Spelling Lessons and Activities - Second Course TG PDF

Second 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 8 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: Derived Compound Words ............................................... 1
Lesson 2: Easily Confused Words .................................................... 2
Lesson 3: Adding Endings to Words................................................. 4
Lesson 4: Prefixes ad-, in- ................................................................ 6
Unit 1 Review (Lesson 5).................................................................. 8
Unit 2
Lessons, Tests, Activities Lesson 6: Latin Roots ..................................................................... 12
Lesson 7: Derivational Adjective Endings....................................... 14
Lesson 8 Greek Combining Forms ................................................. 16
Lesson 9: More Greek Combining Forms ....................................... 18
Lesson 10: Combining Forms tele- and -meter............................... 20
Unit 2 Review (Lesson 11).............................................................. 22
Original content Copyright © by Holt, Rinehart and Winston. Additions and changes to the original content are the responsibility of the instructor.
Holt Spelling iii Teacher’s Guide

Table of Contents (continued)
Unit 3
Lessons, Tests, Activities Lesson 12: Changes before plural -s .............................................. 26
Lesson 13: Changing y to i ............................................................. 28
Lesson 14: Prefixes That Tell Position............................................ 30
Lesson 15: More Prefixes That Tell Position .................................. 32
Lesson 16: Adding -ate to Form Nouns and Verbs......................... 34
Unit 4
Lessons, Tests, Activities Lesson 18: Prefixes That Tell Size and Amount ............................. 40
Lesson 19: Words with Double Consonants ................................... 42
Lesson 20: Noun Endings............................................................... 44
Lesson 21: Prefix ob- ...................................................................... 46
Unit 5
Lessons, Tests, Activities Lesson 23: More Prefixes That Tell Position .................................. 52
Lesson 24: More Greek Combining Forms .................................... 54
Lesson 25: Dropping e Before a Suffix ........................................... 56
Lesson 26: More Derived Words .................................................... 58
Unit 6
Lessons, Tests, Activities Lesson 28: More Latin Roots .......................................................... 64
Lesson 29: Noun Endings—Diminutives......................................... 66
Lesson 30: More Latin Roots .......................................................... 68
Lesson 31: Combining Suffixes ...................................................... 70
Holt Spelling iv Teacher’s Guide

Table of Contents (continued)
Management Charts
Percent Conversion Chart............................................................... 79
Spelling Progress Chart .................................................................. 80
Class Record-Keeping Chart .......................................................... 81
Error Analysis Chart for Writing Activites ........................................ 82
Student Worksheets and Answer Key
Word Cards, Home Activities, Practice Activities............................ 85
Answer Key for Practice Activities ................................................ 163
Teacher Resources
Cumulative Word List.................................................................... 169
Scope and Sequence ................................................................... 176
Bibliography .................................................................................. 178
Index ............................................................................................. 180
Holt Spelling v Teacher’s Guide

Philosophy of Spelling
Spelling presents spelling and vocabulary instruction that is INTRODUCTION

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.
Spelling is based upon these beliefs: BELIEFS

• 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. CONCEPT LESSONS
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 REVIEW LESSONS
connects to language skills. By reviewing spelling and vocabulary in
the context of these activities, students reinforce spelling in a natural
way.
Holt Spelling vi Teacher’s Guide

Planning Instruction
The instructional plan of the developmental lessons is both INSTRUCTIONAL PLAN

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.
• 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.
The first page of each Teacher’s Guide lesson provides tools for LESSON PREPARATION
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.
The first page of each lesson also offers a Pretest and a Self-Check INTRODUCING AND
procedure. Introducing the Lesson offers two options— Open Sort TEACHING
and Modeling. The open-sort activity allows students to use their STRATEGIES
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.
This page presents useful strategies and structural information about PRACTICE AND
the Spelling Words. Students immediately put this new knowledge to REINFORCEMENT
use in the activities. 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 UNIT REVIEW LESSONS
the words, review strategies and rules, and apply accumulated
knowledge.
Holt Spelling vii Teacher’s Guide

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 LEARNING

modalities: DIFFERENCES
• 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 SECOND-LANGUAGE

notes. These notes SUPPORT
• 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
• 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 DEVELOPMENTAL

different developmental levels. The Spelling Placement Inventory LEVELS
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.
Holt Spelling viii Teacher’s Guide

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 TRANSITIONAL

representation, one that relies on visual memory—spelling words SPELLERS
the way they look rather than the way they sound. (Below Level)
• 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.
• 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 SYNTACTIC-SEMANTIC

understand the English spelling system and its basic rules. SPELLERS
(On Level)
• 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 STRATEGIC SPELLERS
are able to apply them automatically. (Above Level)
• 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.
Holt Spelling ix Teacher’s Guide

Assessment
Error Analysis Chart for Writing Activities INFORMAL

The chart on page 82 of this Teacher’s Guide enables you to record ASSESSMENT OPTIONS
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.
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 FORMAL ASSESSMENT

The Pretest/Posttest for each lesson provides a set of numbered OPTIONS
context sentences for the Spelling Words. Students are asked to write
each Spelling Word after hearing the word and its context sentence
read aloud.
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.
Holt Spelling x Teacher’s Guide

Assessment (continued)
Research has shown that spelling instruction is most effective when RESEARCH FINDINGS
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.
Spelling supports you in the ongoing informal assessment of each ERROR ANALYSIS
student’s developing spelling skills. The Error Analysis Chart on CHART
page 82 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.
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

integrated listening, speaking, reading, and writing activities and to ACTIVITIES
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.
To develop independent spelling awareness, Spelling teaches PORTFOLIO

spelling as part of the writing process. Writing samples, including ASSESSMENT
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.
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.
Holt Spelling xi Teacher’s Guide

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 STUDENT 2
duplicate √ dooplacate duplicate
barbecue √ barbecue √
automaticly automatically automatickly automatically
permanently √ permenetly composition
ocupant occupant ockupint occupant
pennyless penniless penneless penniless
debre debris dibree debris
embarassment embarrassment imbaresment embarrassment
tranciant transient transhant transient
architecture √ arcitechure architecture
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 eighth-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 eighth-grade spelling instruction.
Holt Spelling xii Teacher’s Guide

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 spelling-
pattern knowledge at the eighth-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.
Holt Spelling xiii Teacher’s Guide

Grade 8 Spelling Placement Inventory
Follow the directions on pages xii–xiii for administering this

Spelling Placement Inventory.
WORDS STAGES
Errors indicating instructional- Errors Indicating below-grade-
level knowledge of the spelling level knowledge of the spelling
system system
1. duplicate duplecate, douplicate doplagate
2. barbecue (or barbeque) barbacue (or barbaque) bobbacue (or bobbaque)
3. automatically automaticly automatickly
4. permanently permenantly permanetly
5. occupant ocupant ockupint
6. penniless pennyless penneless
7. debris debre dibree, dobere
8. embarrassment embaressment imberessment
9. transient trancient, transhant trantiant
10. architecture archetecture arcitecture
11. irrigated irigated, irregated iragated
12. combination combanasion combonashun
13. medicine medecin, medecine medeicne
14. advocate advicate addfocate
15. criticism critisism, critisizm cretasesm
16. obscure abscure upscure
17. odyssey oddesy oddisee
18. icicle iceicle icecicle
19. circuit curcuit, circut serkut, sercet
20. sensory sensery sensurey
21. infinite infanite, infanete infinit
22. persimmon pursimmon, persimmin persemen
23. terrace terace, terice teress, terris
24. satellite satelite, satilite sadelight
25. occasionally ocassionally, occaisionally ocasianely
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.
Holt Spelling xiv Teacher’s Guide

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 INCORPORATING
to a system with which he or she feels comfortable. After students SPELLING SAMPLES
have decided on a method, suggest that they think about ways to INTO THE PORTFOLIO
include examples of their spelling work. Ask them to decide how
their spelling work best fits in with other categories in 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 ITEMS TO INCLUDE IN

assignments, students might choose to include the following items in A PORTFOLIO
their portfolios:
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.
Holt Spelling xv Teacher’s Guide

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 CONFERENCES
incorporate indicators of his or her spelling progress into the BETWEEN A FAMILY
portfolio. Then share examples of the student’s work that reveal MEMBER AND A
spelling development, such as writing activities, Personal Word Log TEACHER
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 CONFERENCES
talking. Prompts such as these will help generate discussion: BETWEEN A TEACHER
• Tell me how you organized your spelling work in your portfolio. AND A STUDENT
• 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?
• What kind of progress do you think you have made in spelling?
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 CONFERENCES

to discuss their progress, share the things they find most challenging, BETWEEN TWO
and compare problem-solving strategies with one another. The STUDENTS
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.
Holt Spelling xvi Teacher’s Guide

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.
Holt Spelling xvii Teacher’s Guide

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 INTRODUCING THE
them to How to Study a Word. Have students read page v silently. STUDY STEPS
Ask volunteers to re-read the five steps aloud. Guide students
through the steps, using an example.
Discuss with students how they might use How to Study a Word. WAYS TO USE THE
Here are some suggestions: 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
Holt Spelling xviii Teacher’s Guide

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: SPELLING STRATEGIES
• 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 sound-
letter 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.
Holt Spelling xix Teacher’s Guide

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

• Proofread Twice By proofreading their writing twice, students STRATEGIES
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 INTRODUCING THE
figure out how to spell a word that is new to them and to remember STRATEGIES
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.
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.
Holt Spelling xx 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 INTRODUCING THE
(reading books, signs, menus; listening to the radio; watching TV; WORD LOGS
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.
Invite students to examine the Word Logs in their books.
You might also have students create additional or separate individual CREATING THE WORD
Word Logs. Encourage students to use sheets of lined paper that they LOGS
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.
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.
Holt Spelling xxi Teacher’s Guide

Lesson 1
Derived Compound Words TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that are
Administer the test on this page as a pretest. Say each word, use it in the formed by joining two
sentence, and then repeat the word. ACCESSING PRIOR different words
KNOWLEDGE
HOME ACTIVITY
SELF-CHECK Have students check their own pretests against the list The home activity is on page
of Spelling Words. Remind students to write misspelled words in their 86.
Lesson Word Logs. STUDENT SELF-ASSESSMENT
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson The concept of compound
OPTION A (OPEN SORT) words should be familiar to
most of your second-
Distribute the word cards (page 85) to individuals or small groups, and language students, as many
guide them in an open-sort activity. In open sort, students group the languages have compound
word cards according to a criterion they select themselves. They might words. Write these words on
group words that share the same beginning or middle sound, words that the board: overexcited, coat
hanger, white-haired,
are related by topic, or words that have a similar shape. doorstep, Central Park, and
horse-drawn. Have students
OPTION B (MODELING) brainstorm other English
Read aloud with students the lesson title and the Spelling Words. Use words that are compound
this model sentence to introduce the lesson skill in a context. words, and write those words
on the board, too. Have
Let’s get a root beer and something to eat. volunteers draw a vertical
line between the two parts of
each word and explain the
Teaching the Lesson meaning of the word based
on the meanings of the word
• Ask volunteers to name the Spelling Words that are spelled with two parts. DETERMINING
words joined together. As students name words, list the words on the MEANING
board. (homesick, evergreen, homemade, underground, handkerchief,
gingerbread, furthermore, stagecoach, headquarters, loudspeaker) PRETEST/POSTTEST
1. Susan gets homesick
• Follow the same procedure for the words that are spelled with a whenever she goes
hyphen and then for the compounds that are written as two separate away on vacation.
words. (hyphenated: well-wisher, long-term, large-scale, good- 2. We decorate several
types of evergreen
natured; open: picnic basket, heart attack)
trees in December.
• After students have named words in all these categories, have them 3. A well-wisher waved to
decide which heading—Closed, Hyphenated, or Open—belongs his friend as the train left
above each column. the station.
4. Joe carried the picnic
• Have students add their own examples to the columns. basket to the beach.
IN SUMMARY Ask students to summarize the lesson in their own 5. Carl likes homemade
bread, so he bakes it
words. Elicit from students the response that some compounds are
once a week.
closed, some are hyphenated, and some are open. 6. Our long-term plans
ASSIGNMENT Students can complete the first page of the lesson as a include adding a second
follow-up to the group activity, either in class or as homework. story to our house.
7. The underground
tunnels in our city need
some repairs.
Holt Spelling Teacher’s Guide

Lesson 1 (continued)
Derived Compound Words PRACTICE/REINFORCEMENT STRATEGIES
Practicing the Lesson (Pretest/Posttest, continued)

8. Aunt Doris always
SPELLING CLUES: COMPOUND WORDS carries a handkerchief.
Suggest to students that when they encounter a compound word whose 9. Building the new gym is
spelling they are unsure of, they find the two smaller words that it is a large-scale project.
made of. They should try using various spellings for the words and 10. Henry made a batch of
various ways of combining them as compounds and then choose the gingerbread cookies.
11. It was a long movie;
spelling that looks correct. If they are still unsure, they should look up
furthermore, it was
the word in a dictionary. Point out that most compound words are two boring!
words that are joined together. Most compound words in English start 12. Eating less fat can help
out as two separate words, evolve into a hyphenated form, and finally prevent a heart attack.
become one word. Explain that a few compound words may be written 13. Our local history
two ways; vice president, for example, may be open or hyphenated. museum has a
stagecoach on display.
APPLYING SPELLING STRATEGIES
14. Allan has a good-
natured dog.
PROOFREADING
15. The headquarters for
You may wish to have students review Spelling Clues: Compound our catering business is
Words before proofreading the note. Carol’s house.
16. You’ll need a
FUN WITH WORDS loudspeaker to amplify
Students may complete this activity individually or with a partner. Tell your voice.
students to look for clues in the silly definitions and to choose the
correct Spelling Word based on that clue. PRACTICE ACTIVITY
The practice activity is on
page 87.
Posttest Answers: Spelling
Administer the test on the previous page as a posttest, or administer one Clues
of your own. Say each word, use it in a sentence, and then repeat it. 1. well-wisher
2. large-scale
3. heart attack
Reteaching the Lesson 4. furthermore
Have students draw a row of connected boxes for each Spelling Word, 5. handkerchief
with one box for each letter. Instruct students to fill in each word’s first 6. headquarters
letter and to leave the other boxes empty. For example, the row of
Answers: Proofreading
boxes for long-term and heart attack would be drawn as follows:
7. evergreen
8. good-natured
9. long-term
10. picnic basket
11. homemade
12. underground
Answers: Fun with

Words
After students have drawn the boxes, dictate the Spelling Words in 13. loudspeaker
random order, and ask students to write each word in the appropriate 14. stagecoach
row of boxes. Then have students check their spellings, highlight any 15. gingerbread
word parts that they misspelled, and rewrite the words correctly. 16. homesick
VISUAL MODALITY
Holt Spelling 1 Teacher’s Guide

Lesson 2
Easily Confused Words TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that have
Administer the test on this page as a pretest. Say each word, use it in the similar pronunciations and
sentence, and then repeat the word. ACCESSING PRIOR that are easily confused with
KNOWLEDGE one another
SELF-CHECK Have students check their own pretests against the list HOME ACTIVITY
of Spelling Words. Remind students to write misspelled words in their The home activity is on page
Lesson Word Logs. STUDENT SELF-ASSESSMENT 89.
SECOND-LANGUAGE
Introducing the Lesson SUPPORT
OPTION A (OPEN SORT) Since even native speakers
of English have difficulties
Distribute the word cards (page 88) to individuals or small groups, and with these words, students
guide them in an open-sort activity. In open sort, students group the acquiring English will
word cards according to a criterion they select themselves. Then guide certainly find them confusing.
students in comparing and discussing the criteria they selected. Provide extra practice by
making flashcards with a
Spelling Word on one side
OPTION B (MODELING) and a simple sentence using
Read aloud with students the lesson title and the Spelling Words. Use the word on the other side.
this model sentence to introduce the lesson skill in a context. Read the sentences aloud,
and have volunteers
Do you think this costume is too casual for the publicity picture? pronounce and define each
word as you display it.
RECOGNIZING EASILY
Teaching the Lesson CONFUSED WORDS
• Ask volunteers to name a pair of one-syllable Spelling Words that are
PRETEST/POSTTEST
easily confused. As students name the words, list them on the board 1. After running a mile,
under the heading One Syllable. (breath/breadth) Mark could hardly catch
• Follow the same procedure for two- and three-syllable words that are his breath.
2. The concert was finally
easily confused. List the words on the board under the appropriate
over.
headings. (bazaar/bizarre, futile/feudal, conscious/conscience, 3. We bought many
excess/access, persecuted/prosecuted, antidote/anecdote) interesting items at the
• Ask volunteers to name a pair of words that have a different number bazaar.
4. Jerry took an antidote
of syllables and that are easily confused. List the words on the board
after being bitten by a
under the heading Differing Number of Syllables. (finally, finely) snake.
• Have students add their own examples to the columns. Then have 5. “I think he’s becoming
volunteers read all the words aloud and define them. conscious,” said the
doctor as Ray opened
IN SUMMARY Ask students to summarize the lesson in their own his eyes.
words. Elicit the response that some words are easily confused and that 6. Pete made pillow covers
it helps to be aware of them. from the excess fabric.
7. Grace’s dinosaur
ASSIGNMENT Students can complete the first page of the lesson as a costume is quite
follow-up to the activity, either in class or as homework. bizarre.
8. The recipe calls for
finely chopped onions
to be added to the mix.

Easily Confused Words PRACTICE AND REINFORCEMENT STRATEGIES

9. The breadth of the barn
SPELLING CLUES: CORRECT PRONUNCIATION is twice its height.
Suggest to students that when they encounter a word that is very similar 10. If you are persecuted,
to another word, they take care to pronounce it correctly before trying you are mistreated for
to spell it. Correct pronunciation is a good clue to the correct spelling of no good reason.
easily confused words. APPLYING SPELLING STRATEGIES 11. Sally’s conscience was
clear because she was
telling the truth.
TRANSITIONAL SPELLERS Have students complete this activity 12. He will be prosecuted
cooperatively with a partner or in a small group. You may wish to have for breaking the law.
students use the words in sentences. 13. In a futile attempt to
remove the stain, Bob
PROOFREADING bleached the shirt.
You may wish to have students review Spelling Clues: Correct 14. These stairs provide
Pronunciation before proofreading the sentences. access to the attic.
15. Karen entertained us
WORKING WITH MEANING with an anecdote about
her trip to Canada.
Students may complete this activity individually or with a partner.
16. Under the feudal
Suggest to students that they use picture clues to help them figure out system, only the lords
the word that best matches each picture. After students have completed could own land.
the activity, you may wish to provide more practice by having students
write sentences for a partner, using the rest of the Spelling Words. Then PRACTICE ACTIVITY
they can exchange papers, complete each other’s sentences, and
page 90.
exchange again to check each other’s work.
Answers: Spelling
Clues
Posttest 1. futile
Administer the test on page 2 as a posttest, or administer one of your 2. persecuted
own. Say each word, use it in a sentence, and then repeat the word. 3. anecdote
4. breath
5. prosecuted
Reteaching the Lesson 6. feudal
Prepare a copy master with pairs of similar words, leaving sufficient
space underneath each pair for the students to write four sentences. Answers: Proofreading
7. excess
With a copy of the copy master in front of each of them, ask the
8. finally
students to listen carefully as you say one of the two words that sound 9. Bizarre
similar. Have one student look up the meaning of the word, and have 10. finely
two other students give examples of the word used in a sentence. 11. breadth
Discussing the meaning of the word will help students remember 12. conscious
something about the word that may be useful when they attempt to spell
Answers: Working with
the word independently. Leave the other word of the similar word pair
Meaning
for the next day so that the students will not have problems in 13. bazaar
remembering which spelling applies to which word. AUDITORY 14. antidote
MODALITY 15. conscience
16. access

Lesson 3
Adding Endings to Words TEACHING STRATEGIES
Pretest OBJECTIVE
To spell inflected forms of
Administer the test on this page as a pretest. Say each word, use it in the words by adding -s, -es, -ed,
sentence, and then repeat the word. ACCESSING PRIOR or -ing
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson To provide students with
OPTION A (OPEN SORT) practice in forming the plural
by adding -s to a noun, draw
Distribute the word cards (page 91) to individuals or small groups, and a chart on the board. On one
guide them in an open-sort activity. In open sort, students group the side of the chart, draw
word cards according to a criterion they select themselves. Then guide pictures for the words boys,
students in comparing and discussing the criteria they selected. girls, shoes, and shirts. Talk
about the pictures with
students, using the singular
OPTION B (MODELING) form of the words. For
Read aloud with students the lesson title and the Spelling Words. Use example, say This is a boy;
this model sentence to introduce the lesson skill in a context. this is a shoe. Then have
students count how many
We tried to grow tomatoes in our garden. boys, girls, shoes, and shirts
there are in the classroom.
Place the number next to the
Teaching the Lesson words. Review your findings,
putting emphasis on the
• Ask students to name the base word of each Spelling Word. Then ask plural forms of the words.
volunteers to name the words in which the addition of the ending has RECOGNIZING PLURAL
not changed the spelling of the base word. List the words on the ENDINGS
board. (refused, produced, acquired, harvesting, contained, nutrients,
resources) PRETEST/POSTTEST
1. Would you like potatoes
• Ask volunteers to name and spell the words whose spelling changes with your dinner?
when endings are added. List the words on the board. (programming, 2. I had trouble separating
omitted, submitted, forbidding, separating, potatoes, abilities, the egg yolks from the
egg whites.
justified, petrified)
3. Susan is in charge of
• Guide students in grouping the words in the second list according to harvesting the
the kinds of spelling changes they require. tomatoes.
4. The box contained a
• Invite students to add words from their own writing to the columns. map to the treasure.
Have volunteers read all the words aloud and underline the endings. 5. The programming at
IN SUMMARY Ask students to summarize the lesson in their own the radio station is
always changing.
words. Have students explain the kinds of spelling changes some words
6. Mikey refused to eat his
require when an ending is added. cereal.
ASSIGNMENT Students can complete the first page of the lesson as a 7. Why was my name
follow-up to the group activity, either in class or as homework. omitted from the list?
8. The trees produced a
lot of oranges this year.

Adding Endings to Words PRACTICE/REINFORCEMENT STRATEGIES

9. Bryan has acquired a
SPELLING CLUES: WORD ENDINGS library of more than two
Suggest to students that when they write words that end in -s, -es, -ed, hundred books.
or -ing, they consider whether any changes need to be made to the base 10. Her abilities on the ice
word. Remind them that in multisyllabic words, when the stress is on are well above average.
the last syllable, the final consonant is often doubled before -ed or -ing 11. Cindy submitted all the
proper forms to enter
is added. Then students should try a few different spellings until they
the contest.
find one that looks right. If they are still not sure, they should look the 12. Winning the scholarship
word up in a dictionary. APPLYING SPELLING STRATEGIES justified the long hours
of studying.
PROOFREADING 13. Didn’t you see the sign
You may wish to have students review Spelling Clues: Word Endings forbidding fishing in
before proofreading the story. this pond?
14. Alex has a collection of
FUN WITH WORDS petrified wood.
To extend this activity, you might wish to have students write sentences 15. This salad dressing has
many nutrients and few
using each word. Have them leave blanks in sentences and exchange
calories.
sentences with a partner. Then have them complete the sentences 16. Paula used all her
written by their partners. resources to fix up that
old house.
Posttest PRACTICE ACTIVITY

Administer the test on page 4 as a posttest, or administer one of your The practice activity is on
own. Say each word, use it in a sentence, and then repeat the word. page 93.
Answers: Spelling
Reteaching the Lesson Clues
One hypothesis about students with learning difficulties is that they are 1. contained
2. harvesting
inactive learners; they do not become engaged in the learning process.
3. produced
Encourage active participation on the student’s part by using the 4. nutrients
discovery method (inductive reasoning) of arriving at a generalization. 5. petrified
Write the Spelling Words that exemplify a spelling generalization 6. separating
on the board or on chart paper. Beside each Spelling Word, write the 7. omitted
base word. Ask one student at a time to underline the letters that have 8. abilities
been added to the base word as you and the other students read the Answers: Proofreading
Spelling Word aloud. Ask a student to formulate a hypothesis about 9. acquired
what happens to the spelling of the word when an ending is added. 10. programming
Guide the students into discovering the principle of changing the y. 11. refused
Evaluate students’ grasp of the generalization by asking them to spell 12. submitted
13. justified
several words that follow the same pattern. Follow the same procedure
14. resources
for the other generalization in this lesson. VISUAL MODALITY
Answers: Fun with
Words
15. potatoes
16. forbidding

Lesson 4
Prefixes ad-, in- TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that contain a
Administer the test on this page as a pretest. Say each word, use it in the form of the prefix ad- or in-
sentence, and then repeat the word. ACCESSING PRIOR
KNOWLEDGE HOME ACTIVITY
The home activity is on page
SELF-CHECK Have students check their own pretests against the list 95.
of Spelling Words. Remind students to write misspelled words in their
Lesson Word Logs. STUDENT SELF-ASSESSMENT SECOND-LANGUAGE
SUPPORT
The concept of prefixes
Introducing the Lesson should be familiar to most of
OPTION A (OPEN SORT) your second-language
students, as many
Distribute the word cards (page 94) to individuals or small groups, and languages use them. Write
guide them in an open-sort activity. In open sort, students group the these words on the board:
word cards according to a criterion they select themselves. Then guide incision, illusion, imprint,
students in comparing and discussing the criteria they selected. adapt, account, affair,
aggressive, announce,
appearance, and arrive.
OPTION B (MODELING) Have volunteers draw a
Read aloud with students the lesson title and the Spelling Words. Use vertical line between the two
this model sentence to introduce the lesson skill in a context. parts of the word and explain
the meaning of the word
This shot will increase your immunity to the flu. based on the meanings of
the word parts.
DETERMINING MEANING
Teaching the Lesson
• Ask volunteers to name words that begin with the prefix forms ad-, PRETEST/POSTTEST
1. We saw a shoplifter get
ac-, af-, ag-, an-, ap-, and ar-. List words on the board under the
arrested by the police at
corresponding headings. (advice, accomplished, affectionate, the mall.
agreeable, announcement, approved, arrested) 2. Planting those flowers
• Follow the same procedure for Spelling Words that begin with the really improved the
appearance of the yard.
prefix forms in-, il-, im-, and ir-. (in-: included, inspection, insisted,
3. A free drink is included
investigated; il-: illustrated; im-: improved, impressed; ir-: irrigated, in the price of the ticket.
irresponsible) 4. The farmer irrigated his
• Have students add their own examples to the columns. Then have crops with water from
the river.
volunteers read all the words aloud and underline the prefixes.
5. We had to stop for an
IN SUMMARY Have students summarize the lesson in their own inspection by the
words. Elicit from students the information that some prefixes, like tri- border patrol.
in tricycle and re- in regain, are added to a root word without spelling 6. Chet wanted to pay his
own way, but Jo
changes. Others, like ad- and in-, change form, or spelling, to match the
insisted on paying for
beginning letter of the word part to which they are being added. This him.
type of prefix is called an absorbed prefix. 7. This book was
ASSIGNMENT Students can complete the first page of the lesson as a illustrated by a famous
artist.
follow-up to the group activity, either in class or as homework.
8. The best advice I can
give you is to choose
your friends wisely.

Prefixes ad-, in- PRACTICE/REINFORCEMENT STRATEGIES

9. All members of the club
SPELLING CLUES: DOUBLE CONSONANTS approved the plans for
Suggest to students that when they write a word that has a prefix, they the parade.
make sure that the base word is spelled correctly. If they are still unsure 10. Sonny has a very
of the spelling of the word when the prefix is added, they should look agreeable smile.
up the word in a dictionary. 11. The chemist
investigated the
Point out that a prefix usually does not change the spelling of the
pollutants in rain water.
base word. A common mistake is made when a prefix is added to a base 12. The announcement
word that begins with the same letter as the last letter of the prefix. That was made over the
common mistake is to drop the first letter of the base word. Thus, a loudspeaker.
word like approved is often misspelled by people who use one p instead 13. Ms. Parker was very
of two. APPLYING SPELLING STRATEGIES impressed with David’s
good manners.
PROOFREADING 14. Allan has
accomplished a lot in
You may wish to have students review Spelling Clues: Double
just four years.
Consonants before proofreading the story. 15. My dog’s best quality is
his affectionate nature.
FUN WITH WORDS 16. It was irresponsible to
Students may complete this activity individually or with a partner. You leave your coat outside.
might wish to expand the activity by having students write sentences
that include misspellings of Spelling Words other than those used in the PRACTICE ACTIVITY
activity. Then have students trade papers with partners, find the
page 96.
misspelled words, and write the correct spellings.
Answers: Spelling
Clues
Posttest 1. irrigated
Administer the test on page 6 as a posttest, or administer one of your 2. approved
own. Say each word, use it in a sentence, and then repeat the word. 3. improved
4. advice
5. accomplished
Reteaching the Lesson 6. irresponsible
Some students with special needs are impulsive rather than reflective in
their behavior. As a result, they do what first comes to mind instead of Answers: Proofreading
7. illustrated
considering any options, and are often incorrect in their impulsive
8. announcement
choices. One strategy that has been very successful for getting students 9. affectionate
to consider several options is to teach them a metacognitive strategy of 10. investigated
“self-talk,” a method that requires the student to take time to consider 11. inspection
the possibilities. 12. agreeable
Teach one type of “self-talk,” self-interrogation, by having the
Answers: Fun with
student ask himself or herself questions while spelling a word: Can I
Words
divide this word into syllables? What sound do I hear in each syllable? 13. impressed
What letter or letter combinations are represented by that sound? After 14. arrested
they spell a word, have students look at the word to see if it looks right. 15. included
Encourage them to make corrections if it doesn’t. AUDITORY 16. insisted
MODALITY

Unit 1 Review REVIEW AND PRACTICE
Review Strategies OBJECTIVES

Review with students the following spelling-clue strategies for Lessons • To review spelling patterns
and strategies in Lessons
1–4. 1–4
• To give students the
Lesson 1 Spelling Clues: Compound Words opportunity to recognize
Write the word head on the board. Then have a student spell quarters. and use these spelling
Ask students how the two words would be joined to make a compound patterns and Spelling
Words in their writing
word (headquarters). Do the same with heart and attack (heart attack),
and long and term (long-term).
Unit 1 Words
The following words are
Lesson 2 Spelling Clues: Correct Pronunciation reviewed in Practice Test,
Write the words breath and breadth on the board, and have a volunteer Parts A and B.
pronounce them. Remind students that paying special attention to the
Lesson 1: Derived
pronunciation of commonly confused words can help them spell the Compound Words
word correctly. Show how to check the pronunciation in the dictionary. handkerchief homesick
homemade long-term
headquarters large-scale
Lesson 3 Spelling Clues: Word Endings
Write the words potato, separate, ability, and omit on the board. Then Lesson 2: Easily Confused
write the inflectional endings -s, -es, -ed, and -ing, and have students Words
add the appropriate endings to the words. Discuss the possible spelling feudal futile
bazaar finally
changes in base words when such endings are added. access breadth
breath
Lesson 4 Spelling Clues: Doubling Consonants
Lesson 3: Adding Endings
Write on the board irresponsible—iresponsible and acomplished—
to Words
accomplished. Ask a volunteer to underline the words that are spelled acquired potatoes
correctly. Remind students that the prefixes ad- and in- can take on omitted
different spellings depending upon the spelling of the root to which they
Lesson 4: Prefixes -ad, in-
are being added. Point out that the first consonant is usually doubled affectionate included
when the prefix being added ends with the same letter that begins the approved
root.

Unit 1 Review (CONTINUED) REVIEW AND PRACTICE
Practice Test
REVIEW ACTIVITIES
The Practice Test provides an opportunity to review Spelling Words
Activity 1
and spelling generalizations in a standardized test format, complete with Make flashcards using words
a sample answer card. from Unit 1. On one side of
each card, spell the word
Option 1 correctly. On the other, spell
it incorrectly. Shuffle the
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as cards, and spread them out
a posttest. on a table in such a way that
about half of the cards show
misspelled words. Have
Option 2
students turn over the ones
Have students review their Lesson Word Log for this unit. If they need that display incorrect
extra help, you may wish to review the spelling generalizations spellings, so that only the
discussed in the individual lessons. Then administer both parts of the correct spellings show.
Practice Test to determine whether students have mastered the spelling Activity 2
Write the words from this
generalizations.
review lesson on cards,
making two for each word.
Practice Test: Part A Practice Test: Part B Have students use them to
1. (D) handkercheif [handkerchief] 1. (A) feudal play a matching game. All
cards are placed facedown
2. (D) bizare [bizarre] 2. (A) futile on a table, arranged eight
3. (B) antedote [antidote] 3. (A) homesick across and five down.
4. (A) bredth [breadth] 4. (D) potatoes Players take turns trying to
5. (C) largescale [large-scale] 5. (B) acquired find pairs by turning two
cards over, one at a time. If
6. (C) irigated [irrigated] 6. (A) bazaar the cards match, the player
7. (A) abillities [abilities] 7. (D) finally keeps them and takes
8. (D) concience [conscience] 8. (C) omitted another turn. If they do not
match, the player flips them
9. (B) aquired [acquired] 9. (B) access
back over, and the next
10. (A) investagated [investigated] 10. (C) approved player takes a turn. The
player with the most pairs at
the end of the game wins.
Options for Evaluation Activity 3
• Have students check their own Practice Tests against their lists of Have students make up
sentences using the words
Spelling Words. The list on the opposite page provides references to
from this review lesson or
the lessons where they can find words they misspelled. other words from the unit,
• You may prefer to assign partners and have students check each but tell them to leave blanks
where the words would go.
other’s Practice Tests, using their own list of Spelling Words. Then they can exchange
papers and write the correct
word in each blank.

Unit 1 Review (CONTINUED) OPTIONS
Unit Activity Options WHAT’S IN A

WORD?
GAME OF COMBINATIONS
Have students make their own set of cards for the Spelling Words. Then bard
To extend the activity, have
have them use the words in sentences as they find word combinations.
students write the names of
two favorite bards. Suggest
to students that they play the
JUST A REMINDER role of bard by writing a short
Here are some other examples you might wish to give: poem or rhyme using a pair
of homophones. Then have
At the end of a row of carrots, the rabbit dug a burrow. students share their poems
with others in a small group
When he was barred from entering the house, the man saw red.
and record in their Word
On the third strike, a foul ball doesn’t count as an out. Logs any new or interesting
words they hear in one
Capitols often have domes. another’s work.
♦ bazaar
PUT IT TOGETHER Provide pictures of various
Another twist on this game would be to require that the sentences go bazaars. You might find
some in travel books,
together to tell a story.
especially in those about the
Middle East, where bazaars
are more common than they
EXTENDED FAMILY are here. As students
You might wish to have students read their paragraphs to the class. As consider the kinds of stories
they would set in a bazaar,
students read their paragraphs, write their new words on the board so
encourage them to describe
that others can add them to their own Word Logs. the events in their stories
that would be enhanced by a
bazaar setting. Ask them
THE MATCH GAME why a bazaar would work
better for certain stories than
To extend the activity, play it with all sixteen of the Spelling Words and
for others.
have each player choose eight instead of four cards. When partners have
finished playing the game using their own eight cards, they can
exchange cards and write new sentences for the other eight words.
Remind students to provide context clues in their sentences, so that the
other player will be able to tell which Spelling Word goes in each
sentence.
Second-Language Support To help students who have limited

proficiency in English, have them work with a partner to write context
sentences using the Spelling Words.
BUILDING WITH PREFIXES ♦ This indicates a Unit

Spelling Word.
When students have finished this activity, you might want to list on the
board all the words they named for each prefix. Then have students add
the words to their Word Logs.

Curriculum Options WHAT’S IN A

WORD?
LANGUAGE ARTS: CONCENTRATION
Make two cards for each Spelling Word. Spread the cards out ♦ gingerbread
facedown. Players take turns turning over two cards, trying to make Remind students that when
bakers make gingerbread
matches. If the player makes a match, he or she keeps the pair of cards cookies, they often cut them
and takes another turn. If the player fails to make a match, he or she in the shape of human
turns the cards back over, and play passes to the next player. When all figures. These figures are
then decorated with raisins,
the cards are gone, the player with the most pairs is the winner.
candies, marshmallows, and
other items. Lead a class
discussion designed to get
MATHEMATICS: LETTER ADDITION students to come to the
This game may be played by a large or small group of students. First, conclusion that there is a
relationship between all this
assign each letter of the alphabet a number, such as 1 for a, 2 for b, and
trimming on the cookies and
so on. Then ask each student to choose a Spelling Word and compute the gingerbread style of
the “value” of the word by adding the numbers that stand for each letter. architecture, in which
r = 18 trimming and decoration
might be excessive. If
e=5 possible, show students
a=1 pictures of gingerbread
l = 12 architecture or furniture.
i=9
s = 19 principal and principle
Divide the class into two
m = 13 teams and ask one team to
= 77 write two or three sentences
A volunteer challenger begins the game by giving the value of his or using the word principal and
the other to write sentences
her word and challenging the other players to guess the word. (For
using the word principle.
example, “My word is worth 77 points. What is it?” Answer: realism) Collect the sentences and
The first student to guess correctly is the next to give the value of a read them to the class,
word and challenge others to figure out what it is. Continue the game having students guess the
correct spelling in each case.
until all students have had a turn to be the challenger. You may want to make it a
team game, giving one point
for correct guesses and
SOCIAL STUDIES: QUESTIONS AND ANSWERS taking two points away for
Ask students to imagine that they are reporters interviewing candidates incorrect guesses.
in a national or local election. Discuss the kinds of issues that reporters
would want to raise with candidates, such as trade, the environment,
immigration, crime, technology, and the treatment of minority groups.
Have students list several issues and questions in the following format:
Issues Questions to Ask
Begin by calling on a student to ask one of his or her questions. The
other students should imagine that they are candidates and should
formulate an answer. Their answers must include one of the Spelling ♦ This indicates a Unit
Spelling Word.
Words. If the student chosen uses and spells the word correctly, he or
she asks the next “reporter’s” question of another “candidate.”

Lesson 6
Latin Roots TEACHING STRATEGIES
Pretest OBJECTIVE
To recognize the Latin roots
Administer the test on this page as a pretest. Say each word, use it in the -serv-, -dict-, -migr- and spell
sentence, and then repeat the word. ACCESSING PRIOR words that contain these
KNOWLEDGE roots
SECOND-LANGUAGE
OPTION A (OPEN SORT) Many English words with
Latin roots are similar to or
Distribute the word cards (page 97) to individuals or small groups, and the same as words in
guide them in an open-sort activity. In open sort, students group the Spanish. Call on volunteers
word cards according to a criterion they select themselves. Then guide to name the Spanish
students in comparing and discussing the criteria they selected. equivalents of the Spelling
Words. Compare the
pronunciations and
OPTION B (MODELING) meanings of the Spanish and
Read aloud with students the lesson title and the Spelling Words. Use the English words. Then
this model sentence to introduce the lesson skill in a context. have students name other
Spanish and English words
Taking public transportation is one way to conserve energy with these Latin roots.
supplies. COMPARING AND
CONTRASTING
Teaching the Lesson PRETEST/POSTTEST

1. Most of the oil in Saudi
• For each of the four roots, ask volunteers to name Spelling Words
Arabia is exported to
that include that root. List the words on the board and discuss their other countries.
meanings. Then call students’ attention to the positions that the roots 2. The thirteen colonies
can occupy (beginning, middle, or end of a word). (-serv-: imported many goods
reservation, preservation, conservation, observatory; -port-: from England.
exported, imported, portable, supported; -dict-: predicting, dictator, 3. Some birds migrate
thousands of miles
verdict, dictionaries, indictment; -migr-: migrate, emigrate,
every season.
immigration) 4. Jen brought a portable
• After students have added words from their own writing to the radio to the beach.
columns, have volunteers read all the words aloud and underline the 5. Scientists are
predicting a large
root in each word.
growth in the world’s
IN SUMMARY Have students summarize the lesson in their own population.
words. Elicit the response that recognition of word roots can enable 6. A dictator seized
students to predict the spelling and the meaning of a word. control of the country.
7. The roofs of ancient
ASSIGNMENT Students can complete the first page of the lesson as a Greek buildings were
follow-up to the group activity, either in class or as homework. supported by columns.
8. The jury returned to the
courtroom to announce
its verdict.
9. Dictionaries give the
definitions of words.

Latin Roots PRACTICE AND REINFORCEMENT STRATEGIES

10. My Native American
SPELLING CLUES: CHECKING ROOTS friend lives on a
Suggest to students that when they proofread their work, they first reservation.
check for words with familiar roots and other word parts. If students are 11. People keep
still unsure how to spell a word, they should check the spelling in a photographs to ensure
dictionary. the preservation of
family history.
You might point out that many English words are made up of Latin
12. The city issued
roots with suffixes and prefixes attached to them. If students think about guidelines for water
the meanings of words of Latin origin, they will often be able to conservation.
identify spelling errors in prefixes, suffixes, and roots. The im- in 13. We went to the
immigration, for example, means “within” or “toward.” The pre- in observatory to study
predicting means “before.” APPLYING SPELLING STRATEGIES the stars.
14. The indictment charged
PROOFREADING the company with
violating safety laws.
You may wish to have students review Spelling Clues: Checking Roots
15. A famine forced
before proofreading the letter. thousands of people to
emigrate.
TRANSITIONAL SPELLERS Have students work in pairs to 16. This book is about a
complete items 7–12. Suggest that they use pronunciation as well as family’s immigration to
their knowledge of roots to help them identify the misspelled words. the United States.
WORKING WITH MEANING PRACTICE ACTIVITY

Students may complete this activity individually or with a partner. page 99.
Second-Language Support Have students discuss the illustrations Answers: Spelling

before they complete the items in Working with Meaning. USING Clues
PICTURE CLUES 1. emigrate
2. indictment
3. verdict
Posttest 4. dictator
5. immigration
Administer the test on page 12 as a posttest, or administer one of your
6. dictionaries
own. Say each word, use it in a sentence, and then repeat the word.
7. preservation
Reteaching the Lesson 8. conservation
You might want to use this strategy to help students with learning 9. reservation
difficulties develop a technique for learning new words. Review the 10. migrate
meanings of the Latin roots in this lesson. Write the Spelling Words on 11. observatory
the board. Have volunteers underline all the Spelling Words that 12. predicting
contain one of the Latin roots, such as -serv-. Then, ask students to copy Answers: Working with
each of the words containing that root onto a sheet of paper. Finally, Meaning
have students underline the root in each of the words with a colored 13. imported
marker, read the word aloud, and spell it from memory. VISUAL 14. exported
MODALITY 15. portable
16. supported

Lesson 7
Derivational Adjective Endings TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the adjective endings
SUPPORT
Some students may have
Introducing the Lesson difficulty differentiating the
OPTION A (OPEN SORT) final sound of crooked from
the final sound of
Distribute the word cards (page 100) to individuals or small groups, and confederate. To provide
guide them in an open-sort activity. In open sort, students group the practice in differentiating
word cards according to a criterion they select themselves. Then guide between these sounds, write
students in comparing and discussing the criteria they selected. the words cod and cot on the
board and read the words
aloud. Ask students how the
OPTION B (MODELING) words are different. Have a
Read aloud with students the lesson title and the Spelling Words. Use student underline the letter
this model sentence to introduce the lesson skill in a context. that stands for the ending
sound of cod, identify the
We were fortunate to have a splendid view of the ocean. letter, and say the word with
you. Do the same for cot.
Then have students listen to
Teaching the Lesson and repeat the words bed—
bet, fad—fat, had—hat,
• Ask volunteers to name and spell the Spelling Words with the mad—mat, rod—rot. Explain
adjective ending -ate. List the words on the board. (passionate, that the ending sound /t/ is
confederate) sometimes spelled te, with a
silent e, as in some of the
• Follow the same procedure for words with the adjective endings -ic, Spelling Words.
-ed, and -id. List the words on the board. (-ic: electronic, historic, DIFFERENTIATING
magnetic, democratic, poetic, metallic; -ed: crooked, ragged, BETWEEN ENDING
SOUNDS
barefooted, contented, undersized; -id: horrid, stupid, rigid)
• Then have students name and spell other words that have these PRETEST/POSTTEST
adjective endings, including words from their own writing. Add the 1. I refuse to ride in that
words to the appropriate lists on the board. horrid car ever again!
2. John felt stupid when
IN SUMMARY Ask students to summarize the lesson in their own he forgot his keys.
words. Elicit the information that knowing the meaning of common 3. Driving on a crooked
adjective endings can help students understand the words that contain road could be
them. Elicit also that the endings -ate, -id, and often -ic mean “relating dangerous.
4. Mario is working on a
to” and that -ed means “state or quality of.”
new electronic device.
ASSIGNMENT Students can complete the first page of the lesson as a 5. Lincoln made a historic
follow-up to the group activity, either in class or as homework. speech at Gettysburg.
6. We used old, ragged
towels to wash the car.
7. Compass needles point
to the magnetic north.

Derivational Adjective Endings
PRACTICE AND REINFORCEMENT STRATEGIES

8. They couldn’t enter the
SPELLING CLUES: DERIVATIONAL ADJECTIVE ENDINGS store because they were
Suggest to students that whenever they add an adjective ending to a barefooted.
word, they consider whether the base word needs any spelling changes 9. We follow democratic
before the ending is added. Point out that in this activity, the spelling principles in our club.
changes have already been made and the ending simply needs to be 10. Barbara is passionate
about the piano.
added. APPLYING SPELLING STRATEGIES
11. The deer stood rigid
with fear, staring at the
PROOFREADING
bright light.
You may wish to have students review Spelling Clues: Derivational 12. My cat is most
Adjective Endings before proofreading the paragraph. contented when curled
up in my lap.
WORKING WITH MEANING 13. The words to that song
Students may complete this activity individually or with a partner. After are really poetic.
students have completed this activity, you may wish to expand it by 14. That undersized
having students write sentences using the words. As an additional basketball player is not
even six feet tall.
challenge, suggest that they write sentences that tell a story.
15. We used a metallic gold
paint for the trim.
SECOND-LANGUAGE SUPPORT To help students complete this 16. John’s speech proved
activity, suggest that they concentrate on the activity or item that is he was a confederate
described by each phrase. Then have them look at the list of Spelling in our cause.
Words and think about the meanings of the words. This will help them
PRACTICE ACTIVITY
make a connection between the phrases and the words. USING The practice activity is on
CONTEXT CLUES page 102.
Answers: Spelling
Posttest Clues
Administer the test on page 14 as a posttest, or administer one of your 1. democratic
own. Say each word, use it in a sentence, and then repeat the word. 2. crooked
3. poetic
4. passionate
Reteaching the Lesson 5. electronic
Have students who need additional practice follow a four-step 6. historic
sequence: 7. magnetic
1. Write the word plus the suffix. Answers: Proofreading

8. rigid 11. ragged
2. Trace the word, using a colored marker or felt-tip pen.
9. horrid 12. metallic
3. In pencil, copy the word underneath the model, saying the name of 10. stupid
each letter.
Answers: Working with
4. Cover the model, and write the word from recall. Meaning
VISUAL/KINESTHETIC MODALITIES 13. barefooted
14. undersized
15. confederate
16. contented

Lesson 8
Greek Combining Forms TEACHING STRATEGIES
Pretest OBJECTIVE
To recognize and spell
Administer the test on this page as a pretest. Say each word, use it in the words that have Greek
sentence, and then repeat the word. ACCESSING PRIOR combining forms
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Write the five Greek
OPTION A (OPEN SORT) combining forms and their
meanings on the board.
Distribute the word cards (page 103) to individuals or small groups, and Then write a Spelling Word
guide them in an open-sort activity. In open sort, students group the representing each Greek
word cards according to a criterion they select themselves. Then guide combining form. Discuss the
students in comparing and discussing the criteria they selected. meaning of each word and
ask students to name words
from their first languages that
OPTION B (MODELING) are cognates of the Spelling
Read aloud with students the lesson title and the Spelling Words. Use Words. For example, in
this model sentence to introduce the lesson skill in a context. Spanish the word teléfonos
is similar to telephones, ciclo
The xylophone duets generated some excitement at the party. to cycle, fonografía to
phonograph, and simpático
to sympathetic.
Teaching the Lesson RECOGNIZING
SIMILARITIES IN WORDS
• Ask volunteers to name and spell the Spelling Words that have the
Greek combining form -cycl-. List the words on the board. (cycle, PRETEST/POSTTEST
recycle, cyclone) 1. We have four
• Ask volunteers to name and spell the words that have the Greek telephones in our three-
bedroom house.
combining form sym- or syn-. List the words on the board. (symbolic,
2. The formation of clouds
symptoms, synonyms, synthetic, sympathetic, symphony) is part of the water
• Follow the same procedure for words with the Greek combining form cycle.
-phon- and for words with the combining form gen-. (-phon-: 3. We recycle our
aluminum cans,
telephones, phonograph, microphone; gen-: generation, genius, newspapers, and glass
generator, genes) bottles.
• Invite students to add other words to the columns, including words 4. This old phonograph is
from their own writing. a real collector’s item
now.
IN SUMMARY Ask students to summarize the lesson. Elicit the 5. Waving the flag is a
information that many English words have combining forms that come symbolic act.
from Greek. Knowing those Greek combining forms can help students 6. Please speak into the
understand the English words. microphone so that we
can hear you.
ASSIGNMENT Students can complete the first page of the lesson as a 7. Every generation
follow-up to the group activity, either in class or as homework. creates its own music.
8. The cyclone that came
through here lifted our
boat off the lake.

Greek Combining Forms PRACTICE AND REINFORCEMENT STRATEGIES

9. One of the symptoms
SPELLING CLUES: GREEK COMBINING FORMS of measles is red spots
Suggest to students that when they write a word that has the Greek on the body.
combining form -cycl-, sym-, syn-, -phon-, or gen-, they recall that the 10. Albert Einstein was a
spelling of the combining form seldom changes. If they are still not sure scientific genius.
of a word’s spelling, they should look it up in a dictionary. APPLYING 11. How many synonyms
can you think of for the
SPELLING STRATEGIES
word large?
12. When the electricity
TRANSITIONAL SPELLERS Have students complete this activity went out, the emergency
cooperatively with a partner or in a small group. To give additional generator took over.
practice, have students draw pictures that illustrate the words. Another 13. I’d rather wear cotton
possibility is to have students act out the words. than any synthetic
fabric.
PROOFREADING 14. Both of Sarah’s parents
have genes for brown
You may wish to have students review Spelling Clues: Greek
eyes.
Combining Forms before proofreading the paragraph. 15. When I told Dad about
my problem, he was
WORKING WITH MEANING sympathetic.
Students may complete this activity individually or with a partner. To 16. The Danish symphony
extend the activity, you might have students write a sentence using each will play first tonight.
word. Have them leave blanks in sentences and exchange sentences
with a partner. Then have them complete their partners’ sentences. PRACTICE ACTIVITY
page 105.
SECOND-LANGUAGE SUPPORT Have students work together in
small groups. They can help one another by sharing knowledge about Answers: Spelling
word definitions. Then they can discuss each phrase and decide which Clues
Spelling Word is described. 1. symptoms
2. generation
3. sympathetic
Posttest 4. generator
5. symbolic
6. synthetic
7. cyclone
Reteaching the Lesson 8. microphone
Many students with memory deficits have persistent difficulties in 9. recycle
recalling the correct spelling of multisyllabic words. To assist students 10. phonograph
in learning multisyllabic words, teach one word root at a time until you 11. telephones
are certain that students have learned it. Following this strategy, select 12. cycle
one of the Greek forms in the lesson. At the end of the week, ask Answers: Working with
students to spell aloud words selected at random from their individual Meaning
sets of word cards. This activity may be done in peer pairs, with each 13. synonyms
student taking the role of teacher and asking the other to spell the word. 14. symphony
Allow “think time” before the student begins spelling. KINESTHETIC 15. genius
MODALITY 16. genes

Lesson 9
More Greek Combining Forms TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the Greek combining forms
SUPPORT
Students acquiring English
Introducing the Lesson may find words from Greek
OPTION A (OPEN SORT) difficult to spell and
understand. Provide extra
Distribute the word cards (page 106) to individuals or small groups, and practice by having students
guide them in an open-sort activity. In open sort, students group the work together with English-
word cards according to a criterion they select themselves. Then guide speaking partners. For each
students in comparing and discussing the criteria they selected. Spelling Word, have
students discuss the
definitions, looking them up if
OPTION B (MODELING) necessary. Then, have each
Read aloud with students the lesson title and the Spelling Words. Use second-language student
this model sentence to introduce the lesson skill in a context. provide the word’s
equivalent, if possible, in his
The astronaut showed us a photograph of the star. or her first language; write
both words, and underline
any parts that are similar.
Teaching the Lesson RECOGNIZING RELATED
WORDS
• Ask volunteers to name Spelling Words that use the letter
combination ph to stand for the sound /f/. List the words on the PRETEST/POSTTEST
board. (alphabet, physical, philosophy, phenomenon) 1. The English alphabet
• Follow the same procedure, asking for words that use the letter has twenty-six letters.
2. Bob’s favorite part of
combination ch to stand for the sound /k/ and words that use pn to
arithmetic is long
stand for the sound /n/. (/k/: chorus, melancholy, architecture; /n/: division.
pneumonia) 3. The players on the
• Ask volunteers to name other Spelling Words that come from Greek. winning team were
treated like heroes.
List the words on the board. (arithmetic, heroes, stadium, aroma,
4. The stadium was
episode, marathon, rhythm, labyrinth) packed for the playoff
• Invite students to add words from their own writing to the columns. game.
Then have volunteers read all the words aloud and underline the 5. Anita does a lot of
physical exercise.
troublesome areas.
6. There was a strong
IN SUMMARY Have students summarize the lesson in their own aroma of the freshly
words. Elicit the information that knowing the sound/letter baked apple pie.
correspondence of such letter combinations as ph, ch, and pn can help 7. In the last episode of
our story, the car had
students spell words that come from Greek.
just run out of gas.
ASSIGNMENT Students can complete the first page of the lesson as a 8. Mark was very tired after
follow-up to the group activity, either in class or as homework. running the marathon.

More Greek Combining Forms

9. After the star sang her
SPELLING CLUES: RECOGNIZING CORRECT SPELLINGS solo, the chorus sang.
Suggest to students that when they consider how to spell a word that 10. Betty was in the hospital
has the sound /k/, /f/, or /n/, they should consider using the Greek with pneumonia.
spelling for the sound. Explain that the pn spelling is rare in English and 11. The sound of the rain
that it occurs only at the beginning of a word. APPLYING SPELLING has a soothing rhythm.
12. We could hardly get
STRATEGIES
through the labyrinth at
the Fun Zone.
PROOFREADING
13. Frank told ten jokes to
You may wish to have students review Spelling Clues: Recognizing try to get Sue out of her
Correct Spellings before proofreading the sentences. melancholy mood.
14. What is your
FUN WITH WORDS philosophy about
Students may complete this activity individually or with a partner. To finding happiness?
extend the activity, you might have students write sentences of their 15. An eclipse is an exciting
own, using the Spelling Words from the cartoons. phenomenon of nature.
16. Ron is studying
architecture at the
TRANSITIONAL SPELLERS Have students complete this activity university.
cooperatively with a partner or in a small group. Suggest that they read
the dialogue aloud. PRACTICE ACTIVITY
page 108.
small groups. They can help one another by sharing knowledge as they Answers: Spelling
try to determine what context clues are given in the art. USING Clues
PICTURE CLUES 1. pneumonia
2. philosophy
3. aroma
Posttest 4. melancholy
Administer the test on page 18 as a posttest, or administer one of your 5. architecture
own. Say each word, use it in a sentence, and then repeat the word. 6. episode
7. rhythm
8. phenomenon
Reteaching the Lesson
Students with learning difficulties often have trouble modifying their
9. labyrinth
behavior to the demand of the task and situation. Give students a 10. stadium
strategy for analyzing multisyllabic words. Use a combination of 11. chorus
auditory and visual approaches. 12. heroes
Prepare a list of the Spelling Words. Say a word aloud, and have
students repeat it. Have students divide the words into their component Answers: Fun with
Words
parts by making slash marks between the syllables (for example:
13. alphabet
al/pha/bet). Encourage students to whisper each word to themselves 14. marathon
several times so that they can analyze it. Finally, have students write the 15. physical
word from dictation. VISUAL/AUDITORY MODALITIES 16. arithmetic

Lesson 10
Combining Forms tele- and -meter TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words with
Administer the test on this page as a pretest. Say each word, use it in combining forms tele- and
the sentence, and then repeat the word. ACCESSING PRIOR -meter
KNOWLEDGE
HOME ACTIVITY
SELF-CHECK Have students check their own pretests against the The home activity is on page
list of Spelling Words. Remind students to write misspelled words in 110.
their Lesson Word Logs. STUDENT SELF-ASSESSMENT
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Some students may find
these words confusing.
OPTION A (OPEN SORT) Provide extra practice by
Distribute the word cards (page 109) to individuals or small groups, illustrating the Spelling
and guide them in an open-sort activity. In open sort, students group Words on flashcards and
having volunteers pronounce
the word cards according to a criterion they select themselves. Then and define each one as you
guide students in comparing and discussing the criteria they selected. display it. Have students
brainstorm other words with
OPTION B (MODELING) combining forms tele- and
Read aloud with students the lesson title and the Spelling Words. -meter. Write those words on
the board, and continue
Use this model sentence to introduce the lesson skill in a context. having volunteers pronounce
Successful architects use current technology in their buildings. and define them.
RECOGNIZING WORD
PARTS
Teaching the Lesson
PRETEST/POSTTEST
• Remind students that many English words used in science and 1. His telemarketing firms
technology are of Greek origin. Ask students to name the Spelling sell products worldwide.
Words with the combining form meaning “to study.” As students 2. The hero communicated
name words, list the words on the board. (biology, geology, with telepathy.
3. The telegram stated
anthropology)
that father would be
• Follow the same procedure for words with the combining form arriving home tomorrow.
meaning distant. (telegram, telescope, telegraph) 4. Viewed with a
telescopic device,
• Have students add scientific and technological words from their distant stars appeared
own writing to the columns. Then have volunteers read all the within hand’s reach.
words aloud and define them. 5. The telegraph allowed
people to communicate
IN SUMMARY Ask students to summarize the lesson in their own quickly from afar.
words. Elicit the information that knowing how to spell science and 6. The concert was
technology words is important, because these fields are so influential telecast simultaneously
today. Also elicit the fact that many of these words have common in several time zones.
7. Internet access allows
combining forms, such as tele-, -logy, -meter, -sphere-, and, -graph-.
many workers to
Understanding the meaning of these word families can help students telecommute to work.
spell and decode new words 8. Executives met daily via
teleconference.
ASSIGNMENT Students can complete the first page of the lesson
9. A barometer measures
as a follow-up to the group activity, either in class or as homework. atmospheric pressure.

Combining Forms tele- and –meter
PRACTICE/REINFORCEMENT STRATEGIES

10. She took an altimeter to
SPELLING CLUES: CORRECT PRONUNCIATION measure altitude.
Suggest to students that when they are working together, they take 11. Dogs guarded the
care to pronounce the words accurately. Correct pronunciation is a property’s perimeter.
good clue to the correct spelling of a word. If students are still 12. The thermometer
proved his temperature
unsure of the spelling of a word, they should consult a dictionary.
was normal.
APPLYING SPELLING STRATEGIES 13. She checked her
speedometer as she
PROOFREADING entered the posted
You may wish to have students review Spelling Clues: Correct speed zone.
Pronunciation before proofreading the sentences. 14. Unsure she had enough
money, Alice anxiously
FUN WITH WORDS watched the taximeter.
Students may complete this activity individually or with a partner. 15. His pocket watch was
just one chronometer
After students complete the activity, you may wish to expand it by
he collected.
having them write sentences using the words. 16. The experiment required
TRANSITIONAL SPELLERS Have students complete this an ammeter to measure
the current.
activity cooperatively with a partner or in a small group.
PRACTICE ACTIVITY
Posttest The practice activity is on
page 111.
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. Answers: Spelling
Clues
1. perimeter
Reteaching the Lesson 2. thermometer
Students with learning difficulties may have trouble both 3. telegraph
remembering what words look like and analyzing the sounds they 4. speedometer
5. altimeter
hear. 6. telepathy
Provide students with a list of the Spelling Words for visual 7. barometer
recognition. You may write the words on the board for a group 8. telescopic
activity, or you may write them on copy masters for individual use.
As a recognition strategy, ask students to select from three or four
9. telemarketing
choices the correct spelling of a word. In making the decoy words, 10. altimeter
you can control the skills that will be emphasized. For students with 11. chronometer
visual memory deficits, write decoys that have the same sound but 12. telecommute
are written with a different letter. To help students focus on auditory
Answers: Fun with
analysis, omit syllables or write incorrect but easily heard vowels. Words
Have students cross out any misspelled words and write them 13. telescopic
correctly, using the model. VISUAL MODALITY 14. taximeter
15. telegram
16. ammeter

Review Strategies Objectives

6–10. 6–10
Lesson 6 Spelling Clues: Checking Roots opportunity to recognize
Remind students that many English words are made up of Latin roots and use these spelling
patterns and Spelling
with suffixes and prefixes added to them. If students think about the
meanings of words having Latin origin, they often will be able to
identify spelling errors involving prefixes, suffixes, or roots. The im- in
Unit 2 Words
immigration, for example, means “within” or “toward.” The pre- in The following words are
predicting means “before.” Suggest to students that when they reviewed in Practice Test,
proofread their work, they should first check for words with familiar Parts A and B.
roots and other word parts. Lesson 6: Latin Roots
immigration dictator
Lesson 7 Spelling Clues: Derivational Adjective Endings imported
Suggest to students that whenever they add an adjective ending to a
Lesson 7: Derivational
word, they should consider whether the base word needs any spelling Adjective Endings
changes before the ending is added. Point out that, in this activity, the rigid horrid
spelling changes have already been made and the ending simply needs
Lesson 8: Greek
to be added.
Combining Forms
recycle genius
Lesson 8 Spelling Clues: Greek Combining Forms
Elicit from students that when they write a word having the Greek Lesson 9: More Greek
Combining Forms
combining forms -cycl-, sym-, syn-, -phon-, or gen-, the spelling of the chorus aroma
combining form seldom changes. Remembering this fact can help them heroes
spell these words. If they are still not sure of a word’s spelling, they
should look it up in a dictionary. Lesson 10: Combining
Forms tele- and -meter
telecommute telecast
Lesson 9 Spelling Clues: Recognizing Correct Spellings thermometer
Suggest to students that when they consider how to spell a word that
has the sound /k/, /f/, or /n/, they should consider using the Greek
spelling for the sound. Explain that the pn spelling is rare in English and
that it occurs only at the beginning of a word.
Lesson 10 Spelling Clues: Working Together

Ask volunteers to explain the advantages of proofreading with a
partner. Have them explain why it is easier to see an error if you are
listening to a partner as well as looking at your writing. Encourage the
teams to conduct a proofing exercise and report their findings to the
class to illustrate the benefits of working together.

Practice Test REVIEW ACTIVITIES

The Practice Test provides an opportunity to review Spelling Words Activity 1
Prepare paper plates, each
and spelling generalizations in a standardized test format.
with a different letter of the
alphabet on it. Distribute one
Option 1 plate to each student. Make
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as sure two students get a plate
with a d, an s, and an o. Say
a posttest. aloud a word from this
review lesson, and have
Option 2 students who are holding the
Have students review their Lesson Word Log for this unit. If they need letters in that word line up to
spell the word. If a letter
extra help, you may wish to review the spelling generalizations appears more than once in a
discussed in the individual lessons. Then administer both parts of the word (as the d in midday, for
Practice Test to determine whether students have mastered the spelling example), the student
holding that letter must then
generalizations.
move between other
students to indicate where
Practice Test: Part A Practice Test: Part B the letter is repeated.
1. (B) predicting 1. (B) recycle Activity 2
2. (B) dictionaries 2. (D) genius Have students play a game
called “Blank!” After you
3. (A) telecommute 3. (A) chorus
have organized small
4. (B) observatory 4. (C) aroma groups, let one player in
5. (A) dictator 5. (D) heroes each group choose a word
6. (A) immigration 6. (B) thermometer from this review lesson and
make up a sentence using
7. (A) supported 7. (D) telecast that word, but saying the
8. (B) reservation 8. (A) horrid word blank in place of the
9. (C) imported 9. (B) episode word—for example: “Class is
10. (C) preservation 10. (B) rigid now, but recess comes
blank.” (later) Group
members then guess the
Options for Evaluation “blank” word. At the end of
the round, another group
• Have students check their own Practice Tests against their lists of member chooses a word and
follows the same procedure.
Spelling Words. The list on the opposite page provides references to
the lessons where they can find words they misspelled. Activity 3
Use the words from this
• You may prefer to assign partners and have students check each review lesson to play a
other’s Practice Tests, using their own list of Spelling Words. homophone charades game.
Students work in pairs, with
one student acting out one
homonym. The partner must
guess the word, use it in a
sentence, and spell it
correctly. Students take turns
acting out and guessing
homonyms. You may want to
give each pair a list of
homonyms to choose from to
make sure that all
homonyms are covered in
the game.


WORD?
ALL IN THE FAMILY ♦ alphabet
You may want to have students choose four or five words with Have students research
different kinds of alphabets
meanings that are especially fun for them and have them write sample
(for example, sign language,
sentences using the words in this new way. Arabic, Hebrew, Cyrillic) and
report to the class about their
findings. You may also wish
EXPANDING VOCABULARIES to have them find out about
the history of the Roman
After students have had an opportunity to share their lists with the class,
alphabet.
collect the lists and compile them into one. As a challenge, encourage
environment
students to write a sentence for each word. You may wish to have
students discuss their own
environment and to compare
A DETECTIVE GAME it to that of other parts of
their state, the United States,
Encourage students to discuss their ideas for speeches. Remind them
or other countries. To
that, to include the Spelling Words, they may need to create an unusual prepare them for this activity,
or even a fantastic situation in their speeches. ask them to make a chart
listing the various factors in
each environment.
PROOFREADING PARTNERS ♦ immigration and
emigration
After partners have corrected their papers, have them change partners
Review with students how
and repeat the process. similar spellings can result in
very different meanings.
COMPETING FOR ADJECTIVES

As a challenge, have students sort all the adjectives created by the class.
♦ This indicates a Unit

Spelling Word.


WORD?
CROSS-CURRICULUM: IN A CLASS BY YOURSELF
Organize students into several groups. Tell them that in this game every ♦ labyrinth
To extend this activity, you
group can win if the members try hard enough. The object of the game may want to have students
is to list as many irregular verbs as they can. Their group wins if they design their own labyrinth-
list at least twenty words. Remind students that irregular verbs are like puzzle (or maze). Tell
them to create a design in
spelled in a unique way. Allow students to consult any books you have
which many paths seem to
in the classroom to help them find words. lead somewhere, but only
one path leads to the
destination (a treasure, a
LANGUAGE ARTS: SPELLING PASSWORD letter X, a sticker). Then
have students exchange
This game is played with four students, two on each team. A fifth
papers and try to figure out
student is the host. Select a visual learner as the host. The host has which is the true path in the
sixteen cards with a Spelling Word written on each card. The host gives other student’s labyrinth.
a card to one of the players on Team A without letting the other players
♦ synonym
see the word. That player offers a one-word clue to the word. Some Divide the class into groups
Spelling Words and their one-word clues might be naughty of three or four and provide a
(misbehave), understandable (coherent), instructed (taught), stitched list of words (for example,
(sewn), and ripped (tore). share, awkward, lawyer,
practice) for each group to
If the player’s teammate guesses the word and spells it correctly, look up in the dictionary. Ask
Team A gets a point. If the wrong word is guessed, a player from Team them to write the synonyms
B looks at the card and gives his or her teammate a different one-word and the definitions for each
word and to read their results
clue for the word. If the teammate guesses the word and spells it
to the class. You may also
correctly, Team B gets the point. If the guess is wrong, Team A gets wish to have them list the
another turn, and so on. Teams take turns starting each new word. antonyms.
SOCIAL STUDIES: IN THE NEWS

Students will need to prepare for this game by creating questions that
can be answered by a Spelling Word. Questions can be based on local,
national, or international events. The game is played in two teams of
three or four persons per team. Team A begins by asking Team B a
question. If a member of Team B answers it correctly and spells the
Spelling Word correctly, Team B gets two points. If the answer is
wrong, but the word is spelled correctly, the team gets one point. (You
may want to make up a rule about players taking turns answering
questions so that one student doesn’t answer them all for his or her Spelling Word.
team.) Teams should take turns asking questions. The team with more
points wins.

Lesson 12
Changes before Plural -s TEACHING STRATEGIES
Pretest OBJECTIVE
To spell nouns that end in o
Administer the test on this page as a pretest. Say each word, use it in the and add es or that change f
sentence, and then repeat the word. ACCESSING PRIOR to ves in plural forms
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Write the singular nouns for
OPTION A (OPEN SORT) the Spelling Words next to
their plural forms. Provide
Distribute the word cards (page 112) to individuals or small groups, and extra practice by writing and
guide them in an open-sort activity. In open sort, students group the illustrating the Spelling
word cards according to a criterion they select themselves. Then guide Words on flashcards and
students in comparing and discussing the criteria they selected. having volunteers pronounce
and define each one as you
display it. RECOGNIZING
OPTION B (MODELING) RELATED WORDS
Read aloud with students the lesson title and the Spelling Words. Use
this model sentence to introduce the lesson skill in a context. PRETEST/POSTTEST
1. Each of us must try to
The tracks in the snow told us we were looking for more than
understand our selves
just one wolf; at least three wolves were in the vicinity. the best we can.
2. Two halves make a
whole.
Teaching the Lesson 3. The wolves howled in
• Remind students that some nouns that end in o become plural by the night.
adding es. Ask students to name the Spelling Words ending in o that 4. We definitely need more
add es to become plural. As students name words, list the words on shelves in the library.
5. Four loaves of bread
the board. (echoes, tomatoes, potatoes)
baking in the oven
• Follow the same procedure for nouns ending in f that changes to ves created a delicious
when they become plural. (shelves, knives, wolves) aroma.
6. The thing she hated
• Have students write on the board nouns that make similar changes in about fall was raking up
their plural form. Then have volunteers read all the words aloud and basket after basket of
define them. fallen leaves.
7. Jane and her dog were
IN SUMMARY Ask students to summarize the lesson in their own
as thick as thieves.
words. Elicit the information that some nouns that end in o add es, and 8. The wives and mothers
some nouns ending in f change the f to ves in the plural form. enjoyed meeting for tea.
Understanding these rules can help students spell new words. 9. All his cooking knives
were sharpened
ASSIGNMENT Students can complete the first page of the lesson as a
regularly.
follow-up to the group activity, either in class or as homework. 10. She didn’t believe in
fairies and elves.
11. Echoes from the ringing
church bells resounded
over the valley.

Changes before Plural -s PRACTICE AND REINFORCEMENT STRATEGIES

12. Senator Lopez was
SPELLING CLUES: WORKING TOGETHER amazed at the number
Suggest to students that when they are working together, they take care of vetoes in this session
to pronounce the words accurately. Correct pronunciation is a good clue of Congress.
to the correct spelling of a word. If students are still unsure of the 13. Ripe tomatoes were the
spelling of a word, they should consult a dictionary. APPLYING main ingredient in the
recipe.
SPELLING STRATEGIES
14. We have had potatoes
at every meal this week!
PROOFREADING
15. Mangoes are a type of
You may wish to have students review Spelling Clues: Working fruit.
Together before proofreading the sentences. 16. How many strange
lingoes do you speak?
FUN WITH WORDS
Students may complete this activity individually or with a partner. To PRACTICE ACTIVITY
extend the activity, you might have students write clues of their own, The practice activity is on
page 114.
using the Spelling Words.
TRANSITIONAL SPELLERS Have students complete this activity Answers: Spelling
cooperatively with a partner or in a small group. Clues
1. wives
2. vetoes
Posttest 3. echoes
Administer the test on page 26 as a posttest or administer one of your 4. wolves
5. tomatoes
6. potatoes
7. halves
Reteaching the Lesson 8. knives
Students with learning difficulties are sometimes more engaged in Answers: Proofreading
learning and better able to retain what they learn when there is a 9. loaves
physical element to the lesson. Divide students into teams and have 10. lingoes
them play a Spelling Words charades game. Have students on each 11. mangoes
team take turns silently acting out clues to one of the Spelling Words. 12. shelves
The rest of the team must correctly guess the word. However, before the Answers: Fun With
team can earn a point for the word, they must correctly spell and write it Words
on the board. The team with the most points in the quickest time is the 13. elves
winner of the game. VISUAL/KINESTHETIC MODALITIES 14. leaves
15. selves
16. thieves

Lesson 13
Changing y to i TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words ending with
Administer the test on this page as a pretest. Say each word, use it in the consonant -y in which y
sentence, and then repeat the word. ACCESSING PRIOR changes to i before -es or
KNOWLEDGE -ed is added
SECOND-LANGUAGE
OPTION A (OPEN SORT) Often, students with limited
English proficiency omit the
Distribute the word cards (page 115) to individuals or small groups, and -es required by he or she,
guide them in an open-sort activity. In open sort, students group the forming sentences such as
word cards according to a criterion they select themselves. Then guide “She try hard in school.”
students in comparing and discussing the criteria they selected. Have students brainstorm
verbs ending with consonant
-y, such as fly, dry, and
OPTION B (MODELING) apply, and write the words
Read aloud with students the lesson title and the Spelling Words. Use on the board. Then, have a
this model sentence to introduce students to spelling words that change volunteer recite a sentence
y to i before -es or -ed is added. starting with he or she that
uses one of the verbs. Write
Ted and Sharon studied hard for the test on scientific the sentence on the board
theories. and point out the -es ending.
SUBJECT-VERB
AGREEMENT
Teaching the Lesson
PRETEST/POSTTEST
• Ask volunteers to name some plural Spelling Words that come from 1. The puppies barked at
base words ending with consonant -y. After listing the base words, the passing car.
have volunteers go to the board, change y to i, and then add ---es to 2. The two armies met in
form Spelling Words. (puppies, armies, skies, parties, libraries, the field.
3. The skies were clear for
countries, philosophies, theories)
our family picnic.
• Follow the same procedure with other consonant -y words. Have 4. Jose studied hard for
volunteers go to the board, change y to i, and then add -ed. (studied, the test.
buried, carried, worried, replied, married, relied, hurried) 5. Vida buried her bucket
in the sand.
• After students add words from their own writing to the board, have 6. She carried the chair up
all the words read aloud and the -ies or -ied spelling at the end of the stairs.
each word underlined. 7. We went to three
birthday parties over
IN SUMMARY You may want students to summarize the lesson in the weekend.
their own words. Elicit from students that knowing the rule for 8. I searched three
changing y to i can help them spell other consonant -y words when an libraries to find my
-es or -ed ending is required favorite book.
9. Grandma was worried
ASSIGNMENT Students can complete the first page of the lesson as a when the storm struck.
follow-up to the group activity, either in class or as homework. 10. He replied to my
request by funding my
project.

Changing y to i PRACTICE AND REINFORCEMENT STRATEGIES

11. The two countries trade
SPELLING CLUES: SPELLING RULES many goods and
Suggest that when students apply the spelling rule in this lesson, they services.
should first check that the original word indeed ends with consonant -y. 12. Melinda and Ivan were
Some words that end in y, such as monkey, do not follow the same rule. married last September.
APPLYING SPELLING STRATEGIES 13. They had different
philosophies about
TRANSITIONAL SPELLERS Have students complete this activity saving money.
with a partner or in a small group. 14. There are many
theories about the
PROOFREADING origins of music.
You may wish to have students review Spelling Clues: Spelling Rules 15. Raoul replies quickly to
before proofreading the note. his e-mail.
16. The horses hurried to
WORKING WITH MEANING the barn when the storm
arrived.
Students may complete this activity independently or with a partner.
Tell them to use Spelling Words they have not already used on lines PRACTICE ACTIVITY
1–12. Ask students what they notice about the ending of all the words The practice activity is on
they used. (They all have -es or -ed endings.) The Spelling Dictionary page 117.
can be used to check definitions.
Answers: Compare
Spelling
Posttest 1. armies
2. libraries
Administer the test on page 28 as a posttest or administer one of your
3. studied
own. Say each word, use it in a sentence, and then repeat the word. 4. carried
5. puppies
6. hurried
Reteaching the Lesson
On a set of index cards, write each Spelling Word as it would be spelled Answers: Proofreading
before the -es or -ed ending is added. On another set of index cards, 7. relied
write each Spelling Word as it appears with the -es or -ed ending. 8. skies
9. buried
city / cities 10. theories
Have students randomly draw a card from the first group and read the 11. philosophies
word aloud. Then have them find the corresponding card from the 12. worried
second group that shows the word with its ending. Have students write Answers: Working with
the first word on the board. Then have them cross out the final y and Meaning
add -ies or -ied. Finally, have them write the Spelling Word again with 13. parties
its proper ending. KINESTHETIC MODALITY 14. replied
15. countries
16. married

Lesson 14
Prefixes That Tell Position TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words with the
Administer the test on this page as a pretest. Say each word, use it in the prefixes pro-, tele-, under-,
sentence, and then repeat the word. ACCESSING PRIOR and inter-
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Help students read and
OPTION A (OPEN SORT) analyze the words by having
them look at smaller words
Distribute the word cards (page 118) to individuals or small groups, and within each word, such as
guide them in an open-sort activity. In open sort, students group the profit in profitable and nation
word cards according to a criterion they select themselves. Then guide in international. When
students in comparing and discussing the criteria they selected. possible, write the base word
first, and then ask students
to copy it and add the
OPTION B (MODELING) prefixes and suffixes that are
Read aloud with students the lesson title and the Spelling Words. Use needed to form the Spelling
this model sentence to introduce the lesson skill in a context. Word. RECOGNIZING
WORD PARTS
We hoped the interaction of older people and younger people would
promote a stronger community spirit. PRETEST/POSTTEST
1. Colonists protested the
tax on tea by dumping
Teaching the Lesson tea into the harbor.
• Write the four prefix headings on the board. As students name 2. He will undertake the
responsibility of caring
Spelling Words with each prefix, list the words under the headings.
for a pet.
Have students identify words in which the meaning of the prefix is 3. If your message is
evident to them. (pro-: protested, provisions, profitable, proceeds, urgent, you can send a
prosperity; tele-: telegram, telegraph, telescopes; under-: undertake, telegram.
underlying, underneath; inter: international, interview, intermediate, 4. Before the telegraph
interrupted, intercept) was invented, people
relied on messengers.
• Invite students to add words from their own writing to the columns. 5. The provisions for our
Then have volunteers read all the words aloud and discuss the camping trip were ready
meanings. to be packed.
6. The United Nations is an
IN SUMMARY You may want to have students summarize the lesson international
in their own words. Elicit from students a statement to the effect that organization.
they can use their knowledge of prefixes to spell and understand the 7. It’s a good idea to arrive
meanings of words. early for an interview.
8. Astronomers use
ASSIGNMENT Students can complete the first page of the lesson as a telescopes to study
follow-up to the group activity, either in class or as homework. stars and planets.
9. We searched for the
underlying cause of the
problem.

Prefixes That Tell Position PRACTICE/REINFORCEMENT STRATEGIES

10. We found the house key
SPELLING CLUES: COMPARING POSSIBLE SPELLINGS underneath the
Suggest to students that they look at several “clues” to help them spot doormat.
words in their writing that may be misspelled. First they should check 11. The owners worked
the spelling of any prefixes or suffixes in the word. Then they should hard to make their
look at the rest of the word, using pronunciation clues and their business profitable.
12. The proceeds from the
knowledge of related words to help them correct spelling errors.
car wash will be used to
Stress that the point at which a prefix joins a root or a base word buy uniforms.
sometimes causes spelling problems. A common spelling error, for 13. John joined the
example, is interract, which should be spelled with only one r. intermediate swimming
Recognition of a word as a combination of a prefix and a base word (in class.
this case, inter- plus act) can help students spot errors such as this one. 14. They wished us
happiness and
APPLYING SPELLING STRATEGIES
prosperity for the new
year.
PROOFREADING
15. The director interrupted
You may wish to have students review Spelling Clues: Comparing the actors in the middle
Possible Spellings before proofreading the fact file. of a scene.
16. Jamie tried to intercept
WORKING WITH MEANING the ball before the
After students have completed this activity, you may wish to have them opposing team caught it.
discuss the relationships between the words in each pair. In item 13, for
example, profit is a noun while profitable is an adjective. You may also PRACTICE ACTIVITY
wish to have students name other related forms of each word, such as page 120.
profiteer and prosper.
Answers: Spelling
Clues
Posttest 1. underlying
Administer the test on page 30 as a posttest, or administer one of your 2. protested
own. Say each word, use it in a sentence, and then repeat the word. 3. interrupted
4. interview
5. intercept
Reteaching the Lesson 6. proceeds
Students with auditory difficulties may experience trouble both in
segmenting and in blending the components of words.
7. underneath
Review the prefixes and their meanings with students. Have them 8. undertake
write each Spelling Word in large, cursive writing on an index card. 9. intermediate
Have them draw lines between the prefixes and the root words. Then, 10. telescopes
have them cut the cards along the lines with a pair of scissors. 11. telegraph
Make two boxes, one labeled Prefixes and the other Root Words. 12. telegram
Have students place the card pieces in the appropriate boxes. Then, mix Answers: Working with
up the card pieces in each box. Meaning
For the auditory blending activity, have students pick one card from 13. profitable
each box and decide whether they can blend the components to make a 14. provisions
word. KINESTHETIC MODALITY 15. international
16. prosperity

Lesson 15
More Prefixes That Tell Position TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that begin
Administer the test on this page as a pretest. Say each word, use it in the with the prefixes ab- (a- or
sentence, and then repeat the word. ACCESSING PRIOR abs-), sub-, trans-, and extra-
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Write the four prefixes and
OPTION A (OPEN SORT) their meanings on the board.
Below each prefix, draw a
Distribute the word cards (page 121) to individuals or small groups, and diagram to illustrate its
guide them in an open-sort activity. In open sort, students group the meaning, using simple
word cards according to a criterion they select themselves. Then guide shapes such as squares and
students in comparing and discussing the criteria they selected. arrows. You might also invite
students to use gestures to
show the meanings of the
OPTION B (MODELING) prefixes. Then, list several
Read aloud with students the lesson title and the Spelling Words. Use Spelling Words below the
this model sentence to introduce the lesson skill in a context. diagrams, and discuss their
meanings. USING VISUAL
A submarine can transmit radio signals. CLUES
PRETEST/POSTTEST
Teaching the Lesson 1. The subway in London
• Ask volunteers to name Spelling Words that begin with the prefix ab- is the longest
(a-, abs-). As students name the words, list the words on the board underground railway in
the world.
and discuss their meanings. (abstract, absolute, abolished)
2. The coach subjected
• Follow the same procedure for sub-, trans-, and extra-. Have students the players to long, hard
identify the base words to which a prefix has been added. Discuss practice sessions.
how the addition of the prefix changes the meaning of the base word. 3. We practiced adding
and subtracting two-
(sub-: subway, subjected, subtracting, subdued, submerged; trans-:
digit numbers.
transportation, transaction, translation, transferred, transient; 4. Airplanes provide one of
extra-: extravagant, extraordinary, extraterrestrial) the fastest means of
• After students have added words from their own writing to the transportation.
5. Her illustration made the
columns, have volunteers read all the words aloud and underline the
abstract idea easier to
prefixes. understand.
IN SUMMARY Have students summarize the lesson in their own 6. The transaction at the
words. Elicit from students the information that prefixes are word parts bank took five minutes.
7. Kathy was in absolute
added to the beginning of roots or base words.
shock when she won.
ASSIGNMENT Students can complete the first page of the lesson as a 8. He is very extravagant
follow-up to the group activity, either in class or as homework. with his money.
9. The speaker’s calm
words subdued the
angry crowd.

More Prefixes That Tell Position

10. Slavery was abolished
SPELLING CLUES: CHECKING SYLLABLES in the United States.
Point out to students that the careful pronunciation of words, especially 11. I looked for an English
words of Latin or Greek origin, is often a good guide to spelling them translation of the
correctly. Suggest to students that they look at the two spellings of each Japanese folktale.
word and then say the word, using what they believe is the correct 12. A tidal wave completely
submerged the village
pronunciation. In most cases, students should be able to identify the
near the shore.
correctly spelled word by counting syllables and pronouncing all the 13. I transferred my books
sounds in the syllables carefully. APPLYING SPELLING from the damaged
STRATEGIES locker to another one.
14. Most hotels are filled
PROOFREADING with transient guests.
You may wish to have students review Spelling Clues: Checking 15. A tightrope walker
Syllables before proofreading the sentences. needs an extraordinary
sense of balance.
FUN WITH WORDS 16. Do you think
extraterrestrial
You may wish to have students complete this activity in pairs. Discuss
creatures may exist?
with students how the speaker’s choice of words reveals his attitude.
(He calls the colonists’ demands “extravagant.”) PRACTICE ACTIVITY
page 123.
Posttest
Administer the test on page 32 as a posttest, or administer one of your Answers: Spelling
own. Say each word, use it in a sentence, and then repeat the word. Clues
1. abstract
2. subtracting
Reteaching the Lesson 3. submerged
Have the students make a prefix chart showing the four lesson prefixes 4. extraterrestrial
5. transient
and their meanings. Then, provide a copy master with definitions of the
6. transaction
Spelling Words, grouped by words having the same prefix. As you say
each Spelling Word aloud, have students write it beside its definition, Answers: Proofreading
underlining the prefix. Encourage students to refer to their prefix charts. 7. subway
Help students remember the complete words by emphasizing the 8. transportation
9. transferred
meanings of the prefixes and the root words. VISUAL MODALITY
10. translation
11. subdued
Answers: Fun with

Words
12. extraordinary
13. extravagant
14. subjected
15. abolished
16. absolute

Lesson 16
Adding -ate to Form Nouns and Verbs TEACHING STRATEGIES
Pretest OBJECTIVE
To spell nouns and verbs
Administer the test on this page as a pretest. Say each word, use it in the ending with the suffix -ate
SUPPORT
In Spanish, the -ate ending
Introducing the Lesson for nouns is -ato; the -ate
OPTION A (OPEN SORT) ending for verbs is usually
-ar. You might ask Spanish-
Distribute the word cards (page 124) to individuals or small groups, and speaking students to give the
guide them in an open-sort activity. In open sort, students group the Spanish equivalents of some
word cards according to a criterion they select themselves. Then guide of the Spelling Words.
students in comparing and discussing the criteria they selected. Students will recognize
almost all of them as having
the same origin as the
OPTION B (MODELING) English word. COMPARING
Read aloud with students the lesson title and the Spelling Words. Use AND CONTRASTING
this model sentence to introduce the lesson skill in a context.
PRETEST/POSTTEST
The city needed to evaluate locations for the new consulate.
1. The debate was about
the pros and cons of
Teaching the Lesson year-round schooling.
2. The city needed extra
• Review with students the definitions of a noun and a verb. police officers to
regulate traffic.
• Write the headings Nouns, Verbs, and Both on the board. Have
3. We used balloons to
volunteers write the Spelling Words below the correct headings. You decorate the room.
may need to help students with the word mandate, which is not listed 4. We estimate that the
as a verb in some student dictionaries. (Noun: phosphate; Verbs: room is 14 feet long.
regulate, decorate, hesitate, demonstrate, investigate, eliminate, 5. Steve didn’t hesitate for
simulate, participate, negotiate; Both nouns and verbs: debate, a minute before diving
into the icy water.
estimate, delegate, concentrate, mandate, advocate)
6. We watched the pilot
• After students have added their own words to the columns, have demonstrate a perfect
volunteers read all the words aloud. takeoff.
7. We hired a detective to
• Discuss the pronunciation differences for words that can be used as investigate the cause of
both nouns and verbs. the accident.
IN SUMMARY Ask students to summarize the lesson in their own 8. Every delegate will
have a chance to
words. Elicit from students the information that -ate can be used to
address the assembly.
form both nouns and verbs. 9. With the radio on, Mark
ASSIGNMENT Students can complete the first page of the lesson as a couldn’t concentrate on
follow-up to the group activity, either in class or as homework. his homework.
10. His sweeping victory
gave the new leader a
mandate for change.

Adding -ate to Form Nouns and Verbs

11. It is not easy to
SPELLING CLUES: CHECKING SHORT VOWEL SOUNDS eliminate sugar from
Tell students that careful pronunciation of a word can sometimes help your diet.
them spot and correct spelling errors in their writing. For items 1–6, 12. I advocate that we add
students should first try using pronunciation as a guide to determining a bicycle lane to the
correct spelling. If the word includes the schwa sound, advise students narrow road.
13. Our model will simulate
to use another strategy, such as thinking of a related word that has a
conditions in a tropical
strong vowel sound. (This strategy works for item 4, decorate, in which rain forest.
the schwa sound in the second syllable is heard as a strong /ô/ in the 14. Everyone was
related word decor. APPLYING SPELLING STRATEGIES encouraged to
participate in sports.
TRANSITIONAL SPELLERS When students come across words 15. The warring countries
finally decided to
they are unsure of, they should first count the number of syllables and
negotiate a treaty.
then check the letters representing vowel sounds to help them determine 16. Some states ban the
the correct spelling. use of phosphate in
detergents.
PROOFREADING
You may wish to have students review Spelling Clues: Checking Short PRACTICE ACTIVITY
Vowel Sounds before proofreading the paragraph. The practice activity is on
page 126.
WORKING WITH MEANING
Answers: Spelling
After students have supplied the missing words in items 12–16 and
Clues
guessed the identity of the American leader (Ben Franklin), have them 1. simulate
discuss his other accomplishments. (formed a fire department, a 2. estimate
subscription library, and a college that became the University of 3. investigate
Pennsylvania) 4. decorate
5. regulate
6. phosphate
Posttest
Administer the test on page 34 as a posttest, or administer one of your Answers: Proofreading
7. participate
8. delegate
9. mandate
Reteaching the Lesson 10. eliminate
11. debate
Have students make a series of flip cards with decreasing cues for
spelling each Spelling Word. For example, you could have students Answers: Working with
make the following set of cards for the word participate: part _ _ ipate, Meaning
par _ _ _ _ _ate, par _ _ _ _ _ _ _ _ and _ _ _ _ _ _ _ _ _ _ _. The lines 12. demonstrate
on the cards provide clues for students who are uncertain how many 13. concentrate
14. hesitate
letters there are in the word. Staple the cards together on one side so
15. negotiate
that after the student has completed one card, it can be folded back and 16. advocate
the word on the new card can be completed from memory. VISUAL
MODALITY


12–16. 12–16
Lesson 12 Spelling Clues: Working Together • To give students the
Suggest to students that when they are working together, they take care opportunity to recognize
and use these spelling
to pronounce the words accurately. Correct pronunciation is a good clue
patterns and Spelling
to the correct spelling of a word. If students are still unsure of the Words in their writing
spelling of a word, they should consult a dictionary.
Lesson 13 Spelling Clues: Spelling Rules Unit 3 Words
Write this sentence on the board. I have a job walking a puppy. Ask The following words are
reviewed in Practice Test,
students to rewrite the sentence making the word puppy plural. (I have a Parts A and B.
job walking puppies.) Next write this sentence on the board. I will study
for the test. Ask students to rewrite the sentence in the past tense. (I Lesson 12: Changes
before Plural -s
studied for the test.) Remind students of the spelling rules concerning
knives
words ending with the consonant y.
Lesson 14 Spelling Clues: Comparing Possible Spellings Lesson 13: Changing y to i
philosophies armies
Suggest to students that they look at several “clues” to help them spot libraries
words in their writing that may be misspelled. First they should check
the spelling of any prefixes or suffixes in the word. Then they should Lesson 14: Prefixes That
Tell Position
look at the rest of the word, using pronunciation clues and their
proceeds interview
knowledge of related words to help them correct spelling errors. profitable interrupted
Stress that the point at which a prefix joins a root or a base word prosperity underlying
sometimes causes spelling problems. A common spelling error, for
Lesson 15: More Prefixes
example, is interract, which should be spelled with only one r. That Tell Position
Recognition of a word as a combination of a prefix and a base word (in submerged transaction
this case, inter- plus act) can help students spot errors such as this one. extraordinary
transportation
Lesson 15 Spelling Clues: Checking Syllables extravagant
Point out to students that the careful pronunciation of words, especially
words of Latin or Greek origin, is often a good guide to spelling them Lesson 16: Adding -ate to
Form Nouns and Verbs
correctly. Suggest to students that they look at the two spellings of each eliminate participate
word and then say the word, using what they believe is the correct negotiate regulate
pronunciation. In most cases, students should be able to identify the
correctly spelled word by counting syllables and pronouncing all the
sounds in the syllables carefully.
Lesson 16 Spelling Clues: Checking Short Vowel Sounds
Tell students that careful pronunciation of a word can sometimes help
them spot and correct spelling errors in their writing. Students should
first try using pronunciation as a guide to determining correct spelling.
If the word includes the schwa sound, advise students to use another
strategy, such as thinking of a related word that has a strong vowel
sound. (This strategy works for words such as decorate, in which the
schwa sound in the second syllable is heard as a strong /ô/ in the related
word décor.)


Prepare paper plates, each
and spelling generalizations in a standardized test format, complete with
with a different letter of the
a sample answer card. alphabet on it. Distribute one
plate to each student. Have
Option 1 students come up to the front
of the class to create words
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as that end in y. (galaxy, carry)
a posttest. Then ask students to change
the words to their plural and
Option 2 past tense form. (galaxies,
carried) Students with the
Have students review their Lesson Word Log for this unit. If they need letters i, es, and ed will come
extra help, you may wish to review the spelling generalizations up to take the place of the
discussed in the individual lessons. Then administer both parts of the student with the letter y.
Practice Test to determine whether students have mastered the spelling Activity 2
generalizations. Have students play a game
called “Blank!” After you
have organized small
Practice Test: Part A Practice Test: Part B groups, let one player in
1. (B) proceeds 1. (D) prosperity each group choose a word
from this review lesson and
2. (B) interview 2. (D) extravagant
make up a sentence using
3. (A) profitable 3. (C) underlying that word, but saying the
4. (C) transaction 4. (A) participate word blank in place of the
5. (D) knives 5. (B) extraordinary word—for example: “There
were three blank of bread
6. (A) philosophies 6. (A) provisions baking in the oven.” (loaves)
7. (A) libraries 7. (B) transportation Group members then guess
8. (B) regulate 8. (B) negotiate the “blank” word. At the end
9. (B) interrupted 9. (C) submerged of the round, another group
member chooses a word and
10. (C) armies 10. (A) eliminate follows the same procedure.
Activity 3
Options for Evaluation Use the words from this
review lesson to create a
• Have students check their own Practice Tests against their lists of public address
Spelling Words. The list on the opposite page provides references to announcement. Let teams of
four to five students create
the lessons where they can find words they misspelled. an announcement that might
• You may prefer to assign partners and have students check each be heard in a public place
such as a train station or
other’s Practice Test, using their own list of Spelling Words. department store. Example:
Attention shoppers, on sale
today we have all the
provisions you’ll need. You’ll
find beautiful tomatoes,
potatoes, and mangoes in
our produce department.
Teams get a point for every
Spelling Word they use in
their announcement. The
team with the most points
wins the game.


WORD?
CREATING A PUZZLE ♦ abolish
You may want to have students choose from their puzzles four or five You may with to point out to
students that people who
words with meanings that are new to them and have them write sample
opposed slavery in the
sentences using their Spelling Words in this new way. United States were called
abolitionists. If students wish,
SPELLING CLUES they may write about laws or
In addition to word clues, students may want to use picture clues or a customs, as well as rules,
that they think should be
combination of word and picture clues to for their spelling challenges.
abolished.
Students can draw clues or find pictures from old magazines and
♦ exterior
newspapers. Ask students to list other
words that begin with the
TEAM CHARADES prefix -ex.
Instead of having individual students from each team silently act out a
Spelling Word clue, have the entire team improvise a scene with
dialogue that suggests the word. Remind students that they may not use
the actual word in their scenes. For example, students might act out a
scene in a library in which they look for books in the stacks to suggest
the Spelling Word shelves. Teams take turns acting out scenes until all
the Spelling Words have been identified.
ABOLISH SPELLING PROBLEMS

Partners can work together to “do away with” problems they have with
the Spelling Words. Have each student write a letter to their partner
including their problem words in the body of the letter. After
exchanging letters, each student proofs the other’s letter and then
returns it. Together the students study and correct their mistakes.

Spelling Word.


WORD?
CROSS-CURRICULUM: IN A CLASS BY YOURSELF
Organize students into several groups. Tell them that in this game every investigate
Some nouns and verbs end
group can win if the members try hard enough. The object of the game in -ate. Ask students to read
is to list as many words with prefixes that tell position as they can. the following pairs of
Their group wins if they list at least twenty words. Allow students to sentences:
consult any books you have in the classroom to help them find words. Susan is a member of the
debate team.
LANGUAGE ARTS: SPELLING PASSWORD Charles liked to debate
everything.
This game is played with four students, two on each team. A fifth
We estimate that the trip will
student is the host. Select a visual learner as the host. The host has
cost over six hundred
sixteen cards with a Spelling Word written on each card. The host gives dollars.
a card to one of the players on Team A without letting the other players The mechanic gave us an
see the word. That player offers a one-word clue to the word. Some estimate for the cost of fixing
the car.
Spelling Words and their one-word clues might be worried (concerned),
The juice was made from
prosperity (riches), demonstrate (show), abolished (outlawed), and elves
concentrate.
(fairies). I have to concentrate
If the player’s teammate guesses the word and spells it correctly, extremely hard in class.
Team A gets a point. If the wrong word is guessed, a player from Team Have students sort the
B looks at the card and gives his or her teammate a different one-word sentences into two
categories: sentences with
clue for the word. If the teammate guesses the word and spells it
Spelling Words that are
correctly, Team B gets the point. If the guess is wrong, Team A gets nouns and Spelling Words
another turn, and so on. Teams take turns starting each new word. that are verbs.
SOCIAL STUDIES: IN THE NEWS

Students will need to prepare for this game by creating questions that
can be answered by a Spelling Word. Questions can be based on local,
national, or international events. The game is played in two teams of
three or four persons per team. Team A begins by asking Team B a
question. If a member of Team B answers it correctly and spells the
Spelling Word correctly, Team B gets two points. If the answer is
wrong, but the word is spelled correctly, the team gets one point. (You
may want to make up a rule about players taking turns answering
questions so that one student doesn’t answer them all for his or her
team.) Teams should take turns asking questions. The team with more
points wins.

Lesson 18
Prefixes That Tell Size and Amount TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words with prefixes
Administer the test on this page as a pretest. Say each word, use it in the that tell size and amount
SUPPORT
To provide extra practice,
Introducing the Lesson make illustrated flashcards.
OPTION A (OPEN SORT) Write a word on one side of
the card and provide an
Distribute the word cards (page 127) to individuals or small groups, and illustration on the other side.
guide them in an open-sort activity. In open sort, students group the Some words you might want
word cards according to a criterion they select themselves. Then guide to use for this practice are
students in comparing and discussing the criteria they selected. multicolored, multimedia,
and multicultural. Have
students choose a card at
OPTION B (MODELING) random, read and define the
Read aloud with students the lesson title and the Spelling Words. Use word, and use the illustration
this model sentence to introduce the lesson skill in a context. to check their answer.
USING PICTURE CLUES
The multimillionaire was in favor of equalizing taxes.
PRETEST/POSTTEST
1. Wendy heats leftovers in
Teaching the Lesson her microwave oven.
• Ask volunteers to name and spell the words with the prefix magni-. 2. Bob does his homework
List the words on the board. (magnify, magnitude, magnificently) on a microcomputer.
3. The multiplication of
• Follow the same procedure for the prefixes micro-, multi-, and those numbers will give
equ(i)-. As students name words, list the words on the board. you the answer.
(micro-: microwave, microcomputer, microscopic, microorganism; 4. Telescopes magnify
multi-: multiplication, multicolored, multitude, multimedia, images of stars and
other celestial objects.
multicultural; equ(i)-: equality, equation, equator, equivalent)
5. Flo’s multicolored
• Have students add other words with these prefixes to the columns. costume won the prize
Then have volunteers read all the words aloud and underline the at the party.
prefixes. 6. We were surprised by
the magnitude of the art
IN SUMMARY Have students summarize the lesson in their own collection.
words. Elicit from students the meanings of the four prefixes. Also 7. One of the goals of the
elicit the fact that the spelling of the prefix equ(i)- may change when it French Revolution was
is added to a word part that begins with a vowel. equality for all.
8. A multitude gathered to
ASSIGNMENT Students can complete the first page of the lesson as a watch the parade.
follow-up to the group activity, either in class or as homework. 9. He looked at the insect
through a microscope.
10. One side of the
equation was 4 + 6, and
the other was 10.

Prefixes That Tell Size and Amount

11. A multimedia campaign
SPELLING CLUES: VISUALIZATION was used to promote the
Suggest to students that when they encounter a word whose spelling new product.
they are unsure of, they visualize the word spelled in several different 12. The equator divides
ways. Then they should choose the spelling that looks correct. If they Earth into two
are still unsure, they can look up the word in a dictionary. APPLYING hemispheres.
13. The microorganism
SPELLING STRATEGIES
that causes that disease
has been found.
PROOFREADING
14. The fair had an obvious
You may wish to have students review Spelling Clues: Visualization multicultural theme.
before proofreading the sentences. 15. The hall was
magnificently
WORKING WITH MEANING decorated.
Students may complete this activity individually or with a partner. Tell 16. The bracelet and the
students to look for clues in the review and to choose the correct necklace are equivalent
Spelling Word based on those clues. After students have completed the in value.
activity, you may wish to provide more practice by having students
PRACTICE ACTIVITY
write their own paragraphs, using as many of the words on the list as The practice activity is on
they can. page 129.
TRANSITIONAL SPELLERS Have students complete this activity Answers: Spelling

Clues
cooperatively with a partner or in a small group. To extend the activity,
1. equation
have students write their own sentences, using the Spelling Words in 2. magnify
the review. 3. multiplication
4. microwave
5. magnitude or multitude
Posttest 6. microcomputer
own. Say each word, use it in a sentence, and then repeat the word. Answers: Proofreading
7. microorganism
8. equator
Reteaching the Lesson 9. multimedia
For some students, spelling presents trouble because of its high demand 10. multicultural
11. microscopic
on visual and auditory memory.
12. equality
Praise is a powerful motivator for those students who are not
intrinsically motivated. Have the students write the Spelling Words on Answers: Working with
cards, omitting the prefixes (for example: _____ wave). Place the cards Meaning
facedown in a pile, and have the students draw a card from the pile and 13. multitude
spell the prefix. For each word spelled correctly, sincerely praise the 14. magnificently
15. multicolored
students.
16. equivalent
You may want to chart the students’ growth as a visual reminder of
their success. AUDITORY MODALITY

Lesson 19
Words with Double Consonants TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the doubled consonants
SUPPORT
To demonstrate the
Introducing the Lesson relationship between short
OPTION A (OPEN SORT) vowel sounds and doubled
consonants, write the
Distribute the word cards (page 130) to individuals or small groups, and following words on the
guide them in an open-sort activity. In open sort, students group the board: bitter–biter, cutter–
word cards according to a criterion they select themselves. Then guide cuter, dinner–diner, flatter–
students in comparing and discussing the criteria they selected. flavor, hotter–hotel, and
mopping–moping. Read
each pair of words aloud,
OPTION B (MODELING) stressing the first vowel
Read aloud with students the lesson title and the Spelling Words. Use sound in each word. Then,
this model sentence to introduce the lesson skill in a context. have students sort the words
under the headings Short
It was necessary for Paul to put his luggage on a commercial jet. Vowel Sounds and Long
Vowel Sounds.
Help students to see that
Teaching the Lesson each short vowel sound is
followed by a doubled
• Ask volunteers to name and spell the two-syllable words with consonant. Point out,
doubled consonants in the middle. List the words on the board. however, that not all words
(uttered, triggered, summoned) follow this generalization.
RECOGNIZING PATTERNS
• Follow the same procedure for three-, four-, and five-syllable words
with doubled consonants. List the words on the board. (three-syllable PRETEST/POSTTEST
words: chattering, terrific, scattering, polluted, satellite, narrative, 1. Ted was so cold that his
penniless, parallel, embassy, torrential; four-syllable word: teeth were chattering.
vaccination; five-syllable words: intellectual, exaggerated) 2. James uttered just one
word: “Great!”
• Have students add other words that follow these patterns to the 3. The styles worn by
columns. Then, have volunteers read all the words aloud and define Laura triggered a whole
them. new fad at our school.
4. Stuart looked terrific in
IN SUMMARY Ask students to summarize the lesson in their own his new suit.
words. Elicit the information that sometimes when a consonant follows 5. The wind is scattering
a short vowel sound and there is another syllable after it, the consonant all the leaves.
is doubled. 6. The lake has been
polluted with chemicals.
ASSIGNMENT Students can complete the first page of the lesson as a 7. With a demanding cry,
follow-up to the group activity, either in class or as homework. the cat summoned
Christine to the door.
8. The moon is a natural
satellite of the earth.

Words with Double Consonants

9. The baby wasn’t feeling
SPELLING CLUES: DOUBLE CONSONANTS well after she received
Suggest that when students encounter a word that they think might be her vaccination.
spelled with a double consonant in the middle, they try spelling it with a 10. Betty was involved in an
single consonant and with a double consonant. Sometimes it is easy to intellectual discussion
choose the correct spelling if they see it written both ways. If they are with Bert.
11. The narrative began
still unsure of the spelling of the word, they should look up the word in
with the traditional
a dictionary. APPLYING SPELLING STRATEGIES “Once upon a time.”
12. Bad investments left the
PROOFREADING man penniless.
You may wish to have students review Spelling Clues: Double 13. Yard lines on a football
Consonants before proofreading the advertisement. field are parallel.
14. The stranded travelers
FUN WITH WORDS went to the American
Students may complete this activity individually or with a partner. After embassy to seek help.
students complete the activity, you may wish to expand it by having 15. It was obvious Phil had
exaggerated his
them write sentences using the words.
cooking ability.
16. The torrential rains
Posttest damaged the harbor.
Administer the test on page 42 as a posttest, or administer one of your PRACTICE ACTIVITY
own. Say each word, use it in a sentence, and then repeat the word. The practice activity is on
page 132.
Reteaching the Lesson Answers: Spelling

For students who have memory deficits, it is often easier to remember a Clues
generalization if they have arrived at it by inductive reasoning. 1. chattering
Write the Spelling Words in two lists on the board. In the first list, 2. penniless
3. uttered
put the words that follow the generalization about doubling the
4. vaccination
consonant after a short vowel; in the second, put the exceptions to the 5. satellite
generalization. Align the words so that the doubled letters are in a 6. polluted
column. Ask one student at a time to underline the doubled letter and
preceding vowel in each word as you and the other students read the Answers: Proofreading
7. intellectual
word aloud. Ask a student to formulate a hypothesis about when a
8. summoned
consonant should be doubled. Guide students to the generalization 9. parallel
about doubling the consonant following a short vowel. 10. narrative
Then, direct students to the second list. Again, ask students to 11. terrific
underline the double letter and preceding vowel in each word. Ask 12. embassy
students whether there are any short vowels followed by single
Answers: Fun with
consonants. When students observe that these words do not follow the
Words
spelling generalization, ask volunteers to look up the etymology of each 13. scattering
word in a dictionary. Elicit the information that each word in the second 14. torrential
list comes from Latin or Greek. VISUAL MODALITY 15. exaggerated
16. triggered

Lesson 20
Noun Endings TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the noun-forming suffixes
SUPPORT
Prepare a set of flashcards
Introducing the Lesson for the Spelling Words, and
OPTION A (OPEN SORT) pair each student acquiring
English with a student fluent
Distribute the word cards (page 133) to individuals or small groups, and in English. Have partners
guide them in an open-sort activity. In open sort, students group the choose a card, read the word
word cards according to a criterion they select themselves. Then guide aloud, and use it in a
students in comparing and discussing the criteria they selected. sentence. Then, have
students find words from
another language that are
OPTION B (MODELING) cognates of the Spelling
Read aloud with students the lesson title and the Spelling Words. Use Words. For example, in
this model sentence to introduce the lesson skill in a context. Spanish patriotismo is similar
to patriotism, mecanismo to
The group showed unity and bravery during the siege. mechanism, pobreza to
poverty, crueldad to cruelty,
rivalidad to rivalry, and
Teaching the Lesson specialidad to specialty.
RECOGNIZING
• Ask volunteers to name and spell the words that have the suffix -ty. SIMILARITIES IN WORDS
List the words on the board. (poverty, royalty, loyalty, uncertainty,
cruelty, specialty, novelty) PRETEST/POSTTEST
1. Only by working at two
• Follow the same procedure for the suffixes -ism and -ry/-ery. List the
jobs could he avoid
words on the board. (-ism: journalism, tourism, patriotism, realism, living in poverty.
optimism, mechanism, criticism; -ry/-ery: rivalry, robbery) 2. A crowd gathered to
• Have students add other words with these suffixes to the columns. watch the queen and
other royalty pass by.
Then have volunteers read all the words aloud and underline the
3. Dave has enjoyed a
suffixes. successful career in
IN SUMMARY Ask students to summarize the lesson in their own journalism.
words. Elicit the fact that the suffix -ty forms nouns that mean “the state 4. The rivalry between the
two players was intense.
or quality of.” The suffixes -ism and -ry/-ery form nouns that mean “the
5. One of the biggest
act, practice, theory, or occupation of.” sources of income in
ASSIGNMENT Students can complete the first page of the lesson as a Hawaii is tourism.
follow-up to the group activity, either in class or as homework. 6. The soldier pledged his
loyalty to his country.
7. The entire robbery was
caught on camera.
8. Her feelings of
uncertainty showed on
her face.

Noun Endings PRACTICE AND REINFORCEMENT STRATEGIES

9. We showed our
SPELLING CLUES: IDENTIFYING THE BASE WORD patriotism by singing
If necessary, point out that the base words students are looking for are the national anthem.
journal, mechanics, patriot, rob, special, and tour. Remind them that 10. His cruelty drove his
sometimes the spelling of the base word changes a little when a suffix is friends away.
added. If they have found the base word and are still not sure of the 11. The chef’s specialty is
eggs Benedict.
correct spelling, they should look the word up in a dictionary.
12. Too much realism in a
APPLYING SPELLING STRATEGIES movie can make it
boring.
PROOFREADING 13. Just for the novelty of it,
You may wish to have students review Spelling Clues: Identifying the Betty dyed her hair
Base Word before proofreading the sentences. purple.
14. The rose-colored
WORKING WITH MEANING glasses added to Jean’s
Have students work together in small groups. They can help one feelings of optimism.
another by sharing knowledge about word meanings. Then pairs of 15. The clock’s mechanism
is very simple.
students can read the dialogue aloud.
16. Vin seems to handle
criticism well.
Posttest PRACTICE ACTIVITY
Administer the test on page 44 as a posttest, or administer one of your The practice activity is on
own. Say each word, use it in a sentence, and then repeat the word. page 135.
Answers: Spelling
Reteaching the Lesson Clues
Write the suffixes -ty, -ism, -ry, and -ery, as well as the root words 1. journalism
appearing in the lesson, on index cards. Place the word cards in two 2. mechanism
boxes, labeled Base Word and Suffix. To begin, include only the base 3. patriotism
4. robbery
words to which suffixes can be added without spelling changes (for
5. specialty
example, special + ty). 6. tourism
Have students select a card at random from each box, put the two
cards together, and read the word. If the word does not exist, have them Answers: Proofreading
return one card to its box and choose another. When the cards form a 7. optimism
8. novelty
real word, have students say the word, say it in segments, spell it aloud,
9. uncertainty
and write it down. 10. realism
For the Spelling Words that require spelling changes before a suffix
is added, provide a sheet of paper with the base word and the suffix on Answers: Working with
it. Have students cross out the letter that is dropped or make any other Meaning
spelling changes needed. Then, have them rewrite the base word and 11. rivalry
12. loyalty
add the suffix. Have students say the word and spell it aloud. VISUAL/
13. poverty
AUDITORY MODALITIES 14. cruelty
15. criticism
16. royalty

Lesson 21
Prefix ob- TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that begin
Administer the test on this page as a pretest. Say each word, use it in the with the prefix ob- (oc-, of-,
sentence, and then repeat the word. ACCESSING PRIOR op-)
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Lead students to observe
OPTION A (OPEN SORT) that only the ob- form of the
prefix does not require a
Distribute the word cards (page 136) to individuals or small groups, and doubled consonant. Provide
guide them in an open-sort activity. In open sort, students group the extra practice by distributing
word cards according to a criterion they select themselves. Then guide cards with double printed on
students in comparing and discussing the criteria they selected. one side and do not double
printed on the other side.
Pronounce aloud words that
OPTION B (MODELING) have the prefixes ob-, oc-,
Read aloud with students the lesson title and the Spelling Words. Use of-, and op-. For each word,
this model sentence to introduce the lesson skill in a context. have the students hold up
the appropriate side of the
The official strongly objected to her opponent’s statement. card. Check student
responses for accuracy
before going on to the next
Teaching the Lesson word. LISTENING FOR
SOUNDS
• Ask volunteers to name the Spelling Words that have a prefix spelled
ob-. As students name words, list the words on the board. (oblong, PRETEST/POSTTEST
observation, objection, objective, obtained, obviously, obscure, 1. Rosa kept her necklace
obstacle, obsessions) in an oblong box.
2. The observation about
• Continue this procedure with the prefixes spelled oc-, of-, and op-.
the group was correct.
As students name words, list the words on the board. (oc-: 3. Does anyone have an
occupation, occupant, occasionally; of-: offering, offensive; op-: objection to postponing
opportunity, opposition) the test?
4. What was your
• Invite students to add to the columns words with these prefixes from
objective in reading the
their own writing. Then have volunteers read all the words aloud and book?
underline the troublesome areas. 5. Lucy chose landscaping
IN SUMMARY Have students summarize the lesson in their own as her occupation.
6. All children have
words. Elicit the fact that ob- is an absorbed prefix that changes form,
obtained permission to
or spelling, to match the first letter of the word to which it is being go on the trip.
added. Knowing this can help students spell words that have the prefix 7. For lunch today, the
ob-. cafeteria is offering
turkey sandwiches.
8. The two girls try to look
follow-up to the group activity, either in class or as homework. different, but they are
obviously twins.

Prefix ob- PRACTICE AND REINFORCEMENT STRATEGIES

9. Nobody enjoys his
SPELLING CLUES: PREFIXES offensive behavior.
Suggest to students that when they consider how to spell words that 10. At the first opportunity,
have the prefix oc-, of-, or op-, they should check to make sure they Lisa thanked Ms. Wilson
have doubled the consonant before spelling the rest of the word. Then for the gift.
they should check the spelling of the rest of the word. If the word still 11. What do you think of this
obscure song from
doesn’t look right, they should check a dictionary. APPLYING
Dad’s collection?
SPELLING STRATEGIES 12. The new occupant will
move in on Friday.
PROOFREADING 13. No obstacle can hurt
You may wish to have students review Spelling Clues: Prefixes before our friendship.
proofreading the sentences. 14. There was no
opposition to the
FUN WITH WORDS helmet law in our city.
Students may complete this activity individually or with a partner. To 15. One of her obsessions
extend the activity, you might have students write sentences of their is the need to keep her
room spotless.
own for each of the Spelling Words.
16. I try to avoid sweets, but
occasionally I enjoy an
TRANSITIONAL SPELLERS Have students complete this activity ice cream cone.
cooperatively with a partner or in a small group. Suggest that students
use picture clues to help them figure out the missing words. PRACTICE ACTIVITY
page 138.
small groups. They can help one another by sharing knowledge as they Answers: Spelling
try to determine what context clues are given in the art. USING Clues
PICTURE CLUES 1. offensive
2. occupation
3. oblong
Posttest 4. occupant
Administer the test on page 46 as a posttest, or administer one of your 5. obsessions
6. opposition
Reteaching the Lesson 7.
8.
objective
obtained
Give students a strategy for dividing multisyllabic words into their 9. occasionally
component parts. Use an auditory and visual approach. Have students 10. obscure
listen as you say the words. Then, have them divide a prewritten list of 11. observation
the words into their component parts by making slash marks between
the syllables. Finally, have students write the words from dictation. Answers: Fun with
Words
In preparing the prewritten list of words, group together words with
12. offering
the same form of the prefix. VISUAL/AUDITORY MODALITIES 13. opportunity
14. obviously
15. obstacle
16. objection


18–21. 18–21
Lesson 18 Spelling Clues: Visualization opportunity to recognize
Pronounce the word equivalent aloud. Then ask students to visualize it and use these spelling
as they have seen it written in other contexts—in math books, for patterns and Spelling
example. Then write this on the board: ____valent. Ask students to
spell the prefix that would complete the word. Do the same with
Unit 4 Words
microscopic, multiplication, and magnificently. The following words are
reviewed in Practice Test,
Lesson 19 Spelling Clues: Double Consonants Parts A and B.
Write these word pairs on the board: terific—terrific, satelite—
Lesson 18: Prefixes That
satellite, vaccination—vacination, and exaggerated—exagerated. Tell Size and Amount
Suggest that students compare the two spellings of each word to see equivalent
which one looks right. Remind them that writing a word two ways to microscopic
multiplication
see which one looks right is a good spelling strategy. magnificently
Lesson 20 Spelling Clues: Identifying the Base Word Lesson 19: Words with
Write these words on the board: rivalry, criticism, patriotism, Double Consonants
exaggerated satellite
journalism, and realism. Ask a student to name the base word in each parallel terrific
(rival, critic, patriot, journal, and real). Then, ask if the base word vaccination
changes when a suffix is added. Remind students that identifying the
Lesson 20: Noun Endings
base word is a good spelling strategy.
realism rivalry
criticism journalism
Lesson 21 Spelling Clues: Prefixes patriotism
Write on the board: occupation—ocupation, oportunity—opportunity,
Lesson 21: Prefix ob-
and offensive—ofensive. Ask a volunteer to underline the words that are objection objective
spelled correctly. Then, ask students why the prefix ob- is called an obstacle occupant
absorbed prefix. (It takes on the form of the root to which it is being opposition opportunity
added: spelled oc- with roots beginning with c, spelled of- with roots
beginning with f, and spelled op- with roots beginning with p.)


Activity 1
Provide an opportunity for
and spelling generalizations in a standardized test format, complete with students who draft and
a sample answer card. compose on a computer to
review the uses of the spell-
check function. Ask them
Option 1 how using the spell-check
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as function has been helpful
a posttest. and what kinds of spelling
problems they have been
able to identify. Discuss how
Option 2 the spell-check function
Have students review their Lesson Word Log for this unit. If they need helps writers improve their
extra help, you may wish to review the spelling generalizations spelling skills and in what
ways, if any, it limits their
discussed in the individual lessons. Then administer both parts of the
development of spelling
Practice Test to determine whether students have mastered the spelling skills.
generalizations. Activity 2
Have a contest to write a
Practice Test: Part A Practice Test: Part B sentence using the most
words from this review
1. (D) equivalent 1. (B) critisism [criticism]
lesson. Write the words on
2. (C) exaggerated 2. (A) patriatism [patriotism] the board. Give students five
3. (B) multiplication 3. (B) terific [terrific] (or ten) minutes to compose
4. (A) parallel 4. (B) obstacal [obstacle] the longest sentence they
can, using as many of the
5. (A) microscopic 5. (A) oposition [opposition] words from the list as
6. (D) vaccination 6. (A) rivelry [rivalry] possible. Have them read
7. (C) objection 7. (B) obgective [objective] their sentence aloud as other
8. (D) realism 8. (A) ocupant [occupant] students listen to make sure
it makes sense.
9. (D) magnificently 9. (A) jurnalism [journalism]
Activity 3
10. (C) satellite 10. (B) oportunity [opportunity] Write the words from this
review lesson in random
order, scattered on a piece
of tagboard. Then, draw
Options for Evaluation jigsaw-puzzle shapes on the
tagboard—one piece per
• Have students check their own Practice Tests against their lists of word. Cut out the puzzle
Spelling Words. The list on the opposite page provides references to along the lines. On the back
the lessons where they can find words they misspelled. of each piece, write a
misspelling of the word. Mix
• You may prefer to assign partners and have students check each up the pieces, spread them
other’s Practice Tests, using their own list of Spelling Words. out on a desk, and have
students put them together.
The pieces won’t match up if
the misspelled version of the
word is showing. When
complete, the puzzle will
show only correctly spelled
words.


WORD?
QUESTION AND ANSWER
A sample exchange between two students might be as follows: “Do you benefactor
Have students write titles of
like to cook with a microwave oven?” “Yes, I do, but my aunt, who
stories, biographies, or
lives south of the equator, does not.” Students might find it difficult to autobiographies in which a
answer a question with a totally unrelated word, so remind them that the person’s life changes
answers can be—and probably will be—very silly. dramatically as the result of
a benefactor’s generosity.
Then invite them to share
these titles orally. They might
STORY STARTER enjoy explaining a few
Students might enjoy reading their stories aloud to the class after their details of the plots of the
partners have filled in the blanks. stories, to show how a
benefactor contributed to the
outcome. A variation on this
activity would be to have
PROOFREADING PARTNERS students make up a story
Have students read the instructions for the activity. Then answer any about how a benefactor
questions they may have. Remind students to review the list carefully changed their own lives.
and to select the Spelling Words they find most troublesome. This WORKING TOGETHER
You may want to provide
approach will make the activity a useful tool for improving their
small groups of students with
spelling skills. Then, have students select their own partners and collections of books and
complete the activity. stories (or book reports
about them) in which
benefactors play a role.
Students can work together
PRACTICE IN PAIRS
to list titles and discuss the
As an additional requirement for keeping the cards, you might suggest literature.
that students use the words in sentences.
dragon
To extend this activity, invite
volunteers to retell a story
WHAT’S THE SENSE?
that involves dragons or
After students finish writing several sentences, you may wish to have other magical beasts. Most
them choose one sentence to expand into a silly paragraph or story. students will be familiar with
folk tales, fairy tales, and
modern stories that feature
magical beasts that talk, fly,
WHAT IS IN A WORD?
help humans, harm humans,
You might want to have a word-history sharing time occasionally, or test humans.
during which students read one or two of their selections to the class.


WORD?
HEALTH: SEARCHING FOR HEALTH
Have students identify any health-related Spelling Words in this unit. refuge/fugitive
Some students might benefit
Then, have students brainstorm a longer list of health-related words. from an oral discussion of
Record these words on the board. the meaning of each word.
Have students work independently or with partners to create their You might also wish to have
students use the words in
own word-search puzzles, using at least twelve different health words.
sentences.
Have students complete their puzzles by writing a brief clue for each
hidden word. ponderous
You may want to have students exchange puzzles with a partner so Ask students to use the
dictionary to find other words
they can solve each other’s puzzles. You may also want to photocopy related to the Latin roots
all the unsolved puzzles and make a collection of word-search puzzles pondus and pendere (for
for each student to solve. example, suspense, ponder,
preponderance, and
depend).
LANGUAGE ARTS: COLLECT PAIRS
To prepare for this activity, make a deck of fifty cards (twenty-five
pairs). Use Spelling Words from this unit. In this card game for two to
five players, five cards are dealt to each player, and the rest of the deck
is placed facedown in the center of the table. The object of the game is
to get as many pairs as possible. Play begins when the person to the left
of the dealer asks any other player if he or she holds any specific card
by saying, for example, “Angela, do you have a metallic?” The player
asking for the card must hold the mate to that card. If the other player
has the card, he or she must hand it over. The first player places the
matching pair on the table and takes another turn. Following a “no”
answer, the player draws enough cards to make his or her hand equal
five cards, and play passes to the left. The player with the most pairs at
the end of the game wins.
SOCIAL STUDIES: TRIAL REENACTMENT

Organize students into groups of four to eight members each. Have each
group research a legal case, either one from history that might be
described in their social studies textbook or one from a current
newspaper. Challenge students to reenact the court case, with
individuals portraying the defendant, the prosecuting attorney, the
defense attorney, the judge, and the witnesses involved in the case.
Students should prepare a script to follow during their reenactment. Ask
them to use as many Spelling Words as possible in their script. After
group members have rehearsed, they can present their trial reenactment
for classmates.

Lesson 23
More Prefixes That Tell Position TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words with the
Administer the test on this page as a pretest. Say each word, use it in the prefixes peri-, intra-/intro-,
sentence, and then repeat the word. ACCESSING PRIOR per-, and circu(m)-
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson After discussing the
OPTION A (OPEN SORT) meanings of the prefixes,
write the Spelling Words on
Distribute the word cards (page 139) to individuals or small groups, and the board, grouping them by
guide them in an open-sort activity. In open sort, students group the prefix. Have students go to
word cards according to a criterion they select themselves. Then guide the board and underline the
students in comparing and discussing the criteria they selected. prefix in each group of
words. Then have students
write the words on index
OPTION B (MODELING) cards and work in pairs to
Read aloud with students the lesson title and the Spelling Words. Use practice spelling the words
this model sentence to introduce the lesson skill in a context. and using them in
sentences.
The coach persuaded me to try out for the intramural basketball REINFORCEMENT/
team. PRACTICE
PRETEST/POSTTEST
Teaching the Lesson 1. The author wrote a brief
introduction to the
• Call on volunteers to name the Spelling Words that have the same
book.
prefix as periscope. As students name words, list the words on the 2. Students from the same
board and discuss their meanings. (perimeter, periodic, peripheral) school compete in
• Follow the same procedure for words with the prefixes intra-/intro-, intramural sports.
3. The camera worked
per-, and circu(m)-. (intra-/intro-: introduction, intramural,
perfectly after I had it
intrastate, introvert; per-: perfectly, permanently, perception, repaired.
perspective, persuaded; circu(m)-: circulation, circumstances, 4. The air circulation
circumference, circuit) improved when we
opened the windows.
• Have students add words from their own writing to the columns.
5. We measured the
Then, have volunteers read all the words aloud and discuss their perimeter of the yard
meanings. before building a fence.
IN SUMMARY Have students summarize the lesson in their own 6. The pilot disappeared
under mysterious
words, making sure they understand the meanings of the lesson
circumstances.
prefixes. Elicit the observation that knowledge of prefixes can help 7. After a visit to Hawaii,
students spell and understand words. we decided to live there
ASSIGNMENT Students can complete the first page of the lesson as a permanently.
8. The circumference of
the earth is about
25,000 miles.

More Prefixes That Tell Position

9. Scientific discovery can
SPELLING CLUES: CHOOSING CORRECT SPELLINGS change our perception
Tell students that when they are unsure of the spelling of a word, they of the universe.
might be able to decide on the correct spelling by writing the word in 10. People here wanted an
several different ways. They should focus especially on the part of the intrastate bus system.
word that does not look correct. 11. Sam is quiet, but I
wouldn’t say he is an
Summarize for students the variety of strategies that they can use to
introvert.
help them identify and correct the misspelled words in items 1–6. First, 12. Traveling has changed
students should check the spelling of the lesson prefixes. Second, they my perspective on life.
should pronounce the words carefully to help them spot other spelling 13. The periodic crashes of
errors. Finally, they should use their knowledge of the spelling of thunder startled us.
related words to help them find other errors. APPLYING SPELLING 14. The glasses improved
my peripheral vision.
STRATEGIES
15. The candidate
persuaded most of us
TRANSITIONAL SPELLERS Transitional Spellers can work in to vote for him.
pairs to complete items 1–6. Suggest that they look at the prefix of each 16. A simple electrical
word first and then at the rest of the word to help them pinpoint spelling circuit has two wires.
errors.
PRACTICE ACTIVITY
PROOFREADING
page 141.
You may wish to have students review Spelling Clues: Choosing
Correct Spellings before proofreading the sentences. Answers: Spelling
Clues
FUN WITH WORDS 1. circulation
Have students complete this activity individually or with a partner. 2. persuaded
3. perfectly
4. permanently
Posttest 5. circumstances
Administer the test on page 52 as a posttest, or administer one of your 6. periodic
7. intrastate
Reteaching the Lesson 8. perspective
9. perception
Students who need additional practice may use a tape recorder. With the
10. circuit
recorder in the Record mode, have a student say a Spelling Word, spell 11. perimeter
it slowly, repeat the word, and then pause. Repeat the procedure with 12. introduction
each Spelling Word. To provide practice in spelling the words, have a
student play the tape, writing the word during the pause. Students can Answers: Fun with
check their own spelling by referring to the list of Spelling Words. Words
13. intramural
AUDITORY MODALITY
14. peripheral
15. introvert
16. circumference

Lesson 24
More Greek Combining Forms TEACHING STRATEGIES
Pretest OBJECTIVE
To recognize and spell
Administer the test on this page as a pretest. Say each word, use it in the words formed from Greek
sentence, and then repeat the word. ACCESSING PRIOR combining forms
KNOWLEDGE
HOME ACTIVITY
SECOND-LANGUAGE
SUPPORT
Introducing the Lesson Many Greek combining
OPTION A (OPEN SORT) forms are found in Spanish
words as well as in English
Distribute the word cards (page 142) to individuals or small groups, and words, with occasional
guide them in an open-sort activity. In open sort, students group the spelling differences. In
word cards according to a criterion they select themselves. Then guide Spanish, the combining form
students in comparing and discussing the criteria they selected. archae- may be written as
archi- or arqui-, and -soph-
as -sof-. Ask students who
OPTION B (MODELING) speak Spanish to compare
Read aloud with students the lesson title and the Spelling Words. Use the Spelling Words with their
this model sentence to introduce the lesson skill in a context. Spanish equivalents.
COMPARING AND
The politician explained his philosophy of government. CONTRASTING
PRETEST/POSTTEST
Teaching the Lesson 1. The freeways were
• Ask volunteers to name the Spelling Words that include the Greek crowded with
combining form auto-. List the words on the board. (automobiles, automobiles and
trucks.
automatically)
2. Most restaurants have a
• Follow the same procedure for the other Greek combining forms. no-smoking policy.
Discuss the meaning of each form. (-soph-means “wise”; opt- means 3. We searched the
“eye”; schol- means “schooling”; archae- means “old”; arch- means archives to find
documents from the
“rank”; -poli- means “city.”) Explain that archaeologist is sometimes
Civil War era.
spelled archeologist. (-soph-: sophisticated, philosopher, 4. Pat received an award
sophomore; opt-: optic, optical, optometrist; schol-: scholastic, for her scholastic
scholarship; archae-/arch-: archives, archaic, archaeologist; -poli-: achievement.
policy, politics, metropolitan) 5. After a long career in
politics, the senator
• After students have added words from their own writing to the retired.
columns, have volunteers read all the words aloud and discuss their 6. Most modern hospitals
meanings. use sophisticated
medical equipment.
IN SUMMARY Ask students to summarize the lesson in their own
7. The small town became
words. Elicit the observation that familiarity with Greek combining a large metropolitan
forms will help them spell many words. area.
ASSIGNMENT Students can complete the first page of the lesson as a 8. The optic nerve carries
visual information to the
brain.

More Greek Combining Forms

9. The scholarship paid
SPELLING CLUES: SAY IT ALOUD for her entire college
Ask students to summarize the lesson in their own words. Elicit the education.
observation that familiarity with Greek combining forms will help them 10. The philosopher spoke
spell many words. of the nature of reality.
As they proofread the words in items 1–6, students should check the 11. The mirrored walls
created an optical
spelling of the prefixes first. If they cannot use pronunciation as a guide
illusion of more space.
to determining the spelling, they should try to think of related words. 12. The optometrist fitted
APPLYING SPELLING STRATEGIES the lenses into the
eyeglass frames.
PROOFREADING 13. Word processors are
You may wish to have students review Spelling Clues: Say It Aloud making typewriters
before proofreading the report. seem archaic.
14. The tape automatically
rewinds itself.
TRANSITIONAL SPELLERS Have students work in pairs to
15. Di is a sophomore at
proofread the school newspaper report. college.
16. The archaeologist
FUN WITH WORDS explained how fossils
Before asking students to complete this activity, you might give them are preserved.
some background information about Pompeii. This Italian city was
destroyed by the eruption of Mount Vesuvius in A.D. 79. It lay buried PRACTICE ACTIVITY
under ashes for about 1,700 years before archaeologists began
page 144.
excavating its public buildings and houses.
Answers: Spelling
Clues
Posttest 1. automobiles
Administer the test on page 54 as a posttest, or administer one of your 2. metropolitan
own. Say each word, use it in a sentence, and then repeat the word. 3. politics
4. optic
5. sophisticated
Reteaching the Lesson 6. philosopher
Use this activity to help students with learning difficulties see that the
combining forms derived from Greek have both a consistent meaning Answers: Proofreading
7. sophomore
and a consistent spelling, making words with these combining forms
8. scholarship
easy to learn to spell. 9. optometrist
Have students write each Spelling Word with a plus sign between 10. automatically
the Greek combining form and the other parts. Then have them rewrite 11. archaic
the word, joining the forms. All words that contain the same combining 12. scholastic
form should be written as a group. Discuss the meaning of the Greek
Answers: Fun with
combining form and then the meaning of the whole word. VISUAL
Words
MODALITY 13. optical
14. archaeologist
15. archives
16. policy

Lesson 25
Dropping e Before a Suffix TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words by dropping
Administer the test on this page as a pretest. Say each word, use it in the the final e when adding a
sentence, and then repeat the word. ACCESSING PRIOR suffix that begins with a
KNOWLEDGE vowel
SECOND-LANGUAGE
OPTION A (OPEN SORT) Work with students acquiring
English to be sure they can
Distribute the word cards (page 145) to individuals or small groups, and recognize the different
guide them in an open-sort activity. In open sort, students group the suffixes and understand their
word cards according to a criterion they select themselves. Then guide meaning. Guide them in
students in comparing and discussing the criteria they selected. discussing the meaning of
each base word and then the
suffix. EXPLORING WORD
OPTION B (MODELING) PARTS
Read aloud with students the lesson title and the Spelling Words. Use
this model sentence to introduce students to words that drop the final e PRETEST/POSTTEST
when adding a suffix that begins with a vowel. 1. The campers grieved
the end of summer.
Our town is receiving an award for building the safest 2. I was encouraged to
playground in the county. finish the project by my
teacher.
3. Dean had the sincerest
Teaching the Lesson smile.
• Tell students that when a suffix begins with a vowel, the final -e is 4. Mom decided to buy
usually dropped. from the politest
salesperson.
• Go through the spelling words. If necessary, explain the meaning of 5. Mr. Martinez was very
each suffix. Discuss how the suffixes change the meaning of the forgiving about the car
spelling word. accident.
6. Mr. Johnson will be
• Encourage students to suggest other base words ending in e. Write announcing the winner
their derivations on the board. Show students how you drop the final of the contest tomorrow.
e before adding a suffix that begins with a vowel. 7. Sandy found her rude
comments offensive.
IN SUMMARY Encourage students to summarize the lesson in their
8. Gail was defensive
own words. Elicit from students the rule that when a suffix begins with when questioned about
a vowel, the final -e is usually dropped. the broken vase.
ASSIGNMENT Students can complete the first page of the lesson as a 9. Latoya stood up when
they announced her
name.

Dropping e Before a Suffix PRACTICE/REINFORCEMENT STRATEGIES

10. She managed to keep
SPELLING CLUES: DROPPING THE E her cool despite the
Help students review the rules for dropping the final e when adding a pressure.
suffix that begins with a vowel. 11. Jasmine had the
simplest solution to the
PROOFREADING problem.
Encourage volunteers to describe experiences of finding misspelled 12. Only the securest door
words in their own work or of detecting problems in other people’s will keep out hungry
bears.
written work.
13. We were able to win the
trivia contest by
FUN WITH WORDS
concentrating on the
Have students complete this section independently. If students are right answers.
unfamiliar with some of the words, allow them to consult a dictionary 14. I will be receiving my
to get the meaning. paycheck next week.
15. Juyung found the idea of
stealing the shoes
Posttest repulsive.
Administer the test on page 56 as a posttest, or administer one of your 16. Guy’s film drew a
own. Say each word, use it in a sentence, and then repeat the word. negative reaction from
the angry crowd.
Reteaching the Lesson PRACTICE ACTIVITY

Some students may require additional work on dropping the final e
page 147.
when adding a suffix that begins with a vowel. Provide a series of
words that end with the letter e. Then have students write the suffixes Answers: Spelling
and drop the final e. VISUAL MODALITY Clues
1. encouraged
2. politest
3. gentlest
4. concentrating
5. offensive
6. announcing
7. negative
8. receiving
9. announcing
10. managed
11. sincerest
Answers: Fun with

Words
12. grieved
13. defensive
14. forgiving
15. repulsive
16. simplest

Lesson 26
More Derived Words TEACHING STRATEGIES
Pretest OBJECTIVE
To spell and understand
Administer the test on this page as a pretest. Say each word, use it in the derived words
SUPPORT
Dividing the words into
Introducing the Lesson syllables may help students
OPTION A (OPEN SORT) acquiring English learn the
multisyllabic words of the
Distribute the word cards (page 148) to individuals or small groups and lesson. Give students a list
guide them in an open-sort activity. In open sort, students group the of the Spelling Words,
word cards according to a criterion they select themselves. Then guide grouping words with the
students in comparing and discussing the criteria they selected. same root together. Read
each word aloud, and ask
students to divide the word
OPTION B (MODELING) into syllables. AUDITORY
Read aloud with students the lesson title and the Spelling Words. Use ANALYSIS
this model sentence to introduce the lesson skill in a context.
PRETEST/POSTTEST
The astronauts checked the altitude of the spacecraft.
1. The supermarket sold a
huge variety of frozen
Teaching the Lesson foods.
2. The United States is
• As students name words that belong in each group, list the words on considered a
the board. Call on volunteers to give the meanings of the words. superpower.
(alt-: alto, altitude; -meter-: odometer, altimeter, seismometer; 3. I was one of the alto
singers in the chorus.
nav-/-naut-: navigation, astronauts, nautical, cosmonaut;
4. The airplane reached an
ast(e)r-/-astro-: asterisk; geo-: geographic, geology, geometry; altitude of 20,000 feet.
super-: supermarket, superpower, supervision) 5. The map showed
• After each list is complete, ask students to consider the root each geographic features of
the region.
group of words has in common. Then discuss the meanings of the
6. The astronauts brought
roots. (alt-, high; -meter-, measure; nav-/-naut-, having to do with back samples of the
sailors or ships; ast(e)r-/astro-, star; geo-, earth; super-, upper or moon’s rocks.
higher) 7. Mark studied geology to
learn about earthquakes
• After students have added words from their own writing to the
and volcanoes.
columns, have volunteers read all the words aloud and discuss their 8. We learned about
meanings. circles and triangles in
IN SUMMARY Review the meanings of the Greek and Latin geometry.
9. The patient remained
combining forms. Elicit the fact that many English words, especially
under the doctor’s close
scientific and technical words, contain these word parts. supervision.

More Derived Words PRACTICE AND REINFORCEMENT STRATEGIES

10. The ship’s captain
SPELLING CLUES: COMBINING FORMS recounted his most
Explain to students that recognizing common combining forms can help exciting nautical
them spell many words. If students are unsure how to spell a word, they adventures.
should try to think of words with the same or similar combining forms. 11. The navigation of large
If, for example, they are not sure of the spelling of the last syllable of ships is best done by
trained personnel.
cosmonaut, recognizing that cosmonaut is related to astronaut can help
12. The odometer showed
them determine the correct spelling. APPLYING SPELLING that we had driven 400
STRATEGIES miles.
13. I put an asterisk next to
PROOFREADING all the words I knew.
You may wish to have students review Spelling Clues: Combining 14. According to their
Forms before proofreading the note. altimeter, the climbers
were halfway to the top.
15. The Russian
TRANSITIONAL SPELLERS Have Transitional Spellers work in
cosmonauts set up a
pairs as they proofread the note. Suggest to students that they name space station.
related words as they correct errors in the misspelled words. 16. The seismometer
recorded small ground
WORKING WITH MEANING movements.
You may wish to extend this activity by having students make up
similar sentences for other Spelling Words and challenge a partner to PRACTICE ACTIVITY
complete them.
page 150.
SECOND-LANGUAGE SUPPORT Have students work in pairs or Answers: Spelling

small groups to complete the sentences in Working with Meaning. Ask Clues
students to underline or circle the key word or words in each sentence 1. altimeter
that function as clues. In item 13, for example, captain and ship provide 2. supervision
3. superpower
the context for navigation. USING CONTEXT CLUES
4. seismometer
5. alto
Posttest 6. odometer
7. asterisk
own. Say each word, use it in a sentence, and then repeat the word. Answers: Proofreading
8. altitude
9. cosmonauts
Reteaching the Lesson 10. astronauts
Many students with memory deficits have difficulty recalling the 11. geometry
correct spelling of multisyllabic words. To help students learn these 12. geology
words, teach one word part at a time until you are sure that the student 13. supermarket
has learned it. For example, ask students to make an index card for each Answers: Working with
Spelling Word that contains the word part geo-. Have them underline Meaning
the word part with a marker or crayon. Each day of the week, have 14. navigation
students make a set of cards for one of the other word parts in the 15. nautical
lesson. At the end of the week, ask students to spell words selected at 16. geographic
random from their sets of word cards. VISUAL MODALITY

Reading Strategies OBJECTIVES

23–26. 23–26
Lesson 23 Spelling Clues: Choosing Correct Spellings opportunity to recognize
Write on the board: We need a teacher’s permisson to leave school. Ask and use these spelling
students to find the misspelled word (permisson) and to tell you how to patterns and Spelling
spell it correctly. Write all their responses on the board, and ask which
spelling is correct. Remind them that when they are not sure how to
Unit 5 Words
spell a word, they can try different spellings and choose the one that The following words are
looks correct. reviewed in Practice Test,
Parts A and B.
Lesson 24 Spelling Clues: Say It Aloud
Lesson 23: More Prefixes
Say the word predicament. Ask a student to suggest two ways in which That Tell Position
the /k/ sound in the word could be spelled (for example, ck or c). Write introvert
the responses on the board. Ask students to think of other words with a permanently
perception
/k/ sound in the middle, and have them spell the words (for example, perspective
political, comical, and indicate). Then have students identify the correct perimeter
spelling of the /k/ sound in predicament. Remind students that saying a
word aloud, listening for sounds, and thinking of ways to spell the Lesson 24: More Greek
Combining Forms
sound can help them spell the word. automatically
archives
Lesson 25 Spelling Clues: Dropping the E sophomore
Remind students that when a suffix begins with a vowel, the final -e of
Lesson 25: Dropping e
the base word is usually dropped. Write the words sincerest, simplest, Before a Suffix
managed, and grieved on the board. Ask students to spell the base word politest negative
for each and describe whether the spelling changed to add the suffix -est concentrating securest
or -ed. Lesson 26: More Derived
Words
Lesson 26 Spelling Clues: Combining Forms asterisk
Write on the board: tellegraph/telegraph. Ask students to choose the nautical
cosmonauts
correct spelling (telegraph). Call on students to suggest other words that navigation
have the combining form tele- (for example, telephone and television). geographic
Remind students that noticing common combining forms and thinking supermarket
about their spellings can help them spell unfamiliar or challenging
words.

Practice Test
REVIEW ACTIVITIES
Activity 1
and spelling generalizations in a standardized test format, complete with Make a list on the board or
a sample answer card. on chart paper of the
prefixes and roots used in
Option 1 the words of this review
lesson. Choose one of the
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as listed words and ask
a posttest. students to identify and write
the word that you are
thinking of. Give students
Option 2
hints or ask questions that
Have students review their Lesson Word Log for this unit. If they need will lead them to choose one
extra help, you may wish to review the spelling generalizations of the words, such as “This
discussed in the individual lessons. Then administer both parts of the goes all around and ends in
meter.” (perimeter) Students
Practice Test to determine whether students have mastered the spelling can look at the chart to help
generalizations. them recall and spell the
answers.
Practice Test: Part A Practice Test: Part B Activity 2
1. (C) perseption [perception] 1. (C) cosmanauts [cosmonauts] Have students work in pairs
for this activity. Give each
2. (B) intravert [introvert] 2. (A) pirspective [perspective] pair of students a list of the
3. (A) permanantly [permanently] 3. (B) sophisticated words from this review
4. (A) optik [optic] 4. (C) nauticul [nautical] lesson, and ask them to
5. (C) sophmore [sophomore] 5. (D) navagation [navigation] prepare a short dialogue
using at least four of them.
6. (B) defencive [defensive] 6. (B) geografic [geographic] Suggest that students look at
7. (D) astonauts [astronauts] 7. (A) perfectly the words to find a context in
8. (C) supermarkit [supermarket] 8. (D) pirimeter [perimeter] which several might be used.
Some possibilities are
9. (C) automaticaly [automatically] 9. (C) astrisk [asterisk]
dialogues between explorers
10. (A) repulcive [repulsive] 10. (C) arckives [archives] on a sea voyage, astronauts
on a space mission, or
friends planning a party. Call
on pairs of students to
Options for Evaluation present their dialogues.
Classmates should identify
Have students check their own Practice Tests against their lists of list words that were used.
Spelling Words. The list on the opposite page provides references to the Activity 3
lessons where they can find words they misspelled. Students might like to make
up analogies that must be
• You may prefer to assign partners and have students check each completed with one of the
other’s Practice Tests, using their own list of Spelling Words. Spelling Words from Unit 5.
Give them this example:
key : _____ :: string : guitar.
(piano)
Pairs of students can
exchange and solve each
other’s analogies.


WORD?
ROUND ROBIN ♦ archaic
After students have completed their round-robin stories, you may wish Ask students to use the
dictionary to find other
to have groups exchange and read each other’s stories.
archaic words (for example,
WORKING TOGETHER You may wish to alter the round-robin thou, thee). Then, invite
activity by having groups of students work together to write stories them to write sentences
using these words.
about a wilderness adventure.
♦ astronaut
Discuss the literal meaning
WORD RACE of astronaut—“star sailor”—
You might want to vary the game by having students who are not and how the word captures
playing write sentences for the words and leave blanks where the words the adventure and mystery of
should go. Players can complete the sentences with Spelling Words space travel. Explain to
students that the Russian
instead of matching words with their definitions. word cosmonaut is formed
by combining cosmos, Greek
PROOFREADING PARTNERS for “universe,” with the word
Have students read the instructions for the activity, and answer any part -naut-.
questions they may have. Remind students to review the list carefully Call on volunteers to share
and to select the Spelling Words they find most troublesome; this other words with the word
parts aster- and -naut-.
approach will make the activity a useful tool for improving their Discuss how the meaning of
spelling skills. Then, have students select their own partners and each word is related to the
complete the activity. combining form.
♦ automobile
FINDING SYNONYMS Discuss the meanings of
After students have completed the activity, you may wish to discuss words with auto-, such as
autobiography, autobus,
which Spelling Words are so specific that they do not have synonyms. automatic, and autopilot. You
may wish to have students
PREFIXES THAT DESCRIBE WHERE consult a dictionary to find
Write the prefixes de- and ex- on the board. After students have read the other words that use the
introductory paragraph, lead them in a discussion of the meanings of the Greek word part auto-.
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.

Spelling Word.


WORD?
LANGUAGE ARTS: PICK A PAIR
Have pairs of students make a set of cards for the Spelling Words in this ♦ carnival
unit, with each card showing one word. Have students place the cards You may wish to ask
students to discuss the
face down. One student in each pair chooses two cards and thinks of a meanings of other words
sentence using both Spelling Words. Since many pairs of words would with the Latin word part
not ordinarily appear in the same sentence, the sentences may be as carn-, such as carnivorous
(meat-eating) and carnage
humorous or imaginative as students wish to make them, but they
(massacre).
should also provide a context for the words. A possible example is
Every time I played the piano, my pet walrus bared its tusks. The ♦ introvert
student then writes the sentence on a piece of paper, substituting blanks Discuss with students the
for the Spelling Words, and challenges his or her partner to fill in the main characters of some
books or stories they have
blanks with the correct words. read. Ask them whether they
would describe the
SCIENCE: WORDS OF SCIENCE characters as introverts or
Have students work in groups of three or four for this activity. Ask extroverts. Discuss with
students to take turns making up sentences using one of the Spelling students whether most
people are dominated by one
Words in this unit or another word with one of the same word parts. type of personality or
The sentence should be about a scientific process, activity, or invention. whether they have a mixture
Have the rest of the students listen for and spell the Spelling Word or of the personality traits
the related word. An example of a sentence might be The cosmonauts associated with introverts
and those associated with
succeeded in putting the space station into orbit. extroverts.
SOCIAL STUDIES: HEADLINE NEWS

Write down on cards or slips of paper a variety of career or academic
areas, such as government, history, transportation, medicine, law
enforcement, philosophy, and archaeology. Distribute one card to each
pair of students. Have students work together to make up a newspaper
headline pertaining to the subject area on their card, using at least one
of the Spelling Words from this unit. An example for the subject area
transportation might be Car Manufacturers Display First Self-
Navigating Automobiles. As students read their headlines to the class, Spelling Word.
have the rest of the students listen for and spell the word or words.

Lesson 28
More Latin Roots TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the Latin roots
SUPPORT
Write on the board the Latin
Introducing the Lesson roots used in this lesson.
OPTION A (OPEN SORT) Below the headings, list
several words containing
Distribute the word cards (page 151) to individuals or small groups and each root. Have a volunteer
guide them in an open-sort activity. In open sort, students group the say each word aloud and
word cards according to a criterion they select themselves. Then guide underline the Latin root.
students in comparing and discussing the criteria they selected. Point out to students the
different ways the roots can
be spelled. You might ask
OPTION B (MODELING) students to list words from
Read aloud with students the lesson title and the Spelling Words. Use their first language that
this model sentence to introduce the lesson skill in a context. contain these roots and
discuss any differences in
At the reception Jan said, “It’s not sensible to be so tense”. the way the roots are
spelled. RECOGNIZING
SPELLING CHANGES
Teaching the Lesson
• Ask volunteers to name and spell the Spelling Words that come from PRETEST/POSTTEST
1. The orchestra leader
the Latin root -sens or -sent. Write the heading on the board, and list
conducted the
the words below it. (sensation, sensory, sentimental) symphony with skill.
• Follow the same procedure for the Latin roots -duc-/-duct-, -jus-, 2. A teacher’s job is to
-ceive-/-cept-, -ten-/-tain-, and -ten(d)-. Help students understand that educate students.
3. Please put the leftover
attended comes from the root -ten(d)- rather than -ten-. (-duc-/-duct-:
stew in this container.
educate, conducted, productive; -jus-: adjust, adjustments, justice; 4. The car will not be safe
-ceive-/-cept-: deceived, perceived, acceptable, acceptance; until you adjust the
-ten-/-tain-: container, detained; -ten(d)-: attended) brakes.
5. Billy is being detained
• Then have students name and spell other words that have these roots.
for an hour after school.
List the words on the board. 6. The locket I lost had
IN SUMMARY Ask students to summarize the lesson in their own sentimental value.
words. Elicit the information that when a Latin root is used to form an 7. Sandra is the company’s
most productive
English word, the spelling of the root sometimes changes, depending on
employee.
the other word parts. 8. When Jim found out that
ASSIGNMENT Students can complete the first page of the lesson as a he had been deceived,
follow-up to the group activity, either in class or as homework. he was angry.
9. Several thousand
people attended the
performance last night.

More Latin Roots PRACTICE AND REINFORCEMENT STRATEGIES

10. Pat paid the bill after the
SPELLING CLUES: LOOKING AT WORDS adjustments had been
Suggest that when students are unsure of the spelling of a word, they try made.
writing it several ways and then choose the spelling that looks correct. 11. When the thief was sent
APPLYING SPELLING STRATEGIES to jail, we felt that
justice had been done.
PROOFREADING 12. It is not acceptable
You may wish to have students review Spelling Clues: Looking at behavior to argue at the
table.
Words before proofreading the poster.
13. Please sign the form to
show your acceptance
FUN WITH WORDS
of the terms.
Students may complete this activity individually or with a partner. You 14. Dotty’s pet snake
may wish to expand the activity by having students write their own caused quite a
sentences using the words. As an additional challenge, suggest that they sensation at the party.
write sentences that tell a story. 15. I experienced a sensory
overload in the perfume
shop.
SECOND-LANGUAGE SUPPORT To help your second-language
16. Even in the darkness,
students complete this activity, suggest that they look for clues in the we perceived another
art. Such clues will help them figure out the intended meaning. USING presence in the cave.
PICTURE CLUES
PRACTICE ACTIVITY
Posttest page 153.
Answers: Spelling
Clues
1. educate
Reteaching the Lesson 2. perceived
3. acceptance
Have students work in pairs to make a set of flashcards for the Spelling
4. detained
Words. Instruct students to print one word on each card, using a colored 5. deceived
marker to print the letters that make up the Latin root. Have students 6. justice
write the meaning of the root on the back of each card. You may wish
to have students check their cards for accuracy as you spell the root in Answers: Proofreading
7. sentimental
each word aloud.
8. conducted
Then have the partners practice spelling the words. One student can 9. attended
dictate the words from the cards for the other to spell, either orally or in 10. adjust
writing; then they can reverse roles. After a word is dictated and 11. acceptable
spelled, the speller should be shown the flashcard immediately to check 12. sensation
his or her spelling. VISUAL MODALITY
Answers: Fun with
Words
13. adjustment
14. container
15. productive
16. sensory

Lesson 29
Noun Endings—Diminutives TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the diminutive suffixes
SUPPORT
To provide practice with
Introducing the Lesson words having diminutive
OPTION A (OPEN SORT) suffixes, prepare a set of
flashcards for the Spelling
Distribute the word cards (page 154) to individuals or small groups and Words. Have volunteers pick
guide them in an open-sort activity. In open sort, students group the a card, read the word aloud,
word cards according to a criterion they select themselves. Then guide and use it in a sentence.
students in comparing and discussing the criteria they selected. Discuss with students the
meanings of the words and,
when appropriate, discuss
OPTION B (MODELING) how the suffix changes the
Read aloud with students the lesson title and the Spelling Words. Use meaning of a word to reflect
this model sentence to introduce the lesson skill in a context. a similar size. Invite students
to give examples of
This article gives the rules of etiquette for a formal dinner. diminutive suffixes used in
their first languages.
COMPARING MEANINGS
Teaching the Lesson
• Ask volunteers to name and spell the Spelling Words that have the PRETEST/POSTTEST
1. This booklet tells how
diminutive suffixes -let and -et. Write the suffixes on the board and
to maintain your bicycle.
list the words below them. (-let: booklet, tablet, leaflet, bracelet, 2. The young art student
pamphlet; -et: banquet, cabinet, packet) filled an entire tablet
• Follow the same procedure for the suffixes -cle, -ette, and -ling. with pictures of trees.
3. At the meeting, I got a
(-cle: particle, icicle; -ette: diskette, luncheonette, cassette, statuette;
leaflet that explains the
-ling: yearling, sapling) contest rules.
• Have students find words with these suffixes in their own writing and 4. Please take this packet
add them to the columns. Then have volunteers read all the words of old letters and save
them for me.
aloud and underline the suffixes.
5. A calf becomes a
IN SUMMARY Ask students to summarize the lesson in their own yearling on its first
words. Elicit the fact that the suffixes -let, -et, -cle, -ette, and -ling are birthday.
called diminutive suffixes because they usually indicate a diminished 6. You will find the
information you need on
size.
this diskette.
ASSIGNMENT Students can complete the first page of the lesson as a 7. At the luncheonette,
follow-up to the group activity, either in class or as homework. Wendy ordered juice
and a sandwich.
8. There was not a
particle of dust to be
found in the room.

Noun Endings—Diminutives PRACTICE/REINFORCEMENT STRATEGIES

9. If that icicle falls from
SPELLING CLUES: WORD SHAPES the eaves, it could hurt
Point out to students that remembering the shape of a word can help somebody.
them remember the spelling of the word. Some words have very 10. The sapling will
unusual shapes. Students might enjoy drawing the shapes of other someday be as tall as
words on the list. APPLYING SPELLING STRATEGIES the elm tree.
11. We all enjoyed the food
PROOFREADING at the banquet.
12. The ointment Johnny
You may wish to have students review Spelling Clues: Word Shapes
needs is in the medicine
before proofreading the letter. cabinet.
13. Laura lost her bracelet
WORKING WITH MEANING because the clasp on it
Suggest to students that a good method for finding the missing word in came undone.
an analogy is to figure out the relationship of the two words that are 14. We lost the cassette
given. Are they synonyms or antonyms? Does one word tell a quality of when it fell from the
the other? Is one word a type of the other? Is one word a tool that is case.
15. This pamphlet explains
used by the other? The relationship of the words in the second pair must
ways to stop pollution.
match the relationship of the words in the first pair. 16. Vic put a statuette of a
baseball player on top of
SECOND-LANGUAGE SUPPORT Have students work together in his television.
small groups. They can help one another by sharing knowledge about
word definitions. They can discuss how each analogy suggests a PRACTICE ACTIVITY
Spelling Word. page 156.
Answers: Spelling
Posttest Clues
Administer the test on page 66 as a posttest, or administer one of your 1. booklet
own. Say each word, use it in a sentence, and then repeat the word. 2. diskette
3. packet
4. pamphlet
Reteaching the Lesson 5. particle
Students with visual memory deficits may need additional practice with 6. tablet
word endings. Review the meaning of suffix (a word part that is added
to the end of a word). For most words in this lesson, each suffix
7. banquet
changes the meaning of the base word by making it a diminutive. 8. luncheonette
For individual students who need tactile-kinesthetic reinforcement 9. leaflet
for spelling the Spelling Words, have them write the word plus the 10. cabinet
suffix (for example: book + let = booklet), trace the word using a 11. statuette
colored marker or felt-tip pen, copy the word underneath the model, 12. yearling
saying the name of each letter as it is written, and cover the model and Answers: Working with
write the word from memory. KINESTHETIC MODALITY Meaning
13. icicle
14. sapling
15. bracelet
16. cassette

Lesson 30
More Latin Roots TEACHING STRATEGIES
Pretest OBJECTIVE
To spell words that contain
Administer the test on this page as a pretest. Say each word, use it in the Latin roots
SUPPORT
Students acquiring English
Introducing the Lesson may experience difficulty in
OPTION A (OPEN SORT) spelling words with these
Latin roots. Provide extra
Distribute the word cards (page 157) to individuals or small groups and practice by distributing cards
guide them in an open-sort activity. In open sort, students group the with the roots printed on
word cards according to a criterion they select themselves. Then guide them. As you pronounce
students in comparing and discussing the criteria they selected. each word on the list, have
students hold up the
corresponding card. Check
OPTION B (MODELING) student responses for
Read aloud with students the lesson title and the Spelling Words. Use accuracy before going on to
this model sentence to introduce the lesson skill in a context. the next word. For those
roots that have two spellings,
Albert finally completed the application. ask students which spelling
applies to the given word.
LISTENING FOR ROOTS
Teaching the Lesson
• Ask volunteers to name the Spelling Words that are based on the PRETEST/POSTTEST
1. The dog felt confined
Latin root -plic- or -plex, meaning “fold.” List the words on the
when it was inside.
board. (duplicate, applicable, complicated) 2. Hawaii and Alaska used
• Follow the same procedure for the remaining Latin roots. Explain to be territories of the
that -fin- means “end,” -junct- means “join,” -voc- or -vok- means United States.
3. Melinda, the jeweler,
“voice,” and -terr- means “earth.” (-fin-: confined, refining,
spent many years
financial, infinite, definitely; -voc- or -vok-: vocal, vocabulary, refining her skills.
vocational; -junct-: conjunction, juncture; -terr-: territories, terrace, 4. Kurt was trying to grow
territorial) tomatoes in a big pot on
his terrace.
• Have students add other words with these roots to the columns. After
5. Sharon made a
they do so, have volunteers read all the words aloud and underline duplicate key to the
the Latin roots. door of her apartment.
IN SUMMARY Have students summarize the lesson in their own 6. Eric’s interest in
financial matters will
words. Elicit the fact that some Latin roots have a consistent spelling.
someday make him rich.
ASSIGNMENT Students can complete the first page of the lesson as a 7. The directions for
follow-up to the group activity, either in class or as homework. assembling the bicycle
were complicated.
8. We strained our vocal
cords by yelling during
the baseball game.

More Latin Roots PRACTICE AND REINFORCEMENT STRATEGIES

9. The two groups worked
SPELLING CLUES: FIND THE ROOT in conjunction to solve
Suggest that students look for both Latin roots and base words as they the problem.
complete items 1–6. First they should check the spelling of the Latin 10. That demanding child’s
root (-terr-, for example). Then they should identify the base word mother must have
(such as territory) and determine whether any spelling changes are infinite patience.
11. We added ten new
needed before a prefix or suffix is added (as in territorial and
words to our
territories). APPLYING SPELLING STRATEGIES vocabulary.
12. The vocational training
PROOFREADING will help us get jobs.
You may wish to have students review Spelling Clues: Find the Root 13. We are definitely going
before proofreading the sentences. to Alaska this summer.
14. We are not allowed to
FUN WITH WORDS fish in the territorial
Students may complete this activity individually or with a partner. To waters of that country.
extend this activity, you might have students write sentences of their 15. At this juncture, we
must seriously consider
own with each of the Spelling Words used in the cartoon.
our options.
16. When you fill out this
TRANSITIONAL SPELLERS Have students complete this activity form, check all the
cooperatively with a partner or in a small group. To help students with applicable boxes.
this activity, suggest that they use the picture clues in the cartoon to
help them figure out the missing words. PRACTICE ACTIVITY
page 159.
Posttest Answers: Spelling
Administer the test on page 68 as a posttest, or administer one of your Clues
own. Say each word, use it in a sentence, and then repeat the word. 1. territorial
2. terrace
3. vocal
Reteaching the Lesson 4. applicable
Students with learning difficulties sometimes have trouble analyzing a 5. infinite
task and completing it. Point out that the roots in this lesson have both a 6. territories
meaning and a consistent spelling.
Help students identify the Latin roots so they will know how to
7. complicated
spell at least a portion of a word. Have students study the roots until 8. vocabulary
they are visually identifiable. Then have the students look through 9. refining
various written materials to see if they can identify words with the Latin 10. duplicate
roots from this lesson. Have students practice spelling each word by 11. definitely
copying the word, tracing over it, covering the model, and writing the 12. confined
word from memory. Answers: Fun with
All words that contain the same root should be written together. Words
Discussing the meaning of the root and then the meaning of the whole 13. juncture
word will also give the student something to remember. 14. conjunction
KINESTHETIC MODALITY 15. vocational
16. financial

Lesson 31
Combining Suffixes TEACHING STRATEGIES
Pretest OBJECTIVE
Administer the test on this page as a pretest. Say each word, use it in the suffixes in combination
SUPPORT
To provide practice with
Introducing the Lesson words that have suffixes in
OPTION A (OPEN SORT) combination, prepare a set of
flashcards. On one side of
Distribute the word cards (page 160) to individuals or small groups and each card, write a Spelling
guide them in an open-sort activity. In open sort, students group the Word. On the other side
word cards according to a criterion they select themselves. Then guide write a sentence, leaving a
students in comparing and discussing the criteria they selected. blank for the Spelling Word
and using the base word as
a clue. For example: Do me
OPTION B (MODELING) a favor and comment
Read aloud with students the lesson title and the Spelling Words. Use ______ on my nephew’s
this model sentence to introduce the lesson skill in a context. artwork. Have students
choose a flashcard, read the
Tim arranged the illustrators’ names alphabetically on the list. sentence, provide the
Spelling Word that fits in the
blank, and check their
Teaching the Lesson answer by looking at the
other side of the card.
• Ask volunteers to name and spell the Spelling Words that have two USING CONTEXT CLUES
suffixes. List the words on the board. (aimlessly, carelessly,
peacefulness, loneliness, favorably, eventually, governmental, PRETEST/POSTTEST
fortunately, architectural, significantly, mysteriously) 1. The puppy was
wandering aimlessly
• Ask volunteers to name and spell the words that have three suffixes. through the
List the words on the board. (historically, economically, neighborhood.
sensationally, naturalization, rhythmically) 2. Dorothy threw her coat
carelessly across the
• Then have students name and spell other words that have these
couch.
patterns. List the words on the board. 3. The sound of the rain
• Invite volunteers to read all the words aloud and briefly define them. gave me a feeling of
peacefulness.
IN SUMMARY Have students summarize the lesson in their own 4. Gary suffered terrible
words. Elicit the information that some words are formed by the feelings of loneliness
addition of two or more suffixes to a base word. when he first moved.
5. Many historically
important buildings are
follow-up to the group activity, either in class or as homework. being preserved now.
6. The sun shone
favorably on the day of
our trip.
7. If you treat the cat
nicely, eventually she
will trust you.

Combining Suffixes PRACTICE AND REINFORCEMENT STRATEGIES

8. Many people in this city
SPELLING CLUES: CHECKING BASE WORDS AND work for governmental
SUFFIXES agencies.
Suggest that when students encounter a word that has suffixes in 9. Traffic was heavy, but
combination, they check each part of the word separately. First, fortunately there were
students should consider whether the base word needs any spelling no accidents.
10. To prosper
changes when the first suffix is added. Then they should consider the
economically, most
spelling of each suffix. If they are still unsure of the spelling, they people must work hard.
should look up the word in a dictionary. APPLYING SPELLING 11. Carl drew up the
STRATEGIES architectural plan for
this building.
PROOFREADING 12. They won the race by
You may wish to have students review Spelling Clues: Checking Base driving sensationally.
Words and Suffixes before proofreading the paragraph. 13. The naturalization
process can be lengthy.
FUN WITH WORDS 14. The city’s crime rate has
dropped significantly.
Students may complete this activity individually or with a partner. You
15. Amy mysteriously
may wish to extend the activity by having students write their own disappeared for a week.
sentences using the words. As an additional challenge, suggest that they 16. Clara tapped her shoes
write sentences that tell a story. rhythmically.
PRACTICE ACTIVITY
Posttest The practice activity is on
Administer the test on page 70 as a posttest, or administer one of your page 162.
Answers: Spelling
Clues
Reteaching the Lesson 1. historically
2. governmental
Attention deficits often accompany learning difficulties. A strategy of
3. economically
guided reduction of cues is used in this activity. 4. naturalization
Have students make a series of flip cards with decreasing cues for 5. significantly
spelling the Spelling Words. Have them make four to five cards for 6. architectural
each word. Write the series as follows: for_ _ _ ately, for_ _ _ _ _ _ly, 7. sensationally
for_ _ _ _ _ _ _ _, _ _ _ _ _ _ _ _ _ _ _.
On the first card or two, omit medial sounds. On the next card, omit 8. aimlessly
the final suffix. Then omit the initial sounds. The lines on the cards 9. peacefulness
indicate the number of letters and provide additional cues for the 10. loneliness
student who is uncertain about how many letters are in the word. Staple 11. favorably
the cards together on one side so that after the student has completed
Answers: Fun with
one card, it can be folded back and the word on the new card can be
Words
spelled. 12. mysteriously
Say the word for students, and have them repeat it softly so they can 13. rhythmically
determine the letters of the missing syllable. Have them complete the 14. carelessly
series independently. VISUAL MODALITY 15. fortunately
16. eventually


28–31. 28–31
Lesson 28 Spelling Clues: Looking at Words opportunity to recognize
Suggest that students try several different spellings for words they find and use these spelling
problematic. When they see the word written down, they might find it patterns and Spelling
easier to choose the correct spelling.
Unit 6 Words
Lesson 29 Spelling Clues: Word Shapes The following words are
Draw the word shapes for cassette, bracelet, and icicle on the board. reviewed in Practice Test,
Ask volunteers to suggest words that would fit into each shape. Remind Parts A and B.
them to consider whether the word has any tall letters or any letters that
Lesson 28: More Latin
go below the line. Remembering the distinctive shape of a problematic Roots
word is an effective spelling strategy. container deceived
adjustments educate
acceptable
Lesson 30 Spelling Clues: Find the Root
Call on a student to identify the base words in financial and refining Lesson 29: Noun Endings
(finance and refine). Ask the student to explain how the spelling of the —Diminutives
base word changes when a suffix is added. Then have students identify cassette icicle
bracelet statuette
the Latin root in each word (-fin-).
Lesson 30: More Latin
Lesson 31 Spelling Clues: Checking Base Words and Suffixes Roots
Write the words fortunately and carelessly on the board. For each word, financial refining
terrace
have students identify the base word and two suffixes. Remind students
to consider whether the base word needs any spelling changes before Lesson 31: Combining
the first suffix is added and to check each suffix separately. Suffixes
fortunately carelessly


Have students list the Unit 6
and spelling generalizations in a standardized test format, complete with
Spelling Words that they
a sample answer card. would like to review and then
sort the words according to
Option 1 their own criteria. For
example, they might sort the
Use Practice Test: Part A as a pretest. Later, use Practice Test: Part B as words according to part of
a posttest. speech, word structure, or
lesson category.
Option 2 Activity 2
Have students review their Lesson Word Log for this unit. If they need Have students work with
partners. Taking turns, each
extra help, you may wish to review the spelling generalizations person chooses a Spelling
discussed in the individual lessons. Then administer both parts of the Word and draws one blank
Practice Test to determine whether students have mastered the spelling for each letter. The partner
generalizations. must try to figure out the
word by guessing one letter
at a time. Each time he or
Practice Test: Part A Practice Test: Part B she guesses a letter
1. (A) yearling 1. (D) bracelet correctly, the other partner
writes it in the blank or
2. (B) vocational 2. (A) icicle
blanks where it belongs.
3. (C) peacefulness 3. (A) carelessly Students can try to arrive at
4. (D) financial 4. (B) terrace the answer more quickly by
5. (A) container 5. (C) refining asking whether the word has
a certain prefix, suffix, or
6. (C) adjustments 6. (C) sentimental root. If it does, the student’s
7. (B) acceptable 7. (B) justice partner must then write those
8. (C) deceived 8. (A) statuette letters in the blanks.
9. (D) cassette 9. (A) eventually Activity 3
10. (A) fortunately 10. (C) Educate Write each word from this
review lesson on a separate
index card and place the
cards face down on a desk.
Have a student pick a card,
Options for Evaluation make up a sentence using
• Have students check their own Practice Tests against their lists of the word on the card, and
place the card face up in
Spelling Words. The list on the opposite page provides references to another pile. Then have
the lessons where they can find words they misspelled. another student pick the next
card and do the same thing.
• You may prefer to assign partners and have students check each Suggest that the students try
other’s Practice Tests, using their own list of Spelling Words. to have each pair of
sentences relate to each
other in some way. Continue
this activity until all the cards
have been used.


WORD?
LABEL A MURAL Braille
Before students begin this activity, discuss the meaning of the word Ask students to research the
mural. Remind them that a mural can be as big as they want it, so they life of Louis Braille and to
report their findings to the
will have opportunities to use all the Spelling Words. class.
A SECRET TABLET
♦ complicated
Students might enjoy hearing one another’s secret messages. Invite You may wish to have
volunteers to read their messages aloud. students write pairs of words
in which one word has a
PICTURE CLUES simple meaning (addition)
and the other has a
Ask students to select three Spelling Words for this activity and to work
complicated meaning
independently to draw their clues. Then have students exchange clues (algebra).
with partners. Invite volunteers to share drawings with other students.
♦ diskette and disk
SYNONYM/ANTONYM SPELLING Have students research the
You may want to have students write the Spelling Words in one column origin of the words and write
and the synonym or antonym for each word in another column. a sentence for each one.
WORKING TOGETHER For the Synonym/Antonym Spelling

activity, 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.
LOCATING UNFAMILIAR WORDS

To extend the activity, have students write pronunciations for several
other Spelling Words and use a dictionary to check their work.
Encourage them to discuss any differences between their written
pronunciations and those given in the dictionary.
PUZZLE MAKER
You may wish to supply grid paper for this activity.
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. Spelling Word.


WORD?
LANGUAGE ARTS: PLAY A BOARD GAME
To prepare for this activity, trace a path on poster board. Mark off one- Fahrenheit
inch spaces. Write a Spelling Word in each space. Students advance Ask students to find out in
which countries the two
from Start by tossing dice or using a spinner. As they land on a space, temperature systems are
they must pronounce the word and use it in a sentence that shows they used. (The United States
know the meaning. If they do this, they can remain on the space. If not, uses Fahrenheit; most other
countries use Celsius.)
they must go back to where they were before the turn began. The first
player to reach the finish line wins.
♦ fortunately
SCIENCE: WORD SEARCH Ask students to think about a
time that a decision, an
Remind students that many words with an unusual plural form are event, or a meeting could
words related to science, such as bacteria, larvae, fungi, stimuli, and have gone any one of
nuclei. Organize students in small groups, and give each group a several ways. What do they
think might have influenced
science textbook or another science reference. Give group members
the outcome to make it
time to peruse the contents of their reference book to locate examples of favorable? Was it all just
plural words with unusual spellings. Assign a Recorder to each group to luck, or were there other
write down examples that each group finds. Later, have group members factors? Invite volunteers to
share their responses.
list the unusual plurals on the board. As an additional activity, students
can determine the singular form of each plural found and make a
hamburgers and
separate list of these spellings as well. frankfurters
Have students locate, on a
SOCIAL STUDIES: IN THE NEWS map, the two German cities
Students will need to prepare for this game by creating questions that for which these foods are
can be answered by a Spelling Word. Questions can be based on local named.
or national events. The game is played in two teams of three or four
persons per team. Team A begins by asking Team B a question. If a
member of Team B answers it correctly and spells the Spelling Word
correctly, Team B gets two points. If the answer is wrong, but the word
is spelled correctly, the team gets one point. (You may want to make up
a rule about players taking turns answering questions so that one
student doesn’t answer them all for his or her team.) Teams should take
turns asking questions. The team with more points wins. ♦ This indicates a Unit
Spelling Word.

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 self-
assessment.
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.
Use the matrix below to convert the raw score for each test to a percentage.
Number of Number Correct

Test Items
2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
For 4-item test 50 75 100
Holt Spelling
For 5-item test 40 60 80 100
For 6-item test 50 67 83 100
For 7-item test 43 57 71 86 100
For 8-item test 50 63 75 88 100
For 9-item test 44 56 67 78 89 100
For 10-item test 50 60 70 80 90 100

Percent Conversion Chart
For 11-item test 45 55 64 73 82 91 100
For 12-item test 50 58 67 75 83 92 100
79
For 13-item test 47 54 62 69 77 85 92 100
For 14-item test 50 57 64 71 79 86 93 100
For 15-item test 47 53 60 67 73 80 87 93 100
For 16-item test 50 56 63 69 75 81 88 94 100
For 17-item test 47 53 59 65 71 76 82 88 94 100
For 18-item test 50 56 61 67 72 78 83 89 94 100
For 19-item test 47 53 58 63 68 74 79 84 89 95 100
For 20-item test 50 55 60 65 70 75 80 85 90 95 100
For 21-item test 48 52 57 62 67 71 76 81 86 90 95 100
For 22-item test 50 55 59 64 68 73 77 82 86 91 95 100
Teacher’s Guide
For 23-item test 48 52 57 61 65 70 74 78 83 87 91 96 100
For 24-item test 50 54 58 63 67 71 75 79 83 88 92 96 100

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 PROGRESS
CORRECTLY SPELLED
Pretest Postest Showed Mastered
LESSON Improvement Words
Lesson 1 O O
Lesson 2 O O
Unit 1
Lesson 3 O O
Lesson 4 O O
Unit 1 Review Practice Test O O
Lesson 6 O O
Lesson 7 O O
Lesson 8 O O
Unit 2
Lesson 9 O O
Lesson 10 O O
Lesson 12 O O
Lesson 13 O O
Lesson 14 O O
Unit 3
Lesson 15 O O
Lesson 16 O O
Lesson 18 O O
Lesson 19 O O
Lesson 20 O O
Unit 4
Lesson 21 O O
Lesson 23 O O
Lesson 24 O O
Lesson 25 O O
Unit 5
Lesson 26 O O
Lesson 28 O O
Lesson 29 O O
Unit 6
Lesson 30 O O
Lesson 31 O O

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

REVIEW
Pretest/ Pretest/ Pretest/ Pretest/ Pretest/ Practice
NAME Posttest Posttest Posttest Posttest Posttest Test

Name ________________________________ Class ____________________ Date_______________________
Error Analysis Chart for Writing Activities
Directions Make as many copies of chart as necessary.
Inflectional
Endings and
Suffixes
Other
Irregular
Words
Compounds,
Homophones,
Contractions
Double Letters
Substitutions, Omissions,
Insertions, Reversals
Silent Letters
Consonant
Vowel
Appears in the Word
End
Where the Error
Middle
Beginning
Correct Spelling
Misspelling

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.
Name ________________________________ Class ____________________ Date_______________________
Lesson 1
Derived Compound Words WORD CARDS
homesick evergreen well-wisher picnic basket
homemade long-term underground handkerchief
large-scale gingerbread furthermore heart attack
stagecoach good-natured headquarters loudspeaker

Name ________________________________ Class ____________________ Date_______________________
Lesson 1
Derived Compound 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

Prepare a flashcard for each Spelling Word. Show your child each card 1. homesick
for a few seconds, and then place it facedown on the table. Ask your 2. evergreen
child to spell the word.
3. well-wisher
4. picnic basket
COMMENT BOX
5. homemade
6. long-term
7. underground
8. handkerchief
9. large-scale
10. gingerbread
11. furthermore
12. heart attack
13. stagecoach
14. good-natured
15. headquarters
16. loudspeaker

Name ________________________________ Class ____________________ Date_______________________
Lesson 1
Derived Compound Words PRACTICE ACTIVITY
A. Write the Spelling Word that matches each clue. Spelling Words
1. You can carry lunch for a group in this. ___________________ 1. homesick

2. This kind of tree doesn’t lose its leaves in winter. 2. evergreen
___________________ 3. well-wisher
3. If you want everyone to hear what you say, you might use this. 4. picnic basket
___________________ 5. homemade
4. Many people like this for dessert. ___________________ 6. long-term
5. You might feel this way when you’re away from the family. 7. underground
___________________
8. handkerchief
6. You might use this for blowing your nose.
9. large-scale
___________________
10. gingerbread
7. If you smile most of the time, people will assume you’re this.
___________________ 11. furthermore
8. If you have this kind of project, you work on it over an extended 12. heart attack
period of time. ___________________ 13. stagecoach
9. This is a person who wants good things to happen to you. 14. good-natured
___________________ 15. headquarters
10. This is another word for moreover. ___________________ 16. loudspeaker
11. This is where you’d expect to find the people in charge.
___________________
12. This is the kind of gift you create yourself.
___________________
13. If you know CPR, you can help a person who has this.
___________________
14. Something that isn’t above the surface of the earth must be this.
___________________
15. A map of this kind includes many details. ___________________
16. In the old West, this carried both mail and passengers.
___________________
B. Write a paragraph on a topic of your choice. Use at least five

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 2
Easily Confused Words WORD CARDS
breath finally bazaar antidote
conscious excess bizarre finely
breadth persecuted conscience prosecuted
futile access anecdote feudal

Name ________________________________ Class ____________________ Date_______________________
Lesson 2
Easily Confused Words HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

For each Spelling Word, write a word or phrase that describes or 1. breath
suggests the Spelling Word but does not include it. Have your child 2. finally
write and pronounce the Spelling Word that goes with each word or
phrase. 3. bazaar
4. antidote
5. conscious
COMMENT BOX
6. excess
7. bizarre
8. finely
9. breadth
10. persecuted
11. conscience
12. prosecuted
13. futile
14. access
15. anecdote
16. feudal

Name ________________________________ Class ____________________ Date_______________________
Lesson 2
Easily Confused Words PRACTICE ACTIVITY
A. Write each pair of similar Spelling Words. Match each word with Spelling Words
the correct clue. 1. breath
1. br ___ th: air ___________________ 2. finally
br ___ th: width ___________________ 3. bazaar
2. fi ___ ly: at last ___________________ 4. antidote
fi ___ly: in small pieces ___________________ 5. conscious
3. b ___: odd ___________________ 6. excess
b ___: marketplace ___________________ 7. bizarre
4. an ___ te: story ___________________ 8. finely
an ___ te: medicine ___________________ 9. breadth
5. p ___ ted: put on trial ___________________ 10. persecuted
p ___ted: mistreated ___________________ 11. conscience
6. f ___: Middle Ages ___________________ 12. prosecuted
f ___: useless ___________________ 13. futile
7. con ___: aware ___________________ 14. access
con ___: right and wrong ___________________ 15. anecdote
8. ___ss: entrance ___________________ 16. feudal
___ss: too much ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 3
Adding Endings to Words WORD CARDS
potatoes separating harvesting contained
programming refused omitted produced
acquired abilities submitted justified
forbidding petrified nutrients resources

Name ________________________________ Class ____________________ Date_______________________
Lesson 3
Adding Endings to Words HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Copy the list of Spelling Words, scrambling the letters in each word. 1. potatoes
Give the list to your child, and ask him or her to unscramble the letters 2. separating
in each word so that each spells a Spelling Word.
3. harvesting
4. contained
COMMENT BOX
5. programming
6. refused
7. omitted
8. produced
9. acquired
10. abilities
11. submitted
12. justified
13. forbidding
14. petrified
15. nutrients
16. resources

Name ________________________________ Class ____________________ Date_______________________
Lesson 3
Adding Endings to Words PRACTICE ACTIVITY
A. Add the given ending to each base word, making any necessary Spelling Words
spelling changes. Write the Spelling Word on the line. 1. potatoes
1. refuse + ed ___________________ 2. separating
2. separate + ing ___________________ 3. harvesting
3. ability + es ___________________ 4. contained
4. submit + ed ___________________ 5. programming
5. potato + es ___________________ 6. refused
6. produce + ed ___________________ 7. omitted
7. program + ing ___________________ 8. produced
8. resource + s ___________________ 9. acquired
9. omit + ed ___________________ 10. abilities
10. petrify + ed ___________________ 11. submitted
11. harvest + ing ___________________ 12. justified
12. justify + ed ___________________ 13. forbidding
13. contain + ed ___________________ 14. petrified
14. nutrient + s ___________________ 15. nutrients
15. forbid + ing ___________________ 16. resources
16. acquire + ed ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 4
Prefixes ad-, in- WORD CARDS
arrested improved included irrigated
inspection insisted illustrated advice
approved agreeable investigated announcement
impressed accomplished affectionate irresponsible

Name ________________________________ Class ____________________ Date_______________________
Lesson 4
Prefixes ad-, in- HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Find an example of a crossword puzzle in a newspaper or magazine, 1. arrested
and ask your child to create a crossword puzzle using the Spelling 2. improved
Words. Clues can be definitions or synonyms of the Spelling Words.
You or another family member can solve the puzzle. 3. included
4. irrigated
5. inspection
COMMENT BOX
6. insisted
7. illustrated
8. advice
9. approved
10. agreeable
11. investigated
12. announcement
13. impressed
14. accomplished
15. affectionate
16. irresponsible

Name ________________________________ Class ____________________ Date_______________________
Lesson 4
Prefixes ad-, in- PRACTICE ACTIVITY
A. Find the Spelling Words in the word-search puzzle. A word may be Spelling Words
written down, up, across, or diagonally. Circle the word, and then 1. arrested
write it on the line. 2. improved
3. included
4. irrigated
5. inspection
6. insisted
7. illustrated
8. advice
9. approved
10. agreeable
11. investigated
12. announcement
13. impressed
14. accomplished
15. affectionate
___________________ ___________________
16. irresponsible
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________
___________________ ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 6
Latin Roots WORD CARDS
exported imported migrate portable
predicting dictator supported verdict
dictionaries reservation preservation conservation
observatory indictment emigrate immigration

Name ________________________________ Class ____________________ Date_______________________
Lesson 6
Latin Roots HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Make a list of the Spelling Words. Beginning with the second letter of 1. exported
each word, substitute a blank for every other letter. Ask your child to 2. imported
complete the words by filling in the blanks.
3. migrate
4. portable
COMMENT BOX
5. predicting
6. dictator
7. supported
8. verdict
9. dictionaries
10. reservation
11. preservation
12. conservation
13. observatory
14. indictment
15. emigrate
16. immigration

Name ________________________________ Class ____________________ Date_______________________
Lesson 6
Latin Roots PRACTICE ACTIVITY
A. Write the first ten Spelling Words in alphabetical order. Spelling Words
1. ___ ___ ___ ___ ___ ___ ___ ___ 1. exported

2. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 2. imported
3. ___ ___ ___ ___ ___ ___ ___ ___ 3. migrate
4. ___ ___ ___ ___ ___ ___ ___ ___ 4. portable
5. ___ ___ ___ ___ ___ ___ ___ 5. predicting
6. ___ ___ ___ ___ ___ ___ ___ ___ 6. dictator
7. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 7. supported
8. ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ ___ 8. verdict
9. ___ ___ ___ ___ ___ ___ ___ ___ ___ 9. dictionaries
10. ___ ___ ___ ___ ___ ___ ___ 10. reservation
11. preservation
Now write all the circled letters. ___________________ 12. conservation
Unscramble them to find another Spelling Word. 13. observatory
11. ___________________ 14. indictment
15. emigrate
16. immigration
Write the Spelling Word that matches each clue
12. increased the country’s population ___________________
13. opposite of “wasteful use” ___________________
14. opposite of “stay put” ___________________
15. place for stargazers ___________________
16. policy that will protect historic landmarks ___________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 7
Derivational Endings WORD CARDS
horrid stupid crooked electronic
historic ragged magnetic barefooted
democratic passionate rigid contented
poetic undersized metallic confederate

Name ________________________________ Class ____________________ Date_______________________
Lesson 7
Derivational Endings HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Prepare a simple definition for each Spelling Word. Read the definition 1. horrid
aloud, and ask your child to write the Spelling Word that corresponds to 2. stupid
the definition.
3. crooked
4. electronic
COMMENT BOX
5. historic
6. ragged
7. magnetic
8. barefooted
9. democratic
10. passionate
11. rigid
12. contented
13. poetic
14. undersized
15. metallic
16. confederate

Name ________________________________ Class ____________________ Date_______________________
Lesson 7
Derivational Endings PRACTICE ACTIVITY
A. Write a Spelling Word to replace the underlined word or words. Do Spelling Words
not change the meaning of the sentence. 1. horrid
1. Watching the sun set, they felt peaceful and satisfied. 2. stupid
___________________ 3. crooked
2. The shoeless children scurried down the dusty path. 4. electronic
___________________
5. historic
3. Unfortunately, we made a senseless mistake.
6. ragged
___________________
7. magnetic
4. Members must agree to abide by strict regulations.
___________________ 8. barefooted
5. It was a frightful situation. ___________________ 9. democratic
6. He landed only one smaller-than-normal fish. 10. passionate
___________________ 11. rigid
7. Why do you insist on wearing that tattered jacket? 12. contented
___________________ 13. poetic
8. The actor gave a very emotional performance. 14. undersized
___________________
15. metallic
9. She had found only one large, twisted stick. _________________
16. confederate
10. They established a more representative government.
___________________
11. People often quote from that old and famous speech.
___________________
12. The smell of flowers is attractive. ___________________
13. He is my associate. ___________________
14. They installed a new electron-based system. _________________
15. She often uses imaginatively beautiful language.
___________________
16. They were surprised by the sharp, clanging sounds.
___________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 8
Greek Combining Forms WORD CARDS
telephones cycle recycle phonograph
symbolic microphone generation cyclone
symptoms genius synonyms generator
synthetic genes sympathetic symphony

Name ________________________________ Class ____________________ Date_______________________
Lesson 8
Greek Combining Forms HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Make a list of the Spelling Words. Beginning with the second letter of 1. telephones
each word, substitute a blank for every other letter. Ask your child to 2. cycle
3. recycle
4. phonograph
COMMENT BOX
5. symbolic
6. microphone
7. generation
8. cyclone
9. symptoms
10. genius
11. synonyms
12. generator
13. synthetic
14. genes
15. sympathetic
16. symphony

Name ________________________________ Class ____________________ Date_______________________
Lesson 8
Greek Combining Forms PRACTICE ACTIVITY
A. Write the Spelling Word that best fits each definition. Spelling Words
1. words with the same meaning ___________________ 1. telephones

2. to use again ___________________ 2. cycle
3. a storm with whirling winds ___________________ 3. recycle
4. a piece of music composed to be played by an orchestra 4. phonograph
___________________ 5. symbolic
5. a special talent or knack ___________________ 6. microphone
6. segments of chromosomal DNA ___________________ 7. generation
7. serving as a representation for something else 8. cyclone
___________________ 9. symptoms
8. a device that amplifies sounds ___________________ 10. genius
9. showing shared feelings ___________________ 11. synonyms
10. a device that produces sound from the grooves in a record 12. generator
___________________
13. synthetic
11. devices for sending and receiving the sounds of speech
14. genes
___________________
15. sympathetic
12. signs of a disease ___________________
16. symphony
13. a machine that changes mechanical energy into electric energy
___________________
14. a series of events that always occur in the same order
___________________
15. not true or real ___________________
16. a group of people born at about the same time
___________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 9
More Greek Combining Forms WORD CARDS
alphabet arithmetic heroes stadium
physical aroma episode marathon
chorus pneumonia rhythm labyrinth
melancholy philosophy phenomenon architecture

Name ________________________________ Class ____________________ Date_______________________
Lesson 9
More Greek Combining Forms HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Have your child make a word-search puzzle by writing the Spelling 1. alphabet
Words horizontally or vertically in a grid of cells. One letter should be 2. arithmetic
written in each cell. The remaining cells should be filled with letters
chosen at random. A family member can work the puzzle. 3. heroes
4. stadium
5. physical
COMMENT BOX
6. aroma
7. episode
8. marathon
9. chorus
10. pneumonia
11. rhythm
12. labyrinth
13. melancholy
14. philosophy
15. phenomenon
16. architecture

Name ________________________________ Class ____________________ Date_______________________
Lesson 9
More Greek Combining Forms PRACTICE ACTIVITY
A. Write the Spelling Word that would most likely follow each word in Spelling Words
a dictionary. 1. alphabet
1. phylum ___________________ 2. arithmetic
2. labor-saving ___________________ 3. heroes
3. alpaca ___________________ 4. stadium
4. epilogue ___________________ 5. physical
5. rhyme ___________________ 6. aroma
6. pheasant ___________________ 7. episode
7. megastructure ___________________ 8. marathon
8. maracas ___________________ 9. chorus
9. archipelago ___________________ 10. pneumonia
10. chortle ___________________ 11. rhythm
11. aristocrat ___________________ 12. labyrinth
12. philology ___________________ 13. melancholy
13. pneumatic ___________________ 14. philosophy
14. hermit ___________________ 15. phenomenon
15. army ___________________ 16. architecture
16. stack ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 10
Combining Forms tele- and -meter WORD CARDS
telemarketing telepathy telegram telescopic
telegraph telecast telecommute teleconference
barometer altimeter perimeter thermometer
speedometer taximeter chronometer ammeter

Name ________________________________ Class ____________________ Date_______________________
Lesson 10
Combining Forms tele- and -meter HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Write a sentence using each Spelling Word. Read each sentence, 1. telemarketing
leaving out the Spelling Word. Ask your child to write the Spelling 2. telepathy
Word that best completes each sentence.
3. telegram
4. telescopic
COMMENT BOX
5. telegraph
6. telecast
7. telecommute
8. teleconference
9. barometer
10. altimeter
11. perimeter
12. thermometer
13. speedometer
14. taximeter
15. chronometer
16. ammeter

Name ________________________________ Class ____________________ Date_______________________
Lesson 10
Combining Forms tele- and -meter PRACTICE ACTIVITY
A. Create a word-search puzzle using at least five of the Spelling Spelling Words
Words. Words may be written down, up, across, or diagonally. 1. telemarketing
Share the puzzle with your class. 2. telepathy
3. telegram
4. telescopic
5. telegraph
6. telecast
7. telecommute
8. teleconference
9. barometer
10. altimeter
11. perimeter
12. thermometer
13. speedometer
14. taximeter
15. chronometer
Spelling Words. 16. ammeter
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 12
Changes before Plural -s WORD CARDS
selves halves wolves shelves
loaves leaves thieves wives
knives elves echoes vetoes
tomatoes potatoes mangoes lingoes

Name ________________________________ Class ____________________ Date_______________________
Lesson 12
Changes before Plural -s HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Write a sentence using each Spelling Word. Read each sentence,
1. selves
leaving out the Spelling Word. Ask your child to write the Spelling
Word that best completes each sentence. 2. halves
3. wolves
COMMENT BOX 4. shelves

5. loaves
6. leaves
7. thieves
8. wives
9. knives
10. elves
11. echoes
12. vetoes
13. tomatoes
14. potatoes
15. mangoes
16. lingoes

Name ________________________________ Class ____________________ Date_______________________
Lesson 12
Changes before Plural -s PRACTICE ACTIVITY
A. Write the Spelling Word that matches each clue. Spelling Words
1. Thefts are committed by ___________________. 1. selves

2. A paring knife and a butter knife are types of _______________. 2. halves
3. The president used this power to refuse approval of several 3. wolves
proposals. _______________ 4. shelves
4. The tourists drove through New England during autumn to see the 5. loaves
colorful foliage. _______________
6. leaves
5. The bookcase had several tiers for holding books.
_______________ 7. thieves
6. King Henry the Eighth is known for having several of these. 8. wives
_______________ 9. knives
7. She cut the grapefruit in two to prepare for breakfast. 10. elves
_______________ 11. echoes
8. One wolf passed by, but Mary knew they tended to travel in packs. 12. vetoes
_______________
13. tomatoes
9. The children yelled into the cave to hear their words repeat back to
14. potatoes
them. _______________
15. mangoes
10. An individual knows himself or herself; as a group, we know our
_______________. 16. lingoes
11. A loaf of bread will feed a family; a larger group would need
many _______________.
12. Each hobby tends to have its own lingo, so if you have several
hobbies, you probably know several _______________.
13. Santa Claus relies on helpers called _______________.
14. _______________ are a main ingredient of catsup.
15. His mom says his dad is a “meat and _______________ man.”
16. Tropical fruits include juicy, pulpy _______________.

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 13
Changing y to i WORD CARDS
puppies armies skies studied
buried carried parties libraries
worried replied countries married
philosophies theories replies hurried

Name ________________________________ Class ____________________ Date_______________________
Lesson 13
Changing y to i HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Prepare a flashcard for each Spelling Word. Show your child each card 1. puppies
for a few seconds, and then place it facedown on the table. Ask your 2. armies
3. skies
4. studied
COMMENT BOX
5. buried
6. carried
7. parties
8. libraries
9. worried
10. replied
11. countries
12. married
13. philosophies
14. theories
15. replies
16. hurried

Name ________________________________ Class ____________________ Date_______________________
Lesson 13
Changing y to i PRACTICE ACTIVITY
spelling changes. Write the Spelling Word on the line. 1. puppies
1. reply + ed ___________________ 2. armies
2. philosophy + s ___________________ 3. skies
3. country + s ___________________ 4. studied
4. marry + ed ___________________ 5. buried
5. army + s ___________________ 6. carried
6. worry + ed ___________________ 7. parties
7. study + ed ___________________ 8. libraries
8. hurry + ed ___________________ 9. worried
9. carry + ed ___________________ 10. replied
10. bury + ed ___________________ 11. countries
11. sky + s ___________________ 12. married
12. puppy + s ___________________ 13. philosophies
13. library + s ___________________ 14. theories
14. theory + s ___________________ 15. replies
15. party + s ___________________ 16. hurried
16. reply + s ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 14
Prefixes That Tell Position WORD CARDS
protested undertake telegram telegraph
provisions international interview telescopes
underlying underneath profitable proceeds
intermediate prosperity interrupted intercept

Name ________________________________ Class ____________________ Date_______________________
Lesson 14
Prefixes That Tell Position HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Prepare a flashcard for each Spelling Word. Show your child each card 1. protested
for a few seconds, and then place it facedown on the table. Ask your 2. undertake
3. telegram
4. telegraph
COMMENT BOX
5. provisions
6. international
7. interview
8. telescopes
9. underlying
10. underneath
11. profitable
12. proceeds
13. intermediate
14. prosperity
15. interrupted
16. intercept

Name ________________________________ Class ____________________ Date_______________________
Lesson 14
Prefixes That Tell Position PRACTICE ACTIVITY
A. The answer to each clue in the puzzle is a Spelling Word. Spelling Words
1. protested
2. undertake
3. telegram
4. telegraph
5. provisions
6. international
7. interview
8. telescopes
9. underlying
10. underneath
11. profitable
12. proceeds
Across Down
13. intermediate
2. football word 1. goes forward
14. prosperity
6. instruments of astronomers 3. what most people want
15. interrupted
8. between extremes 4. reversed, this means “take
below” 16. intercept
9. supplies for a trip
10. opposite of over 5. do well on this to get the job
11. often describes issues or 7. bringing financial success
reasons
12. invented by Samuel Morse

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 15
More Prefixes That Tell Position WORD CARDS
subway subjected subtracting transportation
abstract transaction absolute extravagant
subdued abolished translation submerged
transferred transient extraordinary extraterrestrial

Name ________________________________ Class ____________________ Date_______________________
Lesson 15
More Prefixes That Tell Position HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Copy the list of Spelling Words, scrambling the letters in each word. 1. subway
Give the list to your child, and ask him or her to unscramble the letters 2. subjected
in each word so that each spells a Spelling Word.
3. subtracting
4. transportation
COMMENT BOX
5. abstract
6. transaction
7. absolute
8. extravagant
9. subdued
10. abolished
11. translation
12. submerged
13. transferred
14. transient
15. extraordinary
16. extraterrestrial

Name ________________________________ Class ____________________ Date_______________________
Lesson 15
More Prefixes That Tell Position PRACTICE ACTIVITY
A. Replace each underlined word or phrase with a Spelling Word. Spelling Words
The (1) underground means of traveling is a fast method of 1. subway

(2) transit, (3) taking away the time you spend changing from one 2. subjected
route to another. One day, after I had (4) switched from one route to 3. subtracting
another three times, my confusion was (5) complete. I said to
4. transportation
myself, “Why have I (6) exposed myself to this!” Then I noticed a
(7) calm passenger reading what looked like a French (8) version of 5. abstract
a Sherlock Holmes mystery. “Are you French?” I asked. “Yes,” he 6. transaction
replied, smiling. “And a detective, too. Like Sherlock Holmes, I’ve 7. absolute
been a (9) temporary guest in many places.” As we talked, my
spirits rose, and I heartily thanked the man. “Sir, you’re (10) overly 8. extravagant
generous with your praise,” he said. “I’m just a man who enjoys 9. subdued
talking.” 10. abolished
___________________ ___________________ 11. translation
___________________ ___________________ 12. submerged
___________________ ___________________ 13. transferred
___________________ ___________________ 14. transient
___________________ ___________________ 15. extraordinary
16. extraterrestrial
Each clue below contains a prefix, a definition or synonym, and
sometimes an extra hint. Write the Spelling Word that is formed by
solving each word problem. An example is given.
trans + harbor + ation = transportation
trans + deed = _______________________________________
extra + common = ____________________________________
extra + ter + take a break − t + a legal action =
_________________________________________________________
ab + made smooth − p = _______________________________
abs + plot of land = ___________________________________
sub + join + d = _______________________________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 16
Adding -ate to Form Nouns and Verbs WORD CARDS
debate regulate decorate estimate
hesitate demonstrate investigate delegate
concentrate mandate eliminate advocate
simulate participate negotiate phosphate

Name ________________________________ Class ____________________ Date_______________________
Lesson 16
Adding -ate to Form Nouns and Verbs HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Have your child write a phrase that describes or suggests each Spelling 1. debate
Word but does not include it. Then you can identify the Spelling Word 2. regulate
that goes with each phrase. As an alternative, you may write the phrases
and have your child identify the Spelling Words. 3. decorate
4. estimate
5. hesitate
COMMENT BOX
6. demonstrate
7. investigate
8. delegate
9. concentrate
10. mandate
11. eliminate
12. advocate
13. simulate
14. participate
15. negotiate
16. phosphate

Name ________________________________ Class ____________________ Date_______________________
Lesson 16
Adding -ate to Form Nouns and Verbs PRACTICE ACTIVITY
A. Write the Spelling Word that is a synonym of each word below. Spelling Words
remove _____________ govern _____________ 1. debate

show _____________ support _____________ 2. regulate
adorn _____________ falter _____________ 3. decorate
command _____________ argue _____________ 4. estimate
If you use four of the letters from the word fabricate, you can spell 5. hesitate
the word crab. For each of the words below, find the Spelling Word 6. demonstrate
that has the letters needed to make the word listed. 7. investigate
trap __________________ 8. delegate
slim __________________ 9. concentrate
shop __________________ 10. mandate
mitt __________________ 11. eliminate
once __________________ 12. advocate
deal __________________ 13. simulate
ingot __________________ 14. participate
vine __________________ 15. negotiate
16. phosphate
Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 18
Prefixes That Tell Size and Amount WORD CARDS
microwave microcomputer multiplication magnify
multicolored magnitude equality multitude
microscopic equation multimedia equator
microorganism multicultural magnificently equivalent

Name ________________________________ Class ____________________ Date_______________________
Lesson 18
Prefixes That Tell Size and Amount HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Prepare a simple definition for each Spelling Word. Read the definition, 1. microwave
and ask your child to write the Spelling Word that corresponds to the 2. microcomputer
definition.
3. multiplication
4. magnify
COMMENT BOX
5. multicolored
6. magnitude
7. equality
8. multitude
9. microscopic
10. equation
11. multimedia
12. equator
13. microorganism
14. multicultural
15. magnificently
16. equivalent

Name ________________________________ Class ____________________ Date_______________________
Lesson 18
Prefixes That Tell Size and Amount PRACTICE ACTIVITY
A. Write the Spelling Word that fits each clue. Spelling Words
1. It’s a math operation that’s the opposite of division. 1. microwave

_____________________________________________________ 2. microcomputer
2. It’s an imaginary line around the earth. _____________________ 3. multiplication
3. It’s a plant or animal so small you can’t see it without a special 4. magnify
instrument. ___________________________________________ 5. multicolored
4. This word describes anything too small to be seen without a 6. magnitude
special instrument. _____________________________________
7. equality
5. Something that has many different hues is __________________.
8. multitude
6. This describes doing things in a grand fashion. _______________
9. microscopic
7. It can be used to heat or cook food quickly. __________________
10. equation
8. Instruments that make things look larger than they really are do
11. multimedia
this. _________________________________________________
12. equator
9. It’s a mathematical statement of quantities that are equal.
_____________________________________________________ 13. microorganism
10. This kind of show might include slides, recorded music, and live 14. multicultural
performers. ___________________________________________ 15. magnificently
11. It’s the size or extent of something. ________________________ 16. equivalent
12. It’s a PC. _____________________________________________
13. You can use this word to describe two things that are the same.
_____________________________________________________
14. It’s a crowd. __________________________________________
15. This represents members from many different cultures.
_____________________________________________________
16. It’s the condition of being the same. _______________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 19
Words with Double Consonants WORD CARDS
chattering uttered triggered terrific
scattering polluted summoned satellite
vaccination intellectual narrative penniless
parallel embassy exaggerated torrential

Name ________________________________ Class ____________________ Date_______________________
Lesson 19
Words with Double Consonants HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Scramble the letters in each word from the list of Spelling Words. Give 1. chattering
the list to your child, and ask him or her to unscramble the words so that 2. uttered
each spells a Spelling Word.
3. triggered
4. terrific
COMMENT BOX
5. scattering
6. polluted
7. summoned
8. satellite
9. vaccination
10. intellectual
11. narrative
12. penniless
13. parallel
14. embassy
15. exaggerated
16. torrential

Name ________________________________ Class ____________________ Date_______________________
Lesson 19
Words with Double Consonants PRACTICE ACTIVITY
A. The middle letters in these Spelling Words are represented by *s. Spelling Words
Write each word, adding the correct letters. 1. chattering
1. t r * * * * * e d ___________________ 2. uttered
2. p a * * * * e l ___________________ 3. triggered
3. p e * * * * * s s ___________________ 4. terrific
4. e m * * * * y ___________________ 5. scattering
5. s c * * * * * * n g ___________________ 6. polluted
6. n a * * * * * v e ___________________ 7. summoned
7. t o * * * * * * a l ___________________ 8. satellite
8. u t * * * e d ___________________ 9. vaccination
9. s a * * * * * t e ___________________ 10. intellectual
10. c h * * * * *i n g ___________________ 11. narrative
11. e x * * * * * * * e d ___________________ 12. penniless
12. s u * * * * e d ___________________ 13. parallel
13. i n * * * * * * * * a l ___________________ 14. embassy
14. v a * * * * * * * o n ___________________ 15. exaggerated
15. p o * * * * e d ___________________ 16. torrential
16. t e * * * * i c ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 20
Noun Endings WORD CARDS
poverty royalty journalism rivalry
tourism loyalty robbery uncertainty
patriotism cruelty specialty realism
novelty optimism mechanism criticism

Name ________________________________ Class ____________________ Date_______________________
Lesson 20
Noun Endings HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

For each Spelling Word that begins with a consonant, have your child 1. poverty
write a sentence using alliteration. Several words in the sentence should 2. royalty
have the same initial sound as the Spelling Word—for example, Jane
Jordan just joined a journalism club. 3. journalism
4. rivalry
5. tourism
COMMENT BOX
6. loyalty
7. robbery
8. uncertainty
9. patriotism
10. cruelty
11. specialty
12. realism
13. novelty
14. optimism
15. mechanism
16. criticism

Name ________________________________ Class ____________________ Date_______________________
Lesson 20
Noun Endings PRACTICE ACTIVITY
A. Fill in the crossword puzzle with Spelling Words that fit the clues. Spelling Words
1. poverty
2. royalty
3. journalism
4. rivalry
5. tourism
6. loyalty
7. robbery
8. uncertainty
9. patriotism
10. cruelty
11. specialty
Across Down 12. realism
2. an outstanding talent 1. the occupation of writing or 13. novelty
4. people of noble rank editing a newspaper
14. optimism
6. competition 3. pitiless behavior
15. mechanism
7. unlawful taking of property 5. the condition of remaining
16. criticism
faithful to family and
9. love of one’s country
friends
12. unfavorable comment
7. a tendency to face facts
13. doubt
8. traveling for pleasure
14. a tendency to see the bright
9. the condition of being very
side of everything
poor
10. a working part of a machine
11. something new or different

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 21
Prefix ob- WORD CARDS
oblong observation objection objective
occupation obtained offering obviously
offensive opportunity obscure occupant
obstacle opposition obsessions occasionally

Name ________________________________ Class ____________________ Date_______________________
Lesson 21
Prefix ob- HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Have your child make a word-search puzzle by writing the Spelling 1. oblong
Words horizontally or vertically in a grid of cells. One letter should be 2. observation
written in each cell. The remaining cells should be filled with letters
chosen at random. A family member can work the puzzle. 3. objection
4. objective
5. occupation
COMMENT BOX
6. obtained
7. offering
8. obviously
9. offensive
10. opportunity
11. obscure
12. occupant
13. obstacle
14. opposition
15. obsessions
16. occasionally

Name ________________________________ Class ____________________ Date_______________________
Lesson 21
Prefix ob- PRACTICE ACTIVITY
A. The vowels have been left out of these Spelling Words. Write each Spelling Words
word by adding the missing vowels. 1. oblong
1. ccptn ___________________ 2. observation
2. ffrng ___________________ 3. objection
3. pprtnt ___________________ 4. objective
4. ccpnt ___________________ 5. occupation
5. blng ___________________ 6. obtained
6. bjctv ___________________ 7. offering
7. bsssns ___________________ 8. obviously
8. ffnsv ___________________ 9. offensive
9. bjctn ___________________ 10. opportunity
10. bvsl ___________________ 11. obscure
11. bscr ___________________ 12. occupant
12. bsrvtn ___________________ 13. obstacle
13. bstcl ___________________ 14. opposition
14. ccsnll ___________________ 15. obsessions
15. btnd ___________________ 16. occasionally
16. ppstn ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 23
More Prefixes That Tell Position WORD CARDS
introduction intramural perfectly circulation
perimeter circumstances permanently circumference
perception intrastate introvert perspective
periodic peripheral persuaded circuit

Name ________________________________ Class ____________________ Date_______________________
Lesson 23
More Prefixes That Tell Position HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

For each Spelling Word, write two words that can be formed from the 1. introduction
letters. For example, permanently includes the letters of the words man 2. intramural
and rent. Have your child identify and write the Spelling Word from
which each pair of words is formed. 3. perfectly
4. circulation
5. perimeter
COMMENT BOX
6. circumstances
7. permanently
8. circumference
9. perception
10. intrastate
11. introvert
12. perspective
13. periodic
14. peripheral
15. persuaded
16. circuit

Name ________________________________ Class ____________________ Date_______________________
Lesson 23
More Prefixes That Tell Position PRACTICE ACTIVITY
A. Complete each analogy with a Spelling Word. Spelling Words
1. ___________________: end :: preface : conclusion 1. introduction

2. ___________________: temporarily :: often : seldom 2. intramural
3. ___________________: central :: outside : inside 3. perfectly
4. area : inside :: ___________________: outside 4. circulation
5. praise : compliment :: ___________________: convinced 5. perimeter
6. intermittent : ___________________:: calm : peaceful 6. circumstances
7. faultlessly : ___________________:: quickly : rapidly 7. permanently
8. ___________________: electricity :: pipe : water 8. circumference
9. braggart : ___________________:: boastful : withdrawn 9. perception
10. lungs : respiration :: heart : ___________________ 10. intrastate
11. introvert
Unscramble these words. 12. perspective
11. mralnutair ___________________ 13. periodic
12. teerpecivps ___________________ 14. peripheral
13. asnatirtet ___________________ 15. persuaded
14. eitperonpc ___________________ 16. circuit
15. unrasccseitmc ___________________
16. ucrcemnifecer ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 24
More Greek Combining Forms WORD CARDS
automobiles policy archives scholastic
politics sophisticated metropolitan optic
scholarship philosopher optical optometrist
archaic automatically sophomore archaeologist

Name ________________________________ Class ____________________ Date_______________________
Lesson 24
More Greek Combining Forms HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Make a list of the Spelling Words. Beginning with the second letter of 1. automobiles
each word, substitute a blank for every other letter. Ask your child to 2. policy
3. archives
4. scholastic
COMMENT BOX
5. politics
6. sophisticated
7. metropolitan
8. optic
9. scholarship
10. philosopher
11. optical
12. optometrist
13. archaic
14. automatically
15. sophomore
16. archaeologist

Name ________________________________ Class ____________________ Date_______________________
Lesson 24
More Greek Combining Forms PRACTICE ACTIVITY
A. ● Which words are derived from the Greek word for “sight”? Spelling Words
_________________________________________________ 1. automobiles
● Which words include a Greek root that means “first in time” or 2. policy
“first in rank”? 3. archives
_________________________________________________ 4. scholastic
● Which words are derived from the Greek word for “city”? 5. politics
_________________________________________________
6. sophisticated
● Which words are derived from a Greek word meaning “wise”?
7. metropolitan
_________________________________________________
8. optic
● Which words are derived from a Greek word meaning
“school”? 9. scholarship
_________________________________________________ 10. philosopher
● Which words include the Greek word for “self”? 11. optical
_________________________________________________ 12. optometrist
13. archaic
Spelling Words. 14. automatically
_________________________________________________ 15. sophomore
_________________________________________________ 16. archaeologist
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 25
Dropping e Before a Suffix WORD CARDS
grieved encouraged sincerest politest
forgiving announcing offensive defensive
announced managed simplest securest
concentrating receiving repulsive negative

Name ________________________________ Class ____________________ Date_______________________
Lesson 25
Dropping e Before a Suffix HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Have your child write a story that uses at least five Spelling Words. 1. grieved
Provide a sentence starter such as Last night before I turned out my 2. encouraged
light, I had the feeling that . . .
3. sincerest
4. politest
COMMENT BOX
5. forgiving
6. announcing
7. offensive
8. defensive
9. announced
10. managed
11. simplest
12. securest
13. concentrating
14. receiving
15. repulsive
16. negative

Name ________________________________ Class ____________________ Date_______________________
Lesson 25
Dropping e Before a Suffix PRACTICE ACTIVITY
spelling changes. Write the Spelling Word on the line. 1. grieved
1. negate + ive ___________________ 2. encouraged
2. simple + est ___________________ 3. sincerest
3. polite + est ___________________ 4. politest
4. encourage + ed ___________________ 5. forgiving
5. repulse + ive ___________________ 6. announcing
6. concentrate + ing ___________________ 7. offensive
7. manage + ed ___________________ 8. defensive
8. grieve + ed ___________________ 9. announced
9. defense + ive ___________________ 10. managed
10. sincere + est ___________________ 11. simplest
11. secure + est ___________________ 12. securest
12. forgive + ing ___________________ 13. concentrating
13. offense + ive ___________________ 14. receiving
14. announce + ing ___________________ 15. repulsive
15. receive + ing ___________________ 16. negative
16. announce + ed ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 26
More Derived Words WORD CARDS
supermarket superpower alto altitude
geographic astronauts geology geometry
supervision nautical navigation odometer
asterisk altimeter cosmonauts seismometer

Name ________________________________ Class ____________________ Date_______________________
Lesson 26
More Derived Words HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Make up a question using each Spelling Word. (For example, “From 1. supermarket
which supermarket did you buy that food?”) Ask the questions orally, 2. superpower
and have your child answer each in writing, using the same Spelling
Word in the answer. 3. alto
4. altitude
5. geographic
COMMENT BOX
6. astronauts
7. geology
8. geometry
9. supervision
10. nautical
11. navigation
12. odometer
13. asterisk
14. altimeter
15. cosmonauts
16. seismometer

Name ________________________________ Class ____________________ Date_______________________
Lesson 26
More Derived Words PRACTICE ACTIVITY
A. Write the Spelling Word that answers each question. Spelling Words
What instrument is used to predict and study earthquakes? 1. supermarket

___________________ 2. superpower
What instrument is used to measure height? 3. alto
___________________ 4. altitude
What instrument is used to measure distance traveled? 5. geographic
___________________ 6. astronauts
What is another word for the “star” symbol on a keyboard? 7. geology
___________________ 8. geometry
What is the study of the earth’s features and history called? 9. supervision
___________________ 10. nautical
What are two words for people who travel in space? 11. navigation
___________________ 12. odometer
___________________ 13. asterisk
What is the science of getting ships from place to place called? 14. altimeter
___________________ 15. cosmonauts
What branch of mathematics deals with the measurement of lines, 16. seismometer
angles, and shapes? ___________________
What is another word for height? ___________________
You can write in code by leaving out all the vowels in a word, and then
substituting the next letter in the alphabet for each letter that remains in
the word. For example, WORD becomes XSE if you drop the O and
replace W with X, R with S, and D with E. Write the Spelling Word for
each coded word below.
HHSQUID ________________ TQSNSLU ________________
TQSQXS ________________ MU ________________
OUDM ________________ TQSWTO ________________

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 28
More Latin Roots WORD CARDS
conducted educate container adjust
detained sentimental productive deceived
attended adjustments justice acceptable
acceptance sensation sensory perceived

Name ________________________________ Class ____________________ Date_______________________
Lesson 28
More Latin Roots HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

For each Spelling Word, think of a synonym or antonym. Say the 1. conducted
synonym or antonym, and ask your child to write the corresponding 2. educate
Spelling Word.
3. container
4. adjust
COMMENT BOX
5. detained
6. sentimental
7. productive
8. deceived
9. attended
10. adjustments
11. justice
12. acceptable
13. acceptance
14. sensation
15. sensory
16. perceived

Name ________________________________ Class ____________________ Date_______________________
Lesson 28
More Latin Roots PRACTICE ACTIVITY
A. Fill in the missing vowels to reveal the Spelling Word. Spelling Words
1. *tt*nd*d ___________________ 1. conducted

2. *cc*pt*nc* ___________________ 2. educate
3. s*ns*t**n ___________________ 3. container
4. c*nd*ct*d ___________________ 4. adjust
5. p*rc**v*d ___________________ 5. detained
6. *dj*st ___________________ 6. sentimental
7. j*st*c* ___________________ 7. productive
8. s*ns*r* ___________________ 8. deceived
9. *d*c*t* ___________________ 9. attended
10. *cc*pt*bl* ___________________ 10. adjustments
11. c*nt**n*r ___________________ 11. justice
12. *dj*stm*nts ___________________ 12. acceptable
13. pr*d*ct*v* ___________________ 13. acceptance
14. d*t**n*d ___________________ 14. sensation
15. d*c**v*d ___________________ 15. sensory
16. s*nt*m*nt*l ___________________ 16. perceived

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 29
Noun Endings—Diminutives WORD CARDS
booklet tablet leaflet packet
yearling diskette luncheonette particle
icicle sapling banquet cabinet
bracelet cassette pamphlet statuette

Name ________________________________ Class ____________________ Date_______________________
Lesson 29
Noun Endings—Diminutives HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Ask your child to use the Spelling Words to create a word-search 1. booklet
puzzle. You may also create one. Then solve each other’s word-search 2. tablet
puzzles.
3. leaflet
4. packet
COMMENT BOX
5. yearling
6. diskette
7. luncheonette
8. particle
9. icicle
10. sapling
11. banquet
12. cabinet
13. bracelet
14. cassette
15. pamphlet
16. statuette

Name ________________________________ Class ____________________ Date_______________________
Lesson 29
Noun Endings—Diminutives PRACTICE ACTIVITY
A. Fill in the crossword puzzle with Spelling Words that fit the clues. Spelling Words
1. booklet
2. tablet
3. leaflet
4. packet
5. yearling
6. diskette
7. luncheonette
8. particle
9. icicle
10. sapling
11. banquet
Across Down 12. cabinet
1. a pad of paper 2. a small book 13. bracelet
3. a very small piece 3. a small package 14. cassette
4. jewelry to be worn on the 7. a hanging rod of ice 15. pamphlet
wrist 8. a piece of furniture fitted 16. statuette
5. a small, printed sheet of with shelves
paper, usually folded 9. a floppy disk
6. an animal between one and 10. a young tree
two years old
10. a small statue
11. a case holding a spool of
tape for insertion into a tape
recorder
12. a tendency to see the bright
side of everything
13. a formal dinner
14. a booklet with a paper cover

Spelling Words.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 30
More Latin Roots WORD CARDS
confined territories refining terrace
duplicate financial complicated vocal
conjunction infinite vocabulary vocational
definitely territorial juncture applicable

Name ________________________________ Class ____________________ Date_______________________
Lesson 30
More Latin Roots HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Write a sentence for each Spelling Word. Read each sentence, leaving 1. confined
out the Spelling Word. Ask your child to write the Spelling Word that 2. territories
best completes each sentence.
3. refining
4. terrace
COMMENT BOX
5. duplicate
6. financial
7. complicated
8. vocal
9. conjunction
10. infinite
11. vocabulary
12. vocational
13. definitely
14. territorial
15. juncture
16. applicable

Name ________________________________ Class ____________________ Date_______________________
Lesson 30
More Latin Roots PRACTICE ACTIVITY
A. Write the Spelling Word that best fits each definition. Spelling Words
1. made difficult to understand ___________________ 1. confined

2. a small porch or balcony ___________________ 2. territories
3. suitable ___________________ 3. refining
4. the act of joining together ___________________ 4. terrace
5. having to do with an occupation or trade ___________________ 5. duplicate
6. kept shut in ___________________ 6. financial
7. limited to a particular region ___________________ 7. complicated
8. having to do with money ___________________ 8. vocal
9. having no limits ___________________ 9. conjunction
10. making more pure ___________________ 10. infinite
11. the total number of words a person knows and can use 11. vocabulary
___________________ 12. vocational
12. without question ___________________ 13. definitely
13. a joint or union ___________________ 14. territorial
14. geographical areas ___________________ 15. juncture
15. having to do with the voice ___________________ 16. applicable
16. an exact copy ___________________

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Name ________________________________ Class ____________________ Date_______________________
Lesson 31
Combining Suffixes WORD CARDS
aimlessly carelessly peacefulness loneliness
historically favorably eventually governmental
fortunately economically architectural sensationally
naturalization significantly mysteriously rhythmically

Name ________________________________ Class ____________________ Date_______________________
Lesson 31
Combining Suffixes HOME ACTIVITY

______________________________________________.
Sincerely,
______________________________________________

Prepare a flashcard for each Spelling Word. Show your child each card 1. aimlessly
for a few seconds, and then place it facedown on the table. Ask your 2. carelessly
3. peacefulness
4. loneliness
COMMENT BOX
5. historically
6. favorably
7. eventually
8. governmental
9. fortunately
10. economically
11. architectural
12. sensationally
13. naturalization
14. significantly
15. mysteriously
16. rhythmically

Name ________________________________ Class ____________________ Date_______________________
Lesson 31
Combining Suffixes PRACTICE ACTIVITY
A. Create a word-search puzzle using at least five of the Spelling Spelling Words
Words. Words may be written down, up, across, or diagonally. 1. aimlessly
Share the puzzle with your class. 2. carelessly
3. peacefulness
4. loneliness
5. historically
6. favorably
7. eventually
8. governmental
9. fortunately
10. economically
11. architectural
12. sensationally
13. naturalization
14. significantly
15. mysteriously
16. rhythmically

Spelling Words.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Answer Key for Practice Activities
p. 87 | Lesson 1: Derived Compound Words p. 99 | Lesson 6: Latin Roots

A. 1. picnic basket 9. well-wisher A.
2. evergreen 10. furthermore 1. dictator 6. portable
3. loudspeaker 11. headquarters 2. dictionaries 7. predicting
4. gingerbread 12. homemade 3. exported 8. reservation
5. homesick 13. heart attack 4. imported 9. supported
6. handkerchief 14. underground 5. migrate 10. verdict
7. good-natured 15. large-scale Circled letters: intdmtcnei
8. long-term 16. stagecoach 11. indictment 14. emigrate
B. (Answers will vary.) 12. immigration 15. observatory
13. conservation 16. preservation
p. 90 | Lesson 2: Easily Confused Words
B. (Answers will vary.)
A.1. breath, breadth
2. finally, finely
p. 102 | Lesson 7: Derivational Adjective
3. bizarre, bazaar Endings
4. anecdote, antidote A.
5. prosecuted, persecuted 1. contented 9. crooked
6. feudal, futile 2. barefooted 10. democratic
7. conscious, conscience 3. stupid 11. historic
8. access, excess 4. rigid 12. magnetic
B. (Answers will vary.) 5. horrid 13. confederate
p. 93 | Lesson 3: Adding Endings to Words 6. undersized 14. electronic
A.1. refused 9. omitted 7. ragged 15. poetic
2. separating 10. petrified 8. passionate 16. metallic
3. abilities 11. harvesting B.(Answers will vary.)
4. submitted 12. justified
5. potatoes 13. contained p. 105 | Lesson 8: Greek Combining Forms
6. produced 14. nutrients A.
7. programming 15. forbidding 1. synonyms 9. sympathetic
8. resources 16. acquired 2. recycle 10. phonograph
B. (Answers will vary.) 3. cyclone 11. telephones
4. symphony 12. symptoms
p. 96 | Lesson 4: Prefixes ad-, in-
5. genius 13. generator
A. Across, top to bottom: illustrated, 6. genes 14. cycle
approved, accomplished, investigated, 7. symbolic 15. synthetic
advice, included, irrigated, irresponsible; 8. microphone 16. generation
Down, left to right: inspection, agreeable,
affectionate; Up, left to right: arrested,
insisted, impressed; Diagonal:
announcement,
improved

Answer Key for Practice Activities (continued)
p. 108 | Lesson 9: More Greek Combining p. 117 | Lesson 13: Changing y to i

Forms A.
A. 1. replied 9. carried
1. physical 9. architecture 2. philosophies 10. buried
2. labyrinth 10. chorus 3. countries 11. skies
3. alphabet 11. arithmetic 4. married 12. puppies
4. episode 12. philosophy 5. armies 13. libraries
5. rhythm 13. pneumonia 6. worried 14. theories
6. phenomenon 14. heroes 7. studied 15. parties
7. melancholy 15. aroma 8. hurried 16. replies
8. marathon 16. stadium B. (Answers will vary.)
p. 120 | Lesson 14: Prefixes That Tell
Position
A.
p. 111 | Lesson 10: Combining Forms tele- ACROSS: 2. intercept 6. telescopes
and -meter 8. intermediate 9. provisions 10. underneath
A. (Answers will vary.) 11. underlying 12. telegraph
DOWN: 1. proceeds 3. prosperity
4. undertake 5. interview 7. profitable
The chairperson protested when someone
interrupted the meeting of international
leaders to read an urgent telegram.
p. 114 | Lesson 12: Changes before Plural -s B. (Answers will vary.)
A.
1. thieves 9. echoes p. 123 | Lesson 15: More Prefixes That Tell
2. knives 10. selves Position
3. vetoes 11. loaves A.
4. leaves 12. lingoes 1. subway
5. shelves 13. elves 2. transportation
6. wives 14. tomatoes 3. subtracting
7. halves 15. potatoes 4. transferred
8. wolves 16. mangoes 5. absolute
B. (Answers will vary.) 6. subjected
7. subdued
8. translation
9. transient
10. extravagant
transaction, extraordinary, extraterrestrial,
abolished, abstract, submerged

p. 126 | Lesson 16: Adding -ate to Form p. 135 | Lesson 20: Noun Endings
Nouns and Verbs A.
A. ACROSS: 2. specialty 4. royalty 6. rivalry
(column 1) eliminate, demonstrate, 7. robbery 9. patriotism 12. criticism
decorate, mandate 13. uncertainty 14. optimism
(column 2) regulate, advocate, hesitate, DOWN: 1. journalism 3. cruelty 5. loyalty
debate 7. realism 8. tourism 9. poverty 10. mechanism
participate, simulate, phosphate, 11. novelty
estimate, concentrate, delegate, negotiate, B. (Answers will vary.)
investigate
p. 138 | Lesson 21: Prefix -ob
A.
p. 129 | Lesson 18: Prefixes That Tell Size 1. occupation 9. objection
and Amount 2. offering 10. obviously
A. 3. opportunity 11. obscure
1. multiplication 9. equation 5. oblong 12. observation
2. equator 10. multimedia 6. objective 13. obstacle
3. microorganism 11. magnitude 7. obsessions 14. occasionally
4. microscopic 12. microcomputer 8. offensive 15. obtained
5. multicolored 13. equivalent 9. objection 16. opposition
6. magnificently 14. multitude B. (Answers will vary.)
7. microwave 15. multicultural
p. 141 | Lesson 23: More Prefixes That Tell
8. magnify 16. equality
Position
B.(Answers will vary.)
A.
p. 132 | Lesson 19: Words with Double 1. introduction 9. introvert
Consonants 2. permanently 10. circulation
A. 3. peripheral 11. intramural
1. triggered 9. satellite 4. perimeter 12. perspective
2. parallel 10. chattering 5. persuaded 13. intrastate
3. penniless 11. exaggerated 6. periodic 14. perception
4. embassy 12. summoned 7. perfectly 15. circumstances
5. scattering 13. intellectual 8. circuit 16. circumference
6. narrative 14. vaccination B. (Answers will vary.)
7. torrential 15. polluted p. 144 | Lesson 24: More Greek Combining
8. uttered 16. terrific Forms
B. (Answers will vary.) A. optic, optical, optometrist
archives, archaic, archaeologist
policy, politics, metropolitan
sophisticated, philosopher, sophomore
scholastic, scholarship
automobiles, automatically

p. 147 | Lesson 25: Dropping e Before a p. 156 | Lesson 29: Noun Endings—
Suffix Diminutives
A. A.
1. negative 9. defensive ACROSS: 1. tablet 3. particle 4. bracelet
2. simplest 10. sincerest 5. leaflet 6. yearling 10. statuette
3. politest 11. securest 11. cassette 12. luncheonette 13. banquet
4. encouraged 12. forgiving 14. pamphlet
5. repulsive 13. offensive DOWN: 2. booklet 3. packet 7. icicle
6. concentrating 14. announcing 8. cabinet 9. diskette 10. Sapling
7. managed 15. receiving B. (Answers will vary.)
8. grieved 16. announced p. 159 | Lesson 30: More Latin Roots
B. (Answers will vary.) A.
p. 150 | Lesson 26: More Derived Words 1. complicated
A. 2. terrace
seismometer 3. applicable
altimeter 4. conjunction
odometer 5. vocational
asterisk 6. confined
geology 7. territorial
cosmonauts 8. financial
astronauts 9. infinite
navigation 10. refining
geometry 11. vocabulary
altitude 12. definitely
geographic, supermarket, superpower, 13. juncture
alto, nautical, supervision 14. territories
15. vocal
B. (Answers will vary.) 16. duplicate
p. 153 | Lesson 28: More Latin Roots B. (Answers will vary.)
A.
p. 162 | Lesson 31: Combining Suffixes
1. attended 9. educate
2. acceptance 10. acceptable A. (Answers will vary.)
3. sensation 11. container B. (Answers will vary.)
4. conducted 12. adjustments
5. perceived 13. productive
6. adjust 14. detained
7. justice 15. deceived
8. sensory 16. sentimental
B.(Answers will vary.)

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.

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 Lesson Word Lesson Word Lesson Word Lesson

abilities 8 3 adventure 7 26 applies 6 31 attract 7 20
ability 6 19 advertise 7 14 appoint 7 20 attractive 6 27
abolished 8 17 advice 8 4 appointed 6 18 attune 6 13
abrupt 6 33 advise 7 16 appreciate 6 20 audience 6 18
absence 6 18 advocate 8 16 applies 6 31 authority 6 19
absent 6 22 affair 6 20 approach 6 30 autobiography 7 30
absolute 8 15 affect 6 10 approaching 7 12 autograph 7 24
abstract 8 15 affection 6 20 approve 7 8 automatically 8 24
accelerate 7 8 affectionate 8 4 approved 8 20 automobiles 8 24
acceleration 7 33 agent 6 15 apron 6 20 autumn 7 22
accent 7 8 agreeable 8 6 archaeologist 8 20 autumnal 7 22
accept 6 10 agricultural 7 30 archaic 8 8 awesome 7 9
acceptable 8 29 aimlessly 8 31 architectural 8 8 awful 8 1
acceptance 8 29 allied 6 12 architecture 8 4 backward 7 9
accepted 7 8 allowance 6 18 archives 8 15 bacteria 6 8
access 8 5 alphabet 8 9 arctic 7 24 bakery 7 12
accessible 7 14 altimeter 8 26 argument 6 24 balance 7 19
accident 6 20 altitude 8 26 arithmetic 8 31 bankrupt 6 33
accidentally 6 30 alto 8 26 armies 8 13 banner 6 25
accommodate 7 10 ambulance 6 18 aroma 8 9 banquet 8 29
accompany 6 20 ammeter 8 10 arrange 7 24 barefooted 8 7
accompanying 7 8 amusing 6 1 arrangements 7 10 barometer 7 24
accomplish 7 8 amusement 6 1 array 7 19 barrier 7 13
accomplished 8 4 analogy 7 31 arrest 7 9 basically 6 2
accordion 7 13 analyze 7 18 arrested 8 9 basis 6 15
according 6 25 anecdote 8 2 arrived 7 8 bazaar 8 5
accumulation 7 30 angel 6 10 artist 7 32 beautifully 6 30
accurate 6 20 angle 6 10 aspirin 7 26 believe 7 1
accuse 6 20 announced 7 7 assembly 6 20 believable 7 1
accustomed 6 20 announcing 8 25 assign 6 20 berth 7 2
acquired 8 3 announcement 8 4 assistance 6 20 beverage 7 10
actively 6 30 annoyance 6 25 assistant 6 22 bibliography 7 27
activities 6 12 annoy 7 7 association 6 20 bicycle 7 25
activity 6 19 annoying 6 25 assurance 6 18 binoculars 7 25
adapt 6 10 answered 6 16 asterisk 8 26 biography 7 24
additional 6 13 antibiotic 7 4 astrology 7 27 biologist 7 32
adjective 7 26 antidote 8 2 astronaut 7 24 biology 7 31
adjust 8 29 antislavery 7 4 astronauts 8 26 birth 7 2
adjustments 8 29 antisocial 7 4 astronomer 7 8 biweekly 6 3
administration 7 30 appetizing 6 25 astronomy 7 8 bizarre 8 2
admirable 7 14 apologizing 7 31 athletes 7 8 booklet 8 29
admire 6 14 apparent 6 20 attendance 7 4 bothering 7 3
admit 7 20 appearance 6 18 attended 8 28 boundary 7 10
admitted 6 16 applause 6 20 attic 6 25 bracelet 8 29
adopt 6 10 applicable 8 30 attitude 7 13 bragged 6 16

breadth 8 2 collectible 6 2 convention 7 29 depend 7 1
break 6 9 colonial 7 21 conviction 6 21 dependent 7 7
breath 8 2 colonies 6 12 convince 6 14 depends 7 29
brilliant 7 19 colonist 7 1 cooling 6 16 depositing 7 18
broke 6 9 colony 7 21 cooperate 7 16 descent 6 10
broken 6 25 comfortable 7 14 cooperation 7 30 description 6 32
brought 6 25 commanded 6 21 cooperative 6 25 descriptive 6 32
buffalo 7 13 commander 6 21 coordinate 6 6 designated 7 22
buried 8 13 commence 6 21 corridor 7 13 designed 7 22
cabinet 8 29 commercial 6 21 corrupt 6 33 desirable 7 14
cactus 6 8 commitment 7 20 cosign 6 6 desperate 7 26
calculate 7 16 committed 6 16 cosmonauts 8 28 destroy 6 1
calligraphy 7 27 committee 6 21 costume 6 10 destroyed 7 8
cannon 6 13 commonly 6 21 creak 6 9 destruction 7 18
carbohydrate 7 31 commotion 6 21 creative 6 27 detained 8 28
carefully 6 30 communicate 6 21 creek 6 9 devalue 6 4
carelessly 8 31 communication 6 21 crept 6 9 device 6 10
carried 8 13 communities 6 21 criticism 8 20 devise 6 10
carrying 7 3 community 6 19 criticize 7 16 diameter 7 24
cassette 8 29 companion 7 21 crooked 8 7 dictator 8 6
catalog 7 31 company 7 21 cruelty 8 20 dictionaries 8 6
cautious 6 2 compatible 7 14 crystal 6 24 dictionary 7 12
celebrate 7 16 compelled 7 3 curiosity 6 19 difference 6 18
centimeters 7 24 complicated 8 30 curious 6 27 different 7 10
centipede 6 3 composition 7 18 current 6 22 diplomacy 7 21
centuries 6 12 compromise 7 16 custom 6 10 diplomatic 7 21
century 7 12 concentrate 8 16 cycle 8 8 disabled 7 7
championship 6 19 concentrating 8 25 cyclone 8 8 disadvantages 7 7
chaos 6 24 conducted 8 28 deactivated 7 4 disagreeable 6 28
characteristic 7 30 confederate 8 9 debate 8 16 disagreement 6 28
chattering 8 19 conference 6 18 decade 7 25 disappear 6 4
cheating 7 3 confidence 7 19 decay 7 7 disappeared 7 7
cheetah 6 15 confident 6 22 deceived 8 28 disappointment 7 7
childish 7 9 confined 8 30 December 7 25 disastrous 7 26
chocolate 7 29 confusing 6 21 decent 6 10 discomfort 6 1
choreography 7 27 congratulate 7 16 decide 7 1 discovered 7 7
chorus 8 9 conjunction 8 30 decimal 7 25 discovery 7 12
chosen 6 9 conscience 8 2 decline 7 7 disguised 7 7
chronometer 7 10 conscious 8 2 decorate 8 16 dishonest 6 4
chute 7 2 conservation 8 6 decrease 7 4 diskette 8 29
cinnamon 7 13 consider 7 1 deduction 7 7 disliked 7 7
circuit 8 23 consideration 7 1 defeat 7 7 dismissed 7 20
circulation 8 23 considered 6 21 defects 7 7 display 6 24
circumference 8 23 constant 7 19 defensive 8 25 dispose 7 7
circumstances 8 23 constitution 6 21 definitely 8 30 disrupting 6 33
cities 6 12 construct 7 1 deform 7 4 disruption 6 33
civilian 7 32 constructing 7 18 defrost 7 4 dissolved 7 7
clever 6 25 contained 8 3 dehydrated 7 31 distract 7 20
coexist 6 25 container 8 28 delegate 8 16 divide 6 3
coherent 6 6 contented 8 7 delicious 6 27 documentary 7 12
coincide 6 6 continued 6 21 democratic 8 7 doubt 7 15
collaborate 6 6 contracted 7 20 demonstrate 8 16 doubtful 7 15
collage 6 25 controlling 7 3 denied 6 12 doubtless 7 15

drowned 7 26 estimate 8 16 finely 8 2 guessed 6 7
duplicate 8 30 eventually 8 31 following 7 3 guest 6 7
durable 7 14 evergreen 8 1 foolish 7 9 gullible 7 14
eager 6 15 evil 6 15 forbidding 8 3 habit 6 24
eaten 6 25 exactly 6 2 forgiving 8 25 halves 8 12
echoes 8 12 exaggerate 6 13 formation 7 29 hammered 7 3
ecology 7 27 exaggerated 8 19 formula 7 29 handkerchief 8 1
economically 8 31 exceed 7 6 fortunate 7 15 handsome 7 9
ecstatic 7 26 excel 7 6 fortunately 8 31 harvesting 8 3
editor 7 21 excellent 6 22 fortune 7 15 haste 7 22
editorial 7 21 except 6 10 fought 6 9 hasten 7 22
educate 8 28 exceptionally 7 30 frantic 6 14 headquarters 8 1
effect 6 10 excess 8 2 frequent 7 19 healed 6 16
effective 6 27 exchange 7 6 Friday 6 15 heart attack 8 1
efficiency 6 13 excitement 7 6 friendship 6 19 heir 7 22
eject 6 33 exclaim 7 6 fulfill 6 13 heritage 7 22
electricity 6 19 exclude 7 6 fungi 6 8 heroes 8 9
electronic 8 7 executive 6 27 funnel 6 24 hesitate 8 16
elegant 7 19 exercise 7 16 further 6 14 hidden 6 9
element 6 22 existence 7 19 furthermore 8 1 hippopotamus 6 8
elephant 6 22 exit 7 6 futile 8 2 historian 7 32
eligible 7 14 expand 7 6 gallery 7 13 historic 8 7
eliminate 8 16 experience 7 19 gather 6 24 historical 7 21
elves 8 12 explode 7 6 gathered 7 3 historically 8 31
embassy 8 19 exported 8 6 generation 8 8 history 7 21
emigrate 8 6 express 7 6 generator 8 8 hollow 6 13
emotional 6 2 extend 7 6 genes 8 8 homemade 8 1
empty 6 24 extraordinary 8 15 genius 8 8 homesick 8 1
enclose 7 6 extraterrestrial 8 15 genuine 7 9 horrid 8 7
encourage 7 6 extravagant 8 15 geographic 8 26 hotel 6 8
encouraged 8 25 fabulous 6 27 geography 7 24 hurricane 7 13
encyclopedia 7 30 factory 7 12 geology 8 26 hurried 8
endurance 7 19 faithfully 6 30 geometry 8 26 hydrant 7 31
enemies 6 12 familiar 7 21 gingerbread 8 1 icicle 8 29
engine 6 14 familiarize 6 1 goalie 7 32 identification 7 30
engineer 7 32 families 6 12 goldfish 6 8 identified 6 12
enjoying 7 6 family 7 21 good-natured 8 1 identity 7 29
enormous 6 27 famous 6 15 gorilla 7 13 illegal 6 31
enthusiasm 7 6 fantastic 7 21 gotten 6 14 illegible 7 4
entrance 6 18 fantasy 7 21 governmental 8 35 illiterate 7 4
envelope 7 6 fatal 6 24 gracefully 6 30 illogical 6 4
episode 8 9 favorably 8 31 graph 7 24 illustrate 7 16
equality 8 18 February 7 10 grayish 7 9 illustrated 8 4
equation 8 18 feminine 7 9 greenish 7 9 imaginary 6 2
equator 8 18 feudal 8 2 grieved 8 25 immigration 8 6
equivalent 8 18 fiber 6 15 groan 6 7 impatient 6 31
erupt 6 33 fifteen 6 14 groaned 7 3 impolite 6 31
escape 6 14 fight 6 9 grown 6 7 importance 6 18
especially 7 15 finally 8 2 grubby 6 13 important 6 22
essential 6 13 financial 8 30 guardian 7 32 imported 8 6

impossible 6 31 intercept 8 14 lightning 7 26 midsummer 6 6
impressed 8 4 intermediate 8 14 lingoes 8 12 midtown 6 6
improved 8 4 international 8 14 listening 7 3 migrate 8 6
impure 6 31 interrupt 6 33 literature 7 10 millenium 6 3
impurity 6 1 interrupted 8 14 loaves 8 12 misadventure 6 4
inactive 6 4 interview 8 14 local 6 15 misbehave 6 6
inability 6 31 intramural 8 23 logic 7 32 mischief 6 6
inaugurate 7 16 intrastate 8 23 loneliness 8 31 misfit 6 25
incident 7 19 introduction 8 23 lonesome 7 9 misfortunate 7 4
incidentally 7 26 introvert 8 23 long-term 8 1 misfortune 7 15
included 8 4 invention 7 29 loudspeaker 8 1 missed 7 2
incomplete 6 31 inventor 7 29 loyalty 8 20 misspell 7 4
incorrect 6 31 investigate 8 16 luncheonette 8 29 misspoke 6 25
incredible 6 31 investigated 8 14 luxury 7 12 misstate 6 6
indecision 6 1 invincible 7 14 machinery 7 12 misstep 6 6
indecisive 7 1 invisible 6 31 magnetic 8 9 mist 7 2
indeed 6 14 irrational 6 4 magnificent 7 19 misunderstand 7 4
indefinite 6 31 irregular 6 31 magnificently 8 18 moccasins 7 13
independence 6 18 irresponsible 8 4 magnify 8 18 monologue 7 31
independent 6 13 irrigated 8 4 magnitude 8 18 monopoly 7 25
indestructible 6 1 ivory 7 26 majority 6 19 monorail 6 3
index 6 14 jewelry 7 10 malfunction 6 4 monotone 6 3
indictment 8 6 journalism 8 20 managed 8 25 monotonous 7 25
indigestion 6 31 joyfully 6 30 mandate 8 16 monster 6 14
industries 6 12 judges 7 15 mangoes 8 12 moose 6 8
inexpensive 6 31 judgment 7 15 marathon 8 9 motive 6 15
infinite 8 30 judicial 7 15 marine 7 9 multicolor 6 3
influence 8 19 juncture 8 30 masculine 7 9 multicolored 8 18
informal 6 31 justice 8 26 massacre 7 13 multicultural 8 18
inject 6 33 justified 8 3 meant 6 9 multimedia 8 18
injury 7 10 kilogram 6 3 measurement 6 2 multiplication 8 18
innocent 6 22 kilometers 7 24 mechanism 8 20 multitude 8 18
inscription 6 32 knives 8 12 media 6 8 mummies 6 12
insist 6 14 labored 7 3 melancholy 8 9 musician 7 32
insisted 8 4 labyrinth 8 7 memorize 7 16 mysterious 6 27
inspect 6 32 large-scale 8 1 metallic 8 7 mysteriously 8 31
inspection 8 4 larvae 6 26 meter 6 15 mythology 7 31
inspector 8 29 later 6 10 meters 7 24 narrative 8 19
inspiration 7 29 latter 6 10 metropolitan 8 24 naturalization 8 31
inspired 7 29 leadership 6 19 microcomputer 8 18 naturally 6 30
instance 6 18 leaflet 8 29 microorganism 8 18 nautical 8 26
instant 6 22 leaves 8 12 microphone 8 8 navigation 8 26
instinct 6 14 legislative 6 27 microscope 7 31 necessary 7 18
instructions 7 18 length 7 10 microscopic 8 18 necessity 6 19
insurance 6 18 letting 7 3 microwave 8 18 negative 6 27
intellectual 8 19 librarian 7 32 midair 6 25 negotiate 8 16
intelligence 6 18 libraries 8 midday 6 25 nervously 6 30
intelligent 7 19 library 7 10 middle 6 6 nonfiction 6 4
intense 6 14 lifted 6 16 midnight 6 6 nonsense 6 4

novelty 8 20 pamphlet 8 29 pillow 6 14 quartet 7 25
nuclei 6 8 pane 7 2 pinnacle 7 15 questionable 7 14
nucleus 6 8 paragraph 7 24 pioneer 7 32 radius 6 8
nutrients 8 3 parallel 8 19 platform 6 24 ragged 8 7
obedience 6 18 paralyze 7 16 platinum 7 26 razor 6 15
objected 6 33 participate 8 16 pneumonia 8 9 reaction 6 28
objection 8 21 particle 8 29 poetic 8 7 real 7 2
objections 6 33 parties 8 13 pointed 6 16 realism 8 20
objective 8 21 partnership 6 19 policy 8 24 realize 7 16
oblong 8 21 passionate 8 7 politest 8 25 receipt 7 22
obscure 8 21 patriotism 8 20 politician 7 32 receiving 8 25
observation 8 21 pattern 6 13 politics 8 24 reception 7 22
observatory 8 6 peacefully 6 30 polluted 8 19 recess 7 18
obsessions 8 21 peacefulness 8 31 portable 8 6 recognize 7 16
obstacle 8 21 pending 7 29 position 7 18 recommendation 7 3
obtained 8 21 penetrate 7 26 positive 6 27 reconstruction 6 28
obvious 6 27 penniless 8 19 possess 6 13 recycle 8 8
obviously 8 21 pentagon 6 3 possibility 7 30 reddish 7 9
occasionally 8 21 perceived 8 28 potatoes 8 3 reel 7 2
occupant 8 21 perception 8 23 poverty 8 20 refer 7 20
occupation 8 21 perfectly 8 23 predicting 8 6 reference 7 10
occupied 6 12 perform 7 29 preferred 6 16 references 7 20
oceanography 7 27 performance 6 2 prejudice 7 15 referred 6 13
October 7 25 perimeter 8 23 prescribed 6 32 referring 6 16
octopus 7 25 periodic 8 23 presence 6 18 refining 8 30
odometer 8 26 peripheral 8 23 president 6 22 reform 7 29
offensive 8 21 periscope 7 31 probably 7 10 refused 8 3
offered 7 20 perishable 7 14 proceeds 8 14 regularity 6 2
offering 8 21 permanent 6 22 produced 8 3 regulate 8 16
omit 7 20 permanently 8 23 productive 8 28 rehabilitation 7 30
omitted 8 3 permissible 7 14 professionally 8 4 reject 6 33
opossum 7 13 permit 7 20 profitable 8 16 rejected 6 33
opponent 6 22 permitting 7 3 programming 8 3 relationship 6 30
opportunity 8 21 persecuted 8 2 projected 6 33 reluctant 7 19
opposite 7 18 personality 6 19 projections 6 33 renewal 6 28
opposition 8 21 perspective 8 23 prosecuted 8 2 repayment 6 28
optic 8 24 persuaded 8 23 prosperity 8 14 replacement 6 28
optical 8 24 petrified 8 3 protested 8 14 replied 8 13
optimism 8 20 phenomenon 8 9 provisions 8 14 reproduction 6 28
optometrist 8 24 philosopher 8 24 psychiatrist 7 32 repulsive 8 25
organization 7 30 philosophy 8 9 psychology 7 30 reservation 8 6
organize 7 16 phosphate 8 16 puppies 8 13 resign 7 22
orphan 6 24 photograph 7 24 pure 6 1 resignation 7 22
oval 6 24 photography 7 24 purify 6 1 resources 8 3
ownership 6 30 physical 8 9 qualified 6 12 respectively 6 30
packet 8 29 physician 7 32 quart 7 25 respiration 7 29
pain 7 2 picnic basket 8 1 quarters 7 25 responsibilities 7 30

responsibility 6 19 signature 7 22 substance 7 15 territory 7 12
responsible 7 14 significant 6 22 subtracting 8 20 thieves 8 12
restaurant 7 26 significantly 8 31 subtraction 7 20 theology 7 27
returned 6 16 simplest 8 25 subway 7 15 thermometer 7 24
revised 7 18 simulate 8 16 succeeded 8 18 thoughtfully 6 30
revolutionary 7 14 simultaneously 7 30 successfully 6 29 threatened 6 16
rhythm 8 9 sincerest 8 25 suede 7 2 tide 7 2
rhythmically 8 31 skies 8 13 suffer 7 20 tied 7 2
rigid 8 9 slept 6 9 sufficient 7 20 tomatoes 8 12
rival 6 15 soar 6 9 summoned 6 21 tomorrow 7 13
rivalry 8 22 softened 7 22 supermarket 8 26 tore 6 9
robbery 8 22 softly 7 22 superpower 8 26 torrential 8 19
royalty 8 20 sophisticated 8 24 supervision 8 26 tourism 8 20
rubble 6 13 sophomore 8 24 supplies 8 10 transaction 8 17
ruined 7 3 sore 6 7 supported 8 6 transcripts 6 32
rupture 6 33 speaking 6 16 suspect 8 29 transfer 7 20
salmon 6 8 specialist 7 15 suspend 7 29 transferred 8 15
sapling 8 29 specialty 8 20 suspense 7 22 transformed 7 29
satellite 8 19 species 6 8 swallowed 7 3 transient 8 15
Saturn 6 25 specific 7 15 swayed 7 2 translation 8 15
scattering 8 19 specifications 7 15 syllable 7 13 transmission 7 20
scenery 7 12 spectacle 6 32 symbolic 7 8 transportation 8 15
scenic 6 15 spectacular 6 32 sympathetic 8 8 treasury 7 12
scholarship 8 24 spectators 6 32 symphony 8 8 tremendous 6 27
scholastic 8 24 spectrum 6 32 symptoms 8 8 triangle 7 14
scientist 7 32 speedometer 8 10 synonyms 8 8 triangles 7 25
scope 7 31 spelling 6 16 synthetic 8 8 tricycle 7 25
scribbled 6 32 spoken 6 9 tablet 8 29 triggered 8 19
scribe 6 32 stadium 8 9 taught 6 9 trio 7 25
script 6 32 stake 6 9 taximeter 8 10 triple 7 25
scrubbed 6 16 statement 6 19 technician 7 32 trout 6 8
securist 8 13 statuette 8 29 technology 7 31 twelfth 7 10
seismometer 8 26 steak 6 7 telecast 8 10 umbrella 7 13
selfish 7 9 steal 6 7 telecommute 8 10 unacceptable 7 14
selves 8 12 steel 6 7 teleconference 10 uncertainty 8 20
sensation 8 28 stimuli 6 8 telegram 8 14 uncomfortable 6 28
sensationally 8 31 stimulus 6 8 telegraph 8 14 undecided 6 1
sensitive 6 27 stagecoach 8 1 telemarketing 8 10 underground 8 1
sensory 8 28 strategic 7 21 telepathy 8 10 underlying 8 14
sentimental 8 28 strategy 7 21 telephones 8 8 underneath 8 14
separate 7 10 strength 7 10 telescope 7 31 undersized 8 7
separating 8 3 structures 7 18 telescopes 8 14 understandable 7 14
servant 6 22 studied 8 13 telescopic 8 10 undertake 8 14
settlement 6 25 studying 7 7 televised 7 18 undoubtedly 7 15
sewn 6 9 stupid 8 15 temperature 7 10 unemployment 6 28
shelves 8 12 subdued 8 15 tentatively 7 26 unexpectedly 6 28
shone 7 2 subjected 8 15 terrace 8 30 unfathomable 6 4
shoot 7 2 submerged 8 20 terrific 8 21 unfortunate 7 15
shown 7 2 submit 7 3 territorial 8 30 unfortunately 6 28
sign 7 22 submitted 8 29 territories 8 30 unicycle 6 3

uniform 7 29 uttered 8 19 vital 6 15 wholesome 7 9
unimportant 6 4 vaccination 8 19 vocabulary 8 30 wives 8 12
unity 6 3 varied 6 12 vocal 8 30 wolves 8 12
unlikely 6 28 various 6 27 vocational 8 30 wondered 6 16
unpredictable 6 28 vegetable 7 10 volunteer 7 32 wonderfully 6 30
unruly 6 4 velvet 6 14 washable 6 2 worried 8 13
unsuccessful 6 28 verdict 8 6 weak 6 7 write 6 9
unusually 6 28 vetoes 8 12 weather 6 7 written 6 9
unwilling 6 4 victory 7 12 week 6 7 zoology 7 27
upward 6 2 vision 7 18 well-wisher 8 1
useful 6 2 visitors 7 18 whether 6 7

Scope and Sequence
6 7 8
SPELLING GENERALIZATIONS
Sound-Letter Relationships
Consonants √ √ √
Consonant Digraphs √ √ √
Consonant Clusters √ √ √
Vowel Diphthongs/Vowel Digraphs/Variant Vowels √ √ √
R-Controlled Vowels √ √ √
Silent Letters √ √ √
Schwa √ √ √
Double Letters √ √ √
Spelling Patterns √ √ √
Word Structure
Contractions √ √ √
Plurals/Possessives √ √ √
Inflected Forms/Comparatives/Superlatives √ √ √
Prefixes √ √ √
Suffixes √ √ √
Greek and Latin Word Parts √ √ √
Word Analysis
Phonograms √ √ √
Compound Words √ √ √
Syllable Patterns √ √ √
Letter Patterns √ √ √
Pronunciation √ √ √

Scope and Sequence (continued)
6 7 8
SPELLING STRATEGIES
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 √ √ √
VOCABULARY DEVELOPMENT
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 √ √ √
WRITING
Proofreading √ √ √
Frequently Misspelled Words √ √ √

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.
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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.
Roberts, Jan. Spelling Recovery: The Pathway to Spelling
Gentry, J. Richard. Breaking the Code. Portsmouth: Success. London: David Fulton Publishers, 2005.
Heinemann, 2006.
---. My Kid Can’t Spell. Portsmouth: Heinemann, 2004.
---. The Science of Spelling. Portsmouth: Heinemann, 1996.

---. “‘The Uses and Abuses of Invented Spelling.” Instructor Zutell, Jerry, and Timothy Rasinski. “Reading and Spelling
(May/June 1992): 418–424. Connections in Third and Fifth Grade Students.” Reading
Schlagal, Robert C., and Joy Harris Schlagal. “The Integral Psychology: An International Quarterly 10 (1989): 137–155.
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418–424. Agee, Jon. Go Hang a Salami! I’m a Lasagna Hog! And Other
Strickland, Dorothy S. “Emergent Literacy: How Young Palindromes. New York: Farrar, Straus, & Giroux, 1992.
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1990): 18–23. 1985.
Swisher, Karen. “An Action Model for Research in the Barrett, Judi. A Snake Is Totally Tail. New York: Atheneum,
Classroom: Developmental Spelling K–2.” Paper presented at 1983.
the annual meeting of the College Reading Association,
Carroll, Lewis. Jabberwocky. Honsdale, PA: Caroline House,
Crystal City, VA, October 31, 1991 to November 3, 1991.
1992.
Templeton, Shane. “New Trends in an Historical Perspective:
Ciardi, John. The Hopeful Trout & Other Limericks. Boston:
Old Story, New Resolution—Sound and Meaning in Spelling.”
Houghton Mifflin, 1989,1992.
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Cole, William. Poem Stew. New York: HarperCollins, 1981,
---. “‘ Teaching and Learning the English Spelling System:
1983.
Reconceptualizing Method and Purpose.” The Elementary
School Journal 92, No. 2 (1991): 185–201. Gackenbach, Dick. Timid Timothy’s Tongue Twister. New
York: Holiday House, 1986.
Texas Education Agency. Spelling Instruction: A Proper
Perspective. n.p.: Texas Education Agency, Spring, 1991. Hepworth, Cathi. Antics! An Alphabetical Anthology. New
York: Putnam, 1992.
Tompkins, Gail E., and David B. Yaden, Jr. Answering
Students’ Questions About Words. Urbana, Illinois. ERIC Kaye, Catherine Berger. Word Works: Why the Alphabet Is a
Clearinghouse on Reading and Communication Skills and Kid’s Best Friend. Boston: Little, Brown and Company, 1985.
National Council of Teachers of English, 1986. Kellogg, Steven. Aster Aardvark’s Alphabet Adventures. New
Venezky, Richard L. The American Way of Spelling: The York: Morrow, 1987, 1992.
Structure and Origins of American English Orthography. New Maestro, Guilio. What’s a Frank Frank? Tasty Homograph
York: Guilford Press, 1999. Riddles. New York: Clarion, 1984.
Westwood, Peter. Spelling: Approaches to Teaching and ---. What’s Mite Might? Homophone Riddles to Boost Your
Assessment. London: David Fulton Publishers, 1999. Word Power! New York: Clarion, 1986.
Wilde, Sandra. “An Analysis of the Development of Spelling Musgrove, Margaret. Ashanti to Zulu: African Traditions. New
and Punctuation in Selected Third and Fourth Grade Children”: York: Clarion, 1988.
1–47. Department of Language, Reading, and Culture, College
Terban, Marvin. The Dove Dove: Funny Homograph Riddles.
of Education, University of Arizona, n.d.
New York: Clarion, 1988.
---. “‘Spelling Textbooks: A Critical Review.” Linguistics and
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---. You Kan Red This! Portsmouth: Heinemann, 1992.

Index
A Cooperative learning
Accessing prior knowledge, (xxii), 2, 4, 6, 12, See Working together.
14, 16, 18, 20, 26, 28, 30, 32, 34, 40, 42, Cumulative word list, 175–181
44, 46, 48, 54, 56, 58, 60, 62, 68, 70 Curriculum options
Adding endings to words Art, 79
-ed, -ing, 4, 5 Cross-Curriculum, 25
Health, 11
Adjectives/adverbs, 14, 15
Language Arts, 11, 25, 39, 53, 67, 79
Advertisements, 43 Music, 67
Applying spelling strategies, 1, 3, 5, 7, 13, 15, Science, 39, 67, 79
17, 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, Social Studies, 11, 25, 39, 53
47, 49, 55, 57, 59, 61, 63, 69, 71
Assessment D
informal, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, Determining meaning, 1
29, 31, 33, 35, 41, 43, 45, 47, 49, 55,
57, 59, 61, 63, 69, 71 Double consonants, 42, 43
options for evaluation, 9, 23, 37, 49, 61,
73 E
placement tests, xii–xiv English words from other languages
testing, (xxii), 2, 4, 6, 9, 12, 14, 16, 18, Greek, 20---21, 22---23, 58---59, 60---61
20, 23, 26, 28, 30, 32, 34, 37, 40, 42, Latin, 30---31, 70---71, 74---75
44, 46, 48, 51, 54, 56, 58, 60, 62, 65, Etymology
68, 70 See Word origins.
Auditory analysis, 58
Auditory modalities, 3, 7, 19, 41, 45, 47, 53 F
Frequently misspelled words, 8
B Fun with words, 1, 5, 7, 19, 21, 27, 33, 43, 47,
Base words (roots), 7, 65, 71 53, 55, 57, 65, 69, 71
Bibliography, 184–185
G
C Greek word parts
archae-/arch-, 58---59
Checking base words and suffixes, 7, 65, 71 -auto-, 58---59
Checking short vowel sounds, 35 -cycle-, 20---21
Checking syllables, 33 gen-, 20---21
opt-, 58---59
Comparing words from other languages, 12, -phon-, 20---21
16, 18, 54, 64, 68
poli-, 58---59
Compound words, 16–17 schol-, 58---59
soph-, 58---59
sym-, syn-, 20---21

Index
H Limited-English-proficient students
See Meeting individual needs; Second-
Home activities, (xxii), 2, 4, 6, 12, 14, 16, 18,
language support.
20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48,
Listening and pronouncing, 33
54, 56, 58, 60, 62, 68, 70, 86, 89, 92, 95,
98, 101, 104, 107, 110, 113, 116, 119, Listening for roots, 68
122, 125, 128, 131, 134, 137, 140, 143,
146, 149, 152, 155, 158, 161 M
Meeting individual needs
I See Second-language support.
Identifying endings, 4, 5, 18, 19, 38, 39
Modalities
Identifying vowel sounds 32 See Auditory modalities; Kinesthetic
modalities; Visual modalities.
K Modeling, (xxii), 2, 4, 6, 12, 14, 16, 18, 20, 26,
Kinesthetic modalities, 15, 17, 27, 29, 31, 67, 28, 30, 32, 34, 40, 42, 44, 46, 48, 54, 56,
69 58, 60, 62, 68, 70
Multiple meanings, 52
L Nouns, 38, 39, 48, 49
Latin roots
-ceive-, 64---65
-cept-, 64---65 N
-dict-, 12---13 Nouns, 38, 39, 48, 49
-duc-, 64---65
-duct-, 64---65 P
-fin-, 68---69
Paragraphs, 7, 11, 19, 21, 23, 33, 37, 39, 59
-junct-, 68---69
-jus-, 64---65 Practice activities, 1, 3, 5, 7, 13, 15, 17, 19,
-migr-, 30---31 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, 49,
-plex-, 68---69 55, 57, 59, 61, 63, 69, 71, 87, 90, 93, 96,
-plic-, 68---69 99, 102, 105, 108, 111, 114, 117, 120,
-port-, 12---13 123, 127, 130, 133, 136, 139, 142, 145,
-sens-, 64---65 148, 151, 154, 157, 160
-sent-, 64---65 Practice Test, 9, 23, 37, 49, 61, 73
-serv-, 12---13 Prefixes
-tain-, 64---65 ab-, 32---33
-ten-, 64---65 ad-, 6---7
-ten(d)-, 64---65 circu(m)-, 52---53
-terr-, 68---69 equ(i)-, 40---41
-voc-, 68---69 extra-, 32---33
-vok-, 68---69 in-, 6---7
Learning differences, 1, 3, 5, 7, 13, 15, 17, inter-, 30---31
19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47, intra-, 52---53
49, 55, 57, 59, 61, 63, 69, 71

Index
Prefixes (continued) Recognizing spelling changes, 70

intro-, 52---53 Recognizing word parts, 20, 34
magni-, 40---41 Resources
micro-, 40---41 home activities, (xxii), 2, 4, 6, 12, 14, 16,
multi-, 40---41 46, 48, 54, 56, 58, 60, 62, 68, 70, 86, 89,
ob-, 46---47 92, 95, 98, 101, 104, 107, 110, 113, 116,
per-, 52---53 119, 122, 125, 128, 131, 134, 137, 140,
peri-, 52---53 143, 146, 149, 152, 155, 158, 161
pro-, 30---31
sub-, 32---33 practice activities, 1, 3, 5, 7, 13, 15, 17,
tele-, 30---31 19, 21, 27, 29, 31, 33, 35, 41, 43, 45, 47,
trans-, 32---33 49, 55, 57, 59, 61, 63, 69, 71, 87, 90, 93,
under-, 30---31 96, 99, 102, 105, 108, 111, 114, 117, 120,
123, 127, 130, 133, 136, 139, 142, 145,
Pretests/Posttests (xxii), 2, 4, 6, 12, 14, 16, 148, 151, 154, 157, 160
18, 20, 26, 28, 30, 32, 34, 40, 42, 44, 46,
word cards, (xxii), 2, 4, 6, 12, 14, 16, 18,
48, 54, 56, 58, 60, 62, 68, 70
20, 26, 28, 30, 32, 34, 40, 42, 44, 46, 48,
Proofreading, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, 54, 56, 58, 60, 62, 68, 70, 85, 88, 91, 94,
29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57, 97, 100, 103, 106, 109, 112, 115, 118,
59, 61, 63, 69, 71 121, 124, 127, 130, 133, 136, 139, 142,
advertisement, 47 145, 148, 151, 154, 157, 160
diary entry, 17, 51
Reteaching, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27,
fact file, 35
29, 31, 33, 35, 41, 43, 45, 47, 49, 55, 57,
journal entry, 37
59, 61, 63, 69, 71, 73, 75
letter, 1, 31, 57, 69
newspaper report, 59 checking compound words, 17, 22
note, 63 classifying errors, 55, 64
paragraphs, 7, 11, 19, 21, 23, 33, 37, 39, comparing spellings, 7, 8, 73, 76
59 finding the base word, 50, 61
poster, 69 letter patterns, 15, 22
questions, 49 listening to short vowels, 1, 8
report, 57 long vowel sounds, 3, 8
sentences, 7, 9, 25, 45 mnemonics, 49, 50
story, 69 prefixes, 47, 50, 63, 76
proofreading syllables, 33, 36
Pronunciation, 9, 33
reading aloud, 5, 8
roots, 75, 76
R spelling and meaning, 19, 22
Recognizing plural endings, 4 spelling rules, 27, 35, 36
Recognizing related words, 6, 22 suffixes, 43, 50, 63, 69, 76
Recognizing easily confused words, 8 syllabication, 31, 36
Recognizing patterns, 46 using definitions, 21, 22
Recognizing similarities in words, 20, 48
Recognizing specialized vocabulary, 24

Index
Reteaching (continued) Greek words, 23, 59

visual clues, 71, 76 Greek word parts, 21
word shapes, 13, 22, 59, 64 identifying the base word, 49, 52
words with prefixes, 45, 50 Latin roots, 71, 75
words with suffixes, 41, 50, 76 listening to sounds, 69, 80
writing aloud, 57 prefixes ad-, in-, 11, 51, 57
pronouncing clearly, 40
Roots, 22, 23, 30, 31, 70, 71, 74, 75
pronouncing other forms, 33, 40
pronouncing words correctly, 12
S proofreading in pairs, 26
Scope and sequence, 186–187 recognizing roots, 40
Second-language support, (xxii), 2, 4, 6, 7, suffixes, 79
8, 14, 16, 18, 20, 21, 22, 23, 24, 30, 31, trying alternative spellings, 80
32, 34, 36, 38, 44, 46, 48, 49, 51, 56, 58, using mnemonic devices, 12
60, 62, 63, 68, 70 using pronunciation as a guide, 64
visualization, 45, 52, 64
Self-check, (xxii), 2, 4, 6, 8, 14, 16, 18, 20,
word endings 5
22, 24, 30, 32, 34, 36, 38, 44, 46, 48, 50,
word parts, 63
52, 54, 60, 62, 64, 66, 72
word shapes, 61, 73, 80
Sorting closed sort, (xxii), 2, 4, 6, 8, 10, 16, working together, 25
18, 20, 22, 24, 30, 32, 34, 36, 38, 44, 46, Spelling strategies, 1, 3, 5, 7, 9, 11, 12, 17,
48, 50, 56, 58, 60, 62, 68
19, 21, 23, 25, 26, 31, 33, 35, 37, 39, 40,
open sort, (xxii), 2, 4, 6, 8, 10, 16, 18,
45, 47, 49, 51, 52, 57, 59, 61, 63, 64, 69,
20, 22, 24, 30, 32, 34, 36, 38, 44, 46, 48,
71
50, 56, 58, 60, 62, 68
Spelling words, (xxii), 2, 4, 6, 8, 10, 16, 18,
Spelling clues, 1, 3, 5, 7, 9, 11, 12, 17, 19,
20, 22, 24, 30, 32, 34, 36, 38, 44, 46, 48,
21, 23, 25, 26, 31, 33, 35, 37, 39, 40, 45, 50, 52, 54, 60, 62, 64, 66, 72, 74, 76, 78
47, 49, 51, 52, 57, 59, 61, 63, 64, 69, 71
adjective endings, 15, 19 Student self-assessment
analyzing word parts, 64 See Self-check.
base words, 7, 79 Students acquiring English
checking base words, 26 See Second-language support.
checking base words and suffixes, 80 Suffixes
checking roots, 13 -ate, 38---39
checking short vowel sounds, 39, 40 -cle, 72---73
checking spelling of base words, 12 -et, 72---73
checking syllables, 37, 77, 80 -ette, 72---73
comparing possible spellings, 35, 40, 64 in combination, 78---79
comparing spelling patterns, 26 -ism, 48---49
compound words, 1 -let, 72---73
correct pronunciation, 3 -ling, 72---73
double consonants, 7, 43 -ry/-ery, 48---49
finding base words and roots, 80 -ty, 48---49

Index
T Summarizing, 1, 3, 5, 7, 9, 11, 17, 19, 21, 23,

25, 31, 33, 35, 37, 39, 45, 47, 49, 51, 57, 59,
Testing
61, 63, 69, 71, 73, 75, 77, 79
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, 74 Unit activity options, 10, 24, 38, 52, 66, 78
posttest, 1, 3, 5, 7, 13, 15, 17, 19, 21, 27, Using library resources, 39
29, 31, 33, 35, 41, 43, 45, 47, 49, 55,
57, 59, 61, 63, 69, 71, 73, 75 Using prior knowledge, 53
practice test, 9, 23, 37, 51, 65, 77
Transitional spellers, 5, 17, 21, 27, 29, 33, 35, V
41, 49, 69, 73, 75 Visual modalities, 1, 5, 13, 15, 19, 21, 27, 33,
35, 43, 45, 47, 55, 59, 65, 71
W
Word origins, 10, 11, 24, 25, 38, 39, 52, 53,
66, 67, 78, 79
Working together, 10, 11, 24, 25, 38, 53, 78,
79
Working with meaning, 3, 13, 15, 17, 29, 31,
35, 41, 45, 59, 67

Notes

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Second Course

Printed in the United States of America

Planning Instruction.................................................................................................... vii

Meeting Individual Needs .......................................................................................... viii

Developmental Levels of Spellers .............................................................................. ix

Spelling Placement Inventory .................................................................................... xii

Grade 8 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 Review (Lesson 5).................................................................. 8

Unit 2 Review (Lesson 11).............................................................. 22

Holt Spelling iii Teacher’s Guide

Unit 3 Review (Lesson 17).............................................................. 36

Unit 4 Review (Lesson 22).............................................................. 48

Unit 5 Review (Lesson 27).............................................................. 60

Unit 6 Review (Lesson 32).............................................................. 72

Holt Spelling iv Teacher’s Guide

Holt Spelling v Teacher’s Guide

Spelling presents spelling and vocabulary instruction that is INTRODUCTION

Spelling is based upon these beliefs: BELIEFS

Holt Spelling vi Teacher’s Guide

The instructional plan of the developmental lessons is both INSTRUCTIONAL PLAN

Students also have the opportunity to demonstrate proficiency by

Holt Spelling vii Teacher’s Guide

Each lesson in the Teacher’s Guide provides research-based support

Many features of Spelling encourage application of different learning LEARNING

Each Teacher’s Guide lesson includes Second-Language Support SECOND-LANGUAGE

Spelling recognizes that today’s classroom includes students at DEVELOPMENTAL

Holt Spelling viii Teacher’s Guide

Students benefit most from instruction that is appropriate to their

• These students move from concrete to more abstract TRANSITIONAL

• Transitional spellers may include all the appropriate letters in a

• These students are competent and correct spellers. They SYNTACTIC-SEMANTIC

• Students have developed a spelling consciousness that allows

Holt Spelling ix Teacher’s Guide

Error Analysis Chart for Writing Activities INFORMAL

Spelling Placement Inventory

Pretest/Posttest/Practice Test FORMAL ASSESSMENT

The Pretest given at the beginning of each lesson encourages

The Posttest given at the end of each lesson is an effective diagnostic

Holt Spelling x Teacher’s Guide

As students work through each lesson, mastering spelling and

The lessons in Spelling are designed to engage students actively in INTEGRATED

To develop independent spelling awareness, Spelling teaches PORTFOLIO

You may want to monitor students’ performances, observing how

Holt Spelling xi Teacher’s Guide

Administering the Spelling Placement Inventory

3. Assign a numerical score to each student’s Spelling Placement

Holt Spelling xii Teacher’s Guide

Student 2 spelled only two of the ten words correctly (20

Holt Spelling xiii Teacher’s Guide

Follow the directions on pages xii–xiii for administering this

Holt Spelling xiv Teacher’s Guide

Since spelling occurs naturally within the context of writing, a

If a student has organized a portfolio by topic, he or she may want to

In addition to selecting several examples of completed spelling ITEMS TO INCLUDE IN

WRITING SAMPLES Encourage students to add writing samples

PRETEST AND POSTTEST You may want to have students include

PERSONAL WORD LOGS If students are keeping Personal Word

Holt Spelling xv Teacher’s Guide

• Let’s look at a piece of writing that shows some corrections you