with the family member how the student has chosen to incorporate indicators of his or her spelling progress into the portfolio. Then share examples of the student’s work that reveal spelling development, such as writing activities, Personal Word Log pages, and Pretest/Posttest pages. The following checklist may be used to help you emphasize the progress individual students have made and point out areas that need improvement: •

awareness of spelling patterns

•

ability to apply knowledge of known words to unfamiliar words that share a similar pattern or origin

•

developmental level of the student

Try to conduct the conferences so that the student does most of the talking. Prompts such as these will help generate discussion: •

Tell me how you organized your spelling work in your portfolio.

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Let’s look at a piece of writing that shows some corrections you made in spelling. How did you find the mistakes? How did you figure out how to spell the words correctly?

•

What spelling strategies are most helpful to you when you are trying to spell new words?

•

How often do you use a dictionary? How is a dictionary helpful?

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What kind of progress do you think you have made in spelling?

CONFERENCES BETWEEN A FAMILY MEMBER AND A TEACHER

CONFERENCES BETWEEN A TEACHER AND A STUDENT

The student’s responses to questions such as these will provide valuable insight into his or her attitudes, habits, and strengths. Help the student set goals that will develop increased proficiency in spelling. These goals might include using a dictionary more often when proofreading, consulting with peers when troublesome words are encountered, or referring to spelling strategies more often. Peer portfolio conferences offer a valuable opportunity for students to discuss their progress, share the things they find most challenging, and compare problem-solving strategies with one another. The questions on page xvii can help students get their peer conferences off the ground. You might want to duplicate a set of questions for each pair of students to use as a guide during the conference.

CONFERENCES BETWEEN TWO STUDENTS

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Guidelines for Portfolio Conferences (continued) •

How did you organize your portfolio?

•

Where did you put your spelling work? What kinds of things did you include?

•

What do you like about spelling? What is hard about spelling for you?

•

What do you do when you want to write a word but don’t know how to spell it?

•

What are some difficult words you can spell? How did you learn to spell them?

Encourage students to share the strategies they have discovered that are the most useful for spelling new words and remembering the spelling of troublesome words. Ask students to try to be as specific as they can. For example, a student who has trouble with ie/ei spellings may have developed a mnemonic device for remembering which spelling to use. Also, encourage students to become resources for one another in sharing their solutions and strategies. Encourage them to take notes during their peer conferences and add them to the portfolio. Each student’s name, his or her partner’s name, the date of the conference, and any valuable information learned during the conference should be included.

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How to Study a Word The strategy described in How to Study a Word on Student Edition page v will help students become successful, independent spellers. The strategy utilizes visual, auditory, and kinesthetic modalities. •

The first step has students say the word aloud and think about its meaning, reinforcing the meaning basis for spelling. Students may rely on morphology as a spelling clue in this step, considering roots, word parts, and word families.

•

The second step asks students to look at the word, think about words that are related in meaning or resemble the word, and visualize the word. (This step develops the use of analogy as a spelling cue.)

•

The third step has students spell the word silently and think about sound-letter relationships, reinforcing sound-letter relationships and sound-letter cues.

•

The fourth step utilizes a kinesthetic mode—writing—to develop students’ visual memory of the word. Students write the word, check the clarity of the letters, and then rewrite the word if necessary. (This step reminds students to write legibly to avoid spelling errors.)

•

The fifth step strengthens students’ visual memory of the word by having them cover the word they wrote and check its spelling.

Before students begin their work in the Student Edition, introduce them to How to Study a Word. Have students read page v silently. Ask volunteers to re-read the five steps aloud. Guide students through the steps, using an example.

INTRODUCING THE STUDY STEPS

Discuss with students how they might use How to Study a Word. Here are some suggestions:

WAYS TO USE THE STEPS

•

when they encounter unfamiliar words or words they are unsure of how to spell

•

when they misspell words in their writing

•

when they misspell words on the Pretest or Posttest

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Spelling and Proofreading Strategies The lessons in Spelling are designed around and utilize three major strategies of instruction: (a) phonology—consistent spelling patterns based on sound-letter relationships and (b) analogy—common characteristics of words as the basis for predicting the spelling of unfamiliar words, and (c) morphology—structure and form of words and morphemes (roots, prefixes, suffixes, or whole words). To help students develop the tools to become competent, independent spellers, spelling and proofreading strategies are provided to maximize their learning. The strategies help students think about spelling as a skill they can develop through a variety of processes such as these: •

Using a five-step strategy can help them learn the spelling of new words.

•

Using a variety of spelling strategies can help them remember the spelling of troublesome words.

•

Using possible spellings, thinking about word parts and word families, and using a dictionary can help them figure out how to spell new words.

•

Proofreading will help them identify their own spelling in writing.

These specific strategies and others are presented in Spelling: •

How to Study a Word Students are encouraged to use the five study steps to help them learn the spelling of new words.

•

Picture/Sound Out a Word In this strategy, students picture a word they want to write and think about the sound a letter stands for.

•

Try Different Spellings Students think about the vowel sound in a word, consider different ways this sound can be repre-sented by letters, and try different spellings until the word looks right.

•

Guess and Check Students guess the spelling of a word and then check its spelling in a dictionary.

•

Rhyming Words/Word Families By thinking about word fami-lies or rhyming words that share the same spelling pattern and soundletter relationship, students often figure out the spelling of a word.

•

Use a Dictionary Students can look up a word’s spelling.

•

Compound Words Students break compound words into two smaller words and check the spelling of each word.

•

Mnemonic Devices/Memory Clues Good spellers develop and use memory clues, including mnemonic devices, to help them remember the spelling of words.

SPELLING STRATEGIES

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Spelling and Proofreading Strategies (continued) These particular strategies are helpful to students as they proofread: •

Proofread Twice By proofreading their writing twice, students identify spelling errors they know they have made as well as possible misspellings.

•

Proofread with a Partner Using this strategy, students work with a partner to check and discuss each other’s spelling.

•

Proofread Backward By beginning with the last word in a paragraph and reading each word in isolation, students are apt to notice misspellings because the words are not in context.

Ask students to name some strategies they can use to help them figure out how to spell a word that is new to them and to remember the spelling of words they know. List their suggestions on the board. Explain that students will learn about some additional spelling strategies they can use as they write and proofread. Have students read pages vi and vii silently. Then, invite volunteers to read aloud the strategies.

PROOFREADING STRATEGIES

INTRODUCING THE STRATEGIES

Encourage students to summarize the strategies by asking questions such as these: •

Which strategies might you use when you are trying to figure out how to spell a word you don’t know?

•

Imagine that you want to spell the word light. How can thinking about the words might and bright help you?

•

Imagine that you need to spell the compound word firehouse. What strategy could you use to help you?

•

How can proofreading your written work two times help you find spelling errors?

Invite students to share mnemonic devices they have heard or made up themselves that help them remember the spelling of new words. Discuss with students when to use spelling and proofreading strategies. Point out that these strategies are also useful as students are writing. Encourage students to refer to pages vi and vii as they write.

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Teacher’s Guide

Word Logs A Word Log provides an excellent opportunity for students to record new words they learn, keep an ongoing record of words they have misspelled on pretests or in other writing, and note troublesome words as an aid to writing and proof-reading. A Word Log also encourages students to record words that are of special interest to them, such as words having to do with a favorite activity, place, or topic. The Student Edition of Spelling includes Word Logs in which students may record words from the spelling lessons, words they have misspelled in pretests and posttests, and words they acquire from other sources. Ask students to name some different ways they learn new words (reading books, signs, menus; listening to the radio; watching TV; talking with friends). To introduce the idea of a Word Log, ask students to name some ways they can remember new words they learn. Explain that there is a special section of their spelling book that they can use for recording new words. Have students read page viii of the Student Edition silently.

INTRODUCING THE WORD LOGS

Invite students to examine the Word Logs in their books. You might also have students create additional or separate individual Word Logs. Encourage students to use sheets of lined paper that they can keep in a notebook. To be useful, each Word Log should be organized so that students can easily find words they have written and systematically add new words. Students might organize their logs alphabetically, with one page for each letter of the alphabet.

CREATING THE WORD LOGS

Encourage students to include these items in their logs: •

troublesome words such as there, their, and they’re, along with context sentences or definitions that help students remember which word to use

•

words that share a spelling pattern or common structure

•

interesting word facts about word origins and history

Set aside some time for students to create or decorate the covers for their Word Logs.

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Teacher’s Guide

Lesson 1

Base Word Families Pretest

TEACHING STRATEGIES OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in a sentence, then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell base words

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Have students add misspelled words to their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 88.

Introducing the Lesson

Work with students acquiring English to be sure they can recognize the different affixes and understand their meaning. Guide them in discussing the meaning of each base word. EXPLORING WORD PARTS

OPTION A (OPEN SORT) Distribute the word cards (page 87) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. They might group words related by topic or words with the same affixes. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce students to base word families. The lessons of history are not always clear, even to a historian.

Teaching the Lesson •

Tell students that a base word is a word to which prefixes and suffixes may be added to create related words.

•

Say the word understand. Ask students to brainstorm prefixes and suffixes that they can add to the base word. List the words on the board. (understand, understanding, misunderstand, misunderstanding, understandable)

•

Ask students to define all of the derivations for the base word understand. Discuss how the different prefixes and suffixes change the meaning of the word.

•

Read the spelling words to the class. If necessary, explain the meaning of each prefix and suffix. Discuss how the affixes change the meaning of the spelling word.

•

Encourage students to suggest other base words. Write their derivations on the board.

IN SUMMARY Encourage students to summarize the lesson in their own words. Elicit from students an explanation of a base word. Guide students to explain how affixes change the meaning of a base word. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT

PRETEST/POSTTEST 1. I found a colony of ants near the garage. 2. The colonist built a hut near the settlement. 3. Babies depend on their parents for food. 4. Lisa was independent and followed her own path. 5. He had to consider whether or not she was right. 6. My coworker left the books on the table for my consideration. 7. Ben studied different cultures in history class. 8. The historian wrote a book about pirates. 9. I believe that things will turn out for the best. 10. I found the story about his past believable. 11. Wendell will construct a model for class. 12. The reconstruction of the cathedral will take many years. 13. Jose is expecting company this week. 14. Jean was my companion at the dance.

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Teacher’s Guide

Lesson 1 (continued)

Base Word Families

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: BASE WORDS Tell students that a base word is a word to which prefixes and suffixes may be added to create derivatives. Remind them that sometimes the base word changes. If students are unsure about the spelling, tell them to consult a dictionary. PROOFREADING Help students review and discuss the purposes of proofreading. Encourage volunteers to describe experiences of finding misspelled words in their own work or of detecting problems in other people’s written work. WORKING WITH MEANING Have students complete this section independently. If students are unfamiliar with some of the words, allow them to consult a dictionary to get the meaning.

(Pretest/Posttest, continued) 15. Raoul had to decide between soup or a salad. 16. Maria was indecisive about which movie to see.

PRACTICE ACTIVITY The practice activity is on page 89.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

colonist companion history independent reconstruction indecisive

Answers: Proofreading

Posttest Administer the test on the previous page as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Some students may require additional work on base word families. To provide additional help, remind students that a base word is a word to which affixes may be added to create related words. Provide a base word, and have the class brainstorm affixes that can be added to the word. VISUAL MODALITY

7. 8. 9. 10. 11. 12.

colony consideration company depend believable consider

Answers: Working with Meaning 13. 14. 15. 16.

believe decide historian construct

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Teacher’s Guide

Lesson 2

Homophones

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell pairs of homophones

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 91.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 90) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The guests at the party ate all eight pizzas.

Teaching the Lesson •

Ask a volunteer to identify a pair of Spelling Words that are pronounced the same. Write those two words on the board. Encourage students to use informal definitions or example sentences to point out the different meanings of the two words.

•

Follow the same procedure until students have identified all eight pairs of homophones. Write each pair of homophones in separate areas of the board. (real, reel; pain, pane; missed, mist; tide, tied; shoot, chute; birth, berth; swayed, suede; shown, shone)

•

Encourage students to suggest other homophones and to provide sentences demonstrating their meaning.

IN SUMMARY Encourage students to summarize the lesson in their own words. Students should recognize that homophones are words that are pronounced the same but are spelled differently and have different meanings. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Provide students acquiring English with extra practice in hearing homophones in context sentences, identifying the meaning of each homophone, and then selecting the correct spelling of the word with that meaning. For example, you might prepare two cards with these words: tide and tied. Read aloud a sentence with one of those words, such as “Antonio tied a knot in the rope.” Point to the two cards, and ask students which word was used in the sentence. Continue helping students practice in this way with homophone pairs. Then encourage students to say their own example sentences using the words. RELATING SPELLING AND MEANING

PRETEST/POSTTEST 1. The recipe calls for real lemons. 2. They missed their train. 3. My arm hurt at first, but the pain didn’t last long. 4. We’ll walk on the beach when the tide goes out. 5. Try to shoot the ball right through the basket. 6. The heavy mist made it difficult for us to see the road. 7. They are celebrating the birth of their first grandchild. 8. The singers swayed from side to side.

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Teacher’s Guide

Lesson 2 (continued)

Homophones

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: THINKING ABOUT MEANING Review with students the importance of considering meaning when spelling homophones. Ask them what clues to meaning the rest of a sentence gives and what problems can result if they write the wrong homophone. Ask students what techniques they can use to remember the correct spelling of each meaning. For example, one way to distinguish between it’s (contraction of it is) and its (possessive) is to substitute it is in the sentence. Have students complete the activity independently. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Thinking About Meaning before proofreading the flier. FUN WITH WORDS Students may complete this activity with a partner. Make sure students understand that a pair of homophones should be used to complete each sentence. TRANSITIONAL SPELLERS Suggest to students that they refer to the pairs of homophones they have written in the word sort on page 2. Have partners work together to select the homophone pair that sounds correct in each sentence. Then have them review the meanings of the two words in that pair to determine which spelling fits in each blank space.

Posttest Administer the test on page 2 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

(Pretest/Posttest, continued) 9. Someone should have shown him how to do it. 10. Someone had tied a red string around the balloon. 11. Only one pane of glass was broken. 12. The sun shone all afternoon. 13. She was able to reel in the huge fish. 14. The ship is still in its berth. 15. The packages slid down this chute. 16. They were wearing suede shoes.

PRACTICE ACTIVITY The practice activity is on page 92.

Answers: Spelling Clues 1. 2. 3. 4.

pane reel shown berth

Answers: Proofreading 5. 6. 7. 8.

birth real pain shone

Answers: Fun with Words

Reteaching the Lesson Assign partners one or more of the homophone pairs you want to review, according to the number of students. Ask partners to write each homophone in large letters on a sheet of paper. Have students think of a way to use gestures or actions to suggest the meaning of their homophones. Then have partners stand before the group one at a time, displaying the homophone (perhaps by taping it to the board or a wall) and performing the related action. After partners have acted out one pair of homophones, have them repeat their actions, this time without displaying the written homophone. Ask the students who are watching to spell on a sheet of paper the homophone that is being acted out. VISUAL/KINESTHETIC MODALITIES

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

tide tied shoot chute mist missed suede swayed

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Teacher’s Guide

Lesson 3

Adding Endings to Words

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell verb forms with -ed and -ing endings

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 94.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 93) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. She saw two rabbits hopping away, but the small gray one remained motionless under the tree.

Teaching the Lesson •

Ask volunteers to identify the Spelling Words in which the final consonant was doubled before the addition of -ing or -ed. List those words on the board. (letting, controlling, permitting, compelled)

•

Ask students to identify the Spelling Words in which no change was made before the addition of -ing or -ed. Write those words in a separate list on the board. (following, cheating, labored, gathered, hammered, bothering, ruined, listening, studying, swallowing, carrying, groaned)

•

Encourage students to suggest other words ending with -ing or -ed and to identify which list each word belongs in.

•

Have students read aloud the words in each list while a volunteer underlines the base form of each word.

IN SUMMARY Encourage students to summarize the lesson. Guide them to see that the final consonant is doubled before the addition of -ing or -ed only if the base word ends with a short vowel followed by a single consonant. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Students acquiring English may need help in distinguishing between long and short vowel sounds. To provide this kind of practice, say aloud pairs of similar words, one with a long vowel sound and the other with a short vowel sound. For example, you might say cheat and chat. After students have identified the vowel sound in a word, write the word on the board. Ask whether the final consonant should be doubled before the ending -ed (or -ing). DISTINGUISHING VOWEL SOUNDS

PRETEST/POSTTEST 1. My parents are letting me make my own decisions. 2. The ducklings were following their mother. 3. No one was cheating. 4. They had labored all day and wanted to rest. 5. The students gathered in the main schoolyard. 6. She hammered the nails into the board. 7. Sometimes she has trouble controlling her temper. 8. Is that noise bothering you? 9. The deer have ruined our flower garden. 10. Were you listening when I gave the directions?

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Teacher’s Guide

Lesson 3 (continued)

Adding Endings to Words

PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMPARING SPELLINGS Guide students in reading and discussing the spelling strategy. Then select a word that may be difficult for some of your students to spell— permitting, for example. Ask a volunteer to suggest a spelling for the word you have chosen, and write that suggestion on the board. Ask students whether that spelling looks correct. Then ask a volunteer to suggest a different possible spelling, and write that beside the first suggestion. Encourage students to compare the two possible spellings. Ask them how looking at the written word helps them to evaluate whether or not the spelling is correct and how comparing two possible spellings helps them select the correct spelling. Also ask how they can apply this technique when they proofread their own writing. Then have students work independently or with partners to complete the activity. TRANSITIONAL SPELLERS As students check the spelling of these words, remind them to consider the ending of each word and the changes—if any—to the base word. Help them recall that the final consonant is doubled only when it directly follows a short vowel sound.

PROOFREADING You may wish to have students review Spelling Clues: Comparing Spellings before proofreading the letter. FUN WITH WORDS Have students work with partners to complete this activity. Encourage partners to assume the roles of the characters in the cartoon and to read aloud the sentences each character says.

Posttest Administer the test on page 4 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson To assist students in understanding a generalization, have them repeat it until they can recall it automatically. Present the spelling generalization for adding -ed first. Delay having students work with that generalization as it applies to -ing until they demonstrate competence in adding -ed. For practice, have students write the base form of each Spelling Word on the left-hand side of a piece of paper. Instruct students to say the generalization quietly and then add the ending -ed to each word. AUDITORY MODALITY

(Pretest/Posttest, continued) 11. They are studying for the social studies test. 12. Our dog swallowed the whole egg. 13. The police officers are permitting cars on that street. 14. He was carrying a crate. 15. The storm compelled several families to leave their homes. 16. I groaned when I heard the bad news.

PRACTICE ACTIVITY The practice activity is on page 95.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

groaned cheating controlling permitting swallowed gathered

Answers: Proofreading 7. 8. 9. 10. 11.

studying compelled letting listening carrying

Answers: Fun with Words 12. 13. 14. 15. 16.

bothering labored hammered ruined following

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Teacher’s Guide

Lesson 4

Negative Prefixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 96) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. We spent a quiet evening as an antidote to the incredible excitement of the day.

Teaching the Lesson •

Have volunteers name words that begin with the prefix mis-. List the responses on the board. (misbehave, misunderstand, misfortunate, misspell)

•

Follow the same procedure and list words with the prefixes de(deactivated, deform, degrade, defrost), il- (illegal, illegible, illogical, illiterate), and anti- (antisocial, antislavery, antibiotic, antidote)

•

Encourage students to add to each list other words with the same prefix, including words from their own writing. Have students circle the prefix in each word. Emphasize that the spelling or the root word is not changed when mis-, de-, il-, or anti- is added.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the response that when the prefix mis-, de-, il-, or anti- is added to a root word, the spelling of the root word is not changed.

To spell words with negative prefixes

HOME ACTIVITY The home activity is on page 97.

SECOND-LANGUAGE SUPPORT Students whose primary language is Spanish may need help pronouncing words with the prefixes mis-, il-, and anti- since the letter i in Spanish represents a vowel sound similar to the long e sound in English. Say each Spelling Word slowly as you write it on the board. Then have students pronounce the word and circle the prefix. PRACTICING VOWEL SOUNDS

PRETEST/POSTTEST 1. He turned the machine off and deactivated it. 2. It is illegal to drink while driving. 3. The children will misbehave by ignoring the teacher. 4. He felt antisocial and stood in the corner during the party. 5. We could not read the illegible handwriting. 6. Many people in the North were antislavery activists during the Civil War. 7. The intense heat will deform the metal. 8. She took an antibiotic to fight against her cold. 9. She will misunderstand the rule and get in trouble.

ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework. Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Teacher’s Guide

Lesson 4 (continued)

Negative Prefixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: PREFIXES Ask a volunteer to name one of the Spelling Words. Write the word’s prefix on the board. Then ask another student to spell the rest of the word. Write the correct response on the board. Point out to students that when they write the word, they should write the prefix first and then concentrate on spelling the rest of the word. Then have students complete the activity. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with partners to discuss each word. Have them say each word aloud. What sounds do they hear? What letter or letters spell each sound in the word? Are all the letters there? Are any extra letters included?

PROOFREADING Help students review and discuss the purposes of proofreading. Encourage volunteers to describe experiences of finding misspelled words in their own work or of detecting problems in other people’s written work. FUN WITH WORDS Make sure students recognize that each activity item is a first-person riddle. Have students complete the activity independently and then compare their answers. You may also want to have students create their own first-person riddles based on some of the other Spelling Words.

Posttest Administer the test on page 6 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Give each student a large sheet of paper and two markers, pens, or pencils of different colors. Write the Spelling Words on the board, one at a time. Ask students to spell each word aloud and then to write the prefix on their paper in one color and the rest of the word in the other color. After they have written all the words, erase the words on the board. Then say the Spelling Words one at a time, and have students write them from memory on another sheet of paper. AUDITORY/KINESTHETIC MODALITIES

(Pretest/Posttest, continued) 10. It is illogical to think you can fly by flapping your arms. 11. He was given the antidote after swallowing poison. 12. Make sure to decrease your speed around the tight turns. 13. The misfortunate campers were caught in a rainstorm. 14. I will defrost the freezer tomorrow. 15. I will try not to misspell your name. 16. The illiterate man took classes to learn how to read.

PRACTICE ACTIVITY The practice activity is on page 98.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

antislavery illegal misbehave deactivated illogical defrost

Answers: Proofreading 7. 8. 9. 10. 11.

antisocial antidote antibiotic illegible misfortunate

Answers: Fun with Words 12. 13. 14. 15. 16.

misunderstand deform illiterate misspell decrease

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Teacher’s Guide

Unit 1 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 1–4.

• To review spelling patterns

Lesson 1 Spelling Clues: Base Words Ask students how to spell several derivatives from the base word company. Write this word on the board, and ask students to list several related words, such as companion and accompany. Elicit these steps: check spelling of the base word (company); check the spelling of words derived from this base word using suffixes (companion); check the spelling of words derived from this base word using prefixes (accompany). Remind students that they can apply these spelling strategies whenever working with words in base word families.

• To give students the

Lesson 2 Spelling Clues: Thinking About Meaning Write the word principle on the board and ask students whether it is correctly spelled. Then provide a context for the word by writing this sentence: I phoned the office and asked to speak with the principle. Again ask students whether the word is correctly spelled as it is used in the sentence. Guide students in discussing the importance of considering word meaning when deciding on correct spelling. Lesson 3 Spelling Clues: Comparing Spellings Ask students how to spell rebelling. Record a volunteer’s suggested spelling on the board, and then ask for another possible spelling. Write that spelling beside the first one on the board. Have students study the two spellings and decide which one looks right. (Ask them to suggest other possibilities if they are dissatisfied with those on the board.) Then ask students how they can apply this spelling strategy to their own writing. Lesson 4 Spelling Clues: Prefixes Write the prefix anti- on the board, and have students discuss its meaning (against) and spelling. Then provide the following sentence as a device for remembering the correct spelling of anti-: The antidote worked to counteract the poison. Remind students that when they write a word beginning with a negative prefix, such as anti-, they should write the first syllable and then concentrate on the spelling of the other syllables.

and strategies in Lessons 1–4 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 1 Words The following words are reviewed in Practice Test, Parts A and B. Lesson 1: Base Word Families decide indecisive colonists companion Lesson 2: Homophones mist birth missed berth pain swayed pane suede shown tied shone tide chute shoot Lesson 3: Adding Endings to Words gathered listening controlling swallowed ruined studying groaned following Lesson 4: Negative Prefixes antisocial illegal misbehave illegible

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Teacher’s Guide

Unit 1 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test The Practice Test provides an opportunity to review Spelling Words and spelling generalizations. Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest. Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations. Practice Test: Part A 1. (C) indesicive [indecisive] 2. (C) ilegal [illegal] 3. (D) missbehave [misbehave] 4. (C) berth [birth] 5. (B) groned [groaned] 6. (D) birth [berth] 7. (A) antebiotic [antibiotic] 8. (C) missed [mist] 9. (C) independant [independent] 10. (A) shoot [chute]

Practice Test: Part B 1. (B) missed 2. (C) pane 3. (D) defrost 4. (D) gathered 5. (C) consideration 6. (B) shone 7. (C) historian 8. (B) ruined 9. (A) independent 10. (D) misunderstand

Options for Evaluation •

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled.

•

You may prefer to assign partners and have students check each other’s Practice Test, using their own list of Spelling Words.

REVIEW ACTIVITIES Activity 1 Prepare a set of index cards, each with one of the words from this review lesson written on it. Each student should have a chance to select one of the index cards and then use movements and gestures to convey that word to classmates. Ask students to raise their hands and wait to be acknowledged before responding. The responding student must write the Spelling Word on the board; the answer is correct only if the word is correctly spelled.

Activity 2 To help students who need a reteaching activity, have partners prepare a set of twenty index cards, each with a word from this review lesson written on it. Partners should turn their cards face down and then take turns drawing a single card. The student who draws the card reads the word aloud and uses it in a sentence. The other student spells the word and is checked by the partner who holds the card. Partners who want to keep score can give themselves a point for every word successfully completed.

Activity 3 For students who draft and compose on the computer, provide guidance in using the spellchecker function. Ask students to consider how the spell-checker function can be used most effectively, what its special benefits are, and what problems might be involved in using it.

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Teacher’s Guide

Unit 1 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

SAILING PARTNERS To help students develop ideas for their paragraphs, you may want to display photos or drawings of several different kinds of boats— rowboats, small sailboats, and yachts, for example—in various kinds of weather. Then have students work independently to write their own paragraphs before exchanging paragraphs with a partner. WORKING TOGETHER You may want to pair students of different levels of spelling proficiency for the paragraph completion activity. PICTURE CLUES Ask students to select three Spelling Words for this activity and to work independently to draw their clues. Then have students exchange clues with partners. Invite volunteers to share drawings with other students. PROOFREADING PARTNERS Encourage partners to discuss their ideas for paragraphs. Remind them that, to include the listed words, they may need to create an unusual or even a fantastic situation in their paragraphs. HOMOPHONE FUN Remind students to be sure that they have given adequate context clues so that a classmate can identify the pair of homophones. TEAM CHARADES Ask volunteers to demonstrate one or two of the clues before actually beginning the activity.

banjo The word banjo comes from an African language— probably Kimbundu, a Bantu language. The word was brought to America by enslaved Africans.

cafeteria The word cafeteria comes from a Spanish-American word that originally meant “coffeehouse” or “coffee store.” Eventually, it came to mean any self-service restaurant.

corral The word corral comes from a word meaning “to run.” This word was brought to the United States by Spanishspeaking cowboys. In Africa, the similar word kraal is used to describe a stockaded village or a pen for animals. The word kraal comes from the Portuguese curral. (Portugese is very closely related to Spanish.)

SPELLING DUET Have students select their own partners for this activity. If partners have trouble guessing the Spelling Words, they can give longer clues after two attempts at one-word clues. WORKING TOGETHER For the Spelling Duet activity, have sixteen index cards or slips of paper available for each pair of students. If you prefer, you can provide scissors and let partners cut out their own activity cards.

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Teacher’s Guide

Unit 1 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

LANGUAGE ARTS: SEARCH FOR IT! Show students how to create their own word-search puzzles, and then have them make puzzles, using the Spelling Words in this unit. Ask students to discuss the directions in which words may be written. (Students should agree on whether words can be written from bottom to top and from right to left.) After students have filled in all the Spelling Words, have them add other letters to the remaining open squares. Check each student’s completed word-search puzzle. Then, if possible, photocopy the puzzles and put them into a book. Distribute a copy of the book to each student. PHYSICAL EDUCATION: SPELLING IN ACTION Make sure students recognize that many of the Spelling Words in this unit are forms of verbs, or action words. Then ask students to suggest other verbs, and list those words on the board. After this introduction, have students form small groups in which to play “Spelling in Action.” Each player in turn secretly selects one of the verbs from the spelling list or the list on the board. The player uses movements, gestures, and facial expressions to communicate the meaning of that verb. The other group members try to guess the word. The player who guesses correctly must then spell the verb (without looking at the board). A player should receive one point for being the first player to guess a verb and an additional two points for spelling the verb correctly. Play continues until all verbs have been used. The player with the highest score is the winner.

eavesdrop Originally, eavesdrops were drops of rain that fell from the eaves of a house. Later, to eavesdrop came to mean “to stand within the eaves of a house, or near its windows, to hear what people inside were saying.” Now we use the word whenever we mean “to listen to what others are saying without their knowledge or permission.”

eccentric The word eccentric comes from a Greek word meaning “out of the center.” It has come to mean “out of the ordinary” or “odd.” Literature is full of eccentric characters. You may have met some in Lewis Carroll’s Alice’s Adventures in Wonderland. Charles Dickens also created many eccentric characters in such works as A Christmas Carol and David Copperfield.

killer whale A killer whale is actually a dolphin, a type of toothed whale. The scientific name for a killer whale is Orcinus orca. Killer whales were originally called “whale killers,” because they prey on large fish, seals, and other whales. Then, for some reason, the two parts of the compound word were switched, leading to the name they are known by today.

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Teacher’s Guide

Lesson 6

Prefixes en- and ex-

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words with the prefixes en- and ex-

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 100.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 99) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. I will explain the entire problem.

Teaching the Lesson •

Write the word entitle on the board as a heading. Ask students to name words that begin with the same prefix as entitle. List their responses under the heading. Explain that the prefix en- means “in” or “into.” (encourage, enjoying, envelope, enthusiasm, enclose)

•

Follow the same procedure to list words that have the same prefix as explain. Explain that ex- means “out” or “beyond.” (exit, exchange, express, extend, excitement, exceed, explode, expand, exclaim, exclude, excel)

•

Ask students to add other words with the same prefix to each list. Have students circle the prefix of each word they have written. Point out that the spelling of the root word is not changed when the prefix is added.

IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that when the prefix en- or ex- is added to a root word, the spelling of the root word is not changed. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Students acquiring English may have difficulty spelling words with prefixes. Write the following words on the board: change claim press

joy close courage

Working with one word at a time, read the word and have students spell it aloud. Ask a volunteer to come to the board and add the prefix exto the word (if it is in the first column) or the prefix en- to the word (if it is in the second column). Then have students spell the new words aloud. BREAKING A WORD INTO PARTS

PRETEST/POSTTEST 1. Good teachers encourage students to do their best. 2. The actor will exit after he finishes his speech. 3. We were enjoying the movie when the fire started. 4. I need to exchange these shoes for some larger ones. 5. Some people do not express their feelings very well. 6. The letter came in a plain envelope. 7. Please be sure to extend my thanks to your mother for dinner.

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Teacher’s Guide

Lesson 6 (continued)

Prefixes en- and ex-

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson

(Pretest/Posttest, continued) 8. The big game caused great excitement at our school. 9. The cost of the gift should not exceed five dollars. 10. We watched the fireworks explode. 11. Our enthusiasm grew as we practiced the play. 12. Please enclose your name and address in the letter. 13. The bottle will expand to hold all the water. 14. They will exclaim loudly when they open the box. 15. Do not exclude anyone from the party. 16. My sisters excel at math.

SPELLING CLUES: PREFIXES Write on the board: ex_____ Invite students to suggest words that begin with ex-. Have students spell each response aloud. Write the correct spellings on the board. Point out to students that when writing a word beginning with en- or ex-, they should write the prefix first and then concentrate on spelling the rest of the word. Then have them complete the activity by spelling words that begin with en-. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with a partner to complete this activity. Have them take turns reading each completed sentence aloud to be sure the Spelling Words they have chosen make sense.

PROOFREADING You may wish to have students review Spelling Clues: Prefixes before proofreading the letter. FUN WITH WORDS Have students trade papers after they have finished the activity. Ask them to check their partner’s work and mark any misspelled words. Then have students correct their own mistakes.

PRACTICE ACTIVITY The practice activity is on page 101.

Answers: Spelling Clues

Posttest Administer the test on page 12 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Divide the Spelling Words into lists, one for each prefix enexencourage exit enjoying exchange envelope express Working with one list at a time, pronounce each word and spell it aloud as students listen carefully. Then have them spell the word aloud. If students need additional practice after they have spelled all the words, have them repeat the procedure with a partner. AUDITORY MODALITY

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

extend exit exchange enclose exclaim expand

Answers: Proofreading 7. 8. 9. 10.

envelope express excitement explode

Answers: Fun with Words 11. 12. 13. 14. 15. 16.

enjoying exclude enthusiasm extend excel encourage

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Teacher’s Guide

Lesson 7

Prefixes dis- and de-

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words with the prefixes dis- and de-

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 103.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 102) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The students wanted to discuss the debate.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Students whose primary language is Spanish may need help pronouncing words with the prefix dis-, since the letter i in Spanish represents a vowel sound similar to the long e sound in English. Say each Spelling Word slowly as you write it on the board. Then have students pronounce the word and circle the prefix. PRACTICING VOWEL SOUNDS

PRETEST/POSTTEST

Teaching the Lesson •

Have volunteers name words that begin with the same prefix as distrust. List the responses on the board under the heading distrust. (disliked, discovered, dispose, disabled, disappeared, disappointment, disadvantages, disguised, dissolved)

•

Follow the same procedure to list words that have the same prefix as depart. (decay, defeat, destroyed, decline, defects, dependent, deduction)

•

Encourage students to add to each list other words with the same prefix, including words from their own writing. Have students circle the prefix in each word. Emphasize that the spelling or the root word is not changed when dis- or de- is added.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the response that when the prefix dis- or de- is added to a root word, the spelling of the root word is not changed. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

1. I disliked having to do homework on Saturday night. 2. We discovered a new way to make apple pie. 3. The dentist found no tooth decay. 4. The campers will dispose of their trash properly. 5. Our team can defeat the rival team. 6. I almost destroyed the toy truck when I stepped on it. 7. The decline of the king’s popularity began when he raised taxes. 8. We found many defects in the car. 9. The disabled plane had lost a wheel. 10. The stars disappeared in the morning light.

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Teacher’s Guide

Lesson 7 (continued)

Prefixes dis- and de-

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: PREFIXES Ask a volunteer to name one of the Spelling Words. Write the word’s prefix (dis- or de-) on the board. Then ask another student to spell the rest of the word. Write the correct response on the board. Point out to students that when they write a word beginning with dis- or de-, they should write the prefix first and then concentrate on spelling the rest of the word. Then have students complete the activity. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Students may prefer to work in small groups to complete this activity. Have group members take turns being the reader, who reads each phrase or sentence aloud.

PROOFREADING You may wish to have students review Spelling Clues: Prefixes before proofreading the letter. FUN WITH WORDS After students have completed the activity, you may want to assign parts and have them read the sentences aloud as a dialogue.

(Pretest/Posttest, continued) 11. The candidate experienced a major disappointment when she lost the election. 12. The safety of the passengers is dependent upon the driver’s skill. 13. There will be a deduction of one point for every misspelled word. 14. Bad weather is one of the disadvantages of living in the north. 15. I went to the party disguised as a clown. 16. The sugar dissolved in the glass of water.

PRACTICE ACTIVITY The practice activity is on page 104.

Answers: Spelling Clues

Posttest Administer the test on page 14 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Give each student a large sheet of paper and two felt-tip markers of different colors. Write the Spelling Words on the board, one at a time. For each word, ask students to spell the word aloud and then to write the prefix on their paper in one color and the rest of the word in the other color. After they have written all the words, erase the words on the board. Then say the Spelling Words one at a time, and have students write them from memory on another sheet of paper. AUDITORY/ KINESTHETIC MODALITIES

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

disabled defeat disliked defects dispose dissolved disadvantages

Answers: Proofreading 8. 9. 10. 11. 12.

disappeared disappointment destroyed disguised dependent

Answers: Fun with Words 13. 14. 15. 16.

decay decline discovered deduction

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Teacher’s Guide

Lesson 8

Prefix ad-

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words that begin with forms of the prefix ad-

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 106.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 105) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. I would like to appear in a movie.

Teaching the Lesson •

Write acclaim on the board as a heading, and have students name words that begin with ac-. List their responses. (accent, accommodate, accepted, accompanying, accomplish, accelerate)

•

Follow the same procedure to list words that begin with ar- under the heading arrive. (arrest, arrived, arrange, array, arrangements)

•

List words that begin with an- under the heading annual and words that begin with ap- under the heading appeal. (an-: announced, annoy; ap-: approve, approaching, appoint)

•

Tell students that each word begins with a form of the prefix ad-, which means “to” or “toward.” Lead students to observe how the spelling of the prefix changes when it is added to a root that begins with c, n, p, or r.

•

Have students add words with the same prefix to each list.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the response that the prefix ad- changes when it is added to roots beginning with c, n, p, or r. The d in the prefix changes to the first letter of the root. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Students acquiring English may be unfamiliar with words that have double consonants. Provide practice by writing the Spelling Words on the board one at a time. Have students say the word after you, spell it aloud, and then write it down. Then have them circle the double consonant. IDENTIFYING DOUBLE CONSONANTS

PRETEST/POSTTEST 1. Her performance was so amazing that she was able to arrest the attention of the audience. 2. I hope the principal will approve my request to leave early. 3. The accent is on teamwork at our school. 4. Our plane arrived on time. 5. Please arrange a visit to the library. 6. This room will accommodate twenty students. 7. The winner of the gold medal announced her retirement from racing. 8. A loud clatter told me that Dad’s truck was approaching. 9. The mayor accepted our donation to the playground. 10. The teacher will appoint team captains.

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Teacher’s Guide

Lesson 8 (continued)

Prefix ad-

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: PREFIXES Ask students to think about how to spell the word acclimate. Call on a volunteer to identify the root (climate), and write it on the board. Point out that c is the first letter of the root, and have a student add the prefix that ends with the same letter (ac-). After students have completed the activity, you may want them to read their responses aloud. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Prefixes before proofreading the letter. TRANSITIONAL SPELLERS Have students work in pairs to correct Yasha’s letter. Ask them to read the corrected letter aloud to make sure that it makes sense.

FUN WITH WORDS After students have completed the activity, you may want to have them read the cartoon aloud.

(Pretest/Posttest, continued) 11. I have been accompanying my brother to school every day. 12. There was a colorful array of posters on the wall. 13. We made arrangements for a famous author to visit our school. 14. We won’t have time to accomplish everything we had planned. 15. The college student wants to accelerate his progress so he can receive his degree early. 16. Chirping crickets annoy me when I am trying to sleep.

PRACTICE ACTIVITY The practice activity is on page 107.

Posttest Administer the test on page 16 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Give each student ten note cards, and have students cut each card in half. On four of the cards, students should write the four prefixes used in the lesson. On the remaining cards, students should write the part of each Spelling Word that follows the prefix. Examples are shown below: ac, ar, an, ap rived, prove,cent Have each student match each prefix to a root (or root plus suffix) to form a word. Remind students that the last letter of the prefix should be the same as the first letter of the root. After each student has formed a word, have the student write the word on paper and then repeat the procedure with the next word he or she forms. Have students continue until they have written all the Spelling Words. KINESTHETIC MODALITY

Answers: Spelling Clues 1. 2. 3. 4. 5. 6. 7.

accomplish annoy accent accepted accelerate arrest appoint

Answers: Proofreading 8. 9. 10. 11. 12.

approaching approve array accompanying arrange

Answers: Fun with Words 13. 14. 15. 16.

arrived announced accommodate arrangements

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Teacher’s Guide

Lesson 9

Adjective Suffixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 108) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The wagon train moved slowly westward.

Teaching the Lesson •

Write the word brownish on the board. Point out the suffix -ish, and ask students to name words that end with the same suffix. Write their responses on the board under brownish. (foolish, selfish, greenish, grayish, childish, reddish)

•

Next, follow the same procedure to list words that end in -ine, -some, and -ward. Have students suggest a heading for each list. (-ine: marine, masculine, feminine, genuine; -some: handsome, lonesome, wholesome, awesome; -ward: backward, awkward)

•

Ask students to add other words with the same suffix to each list.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the fact that the suffix -some, -ish, -ine, or -ward may be added to a root to form an adjective. Point out to students that to spell a word with one of these suffixes, they should spell the root first and then add the suffix. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the adjective suffixes -some, -ish, -ine, and -ward

HOME ACTIVITY The home activity is on page 109.

SECOND-LANGUAGE SUPPORT Students acquiring English may be unfamiliar with words that have adjective suffixes. Provide practice by showing them how to break each word into parts. Write a Spelling Word on the board. Model circling the suffix and underlining the root. Have students write the word on paper. Then ask a volunteer to write another Spelling Word on the board, circle the suffix, and underline the root. Have students write that word on paper. Repeat the procedure until students have written all the Spelling Words. SPELLING WORD PARTS

PRETEST/POSTTEST 1. I took two steps backward, right into the mud puddle. 2. Wearing a funny hat made me feel foolish. 3. The pioneers were proud of their handsome new wagon. 4. Few people lived near us, but we never felt lonesome. 5. It would be selfish to keep all the food to ourselves. 6. Our class studies fish and other marine life. 7. The greenish color reminded me of spring. 8. My baby brother is learning to walk, but his steps are awkward.

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Teacher’s Guide

Lesson 9 (continued)

Adjective Suffixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING TWICE Write the following on the board: genuwine awsome awkward Ask students to tell which words they think are misspelled. Circle their responses, and have them check the spellings. Remind students that when they proofread, they should read once and circle words they know are misspelled. Then they should read again, looking for words that they think might be misspelled. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students complete this activity in pairs. Partners can check each other’s spelling.

PROOFREADING You may wish to have students review Spelling Clues: Checking Twice before proofreading the paragraph. FUN WITH WORDS After students have completed the cartoon, have them read the dialogue aloud. They may want to create other cartoons using some of the Spelling Words. WORKING TOGETHER For the Fun with Words activity, you may want to have students work in groups to write their own cartoons. Groups can share their cartoons with other groups.

Posttest Administer the test on page 18 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson

(Pretest/Posttest, continued) 9. Sandwiches and fruit can make a wholesome meal. 10. A grayish sky often means a rainy day. 11. Adults should have outgrown childish behavior. 12. Years ago, most women never wore masculine clothing. 13. She chose a soft, feminine dress to wear to the party. 14. Peaches have a reddish tinge when they are ripe. 15. In the museum I saw a genuine painting by Picasso. 16. The Grand Canyon in an awesome sight.

PRACTICE ACTIVITY The practice activity is on page 110.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6. 7.

backward handsome grayish greenish feminine marine masculine

Place students in groups of four or five. Designate one student in each group to be the first caller. Give the caller a copy of the Spelling Words, divided into lists according to suffix. -ish -ine -some -ward foolish genuine lonesome backward

Answers: Proofreading

The caller should say the first word in one of the lists and spell it aloud. Then the other students in the group should take turns spelling the word aloud individually. When all students in the group have spelled the word correctly, the caller repeats the procedure with the next word. After students have spelled all the words in one list, another student acts as caller of the words in the next list. AUDITORY MODALITY

Answers: Fun with Words

8. 9. 10. 11.

12. 13. 14. 15. 16.

reddish childish foolish awkward

awesome lonesome genuine selfish wholesome

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Teacher’s Guide

Lesson 10

Spelling and Pronunciation

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 111) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The speaker surprised her listeners.

To spell words that contain sounds often omitted in speech

HOME ACTIVITY The home activity is on page 112.

SECOND-LANGUAGE SUPPORT Difficulties with pronunciation may cause students acquiring English to have trouble spelling the words in this lesson. Provide practice by writing the Spelling Words on the board one at a time. Pronounce each word slowly as you underline the letters that stand for each sound. Then have students say the word after you and write it on their papers. MATCHING SOUNDS WITH LETTERS

PRETEST/POSTTEST

Teaching the Lesson •

Ask students to name words with consonants that are often omitted in speech. List their responses on the board under the heading consonants. (February, library, strength, length, arctic, twelfth, probably)

•

Follow the same procedure to list words with vowels that are often omitted in speech. Use the heading vowels. (separate, different, temperature, vegetable, jewelry, literature, boundary, reference, beverage)

•

Encourage students to add other appropriate words to each list. Then have volunteers read the lists aloud. Ask students to underline the vowel or consonant in each word that often is not pronounced.

IN SUMMARY Ask students to summarize the lesson. Elicit the response that to spell most words correctly, it is important to remember their pronunciation. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

1. February is the shortest month of the year. 2. We placed the books and magazines in separate stacks. 3. Those two stories have the same title but different plots. 4. Our school library has many books about history. 5. The plants will freeze if the temperature drops too low. 6. It takes a lot of strength to lift a sofa. 7. The length of a football field is 100 yards. 8. My favorite vegetable is spinach. 9. An arctic cold front chilled the air. 10. My birthday is the twelfth of March.

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Teacher’s Guide

Lesson 10 (continued)

Spelling and Pronunciation

PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMMONLY MISSPELLED WORDS Write the following on the board: libary

temprature

Febuary

Pronounce library slowly, and ask a volunteer to look at the word on the board and to tell what letter was omitted. Then have a student write the word on the board correctly. Follow the same procedure with temperature and February. Remind students that pronouncing a word carefully may help them spell it correctly. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Commonly Misspelled Words before proofreading the purchase order. TRANSITIONAL SPELLERS Have small groups of students work together to complete the proofreading activity. Remind them to check each word’s spelling in the Spelling Dictionary or on the list of Spelling Words.

FUN WITH WORDS Remind students to say each word slowly and to make sure they have spelled each syllable correctly. You may want to have pairs of students check each other’s words.

(Pretest/Posttest, continued) 11. You will probably enjoy this movie. 12. The queen wore diamond jewelry. 13. Our class is studying American literature. 14. This river marks the boundary between two states. 15. When you write your report, use this book for reference. 16. Lemonade is a good beverage to drink in the summer.

PRACTICE ACTIVITY The practice activity is on page 113.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

different length vegetable boundary strength beverage

Answers: Proofreading

Posttest Administer the test on page 20 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Have each student write each letter of the alphabet on a separate square of paper. Each student will also need several blank paper squares. l e n g t h Say one of the Spelling Words, and ask students to arrange their paper squares to spell the word. If a letter appears more than once in a word, have them write that letter on an additional square of paper. After all students have formed the word, have them spell it aloud together. Repeat the procedure until they have spelled all the Spelling Words. AUDITORY/KINESTHETIC MODALITIES

7. 8. 9. 10. 11. 12.

library reference jewelry literature arctic separate

Answers: Fun with Words 13. 14. 15. 16.

twelfth probably temperature February

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Teacher’s Guide

Unit 2 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 6–10.

• To review spelling patterns

Lesson 6 Spelling Clues: Prefixes Ask a student to identify the prefix in the word accommodate. Write ac on the board. Then ask a volunteer to spell the rest of the word, and write the correct response on the board. Remind students that when they write a word beginning with en-, ex-, de-, or dis-, they should write the first syllable and then concentrate on the spelling of the other syllables.

• To give students the

Lesson 7 Spelling Clues: Prefixes Ask a student to identify the prefix in the word destroyed. Write de on the board. Then ask a volunteer to spell the rest of the word, and write the correct response on the board. Remind students that when they write a word beginning with en-, ex-, de-, or dis-, they should write the first syllable and then concentrate on the spelling of the other syllables. Lesson 8 Spelling Clues: Prefixes Ask students to identify the base word for the word accompany. (company). Write company on the board. Then have a student add a prefix that means “to” (ac-). Write accompany on the board. Remind students that when they write a word using the prefix ad- or its variants ac-, an-, and ap-, they should use the prefix that ends with the same letter with which the base word begins. Lesson 9 Spelling Clues: Checking Twice Write this sentence on the board: I felt foolesh when I accidentally distroyed my homework paper. Ask a student to come to the board and circle any misspelled words in the sentence. Then have students read the sentence again to identify other words they think might have been misspelled.

and strategies in Lessons 6–10 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 2 Words The following words are reviewed in Practice Test, Parts A and B. Lesson 6: Prefixes en- and exenthusiasm exceed enjoying enclose Lesson 7: Prefixes dis- and dedisappeared destroyed disguised dissolved Lesson 8: Prefix adaccepted annoy accommodate arrest array Lesson 9: Adjective Suffixes childish marine wholesome foolish Lesson 10: Spelling and Pronunciation February twelfth length

Lesson 10 Spelling Clues: Commonly Misspelled Words Ask students to spell temperature and different. Write the correct spellings on the board and pronounce each syllable. Remind students that pronouncing each syllable carefully can help them spell words that are often misspelled.

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Teacher’s Guide

Unit 2 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test The Practice Test provides an opportunity to review Spelling Words and spelling generalizations. Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest.

REVIEW ACTIVITIES Activity 1 Have students add titles to the “Heads and Tales” bulletin board as the year progresses.

Activity 2

Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations.

Using a library book about sign language for reference, teach finger spelling to students. Have pairs of students use finger spelling to practice spelling the target words of this review lesson.

Activity 3

Practice Test: Part A 1. incorrect [exceed] 2. correct [accepted] 3. incorrect [enclose] 4. incorrect [February] 5. incorrect [disappeared] 6. correct [disguised] 7. correct [enthusiasm] 8. incorrect [accommodate] 9. correct [dissolved] 10. incorrect [childish]

Practice Test: Part B 1. (B) annoy 2. (B) array 3. (C) enjoying 4. (A) foolish 5. (D) marine 6. (C) destroyed 7. (C) length 8. (B) wholesome 9. (A) twelfth 10. (D) arrest

Options for Evaluation •

•

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled. You may prefer to assign partners and have students check each other’s Practice Tests, using their own list of Spelling Words.

To help students who need a reteaching activity, cut shapes of letters from brightly patterned wallpaper samples or other colorful materials. Ask students to arrange the letters to form various Spelling Words from Unit 2.

Activity 4 Have students play “World’s Longest Sentence.” Challenge pairs to write a long sentence, using as many Spelling Words from Unit 2 as possible.

Activity 5 Ask a student to draw the shape of one of the Spelling Words from this review lesson. The first student to identify the word chooses another word and draws its shape. Continue the game until all the words have been used.

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Teacher’s Guide

Unit 2 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

PREFIXES THAT DESCRIBE WHERE Write the prefixes de- and ex- on the board. After students have read the introductory paragraph, lead them in a discussion of the meanings of the prefixes. After they have completed the activity, have volunteers read their responses aloud. WORKING TOGETHER You may want to have students complete this activity in pairs. Provide a dictionary for each pair of students to use in checking the spelling of their responses. ENDURANCE SPELLING You may want to suggest that partners keep a record of words that are misspelled so that these words can be reviewed. WORKING TOGETHER For the Endurance Spelling activity, assign partners or have students select partners. You may want to play a variation of this game with groups. SPELLING CROSSWORD Provide examples of crossword puzzles for students to refer to. Caution students to keep in mind that each word should share a letter with at least one other word. WORKING TOGETHER For the Spelling Crossword activity, have students choose partners for solving the crossword puzzles. You may want to have a small group of students compile all the crossword puzzles into a class book. FANTASTIC FOLKS For this activity, place students in groups of four. After they have completed the game, encourage them to share their sayings with other groups. PROOFREADING PARTNERS Assign partners or have students select partners with whom to work on this activity. Have them refer to the list of Spelling Words for this unit when they correct each other’s paragraphs. SUFFIX SCRAMBLE If you like, extend the exercise by having students create cards for additional words ending in -ship, -ment, or -ity. For example, some -ment words they might include are government, encirclement, fragment, instrument, and ornament.

♦ arctic Arctic is sometimes mispronounced as if the word were “artic,” without a c. Arctic comes from arktos, an ancient word meaning “the bear.” The Great Bear is a group of stars thought to form the shape of a bear. These stars appear in the northern sky and thus are associated with the far northern regions of the earth.

befriend/befuddle The prefix be- has several meanings. In some words such as befriend, it means “treat as.” In befuddle, it means “thoroughly.” Today, however, many of the words with the prefix be- are used only to set a certain mood or tone in writing. Instead of writing “He was a friend to her,” you might say “He befriended her.” Instead of writing “See the bright object in the sky,” you might say “Behold the bright object in the sky.” Instead of writing “She was confused,” you might say “She was befuddled.” Use this to your advantage. When you write a play or story, try using a “be-something” word and see if it sets a particular mood or tone.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Unit 2 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

ART: PICTURE PERFECT Ask students to imagine a scene they might see in a Wild West movie. Then have them draw or paint a picture of the scene and write a caption for it. Challenge students to use in the caption as many words as possible that end with -ish, -ine, -some, and -ward. Award a prize to the student whose caption contains the most words with the adjective suffixes. Display the completed picture and captions in the classroom or in a hallway. DRAMA: TV TALK Have students work in small groups to create a script for a television talk show. Ask them to write parts for the host and for at least one guest, as well as for a commercial. You might want to suggest some topics for them. Have a contest to see which group can use the most Spelling Words in its script. When the scripts are complete and the groups have assigned and practiced their parts, give them an opportunity to perform for classmates. LANGUAGE ARTS: MYSTERY SENTENCES Ask each student to write a sentence that contains at least one of the Spelling Words and to keep the sentence a secret from everyone else. (You may want to limit the sentences to six or eight words.) Then ask one student to come to the board. Have that student write a blank on the board for each letter in his or her sentence, leaving extra space between words. The student should then call on classmates, one at a time, to guess a letter that might appear in the sentence. If the sentence does contain that letter, the student writes it in each blank where it should appear and then calls on another classmate to suggest another letter. Students may raise their hands at any time and request a chance to guess the entire sentence. The first student who guesses correctly becomes the next to come to the board to present his or her mystery sentence.

clamber The word clamber is a colorful word that almost sounds like what it means, which is “to climb using both hands and feet, in a clumsy manner.” It comes from Middle English. It is like the German word klammern in the phrase sich klammern, which means “to hook oneself on or cling firmly.” Clamber is often used to describe how people get to the top of something like a class, a business, or a field of artistic endeavor.

♦ February/October February comes from a Latin word which means “to purify by sacrifice.” Thus, February was the month of purification. October comes from the Latin word, octo, meaning “eight,” because it was the eighth month of the original Roman year.

♦ marine The word marine means “having to do with the ocean.” A Marine is a member of one of the four branches of the United States armed forces. Today we may think of the United States Marine Corps as operating more on land than at sea. However, when the first marines went into service in the British navy in the 1600s, they were soldiers who served on board a ship to protect the sailors. ♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Lesson 12

Noun Suffixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 114) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The doctor ran from the laboratory into the infirmary.

Teaching the Lesson •

Ask students to identify the Spelling Words that end with the noun suffix -ary, and list those words on the board. (documentary, dictionary, missionary, revolutionary)

•

Follow the same procedure with the suffixes -ory, -ery, and -ury. Write these Spelling Words in separate lists on the board. (-ory: victory, factory, territory; -ery: bakery, machinery, discovery, nursery, scenery; -ury: century, injury, treasury, luxury)

•

Encourage students to suggest other words with suffixes -ary, -ory, -ery, and -ury. Add those words to the list on the board.

•

Have students read aloud the words in each list on the board. As they read, ask a volunteer to underline the noun-forming suffix in each word.

IN SUMMARY Ask students to summarize the lesson. Guide volunteers as necessary in identifying -ary, -ory, -ery, and -ury as nounforming suffixes. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the noun suffixes -ary, -ory, -ery, and -ury

HOME ACTIVITY The home activity is on page 115.

SECOND-LANGUAGE SUPPORT Students acquiring English may need additional practice in pronouncing the Spelling Words. Explain that although the spellings vary, most of the words end with this combination of sounds: /ə•rē/. Provide opportunities for students to say the words, first in isolation and then in sentence context. Guide them in using the appropriate vowel sound in the next-to-last syllable of each word. Help students sort the words according to the spelling of the suffix at the end of each word. Then help students review the pronunciation of the words. SOUND-LETTER RELATIONSHIPS

PRETEST/POSTTEST 1. We walked to the bakery and bought a loaf of bread. 2. They were very proud of their recent victory. 3. The new film is a documentary about students in high school. 4. The workers in that factory own a share of the company. 5. The machinery is operating smoothly now. 6. They were excited about their latest discovery. 7. We went to a nursery to select plants. 8. We used a dictionary to check the spelling.

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Teacher’s Guide

Lesson 12 (continued)

Noun Suffixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMPARING SPELLINGS Review with students the proofreading process, covering such questions as these: When do they proofread? Why do they proofread? What proofreading techniques do they find especially effective? Then guide students in discussing the technique of comparing spellings. Why is it important to write down possible spellings? What should you do if none of your spelling possibilities look quite right? After this introductory discussion, have students complete the proofreading activity independently. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Comparing Spellings before proofreading the diary entry. TRANSITIONAL SPELLERS Have students work with partners to proofread the diary entry (items 7–12). If either partner suspects that a word is misspelled, have partners write and compare possible spellings for that word. Encourage partners to choose together the spelling that “looks right” and then to check their choice, using the Spelling Dictionary or another source.

FUN WITH WORDS Have students work with partners or in small groups to describe and discuss the picture. Then have them write the missing Spelling Words.

Posttest Administer the test on page 26 as a posttest, or administer one of your own. Say each word and use it in a sentence.

Reteaching the Lesson The following procedure can help students with attention deficits learn the Spelling Words. The optimal number of new words for students to learn at one time is four, especially if you follow the test-teach-retest paradigm. Have students write each Spelling Word three times. First say the word, and then dictate the spelling while students write. Next, have students join you in spelling the word aloud while they write the word. Have students trace over the written word for additional reinforcement. Finally, have students spell the words as they write them from recall. AUDITORY/KINESTHETIC MODALITIES

(Pretest/Posttest, continued) 9. This book is about events from more than a century ago. 10. The injury was very painful. 11. The missionary had made many friends there. 12. The two nations continued to fight over that territory. 13. They stopped to photograph the scenery. 14. One brother was a loyalist; the other was a revolutionary. 15. We have only two dollars in the club treasury. 16. A cabin at the beach is a luxury.

PRACTICE ACTIVITY The practice activity is on page 116.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

century dictionary revolutionary injury missionary scenery

Answers: Proofreading 7. 8. 9. 10. 11. 12.

territory treasury victory luxury bakery documentary

Answers: Fun with Words 13. 14. 15. 16.

factory machinery discovery nursery

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Teacher’s Guide

Lesson 13

Consonant/Syllable Patterns

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 117) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. I agree that the assignment is difficult, but it’s not impossible.

Teaching the Lesson •

Ask volunteers to identify the Spelling Words in which the accent is on the first syllable. Write each word on the board. (gallery, attitude, hurricane, barrier, corridor, buffalo, pinnacle, syllable, massacre, moccasins, cinnamon)

•

Follow the same procedure for Spelling Words with the accent on the second syllable. Write these words on the board. (tomorrow, umbrella, gorilla, accordion, opossum)

•

Ask volunteers to suggest other multisyllabic words with double consonants. Add these words to the appropriate list on the board.

•

Have students read aloud the words in each list. Ask a volunteer to underline the double consonant in each word.

IN SUMMARY Have students summarize the lesson. Guide students as necessary in recognizing that in many words with double consonants, the accent falls on the syllable that contains the first of those two consonants. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell multisyllabic words that include double consonants

HOME ACTIVITY The home activity is on page 118.

SECOND-LANGUAGE SUPPORT Students who are uncertain about the correct pronunciation and stress for these Spelling Words will be unable to understand and apply the spelling generalization. Spend time with students from other language backgrounds, assessing their ability to say each Spelling Word correctly; make sure students are stressing the accented syllable in each word. If appropriate, provide oral practice in which students say the words first in isolation and then in sentence context. PRONOUNCING MULTISYLLABIC WORDS

PRETEST/POSTTEST 1. You’re looking at my favorite painting in this gallery. 2. If you don’t finish today, you can work on it tomorrow. 3. He always has a cheerful attitude. 4. They boarded up all the windows before the hurricane struck. 5. Did they jump over the barrier? 6. Walk down this corridor and go through the double doors. 7. I hope the rain stops, because I don’t have an umbrella.

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Teacher’s Guide

Lesson 13 (continued)

Consonant/Syllable Patterns

PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: READING ALOUD Encourage students to describe the difference between reading silently and reading aloud. Ask them why and how saying a word aloud can help them spell the word correctly. Ask volunteers to identify words that they have trouble spelling, and help students discuss how saying those words aloud can make it easier to spell them correctly. Then focus students’ attention on the Spelling Words. Why is it important to say every syllable of each word? How can pronouncing each sound help students spell the word correctly? After this introductory discussion, have students complete the activity independently. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Reading Aloud before proofreading the newspaper report. TRANSITIONAL SPELLERS Have students work with partners to proofread the newspaper report. Ask partners to read the paragraph aloud together, one sentence at a time. Instruct them to focus on every word of which they are unsure, discussing the correct pronunciation and spelling of each. Then have partners work together to decide on—and check—the correct spelling of the word.

FUN WITH WORDS Guide students in briefly discussing the picture. Then have them work independently to write the Spelling Word that best completes each sentence.

Posttest Administer the test on page 28 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Many students with learning difficulties have trouble analyzing sound/symbol relationships in the context of a particular word. You can determine to what extent a student is able to successfully encode the correct sound/symbol relationship by analyzing his or her misspellings. If the misspellings are phonetically correct, such as attetude for attitude, the student is making visual memory errors. If the student spells cinnamon as cinmon, the misspelling indicates difficulty in auditory analysis. VISUAL/AUDITORY MODALITIES

(Pretest/Posttest, continued) 8. The tepee was made of buffalo hide. 9. The gorilla was raised in captivity. 10. They climbed all the way to the pinnacle. 11. Is the accent on the first syllable of the word? 12. Sally learned how to play the accordion. 13. Everyone was shocked by the massacre. 14. An opossum overturned those garbage cans. 15. The moccasins were decorated with bright beads. 16. He added a sprinkling of cinnamon to the hot chocolate.

PRACTICE ACTIVITY The practice activity is on page 119.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

massacre syllable accordion buffalo umbrella gorilla

Answers: Proofreading 7. 8. 9. 10. 11. 12.

pinnacle moccasins cinnamon attitude hurricane tomorrow

Answers: Fun with Words 13. 14. 15. 16.

gallery corridor barrier opossum

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Teacher’s Guide

Lesson 14

Derived Spellings -able and -ible Pretest

TEACHING STRATEGIES OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words with the suffixes -able and -ible

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 121.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 120) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. I found it admirable that you were responsible enough to walk out of a questionable situation.

Teaching the Lesson •

Have volunteers name the Spelling Words that have the same suffix as the word suitable. As students name the words, list them under the heading -able. (comfortable, desirable, understandable, perishable, questionable, durable, unacceptable, admirable)

•

Follow the same procedure and list words with the suffix -ible. List them under the heading -ible. (gullible, eligible, compatible, incredible, accessible, permissible, responsible, invincible)

•

After students add words from their own reading or writing to the columns, have volunteers read aloud all the words and underline the endings.

IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that the suffixes -able and -ible mean “is” or “can be.” ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Remind students that in English a sound can almost always be spelled in more than one way. If students need help knowing when to use the suffixes -able and ible, review the information in Practicing the Lesson. PRACTICING VOWEL SOUNDS

PRETEST/POSTTEST 1. The new sofa was very comfortable. 2. The gullible man fell for the prank. 3. Victory was the only desirable outcome. 4. He was eligible for a promotion to manager. 5. Our computers are compatible with one another. 6. It was understandable that Matt didn’t want to walk in the rain. 7. The special effects were incredible. 8.Her poetry was accessible and easily understood. 9. Milk and cheese are perishable goods. 10. Is it permissible to leave class early? 11. Larry found her decision to leave the house questionable.

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Teacher’s Guide

Lesson 14 (continued)

Derived Spellings -able and -ible PRACTICE/REINFORCEMENT STRATEGIES Practicing the Lesson SPELLING CLUES: DERIVED SPELLINGS Point out to students that although the suffixes -able and -ible are spelled differently, they mean the same thing. If students are unsure which suffix to use, reteach the following rule of thumb: If the root is not a complete word, then they should add -ible. invinc + ible = invincible If the root is a complete word, then they should add -able. perish + able = perishable If the root is a complete word ending in -e, drop the final -e and add -able. desire + able = desirable Remind students there are exceptions. If they are unsure of a word’s spelling, they should consult a dictionary. APPLYING STRATEGIES TRANSITIONAL SPELLERS Have students divide the words into two columns: -able endings and -ible endings. Then have them write each word three times, saying the word silently each time as they spell it. PROOFREADING You may wish to have students review Spelling Clues: Derived Spellings before proofreading the message. WORKING WITH MEANING Keep in mind that students might not be familiar with the definitions of some of the words. Allow students to consult a dictionary if necessary.

Posttest Administer the test on page 30 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Write these words or roots on the board: comfort, incred-, perish, admire, learn, permiss-, walk, and question. Have students change the words into a form that means “is” or “can be.” For example, they can change comfort to comfortable. Have them write the suffix with a colored pencil or marker. When students have written each Spelling Word, have them exchange papers and check one another’s work. VISUAL MODALITY

(Pretest/Posttest, continued) 12. An egg is not very durable when dropped. 13. Tom was responsible for bringing the directions. 14. My father found my bad grades unacceptable. 15. The invincible superhero could not be harmed. 16. Johnny found her work with the homeless admirable.

PRACTICE ACTIVITY The practice activity is on page 122.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

comfortable perishable admirable gullible permissible responsible

Answers: Proofreading 7. 8. 9. 10. 11. 12.

desirable incredible durable eligible invincible compatible

Answers: Working with Meaning 13. understandable 14. unacceptable 15. accessible 16. questionable

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Teacher’s Guide

Lesson 15

Latin Roots

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

HOME ACTIVITY The home activity is on page 124.

SECOND-LANGUAGE SUPPORT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 123) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. Most of the spectators had apparently misjudged the outcome of the race.

Teaching the Lesson •

To spell words with the Latin roots -dub-/-doubt-, -jud-/ -judg-, -fors-/-fort-, and -spec-

Ask volunteers to identify the words with the Latin root -dub- or -doubt-. List these words on the board. Follow the same procedure with the Latin roots -jud- or -judg-, -fors- or -fort-, and -spec-. Write each group of Spelling Words in a separate list. (-dub-/-doubt-: doubt, doubtless, doubtful, undoubtedly; -jud-/-judg-: judges, judicial, judgment, prejudice; -fors-/-fort-: fortune, misfortune, fortunate, unfortunate; -spec-: specialist, especially, specific, specifications)

•

Encourage students to suggest other words that have these Latin roots, and add each suggested word to the appropriate list.

•

Have students read aloud the words in each list. As students are reading, ask a volunteer to underline the Latin root in each of the Spelling Words on the board.

IN SUMMARY Ask students to summarize the lesson guiding them to identify the meaning associated with each Latin root. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

Spanish-speaking students may have difficulty pronouncing and spelling words with the root -jud-/ -judg-. In Spanish, the letter j represents the /h/ sound (and the letter h is silent). Prepare flashcards with word pairs such as these: jot, hot; jam, ham; jilt, hilt; jog, hog. Display the cards one at a time, and have students pronounce the word. As each card is read, a volunteer can point to the letter that represents the initial sound of the word. SOUND/LETTER RELATIONSHIPS

PRETEST/POSTTEST 1. A panel of judges will consider the case. 2. The family’s entire fortune was gone! 3. There is no doubt that the project was a success. 4. They will doubtless discuss the problem with the committee. 5. Everyone felt doubtful about the outcome. 6. The family doctor advised him to consult a specialist. 7. Your misfortune may be another person’s gain. 8. We all felt fortunate to have been invited to the auction.

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Teacher’s Guide

Lesson 15 (continued)

Latin Roots

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING THE BASE WORD OR THE ROOT Review with students the meaning of prefix (a word part added at the beginning of a word) and suffix (a word part added at the end of a word). Guide students in discussing different root words to which prefixes and suffixes may be added. In some cases, the base word is itself a familiar word. Examples include misfortune (mis + fortune) and doubtless (doubt + less). In many of these Spelling Words, however, the root is a Latin word part that is not used alone in modern English. Learning the spelling and meaning of widely used Latin roots, including those presented in this lesson, can help students improve their spelling and vocabulary skills. After this introductory discussion, have students complete the activity independently. APPLYING PROOFREADING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Checking the Base Word or the Root before proofreading the newspaper report. FUN WITH WORDS Have students work with partners to discuss the characters and the scene in the cartoon strip. Then ask each student to write the Spelling Words independently. Ask partners to compare their responses, checking each other’s work for correct spelling.

Posttest Administer the test on page 32 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Focus on the meaning of a single Latin root. Review with students the meaning of -jud-/-judg- (“to judge”) and its spelling. Have students work together to identify all the Spelling Words with this Latin root. Then have students write the list of Spelling Words with that root and use colored markers to underline the root in each word. To help them practice the correct spelling, have students read each word aloud and then cover up the word and write it from memory. VISUAL MODALITY

(Pretest/Posttest, continued) 9. The audience felt sorry for the unfortunate contestant. 10. She had to make an especially difficult decision. 11. They should have been given more specific instructions. 12. The engineer revised the specifications for that product. 13. They take their judicial duties very seriously. 14. You should not be too quick to pass judgment. 15. Perhaps this experience will help them overcome their prejudice. 16. The rescue of the child will undoubtedly be the subject of a news story.

PRACTICE ACTIVITY The practice activity is on page 125.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

prejudice especially doubtful specialist fortunate undoubtedly

Answers: Proofreading 7. 8. 9. 10. 11. 12.

doubt fortune specific unfortunate misfortune judgment

Answers: Fun with Words 13. 14. 15. 16.

judges specifications judicial doubtless

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Teacher’s Guide

Lesson 16

Verb Suffixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 126) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. Do you think the government should regulate the conditions under which workers can unionize?

Teaching the Lesson •

Ask students to identify the Spelling Words that end with the verbforming suffix -ate. Write each word on the board. (celebrate, cooperate, congratulate, calculate, illustrate, inaugurate)

•

Follow the same procedure for Spelling Words ending with the other suffixes. Write each set on the board. (-ize: realize, organize, recognize, memorize, criticize; -yze: analyze, paralyze; -ise: advertise, exercise, compromise)

•

Encourage students to suggest other verbs that end with the suffixes -ate, -ize, -yze, and -ise. Add those words to the appropriate lists on the board.

IN SUMMARY Ask volunteers to summarize the lesson. Make sure students recognize that words ending with the suffixes -ate, -ize, -yze, and -ise are likely to be verbs. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the verbforming suffixes -ate, -ize, -yze, and -ise

HOME ACTIVITY The home activity is on page 127.

SECOND-LANGUAGE SUPPORT Students acquiring English may have special difficulty pronouncing the final /z/ heard in many of the Spelling Words. To help students practice distinguishing between final /z/ and final /s/, model saying pairs of words that illustrate the two endings but have otherwise similar sounds (for example: prize and price, fuzz and fuss, goes and guess). Have students repeat each pair, focusing on the final sounds of each word. Then write both words on the board. (Point out that the /z/ sound is not always represented by the letter z.) Point to one of the words, and have students say that word aloud. DIFFERENTIATING SOUNDS

PRETEST/POSTTEST 1. What will you do to celebrate your birthday? 2. I didn’t realize that no one else was interested. 3. Did they advertise on TV? 4. Now the reporters are trying to analyze the results of their survey. 5. It’s best to organize your thoughts before you begin to write. 6. If we all cooperate, we can get the job done. 7. I want to congratulate you on your victory.

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Teacher’s Guide

Lesson 16 (continued)

Verb Suffixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: VISUALIZING WORDS Encourage students to review and discuss methods they use to recall the correct spellings of certain words. Guide students in a discussion of word visualization. Ask students what kinds of problems they can avoid when they visualize a correct spelling. Also ask which words are especially well suited to this technique for recalling correct spelling and why. Ask a volunteer to read aloud the paragraph of explanation. Then have students work independently to complete the activity. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Visualizing Words before proofreading the newspaper report. FUN WITH WORDS Encourage students to discuss the pictures in this activity. Then have them write the Spelling Word that goes with each picture.

Posttest Administer the test on page 34 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

(Pretest/Posttest, continued) 8. They exercise every day. 9. Will you help me calculate the total? 10. Many authors illustrate their own stories. 11. He had changed so much that we all failed to recognize him. 12. Although we disagreed strongly, we were able to compromise. 13. The teacher required every student to memorize that poem. 14. Another stroke might paralyze the patient. 15. Don’t criticize the beginners. 16. The committee plans to inaugurate some new changes.

PRACTICE ACTIVITY The practice activity is on page 128.

Answers: Spelling Clues

Reteaching the Lesson Have students make a series of flip cards with decreasing cues for the spelling of each Spelling Word. Each series should include four or five cards. For example, students might make these five cards for one set: coop _ _ ate, co _ _ _ _ ate, co _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _, ______________________ On the first one or two cards, omit medial sounds. Then omit the suffix as well. On the next-to-last card, show only blank lines, one line for each letter. On the final card, provide only a solid writing line. Staple the cards together on one side so that after the student has completed one card, it can be folded back and the word on the new card can be completed from memory. After students have made their sets of flip cards, follow this procedure for using the cards. Say the word aloud, and have students repeat the word softly so that they can determine the letters of the missing syllable. Have students complete the series of cards independently. After they have filled in a complete set, check for accuracy of spelling and correct any misspellings. VISUAL/KINESTHETIC MODALITIES

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

compromise analyze cooperate inaugurate organize recognize

Answers: Proofreading 7. 8. 9. 10. 11. 12.

realize paralyze criticize memorize calculate congratulate

Answers: Fun with Words 13. 14. 15. 16.

exercise illustrate advertise celebrate

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Teacher’s Guide

Unit 3 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 12–16.

• To review spelling patterns

Lesson 12 Spelling Clues: Comparing Spellings Ask students what the word visionary means, and then have volunteers suggest possible spellings for the word. Write each suggestion on the board. Guide students in comparing the possible spellings and in discussing which is correct. If students are unsure of the correct spelling, ask what steps they should follow to check the spelling.

• To give students the

Lesson 13 Spelling Clues: Reading Aloud Guide students in discussing the usefulness of saying or reading a word aloud in order to spell it correctly or to check its spelling. Then say the word indisputable (or another multisyllabic word with a spelling that may not be familiar). Ask one or more volunteers to use the “reading aloud” approach to spell the word. Lesson 14 Spelling Clues: Derived Spellings Write the word invincible on the board. Point out that the suffix -ible is joined to a root that is not a complete word. Ask students how remembering this pattern can help them remember the correct spelling of the word. Have volunteers suggest other words for which remembering the rule of thumb for adding -ible can be a useful aid to spelling the word correctly. Lesson 15 Spelling Clues: Checking the Base Word or the Root Say the word inaccessible, and ask students to explain how they would go about spelling the word or checking its spelling. Guide them in identifying the base word, access, and write that word on the board. Then help them identify and add the prefix in- and the suffix -ible. Encourage students to discuss how they can apply this spelling technique to other words. Lesson 16 Spelling Clues: Visualizing Words Ask students to close their eyes and “see” the word you are about to say. Then say capitalize for students. When students say they have a clear image of the word in their minds, ask them to open their eyes and write the word they visualized. Does the written word match the visual image of the word? If not, how should it be changed? Encourage students to discuss how they can use this technique of visualizing a word in their minds as an aid to correct spelling.

and strategies in Lessons 12–16 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 3 Words The following words are reviewed in Practice Test, Parts A and B. Lesson 12: Noun Suffixes discovery injury dictionary territory Lesson 13: Consonant/Syllable Patterns tomorrow cinnamon buffalo Lesson 14: Derived Spellings invincible gullible comfortable Lesson 15: Latin Roots doubt judgment especially prejudice specific Lesson 16: Verb Suffixes congratulate memorize illustrate criticize compromise

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Teacher’s Guide

Unit 3 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test

REVIEW ACTIVITIES

The Practice Test provides an opportunity to review Spelling Words and spelling generalizations.

Activity 1

Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest. Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations. Practice Test: Part A 1. (B) dictionary 2. (A) especially 3. (D) injury 4. (C) cinnamon 5. (D) criticize 6. (B) tomorrow 7. (A) prejudice 8. (A) gullible 9. (C) compromise 10. (A) invincible

Practice Test: Part B 1. (D) discovery 2. (A) specific 3. (D) comfortable 4. (C) doubt 5. (B) judgment 6. (C) congratulate 7. (A) memorize 8. (D) illustrate 9. (C) buffalo 10. (A) territory

Options for Evaluation •

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled.

•

You may prefer to assign partners and have students check each other’s Practice Test, using their own list of Spelling Words.

Invite students to encode their Spelling Words. Begin by helping them discuss various kinds of alphabet codes; for example, letter substitutions, numbers for letters, and various symbols for letters. Then have students form groups and create their own alphabet code. Ask students to write a list of Spelling Words from Unit 3 or a message using the Spelling Words, presenting all the words in code. Other students can try to crack the code.

Activity 2 To help students who need a reteaching activity, form small groups in which to play a spelling game. Each player in turn selects a word from the Unit 3 list. Without identifying the word, that player draws a series of blank lines on the board, one line for each letter of the word. The other players take turns guessing letters. Each correctly guessed letter should be written on the correct blank line. The goal is to identify the correct Spelling Word before all the letters have been filled in.

Activity 3 Students can work with partners to write original, grammatically correct sentences using as many of the words from the review lesson as possible. Provide students with an opportunity to compare their sentences and to check the spelling and usage in each other’s work.

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Teacher’s Guide

Unit 3 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

ROUND ROBIN Review the instructions for writing round-robin stories, and help students form groups. Encourage the members of each group to discuss the kind of story they want to create—fantastic, ridiculous, or realistic, for example. Then have group members work together to compose their stories. SPELLING CHARADES To extend the activity, suggest to students that they use newspaper and magazine articles about sports events to find interesting action words to write on their slips of paper. To make the game more challenging, you may wish to limit the number of guesses group members can take before the answer is revealed. YOUR OWN MEMORIAL Review the definition of memorial; refer students to a dictionary if they are uncertain. Next, have students read the instructions for the activity, and encourage several volunteers to share their ideas about appropriate memorials. Then have students complete the activity independently. PARTNER PARAGRAPH Have students brainstorm ideas about a project they recently completed. Suggest that they list Spelling Words that can be used in their paragraphs. WORKING TOGETHER For the Partner Paragraph activity, suggest that partners make a flashcard for each Spelling Word. Provide index cards. Have students display all the cards while they write their paragraph, turning over the appropriate card for each word. PROOFREADING PARTNERS Have students read the instructions for the activity, and answer any questions they may have. Remind students to review the list carefully and to select the Spelling Words they find most troublesome. Then have students select their own partners and complete the activity.

♦ century and centimeter The words century and centimeter both have a meaning of “one hundred.” They come from centum, which is the Latin word for 100. Other “100” words that are formed from centum include cent (1/100 of a dollar), centennial (the celebration of a 100th anniversary), and centipede (an insect once thought to have 100 legs).

♦ congratulate The word congratulate comes from the same root as the word grace. Both words come from the Latin root gratus, which means “pleasing.” Other words that come from the same root include congratulations, graceful, graceless, and gracious.

♦ dictionary The word dictionary comes from a Latin word meaning “to say” or “to speak.” Thus, the literal meaning of the word can be given as “a book of sayings.” The idea is that a dictionary records the way people use words as they speak (and as they write).

PICK A CARD, ANY CARD You may want to add words with the Latin root -scrib-/-script- or -spect- to the decks of cards. A FINAL SCRAMBLE You might want to extend the activity by selecting one scrambled form of each Spelling Word and giving copies of the list to all students for unscrambling.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Unit 3 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

LANGUAGE ARTS: SPELLING BASKETBALL This game may be played by any number of students divided into two teams. Call out one of the Spelling Words. If the first student on team A does not spell the word correctly, then the first student on team B has a chance to spell it. The team of the student who spells the word correctly receives two points, and the student may attempt to spell a “free-throw word.” A “free throw word” is a Spelling Word from a previous lesson. If the student spells the word correctly, his or her team receives one point. If the student misses the word, no point is awarded. In either case, it is then the other team’s turn. When all the Spelling Words have been spelled correctly, the team with more points is the winning team. MATH: SHAPE UP! Guide students in reviewing and discussing the Spelling Words that relate to math, specifically to geometry. Have students recall familiar formulas for calculating the perimeter and the area of these geometric shapes. You may want to have volunteers write these formulas on the board. Then have students form teams of four or five. Ask each team to plan and write three problems or puzzles involving geometric shapes. Encourage students to create interesting and unusual problems. For example, one team might ask how many right triangles of a given size could fit into a rectangle of a given size. Ask students to be as original as they can—without losing accuracy. SCIENCE: JOIN THE SCIENCE TEAM Begin by guiding students in a brief review of science-related words. To which aspect of the study of science does each word relate? How? Then have students form teams of four or five members. Challenge the teams to brainstorm as long a list as possible of other science-related words that contain double consonants. Allow teams to refer to science textbooks or other materials if they wish. Ask each team to select one member to record the team’s ideas. Then help students agree on a time limit (such as ten minutes) that will apply to all teams. Once the allotted time is up, have the members of each team review their list, correcting the spelling and eliminating words as necessary. Remind students that no more words may be added during this time. Post teams’ lists, and have students compare and discuss their ideas. Teams should be prepared to defend any unusual choices and explain the science connection to the rest of the class.

hurricane The word hurricane comes from an American Indian word for this kind of storm. The Europeans did not have a word for hurricane because true hurricanes do not occur in Europe. The word passed from an American Indian language to Spanish and then eventually to English. The modern spelling of the word in English was influenced by the word hurry, because of the idea that a hurricane hurries along.

♦ specialist The word specialist comes from a Latin word, specialis, that means “individual” or “particular.” A specialist is someone who has a specialty, or who focuses on one particular thing. A doctor who takes care of children only is a specialist in pediatrics. A teacher who teaches only one subject might be a specialist in that subject. A musician who plays only one kind of music might be a specialist in jazz.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Lesson 18

More Latin Roots

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 129) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. We proceeded to wash the car.

To spell words with the Latin roots -struct-, -vis-, -pos(i)t-, and -cess- or -ceed-

HOME ACTIVITY The home activity is on page 130.

SECOND-LANGUAGE SUPPORT Students whose primary language is Spanish may recognize -vis- as a root of many Spanish words, such as vista (view) and televisión (television). Ask students to suggest other words in English and Spanish that have this root, and list their responses on the board. Ask volunteers to underline the root -vis- in each word. IDENTIFYING ROOTS

PRETEST/POSTTEST

Teaching the Lesson •

Ask students to name words that have the root -struct-. List their responses on the board in a column. (instructions, constructing, structures, destruction)

•

Follow the same procedure to list words that have the roots -vis-, -pos(i)t- and -cess- or -ceed-. (-vis-: advise, visitors, televised, revised, vision; -pos(i)t-: depositing, position, composition, opposite; -cess-/-ceed-: succeeded, recess, necessary)

•

Encourage students to add other words with the same root to each list. Tell students that the root -struct- means “to build,” -vis- means “to see,” -pos(i)t- means “to place or put,” and -cess- or -ceed- means “to yield.”

IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that some English words have Latin roots, such as -struct-, -vis-, -pos(i)t-, and -cess- or -ceed-. Remind students that knowing a word’s root can help them remember how to spell the word. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

1. Please advise me about which courses to take next year. 2. I couldn’t put the toy together because I hadn’t read the instructions. 3. Classroom visitors always admire our bulletin board. 4. I finally succeeded in learning to throw a football. 5. The river is depositing sand along its banks. 6. The judge ordered the jury to recess for lunch. 7. The local station televised our talent show. 8. I have revised my story and corrected the misspelled words. 9. My back hurts because I have been sitting in an uncomfortable position.

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Teacher’s Guide

Lesson 18 (continued)

More Latin Roots

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING SYLLABLES Ask a volunteer to spell the word governor aloud. Write the response on the board, whether it is correct or not. Then slowly pronounce each syllable as you point to it. Have students listen to the sound of each syllable and make sure the spelling includes all the letters needed to make the sounds. If the spelling on the board is incorrect, write the correct spelling above it. Remind students to consider all the syllables in a word they are spelling. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with a partner to complete this activity. Remind them to pay attention to each syllable of a word when they are checking its spelling.

PROOFREADING You may wish to have students review Spelling Clues: Checking Syllables before proofreading the newspaper report. FUN WITH WORDS After students have completed the activity, you may want to have them read it aloud as a dialogue.

Posttest Administer the test on page 40 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Give each student five index cards, and make sure each student has a pen and a pencil. Write these spellings of Latin roots on the board: struct vis posit cess ceed Tell students to print each root at the top center of one of the cards, using a pen. Then have students draw lines on each side of the root to make three columns. Dictate the Spelling Words to students one word at a time, in any order you wish. After you say a word aloud, students should select the appropriate card and first write the root in the middle column, using a pen. Then say the word again, and have students use their pencils to complete the spelling of the word, printing letters that come before the root in the first column and letters that come after it in the third column. After students have written all the words, have them check and correct their spelling. VISUAL/KINESTHETIC MODALITIES

(Pretest/Posttest, continued) 10. Beavers are known for constructing unusual homes. 11. We are learning about the composition of different kinds of rocks. 12. The opponents sat on opposite sides of the table. 13. Those office buildings are the tallest structures in town. 14. The earthquake caused great destruction. 15. The doctor will examine your eyes and test your vision. 16. Good eating habits are necessary for good health.

PRACTICE ACTIVITY The practice activity is on page 131.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

opposite vision composition recess depositing advise

Answers: Proofreading 7. 8. 9. 10. 11.

structures destruction succeeded revised constructing

Answers: Fun with Words 12. 13. 14. 15. 16.

visitors televised position instructions necessary

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Teacher’s Guide

Lesson 19

Unstressed Endings

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 132) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The delegates voted in favor of independence.

Teaching the Lesson •

Write the heading -ant on the board, and ask students to name words with that ending. List their responses under the heading. (constant, brilliant, reluctant, elegant)

•

Follow the same procedure to list words under the headings -ent, -ance, and -ence. (-ent: incident, frequent, intelligent, magnificent; -ance: attendance, substance, endurance, balance; -ence: existence, influence, experience, confidence)

•

Invite students to add words from their own writing to the lists.

IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that some words have similar unstressed endings that are spelled -ant or -ent and -ance or -ence. Remind students that paying attention to these spelling patterns can help them spell words with these endings. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the unstressed endings -ant or -ent and -ance or -ence

HOME ACTIVITY The home activity is on page 133.

SECOND-LANGUAGE SUPPORT Students acquiring English may have difficulty recognizing that word endings with different spellings may be pronounced similarly. Provide help by writing these words in pairs on the board: constant and frequent; elegant and incident; balance and confidence; attendance and experience. Pronounce each pair of words slowly, and then have students pronounce the words. Ask students to underline the ending of each word and spell the word aloud. Have students brainstorm other words that have these endings, and write their responses on the board. COMPARING AND CONTRASTING

PRETEST/POSTTEST 1. Large attendance caused us to move the meeting to a larger room. 2. Storm clouds caused us constant worry. 3. A brilliant diamond sparkled in the window. 4. Try to identify the substance in the test tube. 5. The explorers never doubted the existence of the hidden cave. 6. The crash landing was an important incident in the book’s plot.

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Teacher’s Guide

Lesson 19 (continued)

Unstressed Endings

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMPARING POSSIBLE SPELLINGS Write the following spellings on the board: endurence

endurance

enduranse

Ask students to look carefully at all three spellings and tell which looks correct. Then have students check their choice in the Spelling Dictionary. Remind students that when they are unsure of the correct spelling of a word, they should try writing it several different ways. Then they can choose the way that looks correct and check their choice in the dictionary. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Comparing Possible Spellings before proofreading the letter. TRANSITIONAL SPELLERS Have students work in small groups to complete this activity. Encourage them to read the letter from Brad aloud and to check each other’s spellings.

FUN WITH WORDS You may wish to have students trade papers after they have finished the activity. Ask them to mark any words their partners misspelled and then to correct their own words.

(Pretest/Posttest, continued) 7. We took frequent temperature readings during the experiment. 8. It takes endurance to run the marathon. 9. Can you balance the scales? 10. Some people say pigs are very intelligent animals. 11. My brother had a major influence on my life. 12. I was reluctant to try to cross the shaky bridge. 13. The lion was proud of its magnificent mane. 14. Our team did not have much experience. 15. I have confidence that I can learn to play tennis. 16. The peacock spread its elegant tail.

PRACTICE ACTIVITY The practice activity is on page 134.

Answers: Spelling Clues

Posttest Administer the test on page 42 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Students who need additional practice may use a tape recorder. Have students record themselves as they say a Spelling Word, spell it slowly, repeat the word, and then pause. Repeat the procedure with each Spelling Word. To provide practice in spelling the words, have a student play the tape, writing the word during the pause. Students can check their own spelling by referring to the list of Spelling Words. AUDITORY MODALITY

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

attendance elegant brilliant substance existence incident

Answers: Proofreading 7. 8. 9. 10. 11. 12.

frequent endurance balance intelligent influence reluctant

Answers: Fun with Words 13. 14. 15. 16.

magnificent experience confidence constant

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Teacher’s Guide

Lesson 20

More Latin Roots

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 135) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. My answer is different from yours.

To spell words with the Latin roots -tract-, -mit-/-miss-, and -fer-

HOME ACTIVITY The home activity is on page 136.

SECOND-LANGUAGE SUPPORT Students acquiring English may be unfamiliar with some of the words in this lesson. Model the pronunciation of each word, and have students say the word after you. Then write the word on the board, pronounce it again, and ask students to copy the spelling on their papers. Finally, have students say the word again. PRACTICING PRONUNCIATION

PRETEST/POSTTEST

Teaching the Lesson •

Write the heading -tract- on the board. Ask students to name words with that root, and list their responses. (contracted, attract, distract, subtraction)

•

Follow the same procedure to list words under the headings -mit-/-miss- and -fer-. (-mit-/-miss-: permit, dismissed, transmission, commitment, submit, omit, admit; -fer: transfer, suffer, references, offered, refer)

Encourage students to add other words with the same root to each list. Tell students that the Latin root -tract- means “to pull or drag,” -mit-/-miss- means “to send,” and the root -fer- means “to bear or carry.” IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that some English words have Latin roots, such as -tract-, -mit-/-miss-, and -fer-. Remind students that recognizing a word’s root may help them remember how to spell the word. •

ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

1. Please permit me to read the story you wrote. 2. The baggage handlers will transfer your suitcase to another plane. 3. Class was dismissed ten minutes early. 4. I suffer from allergies in the spring. 5. Scientists have studied the transmission of disease through insect bites. 6. The child contracted measles soon after he was exposed to the disease. 7. I have made a serious commitment to eating more healthfully. 8. Flowers attract bees. 9. Because of her illness, the mayor will submit her resignation.

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Teacher’s Guide

Lesson 20 (continued)

More Latin Roots

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING SPELLING Write these spellings on the board: ommit referenses commitment Ask students to look carefully at each spelling and then to tell which of the words are misspelled. Write the correct spellings of omit and references above the misspelled words. Remind students that when they proofread, they should read once for just spelling errors, disregarding the sense of the sentences. Then they should read a second time for meaning. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Checking Spelling before proofreading the paragraphs. TRANSITIONAL SPELLERS Have students work with a partner to complete this activity. Encourage them to proofread carefully to find the misspelled words.

FUN WITH WORDS After students have completed the activity, you may want to ask volunteers to read their responses aloud. Have students point out the Latin root in each of the words.

Posttest Administer the test on page 44 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson

(Pretest/Posttest, continued) 10. I found three references to George Washington in this book. 11. I offered to help paint the fence. 12. Do not omit any of the questions on the test. 13. My sisters admit that they ate too many green apples. 14. A noisy television may distract you when you are reading. 15. The second-graders are learning addition and subtraction. 16. Students may refer to their books for information about birds.

PRACTICE ACTIVITY The practice activity is on page 137.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

permit transfer dismissed suffer transmission contracted

Answers: Proofreading

Give each student a supply of colored paper dots with adhesive backing. Say one of the Spelling Words, spell it aloud, and ask each student to press the dots on paper to form the word. Have students check to see that they have spelled the word correctly. Then have them trace the letters with their fingers as they spell the word aloud. Finally, have them write the word from memory on another sheet of paper. Repeat the procedure for each Spelling Word. KINESTHETIC MODALITY

7. 8. 9. 10. 11. 12.

commitment attract submit references offered omit

Answers: Fun with Words 13. 14. 15. 16.

admit distract subtraction refer

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Teacher’s Guide

Lesson 21

Derived Words

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 138) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The visitors were awed by the majesty of the palace.

Teaching the Lesson •

Write history/historical on the board. Point out the change in the vowel sound represented by o when the suffix is added. Explain that this is called an r-controlled vowel. Ask students to identify other Spelling Words with an r-controlled vowel. Write the response on the board. (editor/editorial)

•

Write family/familiar. Point out that the sound represented by i in family changes to a short vowel when the suffix is added. Have students name other word pairs that have this change. Write their responses. (fantasy/fantastic; company/companion; diplomacy/diplomatic)

•

Write colony/colonial. Point out that the sound represented by the second o in colony changes to a long vowel when the suffix is added. Ask students to name other Spelling Words that have the same kind of change. (strategy/strategic)

IN SUMMARY Ask students to summarize the lesson in their own words. Elicit from them the response that thinking of a related word can sometimes help them spell a base word. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell derived words in which a suffix is added to a base word, changing the vowel sound but not the vowel spelling near the end of the base word

HOME ACTIVITY The home activity is on page 139.

SECOND-LANGUAGE SUPPORT Students acquiring English may have difficulty spelling words with the schwa (ə) sound. Write these words on the board: family, company, strategy. Pronounce family slowly, and underline the letter i. Emphasize the sound, and have students pronounce the word after you. Repeat the procedure for the other words, underlining the second vowel in each word. Have students brainstorm additional words that have the schwa sound. List and discuss them. IDENTIFYING VOWEL SOUNDS

PRETEST/POSTTEST 1. We made a scrapbook about the history of our town. 2. We formed a historical society to preserve the founder’s house. 3. Our family eats out often. 4. I’m not familiar with the book. 5. My ambition to become an actor may be nothing but a fantasy. 6. We had a fantastic vacation. 7. That company makes cars. 8. She is an excellent traveling companion.

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Teacher’s Guide

Lesson 21 (continued)

Derived Words

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING BASE WORDS Write these two spellings on the board: colony coluny Pronounce the word colony, and have students tell which spelling is correct. Point out to the students that when they add a suffix to a word, they should make sure they spell the base word correctly and then make spelling changes required by the addition of the suffix. (colonial) APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with a partner to complete this activity. Guide partners in checking the spelling of each base word before they add the suffix.

PROOFREADING You may wish to have students review Spelling Clues: Checking Base Words before proofreading the letter. FUN WITH WORDS After students have completed the activity you may want to have them share their responses with a partner and check each other’s words. Then have them correct their own errors.

Posttest Administer the test on page 46 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Help students practice spelling the words in this lesson. First, say one of the Spelling Words and spell it aloud with students as they write. For additional reinforcement, have them use their fingers to trace over the letters they have written. Finally, have students spell the word aloud as they write it from recall. Follow the same procedure for each of the Spelling Words. AUDITORY MODALITY

(Pretest/Posttest, continued) 9. The editor always changes what I write. 10. Today’s editorial was about recycling. 11. Someday people may live in a space colony. 12. The colonial government wanted to make its own laws. 13. Let’s plan our strategy for the upcoming campaign. 14. We made a strategic mistake when we criticized the other candidate. 15. The president is trying to use diplomacy instead of force. 16. A diplomatic response may prevent hurt feelings.

PRACTICE ACTIVITY The practice activity is on page 140.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

strategic diplomacy editor history company historical

Answers: Proofreading 7. 8. 9. 10. 11. 12.

colony colonial family fantastic familiar fantasy

Answers: Fun with Words 13. 14. 15. 16.

strategy diplomatic editorial companion

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Teacher’s Guide

Lesson 22

More Derived Words

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 141) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. The sign showed the signature of the baseball player.

Teaching the Lesson •

•

Write the word pair sign/signature on the board. Point out that there is no spelling change in the base word sign when the suffix is added to form signature but that the g becomes sounded. Ask students to name other word pairs in which the spelling of the base word does not change. List their responses on the board. (resign/resignation; softly/softened; haste/hasten; autumn/autumnal; designed/designated) Write the word pair heir/heritage on the board. Point out the spelling change in heir before the addition of the suffix to form heritage. Note that the h becomes sounded when the suffix is added. Have students identify another word pair with a change in the base word before a suffix. List their response on the board. (receipt/reception)

IN SUMMARY Have students summarize the lesson. Elicit from them the fact that some words with silent consonants may have related words in which the consonants are sounded. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell related words with sounded and unsounded consonants

HOME ACTIVITY The home activity is on page 142.

SECOND-LANGUAGE SUPPORT Students acquiring English may be unfamiliar with the concept of changing the spelling of a base word before the addition of a suffix. Provide practice by writing these words on the board: receipt

heir

reception

heritage

In the first pair of words, underline the letters ei in receipt and circle the suffix -tion in reception. Point out the spelling change (from ei to e) when the suffix is added to form reception. Then underline the letters ei in heir and have a student identify the spelling changes when -itage is added to form heritage. IDENTIFYING SPELLING CHANGES.

PRETEST/POSTTEST 1. I have submitted my resignation as president. 2. Here is a receipt that shows how much I paid for the shoes. 3. The prince is heir to the throne. 4. Heavy rains softened the earth. 5. Spring rains will hasten the arrival of flowers. 6. Leaves fall in the autumn. 7. I enjoy clear, brisk autumnal weather.

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Teacher’s Guide

Lesson 22 (continued)

More Derived Words

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING SPELLING Write these spellings on the board: hier autumal softened Ask students to look carefully at each spelling and then to tell which of the words are misspelled. Write the correct spelling of heir and autumnal above the misspelled words. Remind students that when they proofread, they should read once just for spelling errors, disregarding the sense of the sentences. Then they should read a second time for meaning. Ask volunteers to draw the shapes of the words softly and sign on the board. Point out the ascenders and descenders. Tell students that sometimes noticing the shape of a word can help them remember its spelling. APPLYING SPELLING STRATEGIES PROOFREADING You may wish to have students review Spelling Clues: Checking Spelling before proofreading the newspaper editorial. TRANSITIONAL SPELLERS Have students work with a partner to complete this activity. Encourage them to proofread carefully to find the misspelled words.

FUN WITH WORDS After students have completed the activity, you may want to have volunteers read their responses aloud.

Posttest Administer the test on page 48 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

(Pretest/Posttest, continued) 8. Speak softly when you are in the library. 9. Many people in our town share the same heritage. 10. The teacher designated three students to greet the visitors. 11. This car is designed to last for years. 12. The audience gave the speaker an enthusiastic reception. 13. This line is for our signature. 14. In my haste to catch the bus, I forgot my homework. 15. Warm air may be the first sign of spring. 16. I will resign as secretary after the next meeting.

PRACTICE ACTIVITY The practice activity is on page 143.

Answers: Spelling Clues 1. 2. 3. 4. 5.

haste autumnal heir softened heritage

Answers: Proofreading

Reteaching the Lesson Write each Spelling Word on a different card in large print, using a colored marker for the silent letters. designated

reception

signature

Display the cards in related pairs. For each pair of cards, ask students to look carefully at the words as they spell them aloud. Then ask them to close their eyes and picture the words in their minds. Finally, have them open their eyes and write each word on paper. VISUAL MODALITY

6. 7. 8. 9. 10. 11. 12.

resignation autumn receipt signature designated resign hasten

Answers: Fun with Words 13. 14. 15. 16.

reception softly designed sign

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Teacher’s Guide

Unit 4 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 18–22.

• To review spelling patterns

Lesson 18 Spelling Clues: Checking Syllables Ask students to spell composition aloud. As they spell the word, write one syllable at a time on the board. Then proofread the spelling by pronouncing each syllable as you point to it. Emphasize that students should include all the necessary letters to spell each sound.

• To give students the

Lesson 19 Spelling Clues: Comparing Possible Spellings Write this sentence on the board: Can anyone make an intelligant comment about this magnificent poem? Ask students to identify the misspelled word (intelligant) and to suggest ways to spell the word. Write their responses on the board. Ask students to compare the spellings and tell which they think is correct. Lesson 20 Spelling Clues: Checking Spelling Write this sentence on the board: I ofered to submitt three names as referances. Ask students to find the misspelled words (ofered, submitt, referances). Write the correct spellings above the misspelled words. Remind students that when they proofread, they should read once just for spelling errors. Lesson 21 Spelling Clues: Checking Base Words Ask students to tell what the base word of colonial is. Write colony on the board. Then have students spell colonial aloud, and add the ending -al to colony after changing the y to i. Remind students that when they write a word with a suffix, they should make sure they spell the base word correctly and make any spelling changes required by the addition of the suffix. Lesson 22 Spelling Clues: Checking Spelling Write sign on the board. Then add the ending -ature to sign. Remind students that when they write a word with a suffix, they should make sure they spell the base word correctly and make any spelling changes required by the addition of the suffix.

and strategies in Lessons 18–22 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 4 Words The following words are reviewed in Practice Test, Parts A and B. Lesson 18: More Latin Roots succeeded visitors instructions structures Lesson 19: Unstressed Endings confidence experience magnificent elegant Lesson 20: More Latin Roots transmission references permit offered commitment subtraction omit Lesson 21: Derived Words familiar history colonial strategy Lesson 22: More Derived Words receipt designed autumn resignation softly hasten signature heritage heir

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Teacher’s Guide

Unit 4 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test

REVIEW ACTIVITIES

The Practice Test provides an opportunity to review Spelling Words and spelling generalizations.

Activity 1

Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest.

If students have access to computers, show them how to use the thesaurus feature included with many word processing programs.

Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations. Practice Test: Part A 1. (A) heritage 2. (B) familiar 3. (D) succeeded 4. (C) confidence 5. (C) elegant 6. (A) magnificent 7. (D) transmission 8. (C) permit 9. (D) commitment 10. (A) receipt

Practice Test: Part B 1. (A) subtraction 2. (B) references 3. (A) heir 4. (A) experience 5. (A) visitors 6. B) history 7. (B) softly 8. (A) signature 9. (A) strategy 10. (A) designed

Activity 2 To help students who need a reteaching activity, provide index cards and ask students to make flashcards using the Spelling Words from Unit 4. One student in each pair says the words on the cards one at a time, and the other spells each word aloud. After all the words have been spelled correctly, the partners trade jobs.

Activity 3 Cut out a variety of comic strips from a newspaper, and cut away or black out the characters’ words. Challenge students to write dialogue for the comic strips, using as many Spelling Words from Unit 4 as possible.

Options for Evaluation •

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled.

•

You may prefer to assign partners and have students check each other’s Practice Test, using their own list of Spelling Words.

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Teacher’s Guide

Unit 4 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

SYNONYM/ANTONYM SPELLING Have students write five Spelling Words in one column and the synonym or antonym for each word in another column. WORKING TOGETHER Allow time for pairs of students to play the game. Remind them to tell their partners whether the word being used is a synonym or antonym of the Spelling Word. ENDURANCE SPELLING You may want to suggest that partners keep a record of words that are misspelled so that these words can be reviewed. PICTURE CLUES Ask students to select three Spelling Words for this activity and to work independently to draw their clues. Then have students exchange clues with partners. Invite volunteers to share drawings with other students. SPELLING CROSSWORD Provide examples of crossword puzzles for students to refer to. Caution students to keep in mind that each word should share a letter with at least one other word. WORKING TOGETHER For the Spelling Crossword activity, have students choose partners for solving the crossword puzzles. You may want to have a small group of students compile all the crossword puzzles into a class book. YOUR OWN USAGE NOTES Have students select Spelling Words that they think are interesting words. You may want to compile all usage notes into a classroom usage-notes book. PROOFREADING PARTNERS Have students read the instructions for the activity, and answer any questions they may have. Remind students to review the list carefully and to select the Spelling Words they find most troublesome. Then have students select their own partners and complete the activity. SUSPENSEFUL TITLES After students have created their titles for suspenseful stories, ask them to choose one title and write a story for it. PARTNER SPELLING If a student writes the wrong answer for a partner’s clue, have the first student explain his or her reasoning Then let the partner rewrite the clue to make it clearer.

affection Affection comes from the Latin word affectio, from the verb afficere, meaning “to influence.” Today the word usually means “a feeling of fondness or love.”

♦ autumn The word autumn comes from autumnus, the Latin name for this season. Autumn’s more common synonym, which is fall, comes from an Old English word and is probably related to words from Old German, Old Norse, and Lithuanian.

♦ commitment Commitment is a noun formed by adding the suffix -ment to the verb commit. Commit can be traced to an ancient Latin word that includes the prefix com-, meaning “with,” and the verb mittere, meaning “to send or give over.” The prefix com-, sometimes also spelled con-, is part of many familiar English words. Commitment is a feature of the main characters in many books.

endurance The root of the word endurance comes from the ancient Latin verb durare, meaning “to harden.” You can identify the same root in the English words durable, duress, duration, and during. Characters in many stories show determination and endurance.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Unit 4 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

LANGUAGE ARTS: MEMORY PLUS Have students work with partners to make and play a memory game. Provide each student with a set of sixteen index cards, or have students cut their own cards from sheets of construction paper. Have students write each Spelling Word on one of the cards. To play Memory Plus, partners mix their sets of Spelling Word cards and place all the cards face down on a desk or table. One player begins by turning over two cards. The cards are a match if they show the same Spelling Word or if they show two Spelling Words with the same suffix. The player keeps each match he or she makes and takes an additional turn after each match. When a player turns over two cards that do not match, it’s the other player’s turn. Cards that do not match should be returned face down again. After students have played a round or two, encourage them to experiment with larger games—three or more players, and three or more sets of Spelling Words. SOCIAL STUDIES: SCAVENGER HUNT Send students on a scavenger hunt to find Spelling Words. With the help of the school librarian or a social studies teacher, set aside an assortment of books about history and government for students to use. Place students in groups of three or four, and give each group a sheet of paper with a list of the Spelling Words. Tell students that the object of the game is to find as many of the Spelling Words as possible in the specified books. When they find a Spelling Word, they should write the sentence in which it appears and note the book title and page number. You may want to have the game extend over several days, setting aside a few minutes each day for students to look for the words. The group that finds the most Spelling Words within a specified length of time is declared the winner.

♦ family The word family comes from the Latin word familia, meaning “household.” In ancient Rome, the familia included everyone who lived within the house— relatives and servants. Over time, patterns of living change, and so do the meanings of words. Families and family relationships are important in many stories.

portrait The word portrait has an interesting history. We now use the word to mean “a drawing, painting, or photograph of a person, showing especially the face” or “a vivid or imaginative description.” The word comes to us from a French word, which in turn derives from the Latin verb protrahere, meaning “to reveal.” A portrait often reveals a great deal about a person’s personality and emotions, as well as depicting his or her appearance.

unique Unique is a very strong word that means “one of a kind.” It’s better not to weaken this word by saying that something is “rather unique” or “very unique.”

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Lesson 24

Greek Combining Forms

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

HOME ACTIVITY The home activity is on page 145.

SECOND-LANGUAGE SUPPORT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 144) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. Telegraph operators helped spread the news about the disaster.

Teaching the Lesson •

To spell words that have the Greek combining forms -ast(e)r-, -graph-, and -meter-

Ask students to identify the Spelling Words in which they recognize the Greek combining form -ast(e)r-. List those words on the board. (astronomer, astronaut, astronomy)

•

Follow the same procedure for Spelling Words with -graph- and Spelling Words with -meter-. (-graph-: geography, paragraph, biography, photography, photograph, graph, autograph; -meter-: thermometer, diameter, meters, barometer, kilometers, centimeters)

•

Ask students to think of other words with the Greek combining forms -ast(e)r-, -graph-, and -meter-. Add those words to the appropriate lists on the board.

•

Have students read aloud the words in each list on the board. Have a volunteer underline the Greek combining form in each word.

IN SUMMARY Ask students to summarize the lesson in their own words. Be sure students recognize the meanings associated with the Greek combining forms presented in the lesson. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

Some students from other language backgrounds, such as Tagalog and Vietnamese, have trouble differentiating /f/ from /p/. Many Spelling Words in this lesson include the /f/ sound spelled ph. Guide students in saying each word with the /f/ sound, first in isolation and then in a given sentence context. Next, have them say the Spelling Words in original sentences. Finally, write the words on the board and have students read and spell each word aloud. SOUND/ LETTER RELATIONSHIPS

PRETEST/POSTTEST 1. We drew these maps for our geography project. 2. He keeps a photograph of his family on his office desk. 3. Indent each paragraph. 4. Use the thermometer to see whether you have a fever. 5. The diameter of a circle is twice as long as the radius. 6. This line graph shows how prices have changed in ten years. 7. They’ll need ten meters of satin for the costumes. 8. The astronomer sketched a simple chart of the night sky.

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Teacher’s Guide

Lesson 24 (continued)

Greek Combining Forms

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: GREEK COMBINING FORMS Ask a volunteer to read the spelling clue aloud, and encourage students to discuss it. Ask students how knowing the correct spelling of the Greek combining forms can help them spell entire English words correctly. Which Greek combining form in this lesson can have two slightly different spellings? (-ast(e)r-) Which of those two spellings is used in all the Spelling Words in the lesson? (-astr-) What words can students think of in which the other spelling of that Greek combining form is used? (Example: asterisk and asteroid) Have students complete the activities independently. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with partners to complete these activities. Encourage partners to discuss which Spelling Word best completes each activity item. Then have them check the spelling of each other’s written responses.

PROOFREADING You may wish to have students review Spelling Clues: Greek Combining Forms before proofreading the transmission. WORKING WITH MEANING Have students work in small groups to complete this activity. After students have completed the activity, you may want to have them use reference sources and write their own phrase clues to Spelling Words.

Posttest Administer the test on page 54 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

(Pretest/Posttest, continued) 9. Check the barometer to see if the weather is about to change. 10. I’m reading a biography of Abraham Lincoln. 11. The astronaut spent years preparing for space travel. 12. It took them twenty minutes to walk two kilometers. 13. Anyone interested in stars will enjoy this book about astronomy. 14. If you want to study photography, you’ll need a camera. 15. One inch equals about 2.54 centimeters. 16. I asked the author to autograph my copy of her book.

PRACTICE ACTIVITY The practice activity is on page 146.

Answers: Spelling Clues 1. 2. 3. 4. 5.

photograph astronomer centimeters geography paragraph

Reteaching the Lesson

Answers: Proofreading

Many students with memory deficits have persistent difficulties in recalling the correct spelling of multisyllabic words. To assist students in learning multisyllabic words, teach one Greek combining form at a time until you are certain that students have learned it. Following this strategy, select one specific combining form to teach first. For example, provide index cards and ask students to make a flashcard for each Spelling Word that contains the Greek combining form -graph-. Have students use colored markers to underline that combining form in those Spelling Words. Later, have students make a set of flashcards for each of the other Greek combining forms presented in the lesson. VISUAL MODALITY

Answers: Working with Meaning

6. 7. 8. 9. 10.

11. 12. 13. 14. 15. 16.

thermometer barometer kilometers biography meters

graph photography astronomy diameter autograph astronaut

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Teacher’s Guide

Lesson 25

Number Prefixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 147) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. One member sang in the wrong octave, and another was able to sing only in a monotone.

Teaching the Lesson •

Have students identify the Spelling Words that begin with dec- or deci-. Write those words in a list on the board. (December, decade, decimal)

•

Follow the same procedure for each of the other number prefixes and combining forms: oct-, quadr- or quart-, bi-, tri-, and mon- or mono-. (oct-: October, octopus; quadr- or quart-: quart, quartet, quarters; bi-: bicycle, binoculars; tri-: trio, tricycle, triangles, triple; mon- or mono-: monopoly, monotonous)

•

Ask volunteers to suggest other words that begin with each number prefix and combining form. Add each word to the appropriate list.

•

While a volunteer underlines the number prefix, have students read aloud the words in each list on the board.

IN SUMMARY Encourage students to summarize the lesson in their own words. Guide students in recognizing the meaning associated with each number prefix and combining form. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words that have the number prefixes and combining forms dec- or deci-, oct-, quadr- or quart-, bi-, tri-, and mon- or mono-

HOME ACTIVITY The home activity is on page 148.

SECOND-LANGUAGE SUPPORT Work with students acquiring English, either individually or as a group, to examine the number prefixes and combining forms. Encourage students to identify any related combining forms used in their first languages. How are those combining forms similar to those in English? What help do they provide in spelling and using the Spelling Words? In addition, give students acquiring English extra opportunities to say and use the Spelling Words, both in isolation and in sentence context. EXPLORING WORD PARTS

PRETEST/POSTTEST 1. Most students have a vacation in December. 2. I like to see the leaves change color in October. 3. We need at least one more quart of milk. 4. My little brother can already ride a bicycle. 5. She is the violinist in the trio. 6. A company that holds a monopoly is likely to charge high prices. 7. The quartet sang three songs. 8. All the little children wanted to ride the red tricycle.

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Teacher’s Guide

Lesson 25 (continued)

Number Prefixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: CHECKING NUMBER PREFIXES AND COMBINING FORMS Have students read the spelling clues, and help them briefly review the number prefixes and combining forms in the Spelling Words. Ask students how knowing the spelling of these prefixes and combining forms can help them spell whole words correctly. After this introductory discussion, have students complete the activity independently. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students complete these activities with partners. Encourage partners to discuss each item, focusing first on the spelling of the number prefix or combining form and then on the spelling of the rest of the word. After partners have written their responses to each item, have them check each other’s spelling.

PROOFREADING You may wish to have students review Spelling Clues: Checking Number Prefixes and Combining Forms before proofreading the list. FUN WITH WORDS Have students work in small groups to complete the Fun with Words activity. Encourage group members to work together to identify the correct Spelling Words and then to sketch illustrations to go with each silly definition.

Posttest Administer the test on page 56 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Have students list the Spelling Words in a single column in “number order,” starting with words using mon-/mono- and ending with words using dec-/deci-. Then, beside each Spelling Word, have students write a brief sentence that includes the word and helps show the meaning of the word’s number prefix or combining form. For example, students might write A bicycle has two wheels. Encourage students to consult a dictionary to find out why October and December use combining forms for eight and ten, respectively. (October was the eighth month of the ancient Roman year, which began with March; December was the tenth month.) Invite students to share their sentences. VISUAL MODALITY

(Pretest/Posttest, continued) 9. They were all born during the first decade of this century. 10. An octopus has a large, oval head. 11. Don’t forget to add the decimal point to that number. 12. The soldiers’ sleeping quarters were adequate. 13. All these triangles have right angles. 14. They use binoculars when they go birdwatching. 15. In the last inning, he hit a triple. 16. His ideas were interesting, but his tone of voice was monotonous.

PRACTICE ACTIVITY The practice activity is on page 149.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

October trio decimal triple monotonous triangles

Answers: Proofreading 7. 8. 9. 10. 11. 12.

bicycle quart December quarters monopoly binoculars

Answers: Fun with Words 13. 14. 15. 16.

octopus quartet tricycle decade

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Teacher’s Guide

Lesson 26

Spelling and Pronunciation

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words that are commonly mispronounced

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 151.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 150) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. Most of the parents exhibit a strong interest in the school’s athletic programs.

Teaching the Lesson •

Ask students to identify the Spelling Words in which a syllable is often omitted. Write those words on the board. (ivory, chocolate, desperate, penetrate, aspirin, identity, platinum, incidentally, tentatively)

•

Do the same for words mispronounced by omitting a letter sound and for words mispronounced by adding a syllable. (Omitted letter: drowned, restaurant, adjective, ecstatic; Added syllable: lightning, athletes, disastrous)

•

Have students read the words in each list aloud. Ask a volunteer to underline the syllable or letter that is often left out of each word in the first two lists.

IN SUMMARY Ask students to summarize the lesson. Guide students in identifying the relationship between mispronouncing a word and misspelling that word. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Since clear and correct pronunciation is the key to spelling the words in this lesson correctly, students acquiring English may need special practice in saying and using each Spelling Word. Work with individuals or small groups, and help students focus on four Spelling Words at a time. Model the word, first saying it in isolation and then saying it in the context of a simple sentence. Guide students as necessary in pronouncing each part of the word without inserting or omitting sounds or syllables. PRONOUNCING WORDS

PRETEST/POSTTEST 1. If the lifeguard had not been alert, the child might have drowned. 2. He has a job as a waiter at that restaurant. 3. Most countries now ban the trade of ivory from elephant tusks. 4. Who made this chocolate sauce? 5. They made a desperate attempt to escape. 6. He counted the seconds between the lightning and the thunder. 7. You’ve used the adjective fine in almost every sentence. 8. You were lucky that the dog’s teeth did not penetrate your skin.

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Teacher’s Guide

Lesson 26 (continued)

Spelling and Pronunciation

PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMMONLY MISSPELLED WORDS Ask a volunteer to read the spelling clue aloud, and guide students in discussing how they can apply this strategy in their own writing and proofreading. Encourage students to identify words they commonly mispronounce or often hear mispronounced. Ask them what spelling errors are likely to result from each mispronunciation. Then review the activity instructions with students, and have them complete the activity independently. You may wish to point out that restaurant and desperate can be pronounced as two-syllable words. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work with partners to complete the activity. Ask both partners to say each Spelling Word aloud and then to spell the word orally together. Finally, have them write the word and check its spelling.

PROOFREADING You may wish to have students review Spelling Clues: Commonly Misspelled Words before proofreading the report. FUN WITH WORDS Have students work in small groups to discuss the illustration and proofread the sentences.

(Pretest/Posttest, continued) 9. The doctor recommended taking an aspirin for the pain. 10. Those athletes train every day. 11. She showed her passport to establish her identity. 12. That simple act had disastrous results. 13. Those who reached the mountaintop looked ecstatic. 14. Is platinum more valuable than gold? 15. The speaker touched on those issues only incidentally. 16. He raised his hand tentatively because he was not sure of the answer.

PRACTICE ACTIVITY The practice activity is on page 152.

Answers: Spelling Clues

Posttest Administer the test on page 58 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Provide students with a list of the Spelling Words. You may write the words on the board or on masters for individual use. Have students use lines to divide each Spelling Word into syllables. Ask students to write in the left margin of a piece of notebook paper the number of syllables for each word. Then dictate the Spelling Words in the order in which they appeared on students’ lists. Remind students to spell each word one syllable at a time, checking the number to see how many syllables the word should have. Help students check their spelling immediately after the dictation. Students who have made mistakes should write each misspelled word correctly. It is important to correct misspellings immediately so that students are not left with incorrect memory traces for any word. AUDITORY MODALITY

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

chocolate adjective platinum ecstatic incidentally lightning drowned disastrous

Answers: Proofreading 9. 10. 11. 12.

identity penetrate ivory aspirin

Answers: Fun with Words 13. 14. 15. 16.

restaurant athletes desperate tentatively

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Teacher’s Guide

Lesson 27

Suffixes -logy and -graphy

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words with the suffixes -logy and -graphy

SELF-CHECK Have students check their own pretests against the list of Spelling Words. Have students add misspelled words to their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 154.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 153) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. They might group words that share the same suffix or words that are related by topic or root word. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce students to spelling words with the suffixes -logy and -graphy. I read an autobiography of a person who studied biology.

Teaching the Lesson •

Tell students that the suffix -logy means “science of” or “the study of.” The suffix -graphy means “writing.”

•

Have volunteers name the Spelling Words that have the same suffix as the word astrology. As students name the words, list them under the heading -logy. (biology, theology, zoology, ecology, mythology, geology, psychology)

•

Follow the same procedure and list words with the suffix -graphy. List them under the heading -graphy. (oceanography, typography, bibliography, photography, autobiography, choreography, calligraphy, geography)

•

After students add words from their own reading or writing, have volunteers read aloud all the words and underline the endings.

IN SUMMARY Encourage students to summarize the lesson in their own words. Elicit from students an explanation of the meanings of the suffixes. Guide students to explain that the suffix -logy means “science of” or “the study of” and that the suffix -graphy means “write.” ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Work with students acquiring English to be sure they can recognize the two suffixes and understand their meanings. Guide them in discussing the meaning of each root word. EXPLORING WORD PARTS

PRETEST/POSTTEST 1. Astrology was an early form of study of the sky. 2. I use a digital camera in photography class. 3. Oceanography is a study of life in the ocean. 4. We saw microscopic plants in my biology class. 5. Ecology shows us how animals relate to their environment. 6. I included a bibliography at the end of my paper. 7. In geography class, I learned about the earth’s surface. 8. We studied how newspapers arrange text and type in our typography class. 9. A geology teacher led a field trip to the mountains. 10. You can read about the Greek gods in a mythology book. 11. Martha learned the art of decorative writing in her calligraphy class.

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Teacher’s Guide

Lesson 27 (continued)

Suffixes -logy and -graphy

PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: SUFFIXES -LOGY AND -GRAPHY Help students review and discuss the purposes of proofreading. Encourage volunteers to describe experiences of finding misspelled words in their own work or of detecting problems in other people’s written work. Remind students that it’s always important to check their work twice. TRANSITIONAL SPELLERS Instruct students to divide the words into two columns: -logy endings and -graphy endings. Then have them write each word three times, mentally saying the word each time as they spell it. PROOFREADING You may wish to have students review Spelling Clues: Suffixes -logy and -graphy before proofreading the letter. FUN WITH WORDS Have students work in small groups to discuss the activity and proofread the sentences.

Posttest Administer the test on page 60 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Give each student a large sheet of paper and two felt-tip markers of different colors. Write the Spelling Words on the board, one at a time. For each word, ask students to spell the word aloud and then to write the suffix on their paper in one color and the rest of the word in the other color. After they have written all the words, erase the words on the board. Then say the Spelling Words one at a time, and have students write them from memory on another sheet of paper. AUDITORY/ KINESTHETIC MODALITIES

(Pretest/Posttest, continued) 12. We took psychology to learn more about human behavior. 13. Zoology is the study of animals. 14. Choreography is the study of dance and movement. 15. She wrote an autobiography at an early age. 16. The history of religion is a field of theology.

PRACTICE ACTIVITY The practice activity is on page 155.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

astrology oceanography typography biology theology bibliography

Answers: Proofreading 7. 8. 9. 10. 11. 12.

photography zoology ecology autobiography choreography calligraphy

Answers: Fun with Words 13. 14. 15. 16.

geography mythology geology psychology

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Teacher’s Guide

Unit 5 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 24–27.

• To review spelling patterns

Lesson 24 Spelling Clues: Greek Combining Forms Review with students the spelling and meaning of these Greek combining forms: -graph-, -meter-, and -ast(e)r-. Ask students how an understanding of these combining forms helps in spelling English words correctly. Remind students to keep these Greek combining forms in mind when they spell English words based on them.

• To give students the

Lesson 25 Spelling Clues: Checking Number Prefixes and Combining Forms Have volunteers identify the prefixes or combining forms with these meanings: one, two, three, four, eight, and ten. Have other volunteers identify words in which these number prefixes or combining forms are used. Have students discuss how a knowledge of these number prefixes and combining forms can improve their spelling skills. Lesson 26 Spelling Clues: Commonly Misspelled Words Write the word accidentally on the board. Ask a volunteer to read the word aloud, pronouncing each syllable clearly. Ask students how a clear and careful pronunciation of the word can provide an important aid to spelling the word correctly. Have students identify and discuss other words in which correct pronunciation is an important key to correct spelling. Lesson 27 Spelling Clues: Suffixes logy and -graphy Help students review and discuss the purposes of proofreading. Encourage volunteers to describe experiences of finding misspelled words in their own work or of detecting problems in other people’s written work. Remind students that it’s always important to check their work twice.

and strategies in Lessons 24–27 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 5 Words The following words are reviewed in Practice Test, Parts A and B. Lesson 24: Greek Combining Forms astronaut biography barometer geography photograph astronomy thermometer diameter photography graph astronomer kilometers centimeters paragraph autograph Lesson 25: Number Prefixes December decimal decade quart October monopoly bicycle binoculars quartet triple triangles tricycle monotonous Lesson 26: Spelling and Pronunciation aspirin desperate adjective incidentally restaurant penetrate disastrous drowned athletes identity chocolate lightning Lesson 27: Suffixes -logy and -graphy bibliography ecology calligraphy geography

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Teacher’s Guide

Unit 5 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test The Practice Test provides an opportunity to review Spelling Words and spelling generalizations. Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest. Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations. Practice Test: Part A 1. (D) photograf [photograph] 2. (C) Decembre [December] 3. (A) centemeters [centimeters] 4. (C) decimil [decimal] 5. (D) platenum [platinum] 6. (A) monotanous [monotonous] 7. (C) triangels [triangles] 8. (B) ajective [adjective] 9. (A) atheletes [athletes] 10. (C) incidently [incidentally]

Practice Test: Part B 1. (D) bycycle [bicycle] 2. (C) autamobile [automobile] 3. (A) monnotonous [monotonous] 4. (D) treeo [trio] 5. (A) penitrate [penetrate] 6. (B) photgraph [photograph] 7. (A) geagraphy [geography] 8. (C) restraunt [restaurant] 9. (A) bibleo- [bibliography] 10. (D) autagraph [autograph]

Options for Evaluation •

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled.

•

You may prefer to assign partners and have students check each other’s Practice Test, using their own list of Spelling Words.

REVIEW ACTIVITIES Activity 1 Invite students to create tongue twisters using the list of Spelling Words from this review lesson. Ask students to recall some tongue twisters, such as She sells seashells by the seashore, and then identify characteristics that make them hard to say. Guide students in making up a tongue twister that includes at least one Spelling Word— for example, Michael makes monotonous motions. Have students try the twister by saying it aloud three times, rapidly. Then ask students to create original tongue twisters. Be sure students have an opportunity to try out their tongue twisters together.

Activity 2 To help students who need a reteaching activity, have them work in small groups to develop useful mnemonics for Spelling Words from Unit 5 that they are having difficulty with. Encourage group members to write out and practice using all the mnemonics developed by the group.

Activity 3 Use a computer for spelling practice. Have one student dictate the words from this review lesson while his or her partner enters the words on the computer. Then the partners trade jobs. Have them use the word processor’s spell-check program to identify any words they may have misspelled.

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Teacher’s Guide

Unit 5 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

SECRET MESSAGES Review the activity instructions with students. Have several volunteers suggest appropriate secret messages and identify the abbreviations they would use in writing those messages. Then have students choose their own partners and encode their secret messages. You may want to suggest that students use at least one Spelling Word in each message. SAY IT QUICKLY Review the game rules with students. Guide them in agreeing on the specific number prefixes and combining forms to use in the game. You may also want to have volunteers suggest a few words that begin with each number prefix or combining form and that are not covered in this lesson. Then have students form groups of five or six and play the game. TONGUE TWISTERS Write a few of the best tongue twisters on the board, and let students vote for the twister that tangles the most tongues. PROOFREADING PARTNERS Encourage students to review the list of Spelling Words, selecting the five words they find most difficult. Then have students work with their partners to complete the activity. SPELLING DUET Have students select their own partners for this activity. You might suggest that, if partners have trouble guessing the Spelling Words, they can give longer clues after two attempts at one-word clues. WORKING TOGETHER For the Spelling Duet activity, have sixteen index cards or slips of paper available for each pair of students. If you prefer, you can provide scissors and let partners cut out their own activity cards. HIKING PARTNERS To help students develop ideas for their paragraphs, you may want to display photos or drawings of various pieces of hiking equipment: for example, backpack, boots, compass, walking stick, canteen. Then have students work independently to write their own paragraphs before exchanging paragraphs with a partner.

♦ astronaut Astronaut is a modern word that was formed by combining two ancient Greek words. Astronaut literally means “star traveler.”

camera Our word camera comes from camera obscura (meaning “dark room” in Latin). The first accounts of a camera obscura come from the tenth century. By the early sixteenth century, the camera obscura was used to project images on walls so that they could be clearly drawn. Today, photography, once an aid in sketching, has often replaced realistic drawing. For example, naturalists once sketched the wildlife they observed, but now they usually take photographs.

♦ chocolate Our word chocolate comes from Mexico. Chocolate was a favorite drink of the Aztecs centuries ago. Spanish explorers brought chocolate to Europe about A.D. 1500. It didn’t take long for chocolate to become popular. Chocolate was first manufactured in the American colonies in 1765. Although it was the Swiss who perfected the processing of milk chocolate in about 1876, the United States remains the world’s leading chocolate producer.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Unit 5 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

ART: PICTURE THIS Have students play “Picture This” together. One player goes to the board and sketches a picture clue for one of the Spelling Words. The clue must be in pictures only—words (spoken or written) and gestures are not permitted. The first player to guess the word correctly has the next turn to sketch a clue. HEALTH: SEARCHING FOR HEALTH Have students identify the health-related Spelling Words in this unit. Then have students brainstorm a longer list of health-related words. Record these words on the board. Have students work independently or with partners to create their own word-search puzzles, using at least twelve different health-related words. Have students complete their puzzles by writing a brief clue for each hidden word. You may want to have students exchange puzzles with a partner so they can solve each other’s puzzles. You may also want to photocopy all the unsolved puzzles and make a collection of word-search puzzles for each student to solve. LANGUAGE ARTS: QUIZ TIME Organize students into groups of four or five to play a word game with the Spelling Words. Players sit in a circle. Each player in turn gives a one-word clue that suggests (rather than defines) one of the Spelling Words. For example, a player might say “fever” as a clue for the Spelling Word thermometer. The next player in the circle has one chance to guess the Spelling Word. If that player’s answer is incorrect, the opportunity passes to the next player. The player who guesses correctly gets a point and gives the next word clue. However, if play continues all around the circle to the original clue-giver without anyone guessing the intended Spelling Word, the clue-giver loses a point for giving an unclear clue. Students may want to extend this game by creating lists of other words to use.

hearth The word hearth conjures up feelings of warmth, security, and family. From earliest times, humankind has gathered around a hearth— whether in a cave or in a modern house.

♦ restaurant The word restaurant is related to the word restore. The idea is that eating food in a restaurant can restore your strength or health. Because eating is such an essential part of life, you might think that restaurant is an ancient word. Surprisingly, however, the word is believed to have originated about 1765.

satellite The word satellite comes from the Latin word satelles, meaning “attendant or follower.” In fact, satellite still can mean this. Today we are more familiar with other meanings. For example, when we think of satellites, we may think of the moon or the Hubble space telescope.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Lesson 29

More Latin Roots

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 156) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. I need more information about this subject.

Teaching the Lesson •

Write inspire on the board, and underline the root -spir-. Ask students to name other words that have this root, and list their responses. (respiration, inspiration, inspired)

•

Write the word inform on the board, and underline the root -form-. Have students name other words that have this root, and list their responses. (reform, formation, formula, uniform, transformed, perform)

•

Write the word adventure on the board, and underline the root -ven-. Have students name other words that have this root, and list their responses on the board. (convention, inventor, invention)

•

Write the word depend on the board, and underline the root -pend-. Ask students to name other words that have this root, and list their responses. (depends, pending, suspended)

IN SUMMARY Ask students to summarize the lesson. Elicit from them the information that many English words come from Latin roots and that the spelling of words with Latin roots often follows their pronunciation closely. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the Latin roots -spir-, -form-, -ven-, and -pend-

HOME ACTIVITY The home activity is on page 157.

SECOND-LANGUAGE SUPPORT Students whose primary language is Spanish may recognize roots in Spanish words such as aventura (adventure), inventar (to invent), inspiración (inspiration), reforma (reform), and suspendido (suspended). Have students brainstorm other words with these roots in both languages, and list their English responses on the board. Ask volunteers to underline the Latin root in each word. RECOGNIZING ROOTS

PRETEST/POSTTEST 1. The candidate promised to reform the government. 2. The nurse checked my heartbeat and respiration. 3. There is an unusual rock formation near this hill. 4. My trip was the inspiration for my story. 5. The beautiful view inspired me to write a poem. 6. All the teachers are attending a convention. 7. The scientist developed a formula for making a new medicine. 8. Riding the rapids was quite an adventure. 9. My brother depends upon me to help him with his homework.

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Teacher’s Guide

Lesson 29 (continued)

More Latin Roots

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: ROOTS, PREFIXES, AND SUFFIXES Write these spellings on the board: infarmational informational Ask a volunteer to tell which spelling is correct. Have students identify the Latin root -form-, the prefix in-, and the suffixes -tion and -al. Point out to students that being familiar with these word parts may help them spell a long word. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work in pairs to complete the activity. Ask them to identify the Latin root in each word they write.

PROOFREADING You may wish to have students review Spelling Clues: Roots, Prefixes, and Suffixes before proofreading the label. FUN WITH WORDS Give students an opportunity to talk about the cartoon, and then have them complete the activity. You may wish to ask volunteers to read their responses aloud.

Posttest Administer the test on page 66 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Arrange the Spelling Words in four lists, one for each Latin root. -spir-

-form-

-ven-

-pend-

inspired reform adventure depends Working with one list at a time, pronounce the first word and ask students to listen as you spell it aloud. Then have them repeat the word and spell it aloud with you. Finally, say the word once more and have students spell it aloud. Repeat the procedure for each Spelling Word. AUDITORY MODALITY

(Pretest/Posttest, continued) 10. Paint the walls a uniform shade of blue. 11. I would like to be the inventor of a machine that rakes leaves. 12. The store is holding your coat pending receipt of your payment. 13. The invention of the telephone greatly changed our means of communication. 14. Computers have transformed the business world. 15. Our band will perform at the concert. 16. We decorated with balloons suspended from the ceiling.

PRACTICE ACTIVITY The practice activity is on page 158.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

reform respiration formation inspiration inspired convention

Answers: Proofreading 7. 8. 9. 10. 11. 12.

formula adventure depends uniform inventor pending

Answers: Fun with Words 13. 14. 15. 16.

invention transformed perform suspended

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Teacher’s Guide

Lesson 30

Multisyllabic Words

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE

To spell words with five or six syllables

SELF-CHECK Have students check their pretests against the Spelling Words and write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

The home activity is on page 160.

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 159) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill in a context. That painting is a representation of the human form.

HOME ACTIVITY

SECOND-LANGUAGE SUPPORT Students acquiring English may feel intimidated by the length of the words in this lesson. Help them gain confidence by showing them how to divide the words into parts. Write the Spelling Words on the board one at a time. For each word, identify any roots, prefixes, and suffixes. Then have students spell the word aloud with you. IDENTIFYING WORD PARTS

PRETEST/POSTTEST

Teaching the Lesson •

Ask students to name words that have five syllables. List their responses on the board under the heading Five Syllables. (cooperation, organization, administration, agricultural, possibility, exceptionally, characteristic, recommendation, acceleration, accumulation)

•

Ask students to name words that have six syllables. List their responses on the board under the heading Six Syllables. (autobiography, identification, encyclopedia, responsibilities, rehabilitation, simultaneously)

•

Pronounce the words on the board with students. Have students identify base words, prefixes, and suffixes in the words. Point out that the spelling of the words closely follows their pronunciation.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the fact that the spelling of most long words follows their pronunciation closely. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

1. The principal thanked us for our cooperation during the fair. 2. Our town has an organization that welcomes newcomers. 3. The doctor will help in the administration of her treatment. 4. The sports star wrote an autobiography. 5. The tractor is an important piece of agricultural equipment. 6. You must show proper identification to apply for a passport. 7. I read an encyclopedia article about China. 8. There is a possibility of rain today. 9. My dog is exceptionally smart.

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Teacher’s Guide

Lesson 30 (continued)

Multisyllabic Words

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson

(Pretest/Posttest, continued) 10. Citizens should take their responsibilities seriously. 11. It is characteristic of my sister to tell the truth. 12. Will you write me a letter of recommendation? 13. Many weeks of rehabilitation are needed after that surgery. 14. The acceleration of the airplane pushed me back into my seat. 15. I can bounce a ball and twirl a baton simultaneously. 16. Our garage contains a year’s accumulation of junk.

SPELLING CLUES: PRONUNCIATION Ask students to listen carefully as you slowly pronounce the word uncommunicative. Repeat the word, and ask students to spell it aloud. Write the correct response on the board, and point out the word parts un-, -communicat-, and -ive. Tell students that when they spell a word with many syllables, they should begin by saying the word slowly and carefully. Then they should think about the spelling of the base word and any prefixes and suffixes the word may have. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work in small groups to complete the activity. Guide them in breaking each word into parts to help them spell it.

PROOFREADING You may wish to have students review Spelling Clues: Pronunciation before proofreading the sentences. FUN WITH WORDS After students have completed the activity, you may want to have them read their responses aloud.

PRACTICE ACTIVITY The practice activity is on page 161.

Answers: Spelling Clues

Posttest Administer the test on page 68 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson You may want to provide students with a strategy for analyzing multisyllabic words. First, write a Spelling Word on the board. Then say the word and have students repeat it. Next, ask a student to come to the board and divide the word into parts by writing slash marks between the syllables. EXAMPLE: au/to/bi/og/ra/phy Encourage students to whisper the word to themselves several times so that they can analyze it. Finally, have them write the word from dictation. Repeat the procedure for each Spelling Word. VISUAL/AUDITORY MODALITIES

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

autobiography cooperation accumulation simultaneously acceleration agricultural

Answers: Proofreading 7. 8. 9. 10. 11. 12.

administration organization rehabilitation identification responsibilities recommendation

Answers: Fun with Words 13. 14. 15. 16.

possibility exceptionally encyclopedia characteristic

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Teacher’s Guide

Lesson 31

More Greek Combining Forms

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their pretests against the Spelling Words and write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

To spell words with the Greek combining forms -hydr-, -ology, -log-, and -scop-

HOME ACTIVITY The home activity is on page 163.

SECOND-LANGUAGE SUPPORT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 162) to individuals or small groups, and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud with students the lesson title and the Spelling Words. Use this model sentence to introduce the lesson skill. We learned about the ecology of the rain forest.

Teaching the Lesson •

Write the word hydrogen on the board. Underline the combining form -hydr-. Have students name other words that have this combining form, and list their responses on the board. (carbohydrates, hydrant, dehydrated)

•

Write geology on the board, and underline the combining form -ology. Have students name other words that have this combining form, and list their responses on the board. (biology, technology, apologizing, mythology, psychology)

•

Write dialogue on the board, and underline the combining form -log-. Ask students to name other words that have this combining form, and list their responses on the board. (catalog, logic, monologue, analogy)

•

Write microscopic on the board, and underline the combining form -scop-. Ask students to name other words that have this combining form, and list their responses on the board. (scope, microscope, periscope, telescope)

IN SUMMARY Ask students to summarize the lesson. Elicit from them that some English words have Greek combining forms. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

Introduce the lesson by writing these combining forms on the board: -scop- -hydr- -log- -ology Say the word telescope, and write it under the heading -scop-. Have a student underline the combining form -scop- within the word. Then help students brainstorm other words that contain the same combining form, and list their responses on the board. Follow the same procedure to help students identify the combining forms -hydr- in hydrant, -log- in catalog, and -ology in biology. RECOGNIZING COMBINING FORMS

PRETEST/POSTTEST 1. We need find the scope of our experiment. 2. That carbohydrate is found in pasta. 3. We looked at a drop of pond water through a microscope. 4. Have you seen the latest clothing catalog? 5. I don’t see any logic in doing this experiment. 6. Our biology class studies plants and animals. 7. I had to memorize a long monologue for our class play. 8. Water gushed from the broken fire hydrant.

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Teacher’s Guide

Lesson 31 (continued)

More Greek Combining Forms PRACTICE/REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: COMBINING FORMS Write these spellings on the board: hidroponics hydroponics If students are unfamiliar with hydroponics, explain that the word refers to growing plants in water without soil. Ask students to tell which spelling they think is correct, and ask them why they think so. Confirm that the second spelling is correct, since the word contains the Greek combining form -hydr-, meaning “water.” Remind students to use their knowledge of combining forms to help them determine the correct spelling of a word. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS You may want to have students work in pairs to complete this activity. Ask them to underline the Greek combining form in each word they write.

PROOFREADING You may wish to have students review Spelling Clues: Combining Forms before proofreading the rules. WORKING WITH MEANING After students have completed the activity, you may wish to ask volunteers to read their responses aloud.

(Pretest/Posttest, continued) 9. Our computer uses the latest technology. 10. He drew an analogy between running a race and going to college. 11. Greek mythology includes stories of gods and goddesses. 12. They are apologizing for littering the grounds. 13. Use the submarine’s periscope to see above the water. 14. Look at the stars through a telescope. 15. If you run too far on a hot day, you may become dehydrated. 16. A study of psychology may help you understand yourself.

PRACTICE ACTIVITY The practice activity is on page 164.

Answers: Spelling Clues

Posttest Administer the test on page 70 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

Reteaching the Lesson Provide additional practice in identifying Greek combining forms by giving each student two pieces of chalk in different colors. Write a Spelling Word on the board. Have students copy the word on the board, writing the Greek root in one color and the rest of the word in the other color. Then erase the words, and have students write the entire word from memory. Repeat the procedure with each Spelling Word. VISUAL MODALITY

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

monologue logic hydrant periscope apologizing analogy

Answers: Proofreading 7. 8. 9. 10. 11. 12.

psychology carbohydrate dehydrated scope technology catalog

Answers: Working with Meaning 13. 14. 15. 16.

mythology telescope microscope biology

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Teacher’s Guide

Lesson 32

Noun Suffixes

TEACHING STRATEGIES

Pretest

OBJECTIVE

Administer the test on this page as a pretest. Say each word, use it in the sentence, and then repeat the word. ACCESSING PRIOR KNOWLEDGE SELF-CHECK Have students check their own pretests against the list of Spelling Words. Remind students to write misspelled words in their Lesson Word Logs. STUDENT SELF-ASSESSMENT

Introducing the Lesson OPTION A (OPEN SORT) Distribute the word cards (page 165) to individuals or small groups and guide them in an open-sort activity. In open sort, students group the word cards according to a criterion they select themselves. Then guide students in comparing and discussing the criteria they selected. OPTION B (MODELING) Read aloud the lesson title and Spelling Words. Use this model sentence to introduce the lesson skill in a context. The dentist pulled my loose tooth.

Teaching the Lesson •

Write biologist on the board, and underline the letters -ist. Ask students to name other words that have the same suffix. Have students point out any spelling changes that occur in the base word. (artist, scientist, psychiatrist)

•

Write engineer on the board, and underline the letters -eer. Have students name other words that have the same suffix, and list their responses. Explain that base words do not appear in pioneer and volunteer. (pioneer, volunteer)

•

Write the word librarian on the board, and underline the letters -ian. Ask students to name other words that have the same suffix, and list their responses on the board. Ask students whether the spelling of the base word changes when the suffix is added. (civilian, historian, guardian, musician, physician, technician, politician)

•

Write goalie on the board, and underline the letters -ie.

IN SUMMARY Ask students to summarize the lesson. Elicit from them the response that base words sometimes change when the suffixes -ian, -eer, -ist, and -ie are added. ASSIGNMENT Students can complete the first page of the lesson as a follow-up to the group activity, either in class or as homework.

To spell words with the suffixes -ist, -eer, -ian, and -ie

HOME ACTIVITY The home activity is on page 166.

SECOND-LANGUAGE SUPPORT Students acquiring English may be unfamiliar with the suffixes presented in this lesson. Provide an introduction by writing one Spelling Word at a time on the board. For each Spelling Word except pioneer and volunteer, write the base word beside it: artist art librarian library goalie goal For each Spelling Word, call on a volunteer to underline the base word and circle the suffix. IDENTIFYING SUFFIXES

PRETEST/POSTTEST 1. She is an artist who works in clay. 2. The pioneer who founded our town built the first cabin here. 3. Ask the librarian to help you find a book for your report. 4. The soccer goalie saved many points for our team. 5. A military officer or a civilian may work in the space program. 6. A famous historian has written a book about George Washington. 7. Some say the Supreme Court is the guardian of our freedom. 8. A good scientist keeps careful records of experiments.

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Teacher’s Guide

Lesson 32 (continued)

Noun Suffixes

PRACTICE AND REINFORCEMENT STRATEGIES

Practicing the Lesson SPELLING CLUES: WORDS WITH SUFFIXES Write these spellings on the board: geolegist geologist Ask students to identify the suffix (-ist) and the base word (geology). Then have them tell which spelling on the board is correct. Call on a volunteer to point out the spelling change that takes place in the base word when the suffix is added. Tell students that when they are proofreading words with suffixes, they should make sure the suffix is spelled correctly. Then they should determine whether any spelling changes are required in the base word. APPLYING SPELLING STRATEGIES TRANSITIONAL SPELLERS Have students work in small groups to complete this activity. Guide them in identifying the spelling changes in base words before the addition of certain suffixes.

PROOFREADING You may wish to have students review Spelling Clues: Words with Suffixes before proofreading the sentences. WORKING WITH MEANING After students have completed the activity, have volunteers read each Help Wanted ad aloud. Ask them to spell aloud the words they wrote while other students check their own spellings.

Posttest Administer the test on page 72 as a posttest, or administer one of your own. Say each word, use it in a sentence, and then repeat the word.

(Pretest/Posttest, continued) 9. A biologist is studying the types of fish in this lake. 10. I worked as a volunteer in the hospital. 11. The musician performed a song he had composed. 12. An engineer designed this bridge. 13. I consulted a physician about my sore shoulder. 14. The technician showed me how to program my computer. 15. The politician asked us to vote for him. 16. A psychiatrist tries to help people understand their behavior.

PRACTICE ACTIVITY The practice activity is on page 167.

Answers: Spelling Clues 1. 2. 3. 4. 5. 6.

politician biologist guardian engineer civilian scientist

Answers: Proofreading

Reteaching the Lesson Have students form small groups. Read a Spelling Word aloud, and have the members of each group pass around a sheet of paper and spell the word, with each member adding the next letter until the word is completed. Before adding a letter, a student may change any letters that have already been written. Ask the student in each group who completes the word to spell it aloud. For reinforcement, have the group members spell the word aloud in the same way that they wrote it, with each member adding a letter. Continue the procedure with the rest of the Spelling Words. VISUAL/AUDITORY MODALITIES

7. 8. 9. 10.

technician goalie artist pioneer

Answers: Working with Meaning 11. 12. 13. 14. 15. 16.

musician volunteer historian psychiatrist librarian physician

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Teacher’s Guide

Unit 6 Review

REVIEW AND PRACTICE

Review Strategies

OBJECTIVES

Review with students the following spelling-clue strategies for Lessons 29–32.

• To review spelling patterns

Lesson 29 Spelling Clues: Roots, Prefixes, and Suffixes Ask a student to write invention on the board. Then ask students to listen to the word inspiration and to identify a part of the word that also appears in invention. (-tion) Next ask a volunteer to spell inspiration, and write the correct response on the board. Circle the suffix -tion in each word. Then have a volunteer underline the Latin root in each word. (-ven- and -spir-) Remind students that if they have difficulty spelling a word, they should listen for roots, prefixes, and suffixes they recognize.

• To give students the

Lesson 30 Spelling Clues: Pronunciation Ask a student to spell characteristic aloud. Write the correct response on the board. Then point to each syllable as you pronounce it slowly. Remind students that when they spell a word that has many syllables, they should pronounce the word slowly and think about the spelling of each syllable. Emphasize that they should use their knowledge of prefixes, suffixes, and word parts to help them spell a word correctly.

Lesson 29: More Latin Roots invention inspired depends perform formula

Lesson 31 Spelling Clues: Combining Forms Ask a volunteer to tell what Greek combining form means “the study of.” (ology) Then write this sentence on the board: Who was the character in Greek mytholagy who flew too close to the sun? Have students identify the misspelled word, and ask a volunteer to write the correct spelling above the word. (mythology) Remind students to use their knowledge of combining forms when they check their spelling. If a word contains a familiar combining form or root, they should make sure that the combining form or root is spelled correctly. Lesson 32 Spelling Clues: Words with Suffixes Ask students to listen to you say the word biologist and to identify the suffix that means “one who makes or does something.” Then ask a volunteer to tell how to spell the suffix. (-ist) Write this sentence on the board: Our guest speaker in science class is a biologyst. Have students identify the misspelled word (biologyst) and tell which part of the word is misspelled. (the suffix -ist) Then write the correct spelling above the word. (biologist) Remind students that when they are writing a word with a suffix, they should first make sure they have spelled the suffix correctly.

and strategies in Lessons 29–32 opportunity to recognize and use these spelling patterns and Spelling Words in their writing Unit 6 Words The following words are reviewed in Practice Test, Parts A and B.

Lesson 30: Multisyllabic Words organization possibility cooperation agricultural encyclopedia Lesson 31: More Greek Combining Forms microscope logic technology biology psychology telescope catalog Lesson 32: Noun Suffixes librarian pioneer artist

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Teacher’s Guide

Unit 6 Review (CONTINUED)

REVIEW AND PRACTICE

Practice Test The Practice Test provides an opportunity to review Spelling Words and spelling generalizations. Option 1 Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as a posttest. Option 2 Have students review their Lesson Word Log for this unit. If they need extra help, you may wish to review the spelling generalizations discussed in the individual lessons. Then administer both parts of the Practice Test to determine whether students have mastered the spelling generalizations. Practice Test: Part A 1. correct [invention] 2. incorrect [microscope] 3. incorrect [technology] 4. correct [organization] 5. incorrect [librarian] 6. correct [psychology] 7. correct [catalog] 8. correct [logic] 9. incorrect [cooperation] 10. correct [agricultural]

Practice Test: Part B 1. (D) depends 2. (B) artist 3. (A) pioneer 4. (D) encyclopedia 5. (A) possibility 6. (D) formula 7. (A) inspired 8. (D) biology 9. (C) telescope 10. (D) perform

Options for Evaluation •

•

Have students check their own Practice Tests against their lists of Spelling Words. The list on the opposite page provides references to the lessons where they can find words they misspelled. You may prefer to assign partners and have students check each other’s Practice Test, using their own list of Spelling Words.

REVIEW ACTIVITIES Activity 1 Challenge students to create crossword puzzles using eight or more Spelling Words from Unit 6. When they have finished, have students exchange papers with a partner and work each other’s puzzles.

Activity 2 To help students who need a reteaching activity, provide a variety of headlines cut from newspapers. Have students cut out individual letters and glue them on paper to form words from Unit 6 that they have difficulty spelling.

Activity 3 Ask each student to choose a Spelling Word from Unit 6. Then invite one student to come to the board and write a blank for each letter of his or her word, filling in only two or three letters. The rest of the group should try to guess what the word is. Continue the game until each student has challenged the group with his or her word.

Activity 4 Appeal to students’ artistic ability! Ask them to write one of the Spelling Words from this review lesson and decorate it in a way that refers to the word’s meaning. Post the results in the classroom.

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Teacher’s Guide

Unit 6 Review (CONTINUED)

OPTIONS

Unit Activity Options

WHAT’S IN A WORD?

REMEMBER YOUR ROOTS Encourage students to list as many words as they can that are based on the word parts. After the game has been completed, you may want to have students refer to a dictionary to find additional words that have these word parts. PAIR OFF FOR PRACTICE Provide index cards for students to use in making flashcards. You may want to do this activity with the entire group, divided into two teams. YOUR WORD HISTORIES Ask students to read words from their lists, and then have the class guess whether the words have Latin or Greek roots. You may want to do this activity in two teams or in small groups. CHALLENGE YOURSELF Encourage students to select words that they find interesting and challenging. Remind students that definitions of words do not have to be dictionary definitions; they may write their own.

♦ encyclopedia The word encyclopedia is related to the word circle, even though its present meaning would not seem to indicate this. The original meaning of encyclopedia was “a circle of learning, a general education.” The sense of encyclopedia as a book comes from the idea that it gives a full circle, or range, of information.

♦ periscope The word periscope consists of two Greek word parts: peri-, meaning “around,” and -scop-, meaning “see.” A periscope is an instrument that provides a view all around, or on all sides.

WORKING TOGETHER You may wish to have students work on the Challenge Yourself activity in pairs. Have each student make separate definition cards and then trade cards with his or her partner. The partner should write the Spelling Word that fits each definition. Remind students that the definition of each Spelling Word appears in the Spelling Dictionary. PROOFREADING PARTNERS Have students read the instructions for the activity, and answer any questions they may have. Remind students to review the list carefully and to select the Spelling Words they find most troublesome; this approach will make the activity a useful tool for improving their spelling skills. Then have students select their own partners and complete the activity. SYNONYM SPELL-CHECK After students have had the opportunity to complete the Synonym Spell-Check with a partner, collect the synonyms and use them to review all the Spelling Words. Having more than one synonym for a Spelling Word will give students more than one chance to review each Spelling Word.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Unit 6 Review (CONTINUED)

OPTIONS

Curriculum Options

WHAT’S IN A WORD?

LANGUAGE ARTS: WACKY WORDS FROM GREEK Challenge students to make up words by combining Greek word parts in funny ways. For example, a “hydroscoplog” might be “a water word you can see.” SCIENCE: SCIENCE TERMS FOR KIDS Have students make a dictionary of science terms for younger children. First, help them choose an age group as a target audience. Then have them consult science textbooks and talk with teachers to determine what terms to include. Next, have them develop a definition and an example sentence for each term. Encourage them to use as many Spelling Words as possible in their dictionary, including formation, formula, invention, perform (as in perform an experiment), inventor, and respiration. After students have completed the dictionary, bind it and have students share it with a younger class. SOCIAL STUDIES: SUPER SPECTACULAR SOCIAL STUDIES SENTENCES First, discuss a topic that students are currently studying in social studies. Then ask students to look at the list of Spelling Words and to think of a sentence that pertains to the social studies topic and includes a Spelling Word. They might suggest sentences such as “Our state government is strongly influenced by agricultural interests” or “Workers formed an organization to fight for higher wages.” Next, put students in groups of three or four. The first team to use all sixteen Spelling Words in written sentences about social studies is declared the winner.

philanthropic Philanthropic people or organizations seek to help other people. They use their own money to improve the education, health, or welfare of others. The word philanthropic comes from the Greek philos, meaning “loving,” combined with anthropos, meaning “man” or “human being.” A philanthropist, therefore, is one who loves his or her fellow human beings.

♦ psychiatrist/ psychology The words psychiatrist and psychology are unusual words in that they begin with the letters ps but have the sound of “sigh.” These words come from the name Psyche, a goddess of ancient Greece. Psyche was a princess who was thought to represent the human soul or spirit. Her name was given to studies of the human mind or human nature.

radiologist A radiologist is a specialist in using X-rays and other forms of radiology. Do you wonder why the word radio is part of radiologist? In Latin, radius means “ray”—a beam of light or other kind of energy. The waves of electric impulses that radios receive and send are related to the highenergy waves that radiologists study.

♦ This indicates a Unit Spelling Word.

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Teacher’s Guide

Management Charts This section of the Teacher’s Guide contains the following reproducible management charts. Percent Conversion Chart The Percent Conversion Chart indicates percentage scores for tests that have from 4 to 24 test items. To find the percentage score a particular student has earned, find the box where the appropriate horizontal and vertical rows meet. The percent score appears in that box. Spelling Progress Chart The Spelling Progress Chart may be used to track individual students’ scores for the Pretest, Posttest, and the Practice Test over the course of six units. Make one photocopy of the Spelling Progress Chart for each student. Keep a copy of the Spelling Progress Chart for each student. Keep a copy of this chart in each student’s portfolio and refer to it during student-and-teacher conferences. If you prefer, you may want to allow the students themselves to record and to keep a copy of the record to monitor their own progress as a form of selfassessment. The Practice Test at the end of each unit is designed to give students practice with the standardized test format and help them become comfortable with test-taking procedures. The number of correctly spelled words should be recorded in the appropriate column of the chart. Class Record-Keeping Chart Use the Class Record-Keeping Chart to keep track of the progress of your class. This chart can hold all students’ scores for the Pretest, the Posttest, and the Practice Test. Make six copies of this page. Use one copy with each unit. Error Analysis Chart for Writing Activities The Error Analysis Chart for Writing Activities is designed to help you analyze the nature of students’ spelling errors and thereby customize instruction to meet individual needs.

Holt Spelling 58

60 55 50

71 63 56 50 45

67 57 50 44

50 43

For 6-item test

For 7-item test

For 8-item test

For 9-item test

For 10-item test

For 11-item test

81

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Teacher’s Guide

54

55 52 50

55 52 50 48

56 53 50 48

50 47

For 18-item test

For 19-item test

For 20-item test

For 21-item test

For 22-item test

For 23-item test

For 24-item test

57

57

58

59

53

47

For 17-item test

63

61

65

69

60

63

67

71

75

14

59

62

65

68

72

76

81

87

15

58

61

64

67

70

74

78

82

88

16

63

65

68

71

75

79

83

88

17

67

70

73

76

80

84

89

18

71

74

77

81

85

89

19

75

78

82

86

90

20

79

83

86

90

21

83

87

91

22

88

91

23

92

24

96 100

96 100

95 100

95 100

95 100

95 100

94 100

94 100

94 100

93 100

93 100

56

80

86

50

73

79

For 16-item test

67

71

60

64

53

92 100

47

85

92 100

13

For 15-item test

77

83

91 100

12

57

69

75

82

90 100

11

50

67

73

80

89 100

10

For 14-item test

70

78

88 100

9

62

47

75

86 100

8

54

For 13-item test

For 12-item test

64

67

80 100

60

40

For 5-item test 83 100

75 100

7

50

6

For 4-item test

5

3

4

Number Correct 2

Number of Test Items

Use the matrix below to convert the raw score for each test to a percentage.

Percent Conversion Chart

Name ________________________________ Class ____________________ Date_______________________

Spelling Progress Chart Directions Write in Pretest, Posttest, and Practice Test scores. If a student shows improvement but has missed one or more items, fill in dot under Showed Improvement. For perfect scores, fill in dot under Mastered Words. NUMBER OF WORDS CORRECTLY SPELLED Pretest

Posttest

Unit 6

Unit 5

Unit 4

Unit 3

Unit 2

Unit 1

LESSON Lesson 1 Lesson 2 Lesson 3 Lesson 4 Unit 1 Review Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Unit 2 Review Lesson 12 Lesson 13 Lesson 14 Lesson 15 Lesson 16 Unit 3 Review Lesson 18 Lesson 19 Lesson 20 Lesson 21 Unit 4 Review Lesson 23 Lesson 24 Lesson 25 Lesson 26 Unit 5 Review Lesson 28 Lesson 29 Lesson 30 Lesson 31 Unit 6 Review

Practice Test

Practice Test

Practice Test

Practice Test

Practice Test

Practice Test

PROGRESS Showed Improvement O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O

Mastered Words O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O O

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Class Record-Keeping Chart Directions Make six copies of this page, and use one copy with each unit.

NAME

LESSON

LESSON

LESSON

LESSON

LESSON

Pretest/ Posttest

Pretest/ Posttest

Pretest/ Posttest

Pretest/ Posttest

Pretest/ Posttest

UNIT REVIEW Practice Test

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Name ________________________________ Class ____________________ Date_______________________

Error Analysis Chart for Writing Activities Directions Make as many copies of chart as necessary.

Other

Irregular Words Compounds, Homophones, Contractions

Substitutions, Omissions, Insertions, Reversals

Double Letters

Where the Error Appears in the Word

Inflectional Endings and Suffixes

End

Silent Letters Consonant Vowel

Middle

Misspelling

Correct Spelling

Beginning

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Student Worksheets and Answer Key This section of the Teacher’s Guide contains the following reproducible worksheets and answers. Word Cards The Word Cards are designed to be used in open-sort activities. In open sort, students group the word cards according to a criterion they select themselves. They might group words that share the same beginning or middle sound, words that are related by topic, or words that have a similar shape. Home Activities The Home Activity is designed to involve family members in the spelling instruction of your students. It includes a brief introductory letter about the lesson being developed in class as well as an activity designed to help family members become an integral part of the learning process. Practice Activities The Practice Activity is designed to provide students with additional practice on the spelling concepts developed in class. Answer Key for Practice Activities The Answer Key for Practice Activities provides answers for all Practice Activities.

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Name ________________________________ Class ____________________ Date_______________________

Lesson 1

Base Word Families

WORD CARDS

colony

colonist

depend

independent

consider

consideration

history

historian

believe

believable

construct

reconstruction

company

companion

decide

indecisive

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 1

Base Word Families

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then, name the word’s base word, or name the base word family to which the word belongs, and make up a sentence.

1. colony 2. colonist 3. depend 4. independent 5. consider

COMMENT BOX

6. consideration 7. history 8. historian 9. believe 10. believable 11. construct 12. reconstruction 13. company 14. companion 15. decide 16. indecisive

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 1

Base Word Families

PRACTICE ACTIVITY

A. Write the Spelling Word that goes with each clue. Then write the Spelling Word in the same word family.

3. depend

b. familiar

4. independent

1. true, genuine, or real a. _________________

b. _________________ b. _________________ b. _________________ b. _________________

5. one of the original settlers or founders of an area a. _________________

b. _________________ b. _________________

12. reconstruction 13. company 15. decide 16. indecisive

7. think about carefully a. _________________

11. construct

14. companion

6. place trust or reliance on a. _________________

9. believe 10. believable

4. record of significant events a. _________________

7. history 8. historian

3. visitors, guests, fellowships a. _________________

5. consider 6. consideration

2. build, make by combining parts a. _________________

1. colony 2. colonist

Model: parents, cousins, aunts, uncles a. family

Spelling Words

b. _________________

8. make a final judgment about, select a course of action a. _________________

b. _________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Name ________________________________ Class ____________________ Date_______________________

Lesson 2

Homophones

WORD CARDS

real

missed

pain

tide

shoot

mist

birth

swayed

shown

tied

pane

shone

reel

berth

chute

suede

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 2

Homophones

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then, name the word’s homophone and make up a sentence using the homophone.

1. real 2. missed 3. pain 4. tide

COMMENT BOX

5. shoot 6. mist 7. birth 8. swayed 9. shown 10. tied 11. pane 12. shone 13. reel 14. berth 15. chute 16. suede

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 2

Homophones

PRACTICE ACTIVITY

A. Read each definition. On line a, write the Spelling Word that best fits the definition. On line b, write the homophone for the Spelling Word on line a. 1. a spool on which something is wound a. _________________

b. _________________ b. _________________ b. _________________ b. _________________ b. _________________

6. space for sleeping on a train or ship a. _________________

8. swayed 10. tied 11. pane 12. shone 13. reel

b. _________________

7. a soft leather with fuzzy nap on one side a. _________________

6. mist

9. shown

5. a sloping passage through which things can be dropped a. _________________

4. tide

7. birth

4. the rise and fall of the ocean level a. _________________

2. missed

5. shoot

3. a sheet of glass set in a window a. _________________

1. real 3. pain

2. a cloud of tiny drops of moisture a. _________________

Spelling Words

14. berth 15. chute

b. _________________

16. suede

8. allowed to be seen a. _________________

b. _________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 3

Adding Endings to Words

WORD CARDS

letting

following

cheating

labored

gathered

hammered

controlling

bothering

ruined

listening

studying

swallowed

permitting

carrying

compelled

groaned

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 3

Adding Endings to Words

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Have your child write a story that uses at least five Spelling Words. Provide a sentence starter such as Last night before I turned out my light, I had the feeling that . . .

1. letting 2. following 3. cheating 4. labored

COMMENT BOX

5. gathered 6. hammered 7. controlling 8. bothering 9. ruined 10. listening 11. studying 12. swallowed 13. permitting 14. carrying 15. compelled 16. groaned

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 3

Adding Endings to Words

PRACTICE ACTIVITY

A. Write the Spelling Word that relates to each word or phrase.

Spelling Words

1. pounded ___________________

1. letting

2. collected ___________________

2. following

3. having power over ___________________

3. cheating

4. paying attention by hearing ___________________

4. labored

5. made movements to pass food from the mouth into the throat ___________________

5. gathered

6. acting in a dishonest way ___________________

7. controlling

7. made a low sound of disappointment ___________________

8. bothering

8. destroyed ___________________

9. ruined

9. allowing ___________________

10. listening

6. hammered

10. transporting from one place to another ___________________

11. studying

11. worked hard ___________________

12. swallowed

12. going after ___________________

13. permitting

13. forced ___________________

14. carrying

14. annoying ___________________

15. compelled

15. preparing for a test ___________________

16. groaned

16. consenting ___________________ B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 4

Negative Prefixes

WORD CARDS

deactivated

illegal

misbehave

antisocial

illegible

antislavery

deform

antibiotic

misunderstand

illogical

antidote

decrease

misfortunate

defrost

misspell

illiterate

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 4

Negative Prefixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then, change the sentence to fit the Spelling Word minus the negative prefix.

1. deactivated 2. illegal 3. misbehave 4. antisocial

COMMENT BOX

5. illegible 6. antislavery 7. deform 8. antibiotic 9. misunderstand 10. illogical 11. antidote 12. decrease 13. misfortunate 14. defrost 15. misspell 16. illiterate

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 4

Negative Prefixes

PRACTICE ACTIVITY

A. Write a Spelling Word whose meaning fits each statement.

Spelling Words

1. Our neighbor refused to say hello. ______________

1. deactivated

2. The disk left on the heater became misshapen. _______________

2. illegal

3. The frozen entree melted when left on the counter. ____________

3. misbehave

4. Her pen pal found the letter confusing because of the incorrect words. ___________________

4. antisocial

5. Not knowing how to read and write can make daily life difficult. ___________________

6. antislavery

6. The flower used in the recipe was poisonous, but the baker had an herb to counteract it. ___________________

8. antibiotic

7. The team made the wrong play because they didn’t interpret the signal correctly. ___________________ 8. The child’s fever broke once the infection responded to the treatment. ___________________ 9. Even though she knew the answer, her writing on the test was so messy that it appeared to be incorrect. ___________________

5. illegible 7. deform 9. misunderstand 10. illogical 11. antidote 12. decrease 13. misfortunate 14. defrost

10. The boy didn’t follow the class rules. ___________________

15. misspell

11. The Civil War was fought to free people from bondage. ___________________

16. illiterate

12. The taxi driver got a traffic ticket for turning at the red light. ___________________ 13. She suspended her club membership by filing the paperwork. ___________________ 14. Fewer funds were available due to less interest in the program. ___________________ 15. It didn’t make sense to expect improvements when no changes had been made. ___________________ 16. The family always seemed to struggle with money problems and health issues. ___________________ B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 6

Prefixes en- and ex-

WORD CARDS

encourage

exit

enjoying

exchange

express

envelope

extend

excitement

exceed

explode

enthusiasm

enclose

expand

exclaim

exclude

excel

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 6

Prefixes en- and ex-

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Take turns with your child writing a sentence for each Spelling Word, using a synonym. Name the synonym, and rewrite the sentence using the Spelling Word.

1. encourage 2. exit 3. enjoying 4. exchange

COMMENT BOX

5. express 6. envelope 7. extend 8. excitement 9. exceed 10. explode 11. enthusiasm 12. enclose 13. expand 14. exclaim 15. exclude 16. excel

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 6

Prefixes en- and ex-

PRACTICE ACTIVITY

A. Write the Spelling Word that relates to each clue.

Spelling Words

1. Mail a letter in this. ___________________

1. encourage

2. Go out through this door. ___________________

2. exit

3. Blow up! ___________________

3. enjoying

4. This means “to leave out.” ___________________

4. exchange

5. When you tell a teammate “You can do it,” you do this. ___________________

5. express

6. If you’re having fun, you’re doing this. ___________________

7. extend

7. Make a trade! ___________________

8. excitement

8. Cheering fans have this. ___________________

9. exceed

9. The arrival of the circus caused everyone to feel this. ___________________ 10. If you’re very good at math, your teacher might say that you do this. ___________________ 11. It means “to grow larger.” ___________________ 12. You don’t just say “Hooray”; you ___________________ 13. You do this to an order form when you send it along with a letter. ___________________

6. envelope

10. explode 11. enthusiasm 12. enclose 13. expand 14. exclaim 15. exclude 16. excel

14. If you do better than you thought you would, you ___________________ your expectations. 15. You do this when you stretch out your arm. ___________________ 16. This means “to tell or state.” ___________________ B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 7

Prefixes dis- and de-

WORD CARDS

disliked

discovered

decay

dispose

defeat

destroyed

decline

defects

disabled

disappeared

disappointment

dependent

deduction

disadvantages

disguised

dissolved

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 7

Prefixes dis- and de-

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns writing sentences using antonyms for several Spelling Words. The sentences may not make sense with the antonyms. Then replace each antonym with a Spelling Word. The sentence should now make sense.

1. disliked 2. discovered 3. decay 4. dispose 5. defeat

COMMENT BOX

6. destroyed 7. decline 8. defects 9. disabled 10. disappeared 11. disappointment 12. dependent 13. deduction 14. disadvantages 15. disguised 16. dissolved

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 7

Prefixes dis- and de-

PRACTICE ACTIVITY

A. Write a Spelling Word to take the place of each underlined word or words. Do not change the meaning of the sentence.

Spelling Words

1. disliked

1. The plane vanished behind a cloud. ___________________

2. discovered

2. I’ve found the hiding place! ___________________

3. decay

3. I’ll get rid of the trash on the floor. ___________________

4. dispose

4. The car was put out of running order in the crash. ___________________

5. defeat

5. We’re sad about our team’s loss in the tournament. ___________________

7. decline

6. Using brown paint, I changed the appearance of the bag of treasure so that it looked like a big rock. ___________________

9. disabled

7. If you don’t brush your teeth, they will rot. ___________________

6. destroyed 8. defects 10. disappeared 11. disappointment

8. When the sun came out, the dew quickly faded away. ___________________

12. dependent

9. I received a ten-point subtraction from my grade because I did not finish the test. ___________________

14. disadvantages

10. Early settlers were reliant upon wild game for food. ___________________

13. deduction 15. disguised 16. dissolved

11. If the new freeway is built beside my house, it may cause the property value to go down. ___________________ 12. I hated having to make a speech. ___________________ 13. When I was sick on the day of the concert, it was a big failure to meet my hopes. ___________________ 14. Heavy traffic and air pollution are two of the unfavorable conditions of city life. ___________________ 15. Poor steering and poor brakes are flaws in the car’s design. ___________________ 16. The earthquake wrecked many buildings. ___________________ B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 8

Prefix ad-

WORD CARDS

arrest

approve

accent

arrived

arrange

accommodate

announced

approaching

accepted

appoint

accompanying

array

arrangements

accomplish

accelerate

annoy

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 8

Prefix ad-

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write the Spelling Words, replacing every other letter with a dash. Give the list to your child, and ask him or her to finish spelling the words by filling in the blanks.

1. arrest 2. approve 3. accent 4. arrived

COMMENT BOX

5. arrange 6. accommodate 7. announced 8. approaching 9. accepted 10. appoint 11. accompanying 12. array 13. arrangements 14. accomplish 15. accelerate 16. annoy

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 8

Prefix ad-

PRACTICE ACTIVITY

A. Write the Spelling Word that fits each set of blanks. One letter of each word has been provided.

Spelling Words

1. arrest

1. __ __ __ __ l __ __ __ __ __

___________________

2. approve

2. __ __ __ __ v __ __

___________________

3. accent

3. __ __ __ __ __ t

___________________

4. arrived 5. arrange

4. __ __ __ __ __ __ __ n __ __ __ __ ___________________

6. accommodate

5. __ __ __ o __

___________________

7. announced

6. __ __ r __ __

___________________

8. approaching

7. __ __ __ __ __ __ c __ __ __ __

___________________

9. accepted 10. appoint

8. __ __ __ __ __ __ __ m __ __ __ __ ___________________

11. accompanying

___________________

12. array

10. __ c __ __ __ __

___________________

13. arrangements

11. __ __ __ __ __ __ __ __ d

___________________

14. accomplish

12. __ __ __ __ __ g __

___________________

15. accelerate

13. __ __ __ __ m __ __ __ __ __

___________________

16. annoy

14. __ __ __ __ __ t __ __

___________________

15. __ __ __ __ __ m __ __ __ __ __

___________________

16. __ __ __ o __ __ __

___________________

9. __ __ __ __ __ v __

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 9

Adjective Suffixes

WORD CARDS

backward

foolish

handsome

lonesome

selfish

marine

greenish

awkward

wholesome

grayish

childish

masculine

feminine

reddish

genuine

awesome

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 9

Adjective Suffixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Ask your child to write a noun to go with each Spelling Word. Ask him or her to select nouns that the adjectives modify. Some examples are backward letter, foolish clown.

1. backward 2. foolish 3. handsome 4. lonesome

COMMENT BOX

5. selfish 6. marine 7. greenish 8. awkward 9. wholesome 10. grayish 11. childish 12. masculine 13. feminine 14. reddish 15. genuine 16. awesome

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 9

Adjective Suffixes

PRACTICE ACTIVITY

A. Unscramble each set of letters to form a Spelling Word. Write the Spelling Word on the line.

Spelling Words

1. backward

1. deshird

___________________

2. foolish

2. smoleeon

___________________

3. handsome

3. drawkcab

___________________

4. lonesome

4. slidichh

___________________

5. selfish

5. rawdkaw

___________________

6. marine

6. nieram

___________________

7. greenish

7. eminenif

___________________

8. awkward

8. sheinreg

___________________

9. wholesome

9. sweemoa

___________________

10. grayish

10. lacunimes

___________________

11. childish

11. flehiss

___________________

12. masculine

12. menodash

___________________

13. feminine

13. hayrigs

___________________

14. reddish

14. uningee

___________________

15. genuine

15. sofhoil

___________________

16. awesome

16. sweelmooh

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 10

Spelling and Pronunciation

WORD CARDS

February

separate

different

library

temperature

strength

length

vegetable

arctic

twelfth

probably

jewelry

literature

boundary

reference

beverage

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 10

Spelling and Pronunciation

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write a sentence using each Spelling Word. Read each sentence, leaving the word out. Ask your child to write the Spelling Word that best fits the meaning of the sentence.

1. February 2. separate 3. different 4. library

COMMENT BOX

5. temperature 6. strength 7. length 8. vegetable 9. arctic 10. twelfth 11. probably 12. jewelry 13. literature 14. boundary 15. reference 16. beverage

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 10

Spelling and Pronunciation

PRACTICE ACTIVITY

A. Write the Spelling Word that goes with each clue.

Spelling Words

1. milk or juice

___________________

1. February

2. an encyclopedia or an almanac

___________________

2. separate

3. after January 31

___________________

3. different

4. not the same

___________________

4. library

5. find lots of books here

___________________

5. temperature

6. between eleventh and thirteenth

___________________

6. strength

7. brrrrr!

___________________

7. length

8. a carrot or broccoli

___________________

8. vegetable

9. border

___________________

9. arctic

10. opposite of weakness

___________________

10. twelfth

11. more than likely

___________________

11. probably

12. not width

___________________

12. jewelry

13. How hot is it?

___________________

13. literature

14. not together

___________________

14. boundary

15. great stories and poems

___________________

15. reference

16. a bracelet or a ring

___________________

16. beverage

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 12

Noun Suffixes

WORD CARDS

bakery

victory

documentary

factory

machinery

discovery

nursery

dictionary

century

injury

missionary

territory

scenery

revolutionary

treasury

luxury

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Holt Spelling

114

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 12

Noun Suffixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write riddles for four Spelling Words. Have your child solve each riddle by naming a Spelling Word. Then switch roles and continue with the remaining Spelling Words. An example riddle is I’m a sweet place where cakes and cookies abound. (bakery)

1. bakery 2. victory 3. documentary 4. factory 5. machinery

COMMENT BOX

6. discovery 7. nursery 8. dictionary 9. century 10. injury 11. missionary 12. territory 13. scenery 14. revolutionary 15. treasury 16. luxury

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

115

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 12

Noun Suffixes

PRACTICE ACTIVITY

A. The *s in these Spelling Words stand for missing vowels. Write each word, adding the correct vowels.

Spelling Words

1. bakery

1. t*rr*t*r*

___________________

2. victory

2. tr**s*r*

___________________

3. documentary

3. d*c*m*nt*r*

___________________

4. factory

4. r*v*l*t**n*r*

___________________

5. machinery

5. sc*n*r*

___________________

6. discovery

6. m*ss**n*ry

___________________

7. nursery

7. d*sc*v*r*

___________________

8. dictionary

8. c*nt*r*

___________________

9. century

9. m*ch*n*r*

___________________

10. injury

10. f*ct*r*

___________________

11. missionary

11. v*ct*r*

___________________

12. territory

12. n*rs*r*

___________________

13. scenery

13. l*x*r*

___________________

14. revolutionary

14. b*k*r*

___________________

15. treasury

15. *nj*r*

___________________

16. luxury

16. d*ct**n*r*

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

116

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 13

Consonant and Syllable Patterns

WORD CARDS

gallery

tomorrow

attitude

hurricane

barrier

corridor

umbrella

buffalo

gorilla

pinnacle

syllable

accordion

massacre

opossum

moccasins

cinnamon

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Holt Spelling

117

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 13

Consonant and Syllable Patterns

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Ask your child to use the Spelling Words to create a word search puzzle. You may also create one. Then solve each other’s word search puzzles.

1. gallery 2. tomorrow 3. attitude 4. hurricane

COMMENT BOX

5. barrier 6. corridor 7. umbrella 8. buffalo 9. gorilla 10. pinnacle 11. syllable 12. accordion 13. massacre 14. opossum 15. moccasins 16. cinnamon

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Holt Spelling

118

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 13

Consonant and Syllable Patterns A. Write the Spelling Word that fits each set of letter spaces. 1.

PRACTICE ACTIVITY Spelling Words

1. gallery

__ __ __ __ __ d __ __

2.

__ o __ __ __ __ __

2. tomorrow

3.

__ u __ __ __ __ __

3. attitude

4.

b __ __ __ __ __ __

5.

__ __ l __ __ __ __

6.

__ __ c __ __ __ __ __ __

8.

5. barrier 6. corridor

__ __ __ __ e __ __ __

7.

4. hurricane

__ __ __ o __ __ __ __

7. umbrella 8. buffalo

9.

__ __ n __ __ __ __ __

9. gorilla

10.

__ __ s __ __ __ __ __

10. pinnacle

11.

__ __ o __ __ __ __

11. syllable

12. 13. 14.

12. accordion

__ __ __ __ __ __ __ n

13. massacre

__ __ __ __ __ __ a __ __

14. opossum

__ __ __ __ __ __ __ n __

15. 16.

__ __ t __ __ __ __ __ s __ __ __ __ __ __ __

15. moccasins 16. cinnamon

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

119

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 14

Derived Spellings -able and -ible

WORD CARDS

comfortable

gullible

desirable

eligible

compatible

understandable

incredible

accessible

perishable

permissible

questionable

durable

responsible

unacceptable

invincible

admirable

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Holt Spelling

120

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 14

Derived Spellings -able and -ible

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then, change the sentence to fit the Spelling Word minus the suffix.

1. comfortable 2. gullible 3. desirable 4. eligible

COMMENT BOX

5. compatible 6. understandable 7. incredible 8. accessible 9. perishable 10. permissible 11. questionable 12. durable 13. responsible 14. unacceptable 15. invincible 16. admirable

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Holt Spelling

121

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 14

Derived Spellings -able and -ible A. Write the Spelling Word that relates to each word or phrase.

PRACTICE ACTIVITY Spelling Words

1. Share common interests ___________________

1. comfortable

2. Will spoil if not stored properly ___________________

2. gullible

3. Easily fooled ___________________

3. desirable

4. Hard to believe ___________________

4. eligible

5. Sturdy and long-lasting ___________________

5. compatible

6. Incapable of being defeated ___________________

6. understandable

7. Not pleasing or welcome ___________________

7. incredible

8. Deserving the highest esteem ___________________

8. accessible

9. Trustworthy and reliable ___________________

9. perishable

10. Reason to doubt or challenge ___________________

10. permissible

11. Allowed ___________________

11. questionable

12. Qualified for participation ___________________

12. durable

13. Being within reach ___________________

13. responsible

14. Able to be comprehended ___________________

14. unacceptable

15. Wanted, beneficial ___________________

15. invincible

16. Enjoying contentment and security ___________________

16. admirable

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

122

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 15

Latin Roots

WORD CARDS

judges

fortune

doubt

doubtless

doubtful

specialist

misfortune

fortunate

unfortunate

especially

specific

specifications

judicial

judgment

prejudice

undoubtedly

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

123

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 15

Latin Roots

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then do the same thing using two, three, or four Spelling Words for a single sentence.

1. judges 2. fortune 3. doubt 4. doubtless

COMMENT BOX

5. doubtful 6. specialist 7. misfortune 8. fortunate 9. unfortunate 10. especially 11. specific 12. specifications 13. judicial 14. judgment 15. prejudice 16. undoubtedly

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

124

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 15

Latin Roots

PRACTICE ACTIVITY

A. Unscramble the letters of each Spelling Word. Write the word in the horizontal numbered space, with one letter on each line. Then, in the vertical boxes, read the names of two things that are part of a common expression. 1. ouefrtn

Spelling Words

1. judges 2. fortune 3. doubt 4. doubtless

2. uoudbtfl

5. doubtful

3. lssetbdou

6. specialist

4. listaispec

7. misfortune

5. liaciduj

8. fortunate

6. nnuuforttae

9. unfortunate

7. gjdumnet

10. especially

8. eellyisapc

11. specific

9. tionsificaspec

12. specifications

10. tobud

13. judicial

11. atefortun

14. judgment

12. judpreice

15. prejudice

13. tunemfsrio

16. undoubtedly

14. dbdunlyouet 15. spcfieic 16. sdguje B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

125

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 16

Verb Suffixes

WORD CARDS

celebrate

realize

advertise

analyze

organize

cooperate

congratulate

exercise

calculate

illustrate

recognize

compromise

memorize

paralyze

criticize

inaugurate

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Holt Spelling

126

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 16

Verb Suffixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Ask your child to write an adverb to go with each Spelling Word. Some examples are celebrate happily, recognize instantly, and illustrate clearly.

1. celebrate 2. realize 3. advertise 4. analyze

COMMENT BOX

5. organize 6. cooperate 7. congratulate 8. exercise 9. calculate 10. illustrate 11. recognize 12. compromise 13. memorize 14. paralyze 15. criticize 16. inaugurate

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

127

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 16

Verb Suffixes

PRACTICE ACTIVITY

A. The *s in these Spelling Words stand for missing vowels. Write each word, adding the correct vowels.

Spelling Words

1. celebrate

1. * l l * s t r * t *

___________________

2. realize

2. * n * l * z *

___________________

3. advertise

3. * r g * n * z *

___________________

4. analyze

4. * n * * g * r * t *

___________________

5. organize

5. m * m * r * z *

___________________

6. cooperate

6. r * c * g n * z *

___________________

7. congratulate

7. r * * l * z *

___________________

8. exercise

8. c * * p * r * t *

___________________

9. calculate

9. c * l * b r * t *

___________________

10. illustrate

10. p * r * l * z *

___________________

11. recognize

11. * x * r c * s *

___________________

12. compromise

12. * d v * r t * s *

___________________

13. memorize

13. c r * t * c * z *

___________________

14. paralyze

14. c * m p r * m * s *

___________________

15. criticize

15. c * n g r * t * l * t *

___________________

16. inaugurate

16. c * l c * l * t *

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

128

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 18

More Latin Roots

WORD CARDS

advise

instructions

visitors

succeeded

depositing

recess

televised

revised

position

constructing

composition

opposite

structures

destruction

vision

necessary

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

129

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 18

More Latin Roots

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Have your child write a story that uses at least five Spelling Words. Provide a sentence starter, such as When I arrived home from school yesterday, I saw . . .

1. advise 2. instructions 3. visitors 4. succeeded

COMMENT BOX

5. depositing 6. recess 7. televised 8. revised 9. position 10. constructing 11. composition 12. opposite 13. structures 14. destruction 15. vision 16. necessary

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

130

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 18

More Latin Roots

PRACTICE ACTIVITY

A. Unscramble each set of letters to form a Spelling Word. Write the Spelling Word on the line.

Spelling Words

1. advise

1. leesitvde

___________________

2. instructions

2. sserce

___________________

3. visitors

3. dasive

___________________

4. succeeded

4. evrsedi

___________________

5. depositing

5. ssterurctu

___________________

6. recess

6. isnnsotirtuc

___________________

7. televised

7. dedeeccus

___________________

8. revised

8. sitviors

___________________

9. position

9. sitpooncmoi

___________________

10. constructing

10. vsonii

___________________

11. composition

11. itionpos

___________________

12. opposite

12. stderuticon

___________________

13. structures

13. aryncssee

___________________

14. destruction

14. indeospitg

___________________

15. vision

15. gcnointsctur

___________________

16. necessary

16. etioppso

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

131

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 19

Unstressed Endings

WORD CARDS

attendance

constant

brilliant

substance

existence

incident

frequent

endurance

balance

intelligent

influence

reluctant

magnificent

experience

confidence

elegant

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

132

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 19

Unstressed Endings

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Copy the list of Spelling Words, scrambling the letters in each word. Give the list to your child, and ask him or her to unscramble the words so that each word is spelled correctly.

1. attendance 2. constant 3. brilliant 4. substance

COMMENT BOX

5. existence 6. incident 7. frequent 8. endurance 9. balance 10. intelligent 11. influence 12. reluctant 13. magnificent 14. experience 15. confidence 16. elegant

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

133

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 19

Unstressed Endings

PRACTICE ACTIVITY

A. Look at the consonants in each word below. Then write the Spelling Word on the line.

Spelling Words

1. attendance

1. b r __ l l __ __ n t

___________________

2. constant

2. __ l __ g __ n t

___________________

3. brilliant

3. c __ n s t __ n t

___________________

4. substance

4. __ n t __ l l __ g __ n t

___________________

5. existence

5. b __ l __ n c __

___________________

6. incident

6. r __ l __ c t __ n t

___________________

7. frequent

7. f r __ q __ __ n t

___________________

8. endurance

8. __ n c __ d __ n t

___________________

9. balance

9. m __ g n __ f __ c __ n t

___________________

10. intelligent

10. __ n f l __ __ n c __

___________________

11. influence

11. __ x __ s t __ n c __

___________________

12. reluctant

12. s __ b s t __ n c __

___________________

13. magnificent

13. __ n d __ r __ n c __

___________________

14. experience

14. __ t t __ n d __ n c __

___________________

15. confidence

15. __ x p __ r __ __ n c __

___________________

16. elegant

16. c __ n f __ d __ n c __

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

134

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 20

More Latin Roots

WORD CARDS

permit

transfer

dismissed

suffer

transmission

contracted

commitment

attract

submit

references

offered

omit

admit

distract

subtraction

refer

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

135

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 20

More Latin Roots

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write a sentence using each Spelling Word. Read each sentence, leaving the word out. Ask your child to write the Spelling Word that best fits the meaning of the sentence.

1. permit 2. transfer 3. dismissed 4. suffer

COMMENT BOX

5. transmission 6. contracted 7. commitment 8. attract 9. submit 10. references 11. offered 12. omit 13. admit 14. distract 15. subtraction 16. refer

Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

136

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 20

More Latin Roots

PRACTICE ACTIVITY

A. Write the Spelling Word that makes sense in each sentence.

Spelling Words

1. I have made a ___________________ to study two hours every evening.

1. permit

2. This pain in my back has made me ___________________ for a week.

3. dismissed

3. My brother will not ___________________ that he accidentally broke the vase.

5. transmission

4. I use ___________________ more than I use addition in keeping track of my finances.

7. commitment

5. Please don’t ___________________ me with questions when I’m trying to complete a math problem.

9. submit

2. transfer 4. suffer 6. contracted 8. attract

6. I’ll ___________________ to my history book to find the answers to these questions.

10. references

7. The principal will ___________________ three students to raise the flag.

12. omit

8. When you spell my name, be careful not to ___________________ any of the letters.

11. offered 13. admit 14. distract

9. I ___________________ to help, but he wanted to do it himself. 10. I’m going to ___________________ my books from my old locker to my new one.

15. subtraction 16. refer

11. The speaker made several ___________________ to sports in the speech. 12. Our committee will ___________________ our proposal to the group. 13. Scientists are studying the ___________________ of tropical diseases through poor public sanitation. 14. Class will not be ___________________ early today. 15. We hope our new soccer club will ___________________ many members. 16. Doctors could not help many of the people who ___________________ the disease. B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

Holt Spelling

137

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 21

Derived Words

WORD CARDS

history

historical

family

familiar

fantasy

fantastic

company

companion

editor

editorial

colony

colonial

strategy

strategic

diplomacy

diplomatic

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Holt Spelling

138

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 21

Derived Words

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Ask your child to write several sentences in which the initial letters of the words form a Spelling Word. An example for editor is Ed does interesting talks on running.

1. history 2. historical 3. family 4. familiar

COMMENT BOX

5. fantasy 6. fantastic 7. company 8. companion 9. editor 10. editorial 11. colony 12. colonial 13. strategy 14. strategic 15. diplomacy 16. diplomatic

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Holt Spelling

139

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 21

Derived Words

PRACTICE ACTIVITY

A. Write the Spelling Word that makes sense for each clue. Then write the derived Spelling Word. b. mysterious b. _______________________

5. fantasy 6. fantastic

2. newspaper worker a. _______________________

3. family 4. familiar

1. parents, cousins, aunts a. _______________________

1. history 2. historical

Model: Who kidnapped the pet goat? a. mystery

Spelling Words

b. _______________________

7. company

3. The United States started as one.

8. companion

a. _______________________

9. editor

b. _______________________

10. editorial

4. Work out a polite agreement! a. _______________________

b. _______________________

12. colonial

5. Lots of guests came to dinner. a. _______________________

b. _______________________ b. _______________________

15. diplomacy 16. diplomatic

7. You know it couldn’t really have happened. a. _______________________

13. strategy 14. strategic

6. happenings in the past a. _______________________

11. colony

b. _______________________

8. Make a careful plan! a. _______________________

b. _______________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Holt Spelling

140

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 22

More Derived Words

WORD CARDS

resignation

receipt

heir

softened

hasten

autumn

autumnal

softly

heritage

designated

designed

reception

signature

haste

sign

resign

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141

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 22

More Derived Words

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using that word. Then name the related word and make up a sentence using the related word.

1. resignation 2. receipt 3. heir 4. softened

COMMENT BOX

5. hasten 6. autumn 7. autumnal 8. softly 9. heritage 10. designated 11. designed 12. reception 13. signature 14. haste 15. sign 16. resign

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Name ________________________________ Class ____________________ Date_______________________

Lesson 22

More Derived Words

PRACTICE ACTIVITY

A. Look at the vowels in each word below. Then write the Spelling Word.

Spelling Words

1. resignation

1. __ a __ __ e

_______________________

2. receipt

2. a u __ u __ __

_______________________

3. heir

3. __ i __ __ a __ u __ e

_______________________

4. softened

4. __ e __ e i __ __

_______________________

5. hasten

5. __ e __ i __ __ a __ e __

_______________________

6. autumn

6. __ i __ __

_______________________

7. autumnal

7. __ e __ i __ a __ e

_______________________

8. softly

8. __ e __ e __ __ i o __

_______________________

9. heritage

9. __ e __ i __ __

_______________________

10. designated

10. a u __ u __ __ a __

_______________________

11. designed

11. __ e i __

_______________________

12. reception

12. __ e __ i __ __ a __ i o __

_______________________

13. signature

13. __ a __ __ e __

_______________________

14. haste

14. __ o __ __ __ y

_______________________

15. sign

15. __ e __ i __ __ e __

_______________________

16. resign

16. __ o __ __ e __ e __

_______________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 24

Greek Combining Forms

WORD CARDS

geography

photograph

paragraph

thermometer

diameter

graph

meters

astronomer

barometer

biography

astronaut

kilometers

astronomy

photography

centimeters

autograph

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Name ________________________________ Class ____________________ Date_______________________

Lesson 24

Greek Combining Forms

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write several questions, using a Spelling Word in each. Read each question aloud to your child, and have him or her write an answer, using the same Spelling Word that was used in the question.

1. geography 2. photograph 3. paragraph 4. thermometer

COMMENT BOX

5. diameter 6. graph 7. meters 8. astronomer 9. barometer 10. biography 11. astronaut 12. kilometers 13. astronomy 14. photography 15. centimeters 16. autograph

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Name ________________________________ Class ____________________ Date_______________________

Lesson 24

Greek Combining Forms

PRACTICE ACTIVITY

A. Find the Spelling Words in this puzzle. A number marks the beginning of each word. The word may be written down, across, diagonally. Circle the word. Then write it on the line.

Spelling Words

1. geography 2. photograph 3. paragraph 4. thermometer 5. diameter 6. graph 7. meters 8. astronomer 9. barometer 10. biography 11. astronaut 12. kilometers 13. astronomy 14. photography 15. centimeters 16. autograph

1. ______________________

2. ______________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

7. ______________________

8. ______________________

9. ______________________

10. ______________________

11. ______________________

12. ______________________

13. ______________________

14. ______________________

15. ______________________

16. ______________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Name ________________________________ Class ____________________ Date_______________________

Lesson 25

Number Prefixes

WORD CARDS

December

October

quart

bicycle

trio

monopoly

quartet

tricycle

decade

octopus

decimal

quarters

triangles

binoculars

triple

monotonous

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Name ________________________________ Class ____________________ Date_______________________

Lesson 25

Number Prefixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, take turns selecting a Spelling Word and making up a sentence using the word. Then, name the number prefix and write another word with the same number prefix.

1. December 2. October 3. quart 4. bicycle

COMMENT BOX

5. trio 6. monopoly 7. quartet 8. tricycle 9. decade 10. octopus 11. decimal 12. quarters 13. triangles 14. binoculars 15. triple 16. monotonous

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 25

Number Prefixes

PRACTICE ACTIVITY

A. Write the Spelling Word that best fits each word clue.

Spelling Words

1. sea creature with eight legs

___________________

1. December

2. three singers

___________________

2. October

3. shapes with three equal sides

___________________

3. quart

4. coins worth 25 cents

___________________

4. bicycle

5. instrument held to the eyes for seeing long distances

___________________

5. trio

6. a two-wheeled vehicle

___________________

7. quartet

7. musical group of four people

___________________

8. tricycle

8. three-wheeled vehicle

___________________

9. decade

9. lacking in variety

___________________

10. octopus

10. based on the number 10

___________________

11. decimal

11. two pints

___________________

12. quarters

12. ten years

___________________

13. triangles

13. last month in the calendar year

___________________

14. binoculars

14. exclusive control of a product

___________________

15. triple

15. tenth month of the year

___________________

16. monotonous

16. having three parts

___________________

6. monopoly

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 26

Spelling and Pronunciation

WORD CARDS

drowned

restaurant

ivory

chocolate

desperate

lightning

adjective

penetrate

aspirin

athletes

identity

disastrous

ecstatic

platinum

incidentally

tentatively

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Name ________________________________ Class ____________________ Date_______________________

Lesson 26

Spelling and Pronunciation

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write a sentence using each Spelling Word. Read each sentence, leaving the word out. Ask your child to write the Spelling Word that best fits the meaning of the sentence.

1. drowned 2. restaurant 3. ivory 4. chocolate

COMMENT BOX

5. desperate 6. lightning 7. adjective 8. penetrate 9. aspirin 10. athletes 11. identity 12. disastrous 13. ecstatic 14. platinum 15. incidentally 16. tentatively

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 26

Spelling and Pronunciation

PRACTICE ACTIVITY

A. Write the Spelling Word that fits each set of letter spaces.

Spelling Words

1. drowned 2. restaurant 3. ivory 4. chocolate 5. desperate 6. lightning 7. adjective 8. penetrate 9. aspirin 10. athletes 11. identity 12. disastrous 13. ecstatic 14. platinum 15. incidentally 16. tentatively

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 27

Suffixes -logy and -graphy

WORD CARDS

astrology

photography

oceanography

biology

ecology

bibliography

geography

typography

geology

mythology

calligraphy

psychology

zoology

choreography

autobiography

theology

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 27

Suffixes -logy and -graphy

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

With your child, write a story that uses at least five Spelling Words. Provide a sentence starter such as Before we started studying.

1. astrology 2. photography 3. oceanography

COMMENT BOX

4. biology 5. ecology 6. bibliography 7. geography 8. typography 9. geology 10. mythology 11. calligraphy 12. psychology 13. zoology 14. choreography 15. autobiography 16. theology

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 27

Suffixes -logy and -graphy

PRACTICE ACTIVITY

A. Write the Spelling Word that relates to each word or phrase.

Spelling Words

1. astrology

1. History of the Earth and life as recorded in rocks. ___________________

2. photography

2. Ornamental penmanship. ___________________

3. oceanography

3. List of books. ___________________

4. biology

4. Pattern of relationships between life forms and their environment. ___________________

5. ecology

5. Life story written by the person who lived it. ___________________

7. geography

6. Study of dance and body movement. ___________________ 7. Style, arrangement, or appearance of typeset text. ___________________ 8. Religious study. ___________________

6. bibliography 8. typography 9. geology 10. mythology 11. calligraphy 12. psychology

9. Animal life. ___________________ 10. Science of mind and behavior. ___________________ 11. Stories dealing with gods, demigods, legends, and heroes. ___________________ 12. Description of the earth’s surface. ___________________

13. zoology 14. choreography 15. autobiography 16. theology

13. Study of oceans and their lifeforms. ___________________ 14. Producing images on film or via technology. ___________________ 15. Investigating the influences of stars and planets on human affairs. ___________________ 16. Living organisms and their processes. ___________________ B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 29

More Latin Roots

WORD CARDS

reform

respiration

formation

inspiration

inspired

convention

formula

adventure

depends

uniform

inventor

pending

invention

transformed

perform

suspended

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Name ________________________________ Class ____________________ Date_______________________

Lesson 29

More Latin Roots

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Ask your child to write descriptive phrases for eight Spelling Words. The phrases should not include the Spelling Words. Then, you identify the Spelling Word that goes with each phrase. Switch roles for the remaining Spelling Words.

1. reform 2. respiration 3. formation 4. inspiration 5. inspired

COMMENT BOX

6. convention 7. formula 8. adventure 9. depends 10. uniform 11. inventor 12. pending 13. invention 14. transformed 15. perform 16. suspended

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 29

More Latin Roots

PRACTICE ACTIVITY

A. Write each Spelling Word beside its meaning.

Spelling Words

1. just alike

___________________

1. reform

2. relies

___________________

2. respiration

3. breathing

___________________

3. formation

4. dangled

___________________

4. inspiration

5. change

___________________

5. inspired

6. a good idea that comes suddenly

___________________

6. convention

7. a meeting

___________________

7. formula

8. caused someone to have an idea

___________________

8. adventure

9. a thrilling experience

___________________

9. depends

10. while awaiting; until

___________________

10. uniform

11. a statement of a fact in mathematical terms

___________________

11. inventor

12. a new device

___________________

13. invention

13. give an exhibition of skill

___________________

14. transformed

14. changed the form of

___________________

15. perform

15. something formed

___________________

16. suspended

16. a person who makes something new

___________________

12. pending

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 30

Multisyllabic Words

WORD CARDS

cooperation

organization

administration

autobiography

agricultural

identification

encyclopedia

possibility

exceptionally

responsibilities

characteristic

recommendation

rehabilitation

acceleration

simultaneously

accumulation

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Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 30

Multisyllabic Words

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Have your child write a story that uses at least five Spelling Words. Provide a sentence starter, such as: I was walking home with my friends, when suddenly . . .

1. cooperation 2. organization 3. administration 4. autobiography

COMMENT BOX

5. agricultural 6. identification 7. encyclopedia 8. possibility 9. exceptionally 10. responsibilities 11. characteristic 12. recommendation 13. rehabilitation 14. acceleration 15. simultaneously 16. accumulation

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Name ________________________________ Class ____________________ Date_______________________

Lesson 30

Multisyllabic Words

PRACTICE ACTIVITY

A. Write the Spelling Word that is related to each of the words below.

Spelling Words

1. accumulate

___________________

1. cooperation

2. cycle

___________________

2. organization

3. rehabilitate

___________________

3. administration

4. commend

___________________

4. autobiography

5. except

___________________

5. agricultural

6. cooperate

___________________

6. identification

7. administer

___________________

7. encyclopedia

8. agriculture

___________________

8. possibility

9. possible

___________________

9. exceptionally

10. character

___________________

10. responsibilities

11. accelerate

___________________

11. characteristic

12. responsible

___________________

12. recommendation

13. organize

___________________

13. rehabilitation

14. identify

___________________

14. acceleration

15. biography

___________________

15. simultaneously

16. simultaneous

___________________

16. accumulation

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 31

More Greek Combining Forms

WORD CARDS

scope

carbohydrate

microscope

catalog

logic

biology

monologue

hydrant

technology

analogy

mythology

apologizing

periscope

telescope

dehydrated

psychology

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Name ________________________________ Class ____________________ Date_______________________

Lesson 31

More Greek Combining Forms

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Make up several titles or headlines for magazines or newspaper articles, using one Spelling Word in each. As you write the titles, leave a blank where each Spelling Word belongs. Ask your child to fill in the blanks. Then, switch roles.

1. scope 2. carbohydrate 3. microscope 4. catalog 5. logic

COMMENT BOX

6. biology 7. monologue 8. hydrant 9. technology 10. analogy 11. mythology 12. apologizing 13. periscope 14. telescope 15. dehydrated 16. psychology

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Name ________________________________ Class ____________________ Date_______________________

Lesson 31

More Greek Combining Forms A. Look at the first word in each row. Then add or subtract letters as directed to form a Spelling Word. Write the Spelling Word on the line.

PRACTICE ACTIVITY Spelling Words

1. scope 2. carbohydrate

1. television − vision + scope =

___________________

3. microscope

2. dialogue − dia + mono =

___________________

4. catalog

3. anatomy − tomy + logy =

___________________

5. logic

4. logjam − jam + ic =

___________________

6. biology

5. catastrophe − strophe + log =

___________________

7. monologue

6. micrometer − meter + scope =

___________________

8. hydrant

7. perimeter − meter + scope =

___________________

9. technology

8. physiology − hysi + sych =

___________________

10. analogy

9. geology − ge + bi =

___________________

11. mythology

10. flagrant − flag + hyd =

___________________

12. apologizing

11. plagiarizing − plagiar + apolog =

___________________

13. periscope

12. scrape − ra + o =

___________________

14. telescope

13. technique − ique + ology =

___________________

15. dehydrated

14. detracted − trac + hydra =

___________________

16. psychology

15. anthropology − anthrop + myth =

___________________

16. carburetor − uretor + ohydrate =

___________________

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________

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Name ________________________________ Class ____________________ Date_______________________

Lesson 32

Noun Suffixes

WORD CARDS

artist

pioneer

librarian

goalie

civilian

historian

guardian

scientist

biologist

volunteer

musician

engineer

physician

technician

politician

psychiatrist

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165

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 32

Noun Suffixes

HOME ACTIVITY

Dear Parent or Guardian, Your child _______________________ has just begun this spelling lesson. This week’s test of words will be held on ______________________________________________. Please contact me if you have any questions. Use the Comment Box to make any comments on your child’s progress, noting any words that he or she still needs to review. Sincerely, ______________________________________________

Home Activity

Spelling Words

Write a sentence using each Spelling Word. Read each sentence, leaving the word out. Ask your child to write the Spelling Word that best fits the meaning of the sentence.

1. artist 2. pioneer 3. librarian 4. goalie

COMMENT BOX

5. civilian 6. historian 7. guardian 8. scientist 9. biologist 10. volunteer 11. musician 12. engineer 13. physician 14. technician 15. politician 16. psychiatrist

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166

Teacher’s Guide

Name ________________________________ Class ____________________ Date_______________________

Lesson 32

Noun Suffixes

PRACTICE ACTIVITY

A. Write each Spelling Word beside its meaning.

Spelling Words

1. ___________________

This person studies past events.

1. artist

2. ___________________

This person goes into new territory.

2. pioneer

This doctor may work in a

4. goalie

mental health facility.

5. civilian

He or she studies plants and animals.

6. historian

5. ___________________

This is another term for doctor.

8. scientist

6. ___________________

This person is not in the armed forces.

9. biologist

7. ___________________

This artist sings or plays an instrument.

8. ___________________

He or she works without pay.

9. ___________________

This player guards the goal.

3. ___________________ 4. ___________________

10. ___________________

This person keeps track of the books in a library.

11. ___________________

He or she might be a painter or a sculptor.

12. ___________________

This person runs for office.

13. ___________________

This person takes responsibility for someone else.

14. ___________________

He or she may study chemistry, geology, or botany.

15. ___________________

This person is skilled in the use

3. librarian

7. guardian

10. volunteer 11. musician 12. engineer 13. physician 14. technician 15. politician 16. psychiatrist

of instruments or machinery. 16. ___________________

He or she is trained in some branch of engineering.

B. Write a paragraph on a topic of your choice. Use at least five Spelling Words. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.

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Answer Key for Practice Activities p. 89 | Lesson 1: Base Word Families

p. 101 | Lesson 6: Prefixes en- and ex-

A. 1.a. believable, b. believe 2.a. construct, b. reconstruction 3.a. company, b. companion 4.a. history, b. historian 5.a. colonist, b. colony 6.a. depend, b. independent 7.a. consider, b. consideration 8.a. decide, b. indecisive

A. 1. envelope 2. exit 3. explode 4. exclude 5. encourage 6. enjoying 7. exchange 8. enthusiasm

9. excitement 10. excel 11. expand 12. exclaim 13. enclose 14. exceed 15. extend 16. express

B. (Answers will vary.)

B. (Answers will vary.) p. 92 | Lesson 2: Homophones A. 1.a. reel, b. real 2.a. mist, b. missed 3.a. pane, b. pain 4.a. tide, b. tied 5.a. chute, b. shoot 6.a. berth, b. birth 7.a. suede, b. swayed 8.a. shown, b. shone B. (Answers will vary.) p. 95 | Lesson 3: Adding Endings to Words A. 1. hammered, 2. gathered, 3. controlling, 4. listening, 5. swallowed, 6. cheating, 7. groaned, 8. ruined, 9. permitting, 10. carrying, 11. labored, 12. following, 13. compelled, 14. bothering, 15. studying, 16. letting B. (Answers will vary.) p. 98 | Lesson 4: Negative Prefixes A. 1. antisocial 9. illegible 2. deform 10. misbehave 3. defrost 11. antislavery 4. misspell 12. illegal 5. illiterate 13. deactivated 6. antidote 14. decrease 7. misunderstand 15. illogical 8. antibiotic 16. misfortunate

p. 104 | Lesson 7: Prefixes dis- and deA. 1. disappeared 9. deduction 2. discovered 10. dependent 3. dispose 11. decline 4. disabled 12. disliked 5. defeat 13. disappointment 6. disguised 14. disadvantages 7. decay 15. defects 8. dissolved 16. destroyed

B.(Answers will vary.) p. 107 | Lesson 8: Prefix adA. 1. accelerate 2. arrived 3. arrest 4. accompanying 5. annoy 6. array 7. approaching 8. arrangements 9. approve 10. accent 11. announced 12. arrange 13. accomplish 14. accepted 15. accommodate 16. appoint

B. (Answers will vary.)

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Answer Key for Practice Activities (continued) p. 110 | Lesson 9: Adjective Suffixes A. 1. reddish 2. lonesome 3. backward 4. childish 5. awkward 6. marine 7. feminine 8. greenish 9. awesome 10. masculine 11. selfish 12. handsome 13. grayish 14. genuine 15. foolish 16. wholesome

B. (Answers will vary.) p. 113 | Lesson 10: Spelling and Pronunciation A. 1. beverage 2. reference 3. February 4. different 5. library 6. twelfth 7. arctic 8. vegetable

9. boundary 10. strength 11. probably 12. length 13. temperature 14. separate 15. literature 16. jewelry

p. 119 | Lesson 13: Consonant and Syllable Patterns A. 1. corridor 2. gorilla 3. buffalo 4. barrier 5. gallery 6. umbrella 7. accordion 8. tomorrow

B. (Answers will vary.) p. 122 | Lesson 14: Derived Spellings A. 1. compatible 2. perishable 3. gullible 4. questionable 5. durable 6. invincible 7. unacceptable 8. admirable 9. responsible 10. incredible 11. permissible 12. eligible 13. accessible 14. understandable 15. desirable 16. comfortable

B. (Answers will vary.) p. 116 | Lesson 12: Noun Suffixes

B. (Answers will vary.) p. 125 | Lesson 15: Latin Roots

A. 1. territory 9. machinery 2. treasury 10. factory 3. documentary 11. victory 4. revolutionary 12. nursery 5. scenery 13. luxury 6. missionary 14. bakery 7. discovery 15. Injury 8. century 16. dictionary

9. pinnacle 10. massacre 11. opossum 12. cinnamon 13. hurricane 14. moccasins 15. attitude 16. syllable

A. 1. fortune 9. specifications 2. doubtful 10. doubt 3. doubtless 11. fortunate 4. specialist 12. prejudice 5. judicial 13. misfortunate 6. unfortunate 14. undoubtedly 7. judgment 15. specific 8. especially 16. judges

B. (Answers will vary.)

B. (Answers will vary.)

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Answer Key for Practice Activities (continued) p. 128 | Lesson 16: Verb Suffixes

p. 140 | Lesson 21: Derived Words

A. 1. illustrate 2. analyze 3. organize 4. inaugurate 5. memorize 6. recognize 7. realize 8. cooperate

A. 9. celebrate 10. paralyze 11. exercise 12. advertise 13. criticize 14. compromise 15. congratulate 16. calculate

1. family, familiar 2. editor, editorial 3. colony, colonial 4. diplomacy, diplomatic 5. company, companion 6. history, historical 7. fantasy, fantastic 8. strategy, strategic

B. (Answers will vary.) p. 131 | Lesson 18: More Latin Roots

B. (Answers will vary.) p. 143 | Lesson 22: More Derived Words

A. 1. televised 2. recess 3. advise 4. revised 5. structures 6. instructions 7. succeeded 8. visitors

A. 9. composition 10. vision 11. position 12. destruction 13. necessary 14. depositing 15. constructing 16. opposite

1. haste 2. autumn 3. signature 4. receipt 5. designated 6. sign 7. heritage 8. reception

B. (Answers will vary.)

B.(Answers will vary.) p. 134 | Lesson 19: Unstressed Endings

p. 146 | Lesson 24: Greek Combining Forms A.

A. 1. brilliant 2. elegant 3. constant 4. intelligence 5. balance 6. reluctant 7. frequent 8. incident

9. resign 10. autumnal 11. heir 12. resignation 13. hasten 14. softly 15. designated 16. softened

9. magnificent 10. influence 11. existence 12. substance 13. endurance 14. attendance 15. experience 16. confidence

1. autograph 9. thermometer 2. photography 10. meters 3. astronomer 11. graph 4. geography 12. diameter 5. paragraph 13. kilometers 6. barometer 14. biography 7. centimeters 15. photograph 8. astronomy 16. astronaut

B. (Answers will vary.)

B. (Answers will vary.) p. 137 | Lesson 20: More Latin Roots A. 1. commitment 9. offered 2. suffer 10. transfer 3. admits 11. references 4. subtraction 12. submit 5. distract 13. transmission 6. refer 14. dismissed 7. permit 15. attract 8. omit 16. contracted

p. 149 | Lesson 25: Number Prefixes A. 1. octopus 2. trio 3. triangles 4. quarters 5. binoculars 6. bicycle 7. quartet 8. tricycle

9. monotonous 10. decimal 11. quart 12. decade 13. December 14. monopoly 15. October 16. triple

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B. (Answers will vary.) p. 152 | Lesson 26: Spelling and Pronunciation A. 1. identity 9. ecstatic 2. athletes 10. incidentally 3. drowned 11. penetrate 4. disastrous 12. restaurant 5. platinum 13. lightning 6. ivory 14. tentatively 7. adjective 15. aspirin 8. chocolate 16. desperate

B. (Answers will vary.) p. 155 | Lesson 27: Adding -logy and -graphy to Words A. 1. geology 9. zoology 2. calligraphy 10. psychology 3. bibliography 11. mythology 4. ecology 12. geography 5. autobiography 13. oceanography 6. choreography 14. photography 7. typography 15. astrology 8. theology 16. biology

B.(Answers will vary.) p. 158 | Lesson 29: More Latin Roots A. 1. uniform 2. depends 3. respiration 4. suspended 5. reform 6. inspiration 7. convention 8. inspired

9. adventure 10. pending 11. formula 12. invention 13. perform 14. transformed 15. formation 16. inventor

B.(Answers will vary.)

B. (Answers will vary.) p. 161 | Lesson 30: Multisyllabic Words A. 1. accumulation 2. encyclopedia 3. rehabilitation 4. recommendation 5. exceptionally 6. cooperation 7. administration 8. agricultural 9. possibility 10. characteristic 11. acceleration 12. responsibilities 13. organization 14. identification 15. autobiography 16. simultaneously

B.

(Answers will vary.)

p. 164 | Lesson 31: More Greek Combining Forms A. 1. telescope 2. monologue 3. analogy 4. logic 5. catalog 6. microscope 7. periscope 8. psychology

9. biology 10. hydrant 11. apologizing 12. scope 13. technology 14. dehydrated 15. mythology 16. carbohydrate

B. (Answers will vary.) p. 167 | Lesson 32: Noun Suffixes A. 1. historian 2. pioneer 3. psychiatrist 4. biologist 5. physician 6. civilian 7. musician 8. volunteer

9. goalie 10. librarian 11. artist 12. politician 13. guardian 14. scientist 15. technician 16. engineer

B. (Answers will vary.)

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Teacher Resources This section of the Teacher’s Guide contains the following useful information. Cumulative Word List This section presents a comprehensive list of all words taught in Spelling. For each word, the grade level and the number of the lesson in which it is instructed are included. Scope and Sequence The chart in this section identifies the grade levels at which specific spelling strategies and skills are developed. Bibliography This bibliography includes informative professional articles and books about how students develop spelling proficiency as well as how they acquire related literacy skills. It also suggests a number of books for students. Index This index includes a useful list of major skills and activities.

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Cumulative Word List for Grades 6–8 This alphabetical list includes all the spelling words that appear in Grades 6–8 of Spelling. Each word in the list is followed by two numbers. The first number indicates the grade in which the word appears. The second number indicates the lesson. Therefore, the listing “abrupt 6 33” indicates that the word abrupt appears in Grade 6, lesson 33. Word abilities ability abolished abrupt absence absent absolute abstract accelerate acceleration accent accept acceptable acceptance accepted access accessible accident accidentally accommodate accompany accompanying accomplish accomplished accordion according accumulation accurate accuse accustomed acquired actively activities activity adapt additional adjective adjust adjustments administration admirable admire admit admitted adopt

Lesson 8 3 6 19 8 17 6 33 6 18 6 22 8 15 8 15 7 8 7 33 7 8 6 10 8 29 8 29 7 8 8 5 7 14 6 20 6 30 7 10 6 20 7 8 7 8 8 4 7 13 6 25 7 30 6 20 6 20 6 20 8 3 6 30 6 12 6 19 6 10 6 13 7 26 8 29 8 29 7 30 7 14 6 14 7 20 6 16 6 10

Word adventure advertise advice advise advocate affair affect affection affectionate agent agreeable agricultural aimlessly allied allowance alphabet altimeter altitude alto ambulance ammeter amusing amusement analogy analyze anecdote angel angle announced announcing announcement annoyance annoy annoying answered antibiotic antidote antislavery antisocial appetizing apologizing apparent appearance applause applicable

Lesson 7 26 7 14 8 4 7 16 8 16 6 20 6 10 6 20 8 4 6 15 8 6 7 30 8 31 6 12 6 18 8 9 8 26 8 26 8 26 6 18 8 10 6 1 6 1 7 31 7 18 8 2 6 10 6 10 7 7 8 25 8 4 6 25 7 7 6 25 6 16 7 4 8 2 7 4 7 4 6 25 7 31 6 20 6 18 6 20 8 30

Word applies appoint appointed appreciate applies approach approaching approve approved apron archaeologist archaic architectural architecture archives arctic argument arithmetic armies aroma arrange arrangements array arrest arrested arrived artist aspirin assembly assign assistance assistant association assurance asterisk astrology astronaut astronauts astronomer astronomy athletes attendance attended attic attitude

Lesson 6 31 7 20 6 18 6 20 6 31 6 30 7 12 7 8 8 20 6 20 8 20 8 8 8 8 8 4 8 15 7 24 6 24 8 31 8 13 8 9 7 24 7 10 7 19 7 9 8 9 7 8 7 32 7 26 6 20 6 20 6 20 6 22 6 20 6 18 8 26 7 27 7 24 8 26 7 8 7 8 7 8 7 4 8 28 6 25 7 13

Word attract attractive attune audience authority autobiography autograph automatically automobiles autumn autumnal awesome awful backward bacteria bakery balance bankrupt banner banquet barefooted barometer barrier basically basis bazaar beautifully believe believable berth beverage bibliography bicycle binoculars biography biologist biology birth biweekly bizarre booklet bothering boundary bracelet bragged

Lesson 7 20 6 27 6 13 6 18 6 19 7 30 7 24 8 24 8 24 7 22 7 22 7 9 8 1 7 9 6 8 7 12 7 19 6 33 6 25 8 29 8 7 7 24 7 13 6 2 6 15 8 5 6 30 7 1 7 1 7 2 7 10 7 27 7 25 7 25 7 24 7 32 7 31 7 2 6 3 8 2 8 29 7 3 7 10 8 29 6 16

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Word breadth break breath brilliant broke broken brought buffalo buried cabinet cactus calculate calligraphy cannon carbohydrate carefully carelessly carried carrying cassette catalog cautious celebrate centimeters centipede centuries century championship chaos characteristic chattering cheating cheetah childish chocolate choreography chorus chosen chronometer chute cinnamon circuit circulation circumference circumstances cities civilian clever coexist coherent coincide collaborate collage

Lesson 8 2 6 9 8 2 7 19 6 9 6 25 6 25 7 13 8 13 8 29 6 8 7 16 7 27 6 13 7 31 6 30 8 31 8 13 7 3 8 29 7 31 6 2 7 16 7 24 6 3 6 12 7 12 6 19 6 24 7 30 8 19 7 3 6 15 7 9 7 29 7 27 8 9 6 9 7 10 7 2 7 13 8 23 8 23 8 23 8 23 6 12 7 32 6 25 6 25 6 6 6 6 6 6 6 25

Word collectible colonial colonies colonist colony comfortable commanded commander commence commercial commitment committed committee commonly commotion communicate communication communities community companion company compatible compelled complicated composition compromise concentrate concentrating conducted confederate conference confidence confident confined confusing congratulate conjunction conscience conscious conservation consider consideration considered constant constitution construct constructing contained container contented continued contracted controlling

Lesson 6 2 7 21 6 12 7 1 7 21 7 14 6 21 6 21 6 21 6 21 7 20 6 16 6 21 6 21 6 21 6 21 6 21 6 21 6 19 7 21 7 21 7 14 7 3 8 30 7 18 7 16 8 16 8 25 8 28 8 9 6 18 7 19 6 22 8 30 6 21 7 16 8 30 8 2 8 2 8 6 7 1 7 1 6 21 7 19 6 21 7 1 7 18 8 3 8 28 8 7 6 21 7 20 7 3

Word convention conviction convince cooling cooperate cooperation cooperative coordinate corridor corrupt cosign cosmonauts costume creak creative creek crept criticism criticize crooked cruelty crystal curiosity curious current custom cycle cyclone deactivated debate decade decay deceived December decent decide decimal decline decorate decrease deduction defeat defects defensive definitely deform defrost dehydrated delegate delicious democratic demonstrate denied

Lesson 7 29 6 21 6 14 6 16 7 16 7 30 6 25 6 6 7 13 6 33 6 6 8 28 6 10 6 9 6 27 6 9 6 9 8 20 7 16 8 7 8 20 6 24 6 19 6 27 6 22 6 10 8 8 8 8 7 4 8 16 7 25 7 7 8 28 7 25 6 10 7 1 7 25 7 7 8 16 7 4 7 7 7 7 7 7 8 25 8 30 7 4 7 4 7 31 8 16 6 27 8 7 8 16 6 12

Word depend dependent depends depositing descent description descriptive designated designed desirable desperate destroy destroyed destruction detained devalue device devise diameter dictator dictionaries dictionary difference different diplomacy diplomatic disabled disadvantages disagreeable disagreement disappear disappeared disappointment disastrous discomfort discovered discovery disguised dishonest diskette disliked dismissed display dispose disrupting disruption dissolved distract divide documentary doubt doubtful doubtless

Lesson 7 1 7 7 7 29 7 18 6 10 6 32 6 32 7 22 7 22 7 14 7 26 6 1 7 8 7 18 8 28 6 4 6 10 6 10 7 24 8 6 8 6 7 12 6 18 7 10 7 21 7 21 7 7 7 7 6 28 6 28 6 4 7 7 7 7 7 26 6 1 7 7 7 12 7 7 6 4 8 29 7 7 7 20 6 24 7 7 6 33 6 33 7 7 7 20 6 3 7 12 7 15 7 15 7 15

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Word drowned duplicate durable eager eaten echoes ecology economically ecstatic editor editorial educate effect effective efficiency eject electricity electronic elegant element elephant eligible eliminate elves embassy emigrate emotional empty enclose encourage encouraged encyclopedia endurance enemies engine engineer enjoying enormous enthusiasm entrance envelope episode equality equation equator equivalent erupt escape especially essential

Lesson 7 26 8 30 7 14 6 15 6 25 8 12 7 27 8 31 7 26 7 21 7 21 8 28 6 10 6 27 6 13 6 33 6 19 8 7 7 19 6 22 6 22 7 14 8 16 8 12 8 19 8 6 6 2 6 24 7 6 7 6 8 25 7 30 7 19 6 12 6 14 7 32 7 6 6 27 7 6 6 18 7 6 8 9 8 18 8 18 8 18 8 18 6 33 6 14 7 15 6 13

Word estimate eventually evergreen evil exactly exaggerate exaggerated exceed excel excellent except exceptionally excess exchange excitement exclaim exclude executive exercise existence exit expand experience explode exported express extend extraordinary extraterrestrial extravagant fabulous factory faithfully familiar familiarize families family famous fantastic fantasy fatal favorably February feminine feudal fiber fifteen fight finally financial

Lesson 8 16 8 31 8 1 6 15 6 2 6 13 8 19 7 6 7 6 6 22 6 10 7 30 8 2 7 6 7 6 7 6 7 6 6 27 7 16 7 19 7 6 7 6 7 19 7 6 8 6 7 6 7 6 8 15 8 15 8 15 6 27 7 12 6 30 7 21 6 1 6 12 7 21 6 15 7 21 7 21 6 24 8 31 7 10 7 9 8 2 6 15 6 14 6 9 8 2 8 30

Word finely following foolish forbidding forgiving formation formula fortunate fortunately fortune fought frantic frequent Friday friendship fulfill fungi funnel further furthermore futile gallery gather gathered generation generator genes genius genuine geographic geography geology geometry gingerbread goalie goldfish good-natured gorilla gotten governmental gracefully graph grayish greenish grieved groan groaned grown grubby guardian

Lesson 8 2 7 3 7 9 8 3 8 25 7 29 7 29 7 15 8 31 7 15 6 9 6 14 7 19 6 15 6 19 6 13 6 8 6 24 6 14 8 1 8 2 7 13 6 24 7 3 8 8 8 8 8 8 8 8 7 9 8 26 7 24 8 26 8 26 8 1 7 32 6 8 8 1 7 13 6 14 8 35 6 30 7 24 7 9 7 9 8 25 6 7 7 3 6 7 6 13 7 32

Word guessed guest gullible habit halves hammered handkerchief handsome harvesting haste hasten headquarters healed heart attack heir heritage heroes hesitate hidden hippopotamus historian historic historical historically history hollow homemade homesick horrid hotel hurricane hurried hydrant icicle identification identified identity illegal illegible illiterate illogical illustrate illustrated imaginary immigration impatient impolite importance important imported

Lesson 6 7 6 7 7 14 6 24 8 12 7 3 8 1 7 9 8 3 7 22 7 22 8 1 6 16 8 1 7 22 7 22 8 9 8 16 6 9 6 8 7 32 8 7 7 21 8 31 7 21 6 13 8 1 8 1 8 7 6 8 7 13 8 7 31 8 29 7 30 6 12 7 29 6 31 7 4 7 4 6 4 7 16 8 4 6 2 8 6 6 31 6 31 6 18 6 22 8 6

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Word impossible impressed improved impure impurity inactive inability inaugurate incident incidentally included incomplete incorrect incredible indecision indecisive indeed indefinite independence independent indestructible index indictment indigestion industries inexpensive infinite influence informal inject injury innocent inscription insist insisted inspect inspection inspector inspiration inspired instance instant instinct instructions insurance intellectual intelligence intelligent intense

Lesson 6 31 8 4 8 4 6 31 6 1 6 4 6 31 7 16 7 19 7 26 8 4 6 31 6 31 6 31 6 1 7 1 6 14 6 31 6 18 6 13 6 1 6 14 8 6 6 31 6 12 6 31 8 30 8 19 6 31 6 33 7 10 6 22 6 32 6 14 8 4 6 32 8 4 8 29 7 29 7 29 6 18 6 22 6 14 7 18 6 18 8 19 6 18 7 19 6 14

Word intercept intermediate international interrupt interrupted interview intramural intrastate introduction introvert invention inventor investigate investigated invincible invisible irrational irregular irresponsible irrigated ivory jewelry journalism joyfully judges judgment judicial juncture justice justified kilogram kilometers knives labored labyrinth large-scale larvae later latter leadership leaflet leaves legislative length letting librarian libraries library lifted

Lesson 8 14 8 14 8 14 6 33 8 14 8 14 8 23 8 23 8 23 8 23 7 29 7 29 8 16 8 14 7 14 6 31 6 4 6 31 8 4 8 4 7 26 7 10 8 20 6 30 7 15 7 15 7 15 8 30 8 26 8 3 6 3 7 24 8 12 7 3 8 7 8 1 6 26 6 10 6 10 6 19 8 29 8 12 6 27 7 10 7 3 7 32 8 7 10 6 16

Word lightning lingoes listening literature loaves local logic loneliness lonesome long-term loudspeaker loyalty luncheonette luxury machinery magnetic magnificent magnificently magnify magnitude majority malfunction managed mandate mangoes marathon marine masculine massacre meant measurement mechanism media melancholy memorize metallic meter meters metropolitan microcomputer microorganism microphone microscope microscopic microwave midair midday middle midnight

Lesson 7 26 8 12 7 3 7 10 8 12 6 15 7 32 8 31 7 9 8 1 8 1 8 20 8 29 7 12 7 12 8 9 7 19 8 18 8 18 8 18 6 19 6 4 8 25 8 16 8 12 8 9 7 9 7 9 7 13 6 9 6 2 8 20 6 8 8 9 7 16 8 7 6 15 7 24 8 24 8 18 8 18 8 8 7 31 8 18 8 18 6 25 6 25 6 6 6 6

Word midsummer midtown migrate millenium misadventure misbehave mischief misfit misfortunate misfortune missed misspell misspoke misstate misstep mist misunderstand moccasins monologue monopoly monorail monotone monotonous monster moose motive multicolor multicolored multicultural multimedia multiplication multitude mummies musician mysterious mysteriously mythology narrative naturalization naturally nautical navigation necessary necessity negative negotiate nervously nonfiction nonsense

Lesson 6 6 6 6 8 6 6 3 6 4 6 6 6 6 6 25 7 4 7 15 7 2 7 4 6 25 6 6 6 6 7 2 7 4 7 13 7 31 7 25 6 3 6 3 7 25 6 14 6 8 6 15 6 3 8 18 8 18 8 18 8 18 8 18 6 12 7 32 6 27 8 31 7 31 8 19 8 31 6 30 8 26 8 26 7 18 6 19 6 27 8 16 6 30 6 4 6 4

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Word novelty nuclei nucleus nutrients obedience objected objection objections objective oblong obscure observation observatory obsessions obstacle obtained obvious obviously occasionally occupant occupation occupied oceanography October octopus odometer offensive offered offering omit omitted opossum opponent opportunity opposite opposition optic optical optimism optometrist organization organize orphan oval ownership packet pain

Lesson 8 20 6 8 6 8 8 3 6 18 6 33 8 21 6 33 8 21 8 21 8 21 8 21 8 6 8 21 8 21 8 21 6 27 8 21 8 21 8 21 8 21 6 12 7 27 7 25 7 25 8 26 8 21 7 20 8 21 7 20 8 3 7 13 6 22 8 21 7 18 8 21 8 24 8 24 8 20 8 24 7 30 7 16 6 24 6 24 6 30 8 29 7 2

Word pamphlet pane paragraph parallel paralyze participate particle parties partnership passionate patriotism pattern peacefully peacefulness pending penetrate penniless pentagon perceived perception perfectly perform performance perimeter periodic peripheral periscope perishable permanent permanently permissible permit permitting persecuted personality perspective persuaded petrified phenomenon philosopher philosophy phosphate photograph photography physical physician picnic basket

Lesson 8 29 7 2 7 24 8 19 7 16 8 16 8 29 8 13 6 19 8 7 8 20 6 13 6 30 8 31 7 29 7 26 8 19 6 3 8 28 8 23 8 23 7 29 6 2 8 23 8 23 8 23 7 31 7 14 6 22 8 23 7 14 7 20 7 3 8 2 6 19 8 23 8 23 8 3 8 9 8 24 8 9 8 16 7 24 7 24 8 9 7 32 8 1

Word pillow pinnacle pioneer platform platinum pneumonia poetic pointed policy politest politician politics polluted portable position positive possess possibility potatoes poverty predicting preferred prejudice prescribed presence president probably proceeds produced productive professionally profitable programming projected projections prosecuted prosperity protested provisions psychiatrist psychology puppies pure purify qualified quart quarters

Lesson 6 14 7 15 7 32 6 24 7 26 8 9 8 7 6 16 8 24 8 25 7 32 8 24 8 19 8 6 7 18 6 27 6 13 7 30 8 3 8 20 8 6 6 16 7 15 6 32 6 18 6 22 7 10 8 14 8 3 8 28 8 4 8 16 8 3 6 33 6 33 8 2 8 14 8 14 8 14 7 32 7 30 8 13 6 1 6 1 6 12 7 25 7 25

Word quartet questionable radius ragged razor reaction real realism realize receipt receiving reception recess recognize recommendation reconstruction recycle reddish reel refer reference references referred referring refining reform refused regularity regulate rehabilitation reject rejected relationship reluctant renewal repayment replacement replied reproduction repulsive reservation resign resignation resources respectively respiration responsibilities

Lesson 7 25 7 14 6 8 8 7 6 15 6 28 7 2 8 20 7 16 7 22 8 25 7 22 7 18 7 16 7 3 6 28 8 8 7 9 7 2 7 20 7 10 7 20 6 13 6 16 8 30 7 29 8 3 6 2 8 16 7 30 6 33 6 33 6 30 7 19 6 28 6 28 6 28 8 13 6 28 8 25 8 6 7 22 7 22 8 3 6 30 7 29 7 30

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Word responsibility responsible restaurant returned revised revolutionary rhythm rhythmically rigid rival rivalry robbery royalty rubble ruined rupture salmon sapling satellite Saturn scattering scenery scenic scholarship scholastic scientist scope scribbled scribe script scrubbed securist seismometer selfish selves sensation sensationally sensitive sensory sentimental separate separating servant settlement sewn shelves shone shoot shown sign

Lesson 6 19 7 14 7 26 6 16 7 18 7 14 8 9 8 31 8 9 6 15 8 22 8 22 8 20 6 13 7 3 6 33 6 8 8 29 8 19 6 25 8 19 7 12 6 15 8 24 8 24 7 32 7 31 6 32 6 32 6 32 6 16 8 13 8 26 7 9 8 12 8 28 8 31 6 27 8 28 8 28 7 10 8 3 6 22 6 25 6 9 8 12 7 2 7 2 7 2 7 22

Word signature significant significantly simplest simulate simultaneously sincerest skies slept soar softened softly sophisticated sophomore sore speaking specialist specialty species specific specifications spectacle spectacular spectators spectrum speedometer spelling spoken stadium stake statement statuette steak steal steel stimuli stimulus stagecoach strategic strategy strength structures studied studying stupid subdued subjected submerged submit submitted

Lesson 7 22 6 22 8 31 8 25 8 16 7 30 8 25 8 13 6 9 6 9 7 22 7 22 8 24 8 24 6 7 6 16 7 15 8 20 6 8 7 15 7 15 6 32 6 32 6 32 6 32 8 10 6 16 6 9 8 9 6 9 6 19 8 29 6 7 6 7 6 7 6 8 6 8 8 1 7 21 7 21 7 10 7 18 8 13 7 7 8 15 8 15 8 15 8 20 7 3 8 29

Word substance subtracting subtraction subway succeeded successfully suede suffer sufficient summoned supermarket superpower supervision supplies supported suspect suspend suspense swallowed swayed syllable symbolic sympathetic symphony symptoms synonyms synthetic tablet taught taximeter technician technology telecast telecommute teleconference telegram telegraph telemarketing telepathy telephones telescope telescopes telescopic televised temperature tentatively terrace terrific territorial territories

Lesson 7 15 8 20 7 20 7 15 8 18 6 29 7 2 7 20 7 20 6 21 8 26 8 26 8 26 8 10 8 6 8 29 7 29 7 22 7 3 7 2 7 13 7 8 8 8 8 8 8 8 8 8 8 8 8 29 6 9 8 10 7 32 7 31 8 10 8 10 10 8 14 8 14 8 10 8 10 8 8 7 31 8 14 8 10 7 18 7 10 7 26 8 30 8 21 8 30 8 30

Word territory thieves theology thermometer thoughtfully threatened tide tied tomatoes tomorrow tore torrential tourism transaction transcripts transfer transferred transformed transient translation transmission transportation treasury tremendous triangle triangles tricycle triggered trio triple trout twelfth umbrella unacceptable uncertainty uncomfortable undecided underground underlying underneath undersized understandable undertake undoubtedly unemployment unexpectedly unfathomable unfortunate unfortunately unicycle

Lesson 7 12 8 12 7 27 7 24 6 30 6 16 7 2 7 2 8 12 7 13 6 9 8 19 8 20 8 17 6 32 7 20 8 15 7 29 8 15 8 15 7 20 8 15 7 12 6 27 7 14 7 25 7 25 8 19 7 25 7 25 6 8 7 10 7 13 7 14 8 20 6 28 6 1 8 1 8 14 8 14 8 7 7 14 8 14 7 15 6 28 6 28 6 4 7 15 6 28 6 3

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Word uniform unimportant unity unlikely unpredictable unruly unsuccessful unusually unwilling upward useful

Lesson 7 29 6 4 6 3 6 28 6 28 6 4 6 28 6 28 6 4 6 2 6 2

Word uttered vaccination varied various vegetable velvet verdict vetoes victory vision visitors

Lesson 8 19 8 19 6 12 6 27 7 10 6 14 8 6 8 12 7 12 7 18 7 18

Word vital vocabulary vocal vocational volunteer washable weak weather week well-wisher whether

Lesson 6 15 8 30 8 30 8 30 7 32 6 2 6 7 6 7 6 7 8 1 6 7

Word wholesome wives wolves wondered wonderfully worried write written zoology

Lesson 7 9 8 12 8 12 6 16 6 30 8 13 6 9 6 9 7 27

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Scope and Sequence 6

7

8

Consonants

√

√

√

Consonant Digraphs

√

√

√

Consonant Clusters

√

√

√

Vowel Diphthongs/Vowel Digraphs/Variant Vowels

√

√

√

R-Controlled Vowels

√

√

√

Silent Letters

√

√

√

Schwa

√

√

√

Double Letters

√

√

√

Spelling Patterns

√

√

√

Contractions

√

√

√

Plurals/Possessives

√

√

√

Inflected Forms/Comparatives/Superlatives

√

√

√

Prefixes

√

√

√

Suffixes

√

√

√

Greek and Latin Word Parts

√

√

√

Phonograms

√

√

√

Compound Words

√

√

√

Syllable Patterns

√

√

√

Letter Patterns

√

√

√

Pronunciation

√

√

√

SPELLING GENERALIZATIONS Sound-Letter Relationships

Word Structure

Word Analysis

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Scope and Sequence (continued) 6

7

8

Rhyming Words

√

√

√

Word Shapes

√

√

√

Word Families

√

√

√

How to Study a Word

√

√

√

Picture/Sound Out a Word

√

√

√

Related Words

√

√

√

Mnemonic Devices

√

√

√

Spell/Proofread with a Partner

√

√

√

Try Different Spellings/Beat Guess

√

√

√

Dictionary/Definitions

√

√

√

Proofread Twice

√

√

√

Apply Spelling Rules

√

√

√

Classify/Categorize Words

√

√

√

Antonyms

√

√

√

Content-Area Words

√

√

√

Synonyms

√

√

√

Homophones

√

√

√

Multiple Meanings/Homographs

√

√

√

Dictionary (for meaning)

√

√

√

Word Origins

√

√

√

Analogies

√

√

√

Idioms

√

√

√

Denotation/Connotation

√

√

√

Parts of Speech

√

√

√

Root Words

√

√

√

Proofreading

√

√

√

Frequently Misspelled Words

√

√

√

SPELLING STRATEGIES

VOCABULARY DEVELOPMENT

WRITING

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Bibliography Professional List for Teachers

Goodman, Yetta M. and Gretchen Owochi. Kidwatching:

Bear, Donald R. “‘Learning to Fasten the Seat of My Union

Documenting Children’s Literacy Development. Portsmouth:

Suit Without Looking Around’: The Synchrony of Literacy

Heinemann, 2002.

Development.” Theory Into Practice 30, No. 3 (Summer

Hodges, Richard E. “The Conventions of Writing” in

1991): 149–157.

Handbook of Research on Teaching the English Language

Bear, Donald R., and Diane Barone. “Using Children’s

Arts, 775–786. n.p., 1991.

Spelling to Group for Word Study and Directed Reading in the

Holdaway, Don. “Shared Book Experience: Teaching Reading

Primary Classroom.” Reading Psychology: An International

Using Favorite Books.” In Early Literacy: A Constructivist

Quarterly 10 (1989): 275–292.

Foundation for Whole Language. Edited by Constance Kamiij,

Bolton, Faye, and Diane Snowball. Teaching Spelling: A

Maryann Manning, and Gary Manning, 91–109. n.p. National

Practical Resource. Portsmouth: Heinemann, 1993.

Education Association, 1991.

Buchanan, Ethel. Spelling for Whole-Language Classrooms.

Jongsma, Kathleen Stumpf. “Reading-Spelling Links.” The

Winnipeg, Canada: 1992.

Reading Teacher (April 1990): 608–610.

Chomsky, Carol. “Invented Spelling in the Open Classroom.”

---. “Editorial Comment: Developmental Spelling Theory

New England Kindergarten Conference (1973): 499–518.

Revisited.” Reading Psychology: An International Quarterly

Portions of this article first appeared in “Beginning Reading

10 (1989): iii–x.

Through Invented Spelling” in Quality Education Makes a

Loomer, Bradley M. Spelling Research: The Most Commonly

Difference (1–8) and are reprinted by permission of Lesley

Asked Questions About Spelling . . . And What the Research

College.

Says. Mt. Vernon, Iowa: Useful Learning, 1990.

Cunningham, Patricia M., and James W. Cunningham.

McAlexander, Patricia J., Ann B. Dobie, and Noel Gregg.

“Making Words: Enhancing the Invented Spelling-Decoding

Beyond the “SP” Label: Improving the Spelling of Learning

Connection.” The Reading Teacher 46 No. 2 (October 1992):

Disabled and Basic Writers. National Council of Teachers of

106–115.

English, 1992.

Farr, Roger, Cheryl Kelleher, Katherine Lee, and Caroline

Morris, Darrell. “The Relationship Between Children’s

Beverstock. “An Analysis of the Spelling Patterns of Children

Concept of Word in Text and Phoneme Awareness in Learning

in Grades Two Through Eight: Study of a National Sample of

to Read: A Longitudinal Study.” Research in the Teaching of

Children’s Writing.” Center for Reading and Language

English 27, No. 2 (May 1993): 132–154.

Studies, Indiana University, 1990.

---. “‘Word Sort’: A Categorization Strategy for Improving

Fry, Edward, Ph.D. Spelling Book: Words Most Needed Plus

Word Recognition Ability.” Reading Psychology: An

Phonics for Grades 1–6. Laguna Beach, CA: Laguna Beach

International Quarterly 3: (1982): 247–259.

Educational Books, n.d. Gentry, J. Richard. Breaking the Code. Portsmouth:

Roberts, Jan. Spelling Recovery: The Pathway to Spelling Success. London: David Fulton Publishers, 2005.

Heinemann, 2006. ---. My Kid Can’t Spell. Portsmouth: Heinemann, 2004. ---. The Science of Spelling. Portsmouth: Heinemann, 1996.

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Index A Accessing prior knowledge, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70

Physical Education, 13 Science, 43, 83 Social Studies, 59, 83 World Languages, 59

Adding endings to words -ed, -ing, 4, 5

E

English words from other languages Applying spelling strategies, 1, 3, 5, 7, 13, 15, Greek, 60---61, 72---73 17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, Latin, 36---37, 44---45, 48---49, 76---77 47, 49, 55, 57, 59, 61, 63, 69, 71 Etymology Assessment See Word origins. informal, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, 49, 55, F 57, 59, 61, 63, 69, 71 Fun with words, 3, 5, 7, 9, 15, 17, 19, 21, 23, options for evaluation, 9, 23, 37, 51, 63, 25, 31, 33, 35, 37, 39, 45, 47, 51, 53, 55, 75 63, 65, 67 placement tests, xii–xiv testing, (xxii), 2, 4, 6, 9, 12, 14, 16, 18, 20, 23, 26, 28, 30, 32, 34, 37, 40, 42, G 44, 46, 48, 51, 54, 56, 58, 60, 62, 65, Greek word parts 68, 70 -ast(e)r-, 60---61, 68 Auditory modalities, 5, 9, 15, 17, 23, 25, 31, -graph-, 60---61, 68 33, 47, 51, 53, 65, 67 -hydr-, 72---73, 80 -log-, 72---73, 80 -meter-, 60---61, 68 B -ology, 72---73, 80 Bibliography, 184–185 -scop-, 72---73, 80

C Comparing and contrasting, 46 Compound words, (xxii)–1 Cooperative learning See Working together. Cumulative word list, 179–185 Curriculum options Art, 29, 71 Drama, 29 Health, 71 Language Arts, 13, 29, 43, 59, 71, 83 Math, 43 Music, 13

H Home activities, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 74, 90, 93, 96, 99, 102, 105, 108, 111, 114, 117, 120, 123, 126, 129, 132, 135, 138, 141, 144, 147, 150, 153, 156, 159, 162

I Identifying endings, 50 Identifying spelling changes, 54 Inflected endings, 4---5

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Index K Kinesthetic modalities, 3, 7, 17, 21, 25, 31, 39, 45, 49

L Latin roots -cess-/-ceed-, 44---45, 56 -dub-/-doubt-, 36---37, 40 -fer-, 48---49, 56 -form-, 76---77, 80 -fors-/-fort-, 36---37, 40 -jud-/-judg-, 36---37, 40 -mit-/-miss-, 48---49, 56 -pend-, 76---77, 80 -pos(i)t-, 44---45, 56 -spec-, 36---37, 40 -spir-, 76---77, 80 -struct-, 44---45, 56 -tract-, 48---49, 56 -ven-, 76---77, 80 -vis-, 44---45, 56

P Paragraphs, 49 Practice activities, 1, 3, 5, 7, 15, 17, 19, 21, 23, 25, 31, 33, 35, 37, 39, 45, 47, 49, 51, 53, 55, 61, 63, 65, 67, 73, 75, 77, 79, 95, 98, 101, 104, 107, 110, 113, 116, 119, 122, 125, 128, 131, 134, 137, 140, 143, 146, 149, 152, 155, 158, 161, 164, 167, 170, 173, 176, 179, 182 Practice Test, 9, 23, 37, 51, 63, 75 Prefixes ad-, 20, 21 de-, 16, 17 dis-, 16, 17 en-, 14, 15 ex-, 14, 15 number prefixes, 62, 63

Pretests/Posttests (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70 Proofreading, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, Learning differences, 1, 3, 5, 7, 13, 15, 17, 29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57, 59, 61, 63, 69, 71 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, diary entry, 3, 31 49, 55, 57, 59, 61, 63, 69, 71 editorial, 55 Limited-English-proficient students flier, 7, 9 See Meeting individual needs; Secondjournal entry, 50 language support. label, 77 letter, 5, 15, 17, 21, 47, 53 M list, 63 newspaper article, 1, 45 Meeting individual needs newspaper report, 33 See Second-language support. note, 37, 67 Modalities paragraph, 19, 23, 25, 39, 49 See Auditory modalities; Kinesthetic purchase order, 25 modalities; Visual modalities. report, 65 Modeling, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, rules, 73 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, sentences, 75, 79 58, 60, 62, 68, 70, 72, 74 transmission, 61 Pronunciation, 47, 48, 64, 75

N

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Index R Resources home activities, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 88, 91, 94, 97, 100, 103, 106, 109, 112, 115, 118, 121, 124, 127, 130, 133, 136, 139, 142, 145, 148, 151, 154, 157, 160, 163, 166 practice activities, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57, 59, 61, 63, 69, 71, 73, 89, 92, 95, 98, 101, 104, 107, 110, 113, 116, 119, 122, 125, 128, 131, 134, 137, 140, 143, 146, 149, 152, 155, 158, 161, 164, 167 word cards, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 87, 90, 93, 96, 99, 102, 105, 108, 111, 114, 117, 120, 123, 126, 129, 132, 135, 138, 141, 144, 147, 150, 153, 156, 159, 162, 165 Reteaching, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57, 59, 61, 63, 69, 71, 73 Reviewing activities, 9, 23, 37, 51, 63, 75 Roots and word parts See Greek word parts; Latin roots.

S Scope and sequence, 186–187 Second-language support, (xxii), 1, 2, 4, 5, 6, 7, 12, 14, 16, 18, 20, 26, 27, 28, 29, 30, 31, 32, 34, 35, 40, 42, 44, 46, 48, 54, 56, 58, 60, 61, 62, 63, 68, 70, 72 breaking a word into parts, 14 comparing and contrasting, 6 differentiating sounds, 34, 38 distinguishing vowel sounds, 4 exploring meanings, 65 exploring word parts, (xxii), 62 identifying double consonants, 20 identifying endings, 50 identifying roots, 44

identifying spelling changes, 54 identifying suffixes, 78 identifying word parts, 74 locating places on a map, 18 matching sounds with letters, 24 practicing pronunciation, 48 practicing vowel sounds, 16 pronouncing multisyllabic words, 32 recognizing roots, 76 recognizing word parts, 72 sound-letter relationships, 30, 36, 60 spelling word parts, 22 using picture clues, 8 Self-check, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 74 Sorting closed sort, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 74 open sort, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72, 74 Spelling clues, 1, 3, 5, 7, 8, 13, 15, 17, 19, 21, 22, 27, 29, 31, 33, 35, 36, 41, 43, 45, 47, 49, 50, 55, 57, 59, 61, 63, 64, 69, 71, 73 checking base words, 40, 53, 56 checking number prefixes and combining forms, 63, 68 checking root words, 37 checking spelling, 49, 55, 56 checking syllables, 45, 56 checking twice, 10, 26 commonly misspelled words, 25, 26, 65, 68 comparing spellings, 5, 11, 19, 26, 31, 40, 46, 47, 56 Greek word parts, 61, 68 mnemonics, 7, 10 parts and whole, 1, 10 prefixes, 15, 17, 21, 26 pronunciation, 75, 80 reading aloud, 33, 40

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Index T

roots, prefixes, and suffixes, 77, 80 thinking about meaning, 3, 10 visualizing words, 39, 40, 50, 51, 56 word parts, 73, 80 word shapes, 35, 40 words with suffixes, 79, 80

Testing pretest, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72 posttest, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, Spelling strategies, 1, 3, 5, 7, 8, 13, 15, 17, 19, 57, 59, 61, 63, 69, 71, 73 21, 22, 27, 29, 31, 33, 35, 36, 41, 43, 45, practice test, 9, 23, 37, 51, 63, 75 47, 49, 50, 55, 57, 59, 61, 63, 64, 69, 71, Transitional spellers, 5, 9, 17, 19, 21, 25, 31, 73 33, 35, 39, 45, 47, 49, 51, 53, 55, 61, 63, 65, 67, 73 Spelling words, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56, 58, 60, 62, 68, 70, 72 U Student self-assessment See Self-check.

Unit activity options, 10, 24, 38, 52, 64, 72

Students acquiring English See Second-language support. Suffixes -ar, 34---35 -ate, 38---39 -ation, 34---35 -ery, 30---31 -ine, 22---23, 78---79 -ise, 38---39 -ish, 22---23, 78---79 -ize, 38---39 -le, 34---35 -ory, 30---31 -some, 22---23, 78---79 -ular, 34---35 -ury, 30---31 -ward, 22---23, 78---79 -yze, 38---39

V Visual modalities, 1, 3, 19, 33, 37, 39, 45, 55, 61, 63, 73, 75, 79

W Word origins, 12, 13, 28, 29, 42, 43, 58, 59, 70, 71, 82, 83 Working together, 10, 24, 38, 52, 64, 72 Working with meaning, 61, 63, 71

Summarizing, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57, 59, 61, 63, 69, 71, 73

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Notes

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