Basic-Speller-Student-Materials B v1 3sq s1

Basic Speller Student Materials
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Contents
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Contents
1 Student 01-Lesson 1-24 1.1 Lesson One . . . . . 1.2 Lesson Two . . . . . 1.3 Lesson Three . . . . 1.4 Lesson Four . . . . . 1.5 Lesson Five . . . . . 1.6 Lesson Six . . . . . . 1.7 Lesson Seven . . . . 1.8 Lesson Eight . . . . . 1.9 Lesson Nine . . . . . 1.10 Lesson Ten . . . . . . 1.11 Lesson Eleven . . . . 1.12 Lesson Twelve . . . . 1.13 Lesson Thirteen . . . 1.14 Lesson Fourteen . . . 1.15 Lesson Fifteen . . . . 1.16 Lesson Sixteen . . . . 1.17 Lesson Seventeen . . 1.18 Lesson Eighteen . . . 1.19 Lesson Nineteen . . . 1.20 Lesson Twenty . . . . 1.21 Lesson Twenty-One . 1.22 Lesson Twenty-two . 1.23 Lesson Twenty-three 1.24 Lesson Twenty-four . Student 01-Lesson 25-48 2.1 Lesson Twenty-ve . 2.2 Lesson Twenty-six . . 2.3 Lesson Twenty-seven 2.4 Lesson Twenty-eight 2.5 Lesson Twenty-nine . 2.6 Lesson Thirty . . . . 2.7 Lesson Thirty-one . . 2.8 Lesson Thirty-two . . 2.9 Lesson Thirty-three . 2.10 Lesson Thirty-four . . 2.11 Lesson Thirty-ve . . 2.12 Lesson Thirty-six . . 2.13 Lesson Thirty-seven . 2.14 Lesson Thirty-eight . 1 2 4 6 8 11 13 15 16 18 19 21 23 25 27 30 32 33 35 37 39 41 43 46 48 50 51 53 55 56 58 60 62 64 66 68 70 72 74 76
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www.ck12.org 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 3 Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . 78 79 81 83 85 87 89 91 93 95 96 97 99 101 103 105 107 109 110 112 114 116 118 120 122 124 126 127 129 131 134 136 138 139 141 143 144 146 148 150 152 154 156 158 159 161 163 165 167 v
Student 02-Lesson 1-24 3.1 Lesson One . . . . . 3.2 Lesson Two . . . . . 3.3 Lesson Three . . . . 3.4 Lesson Four . . . . . 3.5 Lesson Five . . . . . 3.6 Lesson Six . . . . . . 3.7 Lesson Seven . . . . 3.8 Lesson Eight . . . . . 3.9 Lesson Nine . . . . . 3.10 Lesson Ten . . . . . . 3.11 Lesson Eleven . . . . 3.12 Lesson Twelve . . . . 3.13 Lesson Thirteen . . . 3.14 Lesson Fourteen . . . 3.15 Lesson Fifteen . . . . 3.16 Lesson Sixteen . . . . 3.17 Lesson Seventeen . . 3.18 Lesson Eighteen . . . 3.19 Lesson Nineteen . . . 3.20 Lesson Twenty . . . . 3.21 Lesson Twenty-one . 3.22 Lesson Twenty-two . 3.23 Lesson Twenty-three 3.24 Lesson Twenty-four . Student 02-Lesson 25-48 4.1 Lesson Twenty-ve . 4.2 Lesson Twenty-six . . 4.3 Lesson Twenty-seven 4.4 Lesson Twenty-eight 4.5 Lesson Twenty-nine . 4.6 Lesson Thirty . . . . 4.7 Lesson Thirty-one . . 4.8 Lesson Thirty-two . . 4.9 Lesson Thirty-three . 4.10 Lesson Thirty-four . . 4.11 Lesson Thirty-ve . . 4.12 Lesson Thirty-six . . 4.13 Lesson Thirty-seven .
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Contents 4.14 4.15 4.16 4.17 4.18 4.19 4.20 4.21 4.22 4.23 4.24 5 Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
www.ck12.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 172 174 176 178 179 181 183 185 187 189 190 191 194 196 198 201 204 207 209 211 213 214 216 218 220 222 224 227 230 231 233 235 237 239 241 243 244 246 248 250 251 253 256 258 260 262 264 266
Student 03-Lesson 1-24 5.1 Lesson One . . . . . 5.2 Lesson Two . . . . . 5.3 Lesson Three . . . . 5.4 Lesson Four . . . . . 5.5 Lesson Five . . . . . 5.6 Lesson Six . . . . . . 5.7 Lesson Seven . . . . 5.8 Lesson Eight . . . . . 5.9 Lesson Nine . . . . . 5.10 Lesson Ten . . . . . . 5.11 Lesson Eleven . . . . 5.12 Lesson Twelve . . . . 5.13 Lesson Thirteen . . . 5.14 Lesson Fourteen . . . 5.15 Lesson Fifteen . . . . 5.16 Lesson Sixteen . . . . 5.17 Lesson Seventeen . . 5.18 Lesson Eighteen . . . 5.19 Lesson Nineteen . . . 5.20 Lesson Twenty . . . . 5.21 Lesson Twenty-one . 5.22 Lesson Twenty-two . 5.23 Lesson Twenty-three 5.24 Lesson Twenty-four . Student 03-Lesson 25-48 6.1 Lesson Twenty-ve . 6.2 Lesson Twenty-six . . 6.3 Lesson Twenty-seven 6.4 Lesson Twenty-eight 6.5 Lesson Twenty-nine . 6.6 Lesson Thirty . . . . 6.7 Lesson Thirty-one . . 6.8 Lesson Thirty-two . . 6.9 Lesson Thirty-three . 6.10 Lesson Thirty-four . . 6.11 Lesson Thirty-ve . . 6.12 Lesson Thirty-six . .
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www.ck12.org 6.13 6.14 6.15 6.16 6.17 6.18 6.19 6.20 6.21 6.22 6.23 6.24 7 Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . 267 269 272 274 276 278 279 282 284 286 288 290 291 292 294 296 298 300 302 304 307 308 310 312 314 315 317 319 320 323 326 328 330 333 335 337 339 341 342 343 345 347 349 352 355 357 359 360 363 vii
Student 04-Lesson 1-24 7.1 Lesson One . . . . . 7.2 Lesson Two . . . . . 7.3 Lesson Three . . . . 7.4 Lesson Four . . . . . 7.5 Lesson Five . . . . . 7.6 Lesson Six . . . . . . 7.7 Lesson Seven . . . . 7.8 Lesson Eight . . . . . 7.9 Lesson Nine . . . . . 7.10 Lesson Ten . . . . . . 7.11 Lesson Eleven . . . . 7.12 Lesson Twelve . . . . 7.13 Lesson Thirteen . . . 7.14 Lesson Fourteen . . . 7.15 Lesson Fifteen . . . . 7.16 Lesson Sixteen . . . . 7.17 Lesson Seventeen . . 7.18 Lesson Eighteen . . . 7.19 Lesson Nineteen . . . 7.20 Lesson Twenty . . . . 7.21 Lesson Twenty-one . 7.22 Lesson Twenty-two . 7.23 Lesson Twenty-three 7.24 Lesson Twenty-four . Student 04-Lesson 25-48 8.1 Lesson Twenty-ve . 8.2 Lesson Twenty-six . . 8.3 Lesson Twenty-seven 8.4 Lesson Twenty-eight 8.5 Lesson Twenty-nine . 8.6 Lesson Thirty . . . . 8.7 Lesson Thirty-one . . 8.8 Lesson Thirty-two . . 8.9 Lesson Thirty-three . 8.10 Lesson Thirty-four . . 8.11 Lesson Thirty-ve . .
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Contents 8.12 8.13 8.14 8.15 8.16 8.17 8.18 8.19 8.20 8.21 8.22 8.23 8.24 9 Lesson Thirty-six . Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
www.ck12.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365 367 369 371 373 375 376 378 380 382 384 386 388 389 390 392 394 396 398 400 402 405 407 409 410 412 414 416 418 421 422 424 426 428 430 432 433 435 437 438 440 442 444 445 447 449 450 452 454
Student 05-Lesson 1-24 9.1 Lesson One . . . . . 9.2 Lesson Two . . . . . 9.3 Lesson Three . . . . 9.4 Lesson Four . . . . . 9.5 Lesson Five . . . . . 9.6 Lesson Six . . . . . . 9.7 Lesson Seven . . . . 9.8 Lesson Eight . . . . . 9.9 Lesson Nine . . . . . 9.10 Lesson Ten . . . . . . 9.11 Lesson Eleven . . . . 9.12 Lesson Twelve . . . . 9.13 Lesson Thirteen . . . 9.14 Lesson Fourteen . . . 9.15 Lesson Fifteen . . . . 9.16 Lesson Sixteen . . . . 9.17 Lesson Seventeen . . 9.18 Lesson Eighteen . . . 9.19 Lesson Nineteen . . . 9.20 Lesson Twenty . . . . 9.21 Lesson Twenty-one . 9.22 Lesson Twenty-two . 9.23 Lesson Twenty-three 9.24 Lesson Twenty-four .
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10 Student 05-Lesson 25-48 10.1 Lesson Twenty-ve . 10.2 Lesson Twenty-six . . 10.3 Lesson Twenty-seven 10.4 Lesson Twenty-eight 10.5 Lesson Twenty-nine . 10.6 Lesson Thirty . . . . 10.7 Lesson Thirty-one . . 10.8 Lesson Thirty-two . . 10.9 Lesson Thirty-three . 10.10 Lesson Thirty-four . . viii
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www.ck12.org 10.11 10.12 10.13 10.14 10.15 10.16 10.17 10.18 10.19 10.20 10.21 10.22 10.23 10.24 Lesson Thirty-ve . Lesson Thirty-six . Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456 459 461 464 466 468 469 471 473 475 477 479 481 483 484 485 487 489 491 493 495 497 499 500 502 504 506 507 509 511 513 515 517 519 521 523 524 526 528 530 531 533 535 536 538 541 543 545 547 ix
11 Student 06-Lesson 1-24 11.1 Lesson One . . . . . 11.2 Lesson Two . . . . . 11.3 Lesson Three . . . . 11.4 Lesson Four . . . . . 11.5 Lesson Five . . . . . 11.6 Lesson Six . . . . . . 11.7 Lesson Seven . . . . 11.8 Lesson Eight . . . . . 11.9 Lesson Nine . . . . . 11.10 Lesson Ten . . . . . . 11.11 Lesson Eleven . . . . 11.12 Lesson Twelve . . . . 11.13 Lesson Thirteen . . . 11.14 Lesson Fourteen . . . 11.15 Lesson Fifteen . . . . 11.16 Lesson sixteen . . . . 11.17 Lesson Seventeen . . 11.18 Lesson Eighteen . . . 11.19 Lesson Nineteen . . . 11.20 Lesson Twenty . . . . 11.21 Lesson Twenty-one . 11.22 Lesson Twenty-two . 11.23 Lesson Twenty-three 11.24 Lesson Twenty-four . 12 Student 06-Lesson 25-48 12.1 Lesson Twenty-ve . 12.2 Lesson Twenty-six . . 12.3 Lesson Twenty-seven 12.4 Lesson Twenty-eight 12.5 Lesson Twenty-nine . 12.6 Lesson Thirty . . . . 12.7 Lesson Thirty-one . . 12.8 Thirty two . . . . . . 12.9 Lesson Thirty-three .
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Contents 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 Lesson Thirty-four . Lesson Thirty-ve . Lesson Thirty-six . Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
www.ck12.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 549 552 554 556 558 560 561 563 565 568 569 570 573 575 578 579 580 582 584 586 588 590 592 595 596 598 601 603 605 607 609 611 613 614 616 618 620 622 624 626 628 629 630 632 634 636 638 640 642
13 Student 07-Lesson 1-24 13.1 Lesson One . . . . . 13.2 Lesson Two . . . . . 13.3 Lesson Three . . . . 13.4 Lesson Four . . . . . 13.5 Lesson Five . . . . . 13.6 Lesson Six . . . . . . 13.7 Lesson Seven . . . . 13.8 Lesson Eight . . . . . 13.9 Lesson Nine . . . . . 13.10 Lesson Ten . . . . . . 13.11 Lesson Eleven . . . . 13.12 Lesson Twelve . . . . 13.13 Lesson Thirteen . . . 13.14 Lesson Fourteen . . . 13.15 Lesson Fifteen . . . . 13.16 Lesson Sixteen . . . . 13.17 Lesson Seventeen . . 13.18 Lesson Eighteen . . . 13.19 Lesson Nineteen . . . 13.20 Lesson Twenty . . . . 13.21 Lesson Twenty-one . 13.22 Lesson Twenty-two . 13.23 Lesson Twenty-three 13.24 Lesson Twenty-four . 14 Student 07-Lesson 25-48 14.1 Lesson Twenty-ve . 14.2 Lesson Twenty-six . . 14.3 Lesson Twenty-seven 14.4 Lesson Twenty-eight 14.5 Lesson Twenty-nine . 14.6 Lesson Thirty . . . . 14.7 Lesson Thirty-one . . 14.8 Lesson Thirty-two . . x
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www.ck12.org 14.9 14.10 14.11 14.12 14.13 14.14 14.15 14.16 14.17 14.18 14.19 14.20 14.21 14.22 14.23 14.24 Lesson Thirty-three Lesson Thirty-four . Lesson Thirty-ve . Lesson Thirty-six . Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 644 646 647 649 652 654 656 658 660 662 664 665 667 669 671 673 674 675 677 679 681 684 686 688 690 691 694 697 699 701 703 705 706 708 710 712 714 715 717 718 720 722 723 725 727 729 730 732 733 xi
15 Student 08-Lesson 1-24 15.1 Lesson One . . . . . 15.2 Lesson Two . . . . . 15.3 Lesson Three . . . . 15.4 Lesson Four . . . . . 15.5 Lesson Five . . . . . 15.6 Lesson Six . . . . . . 15.7 Lesson Seven . . . . 15.8 Lesson Eight . . . . . 15.9 Lesson Nine . . . . . 15.10 Lesson Ten . . . . . . 15.11 Lesson Eleven . . . . 15.12 Lesson Twelve . . . . 15.13 Lesson Thirteen . . . 15.14 Lesson Fourteen . . . 15.15 Lesson Fifteen . . . . 15.16 Lesson Sixteen . . . . 15.17 Lesson Seventeen . . 15.18 Lesson Eighteen . . . 15.19 Lesson Nineteen . . . 15.20 Lesson Twenty . . . . 15.21 Lesson Twenty-one . 15.22 Lesson Twenty-two . 15.23 Lesson Twenty-three 15.24 Lesson Twenty-four . 16 Student 08-Lesson 25-48 16.1 Lesson Twenty-ve . 16.2 Lesson Twenty-six . . 16.3 Lesson Twenty-seven 16.4 Lesson Twenty-eight 16.5 Lesson Twenty-nine . 16.6 Lesson Thirty . . . . 16.7 Lesson Thirty-one . .
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Contents 16.8 16.9 16.10 16.11 16.12 16.13 16.14 16.15 16.16 16.17 16.18 16.19 16.20 16.21 16.22 16.23 16.24 Lesson Thirty-two . Lesson Thirty-three Lesson Thirty-four . Lesson Thirty-ve . Lesson Thirty-six . Lesson Thirty-seven Lesson Thirty-eight Lesson Thirty-nine Lesson Forty . . . . Lesson Forty-one . Lesson Forty-two . Lesson Forty-three . Lesson Forty-four . Lesson Forty-ve . Lesson Forty-six . . Lesson Forty-seven Lesson Forty-eight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
www.ck12.org . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 736 738 740 742 744 746 748 749 751 753 755 757 760 762 764 766 767
xii
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Chapter 1. Student 01-Lesson 1-24
C HAPTER
Student 01-Lesson 1-24
Chapter Outline
1.1 1.2 1.3 1.4 1.5 1.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15 1.16 1.17 1.18 1.19 1.20 1.21 1.22 1.23 1.24 L ESSON O NE L ESSON T WO L ESSON T HREE L ESSON F OUR L ESSON F IVE L ESSON S IX L ESSON S EVEN L ESSON E IGHT L ESSON N INE L ESSON T EN L ESSON E LEVEN L ESSON T WELVE L ESSON T HIRTEEN L ESSON F OURTEEN L ESSON F IFTEEN L ESSON S IXTEEN L ESSON S EVENTEEN L ESSON E IGHTEEN L ESSON N INETEEN L ESSON T WENTY L ESSON T WENTY -O NE L ESSON T WENTY - TWO L ESSON T WENTY - THREE L ESSON T WENTY - FOUR
1.1. Lesson One
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1.1 Lesson One
Always Vowels:
1. Our alphabet has twenty-six letters. Some are VOWELS and some are CONSONANTS. The four letters that are always vowels are < a >, <e>, , and <o>. 2. Underline the vowel letters in each word as we have done with itself and join. Dont worry about the check marks yet:
itself join better
magic bridge knee
rabbit asking village
favor their often
3. Now sort the words into these four groups and check them off the list as we have done with itself and join. Be careful: Most words go into more than one group:
4. When we talk about letters, we put them inside pointed brackets, like this:
<a>
<e>

<o>
5. Fill in the blanks. (Dont forget the pointed brackets!) Four letters that are always vowels are ____, ____, ____, and ____. 6. Underline each vowel letter: 2
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above board voted
chance whose region
height believe important
behind phone government
7. Now sort the words into these groups and check them off the list:
8. Four letters that are always vowels are ___________, ___________, ___________, and ___________. Did you remember the pointed brackets?
1.2. Lesson Two
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1.2 Lesson Two
Sometimes a Vowel, Sometimes a Consonant: <y>

1. Fill in the blanks. Dont forget the pointed brackers: The letters _______, _______, _______, and _______ are always vowels. 2. We can use the same word in different ways. For example, the word blue sometimes means a color, and sometimes it means sad. We can also use the same letter in different ways. For example, three letters are sometimes used as vowels and sometimes as consonants. One of them is the letter <y>. The letter <y> is a consonant when it spells the sound it spells in the word yes. When it spells any other sound, it is a vowel. 3. Listen to the sound the <y> is spelling or helping to spell in these words. Then sort the words into the two groups below:
gym type beyond
yard you someday
years they puppy
every why yellow
4. Fill in the blanks: The four letters that are always vowels are _______, _______, _______, and _______. 5. One letter that is sometimes a vowel and sometimes a consonant is _______.
Watch the Middles! Fill in the blanks the way we have with beyond. As you read and write the word parts, spell them out to yourself, letter by letter. 4
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1.3. Lesson Three
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1.3 Lesson Three
Sometimes a Vowel, Sometimes a Consonant: <w>

1. Fill in the blank: One letter that is sometimes a vowel and sometimes a consonant is _______. (Did you remember the pointed brackets?) 2. Two other letters that are sometimes vowels and sometimes consonants are <w> and . The letter <w> is usually a consonant. It is a vowel only when it teams up with an < a >, <e>, or <o> to spell a single sound as in the words draw, few, and low. So the letter <w> is a vowel only in the two-letter teams <aw>, <ew>, and <ow>. Everywhere else <w> is a consonant: It is a consonant when it spells the sound it does at the front of way. And it is a consonant when it teams up with <r> and <h> as in write and who. 3. Listen to the sound the <w> is spelling or helping spell in each of these words. Then sort the words into the two groups below:
away saw yellow
what write women
below would few
went new white
4. Each word in Column 1 below contains a <w> or a <y>. Sometimes the <w> or <y> is a consonant, sometimes a vowel. Spell each word in Column 1 backwards and you will get a new word. Write these new words in Column 2. Then put a check mark after each word that contains a <w> or <y> that is a vowel. Weve given you a start:
TABLE 1.1:
Column 1 was dray ow 6 Column 2 saw yard
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TABLE 1.1: (continued)

Column 1 wets straw Column 2
TABLE 1.2:
Column 1 pay war yaws draw wonk Column 2
1.4. Lesson Four
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1.4 Lesson Four
Sometimes a Vowel, Sometimes a Consonant:

1. The letter is usually a vowel, but it is a consonant when in comes right after the letter <q>, as in queen, quick, or unique. Look carefully at the letter in front of the in each of the following words and then sort the words into the two groups:
queen unique quiet
quick you full
should duck blue
study funny earthquake
around question squirrel
2. Fill in the blanks: The letter is usually a _______, but it is a consonant when it comes right after the letter _______. 3. The letter is a also consonant anytime it spells the sound that is usually spelled with a <w>, the sound you hear at the beginning of will and wont. When comes right after <q>, it often spells that <w> sound. Here are the seven words you just found in which comes right after <q>:
queen earthquake
unique question
quiet squirrel
quick
The letter spells the <w> sound in six of these words. Find those six words and write them into the following table:
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4. In a few words spells the [w] sound right after the letter <g>. Listen carefully to the sound spelled by the in each of the following words and then sort the words into the two groups:
language gun
gum begun
jaguar gull
penguin argue
5. Fill in the blanks: The letter is usually a _______, but it is a consonant whenever it comes right after the letter _______. It is also a consonant whenever it spells the _______ as it does in the word _________. 6. The four letters that are always vowels are _______, _______, _______, and _______. 7. The three letters that are sometimes vowels and sometimes consonants are _______, _______, and _______. Did you remember the pointed brackets?
Word Find. Find the twenty words in the puzzle. Each word contains the letter <e>. As you nd them, draw a circle around each one and check it off the list, as we have done with place:
place went yellow penguin
close white years enough
next below they orange
write new language home
queen quiet men were 9
1.4. Lesson Four
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10
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1.5 Lesson Five
Practice with Vowel and Consonant Letters

1. Here are the letters in the English alphabet:
< a, b, c, d, e, f, g, h, i, j, k, l, m, n, o, p, q, r, s, t, u, v, w, x, y, z > 2. In the alphabet above cross off the four letters that are always vowels. 3. Now cross off the three letters that are sometimes vowels and sometimes consonants. 4. So the nineteen letters that remain are always consonants. Write them in the blanks below:
5. Read these words carefully. Listen and look for the <y>s, s, and <w>s:
yours true yellow they 6. Sort the words into these groups:
wonderful lunch away holiday
women language brown year
below quiet would penguin
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1.5. Lesson Five
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Word Squares. Fit the words into the squares. Count letters very carefully. As you use each word, check it off the list. Hint: Only one word has six letters, so start with it: Three-letter word: six Four-letter words: fast, loud, next Five-letter words: funny, quiet, women Six-letter word: yellow
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1.6 Lesson Six
Vs and Cs
1. We use <v> to mark vowel letters, and we use <c> to mark consonant letters like this:
agree vccvv 2. Mark the vowel and consonant letters in these words:
apple write lunch
magic their women
knee often phone
government stop quiet
3. Mark the vowel and consonant letters in these words:
next always wonderful walk
penguin queen fuel white
itself enough might would
purple dinner true every
4. What do we mark with <v>, consonant letters or vowel letters? ________ 5. What do we mark with <c>, consonant letters or vowel letters? ________ 6. What four letters are always vowels? _____, _____, _____, and _____. 7. What three letters are sometimes vowels, sometimes consonants? _____, _____, and _____. 8. Write a word in which <y> is a consonant: _______________ 9. Write a word in which is a consonant: _______________ 10. Write a word in which <w> is a consonant: _______________ 11. Write a word in which <y> is a vowel: _______________ 12. Write a word in which is a vowel: _______________ 13. Write a word in which <w> is a vowel: _______________ 13
1.6. Lesson Six
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Word Scrambles. Unscramble the letters and you will spell some of the words in recent lessons: klaw ___________ tenx ___________ ptso ___________ ehongu ___________ enequ ___________ enmow ___________ gungaela ___________ thiew ___________ ruet ___________ tique ___________ yeerv ___________ sawaly ___________ dulow ___________ witer ___________
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1.7 Lesson Seven
Test One TABLE 1.3:

Words 0. make 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks Vowel letters = < a > and <e> Vowel letter = _______ Vowel letters = _______ and _______ Vowel letter = _______ Consonant letters = _______, _______, and _______ Consonant letters = _______, _______, and _______ Vowel letters = _______, and _______ Consonant letters = _______, _______, and _______ Consonant letters = _______, _______, and _______ Vowel letters = _________, _________, and _________ Consonant letters = _______, _______, and _______
TABLE 1.4:
Words 0. make 1. fast 2. funny 3. its 4. next 5. white 6. they 7. women 8. yellow 9. away 10. quiet Fill in the blanks Vowel letters = < a > and <e> Vowel letter = < a > Vowel letters = and <y> Vowel letter = Consonant letters = <n> , <x> , and <t> Consonant letters = <w> , <h> , and <t> Vowel letters = <e> and <y> Consonant letters = <w> , <m> , and <n> Consonant letters = <y> , <l> , and <l> Vowel letters = < a >, < a >, and <y> Consonant letters = <q> , , and <t>
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1.8. Lesson Eight
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1.8 Lesson Eight
Letters and Sounds

1. Letters and sounds are two different things: Letters are things you see. Sounds are things you hear. 2. Say the word else. You should hear three sounds in it: The rst sound is spelled by the letter <e> at the front of the word. The second sound is spelled by the letter <l>. The third sound is spelled by the letter < s >. The letter <e> at the end of else does not spell a sound. So you can see four letters, but you can hear only three sounds. 3. First count the letters in each of the words below. Then count the sounds you hear in each one. Be careful: Sometimes two letters work together to spell just one sound. And sometimes a letter may not spell any sound at all, like the nal e in else. Fill in the blanks:
TABLE 1.5:
How many letters? above below always know seventy queen because before bridge knee would through How many sounds?
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1.9. Lesson Nine
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1.9 Lesson Nine
Writing Letters and Sounds

1. When we talk about letters, we put them inside pointed brackets, like this: <e>, <l>, < s >. And we call letters by their alphabet names: ee, ell, ess. But when we talk about sounds, we put them inside square brackets, like this: [e], [l], [s]. And we call sounds by names that sound just like the sounds themselves: The sound [e] is eh. The sound [l] is ll. The sound [s] is ss. 2. Draw a single line under each sound. Draw a double line under each letter:
[e] < e > [t] [r] < m > [i] < q > [k] [j] < j > 3. In the word enough you see the letters _______, _______, _______, _______, _______, and _______. 4. In the word thought you see the letters _______, ______, ______, _______, ______, _______, and _______. 5. Which is the rst sound you hear in surprise _______ < s > or [s]? _______ 6. Which is the last sound you hear in could _______ <d> or [d]? _______ 7. Is [l] called ell or ll? _______ 8. Is <m> called em or mm? _______ 9. In the word else are the sounds you hear <e>, <l>, and < s >, or [e], [l], and [s]? _______, _______, and _______. 10. In the word sell you hear the sounds _______, _______, and _______. 11. In the word less you hear the sounds _______, _______, and _______.
Word Changes. Follow the directions very carefully! Each time you make the changes you are told to, you will spell a new word. Write the new words in the blanks on the right. When you get done, you should be able to ll in the blanks and answer the riddle. Weve given you a little bit of a start: a. b. c. d. e. Write the word queen in the blank: queen Take away the last three letters and put <ick> in their place: __________ Change the rst consonant to a <d> and take away the vowel in front of the <c>: __________ Change the rst consonant to a <t> and put an <r> in front of the : __________ Change the vowel to the ninth letter in the alphabet: __________
Riddle: If you fool somebody fast, its called a Word 2 Word 5 . 18
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1.10 Lesson Ten
Practice with Vowel and Consonant Letters and Sounds

1. Count the letters and sounds and ll in the blanks:
TABLE 1.6:
How many letters? penguin village might those would write knows chance always height voted quick enough whose phone How many vowel letters? How many consonant letters? How sounds? many
2. What do we mark with a <v>? _______. 3. What do we mark with a <c>? _______. _______. 4. What four letters are always vowels? _______, _______, _______, and _______. 5. What three letters are sometimes vowels, sometimes consonants? ______, ______, ______. 6. Which one of these is a sound - [n] or <n>? _______. 7. Which one of these is a letter - [k] or <k>? _______.
Word Find This Word Find is shaped like a C because it contains the following twelve words that all start with a consonant. As you nd them, circle them, and check them off of the list: 19
1.10. Lesson Ten
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below penguin surprise
people yellow happy
page brothers hop
quick sisters gets
After you nd the twelve and have circled them, write them in alphabetical order in the blanks below: a. b. c. d. e. f. g. h. i. j. k. l. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
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1.11 Lesson Eleven
Some Consonant Sounds and Spellings: [p], [b], [t], [d], [k], and [g]
1. At the beginning and end of pop you can hear the sound [p]. At the beginning and end of bob you can hear the sound [b]. At the beginning and end of toot you can hear the sound [t]. At the beginning and end of dude you can hear the sound [d]. At the beginning and end of kick you can hear the sound [k]. At the beginning and end of gag you can hear the sound [g]. 2. Read the following six words. Look and listen carefully. Then ll in the blanks:
pop
bob
toot
dude
kick
gag
3. In bob the sound [b] is spelled with the letter _______. 4. In pop the sound [p] is spelled _______. 5. In toot the letter <t> spells the sound _______. 6. In kick the letter <k> at the front of the word spells the sound _______. 7. In kick the letters <ck> at the end of the word spell the sound _______. Now try these: 8. The word favor contains two vowel letters: _______ and _______. 9. Join contains two consonant letters: _______ and _______. 10. Write contains three consonant letters: _______, _______, and _______. 11. The word what contains three consonant letters: _______, _______, and _______. 12. Which do we put inside brackets, letters or sounds? _______.
Word Changes Remember to follow the directions carefully. Each time you make the changes, you should spell a new word to put into the blank at the right: a. Write the word toot: _________ b. Take away the second vowel and change the second consonant to a : _________ c. Change the rst consonant in the word to the second consonant in the alphabet: _________ 21
1.11. Lesson Eleven
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d. Move the to the front of the word; change the <o> to an and put it between the and <c>; add a <k> to the end of the word: _________ e. Change the rst consonant in the word to the eleventh letter in the alphabet: _________ f. Change the rst <k> to the letter that comes right after it in the alphabet: _________ g. Take away the second consonant in the word and change the <k> to the letter that comes ve places after it in the alphabet: _________ h. Change the rst consonant in the word to the letter that comes four places after it in the alphabet: _________ i. Change the middle letter in the word to an <o>: _________ Riddle. A father who gets mad a lot might be called a Word 9 Word 2 .
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1.12 Lesson Twelve
The Consonant Sound [p]

1. Underline the letter that spells [p] in the word perfect. 2. Underline the letter that spells [b] in the word behind. 3. Underline the letter that spells [t] in itself. 4. Underline the letter that spells [d] in wonderful. 5. Underline the letter that spells [k] in quiet. 6. Underline the letter that spells [g] in government. 7. In perfect and pop the sound [p] is spelled . But in many words [p] is spelled <pp>. Underline the letters that spell [p] in the following words:
open puppies helicopter prevent
appear picture people places
spaghetti perfect stopped upon
purple apple important zipper
8. Now sort the words into these two groups. Be careful! One word goes into both groups:
9. Two ways of spelling [p] are _______ and _______.
Watch the Middles! Fill in the blanks. Remember that as you read and write the word parts, you should spell them out to yourself, letter by letter. 23
1.12. Lesson Twelve
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1.13 Lesson Thirteen
The Consonant Sound [b]

1. Underline the letters that spell the sound [b] in the following words:
blue above between better hobby
below because bubble cabbage books
bridge rabbit before robber bottom
about number brother behind crabby
3. Two ways of spelling the sound [b] are _______ and _______. 4. Two ways of spelling the sound [p] are _______ and _______. Did you remember the pointed brackets?
Word Squares. All of the seventeen words below contain the sounds [p] or [b]. Fit the words into the squares. Count letters carefully and try to think ahead about your choices. Start with those words about which you can be absolutely sure: Two-letter word: be Three-letter words: pop, apt, lap, pit 25
1.13. Lesson Thirteen Four-letter words: upon, stop, herb, rubs, nobs Five-letter words: below, happy Six-letter words: before, crabby, people Seven-letter word: bubbles Ten-letter word: helicopter
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1.14 Lesson Fourteen
The Consonant Sound [t]

1. You can hear the sound [t] at the front and end of the word toot. Underline the letters that spell [t]:
about country itself starter vote hotter
after perfect great little today bottom
better didnt kitten rabbit fruit until
account different bottle sister setting cannot
2. Now sort the words into these two groups:
3. Two ways of spelling the sound [t] are _______ and _______. 4. Underline the letters that spell [t], [p], and [b]:
surprise about prevent
important hobby between
help because spaghetti
appear bridge ribbon
5. Sort the words into these three groups: 27
1.14. Lesson Fourteen
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6.
7.
8.
9. Two ways of spelling [p] are _______ and _______. 10. Two ways of spelling [b] are _______ and _______. 11. Two ways of spelling [t] are _______ and _______.
Word Pyramids. In a Word Pyramid you pile shorter words on top of longer ones to form a pyramid. We give you the bottom and longest word. Your job is to take one letter away from that word and rearrange the letters to form a new word that is one letter shorter than the one below it.You keep doing that until you get to the top. In the Word Pyramid below, each word must contain the sound [t] spelled <t>. The only three-letter word you can make out of vote is toe, which does contain <t> and goes right above vote. The only two-letter word you can make from toe is to. The only one-letter word with <t>, is T, which is short for tee shirt and is also used in the phrase, My new bicycle suits me to a T. Thus, the lled-out Pyramid would look like the following: 28
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In the Pyramid below, you can make more than one four-letter word that contains [t] spelled <t>: rate, tear, and gate. Either one of them could go right above great in the Pyramid. Here is one solution. What other solution can you think of? Remember that each word must contain the sound [t] spelled <t>:
Here is another Pyramid with words that contain [t] spelled <t>:
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1.15. Lesson Fifteen
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1.15 Lesson Fifteen
The Consonant Sound [d]

1. You can hear the sound [d] at the beginning and end of the word dude. Underline the letters that spell [d]:
ducks around add good beyond world
holiday children middle found study daddy
differing didnt sudden behind danger hidden
muddy voted board said under reddest
3. Two ways of spelling the sound [d] are _______ and _______.
Word Find. Find and circle the fteen words that contain the sound [d]. Write the ones you nd in alphabetical order at the bottom of the page: 30
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children under hidden
different today sudden
found study middle
aid daddy add
muddy do had
Words in alphabetical order: a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________ __________
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1.16. Lesson Sixteen
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1.16 Lesson Sixteen
Test Two TABLE 1.7:

Words: 0. brother 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks: [b] = [b] = _______ [p] = _______ <w> = v or c? _______ <y> = v or c? _______ = v or c? _______ = v or c? _______ <w> = v or c? __________; <y> = v or c? __________ = v or c? _______ = v or c? _______ [p] = _______ and _______
TABLE 1.8: Answers to Test Two

Words: 0. brother 1. blue 2. page 3. below 4. year 5. would 6. quick 7. always 8. under 9. enough 10. people Fill in the blanks: [b] = [b] = [p] = <w> = v or c? v <y> = v or c? c = v or c? c = v or c? c <w> = v or c? c ; <y> = v or c? v = v or c? v = v or c? v [p] = and 
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1.17 Lesson Seventeen
Matrixes
1. A matrix can help you sort out sounds and letters. A matrix looks like a big square divided up into smaller squares, like this:
2. A matrix has columns and rows. Columns run up and down on the page like the stone columns in front of a big building. Rows run across the page like a row of people on a bench. So we can label our matrix this way:
3. We can also number the little squares: 33
1.17. Lesson Seventeen
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4. Squares #1 and #2 make up the top row. Which two squares make up the bottom row? _______ and _______ 5. Squares #1 and #3 make up the left column. Which two squares make up the right column? ____ and ____ 6. The left column and the top row overlap in Square #1. In what square do the left column and the bottom row overlap? _______ 7. What column and row overlap in square #4? _______ column and _______ row
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1.18 Lesson Eighteen
Using a Matrix
1. Here is a matrix that we have begun to ll in for you:
2. In Square #1 we put words that have both [d] and [t] sounds, like voted. Find the one word below that has both a [d] and a [t] and copy it into Square #1 beneath the word voted:
children
middle
today
fruit
3. In Square #2 we put words like write that have a [t] but do not have a [d]. Find the word below that does have a [t] but does not have a [d] and copy it into Square #2 beneath the word write:
robber
danger
touches
under
4. What word is in Square #3? __________. 35
1.18. Lesson Eighteen 5. Does it have a [d]? __________ Does it have a [t]? __________. 6. Be ready to talk about these questions: Why do we put holiday in Square #3? Why do we put laugh in Square #4? 7. Copy these words into the correct squares in the matrix:
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study bottle toward
sudden queen seventy
perfect different surprise
board world number
7. What direction do columns go on the page? __________ 8. What direction do rows go on the page? __________
Word Scrambles. Unscramble these letters to spell some of the words in this lesson. Some of them are quite hard, so dont be afraid to look over the word lists in this lesson for clues: dudens __________ dusty __________ dowart __________ trafe __________ driftneef __________ remunb __________ ardob __________ dahoily __________ lahug __________ prerussi __________
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1.19 Lesson Nineteen
Practice with Matrixes

1. Two ways of spelling [d] are ______ and ______. 2. Two ways of spelling [t] are ______ and ______. 3. Read these words carefully. Listen for the sounds [d] and [t]. Then sort the words into the matrix. Be careful! When you get done, one square should still be empty:
after bottle around daddy
between lasted hidden toward
didnt bottom board behind
drifting hotter study different
4. List the words from the matrix that contain both [t] and [d]:
5. List the words that contain [t] but no [d]:
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1.19. Lesson Nineteen 6. List the words that contain [d] but no [t]:
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1.20 Lesson Twenty
Long and Short

1. Say at and ate a few times. The sound the < a > spells in at is called short < a >. The sound the < a > spells in ate is called long < a >. 2. Listen carefully for the short < a >s and long < a >s in these words and sort the words into the two groups below:
magic favor name chance
happy laugh place apple
came scratch same station
someday than last take
3. Say bet and beet a few times. The sound the <e> spells in bet is short <e>. The sound the <ee> spells in beet is long <e>. Listen for the short <e>s and long <e>s in the following words. Then sort them into the two groups:
queen help get three
best yellow she teacher
question these seat rent
believe then leave seven
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1.20. Lesson Twenty
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Word Find. The Find below is shaped like the word LONG because all thirty words in it contain a long < a > or a long <e>:
always ate be between came day eat feet gave he
late leave may meat name need page peace place queen
same seat she sheep sleep take theme these three today
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1.21 Lesson Twenty-One
Practice with Long and Short

1. Draw a line under each of the sounds below, and draw a double line under each of the letters:
[p]
 
[b]
<t> <d>
[t] [d]
2. When we talk about __________, we put them in square brackets. 3. When we talk about __________, we put them in pointed brackets. 4. When we talk about short vowel sounds, we just put them in square brackets. So the short < a > sound is written [a]. And the short <e> sound is written [e]. 5. But when we talk about long vowel sounds, we put them in square brackets and then put a dash over them. The dash that goes over long vowels is called a macron. So the long < a > sound is written [ a]. And the long <e> sound is written [ e]. 6. Is the short < a > sound in at written [a] or [ a]? _______ Is the long < a > sound in ate written [a] or [ a]? _______ Is the short <e> sound in them written [e] or [ e]? _______ Is the long <e> sound in theme written [e] or [ e]? _______ 7. Listen carefully for long and short vowel sounds in these words. Then sort the words into the groups below:
leave went chance make
than three place best
same land believe question
then station she laugh
TABLE 1.9: Words with . . .

short < a >, [a] long < a >, [ a] short <e>, [e] long <e>, [ e]
8. Write two other words that contain [a]: _______ and _______ 9. Write two other words that contain [ a]: _______ and _______ 10. Write two other words that contain [e]: _______ and _______ 11. Write two other words that contain [ e]: _______ and _______
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1.21. Lesson Twenty-One Word Pyramids. The following Pyramids are made up of words that contain [a], [ a], [e], or [ e]:
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1.22 Lesson Twenty-two
Long and Short

1. You can hear short in the word hid. We write it this way: [i]. You can hear long in the word hide. We write it [ ]. 2. You can hear short <o> in the word got. We write it [o]. You can hear long <o> in the word goat. We write it [ o]. 3. Listen carefully for the long and short s and <o>s in these words. Then sort the words into the groups below:
big close while open hop
sister hotter height so those
twice home bridge bottle hide
write soft six got hid

[i] [ ] [o] [ o]
4. Read each word below carefully. If the vowel sound in a word is long, put an X in the Long vowel column. If the vowel sound in a word is short, put an X in the Short vowel column:
TABLE 1.11:
Word then bring hide last name still leave left long those height three day peace fruit Long vowel Short vowel X
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1.22. Lesson Twenty-two
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Word mask laugh twice soft hide hid chance Long vowel Short vowel
Word Find. Find the twelve words that have either long or short <o>s in them:
hotdog open home
cannot dot on
long so fox
close those got
List the words in alphabetical order: a. b. c. d. e. f. g. 44 __________ __________ __________ __________ __________ __________ __________
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1.23. Lesson Twenty-three
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1.23 Lesson Twenty-three
The Four Long and Short

1. There are two different short sounds. You can hear the rst one in the word duck. We write it this way: [u]. We call it short . ]. We call it short <oo>, You can hear the second short sound in the word bull. We write it this way: [oo which sounds like short ooh. ]. We 2. There are also two different long sounds. You can hear the rst one in the word tuna. We write it [oo call it long <oo>, which sounds like long ooh. ]. We call it long You can hear the second long sound in the word mule. We write this second long [yoo <yu>, which sounds like long you. 3. Listen for the short and long s in these words. Then sort the words into the four groups below:
but whose govern fuel fruit
used school puppy could view
good few zoo through cube
touch music enough rule number
5. Write two other words with [u]: __________ ]: __________ 6. Write two other words with [oo ]: __________ 7. Write two other words with [oo ]: __________ 8. Write two other words with [yoo 9. Write two words with [i]: __________ 10. Write two words with [ ]: __________ 11. Write two words with [o]: __________ 46
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1.24. Lesson Twenty-four
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1.24 Lesson Twenty-four
Long and Short Vowel Patterns: VCV and VCC

1. Write the short vowel sounds. Remember the two short sounds. Weve given you a start: [a] _____ _____ _____ _____ _____ 2. Now write the long vowel sounds. Remember the two long sounds: [ a] _____ _____ _____ _____ _____ 3. Find the rst vowel letter in each of the following words and mark it <v>. Then mark the next two letters. Mark consonant letters with a <c>. and mark vowel letters with a <v>:
mask vcc kicker rented bottle
back
came
cube
write scratched still
those left rules
home these often
4. Sort the words into these two groups:
5. Now sort the words into this matrix: 48
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6. Fill in the blanks with the words long or short: In the words in this matrix, the vowels in the pattern VCC are __________, but in the pattern VCV the rst vowels are __________. Word Find. The Find below is shaped like a VCV because each of the twenty words in it contains a long vowel in the VCV pattern:
write same those rule
cube home these ride
hide make use music
open close those whose
while like life theme
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C HAPTER
Chapter Outline
2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 L ESSON T WENTY - FIVE L ESSON T WENTY - SIX L ESSON T WENTY - SEVEN L ESSON T WENTY - EIGHT L ESSON T WENTY - NINE L ESSON T HIRTY L ESSON T HIRTY - ONE L ESSON T HIRTY - TWO L ESSON T HIRTY - THREE L ESSON T HIRTY - FOUR L ESSON T HIRTY - FIVE L ESSON T HIRTY - SIX L ESSON T HIRTY - SEVEN L ESSON T HIRTY - EIGHT L ESSON T HIRTY - NINE L ESSON F ORTY L ESSON F ORTY - ONE L ESSON F ORTY - TWO L ESSON F ORTY - THREE L ESSON F ORTY - FOUR L ESSON F ORTY - FIVE L ESSON F ORTY - SIX L ESSON F ORTY - SEVEN L ESSON F ORTY - EIGHT
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2.1 Lesson Twenty-ve
Another Matrix with VCV and VCC

1. Listen carefully to the long and short vowel sounds in the following words. Then mark the rst vowel letter in each word with a <v> and the next two letters after that with either <v> or <c>:
famous think dance system rule
back nest tuna while bottle
sister long huge which cube
these home music region simple
2.1. Lesson Twenty-ve
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4. In the pattern VCC the vowel is ________, but in the pattern VCV the rst vowel is ________. 5. The long vowel sounds are ________, ________, ________, ________, ________, and ________. 6. The short vowel sound are ________, ________, ________, ________, ________, and ________. 7. The four letters that are always vowels are _______, _______, _______, and _______. 8. Three letters that are sometimes vowels, sometimes consonants are _______, _______, and _______.
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2.2 Lesson Twenty-six
The Pattern CVC#

1. In the pattern VCV the rst vowel is _______________, but in the pattern VCC the vowel is _______________. 2. There is another pattern that contains a short vowel. But before we look at it, you must learn about the # sign: You can call # the tic-tac-toe sign. It means End of the word. When you are marking the <v>s and <c>s in a word and you come to the end of the word, you sometimes use the # to mark the end of the word, like this:
crab vc 3. Find the vowel marked <v> in each word. Then mark the next two letters after that vowel, either <v> or <c>. If you get to the end of the word before you get all three letters marked, use the tic-tac-toe sign to mark the end of the word. Then look at the words that end VC#. If the letter right in front of the vowel is a consonant, mark it <c>, as we have done with big:
big cvc like v bring v begin v nation v
hide v hid v hop v hope v then v
mad v made v cut v cube v until v
mask v admit v ride v left v these v
4. You should have found eight words with the pattern VCV and three words with VCC. You should also have found nine words with a different pattern. That new pattern is _______. 5. Now sort the words into this matrix. It has six squares in it, but dont let that bother you. It works just like the four-square ones. But be careful: There should be three squares still empty when you are done: 53
2.2. Lesson Twenty-six
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6. In the pattern VCV the rst vowel is _______, but in the pattern VCC the vowel is _______. And in the pattern CVC# the vowel is also _______.
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2.3 Lesson Twenty-seven
Test Three TABLE 2.1:

Words 0. made 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks ] = < a >, <d> spells [d] [a [a] = _______ [e] = _______ [d] = _______ [a] = _______, [t]=_______ [t] = _______ < a > spells _______ <ee> spells _______ <w> = C or V? _______ <t> spells _______ [d] = _______
TABLE 2.2: Test Three Answers

Words 0. made 1. ask 2. get 3. hide 4. after 5. went 6. place 7. queen 8. write 9. toward 10. differ Fill in the blanks ] = < a >, <d> spells [d] [a [a] = < a > [e] = <e> [d] = <d> [a] = < a >, [t] = <t> [t]= <t> < a > spells [ a] <ee> spells [ e] <w> = C or V? C <t> spells [t] [d] = <d>
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2.4. Lesson Twenty-eight
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2.4 Lesson Twenty-eight
The Sufxes 1. Read the following sentences: a. Those are green apples. b. They are greener than the apples we had before. c. They are the greenest apples I have ever seen. d. Look at that black cloud! e. It is blacker than the other clouds. f. It must be the blackest cloud in the world! 2. Look at the words in bold type again and sort them into these three groups:
TABLE 2.3:
Words that end in <er> Words that end in <est> Words that dont end in <er> or <est>
3. Look again at the words that end in <er>. Each one is made up of two parts: a shorter word and the letters <er>. For instance, greener is made up of the shorter word green plus the letters <er>. Greener means more green. The part of greener spelled <green> carries the basic meaning of the word, green. The part of greener spelled <er> adds the meaning more. Since the parts spelled <green> and <er> add meaning to the word, we call them elements. An element is the smallest part of a written word that adds meaning to the word. When we talk about elements, we italicize them, just as we italicize words: greener = green + er 4. Some elements are called bases. A base carries the basic meaning of the word. In the words greener and greenest the base is green. Bases like green that can stand free by themselves as words are called free bases. A base is an element that carries the basic meaning of the word and that can have other elements added to it. Bases that can stand free by themselves as words like green are called free bases. 5. Some elements are not bases but add meanings to the base. The element er adds the meaning more to the base green: Greener means more green. The element er comes after the base and cannot stand free by itself as a word. An element like er that comes after the base and cannot stand free is called a sufx. When we write a sufx by itself, we put a hyphen in front of it, to show that it should have something added on there: -er. A sufx is an element that goes after the base and that cannot stand free by itself as a word. 6. Here are the four words you found before that end in sufxes -er or -est. Divide each word into its two elements:
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TABLE 2.4:
Word greener greenest blacker blackest = First Element (Free Base) = green = = = + Second Element (Sufx) + er + + +
7. Be ready to talk about this question: If the sufx -er adds the meaning more to greener and blacker, what meaning do you think the sufx -est adds to greenest and blackest?
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2.5. Lesson Twenty-nine
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2.5 Lesson Twenty-nine
Another Sufx Spelled <er>

1. In words like blacker and greener the sufx -er adds the meaning more. But another sufx that is also spelled <er> adds a different meaning to words. Divide each of the following words into a free base and this new sufx spelled <er>:
TABLE 2.5:
Word player opener thinker scratcher kicker viewer worker starter follower traveler teacher backer = Free Base = = = = = = = = = = = = + Sufx + + + + + + + + + + + +
A player is a person who plays a game, and an opener is something that opens something. So we can say that this sufx -er adds the meaning one that does whatever the base means. 2. Add the sufx -er to each of the following free bases to make words with the meaning one that does:
TABLE 2.6:
Free Base think call publish wreck back own rent catch open follow travel view + Sufx + er + er + er + er + er + er + er + er + er + er + er + er = Word = = = = = = = = = = = =
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3. we have two sufxes spelled <er>. One adds the meaning _________________ and the other adds the meaning _________________.
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2.6. Lesson Thirty
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2.6 Lesson Thirty
The Rule of Simple Addition

1. Words like greener, blackest, and player divide into elements like this:
greener = green + er blackest = black + est player = play + er Elements usually add together just like that with no change to any of them. And that leads us to our rst spelling rule: the Rule of Simple Addition: Rule of Simple Addition. Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. 2. Below are some elements for you to add together. Some are words and some are sufxes. Some of the sufxes may be new to you, but dont let them scare you. Just remember that all these elements add together by simple addition:
TABLE 2.7:
Free Base + Sufx number + s back + ed touch + ing few + est hard + est hope + less help + er laugh + ed soft + er govern + ed thought + less walk + ing new + er scratch + er scratch + ing follow + ed follow + er travel + ing travel + er view + er = Word = numbers = = = = = = = = = = = = = = = = = = =
4. Here are some others to do the other way around. Well give you the word, and you divide them into their two 60
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TABLE 2.8:
Word harder lifeless helping viewer newest headless drifting owner following walker scratched traveler = Free Base + Sufx = hard + er = = = = = = = = = = =
5. Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. This rule is called the Rule of ____________________.
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2.7. Lesson Thirty-one
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2.7 Lesson Thirty-one
Compound Words
1. You have seen that written words are made up of parts that add meanings to the words and are called elements. Some words are made up of only one element, a free base, like green or travel. But most words are made up of more than one element. For instance, the word greenest is made up of the free base green and the sufx -est: greenest = green + est. Some words have more than one base. For instance, somebody is made up of the two free bases some and body: In the word somebody two shorter words have combined into one longer one. Words like somebody that are made up of two or more shorter words are called compound words, or just compounds. 2. Starting at START, trace down the lines and through the boxes. As you combine the rst words with the second words, you will make twelve compound words. Weve given you a bit of a start:
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4. We have ten common compound words that start with the free base some, like somebody and someone. See how many of the other eight you can think of to ll in the ten blanks below. (If you can think of more, good! Just add extra blanks.)
5. Divide these compounds into their free bases:
TABLE 2.9:
Compound everyday nothing anymore somewhere = Free Base #1 = = = = + Free Base #2 + + + +
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2.8. Lesson Thirty-two
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2.8 Lesson Thirty-two
One Kind of Change: Adding Letters

1. One sufx -er adds the meaning ___________________ to words. Another sufx -er adds the meaning ___________________. 2. The sufx that adds the meaning most to words is ___________________. 3. The following rule is called the Rule of ___________________. Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. 4. Now we are going to look at one of those reasons for making a change when we add elements together. Read these sentences and sort the seven bold-face words into the groups below: a. Those are big oranges. b. They are bigger than the oranges we had before. c. They are the biggest oranges I have ever seen. d. That is hot soup. e. It is hotter than the soup we had before. f. It is the hottest soup I have ever eaten. g. She is a good swimmer.
5. In the column labeled Words below write the words you found that end with either -er or -est. Each of these ve words is made up of two elements: a free base and a sufx. But when you take the two elements apart, you nd an extra letter right in the middle. Divide each of the four words into its two elements and show the extra letter just as we have done with bigger.
TABLE 2.10:
Words bigger = Free Base = big = = + Letter +g + + + Sufx + er + +
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Words = Free Base = = + Letter + + + Sufx + +
Word Changes a. b. c. d. Write the word wettest: ____________ Take away the sufx. Be sure you also take away the extra letter! ____________ Write the word backwards and then put an < s > in front of it: ____________ Change the last letter in the word to the letter that comes seven places in front of it in the alphabet: _______________ e. Move the up to the front of the word. Then move the <st> to the end: ____________ f. Take away the second consonant in the word: ____________
Riddle: A dog who has been for a swim is a Word 2 Word 6
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2.9 Lesson Thirty-three
Review of Long and Short Vowel Patterns

1. Find the vowel letter marked <v> in each of these words. Then mark the next two letters, either <v> or <c>. If you get to the end of the word before you get all three letters marked, use the tic-tac-toe sign, #, to mark the end of the word. Then with any words that end VC#, mark the letter in front of the vowel <c> if it is a consonant:
station v get v spotting v open v middle v
close v system v swim v nest v famous v
number v genes v until v cube v white v
admit v place v wetness v rule v begin v
2. Now sort the words into this matrix. Be careful! There should be three squares still empty when you are done:
3. In the pattern VCV the rst vowel is _______________, but in the pattern VCC the vowel is _______________. And in the pattern CVC# the vowel is also _______________.
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Word Squares. Each of the words below contains a short vowel in the VCC pattern. Be careful and start with what you are sure of: Four-letter words: left, went, walk Five-letter words: ended, wreck, after, sunny Six-letter words: spotty, middle, batter, number, helper, cannot, sudden, hidden, ladder, sadden Seven-letter words: maddest, hottest, stretch, written Eight-letter word: thinnest Nine-letter word: backbones
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2.10 Lesson Thirty-four
Twinning Final Consonants

1. Divide these words:
TABLE 2.11:
Word bigger biggest hotter hottest saddest thinner swimmer = Free Base = big = = = = = = + Extra Letter +g + + + + + + + Sufx + er + + + + + +
2. Now look at the work you just did: Is the extra letter always a vowel or is it a consonant? ______ Is the extra letter always the same as the last consonant in the free base? ______ 3. When an extra consonant is added this way, the change is called twinning. Be ready to talk about this question: Why is this change called twinning? 4. Add these words and sufxes together. In each case there should be twinning, so dont forget the twin consonant:
TABLE 2.12:
Free Base twin red can cut fun fat mud rob swim hop sun stop slip plan + Twin Consonant +n + + + + + + + + + + + + + + Sufx + ing + er + ed + ing +y + er +y + er + er + ed +y + er + ing + er = Word = twinning = = = = = = = = = = = = =
Watch the Middles! 68
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These Middles are a bit different from the ones youve done so far because they involve twinning. Other than that, they work just like the others.
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2.11. Lesson Thirty-ve
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2.11 Lesson Thirty-ve
Twinning Depends on the Sufx

1. Analyze each of the following words into a free base and a sufx. Some of the words contain twinning and some do not. Show any twin consonants that were added. Then answer the question in the right column. You will nd four sufxes you have not worked much with yet: -ment, -ness, -s, and -ly.
TABLE 2.13:
Words shipping shipment saddest sadness getting gets wetter wetness hottest hotly canning cans = Free base and sufx, plus any twinned consonants = ship + p + ing = ship + ment = = = = = = = = = = Was there twinning? Yes No
3. Look at the six words in which there was twinning. Did the sufx start with a consonant or did it start with a vowel? _______________. 4. Look at the six words in which there was no twinning. Did the sufx start with a consonant or did it start with a vowel? ______________. 5. Sometimes when you add a sufx that starts with a _______________ to a free base, you twin the nal _______________ of the free base. 6. True or false? When you add a sufx that starts with a consonant to a free base,you do not twin the nal consonant of the free base. _______________
Word Scrambles Unscramble the letters and you will spell some of the words with twinning that you have been working with in the last two lessons: mimsiwgn nynus trewet 70
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2.12 Lesson Thirty-six
Twinning Depends on the Pattern, Too

1. Fill in the blanks: Sometimes when you add a sufx that starts with a __________ to a free base, you twin the nal ____________ of the free base. 2. Analyze each of the following words into a free base and a sufx. Some of the words contain twinning and some do not. Show any twin consonants that were added. Then answer the question in the right column:
TABLE 2.14:
Words redder louder fatter greater spotted lasted nodding landing browner thinner running turning saddest drifting airy furry = Free base and sufx, plus any twinned consonants = red + d + er = loud + er = = = = = = = = = = = = = = Was there twinning? Yes No
3. In the words you just worked with, was there always twinning? __________ 4. Sort the free bases you found above into the two following groups:
5. Fill in the blanks: Sometimes when you add a sufx that starts with a ___________ to a free base, you twin the nal __________ of the free base. 72
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2.13 Lesson Thirty-seven
A First Twinning Rule

1. Sometimes when you add a sufx that starts with a _______________ to a free base, you twin the nal _______________ of the free base. 2. In the last lesson, you found eight free bases in which there was twinning when a sufx that starts with a vowel was added. Here they are again. Mark the last three letters in each of them with a <v> for a vowel letter, a <c> for a consonant, and mark the end of the word with the tic-tac-toe sign:
spot cvc thin
fat
red
nod
run
fur
sad
You should have found that the last three letters of all eight free bases have the same pattern. This pattern is _______________. 3. Here are the free bases you found in the last lesson in which there was no twinning when the sufx was added. In each of them mark the last three letters either <v> or <c> and mark the end of the word with the tic-tac-toe sign:
loud vvc brown
great
last
land
turn
drift
air
4. You should have found that none of these eight free bases end in the pattern CVC#. Instead, they all end in one of two different patterns. These two patterns are _________ and _________. Free bases in which there is twinning end in the pattern _________, but free bases in which there is no twinning do not. 5. Add the sufxes to the free bases, and show how they go together in the process column. Sometimes there will be twinning, and sometimes there will not. Remember your Twinning Rule!
TABLE 2.15:
Free Base twin hot fat at own 74 + Sufx + ing + er + er + ness + er = Process = twin + n + ing = = = = = Word = twinning = = = =
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Free Base ask sun hot nod loud great fur + Sufx + ing +s + iy + ed + er + ness +y = Process = = = = = = = = Word = = = = = = =
6. A Note About <x>. Look at the following words:
box x fox six tax wax
boxer xed foxes sixes taxing waxy
Do the words in the left column seem to t the pattern for twinning?____________ Do the sufxes in the words in the right column start with vowels?____________ Is there twinning in the words in the right column? ____________ The reason that we do not twin the letter <x> in these (or any) words is that <x> spells two sounds: [ks]. When we say that a word must end CVC for twinning to take place, we are saying that the word must end with a single consonant letter that spells a single consonant sound. So since it spells two sounds, we never twin the letter x. 7. You now can write a rule that will tell you when to twin nal consonants: Twinning Rule. Except for the letter <x>, you twin the nal _______ of a free base that ends in the pattern _______ when you add a sufx that starts with a _______.
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2.14 Lesson Thirty-eight
Practice with Twinning

1. Twinning Rule. Except for the letter _______, you twin the nal _______ of a free base that ends in the pattern _______ when you add a sufx that starts with a _______. 2. Divide each of the following words into a free base and a sufx and show any twin consonants that have been added:
TABLE 2.16:
Word a. batter b. stopped c. setting d. atly e. headed f. freshest g. muddy h. chaired i. sadness j. browner k. greatness = Free base plus sufx and any twin consonant = bat + t + er = = = = = = = = = =
3. In the matrix on the next page the letters at the top of the Words columns match the letters in front of the words you just worked with. Look at the work you just did. Answer each question in each column with either a Y for yes or an N for no, as we have done in the column for word a:
4. In the cases where there is twinning, does the free base always end CVC#? __________ 5. In the cases where there is twinning, does the sufx always start with a vowel? _________
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2.15. Lesson Thirty-nine
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2.15 Lesson Thirty-nine
Test Four TABLE 2.17:

Words 0. batter 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analyze each word into a free base plus sufx, but show any twinning. bat + t + er
TABLE 2.18: Answers to Test Four

Words 0. batter 1. wettest 2. sunny 3. bigger 4. stopped 5. sadness 6. atly 7. owned 8. swimming 9. planned 10. airy Divide each word into a free base plus sufx. show any twinning. bat + t + er wet + t + est sun + n + y big + g + er stop + p + ed sad + ness at + ly own + ed swim + m + ing plan + n + ed air + y
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2.16 Lesson Forty
Why We Twin: VCC Again

1. Analyze these words into free bases and sufxes, and show the twinning:
TABLE 2.19:
Word canned hopping planner capped stripped robbing winning hidden = Free base + Twin consonant + Sufx = can + n + ed = = = = = = =
2. In the table below write out the free bases you found. Then mark the last three letters in each of these eight free bases with either <v> or <c>. Use the tic-tac-toe sign to mark the end of the word.
3. You should have found that all eight words have the same pattern. That pattern is ________. In the patterns VCC and CVC# is the vowel usually long or usually short? ________. So all of the eight free bases contain short vowels and end in the pattern CVC#. When we add sufxes to them, we want the longer words we spell to have a VCC pattern to mark those same short vowels. 4. Here are the eight longer words that contain twinning. Mark the rst vowel letter in each one with a <v>. Then mark the next two letters either <v> or <c>:
canned vcc hopping
planner
stripped
winning
capped
robbed
hidden
5. You should have found the same pattern in all eight of the longer words. That pattern is _______. 79
2.16. Lesson Forty 6. In the patterns VCC and CVC# is the vowel usually long or usually short? _______. 7. Do the eight free bases have short vowels or long ones? _______ 8. Do the eight longer words that contain twinning have short vowels or long ones? __________.
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9. Twinning Rule. Except for ________, you twin the ________ ________ of a free base that ends in the pattern ________ when you add a ________ that starts with a ________.
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2.17 Lesson Forty-one
More About Why We Twin: VCV vs. VCC

1. When we use the Twinning Rule to add sufxes like -ing to free bases like hop, we end up with words that have the VCC pattern that keeps the vowels in the words looking short:
hop + ing = hop + p + ing = hopping vcc But look at what would happen if we used the Rule of Simple Addition:
hop + ing = hoping vcv The asterisk (*) in front of a spelling means that it is wrong! If we used Simple Addition: Canned would be can + ed = caned Planning would be plan + ing = planing Capped would be cap + ed = caped Stripped would be strip + ed = striped Robbing would be rob + ing = robing Winning would be win + ing = wining 5. Write out the spellings that have asterisks in front of them. Then mark the rst vowel in each of these spellings with a <v> and mark the next two letters either <v> or <c>.
You should have found that they all have the same pattern. This pattern is _________. In the patterns VCC and CVC# the vowel is usually _________ but in the pattern VCV the rst vowel is usually _________. 5. If we used the Rule of Simple Addition when we added sufxes like -ing to free bases like hop, we would end up with spellings that have the VCV pattern and look as if they have long rather than short vowels: Hoping is pronounced with a long <o>. 81
2.17. Lesson Forty-one
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But when we use the Twinning Rule, we end up with spellings that have the VCC pattern and thus look as if they have the short vowel we want them to have: Hopping has the pattern VCC and is pronounced with short <o>. And that is why we twin.
Word Find This Find is shaped like the word TWIN (sort of) because it contains these twelve words, all of which have twinning within them:
hottest stopped hidden
wetter swimming muddy
sunny slipped canning
bigger hopping saddest
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2.18 Lesson Forty-two
The Consonant Sounds [k] and [g]

1. You can hear the sound [k] at the beginning and end of kick. You can hear the sound [g] at the beginning and end of gag. In the words below the sound [k] is spelled <c>, <k>, <ck>, <cc>, or <ch>. The sound [g] is spelled <g>, <gg>, or <gh>. Underline the letters that spell either [k] or [g] in each word:
music according dogging ducks again 2. Sort the words into these two groups:
goods language because works biggest
bigger school kicker caller ghost
books could blackest account spaghetti
3. Now sort the words that contain [g] into these three groups:
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4. Sort the words that contain [k] into these ve groups. Be careful because one word goes into two groups:
5. Five ways to spell [k] are _______, _______, _______, _______, and _______. 6. Three ways to spell [g] are _______, _______, and _______.
Word Pyramids. The following Pyramids are made up of words that contain the sound [g]:
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2.19 Lesson Forty-three
The Consonant Sound [j]

1. You can hear the sound [j] at the beginning and end of judge. Underline the letters that spell [j] in these words. Sometimes [j] is spelled <j>, sometimes <g>, sometimes <dg>. Be careful: One word has the sound [j] spelled two different ways:
pager enjoy orange 2. In these twelve words:
magic joined language
genes bridge judge
gym danger huge
Spelling #1: [j] is spelled _______ eight times; Spelling #2: [j] is spelled _______ three times; Spelling #3: [j] is spelled _______ twice. 3. Sort the twelve words into these three groups:
4. Three different ways of spelling [j] are _______, _______, and _______. 5. Underline the letters that spell [p, b, t, d] in the following words:
fatter opening started stopping middle
hardest water simple ribbon beginner
kinder system country bubble around
numbers spotter zipper suddenly children
6. Now sort the words into these groups. Be careful! Some words go into more than one group: 85
2.19. Lesson Forty-three
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7. Two ways to spell [p] are _______ and _______, and two ways to spell [b] are _______ and _______. 8. Two ways to spell [t] are _______ and _______, and two ways to spell [d] are _______ and _______. 9. Three ways to spell [j] are _______, _______, and _______.
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2.20 Lesson Forty-four
The Consonant Sound [ch]

1. You can hear the sound [ch] at the beginning and at the end of church. Underline the letters that spell the sound [ch] in each of these words. Sometimes [ch] is spelled <ch>, sometimes <tch>, and sometimes <t>:
chair each picture 2. In these twelve words
children nature catch
touch kitchen lunch
century which feature
Spelling #1: [ch] is spelled _______ six times; Spelling #2: [ch] is spelled _______ four times; Spelling #3: [ch] is spelled _______ twice. 3. Sort the twelve words into these three groups:
4. Three ways of spelling [ch] are _______, _______, and _______. 5. Here are some words you worked with in the last lesson:
fatter opening started stopping middle
hardest water simple ribbon beginner
kinder system country bubble around
numbers spotter zipper suddenly children
Sort the words into these groups. Be careful! Some words go into more than one group: 87
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2.21 Lesson Forty-ve
The Consonant Sound [sh]

1. You can hear the sound [sh] at the beginning and end of shush. Underline the letters that spell [sh]. Sometimes it is spelled <sh>, sometimes <t>, sometimes <c>, sometimes < s >:
nation ocean should 2. In these twelve words
publisher prevention opposition
sheep sure shipment
fresh station shing
Spelling #1: the sound [sh] is spelled _______ in six words; Spelling #2: the sound [sh] is spelled _______ in four words; Spelling #3: the sound [sh] is spelled _______ in one word; Spelling #4: the sound [sh] is spelled _______ in one word. 3. Now sort the twelve words into these four groups:
4. Four ways of spelling [sh] are _______, _______, _______, and _______. Three ways of spelling [ch] are _______, _______, and _______. 5. Look at and listen to these words and then ll in the blanks:
again thin bridge
could magic according
just ghost school
dogging kicked judge 89
2.21. Lesson Forty-ve Three ways of spelling [j] are _______, _______, and _______. Three ways of spelling [g] are _______, _______, and _______. Five ways of spelling [k] are _______, _______, _______, _______, and _______.
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2.22 Lesson Forty-six
Review of Consonants
1. Underline the letters that spell [k], [g], [j], [ch], and [sh] in these words:
nation ghost cabbage sure just
catch ocean gotten kitchen dogged
magic children should language because
according judge each nature century
2. Sort the words into these ve groups. Be careful! Some words go into more than one group:
3. Now sort the words into these groups: 91
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4. The word with [sh] spelled <t> is _______________. 5. The word with [sh] spelled <c> is _______________. 6. The word with [sh] spelled <sh> is _______________. 7. The word with [sh] spelled < s > is _______________.
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2.23 Lesson Forty-seven
Review of Long and Short Vowels

1. Read the following words and listen carefully to the vowel sounds in them:
peace dance head 2. Sort the twelve words into the blanks:
cause toot some
think hopes played
view height could
TABLE 2.20:
Vowel Sound Short < a >, [a] Long < a >, [ a] Short <e>, [e] Long <e>, [ e] Short , [i] Long , [ ] Short <o>, [o] Long <o>, [ o] Short , [u] ] Short <oo>, [oo ] Long <oo>, [oo ] Long <yu>, [yoo The word with this vowel sound in it dance
3. Mark the rst vowel letter in each word below with a <v>. Then mark the next two letters either <v> or <c>. If you get to the end of the word before you mark all three letters, do these two things: (i) use the tic-tac-toe sign to mark the end of the word, (ii) mark the letter right in front of the VC# either <v> or <c>:
open system else huge notice century 4. Now sort the words into this matrix:
slip zipper famous lining music simple
follow bubble happy little picture stripes
number cabbage hobby made nest tuna
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5. In the patterns _________ and _________ the vowel is usually short, but in the pattern _________ the rst vowel is usually long.
Word Pyramids. The following Pyramid is made up of words that contain a long or short < a >:
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2.24 Lesson Forty-eight
Test Six TABLE 2.21:

Words 0. thinnest 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analyze each word into a free base plus a sufx Free base + sufx = thin + n + est Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________ Free base + sufx = ______________
TABLE 2.22: Test Six Answers

Words 0. thinnest 1. zipper 2. guessed 3. views 4. thinker 5. spotting 6. kindest 7. harder 8. meaner 9. numbers 10. fueled Analyze each word into a free base plus a sufx Free base + sufx = thin + n + est Free base + sufx = zip + p + er Free base + sufx = guess + ed Free base + sufx = view + s Free base + sufx = think + er Free base + sufx = spot + t + ing Free base + sufx = kind + est Free base + sufx = hard + er Free base + sufx = mean + er Free base + sufx = number + s Free base + sufx = fuel + ed
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C HAPTER
Chapter Outline
3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 3.11 3.12 3.13 3.14 3.15 3.16 3.17 3.18 3.19 3.20 3.21 3.22 3.23 3.24 L ESSON O NE L ESSON T WO L ESSON T HREE L ESSON F OUR L ESSON F IVE L ESSON S IX L ESSON S EVEN L ESSON E IGHT L ESSON N INE L ESSON T EN L ESSON E LEVEN L ESSON T WELVE L ESSON T HIRTEEN L ESSON F OURTEEN L ESSON F IFTEEN L ESSON S IXTEEN L ESSON S EVENTEEN L ESSON E IGHTEEN L ESSON N INETEEN L ESSON T WENTY L ESSON T WENTY - ONE L ESSON T WENTY - TWO L ESSON T WENTY - THREE L ESSON T WENTY - FOUR
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3.1 Lesson One
The Consonant Sounds [m] and [n]

1. You can hear the sound [m] at the end of rum. You can hear the sound [n] at the end of run. In the words below [m] is spelled <m> or <mm>; [n] is spelled <n>, <nn>, or <kn>. Underline the letters that spell [m] and [n]:
smallest running done animal
swimmer enough dinner summer
never music know children
planning drummed mother cannot
2. Sort the sixteen words into these two groups:
3. Now sort the words that contain [m] into these two groups: 97
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4. Sort the words that contain [n] into these three groups:
5. Two ways to spell [m] are _______ and _______. Three ways to spell [n] are _______, _______, and _______.
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3.2 Lesson Two
The Consonant Sound [ ], Eng

1. You can hear the sound ______ at the end of rum. You can hear the sound ______ at the end of run. At the end of rung you can hear the sound [ ]. The sound [ ] is called eng. 2. Most of the time [ ] is spelled <ng>, as in rung. But sometimes [ ] is spelled <n>. 3. Say the word think. There is a [k] right after the [ ]: [thi k]. Put an X beside each word that has a [k] right after the [ ]. Counting think, there are three:
think uncle
going along
thanks things
4. Say the word tangle. There is a [g] sound right after the [ ]. Put an X beside each word that has a [g] right after the [ ]. There are four
nger being
hungry single
song language
5. In think the <k> spells [k], and [ ] is spelled <n>. And in tangle the <g> spells [g], and [ ] is spelled <n>. But in most words [ ] is spelled <ng>. 6. When there is a [k] or a [g] right after the sound [ ], [ ] is spelled ______, but everywhere else it is spelled ______.
Word Squares All but two of these words contain the sound [ ], spelled either <ng> or <n>: Four-letter word: dark Five-letter words: thank, going, uncle, being Six-letter words: nger, single, uncles, thinker Seven-letter words: sunning, monkeys, further, dogging, landing Eight-letter words: language, hungriest 99
3.2. Lesson Two
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The two words that do not contain [ ] are ______ and ______.
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3.3 Lesson Three
More About Eng, [ ]

1. When there is a [k] or a [g] right after the sound [ ], [ ] is spelled ______, but everywhere else it is spelled ______. 2. Underline the letters that spell [ ]:
think uncle nger being
going along hungry single
thanks things song language
3. Sort the words into the matrix. Be careful! When you get done, two squares should be empty!
3. How Do You Spell [ ]? When the sound [ ] has the sounds ______ or ______ right after it, it is spelled ______. Everywhere else it is spelled ______.
Watch the Middles! Fill in the blanks. As you read and write the word parts, spell them out to yourself, letter by letter. 101
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3.4 Lesson Four
The Consonant Sounds [f] and [v]

1. You can hear the sound [f] at the end of leaf. You can hear the sound [v] at the end of leave. 2. Usually [f] is spelled <f>, but sometimes it is spelled <ff>, sometimes <ph>, sometimes <gh>. The sound [v] is spelled <v> except in one word, where it is spelled <f>. Underline the letters that spell [f] and [v]:
even safely visitor gave fth
after phone coffee elephant of
enough ve further handcuffs stiff
every laugh follow life father
3. Now sort the words into these groups. One word goes into two groups:
4. Four ways of spelling [f] are ______, ______, ______, and ______. 5. How Do You Spell [v]? Except in the word ______, [v] is spelled ______. 103
3.4. Lesson Four
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Word Find Find the twelve words that contain the sound [n]:
elephant century phone
know brown planning
dinner cannot running
never children sound
Write the twelve words in alphabetical order:
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3.5 Lesson Five
The Consonant Sound [s]

1. You can hear the sound [s] at the beginning and end of stops. 2. Underline the letters that spell [s]. It is spelled three different ways:
asked century coldest
across placing kiss
single icy elephants
once school guess
3. Way #1: [s] is spelled ______ in ve of the words. Way #2: [s] is spelled ______ in four of the words. Way #3: [s] is spelled ______ in three of the words. 4. Sort the words into these three groups:
5. Three spellings of [s] are ______, ______, and ______.
Word Squares. Each of the following words contains the sound [s], spelled either < s >, <ss>, or <c>. Fit the words into the squares. Be sure to cross off each one as you t it into the Squares: Three-letter word: icy Four-letter words: kiss, once, song Five-letter words: asked, cents, guess, sound Six-letter words: across, resell, summer, thanks Seven-letter words: century, coldest, guessed, hardest, hottest, nearest, placing, spotted, started, starter, stopped, sunning, swimmer 105
3.5. Lesson Five Eight-letter words: lightest, smallest, surprise Nine-letter words: elephants, hungriest, something
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3.6 Lesson Six
The Consonant Sound [z]

1. You can hear the sound [z] at the beginning and end of zebras. 2. Underline the letters that spell [z] in each of these words. It is spelled three different ways:
always these those
mothers music prize
zipper follows surprise
has zoo buzz
3. Way #1: [z] is spelled ______ in eight of the words. Way #2: [z] is spelled ______ in three of the words. Way #3: [z] is spelled ______ in one of the words. 4. Sort the words into these three groups:
The word with [z] spelled Way #3 is _______. 5. Three ways to spell [z] are ______, ______, and ______. 6. Three ways to spell [s] are ______, ______, and ______. 7. The letter that sometimes spells [z] and sometimes spells [s] is ______.
Word Scrambles Each of the strings of letters below can be unscrambled to spell a word containing the sound [s] or [z]. Weve told you in each case whether the word contains [s] or [z]: wasaly _______________ [z] heets ________________ [z] 107
3.6. Lesson Six swollof _______________ [z] ziper ________________ [z] dakes ________________ [s] cone ________________ [s] locdest ________________ [s] glines ________________ [s] shoet ________________ [z]
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3.7 Lesson Seven
Test One TABLE 3.1:

Words 0. summers 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks [s] = < s > [m] = < mm > [z] = < s > [n] = _____ [ ] = _____ [f] = _____ [n] = _____ [s] = _____ [z] = _____ and _____ [n] = _____ [s] = _____ [s] = _____ [z]= ____ [f] = _____ [ ] = _____ [f] = _____ [n] = _____ [ ] = _____ [j] = _____ [s] = _____ [n] =_____ [ ] = _____ [s] = _____
TABLE 3.2: Answers to Test One

Words 0. summers 1. planning 2. elephants 3. zoos 4. once 5. surprise 6. nger 7. different 8. language 9. century 10. hungriest Fill in the blanks [s] = < s > [m] = < mm > [z] = < s > [n] = < nn > [ ] = < ng > [f]= < ph > [n] = < n > [s] = < s > [z] = < z > and < s > [n] = < n > [s] = < c > [s] = < s > [z] = < s > [f] = < f > [ ] = < n > [g] = < g > [f] = < ff > [n] = < n > [ ] = < n > [g] = < g > [j] = < g > [s] = < c > [n] = < n > [ ] = < n > [s] = < s > [t] = < t >
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3.8 Lesson Eight
The Sufxes 1. Read these two phrases: Last week and Right now. Think about which phrase can go at the beginning of this sentence: He is calling his sister. Think about which one can go at the beginning of this sentence: He called his sister. Write the phrases Last week and Right now into the correct blanks: ______ he called his sister. ______ he is calling his sister. 2. A free base is an element that carries the basic meaning of a word and can stand free by itself as a word. A sufx is an element that goes after the base and cannot stand by itself as a word. Analyze called and calling into a free base and a sufx:
TABLE 3.3:
Words called calling = Free Base = = + Sufx + +
3. The sufx -ed adds the meaning in the past to words, as in Last week he called his sister. The sufx -ing adds the meaning still going on, as in Right now he is calling his sister. 4. In They showed us the books what meaning does -ed add to showed? ________________________________________________________________ 5. In They are showing us the books what meaning does -ing add to showing? ________________________________________________________________ 6. Fill in either -ed or -ing. Show any twinning: a. The game end ______ two hours ago. b. The plane is land ______ right now. c. Last night we spot ______ a mouse in our house. d. She is play ______ the piano now. e. The old store burn ______ down yesterday. f. Yesterday a frog hop ______ right through our front door. g. They were just shut ______ down the carnival when we got there. 110
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3.9. Lesson Nine
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3.9 Lesson Nine
How to Hear the Sufxes 1. Sometimes we say a word like shing so that it sounds like shin . And sometimes we say going to so that it sounds like gonna: Im gonna go shin . But although the sufx -ing is pronounced different ways, it is always spelled <ing>! 2. The sufx -ed is also pronounced different ways, but it is always spelled <ed>. These three words each contain the sufx -ed. Say them very carefully:
needed
showed
asked
In needed -ed sounds like [id]. In showed -ed sounds like [d]. In asked it sounds like [t]. But although -ed is sometimes pronounced [id], sometimes [d], and sometimes [t], it is always spelled <ed>! 3. Say each of the following words. In each one decide whether -ed sounds like [id], [d], or [t]. Put the right pronunciation of -ed in each blank:
headed [id ] longed guessed ended planned kicked spotted started
helped called fueled shed nodded owned reached laughed
crabbed wanted opened numbered admitted watered warmed followed
Word Flow The puzzle below is a ow chart. It ows from the top, where it says Start, to the bottom, where the nine blank lines are. The boxes with square corners contain elements. Each time you ow from the top to the bottom of the puzzle, you add elements together to spell a word. With this Word Flow you can go through nine times, spelling nine different words, one for each of the nine blank lines. A box with rounded corners states conditions that must be met before you can go through that box. For example, you only go through the box that says Only with twinning if you are spelling a word that contains twinning. So you have to think and decide which condition box to go through. As you spell out the nine words, write them into the nine blanks: 112
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3.10. Lesson Ten
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3.10 Lesson Ten
Practice Hearing 1. How is the sufx -ing always spelled? ______ How is the sufx -ed always spelled? ______ 2. Read these words. Listen carefully to the sufx -ed:
headed called opened planned owned warmed
helped wanted ended nodded watered started
crabbed guessed shed admitted spotted laughed
longed fueled numbered kicked reached followed
3. Sort the words into these three groups:
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3.11 Lesson Eleven
The Sufx 1. Below are seven words in which -ed is pronounced [id]. Analyze each one into a free base and the sufx -ed:
TABLE 3.4:
Word in which -ed is pronounced [id]: headed wanted ended nodded visited spotted started = Free Base = head = = = = = = + Sufx + ed + + + + + +
2. Listen to the last sound in each of the seven free bases. All seven end in one of just two sounds. These two sounds are ______ and ______ 3. The sufx -ed is pronounced ______ when it is added to words that end with the sounds ______ or ______, but it is still spelled ______.
Word Flow This Word Flow allows you twenty-one passes from top to bottom to spell twenty-one different words. Remember to watch out for the condition boxes.
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3.12 Lesson Twelve
Why 1. Below are six words in which -ed is pronounced [t]. Analyze each one into a free base and the sufx -ed:
TABLE 3.5:
Word in which -ed is pronounced [t]: helped guessed reached laughed shed kicked = Free Base = = = = = = + Sufx + + + + + +
2. Listen to the last sound in the six free bases above. Each of them ends in one of four different sounds. List the sounds below:
3. The sufx -ed is pronounced ______ when it is added to words that end with the sounds ______, ______, ______, ______, ______, and ______. 4. The sufx -ed is pronounced [id] whenever it is added to words that end with the sounds ______ or ______. 5. Now you know when -ed is pronounced [id] and when it is pronounced [t]. Everywhere else it is pronounced [d]. 6. The sufx -ed is pronounced _____ when it is added to words that end with the sounds ______, ______, ______, ______, ______, or ______; it is pronounced ______ when it is added to words that end with the sounds ______ and ______; and everywhere else it is pronounced ______. The sufx -ed is always spelled ______.
Word Squares Youll nd some hints here and there: Four-letter words: open, hard, kind, fuel Five-letter words: could, would Six-letter words: opener, number, kinder, should, fueled Seven-letter words: hardest, kindest, fueling, Eight-letter words: numbered, numberer 118
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3.13. Lesson Thirteen
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Compounds Like
1. Compound words like somebody and anyplace simply combine two separate words into one: What used to be some body combines to become somebody; any place combines to become anyplace. Two words become one. But notice this pattern: A blackbird is a bird that is black. The compound blackbird doesnt just combine black and bird into one word. It gives us a short way to say bird that is black. There are several compound words that t this same pattern. Fill in the blanks: A bird that is black is a blackbird . A bird that is blue is a ______. A berry that is black is a ______. A board that is black is a ______. A print that is blue is a ______. A room that is dark is a ______. A man who is English is an ______. A cat that is wild is a ______. Lands that are wet are ______. Paper that is waste is ______. 2. Now try some the other way around: A blackbird is a bird that is black . A redbird is ______. A hothouse is ______. A nobleman is ______. A madman is ______. Lowlands are ______. A longhouse is ______. Bluegrass is ______. A atcar is ______. Gentlewomen are ______. A wildre is ______. 3. Now think about this pattern: A catbird is a bird like a cat. To understand the compound catbird you need to understand how a catbird is like a cat. A catbird has several calls, 120
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one of which sounds like a cats mewing. So a catbird is a bird that is like a cat because of the way it sounds. See if you can gure out these: If a catbird is a bird that is like a cat because of its sound, then a starsh is a ______ that is like a ______ because of its ______. A rey is a ______ that is like a ______ because of its ______. Try some the other way around: A sh that is like the sun because of its color is a ______. A sh that is like a cat because of its whiskers is a ______. A fruit that is like bread because of its texture is ______.
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Compounds Like
1. In the previous lesson you saw that a compound like catbird shortens the phrase bird like a cat. Compounds like hilltop and snowball shorten phrases that are very similar: A hilltop is the top of a hill. A snowball is a ball of snow. Fill in the blanks: A ngertip is the ______ of ______. A heartbeat is a ______ of ______. A raindrop is _____________. A windstorm is _____________. A reball is ______. 2. Now try some the other way around: The cap of the knee is the ______. The side of the mountain is the ______. The shore of the sea is the ______. At the circus the master of the ring is the ______. When you stand on the moon, the shine of the earth is ______. 3. Here is a similar pattern: A replace is a place for res. A owerpot is a pot for owers. Fill in the blanks: An armhole is a ______ for the ______. Wallpaper is ______ for the ______. A bookcase is a ______ for ______. A shoestring is _____________. Earphones are _____________. An armband is a _____________. A battleship is a _____________. A birdcage is a _____________. A boathouse is a _____________. 122
www.ck12.org A classroom is a _____________. 4. Try some the other way around: A bell for the door is a _____________. The time for dinner is _____________. A hook for sh is a _____________. A cloth for dishes is a _____________. A spread for the bed is a _____________. A rack for books is a _____________. A house for boats is a _____________. A line for clothes is a _____________. Ware for dinner is _____________. A ring for the ear is an _____________. A shade for the eyes is an _____________. A brush for the hair is a _____________. Cuffs for your hands are _____________. A shoe for a horse is a _____________. A house for ice is an _____________. A tie for the neck is a _____________. A track for races is a _____________. A yard for ships is a _____________.
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3.15 Lesson Fifteen
Review of Sufxes and Procedures

1. Combine the following free bases and sufxes. Watch for and show any cases of twinning, as we have done with running:
TABLE 3.6:
Free Base run + n small brown swim plan drum think go thank be stiff laugh follow sound ask cold kiss school guess + Sufx + ing + er + est + er + ed + er +ing + ing + ed + ing + est + ed + er + est + ing + er + ed + ing + ed = Word = running = = = = = = = = = = = = = = = = = =
2. Analyze each of the following words into a free base plus a sufx. Show any cases of twinning, as we have done with running:
TABLE 3.7:
Word running laughing sounding asked coldest kissing schooled guessing stiffer being 124 = Free Base = run + n = = = = = = = = = + Sufx + ing + + + + + + + + +
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Word thanking going thinker drumming planner swimming browner smallest = Free Base = = = = = = = = + Sufx + + + + + + + +
3. One sufx spelled <er> adds the meaning ______; and one sufx spelled <er> adds the meaning ______. 4. Which sufx adds the meaning most? ______. 5. Which sufx adds the meaning still going on? ______.
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3.16 Lesson Sixteen
Test Two TABLE 3.8:

Words 0. shed 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks <ed> = [ t ] [sh] = < sh > <ed> = [ ] [n] = ______ [ ] = ______ Sufx means ______ [ch] = ______ [t] = ______ <ed> =[ ] [n] = ______ Free base + sufx = ______ Free base + sufx = ______ Free base + sufx = ______ [f] = ______ [ ] = ______ [f] = ______ [t] = ______
TABLE 3.9:
Words 0. shed 1. called 2. ending 3. helper 4. reached 5. headed 6. wanted 7. opener 8. watered 9. following 10. laughed Fill in the blanks <ed> = [ t ] [sh] = < sh > <ed> = [ d ] [n] = < n > [ ] = < ng > Sufx means one that does [ch] = < ch > [t] = < ed > <ed> = [ id ] [n] = < n > Free base + sufx = want + ed Free base + sufx = open + er Free base + sufx = watered [f] = < f > [ ] = < ng > [f] = < gh > [t] = < ed >
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Review of the Vowel Sounds [u],

1. You can hear the sound [u] in duck. ] in bull. You can hear [oo ] in tuna. You can hear [oo ] in mule. You can hear [yoo ], [oo ], [yoo ]: 2. Underline the letters that spell [u], [oo
done could use cub 3. Sort the words into these three groups:
cube buzzer rule full
moons review books would
should too good some
] into these three groups: 4. Sort the words with [u
] are ______, ______, and ______. 5. Three ways of spelling [oo 127
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Word Changes a. Write the word should in the blank:..... ______ b. Take away the rst two letters and put a <w> at the front of the word:..... ______ c. Take away the second vowel and the second consonant in the word and put another <o> in front of the <d>:..... ______ d. Change the <w> to the seventh letter of the alphabet:..... ______ e. Change the rst <o> to the letter that comes three places after <o> in the alphabet, and then change the <d> to the letter that comes in between <v> and <x> in the alphabet:..... ______ f. Change the rst consonant in the word to the second consonant in the alphabet:..... ______ g. Change the <w> to another <o>, and then put a <k> at the end of the word:..... ______ h. Take away the second consonant in the word:..... ______ i. Change the rst letter of the word to the letter that comes right before it in the alphabet:.... ______ Riddle: Someone who steals from a library is a Word 9 Word 7 .
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1. We use <v> to mark ______ letters. We use <c> to mark ______ letters. Draw a tic-tac-toe sign:______ 2. Mark the rst vowel in each of these words with a <v>. Then mark the next two letters either <v> or <c>. If you get to the end of the word before you have marked all three letters, use the tic-tac-toe sign to mark the end of the word. Remember that if a word has more than one vowel letter, you start marking with the rst one:
baby dance summer shut
bottle doggy rule has
brush coffee scene thin
closed likely selling when
alcohol made zipper different
In words that end VC# mark the letter in front of the <v> either <v> or <c>. 3. Six of these words have the pattern ______. Ten have the pattern ______. Four have the pattern ______. 4. Sort the words into this matrix:
5. In the pattern VCV the rst vowel is ______, but in the pattern VCC the vowel is ______. And in the pattern CVC# the vowel is also ______. 129
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Silent Final <e> in VCV

1. Here is a review of long and short vowels:
TABLE 3.10:
Short Vowels [a] as in mad [e] as in met [i] as in hid [o] as in hop [u] as in cut ] as in cook [oo Long Vowels ] as in made [a ] as in meet [e [ ] as in hide ] as in hope [o ] as in coot [oo ] as in cute [yoo
2. Mark the rst vowel in each word <v>. Then mark the next two letters either <v> or <c>. If you get to the end of the word before you mark all three letters, use the tic-tac-toe sign to mark the end of the word:
hop vc hope cube cub name crab
big use stripe strip cap home
hid hide ate has life thin
mad made ride rid when scene
In words that end VC# mark the letter in front of the V either <v> or <c>. 3. Sort the words into this matrix: 131
3.19. Lesson Nineteen
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4. In the CVC# pattern is the vowel long or is it short? ______ 5. In the VCV pattern is the rst vowel long or is it short? ______ 6. All the words in square #2 in the matrix have a silent nal <e> and long vowel sound. In each of these words the nal <e> is the second vowel in the VCV pattern. Very often a nal <e> is the second vowel in a VCV pattern and shows that the rst vowel is long. 7. In words like made the nal <e> shows that the vowel in front of it is ______.
Word Venn. The following puzzle is called a Word Venn because it uses circles to help us sort things out in a way that was developed by an Englishman named John Venn. The Word Venn below denes two groups of words: (i) those that go inside the circle and (ii) those that go outside the circle (but inside the rectangle). Write the words into the Word Venn according to the following instructions: Inside circle A put only words that end with a silent nal <e> that marks a long vowel. Outside the circle (but inside the rectangle) put only words that end with a silent nal <e> that does not mark a long vowel.
bottle scene hide 132
make single ice
cube life once
house prize those
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3.20. Lesson Twenty
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3.20 Lesson Twenty
A Second Kind of Change: Deleting Letters

1. The following rule is called the Rule of ______ Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. 2. Twinning Rule. Except for the letter ______, you twin the nal ______ of a free base that ends in the pattern ______ when you add a sufx that starts with a ______. 3. The Twinning Rule gives us one good reason for making a change when we add elements together to spell a word. Another good reason has to do with silent nal <e>. Sometimes when you add a sufx to a word that ends with a silent nal <e> that shows that the vowel in front of it is long, you take away the nal <e>: hope + ing = hop e + ing = hoping This change is called deleting the nal <e>. 4. Analyze each of these words into a free base and a sufx. Each free base ends with a nal <e> that that shows that the vowel in front of it is long. Sometimes the nal <e> was deleted when the sufx was added. Show any nal <e>s that have been deleted. Some of the sufxes may be new to you, but dont worry about that. Just remember that each word starts with a free base that ends with a silent nal <e>:
TABLE 3.11:
Word ripeness ripest hopes hoping likely liked whiteness whitest closes closed timer timely naming names cutely cutest places placed user useless writer 134 = Free Base = ripe = rip e = = = = = = = = = = = = = = = = = = = + Sufx + ness + est + + + + + + + + + + + + + + + + + + +
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Word writes = Free Base = + Sufx +
5. In words where the nal <e> was not deleted when the sufx was added, did the sufx start with a vowel or with a consonant? ______ 6. In words where the nal <e> was deleted, did the sufx start with a vowel or with a consonant? ______ 7. First Rule for Deleting Silent Final <e>. If a word ends with a silent nal <e> that shows that a vowel sound is long, you delete the silent nal <e> when you add a sufx that starts with a ______
Word Venn. Inside the circle put only words in which a silent nal <e> has been deleted. Outside the circle put words in which no silent nal <e> has been deleted.
prized wastepaper icing
hiding bluebird cubed
gentlewomen striped reball
placing shoestring being
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3.21. Lesson Twenty-one
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3.21 Lesson Twenty-one
More About Deleting Silent Final <e>

1. First Rule for Deleting Silent Final <e>. If a free base ends with a silent ______ that shows that the vowel sound is ______, you ______ the silent nal <e> when you add a ______ that starts with a ______. 2. Here is the reason for this nal <e> deletion: In the word hope you need the <e> for the VCV pattern and to mark <o> as long:
hope
vcv
But when you add a sufx that starts with a vowel, such as -ing, the vowel at the front of the sufx can take the place of the <e> in the VCV pattern. You dont need the <e> anymore, so out it goes: hope + ing = hop e + ing = hoping vcv vcv But if the sufx starts with a consonant, you still need the nal <e> to make the VCV pattern, so its hopeless not vcv hopless vcc 3. Analyze each of these words into a free base and a sufx. Show any nal <e>s that have been deleted. Some of the sufxes may be new to you, but dont worry about that now:
TABLE 3.12:
Word hoping hopes making makes timed timer naming names cutest cutely closed closing = Free Base = = = = = = = = = = = = + Sufx + + + + + + + + + + + +
4. Combine these free bases and sufxes. Show any nal <e> that must be deleted:
TABLE 3.13:
Free Base close close hide hide home home use 136 + Sufx + ed + es + ing +s + er + ing + ed = Word = = = = = = =
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Free Base use ice ice write write + Sufx + er + ing +y +s + er = Word = = = = =
Word Venn. This Word Venn is different from the ones youve already done because it has not just one circle, but two that overlap one another. Inside circle A you shoud put only words that end with a silent nal <e>. Inside circle B you should put only words that contain a long vowel sound. So inside area 2 you should put only words that (i) end with a silent nal <e> and (ii) contain a long vowel sound. What kind of words should you put outside the circles in area 4? _________________________________________ _________________________________________
dance white moon when
some cute too brush
serve home boat crab
once scene week think
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Words 0. cuter 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Show any changes: Free base + sufx = cut e+ er Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____ Free base + sufx = _____
TABLE 3.15: Answers to Test Three

Words 0. cuter 1. names 2. closer 3. cubes 4. hoping 5. likely 6. user 7. icy 8. ripeness 9. whitest 10. crabby Show any changes: Free base + sufx = cut e + er Free base + sufx = name + s Free base + sufx = clos e + er Free base + sufx = cube + s Free base + sufx = hop e + inq Free base + sufx = like + ly Free base + sufx = us e + er Free base + sufx = ic e+y Free base + sufx = ripe + ness Free base + sufx = whit e + est Free base + sufx = crab + b + y
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The Sufx 1. Read the twelve phrases below. Be sure you know what each one means:
several chairs an airport that elephant both sides 2. Now sort the phrases into these two groups:
one color many shows three uncles his phone
all the plates each year some songs all mothers
3. Do the italicized words that do NOT end in < s > have the meaning one or do they have the meaning more than one?______. 4. Do the italicized words that DO end in < s > have the meaning one or more than one? ______. 5. An element is the smallest part of a written word that adds meaning to the word. Write the letter of the correct denition in each of the three blanks: A sufx is ______ (a) an element that carries the basic meaning of a word and can have other elements added to it. A base is ______ (b) a base that can stand free by itself as a word. A free base is ______ (c) an element that goes at the end of a word and cannot stand by itself as a word. 6. Each of the italicized words that ends in < s > has two elements: a free base and the sufx -s. For instance, chairs = chair + s Chairs means more than one chair. If we take the -s away, the free base, chair means one chair. Does the sufx -s add the meaning one or does it add the meaning more than one? ______ 7. Here are the italicized words that end with < s >. Analyze each one into its free base and sufx:
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TABLE 3.16:
Word chairs plates shows uncles songs sides mothers = Free Base = chair = = = = = = + Sufx +s + + + + + +
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The Sufx 1. Here are some of the words from the last lesson:
chair song
plate side
show mother
uncle
They are all a kind of word called nouns. One way to describe a noun is to say that it is the name of a person, place, or thing. Another way to describe a noun is to say that it makes sense when we put it into the blank of this sentence: The ______ seemed okay. Any word that makes sense in that blank is a noun. For instance, The chair seemed okay. 2. Try each of the six other words in the blanks below: The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. Are all six words nouns? ______ 3. If we add the sufx -s to the noun chair, we still have a noun: The chairs seemed okay. Add the sufx -s to the other six nouns and try them in the blanks: The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. The ______ seemed okay. After you add the sufx -s to a noun, is it still a noun? ______ 4. We use nouns to point to, or refer to, one or more persons, places, or things Read these words:
chair song
plate side
show mother
uncle
Would you use them to refer to, or point to, only one of what they name or to more than one? ______ 5. After you add the sufx -s to them, would you use them to refer to one or to more than one? ______ 6. Usually when you use a noun to refer to more than one of something, you add the sufx ______. 7. A noun that is used to refer to only one of what it names is called a singular noun. 141
3.24. Lesson Twenty-four Nouns that are used to refer to more than one of what they name are called plural nouns. A singular noun is called singular because it is used to refer to a single thing.
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Plural nouns are used to refer to more than one thing. The word plural is related to the words plus, which has the meaning more. 8. A noun that is used to refer to just one thing is called a ______. 9. Nouns that are used to refer to more than one thing are called ______. 10. Usually when you want to change a singular noun to a plural noun, you add the sufx ______.
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C HAPTER
Chapter Outline
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Sometimes 1. Usually when you use a noun to refer to more than one of something, you add the sufx _____. The statement above is a good one, but there are some nouns for which it is not true. Sometimes when you want to refer to more than one of something, instead of adding -s, you add -es. 2. Some of the singular nouns below take -s to form their plural. Others take -es. Combine each singular noun with its sufx and write out the plural nouns. Show any cases of nal <e> deletion:
TABLE 4.1:
Singular Noun nger house box brush father dance catch guess place speech pitch phone waltz surprise inch + Sufx +s + es + es + es +s + es + es + es + es + es + es +s + es + es + es = Plural Noun = = = = = = = = = = = = = = =
4. Sort the fteen singular nouns into the following two groups: 144
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When Its 1. In the last lesson you found these two groups of singular nouns:
Sort these twelve singular nouns into this matrix. Remember that the letter <x> at the end of words spells the combination of sounds [ks]. When you get done, two of the squares should still be empty: 146
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2. When you want to refer to more than one of something with a singular noun that ends in the sounds ______, ______, ______, or _____, you add -es. 3. Now you can write a more useful rule for choosing -s and -es: When you want to refer to more than one of something with a noun that ends in the sounds _____, _____, _____, or ______, you add -es, but with most other nouns you add ________.
Word Changes Write the word catch in the blank: ... _________ Add the sufx that means more than one: ... _________ Change the < s > to the letter that comes right in front of it in the alphabet: ... _________ Change the rst letter of the word to <w> and change the last letter to < s >: ... _________ Change the rst vowel in the word to <l>: ... _________ Change the rst letter in the word to the letter that comes between <o> and <q> in the alphabet and change the < s > back to <r>: ... _________ g. Add the sufx that means more than one: ... ________ h. Take away the and the <t>. Then move the <r> up to the front of the word: ... ________ i. Change the last letter of the word back to an <r>: ... _________ Riddle: A baseball player who makes a lot of money might be called a Word 9 Word 6 . a. b. c. d. e. f.
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Practice with 1. When you want to refer to more than one of something with a singular noun that ends in the sounds ______, _____, _____, or _____, you add -es, but with most other nouns you add _______. 2. Add the sufx -s or -es to each of the following singular nouns. Show any cases of nal <e> deletion:
TABLE 4.2:
Singular Noun chair box account book bottle brother dance guess inch house kiss pitch uncle surprise waltz + -s or -es +s + + + + + + + + + + + + + + = Plural Noun = chairs = = = = = = = = = = = = = =
3. Analyze each of the following plural nouns into a singular noun and sufx. Show any cases of nal <e> deletion:
TABLE 4.3:
Plural Noun bushes dances surprises catches zoos prizes laughs speeches fathers summers taxes brushes houses 148 = Singular Noun = bush = = = = = = = = = = = = + Sufx + es + + + + + + + + + + + +
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Plural Noun dinners places = Singular Noun = = + Sufx + +
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A Third Kind of Change: Replacing Letters

1. You have seen that singular nouns that end with the sounds [s], [z], [ch], or [sh] take the plural sufx -es. An example of another kind of singular noun that takes -es rather than -s is story, with its plural stories. Stories can be divided into the singular noun story plus the sufx -es. But if we simply add those two elements together, we get a wrong spelling: story + es = *storyes. Here is what really happens: stor y+ i + es = stories When we add -es to story, a letter is taken away and another one is put in its place. What letter is taken away? _____________ What letter is put in its place? ___________ When we add the sufx -es to nouns like story, the <y> is replaced with _________. 2. The following rule is called the Rule of ________________: Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. Two reasons for making a change when you add elements together are twinning nal consonants in words like running (run + n + ing) and deleting nal <e> in words like riding (rid e + ing). Changing the <y> to in words like stories is a third kind of change. It is a third case where the Rule of Simple Addition does not apply. 3. Divide each of these plural nouns into its singular noun plus -es or -s. Show cases where the <y> changes to :
TABLE 4.4:
Plural Noun stories yesterdays doggies schoolboys supplies countries monkeys babies tries societies centuries attorneys hobbies = Singular Noun = stor y = yesterday = = = = = = = = = = = + Change +i + Sufx + es +s + + + + + + + + + + +
4. Look at the singular nouns in which the <y> changed to an . Is the letter right in front of the <y> a vowel or is it a consonant? ___________. Which sufx did they take, -es or -s? ________. 5. Look at the singular nouns in which the <y> did not change to an . Is the letter right in front of the <y> a 150
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vowel or is it a consonant? _____________. Which sufx did they take, -es or -s? ____________ 6. When you make a plural noun out of a singular noun that ends in the letter ___________with a _______________ letter right in front of it, you change the _________ to __________and add the sufx ___________.
Word Venn. Inside circle A put only those singular nouns that use the sufx -es to form their plural. Inside circle B put only those singular nouns that end with the letter <y>. What should you put inside area 2? ______________________________________________ ______________________________________________ ______________________________________________ What kind of singular nouns should you put in area 4 outside the circles? ______________________________________________ ______________________________________________ ______________________________________________
grass century replay rerun
box baby attorney bush
owner society Wednesday horseshoe
church worry monkey lunchroom
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Summary of the Sufxes 1. When you make a plural noun out of a singular noun that ends in the sounds ______, ______, ______, or _______, you add -es. 2. When you make a plural noun out of a singular noun that ends in the letter <y> with a ______ letter right in front of it, you change the _______ to _______ and add the sufx ________. 3. But usually when you want to make a noun plural, you just add the sufx __________. 4. Now put those three statements together into one good rule for how to spell plural nouns with the -s or -es sufx: Rule for Spelling Plural Nouns When you make a plural out of singular noun that ends in the sounds ____, ____, ____, or _______, you add the sufx ________, and when you want to make a plural out of singular noun that ends in a <y> with a ______________ letter right in front of it, you change the ________ to ________ and add the sufx ________, but with other nouns you just add the sufx ________. 5. Analyze each of these plural nouns into a singular noun plus a plural sufx. Show any letters that must be deleted or replaced:
TABLE 4.5:
Plural Noun countries years freeways turtles elephants dances monkeys kisses families schoolboys = Singular Noun = countr y+i = = = = = = = = = + Plural Sufx + es + + + + + + + + +
6. Add the correct sufx to each of these singular nouns to make them plural, again showing any letters that must be deleted or replaced:
TABLE 4.6:
Singular Noun try +i Wednesday speech surprise attorney 152 + Sufx + es + + + + = Plural Noun = tries = = = =
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Singular Noun mommy price beauty society country + Sufx + + + + + = Plural Noun = = = = =
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4.6 Lesson Thirty
More Practice with Plural Sufxes

1. With this Word Flow you can change the fteen singular nouns at the top of the page into fteen plural nouns. Trace your path carefully. Decide which sufx each singular noun takes and in which box each plural noun should be written:
2. Now write the fteen plural nouns in alphabetical order:
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www.ck12.org 3. Nouns that refer to more than one thing are called __________________ 4. Nouns that refer to just one thing are called ___________________ 5. Be ready to talk about these questions: a. b. c. d. e. f. g. h. What is a sufx? What is a plural sufx? What is a noun? What is a singular noun? What is an element? What four letters are always vowels? What letters are sometimes vowels, sometimes consonants? What letters are always consonants?
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More About Sufxes and <y> to

1. Here is another chance for you to try out your new rule for spelling plural nouns. Add either -s or -es to each singular noun. Be sure to show any changes:
TABLE 4.7:
Singular Noun ability +i dance six yesterday blackberry demand breath wednesday family design buzz library beauty pattern success attorney + Sufx + es + + + + + + + + + + + + + + + = Plural Noun = abilities = = = = = = = = = = = = = = =
2. Youve seen that <y> changes to when you add the sufx -es to singular nouns that end in a <y> with a consonant right in front of it. A <y> with a consonant in front of it also changes to also when you add the sufxes -ed or -er or -est. 3. Watch for all kinds of changes when you combine the following words and sufxes to make new words:
TABLE 4.8:
Word supply bottle arrive hop white like try use yes surprise 156 + Sufx + er + ed + ing + er + est + ed + ed + er + es + ed = New Word = = = = = = = = = =
www.ck12.org 4. Here are some to do the other way around:
TABLE 4.9:
Word dancer supplied waltzing arrived designer sorriest phoning writer guessing pitcher = Shorter Word = danc e = = = = = = = = = + Sufx + er + + + + + + + + +
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Words 0. families 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Singular Noun + Sufx = famil y + i + es Free Base + Sufx = _____________ Free Base + Sufx = _____________ Free Base + Sufx = _____________ Free Base + Sufx = _____________ Singular Noun + Sufx = _____________ Free Base + Sufx = _____________ Singular Noun + Sufx = _____________ Shorter Word + Sufx = _____________ Singular Noun + Sufx = _____________ Singular Noun + Sufx = _____________

Words 0. families 1. bushes 2. houses 3. dances 4. catches 5. attorneys 6. tried 7. beauties 8. supplier 9. societies 10. Wednesdays Analysis Singular Noun + Sufx = famil y + i + es Free Base + Sufx = bush + es Free Base + Sufx = hous e + es e + es Free Base + Sufx = danc Free Base + Sufx = catch + es Singular Noun + Sufx = attorney + s Free Base + Sufx = tr y + i + ed Singular Noun + Sufx = beaut y + i + es Shorter Word + Sufx = suppl y + i + er Singular Noun + Sufx = societ y + i + es Singular Noun + Sufx = Wednesday + s
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The Consonant Sounds [h] and [th]

1. You can hear the sound [h] at the beginning of help. 2. Usually [h] is spelled <h>, and sometimes <wh>. Underline the letters that spell [h] in the following words:
who alcohol lighthouse
anyhow whole stockholder
heated helicopter whose
whom horse high
3. The sound [h] is spelled ___________ in eight of the words. It is spelled _________________ in four of the words. 4. Sort the words into these two groups:
5. Two ways to spell [h] are ___________ and __________. 6. You can hear the sound [th] at the beginning of thing. 7. Underline the letters in the words below that spell [th]. Be careful! Some of the words do not contain [th] and so in these words you should not underline any letters:
something thank light short 8. Sort the words into these groups:
earth lighthouse thought often
thirty breath church white
through thin fth hothead
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9. The two words with <th> but not [th] are ____________ and ___________. 10. How many ways did you nd to spell [th]? _____________ 11. How to Spell [th]. The sound [th] is always spelled ___________. That is an easy rule and a good one!
Word Pyramids. The following Pyramids consist of words that contain the sound [h] spelled <h>:
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The Consonant Sounds [th] and [

1. There are two sounds that are spelled <th> and that sound very much alike. You worked with the rst one in Lesson Thirty-three: the [th] sound that you can hear at the front of the word thin. You can hear the other <th> sound at the front of the word then. You can hear the difference between the two if you say thin and then right after one another two or three times. Thin starts with the sound [th]. Then starts with the other sound, which we will write out as [th ]. So thin starts with [th], and then starts with [th ]. You can also hear the two sounds at the end of bath and bathe. Bath ends with [th]. Bathe ends with [th ]. 2. Sort the words below into the two groups:
through thief though thirties there
breath breathe thought threw another
that fth cloth they father
further sixth clothes this tooth
3. In all of the words that contain [th ], how is [th ] spelled? _______ 4. So in this lesson youve seen that <th> spells two different sounds. The two sounds that are spelled <th> are __________ and ________.
Word Find. This Find contains twenty words that all start with the sounds [th] or [th ]. But this one is a little different from the ones youve done so far. We are not going to tell you what the twenty words are ahead of time. You will have to nd them on your own. After you have found them, sort them into the two groups described below: 161
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The Consonant Sounds [w] and [y]

1. You can hear [w] at the beginning of wet. You can hear [y] at the beginning of yet. 2. Underline the letters that spell [w] and [y] in these words:
warm swimmer schoolyard beyond 3. Sort the words into these groups:
yours woman wasted words
yearly toward quick twinning
would yesses square young
4. Sort the words with [w] into these two groups:
5. In all six of the words that contain [y], the [y] sound is spelled ________.
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4.11. Lesson Thirty-ve Word Scrambles
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If you unscramble the letters in each of the words below and t them into the boxes, you will spell ve other words that all contain the sounds [w] or [y]. We have given you a start by lling in the letters that spell [w] or [y] in each of the words you are trying to spell:
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The Consonant Sounds [l] and [r]

1. You can hear [l] at the beginning of the word lay. You can hear [r] at the beginning of the word ray. 2. The sound [r] is usually spelled <r>, <rr>, or <wr>. The sound [l] is usually spelled <l> or <ll>. Underline the letters that spell [l] or [r]:
alcohol earth wrong lucky lighthouse
color write other right hello
doorbell parrot follow written worry
square animal sorry girl arrive
3. Sort the words into these groups. Be careful! Two words go into both groups:
4. The sound [l] is spelled _____________ in six words. The sound [l] is spelled ____________ in three words. 5. Sort the words with [l] into these two groups: 165
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6. Two ways to spell [l] are _________ and _________.
Word Pyramids. The following Pyramid is made up of words that contain the sound [l] spelled <l>:
The following Pyramid is made up of words that contain the sound [r] spelled <r>:
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More About [r]

1. The sound [r] is usually spelled <r> or <rr>, and sometimes <wr>. Underline the letters that spell [r]:
across earth right worry
write sorry written together
parrot other arrive over
another wrong airport square
2. In nine words [r] is spelled __________. In four words [r] is spelled _____________. In three words [r] is spelled __________. 3. Now sort the words with [r] into these groups:
4. Three ways to spell [r] are _______, _______, and ______.
Word Squares All but three of the words in this Squares contain the sound [r]. Three-letters: ate 167
4.13. Lesson Thirty-seven Four-letters: over, girl, goes Five-letters: earth, right, worry, other, wrong, round, often, three six-letters: across, writer, parrot, arrive Seven-letters: sorrier, written, another, airport Eight-letters: together
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The words that do not contain [r] are __________, ________, and _________.
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Compounds Like
1. You have seen that compound words like raindrop, owerpot, and catbird shorten phrases that contain words like of, for, and like: a drop of rain, a pot for owers, a bird like a cat. Other compounds shorten similar phrases that contain other words: A backyard is a yard in the back. A farmhouse is a house on a farm. A seashell is a shell from the sea. Fill in the blanks: Soil at the top is ____________________________________. A house with a light is a ___________________________. A step to the side is a ___________________________. A spot on the sun is a _______________________________________. Light from the moon is ______________________________________. An ache in your head is a _________________________________. 2. Now try some the other way around: A sunburn is a ____________________________________. A headlight is a __________________________________. An eardrum is a ___________________________________. A tabletop is the ________________________________. A sailboat is a __________________________________. A sidewalk is a ___________________________________. 3. The following compounds shorten phrases like those with which you have been working. But some of them contain words with which you havent yet worked. See how you can do at analyzing the compounds to show the phrases they shorten: A dogght is a _____________________________________. An eyebrow is a _____________________________________. Backspin is _________________________________________. A churchyard is a ___________________________________. A campre is a _____________________________________. A middleman is a. __________________________________. Rainwater is ______________________________________. 169
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4. The compound popcorn shortens the phrase corn that pops. The following compounds follow that same pattern. Fill in the blanks: A dog that watches is a ________________________________. A table that turns is a _______________________________. A worm that glows is a _______________________________. A torch that blows is a ______________________________. A line that guides is a ______________________________. A man who works is a __________________________________. 5. Now try these slightly different ones: When the earth quakes, its an _____________________________. When a tooth aches, its a __________________________________. When your nose bleeds, its a _______________________________. When your heart beats, its a _______________________________. When some land slides, its a _______________________________. When day breaks, its ________________________________. When a snake bites, its a __________________________________.
Word Venn. Inside circle A put only words containing the sound [r]. Inside circle B put only words containing the sound [l]:
earthquake yearly whole themselves 170
turntable parrot rainwater headache
often wrong helicopter guideline
toothpaste landslide thought motorcycle
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Compounds Like
1. The following compounds all contain the sufx -er that means one that does: Someone who catches dogs is called a dogcatcher . Someone who slaps backs is called a ___________________. Someone who keeps books is called a ___________________. Someone who goes to church is called a ___________________. Someone who makes dresses is called a ___________________. Someone who ghts res is called a ___________________. Someone who owns a home is called a ___________________. Someone who breaks the law is called a ___________________. Something that saves lifes is called a ___________________. Someone who builds ships is called a ___________________. Someone who holds stock is called a ___________________. Someone who makes trouble is called a ___________________. 2. Here is a new pattern. Fill in the blanks: If steam runs the boat, it is called a steamboat . If wind runs the mill, it is called a ___________________. If a motor runs the cycle, it is called a ___________________. If water turns the wheel, it is called a ___________________. 3. And here is a lightly different pattern: A bee that makes honey is called a ___________________. A girl who works with cows is called a ___________________. A glass that measures the hours is called an ___________________. A mate who shares a room is called a ___________________. A man who makes sales is called a ___________________. 4. Fill in the blanks: Bread you make with ginger is gingerbread . Sauce you make with apples is ___________________. A knife you carry in your pocket is a ___________________. Wax made by bees is ___________________. 172
www.ck12.org Cake eaten with coffee is ___________________. Work you do at home is ___________________. A pot in which you make tea is a ___________________. A tub in which you take baths is a ___________________. A room in which you take baths is a ___________________. Paste with which you clean your teeth is ___________________. Water is which you wash dishes is ___________________. The room in which you eat lunch is the ___________________. A eld in which people ght a battle is a ___________________.
Word Venn. This Venn can be a bit tricky because you have eight different groups to worry about. But if you go slowly and surely and are careful to check off words as you enter them into the circles, you should be able to get things all sorted out. Inside circle A put only compound words that contain the sound [r]. Inside circle B put only compounds that contain the sound [l]. Inside circle C put only compounds that contain the letter <y> spelling a vowel sound:
bookkeeper reghter roommate battleeld
daybreak troublemaker eyebrow lawbreaker
honeybee headlight pocketknife blackberry
toothache schoolboy dogght motorcycle
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4.16. Lesson Forty
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4.16 Lesson Forty
The Prex
1. An element is a part of a written word that adds meaning to the word. A sufx is _____________________________ ___________________________________. A base is _____________________________ ___________________________________. A free base is ____________________________ ____________________________________. A bound base is _____________________________ ___________________________________. 2. Here is a new term: A prex is an element that cannot stand free as a word and goes at the front of words. All of the following words contain the same prex. Analyze each word into its prex and free base:
TABLE 4.12:
Word rebuild reheat rewrite replay redo relieve = Prex = = = = = = + Free Base + + + + + +
3. Think about what the word rebuild means. Then think about what the free base build means. Which of these meanings does the prex re- add to the word rebuild? Not, Again, More than one, or Yesterday? ____________________ 4. Be ready to talk about these questions: A. How did you gure out what the prex was? B. How did you gure out what the prex meant? 5. Not all words that start out with the letters <re> contain the prex re-. Four of the following words do and four do not:
redraw ready 174
reader relight
rewritten reddest
reach remake
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6. Be ready to talk about this question: How did you gure out which four words contained the prex re-?
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The Meanings of
1. Sometimes the prex re- means Again and sometimes it means Back. 2. All of the words below contain the prex re-. Divide each word into its prex and its shorter word. Then in the last column write down either Again or Back, depending on what you think the re- means in that word.
TABLE 4.13:
Word repay recycled replace rewriting rebuild rebounds reselling replayed reheat refueled rerunning = Prex = re = = = = = = = = = = + Shorter Word + pay + + + + + + + + + + Re- means: Back
3. Seven of the shorter words you found above can be divided into an even shorter free base plus a sufx. Write the seven words in the Words column below and divide each one into its free base and sufx. Show any twinning and nal <e> deletion:
TABLE 4.14:
Word = Free Base = = = = = = = + Sufx + + + + + + +
4. Sometimes the prex re- means _____________ and sometimes it means _______.
Word Find Find these twelve words, each of which contains the prex re-: 176
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repay rebuild relive
recycle replay relight
replace refuel redraw
rewrite redo rewritten
Words in alphabetical order:
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Test Five TABLE 4.15:

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [r] = _______; [t] = _______ [y] = _______; [n] = ______ [r] = _______; [v] = ______ [r] = _______; [th ] = ______ [r] = _______; [th] = ______ Prex + Free Base + Sufx = ________ Prex + Free Base + Sufx = ________ Prex + Free Base = ________ Free Base + Sufx = ________ [r] = _______; [t] = ______
TABLE 4.16: Answers to Test Five

Words 1. parrot 2. beyond 3. arrive 4. breathe 5. earth 6. replaying 7. recycled 8. rebuild 9. sorrier 10. written Analysis [r] = <rr> ; [t] = <t> [y] = <y> ; [n] = <n> [r] = <rr> ; [v] = <v> [r] = <r> ; [th ] = < th > [r] = <r> ; [th] = < th > Prex + Free Base + Sufx = re + play + ing Prex + Free Base + Sufx = re + cycl e + ed Prex + Free Base = re + build Free Base + Sufx = sorr y + i + er [r] = <wr> ; [t] = < tt >
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1. Mark the rst vowel in each of these words with a <v>. Then mark the next two letters, either <v> or <c>. If you get to the end of the word before you have marked three letters, use the tic-tac-toe sign to mark the end of the word:
baby follows scene union ate
hobbies cutely yes yesterday placing
monkey icing reddest hot ride
white pattern rid that these
grandfather home watches then whole
Now in words ending VC# mark the letter in front of <v> either <v> or <c>. 2. Sort the words into this matrix:
3. In the patterns _______________ and ____________ the vowels are __________, but in the pattern _________the rst vowel is ________________. 4. Mark the rst vowel in each of these words with a <v>. Then mark the next two letters, either <v> or <c>:
hopes seller placing
alcohol sister lucky
uncle union follow
hobbies whose safely
even yesterday wrong
cutest whitest written 179
4.19. Lesson Forty-three 5. Now sort the words into this matrix. Several squares should be empty when you are done:
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Review of Consonant Sounds and Letters

1. Underline the letters that spell [p], [b], [t], [d], [k], and [g] in these words:
pattern thinker picnic replace school asking
beauty doggies yesterday supply kickers battle
ability backs account library together society
design princess attorney bottle hungry applesauce
success ghost hobby reddest supplies grandmother
2. Now sort the words into the following groups:
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4. Two ways of spelling [p] are ____ and ____. 5. Two ways of spelling [b] are ____ and ____. 6. Two ways of spelling [t] are ____ and ____. 7. Two ways of spelling [d] are ____ and ____. 8. Three ways of spelling [g] are ____, ____ and ____. 9. Five ways of spelling [k] are ____, ____, ____, ____ and ____.
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Review of Vowel Sounds and Letters

1. Circle the letters that are spelling the rst vowel sound in these words:
safely hiding united gave watered play mommy
ready often cutest yesterday show hello those
teachers loading good even brother freeways young
sister buzzing dancing princess rulers dinners who
grandfather moon after cycle book whitest full
2. Sort the words into these groups. Each word goes into just one group:
TABLE 4.17: Words with the sound . . .

[a] 3. [ a] [e]

[ e] 4. [i] [ ]

[o] 5. [ o] [u]

] [oo ] [oo ] [yoo
6. In the words above two ways to spell [ a] are _____ and _____. 7. In the words above two ways to spell [e] are _____ and _____. 8. Three ways to spell [ e] are _____, _____, and _____. 9. Two ways to spell [ ] are _____ and _____. 183
4.21. Lesson Forty-ve 10. Two ways to spell [o] are _____ and _____. 11. Three ways to spell [ o] are _____, _____, and _____. 12. Three ways to spell [u] are _____, _____, and _____. ] are _____ and _____. 13. Two ways to spell [oo ] are _____, _____, and _____. 14. Three ways to spell [oo ] is _____. 15. One way to spell [yoo
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Word Venn. Inside the A circle put only words that contain the sound [a]. Inside circle B put words that contain the sound [g], and inside circle C put words that contain [k].
thinking thought watchdog cowgirl dogcatcher
glasses laughed handcuffs daybreak through
English grandmother after alcohol square
knees ghosts language dancing catches
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Review of Prexes and Sufxes

1. An element that cannot stand free as a word and goes at the front of a word is called a ______. 2. An element that cannot stand free as a word and goes at the end of a word is called a _______. 3. Some of these words have both a prex and a sufx. Some have just a prex. Some have just a sufx. Analyze each word into its free base and any prexes or sufxes it may have.
TABLE 4.21:
Word rebounds monkeys unmixed reviewed churches quickest visiting repays refueled undresses thoughts unsafe rebuilding reheated = Analysis = re + bound + s = = = = = = = = = = = = =
4. Add these prexes, words, and sufxes together to spell some longer words.
TABLE 4.22:
Prexes, Words, and Sufxes read + er ghost + s design + er + s re + light + ing un + load + ed work + er + s young + est show + ing + s re + do + ing demand + ed breathe + ing princess + es turtle + s = Longer Word = builder = = = = = = = = = = = = 185
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Prexes, Words, and Sufxes breath + less + ly round + est heat + er + s = Longer Word = = =
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Review of Simple Addition and the Three Changes

1. Divide these words into shorter words and sufxes. Be sure you show any cases of twinning, nal <e> deletion, or <y>s that are changed to :
TABLE 4.23:
Word libraries maddest recycles societies helicopters rerunning named shutter families rewriting ruler stories = Free Stem = librar y+ i = = = = = = = = = = = + Sufx + es + + + + + + + + + + +
2. Add these prexes, words and sufxes together. Show any twinning or nal <e> deletion, or <y>s that are changed to :
TABLE 4.24:
Prexes, Words, and Sufxes family + es century + es un + plan + ed short + est re + live + ed brother + s mad + er book + keep + er un + time + ed teach + er + s supply + es success + es zoo + s think + er + s un + done full + est society + es = Longer Word = = = = = = = = = = = = = = = = = 187
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Prexes, Words, and Sufxes book + s quick + est ghost + s un + mix + ed clothe + ing picnic + s supply + er + s six + th + s head + ache + s ice + y + est re + view + er + s = Longer Word = = = = = = = = = = =
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + Free Base + Sufx = _____ Free Base + Sufx = _____ [p] = _____, [t] = ____, [r] = ____ Free Base + Free Base = _____ Free Base + Sufx = _____ ] = _____, < s > = [ ] [yoo [k] = ____ and ____, < s > = [ ] [y] = ____, [ a] = ____ [s] = ____ and ____, [z] = _____ Prex + Free Base + Sufx + Sufx = _____
TABLE 4.26: Answers to Test Six

Words 1. unmixed 2. churches 3. pattern 4. grandfather 5. clothing 6. unions 7. picnics 8. yesterday 9. princesses 10. reviewers Analysis Prex + Free Base + Sufx = un + mix + ed Free Base + Sufx = church + es [p] = , [t] = < tt >, [r] = <r> Free Base + Free Base = grand + father Free Base + Sufx = cloth e + ing ] = , < s > = [z] [yoo [k] = <c> and <c> , < s > = [s] [y] = <y> , [ a] = <ay> [s] = <c> and <ss> , [z] = < s > Prex + Free Base + Sufx + Sufx = re + view + er + s
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C HAPTER
Chapter Outline
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5.1 Lesson One
Review of Letters, Vowel Sounds, and Patterns

1. Vowel and Consonant Letters. The letters < a >, <e>, , and <o> are always vowels. The letters , <w>, and <y> are sometimes vowels and sometimes consonants. The other nineteen letters are always consonants. The letter <y> is a consonant only when it spells the [y] sound it spells in words like yes and beyond. Everyplace else its a vowel. The letter is a consonant only when it comes right after the letter <q> or when it spells the [w] sound as it does in language and quick. Everyplace else its a vowel. The letter <w> is usually a consonant. It is a vowel only when it helps < a >, <e>, or <o> spell vowel sounds, as in fawn, ew, and cows. 2. Vowel Sounds. The short vowel sounds: Short < a > [a] bat Short <e> [e] bet Short [i] bit Short <o> [o] cot Short [u] cut ] cook Dotted short [u The long vowel sounds: Long < a > [ a] bait Long <e> [ e] beet Long [ ] bite Long <o> [ o] boat Long <oo> [ u] coot Long <yu> [y u] cute 3. Read the following words aloud and then ll in the blanks:
inch put
strike roast
fail move
gather argue
loss sense
trust keep
The word with short < a >, [a], is _________________. The word with long < a >, [ a], is __________________. The word with short <e>, [e], is _________________. 191
5.1. Lesson One The word with long <e>, [ e], is __________________. The word with short , [i], is _________________. The word with long , [ ], is __________________. The word with short <o>, [o], is _________________. The word with long <o>, [ o], is __________________. The word with short , [u], is __________________. ], is __________________. The word with dotted short , [u The word with long <oo>, [ u], is __________________. The word with long <yu>, [y u], is __________________.
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3. Vs and Cs. When we mark the vowel and consonant letters in words, we mark the vowels v and the consonants c. Mark the vowel and consonant letters in the following words:
gather losses draws
mix glimpsed sense
fail quiz youth
settle thousand universe
valley eight effort
4. VCC and VCV. In the pattern VCC the vowel is usually short. In the pattern VCV the rst vowel is usually long:
ask vs. ate vcc vcv
In each of the following words a vowel is marked v. Mark the next two letters either v or c and sort the words into the matrix:
doctor v fty v
settle v problem v
trust v sentence v
genie v move v
strike v union v
sense v notice v
caged v dollar v
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In the pattern VCV the rst vowel is usually __________, but in the pattern VCC the vowel is usually _________.
Word Pyramids. In a Word Pyramid you pile shorter words on top of longer ones to form a pyramid. We give you the bottom and longest word. Your job is to take one letter away from that word and rearrange the letters to form a new word that is one letter shorter than the one below it. You keep doing that until you get to the top. In the Word Pyramid below, each word must contain the sound [t] spelled <t>. The only three-letter word you can make out of vote is toe, which does contain <t> and goes right above vote. The only two-letter word you can make from toe is to. The only one-letter word with <t>, is T , which is short for tee shirt and is also used in the phrase, My new bicycle suits me to a T . Thus, the lled-out Pyramid would look like the following:
In the following Pyramid each word must contain a long vowel sound:
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5.2. Lesson Two
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5.2 Lesson Two
Review of Elements, Simple Addition, and Compound Words

1. Elements are the smallest parts of written words that add meaning to the words. There are three kinds of elements: prexes, bases, and sufxes. Prexes are elements that go at the front of words and cannot stand free as words. Un- and re- are prexes in the words unpainted and remixing. Bases are elements that can have prexes and sufxes added at the front and back. Free bases are bases that can stand free as words, like the bases paint and mix in the words unpainted and remixing. Sufxes are elements that go at the end of words and cannot stand free as words. In the words unpainted and remixing, -ed and -ing are sufxes. 2. The Rule of Simple Addition. Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. Add the following prexes and sufxes to the free bases to spell words. All of the elements combine according to the Rule of Simple Addition:
TABLE 5.1:
Prex un un re re un re un re un re + Free Base + friend + fail + move + search + arm + arm + nish + nish + trust + act + Sufx + ly + ing +s + er + ed + ing + ed + ed + ing + ing = Word = unfriendly = = = = = = = = =
3. Now try some the other way around. Analyze each of the following words into its elements. Most contain a prex. All contain a free base and a sufx:
TABLE 5.2:
Word unmixed remixing searches losses redrawing undoctored 194 = Analysis = un + mix + ed = = = = =
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Word genies = Analysis =
4. Compound Words. Words like somebody that are made up of two or more shorter words are called compound words, or just compounds. Divide each of the following words into two parts. In some words Part 1 is a prex and Part 2 is a free base. In some words Part 1 is a free base and Part 2 is a sufx. Some of the words are compounds in which both Part 1 and Part 2 are free bases.
TABLE 5.3:
Word searchlight remove strikeout gathered landll inchworm roaster trusted rewrap birdcage youths mixer Part 1 Part 2
Write the ve compound words from the table above into these boxes: . . .
In each of the ve compounds did the shorter words combine through simple addition? _________________ Nearly all compound words combine by simple addition
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5.3. Lesson Three
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5.3 Lesson Three
Review of Twinning and Final <e> Deletion

1. The Twinning Rule. Unless it is the letter <x>, you twin the nal consonant of a word that has one vowel sound and ends in the pattern CVC when you add a sufx that starts with a vowel:
run + n + ing cvc v
Add the sufx to each of the following words. Remember the twinning rule:
TABLE 5.4:
Word tap + p trip twig put roast gyp search quiz in bar gleam wax tap up + Sufx + ing + ed +s + ing + er + ed + ed + ing + ing + ed + ing +y +s + er = New Word = tapping = = = = = = = = = = = = =
2. Rule for Deleting Silent Final <e>. If a word ends with a silent nal <e> that shows that a vowel sound is long, you delete the silent nal <e> when you add a sufx that starts with a vowel. Add the sufx to each of the following words. Sometimes they will combine through simple addition, sometimes there will be twinning, and sometimes a nal <e> will be deleted:
TABLE 5.5:
Word strik e tax move twig decide roast 196 + Sufx + ing + es + ed +y + ed + ed = New Word = striking = = = = =
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Word president problem cut search dim obey fail scrub succeed + Sufx +s +s + er + ing + est + ing + ed + er + ing = New Word = = = = = = = = =
3. Unless it is an <x>, you twin the nal ______ of a word that has one ______ vowel sound and ends in the pattern ______ when you add a ______ that starts with a ______. 4. If a word ends with a silent nal <e> that shows that a vowel sound is ______, you ______ the silent nal <e> when you add a ______ that starts with a ______.
Word Venn. A Word Venn is an activity for helping you sort things out, or divide them into groups. Inside the circle, in the area marked 1, you should put only words that contain examples of nal <e> deletion. Outside the circle, in the area marked 2, you should put only words that do not contain examples of nal <e> deletion. bared barred taped
tapped waxing succeeding
cuter cutter decided
obeyed removing striker
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5.4. Lesson Four
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5.4 Lesson Four
Review of Plural Nouns

1. Does singular mean one or does it mean more than one? _______________________________ 2. Does plural mean one or does it mean more than one? _______________________________ 3. Do sufxes go at the front or at the back of words? _______________________________ 4. Does a plural sufx add the meaning one or the meaning more than one? _______________________________ 5. There are three things to remember when you Cbs-want to add plural sufxes to singular nouns: i. with singular nouns that end with the sounds [s], [z], [ch], or [sh], you add the sufx -es; ii. with singular nouns that end in the letter <y> with a consonant letter right in front of the <y>, you change the <y> to and add the sufx -es; iii. but with other singular nouns you just add the sufx -s . 6. Here is a review of the noun plural sufxes -s and -es. Add whichever sufx is required for each of the following singular nouns and show any changes that take place:
TABLE 5.6:
Singular Noun evening bunch sky strike mix fty doctor array company exception 7. Now try some the other way around: + Plural Sufx +s + + + + + + + + + = Plural Noun = evenings = = = = = = = = =
TABLE 5.7:
Plural Noun bunches companies 198 = Singular Noun = bunch = + Plural Sufx + es +
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Plural Noun presidents nishes displays sentences skies problems valleys friends searches recesses = Singular Noun = = = = = = = = = = + Plural Sufx + + + + + + + + + +
8. Be ready to discuss this question: When do we use the plural sufx -es?
Word Venn. This Venn is different from the one you did in the previous lesson because it has two circles that intersect, or overlap, one another. Inside circle A put only those singular nouns that use the sufx -es to form their plural. Inside circle B put only those singular nouns that end with the letter <y>. What should you put inside the overlap area labeled 2? ______________________________________________________ ______________________________________________________ ______________________________________________________ What kind of singular nouns should you put outside the circles in the area labeled 4? ______________________________________________________ ______________________________________________________ ______________________________________________________
exception
fty valley
mix search display
president array company
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5.5 Lesson Five
A New Word:
1. When we take prexes or sufxes away from a word, the part that is left over is called the stem. So if we took the prex reaway from the word repaying, we would have the word paying left over and we call that leftover part the stem. If we took the sufx -ing away from the word repaying, the stem would be repay. We also use the word stem to refer to a word to which we are going to add prexes or sufxes. If we added the prex re- to the word pay, we would say that pay was the stem of the new word, repay. So the word stem can be used in two different ways: It can be used to refer to what is left over after prexes or sufxes are taken away from a word, and it can be used to refer to a word to which we are going to add prexes or sufxes. 2. Fill in the blanks as we have done with the rst three:
TABLE 5.8:
Word repayments repayments repayment repayment payment repay minus a prex or sufx prex re sufx -s prex re sufx -ment sufx -ment prex re= Stem = payments = repayment = payment = = =
3. Here are some words with both prexes and sufxes. Take away the prex or sufx given for each word to reveal a stem. Watch for cases of twinning and nal <e> deletion:
TABLE 5.9:
Word researched researched untruthful untruths untruthful dismounted remounting worried reacting unchallenging dishone untapped resettlement befriended minus a prex or sufx re -ed -ful -s un -ed -ing -ed re un dis un re -ed = Stem = searched = = = = = = = = = = = = =
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4. In the following table you start with a stem to which you add a prex or a sufx to create a new word:
TABLE 5.10:
Stem noticed disservice quiz serviceable digested repack licensed charged disbar original waxed announce obliged + prex or sufx + un+ -es + -ed + un+ un+ -ing + un+ dis+ -ed + un+ re+ -ment + un= New Word =unnoticed = = = = = = = = = = = =
4. The word stem is a handy one to know. Remember that the same word can make different stems because stems are whatever is left when we take away prexes or sufxes. And remember, too, that we also use the word stem to refer to a word to which we are going to add prexes or sufxes. Some stems do not have prexes or sufxes. They contain just one or more bases. But although a stem does not have to have a prex or sufx, every stem must have at least one base. We call bases that can stand free as words free bases, like the base paint in the word repainted. We also call stems that can stand free as words free stems, like the stems repaint and painted in the word repainted. announcement (3:5:2) befriended (3:5:2) disbarred (3:5:2) discharged (3:5:2) dishonest (3:5:2) dismounted (3:5:2) payment (3:5:1) quizzed (3:5:2) reacting (3:5:2) remounting (3:5:2) repacking (3:5:2) repay (3:5:1) repayment (3:5:1) repayments (3:5:1) researched (3:5:1) resettlement (3:5:2) rewaxed (3:5:2) 202
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5.6. Lesson Six
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5.6 Lesson Six
The Prexes Spelled <un>

1. A part of a written word that adds meaning to the word is called an ______. 2. An element that cannot stand free as a word and that goes at the front of words is called a ______. 3. A stem that can stand free as a word is called a ______. 4. All of these words contain the same prex:
unable
unnished
unclear
uworried
unfriendly
untruth
What is the prex in these words? ______. 5. Divide each of these six words into its prex and free stem:
TABLE 5.11:
Word unable unnished unclear uworried unfriendly untruth unoriginal undecided = Prex = = = = = = = = + Free Stem + + + + + + + +
6. Think about what the word unable means. Then think about what the word able means. What do you think the prex un- must mean in unable: not, again, yesterday, more than one? ______ Does un- seem to mean this same thing in the other ve words? ______. 7. Now look at these seven words:
unpack
unbar
unlock
undo
unwrap
unfold
untie
What is the prex in these words? ______ Does the prex have the same meaning in these words that it has words like unreal? ______ What does it seem to mean in these seven words: again, more than one, yesterday, or reverse? ______ There are actually two different prexes spelled <un>. The rst un- means not, oppositie; the second means reverse, remove. 8. Divide each of these words into prex, free stem, and sufx. Show any twinning or nal <e> deletion:
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TABLE 5.12:
Word unannounced undecided unlocking unlined uncolored undoing unmixed unbuttoned untouched unwrapping unbarred unfolding = Prex = un = = = = = = = = = = = + Free Stem + announc e + + + + + + + + + + + + Sufx + ed + + + + + + + + + + +
8. The prexes spelled <un> mean two different things: ________________________ and ____________________________.
Word Find. The UN-shaped Find below contains the following thirty-two words, all of which begin with a prex un-:
unable unannounced unarmed unasked unbar uncaged unclear uncolored
uncooked uncut undecided undigested undo undone unexceptional unnished
unt unfold unfriendly unlined unlock unmixed unnamed unnoticed
unoriginal unsettling untapped untie untouched untruthful unworried unwrap 205
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5.7 Lesson Seven
More About
1. The two prexes spelled <un> have different meanings: In the word unable, un- means ________. We will call this prex un-1 . In the word unlock, un- means ________. We will call this prex un-2 . 2. Sort the following words into the two groups below:
unpack unoriginal unbutton unworried
uncolored untie unobliged unlicensed
unfold unlock unnoticed unlined
unfriendly unclear unwaxed unwrapping
3. Not every word that starts with the letters <un> contains a prex un-. Read the following words and then sort them into the two groups below:
understand unannounced unarmed
units undoing unchallenging
untie universe untruth
unbutton union unable 207
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4. Be ready to explain how you identied the words that do not contain a prex un-.
Word Squares
undo
unbar uncut undid untie
unlock unsung untrue
unclear unheard
uncolored untouched
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5.8 Lesson Eight
Another Sufx Spelled

1. Consider the sentence He seems upset. If we put Now and Yesterday before that sentence, we get the following: a. Now he seems upset. b. Yesterday he seems upset. Sentence 2 should sound odd to you. To make it sound right, we must change seems to seemed : Yesterday he seemed upset. Words that change their pronunciation and spelling to show a change in time the way seems changed to seemed are called verbs. So seemed and seems are verbs. The following are three different ways of describing a verb: a. A verb is a word that changes its spelling and pronunciation to show a change in time. b. A verb is a word that shows action or a state of being. c. Most verbs will make sense in one of the following blanks: They __________ okay. or It __________ okay. 2. Usually we use the sufx -ed to show past time. Many verbs that show present time use the sufx -s . Analyze each of the verbs seemed and seems into its free stem and sufx:
TABLE 5.13:
Verb seemed seems = Free Stem = = + Sufx + +
3. What is the sufx in seems? __________. This -s sufx is spelled just like the -s sufx that adds the meaning more than one to singular nouns and makes them plural. But they are two different sufxes. In the verb seemed the sufx -ed adds the meaning in the past. In the verb seems which of these meanings does the sufx -s add: not," again," now"? __________. So we have two sufxes spelled < s >. The one for nouns adds the meaning more than one, and the one for verbs adds the meaning __________. 4. Analyze each of these verbs into its prex, free stem, and sufx. Be sure to show any changes:
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TABLE 5.14:
Verb unmatched unwrapped reattached unlocks reweighs untried reacts = Prex = un = = = = = = + Free Stem + match + + + + + + + Sufx + ed + + + + + +
5. Add these prexes, free stems, and sufxes together to make verbs. Show any changes:
TABLE 5.15:
Prex un un re un re un re re re re re un + Free Stem + button + pack + fasten + fold + load + dress + pay + wrap + wax + order + package + cover + Sufx +s + ed +s + ed + ed + ed +s + ed + ed + ed + ing + ed = Verb = = = = = = = = = = = =
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5.9 Lesson Nine
Sometimes 1. When you want to make a plural out of a singular noun that ends in the sounds _____, _____, _____, or ____, you add the sufx _____, and when you make a plural out of a singular noun that ends in a <y> with a _____ letter right in front of it, you change the _____ to _____ and add the sufx _____, but with other singular nouns you just add the sufx _____. 2. Analyze each of these plural nouns into its singular noun plus sufx:
TABLE 5.16:
Plural Noun units taxes universes friends bunches lines goddesses nights thirties brushes recesses foxes companies = Singular Noun = unit = = = = = = = = = = = = + Sufx +s + + + + + + + + + + + +
3. The rule for the sufx that turns singular nouns into plurals is just the same as the rule for the sufx that adds the meaning now to verbs: You add the meaning now to a verb that ends in the sounds _____, _____, _____, or ____ by adding the sufx _____, and you add the meaning now to a verb that ends in a <y> with a ____ letter right in front of it by changing the _____ to _____ and adding the sufx _____, but with other verbs you just add the sufx _____. 4. Add either -s or -es to each of these verbs
TABLE 5.17:
Verb y+ i hurry attach read glimpse recess quiz obey + Sufx + es + + + + + + + = Verb with the Meaning Now = ies = = = = = = = 211
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Verb zz weigh seem brush cough try + Sufx + + + + + + = Verb with the Meaning Now = = = = = =
Word Find This Find is shaped like ES because it contains twenty-two verbs that end with the sufx -es. See how many you can nd. As you nd and circle each one, copy it into the blanks below. If you can nd more than twelve, you have done well. Twenty or more is super.
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5.10 Lesson Ten
Test One TABLE 5.18:

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis ] = < > Free base + sufx = _____ [u [u] = < > Prex + free base + sufx = _____ VCC = < > Free base + sufx = _____ Prex + free base + sufx = _____ [e] = < > Prex + free base + sufx = _____ VCV = < > Free stem + sufx = _____ [y u] = < > Free stem + sufx = _____ [z] = < > & < > Free base + sufx = _____ VCC = < > Free stem + sufx = _____ [u] = < > Free stem + sufx = _____

Words 1. youths 2. unwrapping 3. valleys 4. researches 5. unfriendly 6. decided 7. universes 8. quizzes 9. fties 10. companies Analysis ] = ou Free base + sufx = youth + s [u [u] = u Prex + free base + sufx = un + wrap + p + ing VCC = all Free base + sufx = valley + s Prex + free base + sufx = re + search + es [e] = ie Prex + free base + sufx = un + friend + ly VCV = ide Free stem + sufx = decid e + ed [yu] = u Free stem + sufx = univers e+ es [z] = zz & s Free base + sufx= quiz + z + es VCC = ift Free stem + sufx = ft y + i + es [u] = o Free stem + sufx = compan y + i + es
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5.11 Lesson Eleven
Hearing 1. The sufxes -s and -es are pronounced different ways. These four verbs contain the sufxes -s or -es. Analyze each verb into its free stem and sufx
TABLE 5.20:
Verb weighs knocks ashes cries = Free Stem = = = = + Sufx + + + +
2. Say the four verbs very carefully: weighs, knocks, ashes, cries In weighs -s is pronounced [z]. In knocks -s is pronounced [s]. In ashes -es is pronounced [iz]. In cries -es is pronounced [z]. But although -s is sometimes pronounced [z] and sometimes [s], it is always spelled < s >. And although -es is sometimes pronounced [iz] and sometimes [z], it is always spelled <es>. 3. Say each of the following verbs. In the column to the right of each one write out the pronunciation of the -s or -es sufx
TABLE 5.21:
Verb gives trips xes strikes buttons digests presses weighs unlocks fastens Sufx [z] Verb grows lets zzes says ashes hurries talks attaches taxes coughs Sufx Verb nishes holds waits matches remixes seems shapes obeys dresses sniffs Sufx
4. Combine the following elements into longer words. Show any twinning, nal <e> deletion, and changes of <y> to :
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TABLE 5.22:
Element match + ed un + hurry + ed tax + es cough + ing obey + ing un + bar + ed re + weigh + ed un + color + ed re + shape + ing re + nish + er + s button + s company + es = Words = = = = = = = = = = = =
5. Write down some verbs from this lesson in which the sufxes -s and -es have their different pronunciations:
TABLE 5.23:
Sufxes -s = [s] in -s = [z] in -es = [iz] in -es = [z] in Verbs
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5.12 Lesson Twelve
Sometimes
1. The sufx -s is sometimes pronounced ____ and sometimes pronounced ____, but it is always spelled ____. The sufx -es is sometimes pronounced ____ and sometimes pronounced ____, but it is always spelled ____. 2. Read these verbs. Listen carefully to the sufxes -s and -es:
gives holds says digests seems taxes
grows xes matches hurries weighs obeys
nishes waits buttons universes attaches cries
trips zzes sniffs presses shapes coughs
lets strikes ashes talks unlocks erases
3. Sort the verbs into these two groups:
4. Sort the verbs that contain the sufx -es into these two groups: 216
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5. When the sufx -es is added to verbs that end with the letter <y> with a consonant letter in front of it, the <y> is changed to _____ and the -es is pronounced _____. 6. When you want to make a plural out of a singular noun that ends in the sounds _______, _____, _____, or _____, you add the sufx _____, and the sufx is pronounced _____.
Word Squares Fit these twelve -s and -es verbs into the squares. Weve given you a start:
repays
demands
keeps dresses
zzes matches
rights presses
sniffs studies
brushes hurries
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Sometimes -s is [z], Sometimes [s]

1. Each of the following verbs ends with the sufx -s. Say each one carefully:
gives holds elects
keeps says unlocks
talks resounds coughs
grows sniffs weighs
waits digests fastens
strikes unearths seems
2. Sort the verbs into these two groups:
3. Analyze each of the verbs in which -s is pronounced [s] into its free stem and sufx:
TABLE 5.24:
Verbs with -s pronounced [s] elects keeps unlocks talks coughs sniffs waits digests strikes unearths = Free Stem = = = = = = = = = = + Sufx + + + + + + + + + +
Each of the free stems above should end with the sounds [p], [t], [f], [th], or [k]. 4. When the sufx -s is added to a verb that ends in [p], [t], [f], [th], or [k], the -s is pronounced ______. Everywhere else the sufx -s is pronounced [z]. 218
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The Combinations [ks] and [kw]

1. You can hear the combination [kw] at the beginning of queen. You can hear the combination [ks] at the end of x. 2. Underline the letters that spell [ks] or [kw]. In words like likes the <e> is not helping spell the [ks]. It is marking the long vowel, so you should just underline the <k> and < s >: lik es .
expense blinks quizzed locks relax
squeaks mixed parks mechanics taxes
jokes remarks exercise quits mistakes
tricks require fox attacks weeks
3. Sort the words into these two groups. Be careful: One word goes into both groups.
4. In seven words [ks] is spelled ______ In six words [ks] is spelled ______ In three words [ks] is spelled ______ In one word [ks] is spelled ______ 220
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6. Four ways of spelling [ks] are ______, ______, ______, and ______. 7. In all the words that contain [kw], how is the [kw] spelled? ______. That is the way we spell [kw] just about all the time! 8. How Do You Spell [kw]? The combination [kw] is normally spelled ______.
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5.15 Lesson Fifteen
More About [ks]

1. Underline the letters that spell [ks] in these words. Remember that in words like likes the <e> is not helping spell the [ks], so you should underline just the <k> and < s >:
mistakes remarks fox weeks 2. Sort the words into these four groups:
expense parks knocks taxes
tricks unmixed mechanics jokes
blinks exercise attacks relaxes
3. In the left column below write out the ten words you found with [ks] spelled <ks>, <cks>, or <cs>. Then analyze each one into its free stem and sufx:
TABLE 5.25:
Words with [ks] spelled <ks>, <cks> or <cs> likes = Free stem = like = = = = = = = = = + sufx +s + + + + + + + + +
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www.ck12.org 4. When [ks] is spelled <ks> or <cks> or <cs>, the < s > is a ______.
5. In the sixteen words you sorted out in this lesson [ks] is spelled <x> ______ times. 6. How Do You Spell [ks]? The sound [ks] is usually spelled ______, unless the [s] is a ______.
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5.16 Lesson Sixteen
Another Vowel Pattern: V

1. Mark the rst vowel letter in each of the following words [U+0080][U+0098]v[U+0080][U+0099]. Then mark the next two letters either [U+0080][U+0098]v[U+0080][U+0099] or [U+0080][U+0098]c[U+0080][U+0099]. If you get to the end of the word before you reach the second letter after the vowel, use the tic-tac-toe sign, #:
gyp vc die trip tiny frog
sue bottom tree tie toe
center cages tricky shoe joked
human put sniff blinked knock
2. You should have found four different patterns of v[U+0080][U+0099]s and c[U+0080][U+0099]s: Six words contain the pattern ______. Six words contain the pattern ______. Four words contain the pattern ______. Four words contain the pattern ______. 3. In the pattern VCC is the vowel long or is it short? ______. In the pattern VC# the vowel is also ______. But in the pattern VCV the rst vowel is ______. 4. In the words with the pattern VV# the second vowel is always the same letter. That letter is ______. Because these words all have <e> for the second vowel, we can call the pattern the Ve# pattern. 5. Now sort the words into the following matrix: 224
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6. In the VC# pattern the vowel is short, but in the Ve# pattern the rst vowel is ______.
Word Find This Find is shaped the way it is because it contains twenty-one words that all end in the pattern Ve#. As you nd them, sort them into the boxes below. If you dont nd all twenty-one, do not fret too much, for some of them are tricky. If you get more than twelve, you have done well. If you get more than eighteen, you have done very well.
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Among these words three spellings of [ e] in the pattern Ve# are ______, ______, and ______ Two spellings of [ ] in the pattern Ve# are ______ and ______. Two spellings of [ u] in the pattern Ve# are ______ and ______.
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Review of Stems and Sounds

1. In each of the analyzed words below underline the stem as we have done with unbarred. Watch how each different analysis uncovers a different stem:
2. In the words below you will nd some sufxes that may be new to you. Dont worry about that for now. Just underline the stems again:
3. For each word below give the correct spelling or sound called for in the Sounds and Spellings column. Then in the Another Word column write a word that contains the same sound spelled the same way, as we have done with the rst one:
TABLE 5.26:
Words foxes coughed dyed locks rescue trees Sounds and Spellings [ks] = <x> [f] = < > [ ] = < > [ks] = < > =[] ] = < > [e Other Words x
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Words shoes thousand quitting marriage genie toes letting matches mechanics Sounds and Spellings <oe> = [ ] [th] = < > [kw] = < > [r] = < > ] = < > and < > [e <s>=[] [t] = < > [ch] = < > [ks] = < > Other Words
4. When the sufx -es is added to verbs that end with the letter <y> with a consonant letter in front of it, the <y> is changed to ______ and the -es is pronounced ______. 5. When you want to make a plural out of a singular noun that ends in the letters ____, ____, ____, ___, or ______, you add the sufx ______, and the sufx is pronounced ______.
Word Venn. This Venn works just like the others you have done, except that it has three intersecting circles. So you have more groups into which to sort the words you are given. In Circle A put only singular nouns that end in silent <e>. In Circle B put only singular nouns that contain a long vowel. In Circle C put only singular nouns that take the plural sufx -es.
cough circle expense rescue 228
joker license try match
mechanic fox discharge sence
notice genie obey sky
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Test Two TABLE 5.27:

Words 1 2. 3. 4. 5. 6. 7. . 8. 9. 10. Analysis [n] = ______ [ks] = _____ [ks] = ____ Free stem + sufx = _____ [kw] = ______ Free stem + sufx = _____ [r] = ____ Free stem + sufx = _____ ] = ___ & ___ Free stem + sufx = ____ [e [k] = ______ [o] = ______ [f] = ______ [t] = _____ ] = ______ Free stem + sufx = _____ [e [t] = ______ Free stem + sufx = _____ [k] = ______ [ks] = ______ Free stem + sufx = _____ [ks] = ______ Free stem + sufx = _____

Words 1. knocks 2. relaxes 3. quitter 4. hurries 5. genies 6. coughed 7. sundaes 8. attaches 9. mechanics 10. exercises Analysis [n] = <kn> [ks] = <cks> [ks] = <x> Free stem + sufx = relax + es [kw] = <qu> Free stem + sufx = quit + t + er [r] = < rr > Free stem + sufx = hurr y + i + es ] = <e> & <ie> Free stem + sufx = genie + s [e [k] = <c> [o] = <ou> [f] = <gh> [t] = <ed> ] = <ae> Free stem + sufx = sundae + s [e [t] = < tt > Free stem + sufx = attach + es [k] = <ch> [ks] = <cs> Free stem + sufx = mechanic +s [ks] = <x> Free stem + sufx = exercis e + es
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Strong and Weak Vowel Sounds

1. When a word has more than one vowel sound, usually we do not pronounce all the vowels with the same loudness. The loudness that a vowel sound has in a word is called its stress. Some vowel sounds we pronounce very softly. When we do, those vowels have weak stress. Some vowel sounds we pronounce more loudly. Those vowels have strong stress. When we want to show that a vowel sound has strong stress, we put this mark over it like this: . For instance, to show that the strong stress in the word famous is on the rst vowel sound, we would mark it this way: fmous. 2. In the four words below the strong stress is on the rst vowel sound, and the weak stress is on the second vowel sound. Mark the strong stress in each word:
effort
passage
nish
circle
3. In the four words below the strong stress is on the second vowel sound, and the weak stress is on the rst vowel sound. Mark the strong stress in each word:
succeed 4. Mark the strong stress in these words:
among
confront
ahead
human valley fty
decide active settle
mountain method against
pleasant sentence dollar
5. Combine each free stem and sufx. Some combine by simple addition, some with nal [U+0080][U+0098]e[U+0080][U+0099 deletion, some with twinning. Be sure to show any changes that occur. Then mark the strong stress in the longer word you make:
TABLE 5.29:
Free Stem search valley tiny fail gyp + Sufx + es +s + est + ing + ed = Word = sarches = = = = 231
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Free Stem exercise trust knock up succeed dye sense problem effort attack roast + Sufx + er + ed + ing + er +s + ed +s +s +s + ing + ed = Word = = = = = = = = = = =
word Pyramid. All of the words in this Pyramid must contain the letter < a >.
If you rearrange the letters in search, you can spell three other six-letter words. How many can you gure out?
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5.20 Lesson Twenty
The Vowel Sound Schwa

1. There is another very common sound that is a lot like short , or [u]. It is the sound you hear at the beginning of the word alone, a soft uh sound. It is called schwa (rhymes with paw ). We will write schwa with what looks like an upside-down <e>: []. Schwa sounds like the short , [u], except that schwa is weaker. Short always has strong stress, but schwa always has weak stress. Schwa sounds like a very weak [u]. 2. Here are some words that have two vowel sounds, a short and a schwa. The short always has strong stress. The schwa always has weak stress. Sometimes the strong stress is on the second vowel sound, but usually it is on the rst. Mark the strong stress in each word: btton.
tunnel among
trustful dozen
cousin adjust
stomach confront
3. Each weak vowel in those eight words is the sound schwa. Underline the vowel letters that spell schwa in each word. You should nd ve different spellings of schwa: < a >, <e>, , <o>, and : 4. Among those eight words, schwa is spelled < a > in ______, ______, and ______. 5. Schwa is spelled <e> in ______ and ______. 6. Schwa is spelled in ______. 7. Schwa is spelled <o> in ______. 8. Schwa is spelled in ______.
Word Find This Word Find contains fourteen words, all of which contain schwa. We are not telling you ahead of time what the fourteen words are, but we have printed the letters that spell the fourteen schwas in bold type. Your job is to nd the fourteen words, circle them, and then use them to ll in the blanks at the bottom of the page. 233
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Schwa is spelled < a > in _____________, _____________, and _____________. Schwa is spelled <e> in _____________, _____________, and _____________. Schwa is spelled in _____________ and _____________. Schwa is spelled <o> in _____________. Schwa is spelled in _____________ and _____________. Schwa is spelled <ai> in _____________. Schwa is spelled <ea> in _____________. Schwa is spelled <ou> in _____________.
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Practice with Schwa

1. All of the following words contain two vowel sounds, one of which is schwa. In each word mark the vowel sound that has strong stress, and then underline the letters that spell schwa, as we have done with cousin:
c ousin human ahead against
trustful succeed purpose agent
mission sentence thousand buttons
pleasant sergeant mountain jealous
2. How many of the sixteen words have strong stress on the second vowel? _______ A word with two vowel sounds usually will have strong stress on the rst one. 3. Now sort the sixteen words into these groups:
TABLE 5.30: The words with [] spelled . . .

 <io> <ai> <ea> <ou>
4. The mark we use to show strong stress is called an acute accent. The word acute means sharp and comes from an old Latin word that meant needle which is what an acute accent looks like. (The word cute comes from the word acute .)
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The Combinations [ur] and [r]

1. You can hear both of the combinations [ur] and [r] in the word burner. Each of them combines a vowel with the sound of the <r>. They sound much alike, but one has strong stress and the other has weak stress. In burner is the strong stress on the rst vowel sound or is it on the second? ______. The pronunciation of the vowel sound with strong stress in burner is written [ur]. The one with weak stress is written with a schwa: [r]. We write the pronunciation of burner this way: [b urnr]. 2. Each of the following words contains the sound [ur]; none contains the sound [r]. Mark the strong stress in each word and underline the letters that spell [ur] .
perching
courage
service
purpose
3. Each of the following words contains the sound [r]; none contains [ur]. Mark the strong stress in each word and then underline the letters that spell [r]:
center
dollars
doctor
effort
4. Each of the following words contains either the sound [ur] or the sound [r]. None of them contains both. Mark the strong stress in each word and underline the letters that spell the [ur] or the [r]:
urgent
color
circle
surface
Which of the four words contains [r]? ________________. 5. Each of the following words contains both [ur] and [r]. Mark the strong stress in each word and underline the letters that spell [r]:
searcher
murder
workers
murmur
Word Flow In this Word Flow you can string together about one hundred words. Some will contain [ur]; some will contain [ur] and [r]. If you can get more than fty words, you are doing very well. 237
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The Prex
1. The twelve words below all contain the same prex:
mislaid misspell mistrust
mismatch misdeeds mismanaged
miscues misjudge misquote
misshaped misunderstand mistreatment
What is the prex in these words? __________ 2. Copy each of the twelve words into the table below and analyze it into its prex and free stem, as weve done with misshaped:
TABLE 5.31:
Word misshaped = Prex = mis = = = = = = = = = = = + Free Stem + shaped + + + + + + + + + + +
3. Not all words that start with the letters <mis> contain the prex mis-. Read over the following words carefully. Try taking the <mis> away from each of them. Among these words if after you take away the <mis>, you have a free stem left over, you know you have the prex mis-. But if you do not have a free stem left over, you do not have the prex mis-:
mislay misty misread
misery mismatches mister
mismanage misleading missile
mission mistake missed
Sort the twelve words into these two groups:
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TABLE 5.32:
Words that contain the prex mis-: Words that do not contain the prex mis-:
4. Combine the following prexes, free stems, and sufxes. Show any cases of twinning, nal <e> deletion, and changes of <y> to :
TABLE 5.33:
Prexes + Free Stems + Sufxes mis + shap e + ed mis + judge + ed mis + take + en re + move + ing wrap + er quiz + ed un + tap + ed if + y un + decide + ed in + ing = Words = misshaped = = = = = = = = =
5. Try some the other way around. Analyze the words below into prexes, free stems, and sufxes:
TABLE 5.34:
Word mistakes renishes unblinking mishaps removed mismanaging untried = Prex + Free Stem + Sufx = mis + tak e+ s = = = = = =
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The Meaning of
1. The prex mis- can mean different things, but it always means something negative or bad. Most of the time it means one of these three things: Bad or badly as in mistreat. If you mistreat people, you treat them badly. Lack of, failure to as in misre. If a gun misres, it fails to re. Mistakenly, incorrectly as in misread. If you misread a sign, you read it incorrectly. 2. Here are twelve mis- words:
misread misspell mistrust
mismatch misdeeds mislead
misunderstand mismanage misquote
mislaid miscues mistreat
Think about what each word means and compare that meaning with the meaning of the free stem that remains when you take away the mis-. Then sort the twelve words into the three groups below. Weve given you a few extra lines because sometimes you might feel that a certain word could go into more than one group. Thats okay. If you dont have all the blanks lled in, dont worry about it. And if you decide that you need more blanks than weve given you in a group, just add them. Be ready to talk about your choices:
TABLE 5.35: Words in which mis- means . . .

Bad, badly Lack of, failure of Mistakenly, incorrectly
3. Why do you think a mistake is called a mistake? ______________________________ ____________________________________________________________ 4. Mis- is the prex in the word mischief. The free stem is chief, which comes from an old French word that meant head and is also the source of chef, head cook. The French source of the word mischief meant to come to a head badly or mistakenly. So mischief originally meant behavior that would cause things to turn out badly.
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C HAPTER
Chapter Outline
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The Prex
1. So far you have worked with three prexes. They are all in the words below:
recounted
miscounted
uncounted
discounted
What are the three prexes with which you have worked? ________, ________, and _______. 2. There is a fourth prex in those four words. What is it? _________. 3. The prex dis- appears in all of the twelve words below:
discard disarm distrust
discount discover disagree
discharge dishonest disobey
disappear disorder disgrace
Like the prex mis-, the prex dis- can mean different things. But usually it means on of the following: Lack of, not as in dishonest Removal or reversal as in disinfect. Compare the meaning of each of the twelve words with the meaning of the free stem that is left when you take away the prex dis-. Then sort the twelve dis- words into the following two groups. Again we have given you some extra blanks, in case you feel that some words belong in more than one group:
TABLE 6.1: Words in which dis- means . . .

Lack of, not Removal, reversal
Word Changes Word Changes are puzzles in which you make changes in words according to directions you are given. Each change makes a new word. The last change makes a word that will solve the riddle at the end of the puzzle. a. b. c. d. Write the word misspell: __________ Take away the prex that means mistakenly and put on the sufx that means in the past: __________ Take away the fourth and fth letters in the word: __________ Move the rst letter in the word to the very end and change the p to the letter that comes two places after it in the alphabet: __________
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e. Change the second vowel in the word to the rst vowel in the alphabet; remove the last consonant in the word: __________ f. Put back the prex that means mistakenly. Then ll in the blank and answer the riddle: If you misspell a lot, your reader may __________ you.
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More Words with

1. Knowing what you know now about the prex dis-, sort out the following words as directed:
disorder disband
disks dishonor
disuse discolor
discontinue discard
discover disease
The word that does not contain the prex dis- is ____________ Most words that start out <dis> do contain the prex dis-! 2. There are two dis- words that deserve a special word: display and disaster. Display contains the prex dis- and the stem play, but the play in display is not the same as the play in playground or Play ball! The play in display comes from a Latin word that meant to fold. Display originally meant to fold out as when a Roman cloth merchant would display his goods. Our other word play didnt come from Latin at all. It came from German. At rst you might not recognize the dis- prex in the word disaster because the free stem you are left with seems odd: disaster = dis + aster. An aster is a ower, and what can owers have to do with disasters? The word aster comes from a Latin word that meant star. The owers are called asters because they are star-shaped. You can see part of that Latin word for star in words like astronomy, astrology, and astronaut. So, what do disasters have to do with stars? The Romans believed that our future was told in the stars. They had a word for a time when the stars foretold a bad future: disastrato, ill-starred. If something was ill-starred, it was sure to be a disaster. So that is what owers and stars and disasters have in common in our spelling.
Word Squares This Word Squares contains sixteen words that all start with the prex dis- and one that does not. Dont let the long ones scare you. Six letters: disarm 246
www.ck12.org disked disown Seven letters: disavow Eight letters: diseased disaster disarray Nine Letters: disgraced discovers dishonest discounts Ten letters: disservice Eleven letters: discontinue distrusting Twelve letters: disinfectant disadvantage dissatised
The word that does not contain dis- is _________. 247
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Spelling With Prexes

1. The prexes un-, re-, dis-, and mis- can cause some spelling problems. Look at the word misspell. We can analyze it into the prex mis- plus the free stem spell. Watch out for that <ss>! There is one < s > for the mis- and one < s > for the spell: mis + spell = misspell. Anytime you add mis- or dis- to a stem that starts with an < s >, you will get an <ss>. Anytime you add the prex un- to a stem that starts with an <n>, you will get an <nn>. Anytime you add the prex re- to a stem that starts with an <e>, you will get an <ee>. 2. Add the prex to the free stem. All combine by simple addition, but watch out for cases of <ss>, <nn>, and <ee>:
TABLE 6.2:
Prex mis un mis un re un dis un + Free Stem + spell + natural + spend + necessary + educate + noticed + satised + nerve = New Word = misspell = = = = = = =
3. Now try these. They also combine by simple addition:
TABLE 6.3:
Prex dis re dis mis dis re dis un mis mis un un + Free Stem + service + examine + color + strike + obey + elect + solve + cover + shape + leading + needed + remarkable = New Word = = = = = = = = = = = =
4. Now analyze each of the following words into its prex, free stem, and sufx. Show any changes that were made 248
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TABLE 6.4:
Word miscounted undecided mislaying undoing misdeeds mistreated discoverer disgraces unexamined discharged reordered discounts diseases returning unnerving disgracing repacked = Prex = = = = = = = = = = = = = = = = = + Free Stem + + + + + + + + + + + + + + + + + + Sufx + + + + + + + + + + + + + + + + +
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + free stem + sufx = ___________ Prex + free stem + sufx = ___________ [] = _____ [e] = _____ Prex + free stem + sufx = ___________ Prex + free stem + sufx = ___________ [] = _____ [u] = _____ Prex + free stem + sufx = ___________ [] = _____ Prex + free stem + sufx = ___________ [s] = ______ & ______ Free stem + sufx = ___________

Words 1. misspelling 2. discoverer 3. pleasant 4. mistreats 5. diseases 6. cousin 7. mismanaged 8. mountain 9. dissolved 10. sentences Analysis Prex + free stem + sufx = mis + spell + ing Prex + free stem + sufx = dis + cover + er [] = < a > [e] = < ea > Prex + free stem + sufx = mis + treat + s Prex + free stem + sufx = dis + eas e + es [] = [u] = < ou > Prex + free stem + sufx = mis + manag e + ed [] = < ai > Prex + free stem + sufx = dis + solv e + ed [s] =< s > & < c > Free stem + sufx = sentenc e + es
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Review of Vowel Letters and Patterns

1. The four letters that are always vowels are _____, _____, _____, and _____. 2. The three letters that are sometimes vowels and sometimes consonants are _____, _____, and _____. 3. The other nineteen letters that are always consonants are: ______, ______, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, _____, ______, and _____. 4. Be ready to talk about these questions: When is the letter <w> a consonant? When is the letter <y> a consonant? When is the letter a consonant? 5. In each of the following words nd the letter that is spelling the vowel sound with strong stress. Mark that letter v. Remember that in words with only one vowel sound, we assume that that vowel sound has strong stress. Then mark the next two letters after the stressed vowel, either v or c. You should nd two patterns among these words: VCC and VCV. Weve done the rst one for you:
bandage vcc gate ll maniac human Sort the words into these two groups:
major missile climate gather lady
sense joking dissolve tiny victim
opposite kept misty rise twice
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Word Changles. Changles combine Word Changes with Word Scrambles. Follow the directions carefully. Write the words you make in the column on the right. The shaded boxes will contain words that you worked with in Item 5 of this lesson.
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6.6 Lesson Thirty
Review of VCC and VCV

1. Write a word that contains each of these vowel sounds:
TABLE 6.7:
Short Vowel Sounds Short < a >, [a]: Short <e>, [e]: Short , [i]: Short <o>, [o]: Short , [u]: ] : Dotted short , [u Words gather
TABLE 6.8:
Long Vowel Sounds Long < a >, [ a]: Long <e>, [ e]: Long , [ ]: Long <o>, [ o]: Long <oo>, [ u]: Long , [y u]: Words
2. Here are the twenty words with which you worked in the last lesson:
bandage vcc gate vcv ll vcc maniac vcv human vcv
major vcv missile vcc climate vcv gather vcc lady vcv
sense vcc joking vcv dissolve vcc tiny vcv victim vcc
opposite vcc kept vcc misty vcc rise vcv twice vcv
In some of these twenty words the rst vowel is short. In some it is long. Sort the twenty words into the following matrix: 253
6.6. Lesson Thirty
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3. In words that contain the pattern VCC, the vowel is ________. In words that contain the pattern VCV, the rst vowel is ________.
Word Venn. Into circle A put only words that contain the sound [ a]. Into circle B put only words that contain the sound [a]. Into circle C put only words that contain [s] or [z].
gate maniac human opposite 254
attack disgrace lady gathers
victim major passageway climate
bandage missile match dissolve
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More Practice with the VCC and VCV Patterns

1. In words that contain the VCC pattern, the vowel is ________. In words that contain the VCV pattern, the rst vowel is ________.
2. In each of the following words nd the vowel letter that is spelling the vowel sound with strong stress. Mark it with a [U+0080][U+0098]v[U+0080][U+0099]. Then mark the two letters after that vowel either [U+0080][U+0098]v[U+0080][U+ or [U+0080][U+0098]c[U+0080][U+0099]:
tricky tiny quote evening
union issue attacked fty
hundred interest remote mission
decide method climate mister
3. Sort the sixteen words into this matrix:
4. In the pattern _________ the vowel is short, and in the pattern _________ the rst vowel is long.
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The words that are scrambled up in this puzzle all contain either the VCC or the VCV pattern. To help you, weve marked the VCC or VCV pattern in each one:
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Deleting Silent Final <e>

1. Rule for Deleting Silent Final <e>. If a word ends with a silent nal _______ that shows that the vowel sound in the word is _______, you delete the silent nal <e> when you add a _______ that starts with a _______. 2. Combine the free stems and sufxes below. Show any cases of twinning or silent nal <e> deletion:
TABLE 6.9:
Free Stem quote cage up interest exercise obey decide in ll disgrace murmur order lady mist price refuse mission + Sufx + ed + ed + er + ing + ed + ed +s + ing + ing + ed + ed + ing + es +y +s + ed +s = Word = = = = = = = = = = = = = = = = =
3. Now try some the other way around. Analyze each word into its free stem and sufx. Show any cases of silent nal <e> deletion or twinning:
TABLE 6.10:
Word refusing disgracing decided watches misspending twiggy rising banded senses quoting 258 = Free Stem = = = = = = = = = = + Sufx + + + + + + + + + +
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Word issuing quizzes interested units iffy methods upper obeyed hundreds shoes fties = Free Stem = = = = = = = = = = = + Sufx + + + + + + + + + + +
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Soft <c> and Hard <c>

1. The letter <c> sometimes spells the sound [s] as in acid. Sometimes it spells the sound [k] as in actor. When the letter <c> spells the [s] sound, it is called soft <c>. When it spells the [k] sound, it is called hard <c>. 2. Pronounce each of the following words. Pay special attention to the sounds being spelled by the <c> in each one:
service republic ignorance juicy
elected decided comics producer
deceptive agriculture center recover
miscue embrace actively notice
concept democratic since discount
3. Now sort the twenty words into this matrix:
4. You should have found that the letter <c> always spells the [s] sound when it has one of three letters right after it. The letters are _______, _______, or _______. 5. The letter <c> is called soft <c> when it spells the sound _______. The letter <c> is called hard <c> when it spells the sound _______. A soft <c> always has one of three letters right after it: _______, _______, or _______. 6. Sort these twelve words into the following matrix:
rejoice recognized emergency 260
civilize victim ofcer
ercely affection surface
license arc fabric
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7. When the letter <c> has an _______, _______, or _______ right after it, it spells the sound _______ and is called __________. Otherwise, it spells the sound _______ and is called _______.
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Soft <c> and Silent Final <e>

1. When the letter <c> has an _____, _____, or _____ right after it, it spells the sound ____ and is called __________. Otherwise, it spells the sound _____ and is called __________. 2. Pronounce these words:
fabric arc trafc democratic mechanic maniac comic
price ignorance rejoice twice ofce erce since
3. Do the words in the left column end with a hard <c> or with a soft <c>? ________ Do the words in the right column end with a hard <c> or with a soft <c>? _________ Why are the <c>s in the right column soft <c>s? _________. Why are the <c>s in the left column hard <c>s? _________. 4. One of the jobs of silent nal <e> is to mark a <c> right before it as soft. In the words in the right column the nal <e>s are all marking <c>s as being soft. But in two of the words in the right column the nal <e> is also marking the preceding vowel as being long. Those two words are: ____________ and ___________. 6. So far youve seen two different jobs that nal <e> can do: Final <e> can mark a preceding vowel as being __________ . Final <e> can mark a preceding <c> as being __________. And sometimes a nal <e> can do both things at once as in the word lace.
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Soft <c> and Deleting Silent Final <e>

1. When the letter <c> has an ______, ______, or ______ right after it, it spells the sound ______ and is called ______. 2. Rule for Deleting Silent Final <e>. If a word ends with a silent ______ that shows that the vowel sound in the word is ______, you ______ the silent nal <e> when you add a ______ that starts with a ______. 3. We must revise our nal <e> deletion rule a little, because the nal <e> that marks a soft <c> doesnt behave quite like the nal <e> that just marks a long vowel. Here are some words analyzed for you. Show any nal <e> deletions as we have done with announcer. Write Yes or No in the right hand column to show whether a nal <e> was deleted when the sufx was added to the free stem:
TABLE 6.11:
Free Stem + Sufx = Word announc e + er = announcer choice + est = choicest juice + y = juicy embrace + able = embraceable surface + s = surfaces notice + able = noticeable introduce + ing = introducing scarce + ly = scarcely service + able = serviceable price + ed = priced Was a nal <e> deleted? Yes
5. Combine each stem word and sufx to make a word. Mark any nal <e>s that are deleted:
TABLE 6.12:
Stem Word lac e practice service announce juice erce embrace ofce sentence rejoice + Sufx +y + ed +s + ment +y + est + able + er + ed + ing = word = lacy = = = = = = = = =
7. Look at the cases where the nal <e> was deleted. You should have found that in each case the sufx started with one of three letters: ______, ______, or ______. Which three letters must follow a soft <c>? _____, _____, 264
www.ck12.org or _____.
8. Be ready to talk about this question: Why do we delete the nal <e> that marks a soft <c> only if the sufx starts with <e>, , or <y>? 9. New Final <e> Deletion Rule. You delete the nal <e> that marks a soft <c> only when you add a sufx that starts with ______, ______, or ______; you delete a nal <e> that is only marking a long vowel whenever you add a sufx that starts with any ______
Word Changles. Follow the directions carefully. Write the words you make in the column on the right. The shaded boxes will contain free stems that you worked with in this lesson:
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [k] = _____ VCV = _____ Free stem + sufx = ______ VCC = _____ Free stem + sufx = ______ <w> = consonant? or vowel? _____ VCV = _____ [s] = ______ = consonant? or vowel? _____ VCC = ______ [kw] = _____ = consonan? or vowel? _____ Free stem + sufx = ______ = consonant? or vowel? _______ [s] = _____Free stem + sufx = ______ [s] = _____ Free stem + sufx = ______ VCV = _____ Free stem + sufx = ______ [s] = _____ < s > = _____ Free stem + sufx = ______ VCC = _____ Free stem + sufx = ______

Words 1. climates 2. senses 3. twice 4. hundred 5. quoting 6. juicy 7. embraceable 8. tiniest 9. rejoices 10. mistier Analysis [k] = <c> VCV = <ima> Free stem + sufx = climate +s VCC = <ens> Free stem + sufx = sens e + es <w> = consonant? or vowel? consonant VCV = <ice> [s] = <c> = consonant? or vowel? vowel VCC = <und> [kw] = <qu> = consonan? or vowel? consonant Free stem + sufx = quot e + ing = consonant? or vowel? vowel [s] = <c> Free stem + sufx = juic e+y [s]= <c> Free stem + sufx = embrace + able y + i + est VCV = <ini> Free stem + sufx = tin [s] = <c> < s > = [z] Free stem + sufx = rejoic e+ es VCC = <ist> Free stem + sufx = mist y + i + er
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Soft <g> and Hard <g>

1. Youve seen that a soft <c> spells the sound [s], as in acid, and that a hard <c> spells the sound [k], as in actor. Youve also seen that a soft <c> has to have either an <e>, , or <y> right after it. The letter <g> sometimes spells the sound [j] as in gem, and it sometimes spells the sound [g] as in gum. When it spells the [j] sound, it is called soft <g>. When it spells the [g] sound, it is called hard <g>. 2. Pronounce each of the following words. Pay special attention to the sounds being spelled by the <g> in each of them. Sort the words into the matrix:
agent recognize argue sergeant challenge
ignorance grower genies discharge gleamed
agriculture gypped intelligence glimpse twig
college digest disgusted goddess biology
angel angle regret legislator frog
3. You should have found that the letter <g> spells the [j] sound only when it has one of three letters right after it. The three letters are _______, _______, and _______. 267
6.13. Lesson Thirty-seven The letter <g> is called soft <g> when it spells the sound ______. A soft <g> always has one of three letters right after it: _______, _______, or _______.
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4. Soft <g> always will have <e>, , or <y> after it. But not every <g> that has one of these three letters after it is a soft <g>! Look at these words, with hard <g>s where wed expect soft ones: get, together, hunger, give, and girl. So we cant say that any <g> with <e>, , or <y> after it will be soft. But we can say that any soft <g> will have <e>, , or <y> after it. 5. The letter <c> is soft when it has the letters _______, _______, or _______ after it. The soft <c> spells the sound _______. 6. Soft <c> and <g> always have the letters _______, _______, or _______ after them. 7. Combine these free stems and sufxes. Watch for cases of twinning and nal <e> deletion:
TABLE 6.15:
Free Stem god biologist disgust gold gyp intelligent legislate ignore + Sufx + ess +s + ing + en + ing + ly + or + ance = Word = = = = = = = =
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Soft <g> and Silent Final <e>

1. Pronounce these words:
waterlog jog beg catalog drug earwig zigzag frog
package challenge refuge enrage discharge discourage college urge
2. Do the words in the left column end with soft <g> or with hard <g>? _______ Do the words in the right column end with soft <g> or with hard <g>? _______ Why are the <g>s in the right column soft <g>s? ______________________________ Why are the <g>s in the left column hard <g>s? ______________________________ 3. In the words in the right column the nal <e>s are all marking preceding <g>s as being soft. But in two of the words in the right column the nal <e> is also marking the preceding vowel as being long. The two words are _______ and _______ 4. So far youve seen three different jobs that nal <e> can do: Final <e> can mark a preceding vowel as being _______. Final <e> can mark a preceding <c> as being _______. Final <e> can mark a preceding <g> as being _______. And nal <e> can mark both a long vowel and a soft <c> or <g> at the same time. 5. Sort the following words into the matrix below:
refuge legislate enrage ignorance
twice license college ofce
lace embrace courage civilize
challenge since charge expense
recognize urge intelligence price 269
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6. A silent nal <e> will mark a <g> right in front of it as being __________ that is, as spelling the sound ______. Although not all <g>s followed by an <e>, , or <y> are soft, all <g>s followed by a silent nal <e> are soft.
Word Venn. In circle A put only words that contain a hard <g>. In circle B put only words that contain a soft <g>. In circle C put only words that contain a silent nal <e>.
catalog ignorance license 270
geography accept garbage
gypped motor goddess
ofce courage generous
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Soft <g> and Deleting Silent Final <e>

1. Final <e> Deletion Rule. You delete the nal <e> that marks a soft <c> only when you add a sufx that starts with _____, _____, or _____; you delete nal <e>s that mark long vowels when you add a sufx that starts with any _____. 2. Now lets see what changes the nal <e> that marks soft <g> will make in the Final <e> Deletion Rule. Here are some words analyzed for you. Write yes or no in the right hand column:
TABLE 6.16:
Free Stem cage discourage urge orange challenge package manage refuge large urge cage marriage + Sufx + ed + ment + ing +y +s + ing + able + ee + est + ency +y + able = New Word = caged = discouragement = urging = orangy = challenges = packaging = manageable = refugee = largest = urgency = cagy = marriageable Was a deleted? nal <e>
3. Analyze each word into its free stem and sufx. Replace any nal <e>s that were deleted. Then write yes or no in the right hand column:
TABLE 6.17:
Word largeness orangy encouragement urged challenger refuges discouraged marriages manager = Free Stem = = = = = = = = = + Sufx + + + + + + + + + Was a deleted? nal <e>
4. You should have found that when the nal <e> was deleted, the sufx started with one of three letters: _____, 272
www.ck12.org _____, or _____.
Which three letters must always follow a soft <g>? _____, _____, and _____. 5. Be ready to talk about this question: Why do we delete the nal <e> that marks a soft <g> only if the sufx starts with <e>, , or <y>? 6. Final <e> Deletion Rule. You delete a nal <e> that marks a soft <c> or a soft <g> only when you add a sufx that starts with _____, _____, or _____; you delete a nal <e> that is only marking a long vowel when you add a sufx that starts with any _____. 7. Analyze each of the following words into its free stem and sufx. Be sure your analysis shows any nal <e> deletions that occur:
TABLE 6.18:
Word manageable oranges challenging marriageable largest = Free Stem = = = = = + Sufx + + + + +
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6.16 Lesson Forty
Silent Final <e> and Stress

1. Final <e> Deletion Rule. You delete a nal <e> that marks a _______ or a _______ only when you add a sufx that starts with ________, ________, or ________; you delete a nal <e> that is only marking a long vowel when you add a sufx that starts with any ________. 2. You have seen that one of the things silent nal <e> does is to mark a vowel as long in a VCV string at the end of a word. So rat has a short < a > sound, [a], but rate has a long one, []. The silent nal <e> in rate lls out the VCV string and the rst vowel is long: rate vcv But sometimes silent nal <e> does not mark the vowel in front of it as long. For instance, in the word engine the is not long even though the silent nal <e> makes a VCV string: engine vcv The rule is this: Silent nal <e> only marks a vowel long if the vowel has strong stress. In the word decide the strong stress is on the : decde. So in decide the silent nal <e> marks the as long. But in the word engine the strong stress is on the rst <e>, and the has weak stress: ngine. So in engine the silent nal <e> does not mark the as long. 3. Mark the strong stress in each of these words. Remember that when a word has two vowel sounds, the strong stress is usually on the rst vowel not always, but usually:
missile service passage notice
college dispute practice courage
ofce package require surface
climate remote suppose manage
decide reduce active purpose
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5. A silent nal <e> only marks a long vowel if the nal vowel sound in the word has ______ stress.
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Deleting Silent Final <e> in Longer Words

1. You have seen that a silent nal <e> marks the vowel in front of it as long only if that vowel has strong stress. So the nal <e> in a word like engine does not mark the in front of it as long. But this is no problem for learning to delete silent nal <e>: A silent nal <e> that does not mark a long vowel because the vowel has weak stress is deleted exactly like a silent nal <e> that does mark a long vowel. Analyze each word into its free stem and sufx. Replace any nal <e>s that have been deleted. Write Yes or No in the right hand column:
TABLE 6.19:
Word climatic required practicing cultured serviced surfacing = Free Stem = climat e = = = = = + Sufx + ic + + + + + Was nal <e> deleted? Yes
2. Here are some to do the other way around. Combine the free stems and sufxes. Watch out for free stems that end with soft <c> or soft <g>.
TABLE 6.20:
Free Stem remot e manage active ofce manage active courage orange culture examine passage agriculture package practice notice service 276 + Sufx + est + er + ist + er + able + ly + ous +y + al + er +s + al + ed + es + able + ing = New Word = remotest = = = = = = = = = = = = = = = Was a deleted? Yes nal <e>
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Free Stem encourage notice license + Sufx + ing + ed + es = New Word = = = Was a deleted? nal <e>
3. Now we can make our Silent Final <e> Deletion Rule more simple and strong: Silent Final <e> Deletion Rule. You delete a silent nal <e> that marks a __________ or a __________ when you add a sufx that starts with _____, _____, or _____; you delete any other silent nal <e> whenever you add a sufx that starts with ____________.
Word Pyramids. Every word in this at-topped Pyramid must contain a soft <c> or a soft <g>:
Every word in this Pyramid must contain a soft <c>:
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [j] = _____ Free stem + sufx = _______ [s] = _____ Free stem + sufx = _______ [r] = _____ Free stem + sufx = _______ [k] = _____ Free stem + sufx = _______ [k] = _____ Free stem + sufx = _______ [g] = _____, [s] = _____ [j] = _____, [s] = _____, [r] = _______ [n] = _____, [j] = _____ [g] = _____, [k] = _____ [l] = _____, [j] = _____, [s] = _______

Words 1. colleges 2. noticed 3. challenger 4. activist 5. packaging 6. ingnorance 7. legislator 8. manageable 9. agriculture 10. intelligence Analysis [j] = < g > Free stem + sufx = college + s [s] = < c > Free stem + sufx = notic e + ed [r] = < er > Free stem + sufx = challeng e + er [k] = < c > Free stem + sufx = activ e + ist e + ing [k] = < ck > Free stem + sufx = packag [g] = < g > , [s] = <c> [j] = < g > [s] = < s >, [r] = < or > [n] = < n > , [j] = < g > [g] = < g > , [k] = < c > [l] = < ll > , [j] = < g > , [s] = < c >
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Bound Bases and Bound Stems

1. You know that a base that can stand free as a word is called a free base. If we remove the prex re- from the word recharge, we are left with charge, which is a free base. You also know that a stem that can stand free as a word is called a free stem. If we remove the prex re- from the word recharged, we are left with charged, which is a free stem. Charged is a free stem that contains the free base charge plus the sufx -ed. A base that cannot stand free as a word is called a bound base. A bound base has to have a prex or a sufx or another base added to it to make it into a word. If we remove the prex re- from the word reject, we are left with ject, which is a bound base because it cannot stand free as a word. You can reject something, but you cant just ject it. A stem that cannot stand free as a word is called a bound stem. If we remove the prex re- from the word rejection, we are left with jection, which is a bound stem that contains the bound base ject and the sufx -ion. 2. A base that can stand free as a word is called a __________. A base that cannot stand free as a word is called a __________. A stem that is also a word is called a __________. A stem that is not a word is called a __________. 3. In the word respect the prex is re-. What is the base? _____. Is this a bound base or a free base? _____. Underline this base in the following words:
prospect
spectator
inspector
spectacles
4. In the word introduce the prex is intro-. What is the base? __________. Is the base bound or free? __________. Underline this base in the following words:
introduce
produce
deduce
reduce
induce
5. In the word interception, -ion is a sufx. If you take that sufx away, what stem do you have left? __________. Is it a bound or a free stem? __________. Now if you take the prex inter- away from intercept, what is the base that is left? __________. Is this base bound or free? __________. Underline this base in the following words.
deceptive
percepts
accepted
excepting
reception
concepts
6. In the word promote the prex is pro-. What is the base? __________. 279
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Underline this base in the following words. In some of the words the base ends with the letter <e>. In some the <e> has been deleted. We wont worry for now about the <e> deletion: Just underline as much of the base as you can see in the word:
remote
motor
promote
demote
motion
7. Each of the following words contains a prex, a bound base, and a sufx. Analyze each word into its prex, bound base, and sufx. This time, show any nal <e> deletions:
TABLE 6.23:
Word prospecting producer deception acceptable remotest inspected introducing conception promotion exception reduces intercepted demoted receptive = Prex = = = = = = = = = = = = = = + Bound Base + + + + + + + + + + + + + + + Sufx + + + + + + + + + + + + + +
Word Builder. In Word Builder you are given some elementsin this case, prexes, bound bases, and sufxes. Your job is to combine them to form words. In the tables we will give you formulas that will show you what kind of elements each word is to contain and how many letters each word will have. Some of the words you build will involve nal <e> deletion, which you do not have to show in this activity; just write out the word. Here are the elements you have with which to work. You can use each element more than once: Prexes: in-, reBound Bases: cept, duce, spect, mote Sufxes: -ed, -ion Here is an example of a table lled out. Notice that because of nal <e> deletion duce appears in the table as duc:
Now try these: 280
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More About Bound Stems

1. In many words, when you take away the prex, you have a bound stem left. Knowing that can make it easier to recognize prexes like dis- and re-. 2. For instance, all of the following words contain either re- or dis-, plus a bound stem that consists of just a bound base and nothing else. Analyze each one into its prex and bound stem:
TABLE 6.24:
Word require accept promote disgust recess dispute = Prex = = = = = = + Bound Stem + + + + + +
3. Many words contain a prex plus a bound stem that includes more than the base. Take the prex away from each of the following words and see the bound stem that is left over:
TABLE 6.25:
Word deducing inspector perceptive demoted induced prospector disputing promotes requires receptor 4. True or false: a. b. c. d. e. A stem is the part of the word that is left when you take away a prex or sufx. ________ A free stem can stand free as a word. ________ A bound stem cannot stand free as a word. ________ Some stems contain a base plus one or more prexes or sufxes. ________ Some stems contain only a base. ________ = Prex = de = = = = = = = = = + Bound Stem + ducing + + + + + + + + +
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6.21. Lesson Forty-ve
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Twinning in Longer Words

1. Twinning Rule: Except for the letter <x>, you twin the nal __________ of a word that has one vowel sound and ends __________ when you add a sufx that starts with a __________ . That Twinning Rule is a very good one but it only works for words that have just one vowel sound. We have to add to it to make it work for twinning in longer words. 2. Some of the following words have one vowel sound; some have two. Remember that we are not talking about letters here; we are talking about sounds. Many times you will see two or three vowel letters but hear only one vowel sound. For instance, the word mailed has three vowel letters in it, < a >, , and <e> but it has only one vowel sound, [ a]: [m ald].
twig forbid retain park Sort the words into the two groups:
nerve practice retreat bunch
conceal youth gleam major
perched assist sued submit

one vowel sound two vowel sounds
3. Each of the words below consists of a free stem plus a sufx. Sometimes when the sufx was added, the fnal consonant of the stem was twinned; sometimes it was not. Your rst job is to analyze each word into its free stem and sufx, showing any twinning that has taken place:
TABLE 6.27:
Word forbidding assisted committed revolting concealed submitting disgusted retainer regretting retreated referring unsnapped 284 = Free Stem = forbid + d = = = = = = = = = = = + Sufx + ing + + + + + + + + + + +
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4. Now sort the free stems that you found in your analysis into these two groups:
TABLE 6.28: Free stems in which twinning . . .

occurred did not occur
Word Venn. Into Circle A put only words that end CVC. Into Circle B put only words that contain two vowel sounds:
assist bunch conceal forbid
gleam gyp major nerve
park practice rag retain
retreat submit twig youth
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More About Twinning in Longer Words

1. Here are the two sets of free stems that you found in the last lesson. Mark the last three letters of each stem, v for vowels, c for consonants, as we have done with forbid:
Sort the twelve stems into this matrix:
2. How many vowel sounds were there in each of the twelve stems? ______. Did the stems in which twinning occurred end in CVC? ______ 3. You twin the nal consonant of a free stem that has two vowel sounds only when the free stem ends ______. 286
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4. Each of the words below contains a free stem and a sufx. Sometimes the nal consonant of the stem was twinned when the sufx was added; sometimes it was not. Each of the free stems contains two vowel sounds. Analyze each word into its free stem and sufx, showing any twinning that has taken place:
TABLE 6.29:
Word submitter equipment forbids equipped zigzagged commits = Free Stem = = = = = = + Sufx + + + + + +
5. Sort the six words into these two groups. Notice that we are working here with the whole original word from the left column, not just with the free stems:
TABLE 6.30: Words in which . . .

twinning occurred twinning did not occur
6. In the words in which twinning occurred, did the sufx start with a vowel or did it start with a consonant? ______. 7. You twin the nal consonant of a word with two vowel sounds when the word ends ______ and you add a sufx that starts with a ______.
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Strong Stress and the Twinning Rule

1. You twin the nal consonant of a word with two vowel sounds only when you add a sufx that starts with a ______ and the word ends ______. 2. Analyze each of the following words into its free stem and sufx. Sometimes when the sufx was added, the nal consonant of the free stem was twinned; sometimes it was not. Show any twinning that did occur:
TABLE 6.31:
Word murderer forbidden centered committed softener softener regretted = Free Stem = = = = = = = + Sufx + + + + + + +
3. Now sort the stems into these two groups. Notice here that we are not listing the whole original word, just its free stem:
TABLE 6.32: Free stems in which . . .

twinning did occur twinning did not occur
4. Now in the list above mark the strong stress in each of the six stems. For instance, you would mark forbid this way: forbd. 5. Fill in the blanks with either rst or last: The stems in which twinning occurred have strong stress on the ______ vowel sound. The stems in which twinning did not occur have strong stress on the ______ vowel sound. 6. You twin the nal consonant of a word that has two vowel sounds whenever you add a sufx that starts with a ______ and the word ends ______ and has strong stress on the vowel.
Word Flow. In this Flow you can only go through a box with rounded corners if the word you are making follows the rule stated in that box: 288
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6.24. Lesson Forty-eight
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks Prex + Bound Stem + Sufx = _________ Prex + Bound Stem + Sufx = _________ Free Stem + Sufx = _________ Prex + Bound Stem + Sufx = _________ Free Stem + Sufx = _________ Prex + Bound Stem + Sufx = _________ Prex + Bound Stem + Sufx = _________ Free Stem + Sufx = _________ Free Stem + Sufx = _________ Free Stem + Sufx = _________
TABLE 6.34: Answers to Test six

Words 1. disgusted 2. refers 3. forbidden 4. exception 5. assisting 6. introduces 7. submitted 8. softener 9. committed 10. equipping Fill in the blanks Prex + Bound Stem + Sufx = dis + gust + ed Prex + Bound Stem + Sufx = re + fer + s Free Stem + Sufx = forbid + d + en Prex + Bound Stem + Sufx = ex + cept + ion Free Stem + Sufx = assist + ing Prex + Bound Stem + Sufx = intro + duce + s Prex + Bound Stem + Sufx = sub + mit + t + ed Free Stem + Sufx = soften + er Free Stem + Sufx = commit + t + ed Free Stem + Sufx = equip + p + ing
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C HAPTER
Chapter Outline
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7.1. Lesson One
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7.1 Lesson One
A Final Point About Twinning in Longer Words

1. You twin the nal consonant of a free stem that has two vowel sounds only when four conditions are met: i. The stem ends with a single consonant letter that is not _________ ii. The stem ends with the pattern _________ iii. The sufx starts with a _________ iv. The stem has strong stress on the _________ vowel sound. The strong stress must be on the nal vowel of the stem before you add the sufx, and it must stay on that vowel when the sufx is added. If the stress is not on the nal vowel of the stem both before and after the sufx is added, we do not twin the nal consonant. Sometimes the stress is where it should be after the sufx has been added, but it was not there before the sufx was added. For instance, symbolic has stress on the <o>. But in the stem symbol the stress is on the <y>. So the nal <l> is not twinned in symbolic. Sometimes the stress is where it should be at rst, but when the sufx is added, the stress moves. For instance, prefer has stress on the nal vowel, but if we add the sufx -ence, we make the word preference, which has stress on the rst vowel. So the nal <r> is not twinned in preference. Notice, though, that if we add a sufx like -ed to the stem prefer, we make preferred, in which the stress stays on the nal vowel of the stem, so the nal <r> is twinned. 2. In the table below when you are given a word, analyze it into its free stem plus sufx. Show any twinning that takes place. When you are given the analysis, write the word in the Word column.
TABLE 7.1:
Word preference attaching permitted murmuring forbidden refer + ee avoided equip + ment preferring poisonous whispering regretted angel + ic enjoyed relaxing 292 Analysis: Free Stem + Sufx
labor + ious
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Word forgotten dreaded allow + ance 3. In fteen of the words above, twinning did not take place when the sufx was added to the stem. In each case it was because one of the four conditions was not met. Write the fteen words into the Word column in the table below. Then put a check in the column that gives the reason twinning did not take place in that word: Analysis: Free Stem + Sufx outtalk + ed
TABLE 7.2:
Word The stem ends with the wrong letter The stem doent end CVC The stress is in the wrong place The sufx starts with the wrong letter
preference
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7.2. Lesson Two
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7.2 Lesson Two
1. In each of the following words one of the vowels is marked [U+0080][U+0098]v[U+0080][U+0099]. You are to mark the two letters after that vowel either [U+0080][U+0098]v[U+0080][U+0099] or [U+0080][U+0098]c[U+0080][U+0099] If you get to the end of the word before you have marked two more letters, use the tic-tac-toe sign to mark the end of the word. Any cases of VV# should be marked Ve#, as we have done with agree. In words that end VC#, mark the letter in front of the [U+0080][U+0098]v[U+0080][U+0099] either [U+0080][U+0098]v[U+0080][U+0099] or [U+0080][U+0098]c[U+0080][U+0099]:
agree ve chapter v dispute v evening v
subdue v broken v race v vacation v
extreme v hug v combat v tiptoe v
forgot v equip v whisper v permit v
stubborn v canoe v aspirin v symptom v
2. Now sort the words into this matrix. This matrix has eight squares rather than the regular four, but dont let that bother you. It works just like the smaller ones:
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3. In the patterns _____________ and _____________ the vowel will usually be short, and in the patterns _____________ and _____________ the rst vowel will usually be long.
Word Squares. Fit these ten words into the Squares. To help you, we have marked the VCV, VCC, VC#, and Ve# strings in each of the ten words:
agree assistant
dispute evening
correct striking
success continue
submit die
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7.3. Lesson Three
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7.3 Lesson Three
The Sufx 1. Earlier you saw that the sufx -er changes verbs into nouns with the meaning one that does:
teach + er = teacher ([U+0080][U+009C]one who teaches[U+0080][U+009D]) noun verb burn + er = burner ([U+0080][U+009C]one that burns[U+0080][U+009D]) noun verb The sufx -ist changes nouns, verbs, and adjectives into nouns, with the meaning one that works with, is connected with, or believes in the thing referred to in the stem:
harp + ist = harpist ([U+0080][U+009C]one who plays a harp[U+0080][U+009D]) noun noun reform + ist = reformist ([U+0080][U+009C]one who believes that things should be reformed[U+0080][U+009D]) noun verb pure + ist = purist ([U+0080][U+009C]one who believes that things should be pure[U+0080][U+009D]) noun adjective 2. Analyze each of the following nouns into its free stem and sufx:
TABLE 7.3:
Noun harpist artist orchardist tourist humorist projectionist arsonist cartoonist conformist environmentalist = Free Stem = = = = = = = = = = + Sufx + + + + + + + + + +
3. Add each of the stems and sufxes below to make nouns:
TABLE 7.4:
Stem harp real vacation 296 + Sufx + ist + ist + ist = Noun = = =
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Stem nal illusion journal motor race special vocal + Sufx + ist + ist + ist + ist + ist + ist + ist = Noun = = = = = = =
4. The sufx -ist adds the meaning ____________________________ _________________________________________________ 5. Analyze each of the following nouns into its free stem and sufx. Show any changes:
TABLE 7.5:
Noun druggist bicyclist extremist typist environmentalist projectionist specialist receptionist = Free Stem = = = = = = = = + Sufx + + + + + + + +
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7.4. Lesson Four
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7.4 Lesson Four
The Sufxes 1. The sufx -ist is often used to make nouns by adding it to stems ending with the sufxes -al or -ic. Analyze each of the following words into its stem and two sufxes. Sufx #1 will always be either -al or -ic. All of the words go together by simple addition:
TABLE 7.6:
Word capitalist classicist vocalist socialist physicist journalist publicist environmentalist nationalist realist = Stem = capit = = = = = = = = = + Sufx#1 + al + + + + + + + + + Sufx#2 + ist + + + + + + + + +
2. The sufxes -ist, -ic, and -al combine in many different ways. Combine the stems and sufxes you are given below to make new words:
TABLE 7.7:
Stem capit journ character agriculture colony fate nature re nation mechan muse + sufxes + al + ist + ic + al + ly + al + ist + ic + al + ly + ist + ic + al + ly + al + ist + al + ist + al + ist + ic + al + ly + al + ist + al + ist + ic + al + ist + ic + al + ly + ic + al + ic + al + ly = Word = capitalistically = = = = = = = = = =
3. The sufx -ist can make nouns with the meaning one that works with or is connected with. The sufx -est adds the meaning most to short adjectives and adverbs - as in calmest, which means most calm. Since both sufxes sound like [ist] or [st], they can be easily confused when you are trying to spell them. You have to remember not just how they sound, but also what they mean. REMEMBER 298
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Words that end with the sufx -ist always contain the meaning one that works with or is connected with. Words that end with the sufx -est always contain the meaning most. 5. Below you are given some denitions. Your job is to spell the words that are being dened. Watch especially for -ist and -est.
TABLE 7.8:
Denition A person who writes novels Most stubborn One who is on a tour Most real One who is on vacation One who sells drugs Most cloudy Most nice One who believes in realism One who raises an orchard Most pure One who believes that things should be pure One who rides a bicycle Most mean One who plays the violin Word
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7.5. Lesson Five
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7.5 Lesson Five
The Sufx 1. The sufx -ize turns stems into verbs. The sufx -ize is related to -ist in a special way:
TABLE 7.9:
Noun or Adjective capital vocal ideal Noun capitalist vocalist idealist Verb capitalize vocalize idealize
Many stems that add -ist to make a noun also add -ize to make a verb. 2. Analyze each of the following words into its shortest free stem plus sufx or sufxes. Show any changes.
TABLE 7.10:
Word rationalized rationalists vaporizer criticizing capitalists capitalize naturalized naturalists itemizing realizing realist characterizes civilized victimize formalized specialize = Free Stem = ration = = = = = = = = = = = = = = = + Sufx or Sufxes + al + iz e+ ed + + + + + + + + + + + + + + +
3. Proofreading Quiz. The nine words in bold type in the following two paragraphs are misspelled. Find the mistakes and write in the correct spelling of each one: a. The words gyp, gypsy, and Egypt are all related to one another historicaly. The word Egypt came rst. It is a very old word that goes back to ancient Egyptian times. Then, ve hunderd years ago when a lot of dark-skined people moved into Europe from Asia, many thought them to be from Egyp, so they were called gypsies. Then because many thought that gypsies often cheated people, their name was shortened to stand for a certain kind of cheat: a gyp. Many people thought that gypsies gyped people. b. The Greeks believed that there were nine goddesses who were in charge of the arts. These nine artistick godesses 300
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were called muses. If you add the sufx -ic to the word muse, you get music: mus e+ ic = music. Music is the art of the muses. The same base muse is also in the word museum: mus e+ eum =museum. A museum was a place for the muses. So when you attend musicall concert or look at an exhibit in an art museum, you can thank the nine Greke muses.
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7.6. Lesson Six
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7.6 Lesson Six
The Diphthong
The Diphthong [ou] ]. When we 1. A diphthong runs together two vowel sounds. In the diphthong [o u] the two sounds are [o] and [u run the two together, we say something that sounds like ow, as in cow and cloud and crown. The word diphthong is pronounced [df-thong]. It combines two Greek elements: di-, which means two, and phthong, which means sound. 2. In the words below underline the letters that spell the diphthong [o u]:
account powerful mouth ower
ground amount downtown however
round cloudy crowded doubt
thousand vowel mountain allowance
3. Now sort these sixteen words into these two groups:
Word Squamble. A Squamble combines a Word Squares with a Word Scramble. Unscramble the sixteen scrambled words below. Then t them into the rows and columns of the Squares. The number of the scrambled word is the same as the number of the row or column it ts into in the Squares. As you unscramble each word, t it into the Squares, and that will give you clues about how to unscramble other words. Two other clues: All of the words contain the sound [o u], and in the Squares we have written in the letters that spell the [o u] sound. Columns: 1. redugond = ______________________ 2. dworced = ______________________ 5. cutcoan = ______________________ 302
www.ck12.org 7. shadnuto = ______________________ 8. walldoe = ______________________ 9. herevow = ______________________ 10. outinman = ______________________ 11. dranou = ______________________ Rows: 3. rewolf = ______________________ 4. rudon = ______________________ 6. coylud = ______________________ 10. humotluf = ______________________ 11. manout = ______________________ 12. prewo = ______________________ 13. dobudet = ______________________ 14. swond = ______________________
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7.7. Lesson Seven
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7.7 Lesson Seven
The Diphthong [oi]

1. You can hear the diphthong [oi] in spoil and joy. It sounds like a short <o> run together with a short . The sound [oi] is spelled either <oi> or <oy>. Underline the letters that spell [oi] in each of the following words:
enjoy joys oil toying
moisten pointed boil coin
toilet royal voyage voice
soiled loyalty poison destroy
2. Sort the sixteen words into these two groups: Words in which [oi] is spelled . . .
3. Here are some words that contain the diphthong [oi]. They have been analyzed into their elements. Look at each carefully and notice whether the [oi] sound is at the front, in the middle, or at the end of its element:
en + joy + ment joy + ful + ly boil boy + s un + soil + ed
join + ing choice + s oil + y coin voice + less + ly
toil + et roy + al voy + age point + less loy + al + ty
ap + point + ment de + stroy + er spoil + ed a + void poison
4. Now sort the twenty words into the matrix, as we have done with enjoyment. 304
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5. How Do You Spell [oi]? When the sound [oi] comes at the very end of an element, it is spelled _______; everywhere else it is spelled _______.
Word Venn. In circle A put only words that contain the sound [o u]. In circle B put only words that contain the sound [oi]. In circle C put only words that contain the sound [z]:
amounts outpointed appointments cowboys vowels
voices allowance specialize bicyclist purest
toilets houseboy coins journals thousands 305
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7.8 Lesson Eight

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [o u] = _____, [z] = ____ [oi] = _____, [s] = _____ [u] = _____, [g] = _____ Free stem + sufx = ________ [oi] = _____, [l] = _____ [s] = _____ Free stem + sufx = ________ [ou] = _____, [] = _____ [z] = _____ [ ] = _____, Free stem + sufx = ________ [ur] = _____, Free stem + sufx = ________ Free stem + sufx = ________ Free stem + sufx #1 + sufx #2 = ________

Words 1. vowels 2. voiced 3. druggist 4. toilet 5. purest 6. thousands 7. bicyclist 8. journalist 9. purist 10. specialized Analysis [o u] = < ow > , [z] = < s > [oi] = < oi > , [s] = < c > [u] = , [g] = < gg > Free stem + sufx = drug + g + ist [oi] = < oi > , [l] = < l > [s] = < s > Free stem + sufx = pur e + est [ou] = < ou > , [] = < a > [z] = < s > [ ] = , Free stem + sufx = bicycl e+ ist [ur] = < our > Free stem + sufx = journal + ist Free stem + sufx = pur e+ ist Free stem + sufx #1 + sufx #2 = special + iz e+ ed
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7.9. Lesson Nine
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7.9 Lesson Nine
Review of [] and [u]

1. In the following words, underline the letters that spell schwa, []. Double underline the letters that spell short , [u]. Then sort the sixteen words into the matrix:
adjust loyalty poison downtown 2. Sort the words into this matrix:
summon joyfully thousand tongue
produce account spoiled mountain
toughen royal allowed clubhouse
2. Three ways to spell [u] are _____, _____, and _____. 3. List all the different ways you found in the sixteen words to spell schwa: ______ ___________________________________________________
Word Squambles. This Squambles is made up of words that contain the sound [oi]. Weve given you a bit of a start. Unscramble the easy words rst and enter them into the squares. That will give you some clues to help you with the harder ones. As you enter each word into the squares, check it off the list: 308
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7.10. Lesson Ten
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7.10 Lesson Ten
Review of Vowel Sounds

1. Sort these thirty-two words into the eight groups below. Remember that [ur] has strong stress, and [r] does not. Remember, too, that if a word has just one vowel sound, that vowel has a strong stress.
love wood early humorist statue voyager allowed occurred
produce woolen canoe lose thousand former continue reserve
voice musically journalist poison choose labor serve prove
druggist include argue worse mountain should worship tourist
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TABLE 7.13:
Name of the sound: Written symbol of the sound: ] [u Long <oo> cute [] Word that contains the sound: just
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7.11. Lesson Eleven
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7.11 Lesson Eleven
The Prex
1. Many of our words come from Latin, the language spoken by the ancient Romans. Many of these old Latin words contain a prex that was at rst spelled <ad> and meant to, toward. In some words the [d] in the prex ad- has changed to a different sound, and the <d> has been replaced by a different letter. We can divide adventure into its prex and stem like this: ad + venture. And we could divide appoint into its prex and stem like this: ap + point. But the <ap> in appoint is really a changed form of the prex ad-. The <d> has been replaced with a : a d + p + point. The <d> in ad- is deleted, and a is put in its place. In adventure, we add the prex and the stem together by simple addition. But in the word appoint we replace the <d> in the prex with a . 2. Each of the following words begins with some form of the prex ad-. Sometimes the <d> has stayed <d>. Sometimes it has been replaced by another letter. Analyze each word into its prex and its stem the way we did with adventure and appoint. If the <d> has been replaced with a different letter, show that change in your analysis.
TABLE 7.14:
Words adventure appoint approve adverb apply acclaim adjust account attack advantage allow advertise assist attend = Prex = ad = a d+ p = = = = = = = = = = = = + Stem + venture + point + + + + + + + + + + + +
3. Now sort the words in the Words column into these two groups: 312
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Word Venn. In circle A put only words that contain some form of the prex ad-. In circle B put only words that contain the prex re-. In circle C put only words that contain the prex un-.
appoint unreceptive unjust realize acclaimed
readjust unreassuring unassisted reclaimed readmitted
unapproved unclaimed unregretted universe receiving
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7.12. Lesson Twelve
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7.12 Lesson Twelve
Sometimes
1. Here are twelve words in which the <d> in ad- changes to a different letter:
attend approve arrest
apply acclaim allegiance
account attach allowance
arrange assist assembly
Sort the twelve words into these six groups:
TABLE 7.15: Words in which the <d> is replaced with a . . . .

<c> <l> <r> <s> <t>
2. The <d> in these twelve words is replaced with another letter because of assimilation. When things assimilate, they get more similar. Assimilation is a good name for this for two reasons. For one thing, it contains the prex ad- with the <d> assimilated to an < s >: assimilation = a d + s + similation. So the word assimilation contains an example of itself! For another thing, the base simil in assimilation is the same base that is in the word similar. The base simil means like. And that is what assimilation is all about: Sounds or letters assimilate when they change to be more like other sounds or letters. Sounds change to be more like one another in order to make the word easier to say. We could say things like adsist or adcount, but it is easier if the sounds spelled by the <d> change to be like the sound right after them. When the sound changes, we often change the spelling, too. So instead of adsist, we have assist. Instead of adcount we have account. And we say that the sounds and the spellings have assimilated.
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More Words With

1. Each of the following words starts with some form of the prex ad-. Analyze each one into its prex and stem. If the <d> has assimilated to a different letter, show the assimilation in your analysis, the way you did before.
TABLE 7.16:
Word assign allow address affect assort adjective allegiance admire accompany appearance adopt arrive attempt advice attention accident announce appliance adventure appoint assure advise = Prex = a d+ s = = = = = = = = = = = = = = = = = = = = = + Stem + sign + + + + + + + + + + + + + + + + + + + + +
2. Sort the words in the Word column into these two groups: 315
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3. Now sort the words in which the <d> assimilated into these groups:
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Review of Assimilation and the Prex

1. Combine the prexes, stems, and sufxes below. Show any assimilation or other changes that take place:
TABLE 7.17:
Prex a d+ f ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad ad + Stem + fect + company + nounce + mire + ford + sort + venture + point + sure + low + low + dress + sign + rive + cident + pliance + ply + tempt + opt + ject + pear + tention + vice + legiance + fect + Sufx + ion + es + er + ing + able + ment + er + ment + ed + ance + ance + es + ed + al + al + es + ance + ing + ion + ive + ance Word = affection = = = = = = = = = = = = = = = = = = = = = = = =
Word Bowl. In a Word Bowl the ten circles represent ten bowling pins. Your job is to spell words from the letters on the pins. You can spell more than two words but you can use each of the ten letters only one time. If you can spell one ten-letter word using all the letters on the pins, you have scored a strike, which gives you a total of twenty points, the highest possible score. If you can spell two words that use up all ten letters, you have scored a spare, which gives you a total of fteen. If you dont get a strike or spare, you get one point for each letter of the word or words you spell, for up to nine points. 317
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7.15 Lesson Fifteen

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks Prex + stem = _____ Prex + bound stem + sufx = _____ Prex + bound stem = _____ Prex + free stem = _____ Prex + free stem + sufx = _____ Prex + bound stem + sufx = _____ Prex + free stem + sufx = _____ Prex + prex + free stem + sufx = _____ Prex + prex + free stem = _____ Prex + prex + free stem + sufx = _____

Words 1. allowance 2. adjective 3. accident 4. adoption 5. addressed 6. announcer 7. attempted 8. reappointment 9. misadventure 10. disapproval Fill in the blanks Prex + stem = a d + l + lowance Prex + bound stem + sufx = ad + ject + ive Prex + bound stem = a d + c + cident Prex + free stem = ad + option Prex + free stem + sufx = ad + dress + ed Prex + bound stem + sufx = a d + n + nounc e + er Prex + free stem + sufx = a d + t + tempt + ed Prex + prex + free stem + sufx = re + a d+p + point + ment Prex + prex + free stem = mis + ad + venture Prex + prex + free stem + sufx = dis + a d+p + prov e + al
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7.16 Lesson Sixteen
Another Function of Silent Final <e>: Voiced <th>

1. So far you have worked with three functions of silent nal <e>: a. A nal <e> can mark a preceding vowel as being ___________ in the patterns Ve# and Vce. b. A nal <e> can mark a <c> in front of it as being ___________ so that the <c> is pronounced ___________. c. A nal <e> can mark a <g> in front of it as being ___________ so that the <g> is pronounced ___________. 2. There is one other consonant whose sound nal <e> can mark. Say these two sentences carefully, paying special attention to the last sound you hear in each underlined word: I could not get my breath. I could not breathe . 3. You should hear a difference between the nal consonant sounds in the two words. The difference is called voicing. The <th> sound at the end of breathe is voiced. But the <th> sound at the end of breath is unvoiced. In the front of peoples throats you can see a lump that we sometimes call the Adams apple. That lump is actually the voice box, and it contains the vocal cords. When we pronounce voiced sounds, we make those vocal cords buzz. When we pronounce unvoiced sounds, we dont buzz them. That buzzing sound is what we call voicing. 4. The voiced <th> sound at the end of breathe is written [th ]. The voiceless <th> sound at the end of breath is written [th]. So the pronunciation of breath would be written [breth], and breathe would be written [br eth ]. 5. Pronounce these words carefully. If you are unsure of any, ask for help or look them up in the dictionary. Underline the words that end with voiced [th ]. Then sort them into the matrix below:
cloth clothe with tithe 320
bath bathe wreath wreathe
breath breathe booth soothe
teeth teethe loath loathe
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6. A silent nal <e> marks a preceding vowel as ___________, a preceding <c> or <g> as ___________, and a preceding <th> as ___________.
Word Venn. In circle A put only words that contain the sound [th ]. In circle B put only words that end with a silent <e>. In circle C put only words that contain the sound [u]:
northern love breath druggist
unworthy sunbathe breathe statue
rhythm soothe with adjust
mother announce tongue unclothe 321
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Silent Final <e> as an Insulator

1. A nal <e> marks a preceding vowel as being _________ in the patterns VCe and Ve#; it marks a _____ or ____ right in front of it as being soft; it marks a ____ right in front of it as being voiced. Besides these functions, silent nal <e> is used to keep certain letters from coming at the end of a word. When a nal <e> does this, it is insulating the letter. 2. and <v>. In English we avoid ending words with the letters or <v>. Many words have a silent nal <e> simply to keep them from ending with a or <v>. Here are some words in which silent nal <e> is simply insulating a or a <v>:
achieve morgue technique Sort the words into these two groups:
reserve nerve starve
league expensive dissolve
tongue mosque love
3. < s >and <z>. Just as we avoid ending words with or <v>, we also avoid ending free bases with a single < s >. The letter < s > is so common as a sufx that if we were to end free bases with it, the free base would look like a plural noun or like a verb with the -s sufx. For instance, without a silent nal <e> dense would look like dens, the plural of den. And without its silent nal <e>, moose would look like the verb moos, as in That cow moos all day long. So we avoid ending free bases with a single < s >, and we sometimes do so by insulating the < s > with a silent nal <e>, as in dense and moose. The letters < s > and <z> are very closely related to one another. In fact, the sound [z] is spelled < s > more often than it is spelled <z>. So just as we avoid ending free bases with a < s >, we avoid ending them with a single <z>. We sometimes use a nal <e> to insulate a single <z>. For example, all the nal <e> is doing in the word bronze is insulating the <z> so that it does not come at the end. 4. Divide the following words into the four groups: 323
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worse squeeze nerve league
glimpse starve clause reserve
tongue mosque mouse bronze
dissolve purchase adjective sneeze
gauze expensive technique clubhouse
5. So nal <e> can insulate four different letters to keep them from the end of a free base or word. The four letters are _____, _____, _____, and _____. 6. The Functions of Silent Final <e>. In the patterns ____ and _________ silent nal <e> marks a preceding vowel as being _______; it marks a preceding _____ or _____ as being soft, and it marks a preceding ________ as being voiced; nal <e> is also used to insulate _____, _____, _____, and _____.
Word Bowl. Again, your job is to spell words from the letters on the pins. Rember that you can spell more than two words but you can use each of the ten letters only one time. If you can spell one ten-letter word using all the letters on the pins, you have scored a strike, which gives you a total of twenty points, the highest possible score. If you can spell two words that use up all ten letters, you have scored a spare, which gives you a total of fteen. If you dont get a strike or spare, you get one point for each letter of the word or words you spell, up to nine points.
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Sometimes Silent Final <e> Does Two Jobs at Once

1. A silent nal <e> marks a preceding vowel as ______, a preceding <c> or <g> as ______, and a preceding <th> as ______. 2. You may have noticed that a silent nal <e> can sometimes mark a long vowel and a soft or voiced consonant sound at the same time. Pronounce each of the following words and sort them into the matrix:
twig unlace artistic zenith bath
rage zinc advice scythe bathe
twice hug attic cloth stag
picnic engage oblige clothe stage
3. List the words in which silent nal <e> marks a long vowel and also marks a voiced <th> or a soft <c> or a soft <g>:
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4. In some of the following words the nal <e> marks a long vowel and in some it does not. Sort the words into the matrixes:
expensive produce voyage glimpse analyze unlace arrive
tongue necklace enrage oppose worse tithe statue
reserve advantage suppose baptize lettuce scythe mosque
argue engage clause bronze gauze specialize remove
5. In ve of the words in Item 4 the nal <e> does not mark a long vowel because the vowel is not stressed. Those ve words are:
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More Practice With the Final <e> Deletion Rule

1. Final <e> Deletion Rule. You delete a nal <e> that marks a soft <c> or soft <g> only when you add a sufx that begins with the letters _____, _____, or _____; you delete all other silent nal <e>s whenever you add a sufx that starts with any _______. That rule is also true for the nal <e>s that mark a voiced <th> or insulate < s >, <z>, , or <v>. For these nal <e>s are also deleted whenever you add a sufx that starts with any vowel. 2. Here are some free stems and sufxes for you to add together to practice your nal <e> deletion rule. Show any changes:
TABLE 7.20:
Free Stem glimps e advantage advantage advantage breathe bronze expensive nerve argue clothe clothe bathe squeeze sneeze choose worse clause gauze nerve + Sufx + ed + ed + es + ous + ing + ed + ly + ous + ing + ed +s + ing + ing + ed +y + en +s +y +s Word = glimpsed = = = = = = = = = = = = = = = = = =
3. Analyze each of the following into its free stem and sufx. Be sure your analysis shows any nal <e> deletions that occurred when the sufx was added:
TABLE 7.21:
Word removed according reserved analyzing 328 = Stem = remov e = = = + Sufx + ed + + +
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Word achieved glimpses accompanied producer appearances mouser expensive expensively starving dissolved voyaging adventurous affected admiring addresses = Stem = = = = = = = = = = = = = = = + Sufx + + + + + + + + + + + + + + +
4. Silent Final <e> Deletion Rule. You delete a silent nal <e> that marks a ___________ or ___________ only when you add a sufx that begins with the letters <e>, , or <y>; you delete all other silent nal <e>s whenever you add a ___________ that starts with any ___________.
Word Pyramid. The two-letter word in this Pyramid is a bit tricky.
If you scramble the letters in reverse various ways, you can spell three other seven-letter words. How many can you get?
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7.20. Lesson Twenty
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7.20 Lesson Twenty
More About Changing <y> to

1. Earlier you saw that sometimes when we add a sufx to a stem that ends in a <y> that has a consonant right in front of it, we change the <y> to . For example:
cry + ed = cry + i + ed = cried easy + est = easy + i + est = easiest But notice what would happen if we changed the <y> to when the sufx starts with an :
accompany + ing = accompany + i + ing = accompaniing
We would get <ii>. In English we avoid <ii>. So when we add a sufx that starts with an to a stem that ends in <y>, we use simple addition:
accompany + ing = accompanying toy + ing = toying 2. When you add a sufx that starts with an to a stem that ends in a <y>, you use ________________________; when the sufx starts with any other vowel, and the <y> has a consonant right in front of it, you change the _____ to _____. 3. Combine the following prexes, stems, and sufxes. Show any cases of twinning,silent nal <e> deletion, changes of <y> to , and assimilation. Watch for cases where the <y> does not change to :
TABLE 7.22:
Elements a d + p + ply + ing bathe + er + s un + ad + feet + ion + ate choose + y + est up + set + ing glimpse + ed un + re + serve + ed + ly ad + venture + ous re + ad + sure + ed re + gret + ing dis + solve + ing gauze + y 330 = Word = applying = = = = = = = = = = =
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Elements early + est achieve + er + s soothe + ing + ly ad + company + ing re + ad + ply + ed = Word = = = = =
4. You can hear the sound [t] at the beginning and end of the word toot. You can hear the sound [d] at the beginning and end of the word dude. 5. Underline the letters that spell [t] and [d] in the following words:
candidate address include
adventure stubborn biting
building electric benet
hospital succeed motor
struggle vegetable ghetto
6. Sort the fteen words into these two groups. Some words will go into both groups:
7. Two ways to spell [t] are _____ and _____. Two ways to spell [d] are _____ and _____.
Word Venn. Into circle A put only words in which a <y> has been changed to an . Into circle B put only words that contain the sound [t]. Into circle C put only words that contain the sound [d]:
earlier reserved upsetting soothingly
applied earliest candidate friendliest
bathers gauzier hospital dissolve
accompanied choosiest ditties affected 331
7.20. Lesson Twenty
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How Do You Spell [t]?

1. Underline the letters that spell the [t] sounds in the following words:
telephone writer collect technique
benet artist vegetable taught
candidate hospital electric symptom
tourist tongue struggle motors
2. Now sort the words into these three groups:
3. How is [t] spelled in all of these words? ____. More than nine times out of ten the sound [t] is spelled this way. 4. Fill in the blank: Usually the sound [t] is spelled _____. 5. Underline the letters that spell [t] in the following words:
cattail committed submitted
regretting outtalk upsetting
bottom attention attend
6. How is [t] spelled in all of these words? _____. About ninety-nine times out of a hundred the sound [t] is spelled either < tt > or <t>. Practically always the sound [t] is spelled either _____ or _____.
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The Sound [t] and Twinning

1. In those words in which [t] is spelled < tt > it is usually easy to see why there are two <t>s there. Here are the words from the last lesson in which [t] is spelled < tt >.
2. A compound word is a word that contains at least two free stems, or shorter words - for example, blackbird (black + bird) and dogcatcher (dog + catcher). Sometimes the rst stem in a compound word ends with a <t> and the second starts starts with a <t>. Where the two parts come together through simple addition, you get < tt >: cat + taill = cattail. There is one other compound word in the nine words above that has [t] spelled < tt > because the rst stem ends with <t> and the second stem starts with <t>. Find the word and analyze it into its two free stems:
TABLE 7.23:
Compound = Free Stem #1 = + Free Stem #2 +
3. Sometimes [t] is spelled < tt > because of twinning: upsetting = upset + t + ing. You twin the nal consonant of a word that has one vowel sound and ends _________ when you add a sufx that starts with a _________. And you twin the nal consonant of a word that has two vowel sounds whenever you add a sufx that starts with a ________ if the word ends ________and has strong stress on the ________ vowel. 4. What is the sufx in the word upsetting? ________ 5. Does this sufx start with a vowel? ________ 6. What is the stem to which the -ing in upsetting was added? _________ 7. How many vowel sounds are there is in this stem? _________ 8. Does the stem end cvc? _________ 9. Is there strong stess on the <e> in upset before and after you add the sufx? ________ 10. Do you twin the nal consonant of upset when you add a sufx like -ing? ________ 11. Other than upsetting there are three more words among the nine above in which the < tt > spelling is due to twinning. Find the three words and analyze them to show where the < tt > comes from, as we did with upsetting:
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TABLE 7.24:
Word upsetting = Free Stem = upset + t = = = + Sufx + ing + + +
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The Sound [t] and Assimilation

1. Earlier you saw that when the prex ad- is added to a stem that starts with a <t>, the <d> assimilates: It changes to a <t>, making two <t>s a d + t + tain = attain. When the prex ad- is added to a stem that starts with a <t>, the ____ assimilates and changes to a _____. 2. Here again are the nine words from the last lesson in which [t] is spelled < tt >.
There are two words in the nine that contain the prex ad- and a stem that starts with a <t>. Find them and analyze them to show the assimilation that gives us the < tt > spelling, as we have done with attain:
TABLE 7.25:
Word attain = Assimilated Prex ad= a d+t = = + Stem + tain + +
3. Now sort the nine words into the following three groups:
Among the nine words in Item 2, the word in which the < tt > is not due to either simple addition, assimilation, or twinning is _____________. We will talk about words like this one in the next lesson. 4. Analyze each of the following words to show where the < tt > spelling comes from:
TABLE 7.26:
Word outtrick = Analysis = 337
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Word attracts knotty quitter attempt outtake rattrap regretted permitting attendance fattest fattiest = Analysis = = = = = = = = = = =
5. Three reasons for [t] being spelled < tt > are ______, ______, and ______.
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The Sound [t] and the VCC Pattern

1. These are the short and long vowel sounds:
TABLE 7.27:
Short Vowel Sounds [a] as in mat [e] as in met [i] as in mitt [o] as in cot [u] as in cut ] as in cook [u Long Vowel Sounds ] as in mate [a ] as in meet [e [ ] as in might ] as in coat [o ] as in coot [u [y u] as in cute
2. Earlier you saw that in the VCC pattern, the vowel will usually be short, and in the VCV pattern the rst vowel will usually be long. Which word, later or latter, has a short rst vowel? _________ Which has a long rst vowel? _________ Which has the VCC pattern for the rst vowel? _________ Which has the VCV pattern for the rst vowel? _________ 3. In a word like latter with the ______ pattern the vowel will usually be ________, and in a word like later with the ________ pattern the rst vowel will usually be ________. 4. Many words that are not compounds and do not contain twinning or assimilation still spell [t] < tt > because of the VCC pattern, just like latter - and bottom. Mark the VCC pattern and identify the vowel sound you hear in front of the < tt > in each of the following words, as we have with bottom:
TABLE 7.28:
Word bottom vcc scatter vcc ghetto vcc lettuce vcc chatter vcc kitten vcc button vcc Vowel sound in front of the < tt >:
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Word cotton vcc letter vcc pattern vcc butter vcc matter vcc bitter vcc motto vcc tattoo vcc symptom vcc Vowel sound in front of the < tt >:
5. Are the vowel sounds in front of the tt long or are they short? ____________
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C HAPTER
Chapter Outline
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks [g] = ______; [t] = _______ Stem + Sufx = _______ Prex + Stem = _______ < th > = _____ Stem + Sufx = _______ < th > = _____ Stem + Sufx = _______ Prex + Stem + Sufx = _______ Prex + Stem + Sufx = _______ Prex + Stem = _______ Stem + Sufx = _______ [i] = ______; [t] = _______

Words 1. ghetto 2. permitted 3. attending 4. soothed 5. breathing 6. accompanied 7. applied 8. attention 9. regretting 10. symptom Fill in the blanks [g] = <gh> ; [t] = < tt > Stem + Sufx = permit + t + ed Prex + Stem = a d + t + tending < th > = [th] Stem + Sufx = sooth e + ed e + ing < th > = [th] Stem + Sufx = breath Prex + Stem + Sufx = a d + c + compan y + i + ed Prex + Stem + Sufx = a d + p + pl y + i + ed Prex + Stem = a d + t + tention Stem + Sufx = regret + t + inq [i] = <y> ; [t] = <t>
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More Practice with [t] Spelled

1. The following words all contain the sound [t] spelled < tt > because of either simple addition, twinning, or assimilation. Analyze each word to show where the two <t>s come from:
TABLE 8.3:
Word regretting attractive quitter attendance outtake attempted committee attends cattails submitting regretted fatter attention rattrap fattiest = Analysis = re + gret + t + ing = = = = = = = = = = = = = = Reason Twinning
2. Mark the VCV or VCC patterns for the rst vowel in each of the following words and ll in the blanks, as we have done for later and latter.
TABLE 8.4:
Word #1 later vcv writer cuter biter fated hating Peter motor Is the vowel in front of the <t> long or short? Long Word #2 latter vcc written cutter bitter fattest hatter petting otter Is the vowel in front of the < tt > long or short? Short
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8.2. Lesson Twenty-six Word Find. This nd contains the following twenty words that all have [t] spelled < tt >.
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attack attic bottom cotton
critter ditto ditty attery
utter ghetto lettuce matter
motto otter pattern petty
putty regatta tattoo utter
In nineteen of the words the < tt > is due to the VCC pattern. In one word it is due to assimilation. Which word is that? ________________________
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Words With <tle> and <ttle>

1. Words like battle that end with the letters <le> right after a [t] sound are a special group. In the words below underline the letters that spell [t]:
battle beetle mantle little 2. Now sort the words into this matrix:
kettle gentle rattle brittle
bottle startle settle cattle
shuttle turtle title tootle
3. In words that end with a [t] sound with <le> right after it, if the [t] comes right after a consonant or long vowel, the [t] is spelled ____. But if the [t] comes right after a short vowel sound, the [t] is spelled ____. 5. The long vowels in words like title may seem to be exceptions to the VCC pattern. But the pattern for words that end <tle> is true for words that end with any consonant followed by <le>. Since there is always a long vowel in every word that ends with a single consonant followed by <le>, we can treat these long vowels not as exceptions, but rather as the result of a smaller pattern within a bigger pattern. We can call it the VCle# pattern. VCle# is another pattern that marks long vowels, like VCV and Ve#. If there is a short vowel sound right in front of the [t], we use a double < tt > to spell [t] in front of the <le>. We can think of this as another smaller pattern within the bigger VCC pattern. We can call it the VCCle# pattern, which is another pattern that marks short vowels, like VCC and VC#. In the VCCle pattern the vowel is __________, but in the VCle pattern the vowel is __________. 6. Sort the words with short vowels into these two groups: 345
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If there is a consonant between the short vowel and the [t], we only need a single <t> because the other consonant will ll out the VCCle pattern, as in words like gentle and mantle. But if there is no other consonant, we need both <t>s, as in words like bottle and little.
Word Changes. Remember to follow the directions carefully and write the words you make in the column on the right. The shaded boxes will contain words with which you worked in Item 1 of this lesson. All of the words will end in either <tle> or <ttle>. As you form each word, decide whether it should be spelled with a single or a double <t>:
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Sometimes [t] is Spelled <ed>

1. Look at these sentences and ll in the blank: He coughs a lot. Last night he coughed all night long. When you want to add the meaning in the past to a verb, usually you add the sufx _______. 2. The sufx -ed sometimes sounds like [d], sometimes like [id], and sometimes like [t]. Say each of the following words carefully and sort them into the three groups:
addressed adopted accomplished murmured attacked
approached collected allowed assigned approved
struggled enjoyed taxed attended coughed
shoveled attached announced avoided telephoned
3. Sometimes the [t] at the end of a verb that has the meaning in the past is the sufx ______. 4. So far you have worked with three different spellings of [t]. They are ______, ______, and ______.
Word Scrambles. This Scrambles contains words that all contain the sound [t]. We have given you a start by lling in the three spellings of [t]. 347
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Some Verbs That End With <t>

1. You have seen that sometimes the sufx -ed sounds like [t]. Nowadays when we want to add the meaning in the past to a verb, we nearly always just add the sufx -ed. But long ago with some verbs the sufx that meant in the past not only sounded like [t], it was sometimes spelled <t>! A few of those old verbs are still with us. For example: feel and felt, as in I feel good now, but yesterday I felt pretty bad. 2. In feel is the vowel sound long or is it short? __________ In felt is the vowel long or is it short? __________ In feel how is the vowel spelled? __________ In felt how is the vowel spelled? In felt how is the [t] spelled? __________ 3. In the left column below there are more old past tense verbs with -t. Write out the present tense form for each one and ll in the two columns on the right, as we have done for felt.
4. Here are more verbs that have old past tense forms that end with <t>. This time weve given you the present tense form, and you are to ll in the past tense form: 349
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5. Here are some more that have more elaborate changes:
Word Flow. In this ow you can trace out fourteen words: seven present tense verbs and their past tense forms that end in -t. 350
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8.6. Lesson Thirty
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8.6 Lesson Thirty
The Reasons For Some Unusual Spellings of [t]

1. So far you have worked with three spellings of [t]: ____, ____, and ____. The sound [t] is spelled one of these three ways more than ninety-nine times out of a hundred. And if you remember the places where < tt > occurs and remember that -ed is always a verb sufx, you should have little trouble knowing which spelling to use. There are some other spellings of [t], though, that are very rare but still worth looking at: 2. [t] = <ght> in several words. Underline the letters that are spelling [t] in the following words:
alight aught bought bright brought caught daughter delight eight
ght ight fought freight fright haughty height knight light
lightning midnight might naught naughty night ought plight right
sight sleight slight slaughter sought straight taught thought weight
Sort the words into the following four groups:
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3. The sound [t] is spelled <ght> only after [ ] spelled _____ or _____, or after [ a] spelled _____ or _____, or after [o] spelled _____ or _____. 4. [t] = <tw>. The sound [t] is spelled <tw> in only one word: two. Long ago two was pronounced [tw o]. Several words related to two contain <tw>, and all contain the meaning two. Answer Yes or No:
TABLE 8.5:
Word twice twin twelve between twilight twist twine twig twenty Do you hear the <w>?
5. [t] = <bt>. The sound [t] is spelled <bt> in only three common words: debt, doubt, and subtle. All three were Latin words, used a long time ago by the Romans. Our word debt comes from the Latin word debitum. Our word doubt comes from the Latin word dubitare. Our word subtle comes from the Latin word subtilis. In Latin both the and the <t> were pronounced in these words. But we would nd [bt] difcult to pronounce, so weve simplied it to [t]. 6. [t] = <cht>. Long ago the Dutch called a fast sailing ship a jaghte. The English borrowed the word and spelled it several different ways, including <yaught>. Back then the <gh> was pronounced with a sound a little like our [ch], so in time the <gh> spelling changed to <ch>. But then over the centuries people stopped pronouncing the <ch>, so we now have a word pronounced [yot] and spelled yacht. This is the only word we have in which [t] is spelled <cht>! In words like two, doubt, and yacht we can see that when we spell, we do more than spell sounds. Our spelling also shows something about words sources and their life stories. This can make spelling harder than it might be, but there is always some reason for the spellings we use - even if sometimes the reasons seem a little strange. 7. The sound [t] is spelled <ght> only after _____ spelled or <ei>, or after _____ spelled <ai> or <ei>, or after ______ spelled <au> or <ou>. The word in which [t] is spelled <tw> is _____ The three words in which [t] is spelled <bt> are ______, ______, and ____________. The one word in which [t] is spelled <cht> is ______.
Word Changes. Follow the instructions very carefully and then ll in the blanks to complete the sentence at the end: 353
8.6. Lesson Thirty 1. Write the word debt: debt 2. Change the vowel from <e> to <ou>: _______________
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3. Change the rst consonant to the letter that comes two letters before it in the alphabet, and change the letter before the <t> to <gh>: _______________ 4. Change the rst consonant to the letter that comes right after < s > in the alphabet, and change the rst vowel to the rst letter of the alphabet: _______________ 5. Change the rst consonant to the second consonant in the alphabet: _______________ 6. Change the rst consonant to the next-to-last letter in the alphabet; delete the second vowel letter; and change the second consonant to the letter that comes four places before it in the alphabet: _______________ The sailor went into Word 1 when he Word 3 a Word 6
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Sufxes Spelled <en>

1. You have seen that we have two sufxes spelled <er>: One adds the meaning more to adjectives: The adjective calm plus -er becomes calmer, more calm. The other changes verbs to nouns with the meaning one that does, so a teacher is one who teaches and a computer is something that computes. When two different words or elements are spelled the same but have different meanings, they are called homographs. The base homo+ means same, and the base graph means letter or writing. So homographs are words or elements that have the same letters or spellings but different meanings. Because homographs look the same, it can be easy to overlook important differences in what they mean. Homographs remind us that we always have to worry not just about sounds and spellings but also about meanings. A good example of homographs are the different sufxes that are all spelled <en>. There are ve of them. Well discuss three in this lesson, the other two in the next. 2. -en1 more than one. Long ago the English sometimes used -en to form plurals just as we use -s today. Only three words still have the old -en plural: oxen, children, and brethren. 3. -en2 consisting of. This sufx turns nouns into adjectives: The noun wax plus the sufx -en gives us the adjective waxen. One way to describe a noun is to say that it is the name of a person, place, or thing. Another way is to say that it makes sense when we put it into the blank of this sentence: The _____________ seemed okay. Any word that makes sense in that blank is a noun. For instance, The gold seemed okay. An adjective is a word that describes or identies a noun. Any word is an adjective if it will t into this blank and make sense: The ___________ thing seemed okay. For instance, The golden thing seemed okay.
TABLE 8.6:
Adjective golden waxen earthen wooden woolen = Noun = gold = = = = + Sufx + en + + + +
4. -en3 , turns adjectives into verbs. For example, the adjective bright plus -en gives us the verb brighten. The following are three different ways of describing a verb: 1. A verb is a word that changes its spelling and pronunciation to show a change in time: Yesterday it seemed okay vs. Right now it seems okay. 2. A verb is a word that shows action or a state of being. 3. Most verbs will make sense in one of the following blanks: They ________________ okay. 355
8.7. Lesson Thirty-one or It ________________ okay.
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TABLE 8.7:
Verb brighten darken deepan fatten atten harden lighten moisten = Adjective = bright = = = = = = = = Sufx + en + + + + + + +
5. Now try some the other way around, showing any changes:
TABLE 8.8:
Adjective sad sharp short sick soft straight sweet thick tight tough weak wide + Sufx + en + en + en + en + en + en + en + en + en + en + en + en = Verb = = = = = = = = = = = =
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More Sufxes Spelled <en>

1. -en4 changes nouns into verbs. This is actually the same as -en3 , but we will treat them separately because of the difference between having adjectives or nouns as stems.
TABLE 8.9:
Verb frighten happen hasten hearten heighten lengthen strengthen threaten = Noun = = = = = = = = + Sufx + + + + + + + +
2. -en5 past participle ending. You have seen that verbs usually add the sufx -ed to show that an action took place in the past. Verbs with that -ed sufx are called past tense verbs. We also often use the sufx -ed at the end of verbs that are called past participle verbs. Past participle verbs are like past tense verbs (notice that they both have the word past in their names). But past participles have an additional meaning. They have the meaning "action that is completed." Compare the two sentences They are nishing their chores and They have nished their chores. The rst sentence, with nishing, means that the work of doing the chores is still going on, but the second sentence, with nished with the sufx -ed, means that the work is over or completed, the chores are done. The verb nished in the second sentence is a past partciple. Most past participles, like most past tense verbs, end with the sufx -ed, but some old past participles end with the sufx -en: Compare They are eating their breakfast with They have eaten their breakfast. The rst sentence, with -ing, means that they are not done eating yet. The second sentence, with -en, means that they have nished eating. The verb eaten in the second sentence is a past participle. 3. Analyze each of the following past participles into verb plus sufx:
TABLE 8.10:
Past Participle beaten broken chosen driven eaten fallen forbidden = Verb = = = = = = = + Sufx + + + + + + + 357
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Past Participle frozen given proven = Verb = = = + Sufx + + +
4. Now try some the other way around. Add each verb and sufx to make a past participle:
TABLE 8.11:
Verb rise spoke stole take got forbid mistake forgot overtake arise + Sufx + + + + + + + + + + = Past Participle = = = = = = = = = =
5. Many past participles are used as adjectives, and many of these adjectives appear in compound words. Analyze each of the following compounds:
TABLE 8.12:
Compound Word browbeaten downfallen heartbroken housebroken outspoken overtaken weatherbeaten downtrodden handwoven undertaken = Free Stem #1 = = = = = = = = = = + Verb + + + + + + + + + + + Sufx + + + + + + + + + +
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [t] = _____, [j] = _____ [t] = _____ and _____, [ u] = _____ [t] = _____, < s > = _____ [t] = _____, [o] = _____ [t] = _____ Prex + Stem + Sufx = _________ Verb + Sufx = _________ < s > = _____ Noun + Sufx1 + Sufx2 = ___ [t] = _____ and _____, [o] = _____ [t] = _____ Verb + Sufx = _____ Noun + Verb + Sufx = _____

Words 1. gentle 2. tattoo 3. debts 4. yacht 5. attracting 6. forbidden 7. frightens 8. taught 9. throttled 10. heartbroken Analysis [t] = <t> [j] = <g> u] = <oo> [t] = <t> and < tt >, [ [t] = <bt> , < s > = [s] [t] = <cht> [o] = < a > [t] = < tt > Prex + Stem + Sufx = a d + t + tract + ing Verb + Sufx = forbid + d + en < s > = [z] Noun + Sufx1 + Sufx2 = fright + en + s [t] = <t> and <ght> , [o] = <au> [t] = < tt > Verb + Sufx = throttl e + ed Noun + Verb + Sufx = heart + brok e + en
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The Prex
1. You have seen that when the prex ad- is added to a stem, the <d> and [d] often assimilate and become more similar to the stems rst letter and sound, as in attempt and appear: a d + t + tempt and a d + p + pear In the same way, when the prex sub- is added to a stem, the and [b] often assimilate to become more similar to the stems rst letter and sound. Thus, sub + m + mon = summon 2. In each of the words below, the rst letters are some form of the prex sub-. In some of them the b and [b] have asimilated, and in some they have not. Analyze each word into its prex and stem, showing any assimilation:
TABLE 8.15:
Word summon success supply subject suffer support submarine sufcient suppose substitute suburbs succeed surrogate suppress suggest submitting = Prex = sub + m = = = = = = = = = = = = = = = + Stem + mon + + + + + + + + + + + + + + +
2. Sort the words into these two groups: 360
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3. Now sort the words in which the and [b] assimilated into these groups:
Word Find. This Find contains twenty words that start with some form of the prex sub-:
submit sufcient subscribe substitute succeed
success subtract suffocate subject subdue
submarine suppose support supply succumb
succinct surrogate suffer suggest summon 361
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The Prexes Spelled <in>

1. English has two prexes that are spelled <in>. One means in; the other means no, not. Each of the following words contains one of these inprexes. Analyze each word into prex and stem:
TABLE 8.16:
Word include independent invisible involve incomplete insignicant invent insane inexpensive intend inspect insist = Prex = = = = = = = = = = = = + Stem + + + + + + + + + + + +
2. Find the six words among these twelve in which in- means no, not. The in- means no, not if the word means just the opposite of the stem thats left after you take away in-. For instance, independent means not dependent, just the opposite of dependent So the in- in independent means not. Now sort the twelve words into these two groups:
TABLE 8.17: Words in which

means no, not does not mean no, not
4. The meaning of the in- that means in can be difcult to see in some words, because the meanings of the words have changed so much over the centuries. The following words contain the in- that means in. For each weve given you the stem and its original meaning. Be ready to discuss the connection between the original meaning of the prex and stem and the modern meaning of each word. For instance, how is our meaning of include like shutting in or closing in?
TABLE 8.18:
Word include involve invent intend inspect Stem clude volve vent tend spect Meaning of Stem shut, close roll, turn come stretch look 363
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Word insist Stem sist Meaning of Stem stand
Word Venn. Into circle A put only words that contain the sound [t]. In circle B put only words that contain some form of the prex sub-. In circle C put only words that contain one of the prexes in-:
seek debts succinct
subscribed insufcient incomplete
coughing inexpensive substitute
involved subdue weigh
insignicant earlier insufferable
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Sometimes the Two Prexes

1. When either of the two prexes in- is added to certain stems, the <n> will assimilate and become the same as the rst letter of the stem. In all of the following words, the rst two letters are some form of one of the inprexes. Sometimes the <n> remains <n>, and sometimes it assimilates. Analyze each word into its prex and stem, showing any changes due to assimilation:
TABLE 8.19:
Word immediate individual inform irregular illustrate invested illusion immense 2. Sort the words into these groups: = Prex = = = = = = = = + Stem + + + + + + + +
3. So far the prexes in- behave like the prexes ad- and sub-: Sometimes they are simply added to the stem with no changes in spelling, and sometimes they assimilate so that the last letter of the prex is the same as the rst letter of the stem. But in some words the <n> in in- changes to an <m> even though the rst letter of the stem is not an <m>! For instance: in+ m + press = impress This change from <n> to <m> and from [n] to [m] still makes the word easier to say. It is called partial assimilation. 4. All of the following words contain one of the prexes in-. In some words the <n> has assimilated partially by changing to an <m> in front of stems that dont start with [m] or <m>. In some words the <n> has not assimilated at all. Analyze each word to show what happened when in- was added to the stem in that word:
TABLE 8.20:
Word impress = Prex = + Stem + 365
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Word inquire improve insufcient important indicted imbalance impossible 5. = Prex = = = = = = = + Stem + + + + + + +
6. Sometimes the <n> in the prexes in- assimilates partially to _____ before stems that start with the letters _____ and _____.
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The Prex
1. You have seen that when certain prexes are added to certain stems, the last consonant in the prex assimilates. In each of the following words, the rst two letters are some form of the prex ob-. Analyze each word to show what happened when the prex ob- was added to the stem:
TABLE 8.21:
Word opposite object observe occupy offer obtain opportunity occur obstacle occupation obvious oppose oblige occasion offense = Prex = = = = = = = = = = = = = = = + Stem + + + + + + + + + + + + + + +
2. Now sort the twelve words into these two groups:
3. Now sort the nine words in which the assimilated into these three groups: 367
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Word Spell. How many words of three letters or more can you spell from the letters in the word opportunity? There are more than a hundred possible ones.
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Review of Prexes, Stems, and Sufxes

1. Analyze each of the following words into their prexes, stems and sufxes as indicated in the formulas given in the middle column. Pr equals Prex, St equals Stem, and Su equals Sufx. Remember that some stems consist of just a base. Be sure to show all cases of nal <e> deletion, twinning, changing of <y> to , and assimilation:
TABLE 8.22:
Word misaddressed assuring misinforms submariner successfully observers illustrating unimpressed reoccurring adventurers disappearing inquirers suppliers unaccompanied uninvolved misassigned subscribers disadvantaged unassisted sufferers unaffected substituting straightened occupies Formula Pr1 + Pr2 + St + Su Pr + St + Su Pr1 + Pr2 + St + Su Pr + St + Su Pr + St + Su1 + Su2 Pr + St + Su1 + Su2 Pr + St Pr1 + Pr2 + St + Su Pr1 + Pr2 + St + Su Pr + St + Su1 + Su2 Pr1 + Pr2 + St + Su Pr + St + Su1 + Su2 Pr + St + Su1 + Su2 Pr1 + Pr2 + St + Su Pr1 + Pr2 + St + Su Pr1 + Pr2 + St + Su Pr + St + Su1 + Su2 Pr1 + Pr2 + St + Su Pr1 + Pr2 + St + Su Pr + St + Su1 + Su2 Pr1 + Pr2 + St + Su Pr + St + Su St + Su1 + Su2 Pr + St + Su = Analysis = mis + ad + dress + ed = = = = = = = = = = = = = = = = = = = = = = =
2. Combine the following prexes, stems, and sufxes. Again, be sure to show all changes that occur when the elements combine:
TABLE 8.23:
Prexes, Stems, and Sufxes un + ad + prove + ed dis + ad + point + ment + s in + form + er + s = Word = un + a d + p + prov e+ ed = 369
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Prexes, Stems, and Sufxes ad + just + er + s ad + cid + ent + al + ly re + ob + cur + ing ob + portune + ist + s sub + gest + ion + s sub + tract + ion ob + posite + ion in + de + pend + ent + ly in + lustr + ate + ion + s ad + sort +ment ad + sign + ment in + lus + ion + s in + vent + or + s ad + opt + ion = Word = = = = = = = = = = = = = =
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How Do You Spell [p]?

1. You can hear the sound [p] at the beginning and end of the word pop. Underline the letters that spell [p] in the following words:
accompany supply purple improve pattern
poison approved sleep attempted occupy
equipment support independent worship accomplish
syrup preferred wrapper stepparent opposite
2. Sort the twenty words into these three groups:
3. You should have found two ways to spell [p]: _____ and _____. 4. Does the spelling <pp> come at the front of any of these words? _____ How is [p] spelled at the front of words? _____. Does the <pp> spelling come at the end of any of these words? _____. How is [p] spelled at the end of words? _____. 5. More than nine times out of ten [p] is spelled . Very nearly all of the other times it is spelled <pp>. So the sound [p] is spelled or <pp> nearly 100% of the time. The next lesson will deal with when and why [p] is spelled <pp>.
Word Find. This Word Find contains fteen words that contain the spelling <pp>: 371
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supply wrapper opposite
support approach appeal
lamppost tipping oppose
snapped approach opportunity
kidnapper stepparent oppress
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8.16 Lesson Forty
When is [p] Spelled <pp>?

1. You have seen that a double consonant, like <pp>, can be caused by one of these reasons: simple addition, twinning, or assimilation: A <pp> is caused by simple addition when an element that ends with a joins another element that starts with : lamp + post = lamppost Sometimes <pp> is caused by twinning: tip + p + ing = tipping Some cases of <pp> are caused by the assimilation of the prexes ad-, sub, or ob- in front of stems that start with a : a d + p + peal = appeal 2. Each of the following words contains a <pp> because of one of the three reasons just given. Analyze each word enough to show whether the <pp> was caused by simple addition, twinning, or assimilation. Write the cause in the right column:
TABLE 8.24:
Word lamppost appears tipping wrapper suppose oppose snapped approaches opportunity supply apply slipper oppress suppress stepparent unwrapped opposite support kidnapping = Analysis = lamp + post = = = = = = = = = = = = = = = = = = Reason for <pp> Simple addition
3. Think of another word that contains the spelling <pp> for each of the following reasons. Then analyze each word:
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TABLE 8.25:
Reason Simple Addition Twinning Assimilation Word Analysis
4. Three reasons for spelling [p] <pp> are . . .
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks [p] = _____ [p] = _____ [p] = _____, [r] = _____ and _____ Pr + St = __________________ Pr + St + Su1 + Su2 = _______________ Pr + St + Su = ______________ Pr + St + Su = ______________ Pr + St + Su = ______________ Pr + St = _____________ Pr + St + Su = ______________

Words 1. independent 2. opportunity 3. wrapper 4. observe 5. sufferers 6. illustrates 7. approached 8. succeeding 9. substitute 10. occurring Fill in the blanks [p] = [p] = <pp> [p] = <pp> , [r] = <wr> and <r> Pr + St = ob + serve Pr + St + Su1 + Su2 = su b + f + fer + er + s Pr + St + Su = i n + l + lustrate +s Pr + St + Sufx = a d + p + proach + ed Pr + St + Su = su b + c + ceed + ing Pr + St = sub + stitute Pr + St + Su = o b + c + cur + r + ing
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Spelling [p] After Short and Long Vowels

1. Fill in the blanks with either long or short: In the vcc pattern the vowel will usually be __________ if it is stressed. In the vcv pattern the vowel will usually be __________ if it is stressed. In the vc# pattern the vowel will usually be __________ if it is stressed. 2. Underline the letters that spell [p] in each of the following words:
accept aspirin pepper symptom
escape whisper chapter vapor
worship type glimpse friendship
occupy unwrap baptize happiness
3. Find the closest vowel letter before the [p] in each word. Starting with that vowel, mark the patterneither vcc, vcv, or vc#. In some of the words there is a consonant between the and the vowel. There are __________ words with the pattern VCV. There are __________ words with the pattern VC#. There are __________ words with the pattern VCC. 4. Sort the sixteen words into the following matrix.
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5. After a long vowel in the VCV pattern [p] is always spelled ______. After a short vowel in the VC# pattern [p] is always spelled ______. After a short vowel in the VCC pattern [p] is sometimes spelled ______ and sometimes it is spelled ______. 6. Sort the words with the VCC pattern into the following two groups:
7. Be ready to discuss this question: Why does the seond [p] in pepper and the [p] in happiness have to be spelled <pp> while [p] is spelled in words like aspirin and glimpse ?
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Words With <ple> and <pple>

1. Earlier you saw that with the spelling of [t] before the letters <le> there are two special smaller patterns that we called the VCle and the VCCle patterns, as in title and tattle. In the VCle pattern, as in title, the vowel will be _____, but in the VCCle pattern, as in tattle, the vowel will be _____. The VCle and VCCle patterns hold for words that have the letters <le> right after the sound [p]. Underline the letters that spell [p] in each word:
pineapple simple disciple
cripple ripple steeple
sample temple example
staple quadruple supple
ample maple people
2. Sort the fteen words into this matrix:
3. In words that have a [p] sound with <le> right after it, if the [p] comes right after a consonant or long vowel, the [p] is spelled _____. But if the [p] comes right after a short vowel sound, the [p] is spelled _____. 4. Sort the words with short vowels before the [p] into these two groups: 378
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If there is a consonant between the short vowel and the [p], we only need a single because the other consonant will ll out the VCCle pattern. But if there is no other consonant, we need both s. 5. In the VCle pattern the vowel is __________, but in the VCCle pattern the vowel is _____. 6. Two ways of spelling [p] are _____ and _____. Word History. Although its name analyzes to pine + apple, a pineapple is neither pinenor an apple. In earlier centuries the word apple was often used to refer to fruit in general, and the word pineapple originally was used to refer to the fruit of the pine treethat is, the pine cone. Later it was used to refer to the fruit from Hawaii because pineapples look very much like large pine cones.
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Four More Sufxes: 1. Each of these four sufxes changes a noun into an adjective. Notice that knot is a noun; it names a thing: There is a knot in that board. But if we add -y or -less to it, we get adjectives, words that describe nouns: That board is knotty, but the other board is knotless. Knotty and knotless are adjectives describing the noun board. 2. Also, the word man is a noun: He is a man. But if we add -ful or -ly to it, we get adjectives: He is a manful person and He is a manly fellow. Manful is an adjective describing person, and manly is an adjective describing fellow. 3. The sufxes -ful, -less, -ly, and -y can be used to change __________ into __________. 4. Combine the nouns and sufxes below to make adjectives:
TABLE 8.28:
Noun doubt doubt sleep sleep cheer cheer cheer weight weight thought thought daughter + Sufx + less + ful + less +y + less + ful +y +y + less + ful + less + ly = Adjective = = = = = = = = = = = =
5. Each of the following adjectives consists of a noun plus one of the four sufxes youve been working with in this lesson. Analyze each adjective into its stem noun and sufx:
TABLE 8.29:
Adjective successful delightful tricky sightless worshipful knightly knotty bottomless 380 = Noun = = = = = = = = + Sufx + + + + + + + +
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Adjective avorful twisty syrupy lovely joyful motherless rightful peppery friendly motherly = Noun = = = = = = = = = = + Sufx + + + + + + + + + +
6. Four sufxes that turn nouns into adjectives are ________, ________, ________, and ________.
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The Letter <v> After Short and Long Vowels

1. Earlier we saw that, except for the word of, the sound [v] is always spelled one way. That way is __________. One reason we have spellings with double letters like <pp> and < tt > is to mark the difference between long and short vowels:
taped vcv later vcv
tapped vcc latter vcc
But since we dont regularly use <vv>, we have no way to mark short vowels before [v] the way we use <pp> and < tt > to mark them before [p] and [t] in words like tapped and latter. So the letter <v> cannot tell us whether the vowel in front of it is long or short. 2. Put a c for consonant under the <v> in each of the following words. Then mark the letter right in front of the <v> and the letter right after the <v> with either another c if its a consonant or with a v if its a vowel:
avenue avor haven[U+0080][U+0099]t haven
arriving having gives evening
driven driver shovel improve
remove woven several fever
novel overtake civilized lovely
3. You should have found that all twenty words have the same pattern. That pattern is _________. 4. Sort the twenty words into the following two groups: Words in which the <v> comes right after a ...
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5. Usually in the pattern VCV the rst vowel is _________. But do all of the words with <v> as the consonant in the pattern VCV have a long vowel right in front of the <v>? ________. 6. The word ambiguous means to be indenite; to have more than one possible meaning. Be ready to discuss this question: Why can we say that so far as long and short vowels are concerned, the letter <v> is ambiguous? Word History. Ambiguous analyzes to ambi + ig + uous. The prex amb(i)- means both. The base ig means drive, lead, act. The sufx -uous forms adjectives with a meaning like tending to. So ambiguous has a root meaning like tending to drive both ways or act both ways, tending to wander around.
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Review
1. Below you are given some words. For each word you are given a spelling feature either the spelling of one of the sounds in the word or the presence of a silent nal <e>. In the right hand column you should ll in the reason for the spelling feature that is, the pattern or change that explains why the sound is spelled the way it is or the function of the silent nal <e> in the word:
TABLE 8.30:
Word example immediate knotty immense shuttle attempted occurred kidnapped supporting lose subscribe maple Spelling Feature [p] = [m] = <mm> [t] = < tt > Silent nal <e> [t] = < tt > [t] = < tt > [r] = <rr> [p] = <pp> [p] = <pp> Silent nal <e> Silent nal <e> Silent nal <e> Reason VCCle pattern
2. Analyze each of the following words into its elements according to the formula you are given for each one. Pr = Prex, FrSt = Free Stem, BndSt = Bound Stem, and Su = Sufx. Remember that some stems consist of just a base. Be sure to show any changes that occur:
TABLE 8.31:
Word unfriendly thoughtful unimpressive obtained rightfully indebted involved sufferers suffocate reappeared disputing sleepiest Formula Pr + FrSt + Su FrSt + Su Pr1 + Pr2 + FrSt + Su Pr + BndSt + Su FrSt + Su1 + Su2 Pr + FrSt + Su Pr + BndSt + Su Pr + BndSt + Su1 + Su2 Pr + BndSt + Su Pr1 + Pr2 + BndSt + Su Pr + BndSt + Su FrSt + Su1 + Su2 Analysis un + friend + ly
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3. Combine the following elements into words. Be sure to show any changes that occur:
TABLE 8.32:
Elements dis + ad + vantage + ed in + de + pend + ence in + sist + ed in + sub + ce + ient un + wrap + ed ad + sign + ment + s in + sign + i + c + ant sub + gest + ion + s ear + ly + est ob + case + ion + al de + light + ful + ly in + lustr + ate + ion Word
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Review
1. Analyze each of the following words enough to show all of the sufxes and prexes they contain. Show any changes:
TABLE 8.33:
Word misadvised unsuccessful impresses insane reoccurred typists gentlest regularize friendlier frightens thoughtless naughtier affection subtracting informers invisible oppressive escapist happiest vaporized lovelier lengthening rightful pointlessness cheery unassisted suggests offense opportunist simplest individualize motherly moistened avorful sightless 386 Analysis
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Word knotty 2. Sort the words into the following groups: Analysis
3. Among the words above you should be able to nd at least four that contain each of the following things:
TABLE 8.34:
An example of changing <y> to : An example of deleting silent nal <e>: A prex or sufx other than the ones listed above:
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + Stem + Sufx: _____________ Prex + Stem + Sufx: _____________ Prex + Stem + Sufx: _____________ Prex + Stem + Sufx: _____________ Stem + Sufx + Sufx: _____________ Prex + Stem + Sufx: _____________ Stem + Sufx + Sufx: _____________ Stem + Sufx + Sufx: _____________ Prex + Stem + Sufx: _____________ Stem + Sufx: _____________

Words 1. applied 2. suggested 3. informers 4. opposites 5. typists 6. unhappiest 7. lovelier 8. frightening 9. unsuccessful 10. thoughtless Fill in the blanks Prex + Stem + Sufx: a d + p + pl y + i +ed + g + gest + ed Prex + Stem + Sufx: su b Prex + Stem + Sufx + Sufx: in + form + er + s Prex + Stem + Sufx: o b + p + posite + s e + ist + s Stem + Sufx + Sufx: typ Prex + Stem + Sufx: un + happ y + i + est Stem + Sufx + Sufx: love + l y + i + er Stem + Sufx + Sufx: fright + en + ing Prex + Stem + Sufx: un + su b + c + cess + ful Stem + Sufx: thought + less
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C HAPTER
Chapter Outline
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9.1. Lesson One
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9.1 Lesson One
Review of Elements and Simple Addition

1. Elements are the smallest parts of written words that add meaning to the words. There are three kinds of elements: prexes, bases, and sufxes. Prexes are elements that go at the front of words and cannot stand free as words. Un- and re- are prexes in the words unfriendly and respected. Bases are elements that carry the core of the words meaning and can have prexes and sufxes added at the front and back. Free bases are bases that can stand free as words, like the bases friend and doubt in the words unfriendly and undoubted. Bound bases are bases that cannot stand free as words, like the bases sist and rupt in the words resisted and disrupted. Sufxes are elements that go at the end of words and cannot stand free as words. In the words unfriendly and respected, -ly and -ed are sufxes. 2. The Rule of Simple Addition. Unless you know some reason to make a change, when you add elements together to spell a word, do not make any changes at all. Simply add the elements together. 3. Add the following prexes and sufxes to the free bases. All of the elements combine by simple addition:
TABLE 9.1:
Prex un ad dis in dis mis com in ex com + Free Base + suit + dict + turb + clude + arm + judge + fort + vest + ceed + mon + Sufx + ed + ion + ing +s + ed + ment + able + ment +s + ly = Word = unsuited = = = = = = = = =
4. Stems. When we take prexes or sufxes away from a word, the part that is left over is called the stem. So if we took the reaway from the word repaying, we would have the word paying left over and that leftover part is called the stem. If we took the sufx -ing away from repaying, the stem would be repay. If we took the prex reaway from repay, the stem would be pay, which is also a free base. We also use the word stem to refer to the element or string of elements to which we are going to add prexes or sufxes. If we added the sufx -ing to the word repay, we would say that repay was the stem of the new word, repaying. 390
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So the word stem can be used to refer to the element or string of elements that is left over after prexes and sufxes are taken away, and it can be used to refer to an element or string of elements to which we are going to add prexes or sufxes. Some stems are free, and some stems are bound. For instance, if we take away the sufx from the word resisting, we get the free stem resist. But if we take away the prex from resisting, we get the bound stem sisting, for we do not have a word in English spelled <sisting>. Some stems do not contain prexes or sufxes, but every stem must contain at least one base. And some stems contain only a base. 5. Analyze these words into the elements and stems described for each:
TABLE 9.2:
Word uncomfortable include exceeding addicts uncommon unsuitable jewelers dewy misjudges regrouping compels rearming reinvested refreshments undisturbed = Analysis = Prex + prex + free base + sufx ______ = Prex + bound base ______ = Prex + bound base + sufx ______ = Prex + bound base + sufx ______ = Prex + prex + bound base ______ = Prex + free base + sufx ______ = Free base + sufx + sufx ______ = Free base + sufx ______ = Prex + free stem ______ = Prex + free base + sufx ______ = Prex + bound base + sufx ______ = Prex + free base + sufx ______ = Prex + prex + free base + sufx ______ = Prex + bound stem ______ = Prex + prex + bound stem ______
Word History. The vest that refers to a sleeveless shirt-like garment is the same free base that is in investment. It comes from a Latin word that meant garment, clothing. The connection appears to be that when you invest money, you put it a new form, as if you were clothing it in a new cover. Notice that we still speak of covering someones bet, which is itself a kind of investment.
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9.2. Lesson Two
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9.2 Lesson Two
Review of Twinning and Silent Final <e> Deletion

1. Twinning Rule. You twin the nal consonant of a stem that has one vowel sound whenever you add a sufx that starts with a vowel and the stem ends CVC. You twin the nal consonant of a word that has two or more vowel sounds whenever you add a sufx that starts with a vowel and the stem ends CVC and the stem has strong stress on the nal vowel before and after you add the sufx. 2. Combine the following stems with their sufxes. Some combine by simple addition and some with twinning. Show any cases of twinning. Be ready to explain why twinning does or does not occur in each case:
TABLE 9.3:
Stem + Sufx compel + l + ing debt + or slam + ed god + ess cruel + est god + ly rumor + ed knit + ing permit + s collect + ed build + ing exhibit + ed admit + ing twin + ing foreign + er develop + ing boot + ed blossom + ed chew + y ruin + ed = Word = compelling = = = = = = = = = = = = = = = = = = =
3. Silent Final <e> Deletion Rule. You delete a nal <e> that marks a soft <c> or soft <g> when you add a sufx that begins with the letters <e>, , or <y>. You delete all other silent nal <e>s whenever you add a sufx that starts with any vowel. 4. Combine the following stems and sufxes. Some combine through simple addition and some with nal <e> deletion. Show any nal <e>s that are deleted as we have done with the rst one:
TABLE 9.4:
Stem + Sufx los e + er 392 = Word = loser
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Stem + Sufx bruise + es collapse + ing inuence + ed juice + y acknowledge + ing acknowledge + able routine + ly cruise + ing loose + ness costume + er continue + ous nonsense + ic + al clothe + ing absolute + ly commerce + ial balance + able nuisance + es collide + ing loose + en choose + y overdose + ed accommodate + ion = Word = = = = = = = = = = = = = = = = = = = = = =
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9.3. Lesson Three
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9.3 Lesson Three
Review of Assimilation
1. When prexes are added to stems, usually they are simply added to the stem with no changes in spelling: re + paint = repaint and sub + tract = subtract. This process is called simple addition. But sometimes the last letter of the prex changes to spell the same sound as the rst letter of the stem: sub + pose = sub + p + pose = suppose and in + legal = in+ l + legal = illegal. This process is called full assimilation. Sometimes the last letter of the prex changes to spell a sound more similar to, but not entirely the same as, the rst sound in the stem: in + possible = in+ m + possible = impossible. This process is called partial assimilation. Both full and partial assimilation make the word easier to say. 2. All of the following words start with some form of one of the following prexes: ad-, in-1 not, in-2 in, ob-, and sub-. Analyze each word into its prex and stem. Sometimes the prex and stem combine through simple addition, and sometimes they combine with either partial or full assimilation. Be sure your analysis shows any assimilation that takes place:
TABLE 9.5:
Word illegal object inuence subject adjective assign supposed illiteracy opposite immune innocent immigrant immediate = Prex + Stem = in+ l + legal = = = = = = = = = = = =
3. Now try some the other way around. Combine each prex and stem. In your analysis. Show any assimilation that takes place, as we have done with the rst one:
TABLE 9.6:
Prex + stem ad + nex ad + commodate sub + gest in + literate ob + position 394 = Analysis = a d + n + nex = = = = = Word = annex = = = =
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Prex + stem in + mortal in + prove ob + struct in + struct sub + mit ad + mitted in + balance ad + dress ad + tenance ob + portunity sub + fering = Analysis = = = = = = = = = = = = Word = = = = = = = = = = =
4. Two words that contain full assimilation are _________ and _________. 5. Two words that contain partial assimilation are _________ and _________. Word History. The bound base mune in immune is closely related to the bound base mon in common. They both mean duties, ofce or performing duties or services. To be immune originally meant to be free of responsibility for civic duties. The word commune has the same prex as common and the same base as immune.
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9.4. Lesson Four
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9.4 Lesson Four
The Prex
1. Many words contain some form of the prex com-. The <m> in com- often assimilates when it is added to certain stems. The rst three letters in each of the following words are some form of the prex com-. Sometimes the <m> has assimilated and sometimes it has not. Analyze each word into its prex plus stem and show any assimilation that has taken place.
TABLE 9.7:
Word correspond combine companion collapse connect committee correct commercial collect college community company 2. Sort the words into these two groups: = Prex + Stem = co& m+ r + respond = = = = = = = = = = =
3. Now sort the six words in which the <m> did not assimilate into these two groups:
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4. And now sort the six words in which the <m> assimilated into these three groups:
CrossWords. This crossword contains twelve words that contain some form of the prex com-: Across 2. Pal 3. Working group 4. Gather 7. Link together 8. Neighborhood 9. Cave in Down 1. Agree with 3. School after high school 4. Mix together 5. TV advertisement 6. Not wrong
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9.5. Lesson Five
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9.5 Lesson Five
The Prex
1. In an earlier lesson we saw that sometimes the <n> in the prex in- changes to an <m> even though the rst letter of the stem is not an <m>. An example is the word impression: in + m + pression. This is called partial assimilation. The prex com- does a similar thing: In most of the words with com- the <m> changes to an <n>, even when the stem does not start with an <n>. This partial assimilation of <m> to <n> still makes the word easier to say. 2. The rst three letters in each of the following words are some form of com-. Sometimes it has assimilated partially by changing <m> to <n>, and sometimes it has not. Analyze each word to show what happened when com- was added to the stem in that word:
TABLE 9.8:
Words consist conduct conversation commission compare condence composition consent confession content commerce congress conceal confront continue 3. Now sort the fteen words into these two groups: = Prex + Stem = co& m+ n + sist = = = = = = = = = = = = = =
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Word Change. Make the changes called for by the instructions and ll in the blank in the nal sentence:
TABLE 9.9:
Instructions 1. Write the word college. 2. Change the fourth consonant in the word to the second consonant in the alphabet. Then change the second <e> in the word to the letter that comes between < s > and in the alphabet. 3. Change the third and fourth letters in the word to the letters that come two places after them in the alphabet. 4. Change the third and fourth letters in the word to the letters that come four places after them in the alphabet. 5. Change the second consonant in the word to the letter that comes between <m> and <o> in the alphabet. Then change the third consonant in the word to the third consonant in the alphabet. And then change the <e> to . 6. Change the base of the word to <sist>. 7. Change the second vowel in the word to the second vowel in the alphabet. Change the fourth consonant in the word to <n>. Words 1. 2.
3. 4. 5.
6. 7.
If you followed the instructions just right, your solution is __________.
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9.6. Lesson Six
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9.6 Lesson Six
More Words With

1. Here are twelve more words, all starting with some form of the prex com-. Analyze each word into prex plus stem and show any assimilations that take place:
TABLE 9.10:
Word contents completely condent compel contain compare correspond construct communities contract continent collapsed 2. Sort the twelve words into these two groups: = Prex + Stem = co& m+ n + tents = = = = = = = = = = =
3. The word accommodate contains an assimilated form of the prex ad-, plus the prex com-. Analyze it into its two prexes and stem:
TABLE 9.11:
Word accommodate = Prex1 = + Prex2 + + Stem +
4. The prex com- means with or together. Each of the following words consists of some form of com- plus a base. In the right hand column we give you the meaning of each base. You should be ready to discuss how you think the meaning of the prex and the base go together to lead to the meaning of each word: 400
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TABLE 9.12:
Word contract collect connect contain compare compel construct collide contact conduct combine Base and Its Meaning tract = Draw, pull lect = Choose, gather, read nect = Bind tain = Hold pare = Equal pel = Push, drive, strike struct = Pile up lide = Strike tact = Touch duct = Lead, bring bine = Two by two, two each
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9.7. Lesson Seven
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9.7 Lesson Seven
Long oo? How Do You Spell [u],

1. You can hear long oo, [ u], in the word crude. Long oo is usually spelled with a or an <o>. Underline the letters that are spelling [ u] in the following words:
truly avenue student glue canoe who
blue including absolutely introduce solution assume
suicide inuence statue junior stupid improve
resume nuclear conclusion consumer costume exclude
lose to cruel two numerous rumor
ruble shoe ruin conclude approve opportunity
2. Now sort the words into the following two groups:
3. You have worked with three patterns that have long vowels at their beginning: VCV, Ve#, and VCle. Sort the words in Item 1 into the following groups: 402
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4.
5.
6.
7. There are two other patterns that have long vowels at their heads. The rst one is written V#: When <e>, , <o>, , or <y> are the last letter in a word, they spell a long sound. Find the three words in your list of [ u] words that t the V# pattern:
6. The second new pattern is quite different from any of the others: When two separate vowel sounds come one right after the other, the rst vowel sound will be long - as in words like lion and cruel. with long and long oo. We write this pattern V.V. The dot between the Vs reminds us that the vowel letters are spelling two separate vowel sounds.
7. So far you have worked with eight vowel patterns: VCV, VCC, VC#, VCle, VCCle, V#, Ve#, and V.V. Sort the eight patterns into these two groups: 403
9.7. Lesson Seven
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9.8 Lesson Eight
Digraph Spellings of Long oo

1. You have seen that the long oo sound, [ u], is often spelled or <o>. It is also often spelled with combinations of two vowel letters. When two vowel letters work together as a team to spell a single vowel sound, they are called a digraph. In all but three of the following words [ u] is spelled with vowel digraphs. Underline the letters that spell [ u]:
choose suicide coupon goose chews
through too bruise groups nuisance
loose you threw noodles smooth
juice suit avenue cruise cougar
knew mood lose proof jewel
poodle boots dew routine brood
2. Sort the words into these groups:
is spelled with the digraph . . . TABLE 9.13: Words in which [u]
<oo>
<ou>
<ui>
<ew>
3. You have worked with six ways of spelling [ u]. Write them below and give at least one word that contains each spelling:
TABLE 9.14:
Spellings of [ u] Example Words
4. You have learned eight patterns, like VCC and VCV, for marking long and short vowels. Unfortunately, although these patterns are very useful when vowels are spelled by single letters, they are not useful when vowels are spelled with vowel digraphs. So vowel patterns like VCC and VCV cannot help when you are spelling vowel sounds with digraphs. But there are other kinds of patterns that can help, as well see in the next lesson.
Word Venn. All of the following words contain the sound [ u]. Into circle A put only those words that contain a digraph spelling of [ u]. Into circle B put only those words that contain an instance of nal <e> deletion. Inside the rectangle but outside the circles put any other of the words in the list: 405
9.8. Lesson Eight
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approval assumed bruising choosy consumer
cougar coupon cruiser glued improve
including jewelry juicy junior knew
loosen nuisance ruble rumor shoe
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9.9 Lesson Nine
Homophones with [u]

1. Underline the letters that spell [ u] in the following words:
lose blew too shoos
choose two yew knew
chews student through blue
to new truly threw
loose you shoes suicide
2. In English we have many cases of two or more words that sound the same even though they mean different things and are spelled differently. Such words are called homophones. The base homo means same, and the base phone means sound. So homophones have the same sound, but different meanings and spellings. Several homophones contain the sound [ u]. The list above contains one set of three homophones, three words that sound the same but are spelled differently. Find them and write them here:
3. The list contains six pairs of words that are homophones. Write the six pairs here:
TABLE 9.15:
Word #1 blew Word #2 blue
4. When you are trying to keep the different spellings of homophones clear in your mind, it helps to put them into groups. For instance, in the to, too, two set, it helps to remember that two is related to other words with the meaning two, like twice, twin, and twelve. Remembering that set can help you remember the <w> in two. And sometimes you simply have to think of little tricks that can help. For instance, in the to, too set the word too has an extra <o>. It has one too many <o>s. Be ready to discuss these questions: What words are threw, knew, and blew related to that can help you remember the <w>? Can you think of other patterns or tricks to help you with the homophones choose and chews? You and yew? Shoes and shoos? 5. Pairs like loose and lose are not pronounced the same so they are not quite homophones, but they are enough alike in sound and spelling to be confusing. It can help to remember that lose is related to lost. If you lose something, it is lost. And both lose and lost contain just one <o>. It might help, too, to remember that loose rhymes with goose; you will probably nd it easier to remember the <oo> in goose. 407
9.9. Lesson Nine
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Word Find. H is for homophone. This Find gives you a chance to work some more with homophones that contain the sound [ u]. We give you clue words. In the puzzle you are to nd the homophones for the clue words. There are twenty clue words but twenty-two homophones in the puzzle because two of the clue words, due and to, have two homophones each rather than just one. Here are the clues. Weve given you a start: threw new chews blew yew
shoos u roomer tooter youll
crews crewed brews brewed mooed
rued due to route [r ut] slough [sl u]
After you have found as many of the homophones as you can, write them in alphabetical order:
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9.10 Lesson Ten

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis ] = ____ Free base + sufx = _______ [u Prex + Bound base + sufx = _______ ] = _____ [u ] = ____ Free base + sufx = _______ [u ] = _____ [u ] = _____ Free base + sufx = _______ [u ] = _____ Free base + sufx = _______ [u Prex + bound base + sufx = _______ ] = ______ Free base + sufx = _______ [u Prex + bound base + sufx = _______
TABLE 9.17: Answers Test One

Words 1. loser 2. collected 3. through 4. looser 5. rumors 6. chooses 7. chewy 8. connecting 9. shoes 10. compelling Fill in the blanks ] = <o> Free base + sufx = los [u e + er Prex + Bound base + sufx = co & m + l + lect + ed ] = <ou> [u ] = <oo> Free base + sufx = loos [u e + er ] = [u ] = <oo> Free base + sufx = choos [u e + es ] = <ew> Free base + sufx = chew + y [u Prex + bound base + sufx = co & m + n + nect + ing ] = <o> Free base + sufx = shoe + s [u Prex + bound base + sufx = com + pel + l + ing
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9.11. Lesson Eleven
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9.11 Lesson Eleven
The Prex
1. Each of the following words contains the prex ex-. Analyze each word into its prex, base, and sufx. Weve given you a hand here and there:
TABLE 9.18:
Word exacting expanded excitement explorer excluding exclaiming exposure excluded expertise extender = Prex = = = = = = = = = = + Base + + + + + + + + + + + Sufx + + + ment + + + + ure + + ise +
2. A base that can stand free as a word is called a __________. A base that cannot stand free as a word is called a ____________. In the word exacting, act is a free base, but in the word expanded, pand is a bound base because _______________________________________ 3. Ex- means out, out of, from. In the right-hand column below you are given the meaning of the bound base in each word. Analyze each word into its three elements and be ready to discuss how the meanings of the prex and the bound base lead to the meaning of the word:
TABLE 9.19:
Word excepted excesses exceeding exhibits = Prex = = = = + Bound Base + + + + + Sufx + + + + Meaning of Base take, seize go, withdraw go, withdraw hold, possess, have, handle
4. All of the words in each of the following four sets contain the same bound base. Each word also contains a prex and a sufx. Analyze each word in each set into prex plus bound base plus sufx. Show any assimilation. 410
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9.12. Lesson Twelve
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9.12 Lesson Twelve
More About the Prex

1. In the words you have worked with so far the prex ex- has always been spelled <ex>. But when ex- is added to a stem that starts with an <f>, the <x> assimilates to an <f>. In many other words the <x> is deleted and nothing is put in its place. This partial assimilation makes pronunciation easier. Each of the following words begins with some form of the prex ex-. Analyze each one into its prex and stem. Show any assimilation that take place:
TABLE 9.20:
Word exclaiming effective editor exhibited elaborate emerging emotional evidently efcient elections enormous excitement = Prex = = = = = = = = = = = = + Stem + + + + + + + + + + + +
2. Usually ex- assimilates only partially, by just deleting the <x>. It often does so with stems with which other prexes assimilate fully to make a double consonant. So though we have elect with a single <l>, we have collect with <ll> because of full assimilation:
elect = e x + lect , with < l > collect = co& m + l + lect , with < ll > . Here are some other pairs like elect and collect. In each pair the rst word contains an assimilated form of the prex ex-. The second word contains a different prex. Both words in each pair contain the same stem. Analyze each word into its prex plus stem. Then underline any double consonants:
TABLE 9.21:
Word election coll ection emotion commotion 412 = Prex = e x = co& m+ l = = + Stem + lection + lection + +
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Word immigrate edicts addicts eminent imminent erected corrected elapsed collapsed edition addition eroding corroding = Prex = = = = = = = = = = = = = + Stem + + + + + + + + + + + + +
3. Usually when ex- is added to a stem that starts with < s >, an unusual assimilation takes place. For example, in the word expect the base is actually spect, the same base that is in inspect and respect. But in expect the < s > is deleted: ex + spect. All of the following words have this same unusual assimilation. Analyze each one into prex plus stem, showing the < s >-deletion:
TABLE 9.22:
Word expect exist expire executive exertion extinct extant extinguisher exude = Prex = ex = = = = = = = = + Stem + spect + + + + + + + +
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Work with Bound Bases

1. Elements are the smallest parts of written words that add meaning to the words. There are three kinds of elements: prexes, bases, and sufxes. Prexes are elements that go at the __________ of words and (can/cannot) stand free as words. In the words unpainted and insisting __________ and __________ are prexes. Sufxes are elements that go at the __________ of words and (can/cannot) stand free as words. In the words unpainted and insisting __________ and __________ are sufxes. Bases are elements that carry the core of the words meaning. In the words unpainted and insisting ___ and __________ are bases. Free bases are bases that __________. Bound bases are bases that __________. Is the base in the word unpainted free or is it bound? __________. Is the base in the word insisting free or is it bound? __________. 2. Each of the following words consists of a prex and a bound base. You have worked with all of the prexes in previous lessons. You should nd ve different bound bases. Analyze each word into its prex and bound base, showing any assimilation:
TABLE 9.23:
Word accept effect commit infect resume submit affect subsume admit except concept consume include emit conclude assume exclude = Prex = a d+ c = = = = = = = = = = = = = = = = + Bound Base + cept + + + + + + + + + + + + + + + +
3. Each of the following words consists of a prex, a bound base, and a sufx. The bound bases are the same ones you just worked with. Some of the prexes and sufxes may be new to you. Dont let that bother you. Analyze each word. Show any assimilation and other changes that occur when prexes and sufxes get added to the bases:
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TABLE 9.24:
Word emitted intercepting secluded transmitter consumer perfectly affection reception = Prex = = = = = = = = + Bound Base + + + + + + + + + Sufx + + + + + + + +
Word Pyramids. The word hidden in this pyramid contains a bound base that youve worked with in this lesson.The base is four letters long. The hidden word also contains an assimilated prex and a nal e deletion. In steps two through four, analyze the stems so as to show the assimilation and e deletion.
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The Prexes
1. The prex ob- usually adds the meaning to, toward, on, over, or against. The in ob- assimilates fully or partially when ob- is added to certain stems. Analyze each of these words as instructed. Each word starts with a form of ob-:
TABLE 9.25:
Word offer object obstruct opportunity occur omit omission = Prex = = = = = = = + Stem + + + + + + +
2. The prex dis- usually means either lack of, not as in disorder and dishonest, or removal, reversal as in disassemble. Usually the prex dis- is added to a stem by simple addition, but sometimes the < s > assimilates fully or partially. Each of the following words contains some form of the prex dis-. Analyze each word as instructed:
TABLE 9.26:
Word discontent difcult discomfort directing divides discontinue division omission disproof divorced disappoint = Prex = = = = = = = = = = = + Stem + + + + + + + + + + +
3. Each of the following words contains a bound base and a prex. Some contain a sufx. Analyze each word:
TABLE 9.27:
Word convict addicted exploring 416 = Analysis = = =
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Word congress correct suggest objects respectful indictment adjective announcer instructing collected suffering elects editor consisting = Analysis = = = = = = = = = = = = = =
4. The bound base spect means look at, see. Sometimes when prexes are added to spect unusual assimilations take place. Each word contains the bound base spect Analyze each word into its prex and stem:
TABLE 9.28:
Word suspect prospect aspect inspect respect perspective expect = Prex = = = = = = = + Stem + + + + + + +
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9.15 Lesson Fifteen
Practice with Prexes, Sufxes, and Bound Bases

1. Each of the following words contains a bound base. Some have two prexes, some have only one. Some have two sufxes, some only one. Some of the prexes and sufxes may be new to you, but you have worked with all of the bound bases. Analyze each word into all of its elements, and show any changes that take place when the elements combine:
TABLE 9.29:
Word suffering effective committee prohibited admittedly divorcing offering announcer unassuming excessively immigrate correcting included mispronounced disrespectfully constructing uncollected misconceptions uncommitted ineffectively = Analysis = = = = = = = = = = = = = = = = = = = =
Word Trace. In this trace you can combine prexes and bound bases to make sixteen words. Remember that the boxes with rounded corners are condition boxes and that you can only go through a condition box if you satisfy the condition written in it. Watch for cases of assimilation. 418
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accept (5:15:2) admit (5:15:1) admittedly (5:15:1) affect (5:15:2) announcer (5:15:1) assume (5:15:2) commit (5:15:2) committee (5:15:1) concept (5:15:2) conclude (5:15:2) constructing (5:15:1) consume (5:15:2) correcting (5:15:1) disrespectfully (5:15:1) effect (5:15:2) effective (5:15:1) emit (5:15:2) except (5:15:2) excessively (5:15:1) exclude (5:15:2) 419
9.15. Lesson Fifteen immigrate (5:15:1) included (5:15:1) ineffectively (5:15:1) misconceptions (5:15:1) mispronounced (5:15:1) offering (5:15:1) prohibited (5:15:1) remit (5:15:2) resume (5:15:2) submit (5:15:2) suffering (5:15:1) unassuming (5:15:1) uncollected (5:15:1) uncommitted (5:15:1)
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9.16 Lesson Sixteen

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Fill in the blanks Prex + bound base + sufx + sufx = ____ Prex + bound base + sufx = ____ Prex + bound base + sufx + sufx = ____ Prex + bound base + sufx = ____ Prex + bound base + sufx1 + sufx2 = ____ Prex + bound base + sufx = ____ Prex + bound base + sufx = ____ Prex + bound base + sufx = ____ Prex + bound base + sufx + sufx = ____ Prex + bound base + sufx = ____

Words 1. effectively 2. election 3. consumers 4. excepted 5. excessively 6. 7. 8. 9. concepts corrected affection admittedly Fill in the blanks Prex + bound base + sufx + sufx = e x + f + fect + ive + ly Prex + bound base + sufx = e x + lect + ion Prex + bound base + sufx + sufx = co & m + n + sum e + er + s Prex + bound base + sufx = ex + cept + ed Prex + bound base + sufx1 + sufx2 = ex + cess + ive + lv Prex + bound base + sufx = co & m + n + cept + s Prex + bound base + sufx = co & m + r + rect + ed Prex + bound base + sufx = a d + f + fect + ion Prex + bound base + sufx + sufx = ad + mit + t + ed + ly Prex + bound base + sufx = a d + c + cept + able
10. acceptable
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How Do You Spell [b]?

1. You can hear the consonant sound [b] at the beginning and end of the word did. Underline the letters that spell [b] in the following words:
bulb obtain sob absolute balanced
object suitable inhibit exhibit bewilder
blossom subject bottle building bright
buy combine republic umbrella suburb
2. Now sort the twenty words into these three groups:
3. What letter spells [b] in these twenty words? _______. The sound [b] is spelled that way about ninety-ve times out of a hundred! 4. Most of the time [b] is spelled ________
Word Squares. Into this Squares you can t twelve of the words listed in part 1 of this lesson. Fit them in and then write the twelve in alphabetical order in the blanks at the bottom of the Squares. 422
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Some Words With <bb>

1. Underline the letters that spell [b] in the following words:
bright grabbed dumbbell scrubbing
crabby crumble ribbon cabbage
rabbit stubborn robber rubber
scrubboard exhibit hobby sobbed
2. Now sort the sixteen words into these groups:
3. Twinning Rule. You twin the nal consonant of a free stem that has one vowel sound and ends ___ when you add a sufx that starts with a __________. And you twin the nal consonant of a free stem that has two vowel sounds whenever you add a sufx that starts with a __________ if the stem ends __________ and has strong stress on the __________ vowel before and after you add the sufx. In six of the sixteen words [b] is spelled <bb> because of twinning. Find the six words, write them below and then analyze them to show where the <bb> comes from:
TABLE 9.32:
Word with <bb> from twinning = Analysis = = = =
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Word with <bb> from twinning = Analysis = =
4. Sometimes double consonants are caused by simple addition, when one element in a word ends with the same consonant with which the next element starts. Two of the sixteen words you just worked with have <bb> in them because of simple addition. Write them below and analyze them into their two parts to show where the two s come from:
TABLE 9.33:
Word with <bb> by simple addition = Analysis = =
5. In the VCC pattern the vowel will usually be short. Some words have <bb> in them in order to ll out the VCC pattern so as to mark a short vowel. The remaining ve of the sixteen words all have <bb> because of the VCC pattern. Find them and write them below. Mark the VCC pattern, starting with the vowel right in front of the <bb>:
6. Two ways to spell [b] are _________ and _________. Almost 100% of time [b] is spelled one _________ of these two ways. Word Histories. Rubber is called rubber because it was originally (and still is) used in erasers, with which you rub out mistakes. There are two crabs in English: the rst refers to the marine animal with claws and the second refers to a small, sour apple. Were not sure whether the use of crab refer to a sour and unpleasant person came from the animal or the apple, or both. But a person who is crabby is like a crab, one way or the other.
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Words With <ble> and <bble>

1. In the VCCle pattern the vowel is __________, but in the VCle pattern the vowel is _______. 2. Underline the letters that spell [b] in each of the following words:
able scribble resemble gamble 2. Sort the sixteen words into this matrix:
pebble tremble noble bubble
scramble bible rubble nibble
feeble gobbler humble table
3. When there is <le> right after a [b] with a consonant or a long vowel right in front of it, the [b] is spelled ________. When there is <le> right after a [b] with a short vowel sound right in front of it, the [b] is spelled ________. 4. So far you have worked with two different spellings of [b]: ________ and ________. 5. As weve said, one or the other of these two spellings is used almost 100% of the time. The only other spelling of [b] occurs in just two words: cupboard and raspberry. Both are compound words. Analyze each into its two stems:
TABLE 9.34:
Compound Word cupboard raspberry 426 = Stem #1 + Stem #2 = =
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Notice that [pb] is hard to say. To make the words easier to say, we leave out the [p]. So in these two words [b] is spelled <pb>. But every other time [b] is spelled either or <bb>. And the <bb> is always due to twinning, simple addition, or to the VCC pattern - though we must remember the little sub-pattern with <ble> and <bble>.
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9.20. Lesson Twenty
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9.20 Lesson Twenty
The Sufx 1. Earlier you saw that one of the sufxes spelled -er adds the meaning one that does and changes verbs into nouns: The word teach is a verb; the word teacher is a noun that means one who teaches. Another sufx that changes words into nouns is -ness. The sufx -ness changes adjectives into nouns. 2. An adjective is a word that describes or identies a noun. Any word is an adjective if it will t into this blank and make sense: The very _____________ thing seemed okay. Four of the following words are adjectives and will t into the blank in the sentence. Find the four and ll in the blanks in the four sentences:
elephant
smooth
stubborn
inject
exact
bright
The very _____________ one seemed okay. The very _____________ one seemed okay. The very _____________ one seemed okay. The very _____________ one seemed okay. 3. The four words you found that t into the adjective-blank should have been smooth, stubborn, exact, and bright. Now compare these pairs of words:
smooth stubborn exact bright
smoothness stubbornness exactness brightness
Youve seen that the four words in the left column are all adjectives. The four words in the right column are all nouns. A noun is the name of something. Any word that can t into this blank and make sense is a noun: Their _____________surprised us. Try putting the four words from the right column into the blanks in the sentences below, and see whether or not they make sense there and are nouns: Their _____________ surprised us. Their _____________ surprised us. Their _____________ surprised us. Their _____________ surprised us. 4. Each of these four nouns consists of a shorter adjective plus the sufx -ness. Analyze them to show this:
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TABLE 9.35:
Noun smoothness stubbornness exactness brightness = Adjective = = = = + Sufx + + + +
5. Change each of the following adjectives into a noun by adding the sufx -ness to each one:
TABLE 9.36:
Adjective complete feeble crabby elaborate suitable goldlen direct + Sufx + + + + + + + = Noun = = = = = = =
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The Sufx 1. You have already worked with a sufx that changes verbs into nouns: the sufx -er, which adds the meaning one that does to the nouns it makes:
TABLE 9.37:
Verbs teach burn sing Nouns teacher burner singer
2. Now we are going to work with another sufx that changes verbs into nouns, the sufx -ment: Will they punish us for being late? (punish is a verb) What will our punishment be? (punishment is a noun) 3. Analyze the following nouns into verb plus sufx:
TABLE 9.38:
Noun achievement acknowledgement excitement disappointment contentment government improvement pronouncement accompaniment concealment = Verb = = = = = = = = = = + Sufx
4. Each of the following verbs can be turned into two different nouns, one with the sufx -er, one with the sufx -ment. Fill in the blanks, but be sure to show all changes:
TABLE 9.39:
Verb employ adjust refresh settle develop Verb + -er = Noun Verb + -ment = Noun
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5. Each of the following nouns contains a verb, one or more sufxes and perhaps an extra prex. Analyze each word and show any changes:
TABLE 9.40:
Words repayment reinvestment misjudgements appointments nourishment misgovernment announcement restatement indictments assignment bewilderment annulment achievements unemployment = Analysis = = = = = = = = = = = = = =
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [b] = ____ Free base + sufx = _________ [b] = ___ [n] = ____ Free stem + sufx = __ Prex1 + prex2 + free base + sufx = _____ Free stem + sufx = _________ [b] = ___ Prex + bound base + sufx = ___ Prex + free base + sufx1 + sufx2 = _____ [b] = ____ & ____ Free base + sufx = ___ Free stem + sufx = _________ Free base + sufx = _________ Free stem + sufx = _________

Words 1. brightness 2. stubbornness 3. reinvested 4. employer 5. exhibited 6. refreshments 7. bubbling 8. excitement 9. suitable 10. exactness Analysis [b] = Free base + sufx = bright + ness [b] = <bb> [n] = <nn> Free stem + sufx = stubborn + ness Prex1 + prex2 + free base + sufx = re + in + vest + ed Free stem + sufx = employ + er [b] = Prex + bound base + sufx = ex + hibit + ed Prex + free base + sufx1 + sufx2 = re + fresh + ment +s [b] = & <bb> Free base + sufx = bubbl e+ ing Free stem + sufx = excite + ment Free base + sufx = suit + able Free stem + sufx = exact + ness
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How Do You Spell [d]?

1. You can hear the consonant sound [d] at the beginning and end of the word did. Underline the letters that spell [d] in the following words:
attendance bewilder evident liquid building
suicide indict difcult secluded crowded
scolded debt radio extend divide
folder doughnut decided correspond develop
2. Sort the twenty words into these three groups. Some words will go into more than one group:
3. How is [d] spelled in all of these words? ___________. More than nine times out of ten [d] is spelled that way. 433
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Crosswords. The following crossword puzzle contains only words from this lesson. Across 1. Fluid 6. A structure 8. Something owed 10. Confuse 12. Bawled out Down 2. Grow 3. A communication device 4. A round treat 5. Killing oneself 7. Hard, not easy 9. Stretch 11. Ofcially accuse
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Some Words With

1. Underline the letters that spell [d] in the following words:
addition sudden shredded eddy shudder
address ladder sadden oddest muddy
nodding pudding redder forbidden addict
headdress wedding goddess goddaughter granddad
2. Sometimes we get double consonants, like < dd >, because of simple addition: When an element that starts with a certain consonant comes right after an element that ends with that same consonant, we get double consonants. In the twenty words above there are six words that have < dd > because of simple addition. Three of the six are compound words and three of them contain the prex ad-. Write the six below and analyze them enough to show where the < dd > comes from in each one.
TABLE 9.43:
Word addition = Analysis = ad + dition = = = = =
3. You twin the nal consonant of a free stem that has one vowel sound and ends __________ when you add a sufx that starts with a __________. You twin the nal consonant of a free stem that has two vowel sounds when you add a sufx that starts with a __________ if the stem ends __________ and has stress on its __________ vowel before and after you add the sufx. 4. Eight of the twenty words above have < dd > in them because of twinning. Find them and write them below. Then analyze each one to show how the twinning leads to the < dd >:
TABLE 9.44:
Word shredded = Analysis = shred + d + ed = = = = 435
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Word = Analysis = = =
5. In the VCC pattern the vowel is usually ____________. 6. The six remaining words contain < dd > because of the VCC pattern. Write them in the blanks below and mark the VCC pattern in each one:
Word Histories. The meanings of pudding and odd have changed greatly over the centuries. Originally a pudding was an animals stomach, stuffed with seasoned meat and served as a sausage. In the 16th century pudding referred to any kind of food boiled in a cloth or bag. In the 17th century it began to be used to refer to the sweetened dessert we eat today. Odd comes from an old Scandinavian word that meant triangle. In time it came to mean third, because of the number of sides in a triangle. Then it came to mean any odd number and nally it described anything unusual.
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C HAPTER
10
Chapter Outline
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Words with <dle> and <ddle>

1. Read these words aloud carefully:
huddle eddies pudding odds poodle
cradle needle addict kindle idle
saddle meddle candle bundle riddle
handle suddenness middle shuddered noodle
2. Now sort these twenty words into these two groups:
3. Look at the six words that do not end <dle> or <ddle>. Mark the rst vowel in each of them with a v. Then mark the next two letters, either c or v. You should nd one pattern. What pattern is it? _________. According to this pattern, _____ should the rst vowel be long or should it be short? _________ In these six words is the rst vowel always long or is it short? ___________ 4. In the VCCle pattern the vowel is _________, but in the VCle pattern the vowel is _________. 5. Now sort the fourteen words that end either <dle> or <ddle> into the following matrix: 438
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5. When there is <le> right after a [d] and a consonant or long vowel sound right in front of it, the [d] is spelled _________. But when there is <le> right after a [d] and a short vowel sound right in front of it, the [d] is spelled _________.
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Sometimes [d] is Spelled <ed>

1. You have learned that the sufx -ed adds the meanings in the past and action completed to verbs. You have also learned that it is pronounced different ways at the end of different verbs. For instance, in dished the -ed is pronounced [t], and in adopted it is pronounced [id]; in shoveled it is pronounced [d]. 2. Pronounce each of the following past tense verbs carefully. Listen to how the -ed is pronounced in them. Then sort them into the three groups indicated below:
radioed settled divided pronounced grouped
elapsed huddled disturbed addressed governed
disappointed collected attended scribbled acknowledged
knocked crowded sobbed employed disarmed
3. In many past tense verbs -ed is pronounced [d]. So at the end of many past tense verbs [d] is spelled _____. So far you have seen three different ways of spelling [d]. They are _________, _________, and _________. 4. In four words [d] is spelled <ld>. The word solder is pronounced [sodr]. Hundreds of years ago the <l> was pronounced, but not anymore. Solder comes from the Latin word solidus, which means solid. Our solid comes from this same solidus. So solder and solid are close relatives: When you solder something, you make it solid. And notice that you can hear the <l> in solid, though not in solder, so in solder [d] is spelled <ld>. How is [d] spelled in could, should, and would? _________. For hundreds of years the <l> in these words was pronounced too, but in time people stopped pronouncing it. 5. Except for the words _______, _______, _______, and _______, the sound [d] is spelled either _______, _______, or _______.
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Word Find. This Find contains twenty-two of the words you have been working with that contain the sound [d]. As you nd them, sort them into the groups described below the Find:
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A Special <d>
1. There is one time when the <d> spelling of [d] may be hard to remember - because sometimes it is hard to hear the [d] sound at all. For instance, in the word grandmother some people pronounce the <d>, but most people usually do not. Most often it sounds like [granmuthr], with no [d] sound. 2. Read aloud the words in the Word column. Listen for whether or not you pronounce the <d>s. Sometimes you may hear a clear [d]; sometimes the <d> may be pronounced more like [t]; sometimes it may be left out completely. Dont be surprised if you hear different people saying the <d>s in these words differently. Were allowed a certain amount of choice here. Analyze the words as instructed in the Analysis column:
TABLE 10.1:
Word friendship surrounds handkerchief comprehends handful grounds thousands bands grandfather spends handsome husbands landscape handsful suspends weekends grandma corresponds islands attends sounds playgrounds bookends Analysis Noun + sufx = friend + ship Verb + sufx = Noun + noun = Verb + sufx = Noun + sufx = Noun + sufx = Noun + sufx = Noun + sufx = Adjective + noun = Verb + sufx = Noun + sufx = Noun + sufx = Noun + sufx = Noun + sufx + sufx = Verb + sufx = Noun + sufx + sufx = Adjective + noun = Verb + sufx = Noun + sufx = Verb + sufx = Verb + sufx = Noun + sufx = Noun + noun + sufx =
3. In all of these words, where is the <d> in its elementat the front, the end, or in the middle? ___. What letter is right in front of the <d> in each case? ________. Is there a vowel after the <d> each time, or is it a consonant? ________. What letter usually comes right after the <d> in these words? ________. 4. Sometimes a <d> may not be pronounced if it comes at the ________ of its element, and it has an ________ in front of it and a ________ after it, especially the letter ________. 442
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Word Histories. The word handkerchief analyzes to hand hand + kerchief cover for the head. The stem kerchief analyzes in turn to ker + chief. Ker is all that is left of older version of the word cover. Chief means head. (The words chief and chef are very closely related.) The word handsome also contains hand meaning hand. The sufx -some forms adjectives. Originally handsome meant easy to handle, ready at hand. Then it came to mean handy, convenient, suitable and later of fair size or amount (as in the phrase a handsome reward). Finally it came to its most common modern meaning: having a ne form or gure, good looking.
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How Do You Spell [o]?

1. You can hear [ o] in the middle of the word vote. Underline the letters that spell [ o] in the following words.
noble suppose emotion explore commotion expose
omit foe oasis poems volcano heroic
poetry pneumonia smoking telephone photo woven
voters rotate radio soda woe noel
solar omission motionless ogle overpass video
One way of spelling [ o] is __________. 2. You have worked with ve different patterns that mark long vowels: VCV, VCle, V#, Ve#, and V.V. Sort the words above into the following ve groups:
3. The long vowel sound [ o] is usually spelled <o> in the pattern __________, but it is also spelled <o> in the patterns __________, __________, __________, and __________.
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Digraph Spellings of Long<o>

1. You have seen that long <oo>, [ u], is often spelled with digraphs, or two vowel letters, in patterns where you might expectort vowels. For instance, soup has [ u] spelled <ou> in what looks like a VC# pattern and balloon has it spelled <oo> in an apparent VC# pattern. Although patterns like VC# and VCC are very useful when vowels are spelled by single letters, they are not useful when vowels are spelled with vowel digraphs. But it is still possible to sort things out so that they make more sense. Underline the letters that are spelling [ o] in the following words. In those words that contain <ough> do not underline the <gh>.
course growth overcoat shoulder tomorrow
coarse although knows scrubboard soul
unknown toaster poultry undergrowth throat
doughnut bowl window loaded your
minnow loaned overow oating owner
You should have found three digraph spellings of [ o]: Spelling #1, _______, occurs in ten words. Spelling #2, _______, occurs in eight words. Spelling #3, _______, occurs in seven words. 2. Sort the twenty-ve words into these three groups:
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3. Although the most common spelling of [ o] is _______, three important digraph spellings of [ o] are _______, _______, and _______. 4. Two other digraph spellings of [ o] occur in the words sew and chauffeur. These two digraph spellings are _______ and _______. The digraph <ew> nearly always spells either [ u] as in dew or [y u] as in few. Sew is the only modern word in which it spells [ o]. The digraph <au> normally spells short <o>, [o], as in author. Though it spells [ o] in some other words we got from French, chauffeuris the only common one. 5. Digraphs are two letters spelling a single sound. In a trigraph a single sound is spelled by three letters. The following words all contain a trigraph spelling of [ o] that we have borrowed from French. Underline the letters that spell [ o]:
bureau plateau
chateau beau
chapeau trousseau
The trigraph spelling of [ o] is _______. Where does it always occur in the word? _______.
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10.6 Lesson Thirty
Long <o> and the VCC Pattern

1. You have seen that the VCC pattern is very useful for marking short vowels. But because of things that happened hundreds of years ago in our language, long <o> often occurs in VCC patterns, where we would normally expect a short vowel, as in the words ghost and gold. In the following words underline the letters spelling [ o] and the next two letters after the [ o]:
behold toll soldier roller
wholly coldest folks knoll
bolder told golden revolted
unfold colts scolded folder
bolted stroller moldy yolk
2. You should have found that in each word the rst letter after the [ o] was the same. That letter is ______. You should have found that the second letter after the [ o] was always one of four letters. Those four letters are ______, ______, ______, and ______. 3. With that information you should be able to sort the twenty words into the following four groups:
4. Long <o>, [ o], is often spelled <o> in the VCC patterns ______, ______, ______, and ______. 5. Right in front of the consonant letters <ss> and <st> the letter <o> sometimes spells long <o> and sometimes it spells short <o>. Read the following words carefully and be sure you know how each is pronounced:
cost gross possible costume Sort the words into this matrix:
most foster engross almost
blossom ghost gossip bosses
postage lost post utmost
nostril hostess hostile engrossed
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6. Sometimes the letter <o> in front of <th> spells short <o>, as in bother; sometimes it spells long <o>, as in both; and sometimes it spells short , [u], as in brother. Read each of the following words carefully and be sure you know how each is pronounced:
bothered nothing clothe
both mother another
brother broth moth
clothing quoth smother
cloth otherwise frothy
Sort the words into these three groups:
7. In a few words <o> before <th> spells long <o>, but usually it spells ______ or ______. 8. In this lesson you have looked at seven cases where <o>, sometimes spells long <o> in a VCC string. One case was <oth>. What were the other six?
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [d] = ____ Prex + bound base + sufx = __ [d] = ____ [d] = ____ Free stem + sufx = ______ [d] = ____ Free stem + sufx + sufx = ___ [d] = ____ Free stem + sufx = ______ [d] = ____ [ o] = ______ [d] = ____ -ed = [ ] [d] = ____ [ o] = ______ [d] = ____ Free stem + sufx = ______ ] = ______ [d] = ____ [u [d] = ____ [w] = ______

Words 1. addicted 2. bewildered 3. developers 4. eddies 5. radio 6. crowded 7. doughnut 8. wedding 9. should 10. liquid Analysis [d] = < dd > Prex + bound base + sufx = a d+d+ dict + ed [d] = < d > Free stem + sufx = ______ [d] = < d > Free stem + sufx1 + sufx2 = develop + er + s [d] = < dd > Free steam + sufx = edd y + i + es [d] = < d > [ o] = <o> [d] = < d > -ed = [ id ] [d] = < d > [ o] = < ou > [d] = < dd > Free stem + sufx = wed + d + ing ] = < ou > [d] = < ld > [u [d] = < d > [w] = 
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Review of [m], [n], and [ ]

1. You can hear the sound [m] at the beginning and end of the word mom. You can hear [n] at the beginning and end of none. You can hear the sound [ ] at the end of song. The sound [ ], called eng, does not occur at the beginning of English words. Each of the following words contains one or more of the three sounds [m], [n], or [ ]. Underline the letters that spell them:
balance immediately ankle oating element
eminent candidate knowledge economic bubbling
chemical congress immune danger annual
2. Sort the fteen words into these three groups. Two words will go into more than one group:
3. Two ways of spelling [m] are _____ and _____. Three ways of spelling [n] are _____ and _____, and _____. Two ways of spelling [ ] are _____ and _____.
Word Squares. The following Squares is made up of the fteen words listed in Item 1, all of which contain the sounds [n] and [ ]: 450
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How Do You Spell [m]?

1. Underline the letters that spell [m] in the following words:
crumble resemble element handsome eminent
motionless exclaim minnow poem judgement
compared costume meddle diamonds smoothest
umbrella mortal economics chemical enormous
2. How is [m] spelled in all of these words? ________. More than nine times out often [m] is spelled this way. 3. Now sort the twenty words into these three groups. One word will be in two groups:
4. Fill in the blank: Usually [m] is spelled __________.
Word Venn. Into circle A put only words that contain [m]. Into circle B put only words that contain []. Into circle C put only words that contain [n]. 452
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anger anger ankle avenue bubbling bundling charming committing
commotion comprehend emigrant oating friendliness gamble handsome humbling
husband immigrate instructing island judgement junior meaning middle
mining morning nibbling poetry scribble smoking summoning suppose your
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Sometimes [m] is Spelled <mm>

1. Sometimes twinning can cause [m] to be spelled <mm>: swimming = swim + m + ing. When the prexes inor sub- assimilate in front of a stem that starts with an <m>, they cause an <mm>: immigrant = in+ m + migrant and summon = sub + m + mon. When any element that ends with <m> joins another element that starts with <m>, they cause an <mm> through simple addition: rommate = room + mate 2. All of the following words contain an <mm> that is caused by one of the three things listed above. Analyze each word to show where the two <m>s come from. Then in the Cause column write the cause for the <mm> in each word either Twinning, Assimilation, or Simple Addition.
TABLE 10.4:
Words swimming immigrant roommate immediate brimming teammate gummy dimmest immortal slammed summon immune Analysis swim + m + ing in+ m + migrant room + mate Cause Twinning Assimilation Simple Addition
3. Words like the twelve below have <mm> spellings that are not due to twinning or assimilation or simple addition. In each word, label the vowel right in front of the <mm> with a V. Then label the <mm> CC, as we have done with comma:
comma VCC glimmer mummy
dilemma
dummy
gimmick
hammer persimmon
mammal stammer
mammoth summer
4. What pattern did you nd in all the words? ___________. Is the vowel in front of the <mm> always short? ___________ In cases where the [m] sound has a short vowel right in front of it and another vowel following it, the <mm> is 454
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necessary to ll out the VCC pattern that shows that the vowel in front of the [m] is short. For instance, if comma were spelled <coma>, it would look as if the <o> is long, as it is in the word coma. 5. So far you have worked with two spellings of [m]. They are ______ and ______. Almost ninety-nine times out of a hundred the sound [m] will be spelled one of these two ways!
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Two Unusual Spellings of [m]: <mn> and <mb>

1. The sound [m] is spelled <mn> in six words:
autumn column
condemn damn
hymn solemn.
In all six words the <mn> is in the same place. Is it at the beginning, in the middle, or at the end of the word? ___________ 2. All six of these words come from Latin:
TABLE 10.5:
English Word autumn column condemn damn hymn solemn Latin Source autumnus columna condemnare damnare hymnus solemnis
Was the <mn> in the beginning, end, or in the middle of the Latin source words? ____________ The Latin words all had the <mn> in the middle, where it was easy to pronounce the [n], but in English the <mn> is at the end of the word, where it is hard to pronounce. So we just leave out the [n] and pronounce the <mn> as [m]. 3. But when you add certain sufxes to these six words so the <mn> is in the middle as it is in Latin, you pronounce both the <m> and the <n>, so the <mn> is pronounced [mn]. Say each of the following words carefully to see how the <mn> is pronounced. Then analyze each of the words into its free stem word and sufx:
TABLE 10.6:
Words autumnal columnist condemnation damnable hymnal solemnity How is <mn> pronounced? [mn] Stem word + Prex autumn + al
4. The sound [m] is spelled <mb> in the following eleven words: 456
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bomb climb comb
crumb dumb lamb
limb numb thumb
tomb womb
In all eleven the <mb> comes at the end of the word. All eleven come from Latin or Old English words. Fill in the blanks so as to show which modern words came from each of the Latin or Old English originals:
TABLE 10.7:
Original Words Latin, bombus Old English, climban Old English, comb Old English, cruma Old English, dumb Old English, lamb Old English, lim Old English, niman Old English, thuma Latin, tumba Old English, wamb 5. Sort the eleven English words into these three groups: Modern Words with <mb>
6. Just as with <mn>, sometimes you can hear the in <mb> if you add a sufx to the word so that the <mb> doesnt come right at the end. Put these words together and see how the <mb> is pronounced in the longer word you make:
TABLE 10.8:
Stem word + sufx bomb + ard crumb + le = New Word = = How is <mb> pronounced in the new word?
The word thumb is related to the word thimble. In thimble how is the <mb> pronounced? ________ 457
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7. It is hard to tell why people started putting s in the words crumb, limb, numb, and thumb. But sometimes when people see a pattern, they try to make other things t that pattern. They may have noticed the other words that end in <mb> and decided that these four ought to be spelled the same.
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Apostrophes in Contractions
1. The word apostrophe comes from a Greek word that meant a turning away. In time it came to mean turning away from, or leaving out, a letter or letters in a word. And that is exactly what the apostrophe means in contractions: It means that one or more letters have been left out. Contraction means a drawing, or pulling, together. The prex con- (an assimilated form of com-) means together. The base tract means draw or pull, as in words like tractor and traction. A contraction is a pulling together: By leaving certain letters out, and marking their place with an apostrophe, we pull two or more words together into one single word. The most important thing to remember about contractions is that the apostrophe is part of the correct spelling. If you leave the apostrophe out, you misspell the word. 2. Expand the following contractions into the two-word phrases that they each contract,as we have done with the rst one:
TABLE 10.9:
Contraction hell well didnt dont Im youve theyre shes shouldnt Ill hed = Two-word Phrase = he will, he shall = = = = = = = = = =
3. Now try some the other way around. Contract the following phrases into a single word. Dont forget to put the apostrophes in to show where the letters have been left out:
TABLE 10.10:
Two-Word Phrases he will are not has not I will let us she shall they would they have = Contraction = hell = = = = = = = 459
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Two-Word Phrases was not what is what has you would can not = Contraction = = = = =
4. Here are some that are a little different. See if you can gure them out. The last one actually contracts a single word rather than a two- or three-word phrase:
TABLE 10.11:
Phrases of the clock it was it is over = Contraction = = = =
5. The contraction aint started out as a contraction of are not - and it was spelled ant In time the crept in, and aint began to be used as a contraction for am not, is not, has not, and even have not. Perhaps because it was used to stand for any and all of those things, aint began to be thought badly of. So though it is an old and real contraction, youd probably do better not to use it - at least not when anyone is looking or listening.
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Some Contractions with Homophones

1. Homophones are two or more words that sound the same but are not spelled the same. For example: cent, sent, and scent, which are all pronounced [sent]. The element homo means same, and phone means sound. So homophones are different words that sound the same. Several sets of homophones contain one contraction. For example, heed and hed, both of which are pronounced [h ed]. Spelling homophones can be hard because since the different words sound exactly alike, there is no way that sounding them out can tell you which of the spellings you should choose. But there are things you can learn that can help you choose the correct spelling of a homophone: Their, there, theyre. For example, take the three homophones their, there, and theyre. Theyre alike in their rst three letters, <t-h-e>, but from there on lies trouble. One way to keep them straight is to put them into their proper groups - that is, into groups of words that are like them in meaning and spelling. For instance, the word their makes sense in this sentence: They took their hats. But there are other words that t in the same kind of slot: She took her hat. You took your hat. We took our hats. What is the last letter in all of these four boldface words? __________. So if you remember that their ts in with her, your, and our, you can remember that the <r> is at the end. 2. The word there is a member of an entirely different group, with here and there. Consider these sentences: Where is it? Here it is. There it is. What three letters come at the end of each of these three boldface words? _________. If you can remember that there belongs with here and where, it is easier to remember that there ought to end <ere>. 3. The third homophone, the contraction theyre, belongs to yet another group. Its a contraction of a pronoun, they, and a verb, are. Read these sentences aloud: Theyre leaving now. Youre leaving now. Were leaving now. If you can remember that theyre belongs with youre and were, its easier to remember that <re> at the end. 461
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4. Youre, your, yore. Another set of homophones that contains a contraction is youre, your, and yore. The word yore is a very rare word that means time past, as in days of yore when knighthood was in ower. You likely will never have to write the word yore. But the other two homophones, youre and your, are very common and often confused. Be ready to discuss how the work you did in parts 1 and 3 above can help you sort out youre and your. 5. Its and its. People mix up these two homophones quite often. Putting each of them into its proper group can help you keep them straight:
its its
his hes shes
Its ts into a sentence like The dog ate its dinner. His also ts into that sentence: The dog ate his dinner. There is no apostrophe in his, and there is no apostrophe in its. The group with its and his can include other words, too: I ate my dinner. You ate your dinner. She ate her dinner. We ate our dinner. They ate their dinner. None of the words in boldface have apostrophes. Remember: There is no apostrophe in his, and there is no apostrophe in its. On the other hand, its ts into a sentence like Its leaving soon. Hes and shes also t into that sentence: Hes leaving soon. Shes leaving soon. There are apostrophes in hes and shes, and there is an apostrophe in its. This group, too, can include other words: Im leaving soon. Youre leaving soon. Were leaving soon. Theyre leaving soon. The apostrophes in these words show that theyre contractions. 6. Whose, whos. Whose ts into the same group with its and his, although to see the t we have to change our sentence a bit: The dog ate its dinner. He ate his dinner. We dont know whose dinner he ate. Again, just like its and his, there is no apostrophe in whose. On the other hand, whos ts with its, hes, and shes: Hes leaving soon. Shes leaving soon. We dont know whos leaving soon. 462
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Whos is another contraction, and the apostrophe shows that there is an i missing. 7. Choose the correct form: 1. The dog wagged ________ tail. (its, its) 2. ________ going over ________, to ________ clubhouse. (their, there, theyre) 3. ________ almost time for the bell to ring. (Its, Its) 4. ________ surely going to lose ________ way if you dont take ________ compass. (yore, your, youre) 5. They ________ going. (aint, arent) 6. ________ plan is to be ________ by noon. (their, there, theyre) 7. ________ time for the cat to get ________ pill. (its, its) 8. Are you sure ________ going to get to ________ job on time? (yore, your, youre) 9. ________ father is the one ________ going to take us to the ballgame? (whose, whos) 10. Heres a proofreading quiz involving their, there, and theyre, and your and youre. Cross out any spelling that you think is wrong and spell the word correctly: Theyre going over their to get there coats, and Mr. Miller said that your going to have to go over there to get youre coats, too. But why cant they bring your coats with them when their over there getting theres? That way you would save a trip all the way over there and would have time to nish your work.
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More Contractions with Homophones

1. In the column labeled Phrase below write out the two-word phrase for each contraction. Dont worry about the other columns yet.
2. The following list contains ve words that are homophones for the ve contractions in the table above. Find the homophones and write them into their proper boxes in the table: heed wed
head weed
ears weave
hears wave
yule yew
3. The following list contains fourteen words that are closely related to the ve homophones. Find the related words and write them into their proper boxes in the table. One word in the list does not t into the table:
heeded heard
headed
yule log
heedless
weedy weaving heeding
weaver weeding woven
hearing hears weeded
yuletide
4. The four contractions in the table below each have two homophones. First, in the Phrase column, write out the phrase that each contracts. Then nd a homophone for each contraction in the following list and write it into the proper box in the column labeled Homophone #1. 464
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heel hail
icy aisle
wheel whale
wives wares
5. In the following list nd a second homophone for each of the contractions and write it into the proper box in the column labeled Homophone #2.
hear heal
isle silo
wear weal
wears weasle
6. In the following list there are three words that are closely related to each of the homophones in the Homophone #2 column. Find them and write them into the proper boxes in the columns labled Words Related to Homophone #2.
health island wealth
wearing healer islet
wealthy enisle healers
unwearable commonwealth wearproof
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Other Uses for Apostrophes

1. We use apostrophes in words other than contractions. We also use them in the sufx that shows possession: -s. Look at these two sentences: He stepped on the dogs tail. He stepped on the tail of the dog. The two sentences say the same thing. They both say that someone stepped on the tail that belonged to, or was part of, the dog. The sufx -s is used to show that something belongs to, or is possessed by, or is part of, someone or something else, and -s is called the possessive sufx. 2. Most of the time we show possession by adding -s to a singular noun. Add -s to each word in the Noun column and write the possessive noun in the blank in the Sentence column:
TABLE 10.12:
Noun dog gnat knight funnel cinnamon dictionary candidate dinner immigrant island knife columnist autumn chemical children candle Sentence He stepped on the dogs tail. She was no bigger than a ______ eyelash. The ______ horse was very tired. He tried pouring water into the ______ big end. She does not like ______ taste. The ______ cover was red. The ______ speech was very inspiring. They could hardly wait for the ______ end. The ______ name was Antonio. The ______ beaches were all white sand. They both tried to grab the ______ handle. The ______ work was very good. They both looked forward to ______ arrival. She said that the ______ smell was very bad. The ______ laughter led us to the playground. The ______ light was too dim for reading.
2. When we show possession in a plural noun that ends in < s >, we usually just add an apostrophe with no extra < s >. A plural noun that shows possession is called a plural possessive noun. In the Plural Nouns column write the plural form of the noun given in the Singular Noun column. Then form the plural possessive and ll in the blank in the sentence, as we have done with the rst one:
TABLE 10.13:
Singular Nouns dog 466 Plural Nouns dogs Sentences with Plural Possessive Nouns They stepped on both dogs tails.
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Singular Nouns lamb diamond thumb campaign bunny poem statement element teammate knee hymn Plural Nouns Sentences with Plural Possessive Nouns We couldnt nd the two ___ mothers The three ______ price was amazing Both of his ______ joints were swollen His two ______ total cost was very high The three ______ eyes were bright pink. She disliked all of his _____rhythms. The two ______ meaning was not clear The chemical ______ names confused him. The ______ shouts lled the locker room Both ______ strength had not yet returned. I dont know any of the ___ titles.
3. Each of the following sentences requires either a singular or a plural possessive noun. For each sentence decide whether it takes a singular or a plural possessive and then add the proper form in the blank:
TABLE 10.14:
Singular Noun dog lamb child knife dictionary autumn chemical columnist Sentence Both dogs owners were very upset. One ______ leg was injured. We could hear all three ______ laughter. All of our ______ blades are rusty and dull. Both ______ bindings were broken. ______ colors were beautiful this year. The seven ______ smells were very strange. Both ______ writing was very good.
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10.16. Lesson Forty
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10.16 Lesson Forty

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [m] = ______ [u] = ______ [e] = ______ [l] = ______ [u] = ______ [] = ______ Free stem + sufx = ______ [m] = ______ [i] = ______ [z] = ______ Element + element = ______ [m] = ______ Prex + bound base = _____ [m] = ______ [o] = ______ [] = ______ [m] = ______ Free stem + sufx1 + sufx2 = ______ [m] = ______ [k] = ______ [k] = ______ [I] = ______ Free stem + sufx = ______

Words 1. thumb 2. umbrellas 3. elements 4. hymns 5.theyre 6.immune 7. autumn 8. columnists 9. chemicals 10. islands Fill in the blanks [m] = <mb> [u] = [e] = <e> [ll] = <ll> [u] = [] = < a > Free stem + sufx = element + s [m] = <mn> [i] = <y> [z] = < s > Element + element = they + re [m] = <mm> Prex + bound base = i n + mune [m] = <mn> [o] = <au> [] = [m] = <m> Free stem + sufx1 + sufx2 = column + ist + s [m] = <m> [k] = <ch> [k] = <c> [l] = <sl> Free stem + sufx = island + s
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How Do You Spell [n]?

1. We will examine six different ways of spelling [n]. But rst see how many you can think of and try to write a word that contains each spelling. If you cant think of all six, dont worry too much about it: a. Sometimes [n] is spelled _________ as in the word _________. b. Sometimes [n] is spelled _________ as in the word _________. c. Sometimes [n] is spelled _________ as in the word _________. d. Sometimes [n] is spelled _________ as in the word _________. e. Sometimes [n] is spelled _________ as in the word _________. f. Sometimes [n] is spelled _________ as in the word _________. 2. Think about the consonant sounds you have worked with so far, and answer these questions: a. How do you think the sound [n] is usually spelled? ________ b. What would you expect to be the next most common spelling of [n]? ________ 3. Now underline the letters that spell [n] in the following words:
balance immense efcient economics nonalcoholic
nuisance columnist judgement bundle enormous
candidate immunity solemnity nourishment diamonds
conclusion dictionary coupon island underexposed
4. How is [n] spelled in all of these words? ______. Usually [n] is spelled this way - about nine times out of ten, in fact! 5. You have seen that double consonants, such as <nn>, can be caused by twinning or assimilation or simple addition. Sometimes twinning can cause an <nn>: fan + n + ing = fanning. Sometimes assimilation can cause an <nn>: a d + n + nounce = announce, and co& m+ n + nect = connect. And simple addition can cause an <nn> when an element that starts with <n> is added to another element that ends with <n>: un + named = unnamed, and stubborn + ness = stubbornness. 6. All of the following words contain an <nn> that is caused by one of the three things described above. Analyze each word enough to show where the two <n>s come from. Then in the Cause column write the cause for the <nn> in each word -either Twinning, Assimilation, or Simple Addition:
TABLE 10.17:
Words announce connect = Analysis = a d + n + nounce = Cause Assimilation 469
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Words innocent tinny unnourishing nonnuclear skinny unnecessary nonnative innumerable beginner commonness annihilate unnodding annex annul nonnoble suddenness connive beginning cannot stubbornness sunniest twinned = Analysis = = = = = = = = = = = = = = = = = = = = = = Cause
7. So far you have examined two different ways to spell [n]: _____ and _____. The sound [n] is spelled these two ways about ninety-nine times out of a hundred!
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The Spelling <nn> and VCC

1. Read over the list carefully. Starting with the vowel right in front of the <nn> in each one, mark the VCC pattern:
cinnamon channel
funnel tennis
penny bonnet
minnow dinner
bunny annual
2. Now sort the words into these ve groups:
3. Sometimes the <nn> is necessary right after a short vowel in order to ll out the _______ pattern. 4. Here are some words that contain <nn>. For each one give the reason that [n] is spelled <nn>: Assimilation, Twinning, Simple Addition, or VCC:
TABLE 10.18:
Word innocently innumerable unnecessarily beginner suddenness nonnuclear tennis annihilation announcement connectedness sunnier cinnamon cannot conniving funnel annexes channel annulment skinniest Reason for <nn>
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5. So far you have worked with two ways of spelling [n] _____ and _____. Remember: The sound [n] is spelled one of these two ways about ninety-nine times out of every one hundred.
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Sometimes [n] is Spelled <gn>

1. There are several English words in which [n] is spelled <gn>. Many of them come from the Latin word signum, which meant mark, sign:
sign
assign
consign
design
resign
ensign
Five of these six words all contain a prex plus the free base sign. Write each of these ve words below and analyze each one into prex and base, showing any assimilation that occurs. (The prex en- in ensign is the French form of the prex in-, in, into.)
TABLE 10.19:
Word = Analysis = = = = =
2. Very often when you add sufxes to these sign words, you can hear the <g>. Here are some examples. Analyze each one as instructed. Then in the right column write down whether or not you can hear the <g> in the word in the left column:
TABLE 10.20:
Word signal resignation designate insignia signature signing designer resignation unsigned consignment assigns signify signet = Analysis = Free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Prex + free base + sufx = = Free base + sufx = = Free base + sufx = Do you pronounce the <g>?
3. Below are the sign words with which you worked in Item 2. Hyphens mark the boundaries between syllables. Be 473
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ready to discuss when we do and when we do not pronounce the <g> in these words so far as syllable boundaries are concerned:
sig-nal res-ig-na-tion des-ig-nate in-sig-ni-a sig-na-ture
sign-ing de-sign-er re-signed un-signed con-sign-ment
as-signs sig-ni-fy sig-net
4. The sound [n] is also spelled <gn> in the word reign, as in The king reigned for fty years. Reign comes from the Latin word regnum, which meant the power of a king and in which the <g> was pronounced. But [n] is also spelled <gn> in sovereign and foreign, which come from the Latin words superanus and foranus, with no <g>s. So why are there <g>s in sovereign and foreign? Long ago people decided that sovereign and foreign must have come from the word reign. So they changed the spelling to make the three words look more alike. 5. In design and other words with the base sign, [n] is spelled ________. And [n] is also spelled <gn> in the words ________. ________, and ________.
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Sometimes [n] is Spelled <kn>

1. The most common words with [n] spelled <kn> have know as their base. In the words below anything in front of the base is a prex and anything behind the base is a sufx. Analyze each word into prex (if it has one), base, and sufx:
TABLE 10.21:
Words knows knowledge known foreknowledge unknown knower knowable = Analysis = = = = = = =
2. Here is another little group of <kn> words, all dealing with the knees:
knee
kneel
knelt
3. Here are more <kn> words, all of which come from Old English words:
knave knife knock
knead knight knoll
knell knit knot
Below we give you the family tree for some of these <kn> words. We give you the Middle English word our Modern English word comes from, and the Old English word the Middle English word came from. Fill in the Modern English word for each of the Old English and Middle English ancestors:
TABLE 10.22:
Old English cnafa cniht cnedan cnytten cnocian cnif cnoll cnotta Middle English knave knyght kneden knitten knokken knif knolle knotte Modern English
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Old English did not use the letter <k>. In Old English and in Middle English the <k> and the <c> before the <n> were pronounced, like [k]. So all of the words that now start out with the sound [n] used to start out with the sounds [kn], which we today nd awkward to say. 4. Look at this word: pneumonia. How is [n] spelled at the beginning of pneumonia? __________. This odd spelling of [n] comes from old Greek and Latin words in which both the and the <n> were pronounced. Today it only occurs in the bound base pneum. The only two words with that base that you should have to worry about are pneumonia and pneumatic. Pneum refers to wind or breath or air. So pneumatic tires are tires that are lled with air, like those on a bicycle, and pneumonia is a disease of the lungs that makes it hard to breathe air. The base pneum also occurs in some really long and technical words. Here is one example, which we give you because it is the longest word in most dictionaries: pneumonoultramicroscopicsilicovolcanoconiosis. Its the name of a lung disease that miners get from breathing a certain kind of dust. Along with pneum, you can see microscopic and volcano in that big long word. 5. In one English word [n] is spelled <mn>: mnemonic, [nim onik]. You use a mnemonic to help you remember something. For instance, common mnemonics are the jingles that start out I before E except after C and Thirty days hath September. Our word mnemonic comes from Mnemosyne, the name of the Greek goddess of memory and mother of the muses. In English we have a prex a- which means not, or without. It occurs, together with that same <mn> in words like amnesia and amnesty, both of which have a meaning close to not remembering or without remembering. In amnesia and amnesty the <mn> does not spell [n]. What does it spell? _________. Be ready to talk about this question: What do the words amnesia and amnesty have to do with not remembering?
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Review Of <kn> And <gn>

1. Here are the words from the previous lesson in which [n] is spelled <kn>.
knows knelt known knowable
foreknowledge unknown knower knowledge
knave kneel knight knife
knee knead knit knock
knell knoll knot
The <kn> is always in the same place in the element it is in. Is <kn> always at the beginning, in the middle, or at the end of its element? ____________ 2. The word acknowledge also has [n] spelled <kn>. Acknowledge contains a prex, a base, and a sufx: ac + know + ledge. Is the <kn> in acknowledge in the same place in its element that the <kn> is in in the nineteen words above? ____________ 3. Here are some words in which [n] is spelled <gn>. Look carefully at where the <gn> is in its element in each of them:
design sign foreign
campaign gnash gnat
reign resign gnu
You should nd that the <gn> spelling of [n] always occurs in one of two places in the element it is in. What are the two places? _____________________________________________ _________________________________________________
Word Flow. In this Word Flow you can make more than fty words that contain [n] spelled <n>, <nn>, <gn>, or <kn>. See how many you can make. When you are done, you should be able to nd the fteen words you need to ll in the blanks in the three groups listed below the Find. 477
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The Prex
1. Compare the following words:
complete direct acknowledged expected
incomplete indirect unacknowledged unexpected
What meaning do the prexes in- and un- add to these words? ______________ 2. Another prex that means not, no is non-. Analyze each of the following words into prex and stem:
TABLE 10.23:
Word nonsense nonstop nonliterate nonconformist nonsmoker nonction nonscheduled noncommitted nonpayment nonalcoholic nonnuclear noncommissioned nonrestrictive nonthreatening noncancerous = Analysis = = = = = = = = = = = = = = =
3. The following words are from the exercise you just did. Analyze each one into the parts that are listed for it:
TABLE 10.24:
Word conformist smoker scheduled alcoholic cancerous = Analysis = Prex + free base + sufx: = Free base + sufx: = Free stem + sufx: = Free stem + sufx: = Stem + sufx: 479
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Word threatening payment restrictive ction committed = Analysis = Free stem + sufx: = Free base + sufx: = Prex + free base + sufx: = Bound base + sufx: = Prex + bound base + sufx:
4. Three prexes that add the meaning no, not are _______, _______, and _______. Which one of these three sometimes assimilates? _______.
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The Prexes
1. Think about what these pairs of words mean:
underpass underripe underexposed underestimate underweight
overpass overripe overexposed overestimate overweight
It isnt hard to see what the prexes under- and over- mean. Under- means under, beneath, too little. Over- means over, above, too much. 2. The meaning of the prex counter- is almost as easy to gure out. Compare these pairs of words:
attack clockwise rotation
counterattack counterclockwise counterrotation
Which of these meanings does counter- seem to add to the three words in the right column, under, not, or opposite? ___________________ 3. Analyze the following words into prex and stem, and be ready to talk about what meaning the prex adds to each stem:
TABLE 10.25:
Word undergrowth overgrowth overworked undercoat overalls underclothes counterow counterweight overcoat overow underground overdose = Prex + Stem = = = = = = = = = = = =
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4. Add one of the prexes under-, over- or counter- to each of the words below that you add the meaning given in the left column:
TABLE 10.26:
Meaning of Prex Beneath Opposite Too much Too little Opposite Too much Opposite Too much Too little Too much Too much Too little + Stem + clothes + effective + acting + statement + sign + stated + balance + react + achiever + corrected + achiever + exposure = Word = = = = = = = = = = = =
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [n] = _____ Prex + free base + sufx = ___ [n] = ______ [k] = ______ [m] = ______ [n] = ______ Prex + bound base + sufx = ______ Prex1 + prex2 + free base + sufx = ______ [n] = _____ Free base + sufx = ______ [n] = ______ & ______ & ______ [n] = ______ & ______ [m] = ______ [s] = ______ [n] = ______ Free stem + sufx1 + sufx2 = ______ [n] = ______ [n] = ______ Prex + bound stem + sufx = ______ [n] = _______ [n] = ______ Prex + free stem + sufx = ______

Words 1. resigning 2. acknowledge 3. commonness 4. underexposed 5. 6. 7. 8. knees unknown cinnamon foreigners Analysis [n] = <gn> Prex + free base + sufx = re + sign + ing [n] = <kn> [k] = <c> [m] = <mm> [n] = <nn> Prex + bound base + sufx = com + mon + ness Prex1 + prex1 + free base + sufx = under + ex + pos e + ed [n] = kn Free base + sufx = knee + s [n] = <n> & <kn> & <n> [n] = <nn> & <n> [m] = <m> [s] = <c> [n] = <gn> Free stem + sufx1 + sufx2 = foreign + er + s [n] = <nn> [n] = <n> Prex + bound stem + sufx = in + nocent + ly [n] = <n> [n] = <n> Prex + free stem + sufx = non + alcohol + ic
9. innocently 10. nonalcoholic
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C HAPTER
11
Chapter Outline
11.1 11.2 11.3 11.4 11.5 11.6 11.7 11.8 11.9 11.10 11.11 11.12 11.13 11.14 11.15 11.16 11.17 11.18 11.19 11.20 11.21 11.22 11.23 11.24 L ESSON O NE L ESSON T WO L ESSON T HREE L ESSON F OUR L ESSON F IVE L ESSON S IX L ESSON S EVEN L ESSON E IGHT L ESSON N INE L ESSON T EN L ESSON E LEVEN L ESSON T WELVE L ESSON T HIRTEEN L ESSON F OURTEEN L ESSON F IFTEEN L ESSON SIXTEEN L ESSON S EVENTEEN L ESSON E IGHTEEN L ESSON N INETEEN L ESSON T WENTY L ESSON T WENTY - ONE L ESSON T WENTY - TWO L ESSON T WENTY - THREE L ESSON T WENTY - FOUR
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11.1 Lesson One
Deleting Final <e> in Stems that End Ve#

1. Final <e> Deletion Rule. You delete a nal <e> that marks a soft <c> or soft <g> only when you add a sufx that begins with the letters __________, __________, or ___________; you delete all other silent nal <e>s whenever you add a sufx that starts with any __________. 2. Here are some free stems and sufxes for you to add together to practice nal <e> deletion:
TABLE 11.1:
Free Stem rhyme analyze arrive immune marriage chocolate motorcyle disguise complete concrete supportive breathe mortgage mortgage exercise + Sufx + ing + ed + al + ize + able +y + ist + ing + ed + ion + ness + ing + able + ed + ing = Word = = = = = = = = = = = = = = =
3. So far youve worked with nal <e> deletion only with words that have a consonant right in front of the nal <e> like the <c> in pronounce or the <m> in rhyme. But words that end with the pattern Ve#, like true and dye, have a vowel right in front of the nal <e>. When we add a sufx that starts with a vowel to words with the Ve# pattern, different things can happen. For instance, below are some words whose stems end in the Ve# pattern <oe>#. We have analyzed them into their stems and sufxes. Mark any nal <e> deletion that took place and then write either Yes or No in the right hand column as we have done with the rst one:
TABLE 11.2:
Words toed hoeing hoer canoeing canoed canoeist = Stem + Sufx = to e + ed = hoe + ing = hoe + er = canoe + ing = canoe + ed = canoe + ist Did nal <e> deletion occur? Yes
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Words horseshoer horseshoeing = Stem + Sufx = horseshoe + er = horseshoe + ing Did nal <e> deletion occur?
4. When you add a sufx that starts with a vowel to a stem that ends <oe>, you do NOT delete the nal <e> if the sufx starts with the letter. Otherwise, you do delete the nal <e>, just as the Final <e> Deletion Rule says.
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11.2 Lesson Two
Final <e> and V

1. Here are some words with Ve# stems that end <ee>. Your job is the same as it was with the <oe> stem words in the previous lesson:
TABLE 11.3:
Word seeing foreseeable agreeable agreeing refereed refereeing freest seer guaranteeing foreseeable = Stem + Sufx = see + ing = foresee + able = agree + able = agree + ing = referee + ed = referee + ing = free + est = see + er = guarantee + ing = foresee + able Did nal <e> deletion occur?
2. When you add a sufx that starts with a vowel to a stem that ends <ee>, you do NOT delete the nal <e> if the sufx starts with the letters _________ or _________. Otherwise, you do delete the nal <e>, just as the Final <e> Deletion Rule says. 3. Ve# stems that end with <ie> do something special when we add certain sufxes to them. For instance, here is what happens when we add -ing to the stem lie:
li e + y + ing = lying. The nal <e> is deleted, as the rule says it should be. But notice that if we stopped there, wed get li e+ ing = liing. English avoids <ii>, so liing is an unacceptable spelling. But we cant just delete one of the s, because that would lead to ling, which doesnt look at all like the sound of the word it is meant to spell. So we make use of the fact that and <y> are a two-letter team. Youve already seen that in a number of words we change a <y> to an when we add a sufx. For example: try + ed = tr y+ i + ed = tried and lady + es = lad y+ i + es = ladies. When we want to add -ing to a word like lie, we do just the opposite: We change the to <y>: li e+ y + ing = lying. However, this to <y> change only occurs when the sufx starts with . With other sufxes we just delete the nal <e>: lie + ed = li e+ ed = lied and lie + ar = li e + ar = liar. 4. Analyze each of the following words into its stem with <ie> and sufx. Show any changes of to <y>:
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TABLE 11.4:
Words lying lied lies tied tying ties died dying pies = Stem + Sufx = li e+ y + ing = = = = = = = = Did the <l> change to <y>? Yes
5. When you add a sufx that starts with the letter _________ to a stem that ends <ie>, you change the __________ to an __________ and delete the __________. Otherwise, you just delete the nal <e>.
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11.3 Lesson Three
Summary of Final <e> Deletion in V

1. Below you are given stems ending in Ve # and sufxes to be added to them to make new words. Be sure your analysis shows any changes as we have done with the rst one:
TABLE 11.5:
Stem + Sufx lie + ing agree + able canoe + ist die + ing free + est hoe + ing die + ed guarantee + ing toe + ed tie+ er free + ed canoe + ed = Analysis = li e+ y + ing = = = = = = = = = = = = Word = lying = = = = = = = = = = =
2. Add the following Ve# stems and sufxes to make words. In your analysis show any changes that take place:
TABLE 11.6:
Stem + Sufx argue + ing glue + s vie + ed rescue + er sue + ed free + ly value + able referee + ed vie + ing issue + ed eye + ed tiptoe + ed blue + ing tie + ing see + ing true + est = Analysis = = = = = = = = = = = = = = = = = Word = = = = = = = = = = = = = = = =
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3. When you add a sufx that starts with a vowel to a stem that ends <ue>, do you delete the nal <e> ? _________ 4. Original Final <e> Deletion Rule. You delete a nal <e> that marks a soft <c> or soft <g> only when you add a sufx that begins with the letters ________, _________, or _________; you delete all other silent nal <e>s whenever you add a sufx that starts with any _____. 5. Most Ve# words follow the Final <e> Deletion Rule, but there are three special cases: (a) <ie>. When you add a sufx that starts with to a stem that ends <ie>, you delete the nal <e> and change the ________ to ________. (b) <ee>. When you add a sufx that starts with the letters ________ or _______ to a stem that ends <ee>, you do not delete the nal <e>. (c) <oe>. When you add a sufx that starts with the vowel _______ to a stem that ends <oe>, you do not delete the nal <e>. 6. There are only about twelve words that raise the three complications weve listed above. It isnt worth making our rule long and hard-to-remember just to account for a dozen or so words. But we can keep our revision of the rule fairly simple by revising it to something like this: Final Final <e> Deletion Rule: You delete a nal <e> that marks a soft __________ or soft _________ only when you add a sufx that begins with the letters _________, ________, or _________; and except for a few words with stems that end <ee>, <ie>, or <oe>, you delete all other silent nal <e>s whenever you add a sufx that starts with any ________. That little bit of a change keeps our rule honest without making it so long and complicated that it is hard to remember. All you have to do is keep those few stems that end <ee>, <ie>, or <oe> in mind - and that isnt too hard since if you try deleting the nal <e> in words like toeing and seeing and forseeable, you get such funny-looking spellings that you would probably notice them anyhow.
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11.4 Lesson Four
How Do You Spell Long

1. You can hear the long sound [ ] in the word ripe. Most of the time [ ] us spelled in the regular long vowel patterns VCV, V.V, Ve#, and VCle. Find the that spells [ ] in each of the following words. Mark the and the letters after it to show which of these four patterns each word contains:
disguise tie trie acquire bicycle
recognize client exercise survival pie
violence silence appetite annihilate title
idea pioneer nally bridle horizon
digest bible triumph lie variety
2. Sort the twenty-ve words into these four groups:
3. The next most common spelling of [ ] is <y> in the regular long vowel patterns VCV, V#, Ve#, V.V, and VCle. In each of the following words nd the <y> that is spelling [ ] and mark the pattern that it is in:
analyze buttery dye occupy recycle
cycle multiply typist supply hyacinth
unicycle rhyme qualify testify style
hygiene hyena terrify denying vying
typewriter xylophone denying tying identify
4. Sort the words into the following ve groups: 491
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5. Both and <y> often spell [ ] in the V.V pattern when certain sufxes are added to stems that end in <ie>, <ye>, or <y>. Find the letters that are spelling [ ] in the words below and mark the V.V pattern in each one. Then analyze each word into stem plus sufx to show how the V.V pattern comes about:
TABLE 11.7:
Word identiable multiplying liar drier qualifying dying identiable reliance supplier = Stem + Sufx = identif y+ i + able = = = = = = = =
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11.5 Lesson Five
Long
1. You have seen that one VCC pattern that regularly has a long vowel in front of it is the VCle pattern: bible, bridle, rie. A similar but not so common case is the VCrV pattern. Find the letter that is spelling [ ] in the words below, mark it v, and then mark the next two letters after it either v or c:
library
microscope
nitrogen
migrate
tigress
vibrate
2. But long occurs in several other VCC patterns, too. Some of the following words have long ; some have short . Mark the letter that is spelling [ ] or [i] in each v and then mark the next two letters either v or c:
assigned child dignity building climb behind
highway winter tighten island pint window
thigh brightly countersign resignation wildly children
resign delight timber blind kindness remind
sights isle knight mankind taillight grind
3. Sort the thirty words into these two groups:
4. Sort the words with long into the following seven groups: 493
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5. Four of these combinations contain one or more silent consonant letters. List the four below:
6. These special cases of long in VCC patterns are due to changes that occurred in our language hundreds of years ago. There is little we can do except to try to remember them. Fortunately, only a few words contain them, not many more than in the list above.
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11.6 Lesson Six
Digraph Spellings of Long

1. When two letters work together to spell a single sound, we call them a digraph. Long is spelled by several different digraphs. Underline the letters that spell long in each of the following words. Do not underline the <gh> in words like height:
ery either height aisle
bayou geyser buyer eye
stein sleight neither poltergeist
guy feisty seisimic kaleidoscope
2. You should have found six different digraph spellings of [ ] in these words. One digraph occurs in nine of the words. That digraph is ________. Write the nine words below:
3. Two digraphs each occur in two of the words. Those digraphs are ________ and _______. Write the two words with the rst of these digraphs in the boxes below:
Write the two words with the second of these two digraphs below:
5. Three digraphs occur in only one word each. Those three digraphs are ______, ______, and ___________. The word with the rst of these digraphs is _________. The word with the second digraph is _________. The word with the third is __________. 6. The <ie> spelling of [ ] often occurs at the boundary between a stem and sufx. Analyze each of the following words into its stem and sufx to show how the <ie> spelling of [ ] comes about:
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TABLE 11.8:
Word tied skies dried supplies allies testied qualied trial occupies multiplied = Stem + Sufx = ti e+ ed = = = = = = = = =
7. The most common spelling of [ ] is the letter _______. The second most common spelling of [ ] is the letter _________. Six other less common spellings of [ ] are the digraphs _______, ______, ______, _______, _______, and _____.
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11.7 Lesson Seven
Review of Long
1. The most common spelling of [ ] is the letter _______. The second most common spelling of [ ] is the letter _______. Six other less common spellings of [ ] are the digraphs _______, ________, ________,________, ________, and _______. 2. Underline the letters that spell long < > in each of the following words:
child exercise variety multiply lies height title
library climb silence triumph identify dye neither
multiplies vibrate seismic island assign horizon client
bible occupy geyser tighten blind acquire cycle
microscope analyze buyer aisle style violence deny
4. Now sort the words in which [ ] is spelled with a single letter into the following seven groups: 497
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11.8 Lesson Eight

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Free base + sufx = _______ Free base + sufx = _______ Free stem + sufx = _______ Free base + sufx = _______ [ ] = _______ in the pattern _______ Free base + sufx = _______ Free stem + sufx = _______ Free stem + sufx = _______ Free stem + sufx = _______ Free stem + sufx = _______

Words 1. freed 2. tying 3. qualied 4. dying 5. analyzed 6. eyes 7. agreeing 8. identied 9. canoeing 10. multiplied Analysis Free stem + sufx = fre e + ed Free base + sufx = t i e + y + ing Free base + sufx = qualif y + i + ed Free base + sufx = dy e + ing [ ] = <y> in the pattern VCV Free base + sufx = eye + s Free stem + sufx = agree + ing Free stem + sufx = identif y + i + ed Free stem + sufx = canoe + ing Free stem + sufx = multipl y + i + ed
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11.9. Lesson Nine
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11.9 Lesson Nine
The Sufx
1. The sufx -ive changes nouns and verbs into adjectives. It adds the meaning tending to or doing or being. Each of the following words consists of a verb or noun plus the sufx -ive. Analyze each one. Be sure to show any cases where a silent nal <e> was deleted:
TABLE 11.11:
Adjective defensive massive excessive supportive reective effective directive exhaustive detective narrative disruptive subjective active attractive retrospective = Noun or verb = defens e = = = = = = = = = = = = = = + Sufx + ive + + + + + + + + + + + + + +
2. Here are some the other way around. Combine the elements to make adjectives. Show any changes that occur when the elements combine:
TABLE 11.12:
Elements ex + cess + ive intro + spect + ive ob + struct + ive retro + spect + ive ob + ject + ive ad + gress + ive sub + ject + ive re + strict + ive re + cept + ive per + cept + ive de + fect + ive ex + secute + ive dis + rupt + ive 500 = Adjective = = = = = = = = = = = = =
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3. Some adjectives are formed not by adding -ive to nouns or verbs, but rather to bound stems. Each of the bound stems is related to a verb that is spelled slightly differently from the bound stem. (Usually verb has a <d> where the bound stem has an < s >.) Combine the following bound stems and sufxes to make adjectives, and then in the right hand column write the related verb:
TABLE 11.13:
Bound stem + sufx extens + ive attent + ive inclus + ive exclus + ive explos + ive = Adjective = extensive = = = = Related Verb extend
4. Often an adjective that ends in -ive comes to be used also as a noun. For instance, the verb execute becomes the adjective executive, which is then used as a noun, as in She is an executive in a computer company. In the tables in this lesson there are at least six adjectives that end in -ive and can also be used as nouns. See how many you can nd:
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11.10. Lesson Ten
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11.10 Lesson Ten
The Prexes
1. The prex sur- adds the meanings over, beyond, extremely to words. For instance, a surtax (sur + tax) is an extra charge added beyond the regular tax. Now compare the meanings of the words in these pairs and decide which of these meanings the prex inter- adds to the words in the right column: under, beneath, too little or between, among, together or no, not:
act connect national state Inter- adds the meaning ___________________________.
interact interconnect international interstate
2. Both sur- and inter- are often added to free stems, like tax and connect. The following words all contain the prex sur -or inter- plus a free stem. Analyze each one and be ready to talk about what they mean:
TABLE 11.14:
Word surmount interview surplus intermission surname interchange surface interwine surpass intermediate surround surrender = Prex = = = = = = = = = = = = + Free Stem + + + + + + + + + + + +
3. The prexes sur- and inter- are also often added to bound stems. Each of the following words contains the prexes inter- and surplus a bound stem. Analyze each one:
TABLE 11.15:
Word intercept surprise interest 502 = Prex = = = + Bound Stem + + +
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Word surveillance interrupt survey interpret survive intersect intervene interfere interval = Prex = = = = = = = = = + Bound Stem + + + + + + + + +
4. In some of these words it is not always too clear what the prex and bound stem mean, even if you know the meaning of the whole word. But even if you cant always be sure what they mean, it is still useful to be able to recognize the prex and stem in such words. And usually you can see a connection between the root meanings of the base and sufx and the meaning of the modern word. In the table below you are given the meanings of the bases from the the following words:
intercept surprise
surrender interrupt
intersect interval
surveillance intervene
survey survive
Remember that the root meaning of sur- is over, beyond, extremely; that of inter- is between, among, together. Be ready to discuss the connection between the meanings of the prexes and bases and the meanings of the words:
cept =[U+0080][U+009C]take[U+0080][U+009D] prise = [U+0080][U+009C]take[U+0080][U+009D] rupt = [U+0080][U+009C]burst[U+0080][U+009D] sect = [U+0080][U+009C]cut[U+0080][U+009D]
val = [U+0080][U+009C]wall[U+0080][U+009D] veill = [U+0080][U+009C]watch[U+0080][U+009D] vey = [U+0080][U+009C]see[U+0080][U+009D] vive = [U+0080][U+009C]live[U+0080][U+009D]
render = [U+0080][U+009C]give[U+0080][U+009D] vene = [U+0080][U+009C]come[U+0080][U+009D]
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11.11. Lesson Eleven
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11.11 Lesson Eleven
How Do You Spell [r] ?

1. There are four different ways of spelling [r]. Underline the letters that spell [r] in the following words, and you should nd all four spellings:
breathing acquire rewrote wrong resignation written rhinoceros reliance
recognize remarried corrected alternate rhyme interpret freedom wrappings
reection terrify interest interfere area pioneer children intermediate
surplus surrender winter referred arrived surround interrupt liar
2. Sort the words into these four groups. Some words will go into more than one group:
3. Now sort the twenty-three words in which [r] is spelled <r> into these three groups. Again, some words will go into more than one group: 504
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5. Based on the sample of words in this lesson, [r] is most often spelled ________ or ________. Word Histories. Colonel is a very odd word in that in it [r] is spelled <l>! Earlier colonel was pronounced more as it is spelled, [kolnel]. There was another closely related word spelled coronel and pronounced [kurnel]. For reasons that are not clear, the pronunciation of coronel became attached to the spelling of colonel. Except for its transferred pronunciation, the word coronel has disappeared, as has the original pronunciation of colonel. A pronunciation has transferred from one word to another more than once in English. For instance, we used to have a verb pronounced [ ak] and usually spelled ake; we also had akes parnter noun pronounced [ ach] and usually spelled ache. Over time the pronunciation of the verb became attached to the spelling of the noun, and the other spelling and pronunciation disappeared from our language. So now we have ache pronounced [ ak] for both noun and verb.
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11.12. Lesson Twelve
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11.12 Lesson Twelve
Sometimes [r] is Spelled <rr>

1. Most of the time [r] is spelled <r> - but not always. Here are twenty words in which it is spelled <rr>. Underline the <rr> spellings in each word:
irrigation overripe referred arrest arrival
interrupt conferring scarred correctly corruption
irritate preferred arrange irregular correspond
underrated transferring irresponsible surrendered surroundings
2. You have seen that we often get double consonants because of simple addition: If a word contains two elements, and the rst element ends in a consonant and the second element starts with the same consonant, we get a double consonant. Five of the twenty words have <rr> because of simple addition. Find these ve words, write them in the left column below, and then analyze them to show where the <rr> comes from:
TABLE 11.16:
Word overripe Analysis over + ripe
3. Twinning Rule. You twin the nal _______ of a free stem that has one vowel sound and ends _______ when you add a sufx that starts with a _______. You twin the nal consonant of a free stem that has two vowel sounds whenever you add a sufx that starts with a _______ and the stem ends and has strong _______ stress on its _______ vowel both before and after you add the sufx. 4. In ve of the twenty words above, [r] is spelled <rr> because of twinning. List them below and analyze each one to show how twinning produces the <rr> spellings:
TABLE 11.17:
Word referred Analysis refer + r + ed
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The Spelling <rr> and Assimilation

1. Here are the twenty words from the previous lesson that all contain <rr>:
irrigation overripe referred arrest arrival
interrupt conferring scarred correctly corruption
irritate preferred arrange irregular correspond
underrated transferring irresponsible surrendered surroundings
You have seen that ve of these twenty words have <rr> because of simple addition and ve of them have <rr> because of twinning. Find these ten in the list above and cross them off. 2. When the prexes ad-, com-, and in- are added to stems that start with an <r>, they assimilate to _______, _______, and ______. 3. Ten of the twenty words above with [r] spelled <rr> start with an assimilated form of ad-, com-, or in-. Find them, write them in the left column below, and analyze them to show the assimilation that leads to the <rr>:
TABLE 11.18:
Word irrigation Analysis: Prex + Stem in+ r + rigation
4. The following words each contain two prexes and a stem. See if you can analyze them to show where the <rr> comes from:
TABLE 11.19:
Word incorrect rearrange unirritable overirrigated noninternational uncorrupted rearresting nonsupportive disarranged irresponsibly unsurprising reinterpret noninterrupted = Prex1 = = = = = = = = = = = = = + Prex2 + + + + + + + + + + + + + + Stem + + + + + + + + + + + + + 507
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Word disinterested = Prex1 = + Prex2 + + Stem +
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The Sound [r] and the VCC Pattern

1.In the VCV pattern, the rst vowel will usually be ________; but in the VCC pattern, the vowel will usually be _________. Vowels before [r] are often pronounced differently from the way they are pronounced before other consonant sounds. This difference is most noticeable in VCV words in which the consonant is [r] spelled <r>. For instance, the < a > in dare spells a sound quite different from that spelled by the < a > in words like date, dame, and dale. In dare the < a > spells a sound close to [e] . There is variation, too, in VCC strings in which the CC is <rr>. For instance, in some peoples pronunciation the words merry and marry sound exactly alike, but in other peoples pronounciation they sound different from one another. 2. Here are some words with <rr> in VCC patterns. Read them and pronounce them. Listen carefully to see if you can hear which short vowel is right in front of the [r]. Sometimes it can be a bit hard to decide, so dont be too discouraged if you have a little trouble with it. The spelling is a major clue:
narrow sorrow sorry marry terrace tomorrow 3. Sort the words into these four groups:
marriage error borrow terrify narrative sparrow
merry carriage carry raspberry horrible barrel
mirror terrible territory arrow cherry errand
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4. About 99 times out of a hundred [r] is spelled either <r> or <rr>. Most of the time [r] is spelled either ________ or _________. 5. You have worked with four different things that sometimes lead to <rr> in a word. The rst one is simple addition. What are the other three?
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11.15 Lesson Fifteen
Sometimes [r] is <wr>, Sometimes <rh>

1. There are only two other spellings of [r] and they occur in only very few words. The rst of the two is <wr>. Several hundred years ago both the <r> and the <w> were pronounced, but in time people simplied things and quit pronouncing the <w>. Here are the most common words in which <wr> occurs:
write wrap wrench wretch
wrong wreck wrestle wring
wrote wreath wrinkle wren
written wrath wrist wriggle
You might try pronouncing the <w> and the <r> in some of these words, just to see what a mouthful they can be. 2. In what part of the word do you nd the <wr>? _________. Three of the words have to do with putting words down on paper. The three are ________, ________, and _________. You can use a _________ to loosen a nut and bolt. When two cars run into on another, it is called a. Your hand is connected to your arm at the _________. At Christmas some people put a __________ on their door. You us an iron to remove __________ from your clothes. If an answer is not right, it is ___________. 3. Rewrite the sixteen <wr> words in alphabetical order:
3. Words in which [r] is spelled <wr> all come from the German side of our languages family. In some words that come from Greek [r] is spelled <rh>. The Greek alphabet contained a letter called rho, pronounced [r o] When Greek words were written in our alphabet, the rho was represented by <rh>. The most common words with <rh> are these:
rhyme rheostat rhythm Arrange these nine words in alphabetical order:
rhinestone rheumatism rhapsody
rhinoceros rhetoric rhubarb
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4. In the word rhinoceros the rst element, rhino, in Greek meant nose, and the second element, ceros, meant horn. So rhinoceros meant what? __________________________ 5. In the word rhapsody the rst element, rhaps, meant stitch, sew, and the second element, ody meant song. So rhapsody meant what? __________________________ 6. You have worked with four ways of spelling [r]. They are ______, _______, _______, and ________. Of these four spellings which is the most common? _______. Which is the second most common? ________. Which are the two least common? ________ and _________.
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11.16 Lesson sixteen
Review of [r]
WordSpell. In this WordSpell you have the following fourteen letters with which to spell words:
All the words you spell must contain the sound [r] spelled either <rr>, <wr>, or <rh>. You are to spell the words into the boxes below. We have lled in all the [r] spellings for you. The last three lessons have enough example words to ll in the boxes, but you may think of some different words, too.
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11.16. Lesson sixteen
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Four Bound Bases

1. Elements are the smallest parts of written words that add meaning to the words. There are three kinds of elements: prexes, bases, and sufxes. Prexes are elements that go at the _______ of words and (can/cannot) stand free as words. In the words unguided and receptive _________ and _________ are prexes. Sufxes are elements that go at the _________ of words and (can/cannot) stand free as words. In the words unguided and receptive, _________ and _________ are sufxes. Bases are elements that can have ________ and _________ added at the_________and. In the words unguided and receptive ________ and ________ are bases. There are two kinds of bases, free and bound. Free bases (can/cannot) stand free as words, but bound bases (can/cannot). 2. Each of the following words consists of prexes, sufxes, and bound bases. You have worked with most of the elements in previous lessons. You should nd four different bound bases in the eighteen words. Analyze each word into its elements. Besure to show any assimilations or other changes that take place:
TABLE 11.20:
Word accepted effective concepts infection suggestion prospecting suggested affection congested receptive except interception defective respectable perfected introspective retrospective = Analysis = = = = = = = = = = = = = = = = =
3. The four bound bases are _______, _______, _______, and _______. 4. Each of the following words consists of a prex, a bound base, and a sufx. The bound bases are the same ones you just worked with. Some of the prexes and sufxes may be new to you. Dont let that bother you. Analyze each word. Watch for changes when sufxes get added: 515
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TABLE 11.21:
Word affection interception respectful deceptive perspective confection circumspectly reception receptacle susceptible imperceptible = Analysis = = = = = = = = = = =
Word Turn. Try to spell out six words that start and end with the letters of the word rhythm spelled once forwards and once again turned around backwards. The words you spell can be of any length, but they must start and end with the letters given in the six rows. Weve given you a start:
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The Homophones
1. Affect and effect may well be the two hardest of all homophones to sort out, but there are some things that can help: Most of the time effect is a noun, and affect is a verb: Effect means a result, a change. Affect means to inuence, to change. The punishment had no effect on his behavior. noun The punishment did not affect his behavior. verb The noun effect and the verb affect are a team: If something affects something else, it has an effect on it. Affect contains the prex ad-: ad + f + fect, thus the < a >. Effect contains the prex ex-: ex+ f + fect, thus the <e> . The noun effect often occurs in the phrase the effect. Remember that phrase, and remember that in it there are two <e>s together: the one at the end of the and the one at the beginning of effect. The phrase the effect can help you remember that the noun effect starts with an <e> . 2. Except and accept, though they differ more in sound, can cause about as much trouble for spellers as do effect and affect. They, too, contain the prexes ex- and ad-: except = ex + cept and accept = a d +c+cept. But here knowing the prexes is of more help than it is with effect and affect. The base cept means take. The prex ex- means out, and ad- means to, towards. When you except something, or make an exception of it, you take it out or leave it out. When you accept something, you take it to you or toward you. So remembering the prexes ex- and ad- can be very useful for keeping both the meanings and the spellings straight. 3. Analyze the words in bold face into prexes, bases, and sufxes:
TABLE 11.22:
Sentence and Word Heights dont affect her at all. But he is greatly affected by them. The effect of the medicine was quick. The medicine was effective. Everyone left except Bob. Bob was the exception. She decided to accept the job. She accepted it gladly. 4. Cross out the incorrect words: a. The (effect/affect) of his decision was surprising. 517 Analysis of Word
11.18. Lesson Eighteen b. She would not (except/accept) his apology. c. His sore throat might (effect/affect) his singing. d. Will you (except/accept) this gift? e. Everyone (except/accept) you has signed already. f. We dont know which was cause and which was (effect/affect). g. He (excepted/accepted) her from the punishment, h. Einsteins (effect/affect) on science was very great.
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Fossil Final <e>s

1. Most of the time silent nal <e>s mark long vowels, or they mark soft <c>s and <g>s, or they mark voiced < th >, or they insulate < s >, <z>, , or <v> at the end of words. But some silent nal <e>s have no function at all in their words. For instance, the <e> at the end of culture has no function, so culture could just as well end with <ur>, the way, for instance, murmur and occur do. Culture comes from an old French word that was spelled exactly the same way we spell it. After it was taken into English, people kept the French spelling, including the nal <e>. Final <e>s like the one in culture, which no longer have any function, are called fossils. 2. Some of the following words end with fossil nal <e>s; some with nal <e>s that have regular functions. Sort them into the two groups below. Remember that if a silent nal <e> does not have a function, it is a fossil:
fertile chocolate immune annihilate opposite
medicine are appetite create welcome
fortune pirate rewrite gasoline examine
intertwine xylophone square denite done
some cyclone dome awhile gone
3. Now sort the words with fossil nal <e>s into the following eight groups:
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4. The ending <ate> is interesting because there are several pairs of words that end in <ate>, are spelled the same, and have closely related meanings. They differ slightly in pronunciation: One word in the pair will end with the sound [ at] with a stressed long < a > and a functional nal <e>. The other word in the pair will end with a sound more like [it], with an unstressed short and a fossil nal <e>. The word that ends [ at] will be a verb; the word that ends [it] will be either a noun or an adjective. For instance, when you graduate (with [ at]), you become a graduate (with [it]). Read the following sentences. Listen to the sound of the word in bold face type and decide whether it is a verb or a noun or an adjective. Write either [ at] or [it] in the Sound column. Write Verb, Noun, or Adjective in the Part of Speech column. If the word ends with a fossil nal <e> , put a check in the Fossil <e> column, as we have done with the rst two:
TABLE 11.23:
Sentence 1. She will graduate in June. 2. Then she will be a graduate. 3. I cant estimate how much it will cost. 4. The estimate will probably be too high. 5. The defendant could not elaborate on his alibi. 6. It was not a very elaborate story. 7. They had to sit in separate corners of the room. 8. Their teacher had to separate them. 9. He has very moderate views on politics. 10. He already did moderate his views. 11. They only visit us on alternate weekends. 12. The lessons alternate between being too easy and too hard. Sound [ at] [it] Part of Speech Verb Noun Fossil <e>
5. Deleting Fossil Final <e>s. The good thing about fossil nal <e>s is that you delete them just like most other nal <e>s: You delete fossil nal <e> whenever you add a sufx that starts with a vowel.
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11.20 Lesson Twenty
Summary of Final <e> Deletion

1. Earlier you worked with the deleting nal <e>s in stems that end <ee>, <ie>, or <oe>: a. We do not delete nal <e> in stems that end <oe> when we add sufxes that start with an : toe + ing = toeing, not toing. b. We do not delete nal <e> in stems that end <ee> when we add sufxes that dont start with an <e>: see + ing = seeing, not seing. c. We delete the nal <e> and also change the to <y> in stems that end <ie> when we add sufxes that start with : lie + ing = li e+ y + ing = lying. 2. Here is the Final <e> Deletion Rule as we have nally worked it out: You delete a nal <e> that marks a soft _______ or soft ______ only when you add a sufx that begins with the letters ______, _______, or ________; and except for a few words with stems that end <ee>, <ie>, or <oe>, you delete all other silent nal <e>s whenever you add a sufx that starts with any _________. 3. Here are some stems and sufxes that give you a chance to practice the Final <e> Deletion Rule. Add the sufxes to the stems, and be sure that you show any nal <e> deletions that take place. In the Word column write the word you form. In the Final <e> column write the number from the list below that best describes what the nal <e> is doing in the stem: a. b. c. d. e. f. Marking or helping spell a long vowel Marking a soft <c> or <g> Marking a voiced <th> Insulating an < s >, <z>, , or <v> Filling out a VCle pattern A fossil
TABLE 11.24:
Stem + Sufx rhym e+ ed fertile + ize referee + ing survive + al angle + s cyclone + s disagree + ed terrace + ing marriage + able fortune + ate breathe + ing wrinkle + ed exposure + s = Word = rhymed = = = = = = = = = = = = Final <e> 1
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Stem + Sufx vague + ly rescue + er chocolate + y are + nt love + able concrete + ly medicine + s canoe + ist big-league + er immune + ity horseshoe + er issue + ed wrestle + ing analyze + ed inuence + ing collapse + ed irrigate + ion write + s carriage + s catalogue + er pirate + s = Word = = = = = = = = = = = = = = = = = = = = = Final <e>
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + free base + sufx = __________ [r] = _______ due to __________ Prex + bound base + sufx = __________ Prex + bound base + sufx = __________ [r] = ______due to __________ Function of nal <e>: __________ [r] = ___ due to __________ [r] = __________ Prex + bound base + sufx = __________ [r] = __________

Words 1. remarried 2. surround 3. exception 4. interrupted 5. irrigating 6. chocolate 7. referred 8. wrestle 9. affected 10. rhyming Analysis Prex + free base + sufx = re+ect + ive [rr] = <rr> due to simple addition Prex + bound base + sufx = ex + cept + ion Prex + bound base + sufx = inter + rupt + ed [r] = <rr> due to assimilation Function of nal <e>: Fossil [r] = <rr> due to twinning [r] = <wr> Prex + bound base + sufx = a d + f + fect + ed [r] = <rh>
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How Do You Spell [l]?

1. You can hear the sound [l] at the beginning and end of the word lull. Underline the letters that spell [l] in each of the following words:
ability wrinkle freely annihilate awhile
symbol bungle cathedral delegate elaborate
fertilizer regular guilty horrible jungle
lieutenant national leisure angrily league
2. Now sort the twenty words into these three groups:
3. How is [l] spelled in all of these words? _______. More than nine times out of ten [l] is spelled this way!
Word Squares. This squares contains the following twelve words, each of which contains the sound [l] spelled <l>. Weve shown you where the <l>s go in the words: 524
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6 Letters: awhile bungle jungle league symbol
7 Letters: ability angrily wrinkle
8 Letters: horrible national
10 Letters: annihilate lieutenant
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Sometimes [l] is <l>, Sometimes <ll>

1.Underline the letters that spell [l] in the following words:
nally cathedral respectfully jewellike ballads
collie collapse allies followers illustration
taillight allegiance annually college lieutenant
dollar ability shallowness illogically colleague
2. Sort these twenty words into these two groups:
3. Seven of the seventeen words with [l] spelled <ll> have the <ll> in them because of assimilation in the prex: In three of them the <m> in com- has changed to an <l>. In two the <d> in ad- has changed to an <l>. In two the <n> in in- has changed to an <l>. Find these seven words and sort them into these three groups:
4. Sometimes when you add a sufx that starts with <l> to a stem that ends in <l>, you get <ll> because of simple addition: heel + less = heelless. Four of the sixteen words that contain <ll> have two <l>s because in them a 526
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sufx that starts with an <l> has been added to a stem that ends with <l>. Find the four and sort them into these two groups:
5. Among the words with [l] spelled <ll> there is one compound word in which the <ll> is due to simple addition. That word is ______________ 6. There are also ve words with [l] spelled <ll> because of the VCC pattern at work. The four are
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The Sounds of
1. Usually the <ll> spelling follows the VCC pattern. For instance, in ballads, fellows, thrilling, dollar, and bullet, there is a short vowel in front of the <ll>, and it is always the vowel sound that it looks as if it should be: In ballads there is a short < a >; in fellows there is a short <e>; in thrilling and dollar, a short and short <o>; in bullet ]. a short <oo>, [u But read the following words aloud. Pay special attention to the vowel sound in front of the <ll> in each one. If you are not sure how to pronounce any of them, look them up in the dictionary or ask your teacher for some help. Sometimes right in front of the <ll> you should hear the short < a > sound, [a], that the spelling suggests, but sometimes you should hear the short <o> sound, [o]. Remember: Short < a > is the vowel you hear in hat. Short <o> is the vowel you hear in hot. Mark the vowel sound in front of the <ll>, as we have done with stalled.
stalled [o] stallions allies halls appalled challenge
tallest tallied allergies overalls alligators balloting
eyeballs balladist recalling callousness mailing galleries
befallen fallacies hallowed valley shallowness smallest
2. Each of the twenty-four words contains a free stem plus a sufx. Analyze each one:
TABLE 11.27:
Word stalled = Free Stem = stall + Sufx + ed Word = Free Stem + Sufx
4. Now look at the twenty-four free stems you just found in your analysis. Sort them into this matrix: 528
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4. When the letters <ll> come at the end of a free stem, an < a > before them will spell ______. When the <ll> comes in the middle of a free stem, an < a > before them will spell ______.
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C HAPTER
12
Chapter Outline
12.1 12.2 12.3 12.4 12.5 12.6 12.7 12.8 12.9 12.10 12.11 12.12 12.13 12.14 12.15 12.16 12.17 12.18 12.19 12.20 12.21 12.22 12.23 12.24 L ESSON T WENTY - FIVE L ESSON T WENTY - SIX L ESSON T WENTY - SEVEN L ESSON T WENTY - EIGHT L ESSON T WENTY - NINE L ESSON T HIRTY L ESSON T HIRTY - ONE T HIRTY TWO L ESSON T HIRTY - THREE L ESSON T HIRTY - FOUR L ESSON T HIRTY - FIVE L ESSON T HIRTY - SIX L ESSON T HIRTY - SEVEN L ESSON T HIRTY - EIGHT L ESSON T HIRTY - NINE L ESSON F ORTY L ESSON F ORTY - ONE L ESSON F ORTY - TWO L ESSON F ORTY - THREE L ESSON F ORTY - FOUR L ESSON F ORTY - FIVE L ESSON F ORTY - SIX L ESSON F ORTY - SEVEN L ESSON F ORTY - EIGHT
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The Sounds of <o> Before <ll>

1. In the previous lesson you saw that when <ll> is at the end of a free stem, an < a > right in front of it will spell a short <o> sound, as in ball, [bol]. But when the <ll> is in the middle of the stem, an < a > right in front of it will spell a short < a > sound, as in ballot, [b alt]. Thats a neat little pattern, but there are a couple of mists worth noticing: According to the description, what vowel sound should the word shall have? ________ What vowel sound does shall have? _________ The word wall ls the pattern because it has the short <o> sound, but longer words with <wa> in front of <ll> in them dont t: According to the description, what sound should the letter < a > spell in swallow, wallow, wallet, wallop? _________. What vowel sound do you hear in front of the <ll> in these words? ________ 2. There is a similar pattern for the spelling <oll>. Sometimes you hear a short <o>, but sometimes you hear a long <o>. Read the following words aloud, carefully. Mark the vowel sound in front of the <ll> as we have with troller. Again, if you are not sure how to pronounce any of them, look them up in the dictionary or ask for help:
troller [o ] trolleys polling polliwogs following
tolls enrolled rollicking follies jolliest
bollixed knolly collies dollars hollowed
colleges scrolled stroller colleagues collaring
2. Each of the twenty words contains a free stem plus a sufx. Analyze each one:
TABLE 12.1:
Word = Free Stem = = = = = = = = = = + Sufx + + + + + + + + + + Word = Free Stem = = = = = = = = = = + Sufx + + + + + + + + + +
3. When the <ll> is at the end of a free stem, does the <o> right in front of it spell along sound or a short sound? 531
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_________. When the <ll> is in the middle of a free stem, does the <o> right in front of it spell along sound or a short sound? _________. 4. Be ready to talk about this: There is one common holdout to this pattern: doll. Why do we call it a holdout? Word Histories. Polliwog tadpole was probably formed from two Old English elements: pol head and wiglen wiggle. Over the centuries it has had many, sometimes odd spellings: polwygle, porwig(g)le, porriwiggle, purwiggy, pollywiggle, pollywoggle, polwigge, polewigge, po(o)lwig, polliwig, polly-wig, polliwog. Rollicking carefree, joyous was probably formed by combining either roll or romp with frolic.
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Two Last Points About Spelling [l]

] as in 1. There are two very similar short vowel sounds: the short , [u], as in buck, and the short <oo>, [u book. Both of these sounds are usually spelled . Say the following words carefully and mark the vowel sound spelled as we have with bull:
bullghter [u ] dullness seagull pulley 2. Sort the twelve words into these two groups:
fullest lullaby skullcap nullify
bullet sullen bully gullible
] are so similar and are both short, they pose no spelling problem. It is just another little Since the sounds [u] and [u wrinkle in the way things are. 3. So far you have worked with two different ways of spelling [l]. They are _____ and _____. These two spellings are the ones you use almost 100% of the time! 4. There is only one other spelling of [l] that you need worry about and it occurs in only three words: island, isle, and aisle. Word Histories. The < s > got into island by mistake: In Old English there was a word iegland, which meant water land, or island. Later the English adopted the French word isle, which also meant island. People then made the mistake of thinking that iegland, which was then usually spelled iland, must be a compound of isle and land. They put the < s > in and changed the word to island. 533
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English also kept the French word isle. The < s > in isle echoes the < s > in the original Latin word, insula, which meant island. That French isle also caused the < s > in aisle. About six hundred years ago in English the word aile meant wing of a church building. But people began to mix aile up with isle, perhaps thinking that since an aile (or wing) and an isle (or island) were both off by themselves, the two words must be related. So in went that < s > again, and aile became our word aisle. 5. Fill in the blanks: Except for the three words _________, ________, and __________, [l] is spelled either ________ or _______.
Word Scrambles. Follow the directions very carefully, and write the words you form in the right column. The shaded boxes will contain three words youve studied in this lesson.
aisle (6:26:1, 6:26:2) bullet (6:26:1) bullghter (6:26:1) bully (6:26:1) dullness (6:26:1) fullest (6:26:1) gullible (6:26:1) island (6:26:1, 6:26:2) isle (6:26:1, 6:26:2) lullaby (6:26:1) nullify (6:26:1) pulley (6:26:1) seagull (6:26:1) skullcap (6:26:1) sullen (6:26:1)
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [l] = _____due to _________________ [l] = ____due to _________________ [l] = ____due to _________________ [r] = ____; [l] = _________________ [l] = ____due to _________________ [l] = _____due to _________________ [l] = _____due to _________________ [l] = _____due to _________________ [l] = _________________ [l] = _________________

Words 1. respectfully 2. dollars 3. allies 4. wrinkle 5. ballads 6. nally 7. shallow 8. colleague 9. island 10. lieutenant Analysis [l] = <ll> due to simple addition [l] = <ll> due to VCC pattern [l] = <ll> due to assimilation [r] = <wr> ; [l] = <l> [l] = <ll> due to VCC pattern [l] = <ll> due to simple addition [l] = <ll> due to VCC pattern [l] = <ll> due to assimilation [l] = <sl> [l] = <l>
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How Do You Spell Long <e>, [e]?

1. The most important spelling of [ e] is <e>, almost always in the long patterns VCV and V.V. Underline the <e>s that spell [ e] in each of the following words:
area allegiance obedience complete create concrete
medium genius evil idea legal senior
ingredient hyena intervene rearranged rheostat theater
vehicle realize region evening precede encyclopedia
interfere supreme serene courteous reality intermediate
2. Sort the thirty words into the following two groups:
3. The <e> spelling of [ e] occasionally occurs in two patterns other than the very common VCV and V.V. Mark the <e> spellings of [ e] in the words below as we have done with maybe, vehicle, secret, and theater. Watch for the patterns in maybe and secret.
maybe v vehicle vcv courteous cathedral 536
secret vcrv theater v.v catastrophe she
anemone acne simile allegiance
legal recipe egret inebriated
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4. You should have found four words with [ e] spelled <e> in one pattern other than VCV or V.V, and you should have found seven words with [ e] spelled <e> in another pattern other than VCV or V.V. In the table below label the two columns with the proper patterns and sort the fourteen words into the two groups:
The three words with [ e] spelled <e> in the VCV pattern:
The two words with [ e] spelled <e> in the V.V pattern:
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Sometimes Long <e> is Spelled

1. Two other very important spellings of [ e] are and <y>. The spelling of [ e] usually occurs in the V.V pattern and sometimes in the VCV pattern. It only occurs in the V# pattern in foreign words recently brought ] into our language, such as broccoli, spaghetti, macaroni. The V# pattern is the one in which the <y> spelling of [e always occurs. Both the and the <y> spellings often occur in weakly stressed syllables. Underline the s and <y>s that are spelling [ e] in the following words:
ability curiosity magazine gloomy variety jolliest
gasoline enthusiasm ery obedience reality chocolaty
champion machine guardian obvious piano ingredient
angry dignity medium period routine polliwog
community glorious police library various encyclopedia
2. Sort the words into the following two groups. One word goes into both groups:
3. Now sort the words with [ e] spelled into the following two groups: 538
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4. In what pattern does the <y> spelling of [ e] always occur? _______ 5. Five words in the list in Item 1 that contain [ e] spelled <e> are . . .
Word Alchemy. Hundreds of years ago alchemy was the ancestor of modern chemistry. The alchemists worked hard trying to change lead into gold. In the puzzle below you can change the word lead into the word gold. Here are the rules: a. Any shaded square must contain the same letter as the square directly above it. b. Any unshaded square must contain a different letter from the square directly above it. c. Every row must contain an English word.
Hints: Since you know that the two shaded squares in row 2 must contain the same letters as the two squares directly above them, you know that they must contain <e> and < a >. And since you know that the two shaded squares in row 4 contain the same letters as the two squares directly above them, you know that the word in row 3 must end with the letters <ld>. You should write the <ea> and <ld> into rows 2 and 3. You wont know what the shaded square in row 3 contains until you know the word that goes in row 2, so you cant write in the rst letter in row 3 yet. That gives you the following: 539
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Your job now is to nd two words that t into rows 2 and 3. Each must contain four letters. Because of rule number one above, you know that the rst word must have <ea> in the middle; the second must end in <ld>, and they must both start with the same letter. Because of rule number two, you also know that the word in row 2 cannot start with <l> or end with <d> above, and the word in row 3 cannot have < go > as its rst two letters. The two words beat and bald would work. So would meat and mild. There are other workable pairs.
Here are some more Word Alchemies for you to solve:
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12.6 Lesson Thirty
Some Digraph Spellings of Long <e>

1. A digraph is a combination of two letters used to spell a single sound. Long <e> is spelled by a number of different digraphs. Read the following words aloud. If you are not sure how to pronounce some of them, look them up in your dictionary or ask for help. Underline the digraphs that are spelling [ e] in the following words:
agreement seagulls algae peaceable committee
referee donkey foreseeable greasy guarantee
pioneers larvae league leading employee
colleague amoebae thirteen trolley people
subpoena proceed pulley disease breathed
2. Now sort the words into the following groups.
3. Notice that the digraph <ey> only spells [ e] when it comes at the end of the word. In this way it is very much like the <y> spelling of [ e], which also only occurs at the end of the word. Word Histories. The digraph <oe> comes from Greek. Several words with <oe> have more English-looking spellings with just plain <e>: ameba, for instance, and subpena. The digraph <ae> comes from Latin. In Latin <ae> is a common ending for plural nouns. Several of these nouns have more regular English plurals with s: amoebas (or amebas), for instance. The digraph <eo> in people comes from an old French word that was sometimes spelled people, sometimes peple, sometimes poeple. The French word came from the Latin word populus, which meant people and also gave us 541
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words like popular and population. Remembering the <o> in popular and population can help you remember the <o> in people.
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Long <e> and the

Its before <e>, except after <c> Or when spelling [ a], as in neighbor or weigh. 1. That little jingle is the best known bit of spelling wisdom around. And it can be very useful, because often and <e> do come together in a word, and it can be hard to remember which comes rst. The rst line of the jingle is especially useful when you are spelling long <e>. Notice that the rst line describes two different cases so far as and <e> are concerned: According to the rst half of the rst line, which is usually the case, <ie> or <ei>? __________ According to the second half of the rst line, which is usual, <cie> or <cei>? _______ 2. Its easier to get things straight if you arrange the two cases in reverse order: Case 1. If youre spelling long <e> right after the letter <c>, is it <ei> or <ie>? _________ Case 2. Otherwise its ________. 3. Any words that t either of those two cases are instances of the rule. Any words that do not t into one of the three cases are holdouts. Among the following thirty words you should nd twenty-two instances and eight holdouts. Underline the <ie> and <ei> spellings of [ e]:
grief relief receive seize hygiene niece
yielding ceiling weird shriek thief calorie
either conceive believe field protein leisure
priest prairie receipt deceit nancier perceives
deceiving movies collie receiver weir conceit
4. Sort the words into the following groups. Be ready to discuss your reasons for putting each word into the group into which you put it. 543
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5. The <ie> spelling of [ e] is quite common where certain stems and sufxes come together: If a stem that ends in a consonant plus <y> has a sufx added to it that starts with <e>, when the <y> changes to , the resulting <ie> often spells [ e]: gallery + es = galler y+ i + es = galleries, with [ e] spelled <ie>. Combine the following stems and sufxes and in the words that you form, mark the letters that spell [ e]:
TABLE 12.4:
Stem + Sufx gallery + es hurry + ed marry + ed study + er vary + er allergy + es fallacy + es = Analysis = galler y+ i + es = = = = = = = Word = gallerie s = = = = = =
6. In either and neither the <ei> is sometimes pronounced [ e] and sometimes [ ]. Either pronunciation is correct. In the next lesson youll see that the pronunciation with [ ] ts the rule, though the pronunciation with [ e] does not.
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12.8 Thirty two
The
Its before <e>, except after <c> Or when spelling [ a], as in neighbor or weigh. 1. Youve seen that when you are spelling long <e> the rst line of the jingle is a good guide. The second line of the jingle is a good guide when you are spelling long < a >. Long < a > is never spelled <ie>. So far as the choice between <ie> and <ei> is concerned, when spelling [ a] always choose <ei>. Underline the letters that are spelling long < a > in the following words. Do not underline <gh> as part of the spelling of long < a >:
neighbor vein reign
eight heir weigh
veil freight their
reindeer surveillance sleigh
3. We can make the I-Before-E Rule even more useful if we add something about spelling long to it. Underline the letters that spell long in the following words. Again, dont underline any silent <gh> after long :
eiderdown kaleidoscope magpie
height untie neither
feisty seismic sleight
poltergeist either underlie
12.8. Thirty two
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5. Among these words, is [ ] at the end of the word spelled <ei> or <ie>? _________ At the beginning or in the middle of words [ ] is spelled _________. 6. In the previous lesson you saw that the <ie> spelling of long <e> often occurs when a stem that ends in <y> has a sufx added to it that starts with <e>: gallery+es = galler y+ i + es = galleries. The <ie> spelling of long sometimes occurs in the same way: sky + es = sk y+ i + es = skies, with [ ] spelled <ie>. Combine the following stems and sufxes and underline the letters that spell [ ]:
TABLE 12.5:
Free Stem + Sufx sky + es ally + es dignify + ed satisfy + ed modify + es terrify + ed multiply + ed testify + es qualify + ed dry + es = Analysis = sk y+ i + es = = = = = = = = = = Word = skie s = = = = = = = = =
7. Notice that this <ie> spelling of long also comes at the end of the free stem, just as it does in words like untie and magpie. So now our I-Before-E Rule can tell us the following things: a. When were spelling long <e>, its before <e> except after <c>. b. When were spelling long < a > its <e> before . c. When were spelling long , its before <e> at the end of free stems, but its <e> before everyplace else.
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Review of the
1. All of the following words contain <ie> or <ei> spelling either [ a], [ e], or [ ]. Read them carefully and then sort them into the matrix below:
allergies allies believe calorie ceiling collie conceit conceive deceit deceiving dignied dried eiderdown eight either fallacies
feisty eld nancier freight galleries grief height heir hurried hygiene kaleidoscope leisure magpie married movies neighbor
neither niece perceives poltergeist prairie priest protein qualied receipt receiver reign reindeer relief seismic seize shriek
skies sleigh sleight studied surveillance their thief underlie untie varies veil vein weigh weight weird yielding 547
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Instances and Holdouts to the

1. Our I-Before-E Rule describes the following ve cases:
a. b. c. d. e.
When were spelling long <e>, anywhere except after <c>, its before <e> When were spelling long <e> after <c>, its <e> before . When were spelling long < a > its <e> before . When were spelling long at the end of free stems, its before <e>. When were spelling long anywhere else, its <e> before .
Any words that t any of those cases are instances of the rule. Any words that do not t into any of the cases are holdouts. 2. Below are the same sixty-four words you worked with in the previous lesson. All of the words contain <ie> or <ei> spelling either [ a], [ e], or [ ]. Read them carefully and then sort the instances into the matrix below. As you write each instance into the matix, check it off the list. There are fty-seven instances:
allergies allies believe calorie ceiling collie conceit conceive deceit deceiving dignied dried eiderdown eight either fallacies
feisty eld nancier freight galleries grief height heir hurried hygiene kaleidoscope leisure magpie married movies neighbor
neither niece perceives poltergeist prairie priest protein qualied receipt receiver reign reindeer relief seismic seize shriek
skies sleigh sleight studied surveillance their thief underlie untie varies veil vein weigh weight weird yielding 549
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3. In addition to the fty-seven instances, among the sixty-four words there are just a few holdouts. Two of these holdouts can each be pronounced two different ways. When pronounced one way, they are holdouts. When pronounced the other way, they are instances. These two only apparent holdouts are
Four of the other, true holdouts have [ e] spelled by an <ei> that does not come after <c>. These four holdouts are:
The last of the ve true holdouts has [ e] spelled <ie> after <c>. It is 550
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [ ] = ____ Free stem + sufx = _________ ] = ____ Instance or holdout to before [e rule? _________ ] = ____ Instance or holdout to before [e rule? _________ ] = ____ Instance or holdout to before [e rule? _________ ] = ____ Instance or holdout to before [e rule? _________ ] = ____ Instance or holdout to before [e rule? _________ ] = ____ Instance or holdout to before [a rule? _________ ] = ____ Instance or holdout to before [e rule? _________ [ ] = ____ Instance or holdout to before rule? _________ ] = ____ Instance or holdout to before [e rule? _________
<e> <e> <e> <e> <e> <e> <e> <e> <e>

Words 1. dried 2. ceiling 3. believe 4. seize 5. protein 6. allergies 7. reindeer Analysis [ ] = <ie> Free stem + sufx = dr y + i + ed ] = <ei> Instance or holdout to before [e rule? Instance ] = <ie> Instance or holdout to before [e rule? Instance ] = <ei> Instance or holdout to before [e rule? Holdout ] = <ei> Instance or holdout to before [e rule? Holdout ] = <ie> Instance or holdout to before [e rule? Instance ] = <ei> Instance or holdout to before [a rule? Instance
<e> <e> <e> <e> <e> <e>
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Words 8. calories 9. height 10. receipt Analysis ] = <ie> Instance or holdout to before <e> [e rule? Instance [ ] = <ei> Instance or holdout to before <e> rule? Instance ] = <ei> Instance or holdout to before <e> [e rule? Instance
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The Prex
1. The prex dis- has many meanings, some of which are hard to see in some of the words in which it occurs. But usually dis- has a negative meaning - such as not or reversal - as in like vs. dislike, or appear vs. disappear. Usually dis- combines with its stem through simple addition. Sometimes if the stem starts with <f>, dis- assimilates to dif -: dis+fer = di s+ f + fer = differ. But in some stems that start with <f> the < s > in dis-does not assimilate: dis+favor = disfavor. And in some words the dis- assimilates partially, to di-: dis + gest = di s+gest = digest. Analyze each of the following words into prex and stem. In some words the prex and stem combine by simple addition. In some the dis- has assimilated fully to dif -, and in some it has assimilated partially to di-. Be sure to show any assimilations that take place:
TABLE 12.8:
Word digestion director disrupting dimension disclosing dismounted diseases division directions dividing = Prex = = = = = = = = = = + Stem + + + + + + + + + +
2. Each of the following four dis- words has the same base as the three words in the right-hand column. Analyze each dis- word into its prex and stem, showing any assimilation:
TABLE 12.9:
Word districts distant distracted distresses = Prex = = = = + Stem + + + + Related Words restrict, constrictor, strictly constant, instant, substantial attraction, subtract, tractor unstressful, overstressed, stressing
What are the four bases with which you just worked? 554
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3. Combine the following elements to make new words. In the Any assimilation? column indicate whether or not any prexes assimilated when the elements combined to form the word:
TABLE 12.10:
Elements com + tract + or + s un + ad + tract + ive + ly un + dis + rect + ed dis + in + fect + ant dis + re + spect + ful + ly in + dis + gest + ible abs + tract + ly dis + tract + ions un + re + strict + ed in + sub + stant + ial dis + vise + ible dis + close + ing = Word = contractors = = = = = = = = = = = Any assimilation? Yes
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The Prex
1. All of the following words begin with some form of the prex syn-. In the analysis we give you the stem of each word. Your job is to identify the form of the prex for each. Show any assimilation that takes place:
TABLE 12.11:
Word sympathy sympathetic symbol syllable symptom system symmetry symphony synagogue synchronize syndicated synonym synopsis synthesis synthetic syzygy = Prex = syn+ m = = = = = = = = = = = = = = = + Stem + pathy + pathetic + bol + lable + ptom + stem + metry + phony + agogue + chronize + dicated + onym + opsis + thesis + thetic + zygy
2. You should be able to look at your analyses above and describe the pattern of assimilation for the prex syn-: The prex syn- assimilates partially by changing to sym- before stems that start with the letters ________, ________, and _________. It assimilates partially by changing to sy- before stems that start with the letters _______ and _______. It assimilates fully before stems that start with the letter _________. Everywhere else it remains syn-. 3. The prex syn- usually means something like with, together, at the same time. Below are the meanings of the some of the stems in the syn- words with which youve worked. Be ready to discuss the connection between the meanings of the prexes and stems of the words and the meanings of the words.
TABLE 12.12:
Word syllable sympathy system symmetry symphony synagogue symptom 556 Stem and Its Meaning lable take pathy suffer stem cause to stand metry measure phony voice, sound agogue bring, lead ptom fall
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Word synchronize synopsis synonym synthesis syzygy Stem and Its Meaning chronize time opsis appearance onym name thesis put, place zygy yoke, connect
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More Practice with Prexes, Sufxes, and Bound Bases

1. Show any assimilations and other changes as you analyze each of the following words. All of the words in each group contain the same bound base:
TABLE 12.13:
Word referent conferred transferring preference affection confection defective infected perfectly concepts acceptance deceptive excepting inception intercepted perceptive reception = Prex = = = = = = = = = = = = = = = = = + Bound Base + + + + + + + + + + + + + + + + + + Sufx + + + + + + + + + + + + + + + + +
2. Analyze each of the following words into the elements as indicated in the Formula column. In the Formula column P means Prex, BB means Bound Base, and S means Sufx. Be sure to show any assimilations. You have worked with all of the bound bases and most of the prexes and sufxes. We have helped you with some tricky ones: 558
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3. Try some the other way around. Combine the elements into words. Show any assimilations:
TABLE 12.14:
Elements in + ex + fect + ive + ly re + spect + abil + ity in + per + cept + ible com + gest + ed pro + spect + ing re + in + fect + ed re + cept + ion + ist + s un + ad + cept + able syn + stem + atic = Word = = = = = = = = =
Word Histories. Here are two words that - surprisingly enough - originally contained the prex dis-: dine and dinner. The word dine comes from the Old French word disner, which came from the Latin word disjej un are , which meant to break ones fast. (In French breakfast is called petit dejeuner.) The dis- prex is clear in the French and Latin words but it is so well hidden in the modern English spelling and pronunciation that we treat dine as a free base, with no prex. The word dinner is related to dine.
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How Do You Spell [g]?

1. Underline the letters that spell [g] in the following words:
recognize resignation poltergeist gloomiest gluey suggestion
disagreement angled gasoline designate argued angrily
graduate polliwog magazine regularly ingredient alligator
agriculturalist delegate glorious debug groceries greasy
3. How is [g] spelled in all of these words? ________ The sound [g] is spelled that way about nine times out of ten. 4. Usually the sound [g] is spelled ________. When <g> spells [g], is it called hard <g> or soft <g>? _________
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12.16 Lesson Forty
Sometimes [g] is Spelled <gg>

1. Sometimes [g] is spelled <gg> because the prex ad- has assimilated to ag- before a stem that starts with <g>, as in aggression. Sometimes [g] is spelled <gg> because of twinning, as in druggist. Sometimes [g] is spelled <gg> because of the VCC pattern, as in stagger. Each of the following words contains a <gg> spelling of [g] because of one of the above reasons. Analyze the words that in which the <gg> is due to assimilation or twinning to show where the <gg> comes from. For words in which the <gg> is due to the VCC pattern, just write VCC in the Analysis column:
TABLE 12.15:
Word jogger shrugged aggression luggage snuggies aggravate waterlogged maggot reggae baggage toboggan bowlegged debugging jiggish draggy 2. Now sort the fteen words into these three groups: = Analysis = = = = = = = = = = = = = = =
3. In earlier lessons youve seen that when a consonant sound has <le> right after it, the two patterns VCle and 561
12.16. Lesson Forty VCCle come into play:
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TABLE 12.16:
VCle Pattern with a Long Vowel gable rie ruble cradle idle VCCle Pattern with a Short Vowel gabble rife rubble straddle riddle
4. There are some [g] words with the VCle and VCCle patterns. Mark the VCle and VCCle patterns in the following words:
jiggle joggle struggle 5. Now sort the words into this matrix:
bugle smuggle wriggle
jungle angle ogle
bedraggled single boondoggle
5. In words with a [g] followed by <le>, the [g] will be spelled ______ if it has a short vowel in front of it; if it has a long vowel or a consonant in front of it, it will be spelled ___________. 562
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Something About <gu> and <gh>

1. Usually when a <g> is followed by the letters <e>, , or <y>, it is pronounced _________ and is called ____________. 2. Sometimes when a [g] sound has an <e>, , or <y> right after it, the [g] sound will be spelled <g> with an insulating standing between the <g> and the <e>, , or <y> to keep the <g> from looking as if it should be pronounced [j]. In a very few words the sound [g] is spelled <gh>, as in ghost. Underline the letters that spell [g] in the following words:
gluey ghastly plague baggage league
colleague ghoulish agriculture luggage suggestion
disguise ghetto agreements toboggan angles
guys ghosts guilty aggressive bedraggled
aghast spaghetti dinghy ingredient boondoggle
3. Now sort the words into these groups:
4. Also there is one common element that means speech and that contains the <g> spelling of [g] with an insulating . The element is logue. Remember that logue means words or speech, and be ready to discuss these questions: If dia- means two, what is a dialogue? If mono- means one, what is a monologue? 563
12.17. Lesson Forty-one If pro- means before, what is a prologue? What is a travelogue? If cata- means complete, why is a catalogue called a catalogue?
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Words that end <logue> can usually also be spelled <log>. Dialog, monolog, prolog, travelog, catalog, epilog are all correct spellings, too. 5. Youve seen that an insulating is sometimes used after <g> to spell [g] before <e>, , or <y>. There are a few words where [g] is actually spelled <gu> in front of < a >:
guarantee
guard
safeguard
guardian
Originally these words were spelled with no in English. The was added in the 16th century, probably to reect an older French spelling with <gu>, pronounced [gw]. Word Histories. Oddly, the Greek prex epi- meant both before and after. So an epilogue is writing that comes at the end of a book (just the opposite of a prologue), but an epigraph is writing that comes at the beginning of a book.
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Some More About <gh>
1. Youve seen that in a very few words [g] is spelled <gh>. But <gh> is not always pronounced [g]: Sometimes it is pronounced [f], and sometimes it is not pronounced at all. Carefully read the following words with <gh>. Be sure you know how each one is pronounced. Mark each word to show what the <gh> spells as we have done with ghastly, freight, and toughness. Use the zero sign, [], if the <gh> is not pronounced at all.
ghastly [g] freight [] toughness [f]
ghosts coughed enough
roughen neighbor although
ghoulish tightest laughter
eighth delightful knight
overweight ghetto height
2. Sort the words into this matrix: 565
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3. When <gh> comes at the beginning of an element, how is it pronounced? _________. When <gh> spells the sound [f], is it at the front, middle, or end of the element it is in? _________. When <gh> spells the sound [f], does it have a short vowel in front of it, or a long vowel? _________ If there is a long vowel sound right in front of <gh>, is it pronounced or not pronounced? _________.
Word Find. This Find contains at least twenty-three words that contain the spelling <gh>. As you nd them sort them into the groups described below: 566
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When You Hear [g], Sometimes Theres an <x>!

1. Sometimes the letter <x> spells the combination [ks], and sometimes it spells the combination [gz]. Sometimes a word can be pronounced either with a [ks] or [gz]. For instance, some people pronounce exit With a [ks], [ eksit], and some people pronounce it with a [gz], [ egzit]. Either pronunciation is correct. Almost always the <x> that spells [gz] is in the prex ex-, and the stem that follows the prex begins with a vowel. Analyze each of the following words, all of which contain the prex ex-.
TABLE 12.17:
Word exercised inexactly explosion extensive exhaustive exhibit examined exposure exclude extended executive exorbitant exclusive = Formula = Prex + stem = Prex + prex + base + sufx = Prex + stem = Prex + stem = Prex + base + sufx = Prex + stem = Prex + stem = Prex + base + sufx = Prex + stem = Prex + base + sufx = Prex + stem = Prex + stem = Prex + stem = Analysis = = = = = = = = = = = = =
2. Some other things about [g] and <g>: One other common word in which <x> spells [gz] is auxiliary. The only word that ends in <gg> is egg. In the word mortgage, the [g] is spelled <tg>. The word mortgage is a compound that contains two bases: mort, which means death (as in words like mortal and mortuary), and gage, which means promise or pledge. When we try to pronounce [t] and [g] together, we nd it difcult, and to simplify the pronunciation, the [t] sound is left out. So in mortgage [g] is spelled <tg>.
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + prex + bound bas + sufx = _________ [g] = _____ Prex + bound base = _________ Prex + stem = _________ Prex + prex + bound base + sufx = _________ [g] = _____ in the pattern _________ Prex + stem = _________ [g] = _________ Prex + stem = _________ Prex + free base = _________ ] = _____ [r] = ______ [t] = ______ [e

Words 1. disinfectant 2. suggest 3. sympathy 4. indigestion 5. toboggan 6. syllable 7. spaghetti 8. synonym 9. disguise 10. guarantee Analysis Prex + prex + bound bas + sufx = dis + in + fect + ant [g] = <g> Prex + bound base = su b + g + gest Prex + stem = sy n + m + pathy Prex + prex + bound base + sufx = in + di s + gest + ion [g] = <gg> in the pattern VCC Prex + stem = sy n + l + lable [g] = <gh> Prex + stem = syn + onym Prex + free base = dis + guise ] = <ee> [r] = <r> [t] = <t> [e
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Review of Long Vowel Sounds and Spellings

1. Each of the following words contains at least one long vowel. Underline the letters spelling the long vowel sounds:
stroller aisle ghost although approach movies rescue breathe buyer champion boondoggle climb
glorious bayou courteous delight evening graduate enrolled gloomy golden motorcycle guarantee freeway
hyena identify truest island jewel knew magazine multiply bible nuclear obedience including
shallow period ghetto pioneer poetry recipe divided remind rhyme routine shoe ghouls
smooth exclusively statue enthusiasm theater tomorrow typewriter variety vehicle violence piano community
2. Sort the words into the following four groups. Some words go into more than one group:
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3. Sort the words with digraphs spellings into the following groups:
4. Sort the words that do not have digraph spellings into the following groups. Some words go into more than one group: 571
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Review of [g], [l], and [r]

1. Underline the letters that spell [g], [l], and [r]:
aisle alligators arrival auxiliary exactly
galleries spaghetti ghostly guarantee illustrate
interrupt irregular island mirror mortgage
plague prologue referred rhubarb shrugged
struggling unrhymed waterlogge dwriggling wrist
2. Sort the words into these groups:
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3. The two words with <gg> due to twinning:
4. The two words with <gg> in the VCCle pattern:
5. The word with <ll> due to assimilation:
6. The word with <rr> due to the VCC pattern:
7. The word with <rr> due to simple addition:
8. The two words with <rr> due to assimilation:
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Review of Word Analysis and of

1. Analyze the following into their prexes, bases, and sufxes:
TABLE 12.20:
Word decongestant infections digestion excessive effectiveness interview massive dimension surprising director interrupted dividing unsuspectingly survival perspective interpret unattractively synchronize interestingly surrounded disrupted surveillance 2. Underline the <ie> and <ei> spellings: = Analysis = = = = = = = = = = = = = = = = = = = = = =
believe calorie collie eld ery nancier grief hygiene
lie magpie movies niece prairie priest relief shriek
thief tie yielding conceit deceiving eight either poltergeist
freight height kaleidoscope leisure neither protein receipt receive
reindeer seismic seize sleigh sleight veil vein weird 575
12.23. Lesson Forty-seven 3. Sort the words with <ie> into this matrix:
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4. Sort the words with <ei> into this matrix: 576
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Test Six Analysis [r] = ____ [g] = ____ [ e] = ____ ] = ____ [o [r] = ____ due to ___________ [ ] = ____ in the pattern ____ ] = ____ in the pattern ____ [u [ ] = ____ ] = ____ n the pattern ____ [e Prex + free base = _____________ [u] = ____ [f] = ____ [ ] = ____ [t] = ____
TABLE 12.22:
Words 1. guaranteed 2. although 3. terrify 4. violence 5. exclusive 6. poltergeist 7. glorious 8. disclose 9. roughly 10. sleight Analysis e] = <ee> [r] = <r> [g] = <gu> [ ] = <ou> [o [r] = <rr> due to VCC pattern [ ] = in the pattern V.V ] = in the pattern VCV [u [ ] = <ei> ] = in the pattern V. V [e Prex + free base = dis + close [u] = <ou> [f] = <gh> [ ] = <ei> [t] = <ght>
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C HAPTER
13
Chapter Outline
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13.1. Lesson One
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13.1 Lesson One
Review of Elements: Prexes, Bases, and Sufxes

1. Elements are the smallest parts that add meaning to written words. For instance, repainted contains three elements: re + paint + ed. The element re- at the front of the word adds the meaning again. The element -ed at the end of the word adds the meaning in the past or action completed. The element paint in the middle of the word gives the word its basic meaning, paint. Elements like re- at the front of words are called prexes. Elements like -ed at the end of words are called sufxes. And elements like paint that give the word its basic meaning are called bases. Bases like paint that can stand free as separate words are called free bases. But many bases cannot stand free as words for instance, the base cept occurs in words like reception, perception, concept, intercept, and accept, but we do not have a word spelled <cept>, so cept is not a free base. Bases like cept that cannot stand free as separate words are called bound bases. 2. Each of the following words contains three elements - a prex up front, a free base in the middle, and a sufx at the end. Analyze each word into its three elements as we have done with repainted:
TABLE 13.1:
Word repainted unlucky informer overcooked restriction preschooler undoubted disclaimer exactness mistakes requested misjudges = Prex = re = = = = = = = = = = = + Free Base + paint + + + + + + + + + + + + Sufx + ed + + + + + + + + + + +
3. All of the words you just analyzed contained free bases that could stand alone as separate words. But there are many bases that cannot stand alone as separate words. Before these bound bases can stand free as words, they must have other elements added to them. Each of the following words contains a prex, a bound base, and a sufx. Analyze each word into its three elements as we have done with addiction:
TABLE 13.2:
Word addiction abruptly products instructor 580 = Prex = ad = = = + Free Base + dict + + + + Sufx + ion + + +
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Word completeness compliment reception perfected recruiter commits repeating exceeded = Prex = = = = = = = = + Free Base + + + + + + + + + Sufx + + + + + + + +
4. a. The smallest parts that add meaning to written words are called ________. b. Elements that are added to the front of words are called ________. c. Elements that are added to the end of words are called ________. d. Elements that give the basic meaning to words are called ________. e. Bases that can stand free as words are called ________. f. Bases that cannot stand free as words are called ________.
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13.2. Lesson Two
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13.2 Lesson Two
Review of Stems and Simple Addition

1. If we start with the word repainted and take away the prex re-, we have the base and sufx left, painted. But if we start with the word repainted and take away the sufx -ed, we have the prex and base left, repaint. In either case, the part that we have left after we take away the prex or sufx is called the stem. The stem is whatever we have left when we take away prexes or sufxes. Notice that what the stem is in a word depends on what we are taking away from the word. A stem always has to contain at least one base. It may or may not contain prexes or sufxes, but it always must contain a base. A free stem can stand free as a separate word; a bound stem cannot. We also use the word stem to refer to the base plus any other elements to which we are going to add a prex or a sufx. So if we wanted to add the meaning in the past to the verb repaint, we could add the sufx -ed to the stem repaint. And if we wanted to add the meaning again to the verb painted, we could add the prex re- to the stem painted. 2. Analyze each of the following words into prex or sufx and stem as directed in the Formula column. Some of the stems will be free and some will be bound:
TABLE 13.3:
Word disclaimer disclaimer instructor instructor reduction reduction overcooked overcooked perfected perfected preschooler preschooler Formula Prex + stem Stem + sufx Prex + stem Stem + sufx Prex + stem Stem + sufx Prex + stem Stem + sufx Prex + stem Stem + sufx Prex + stem Stem + sufx Analysis
3. Usually when elements combine to make new words, they simply add together,with no change in spelling. This process is called simple addition, and the Rule of Simple Addition is the biggest, simplest, and most important spelling rule: The Rule of Simple Addition. Unless you know some special reason for making a change, when you add two elements together to spell a word, simply add them together and dont make any changes in their spelling. 4. Below you are given some elements - prexes, bases (both free ones and bound ones), and sufxes. Combine them to make words. They all combine by simple addition:
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TABLE 13.4:
Elements dis + claim + er ab + rupt + ly phys + ic + s re + cept + acle + s intro +duct + ion + s re + cept + ion + ist sub + ject + ive + ly re + com + mend + er un + doubt + ed + ly per + fect + ion + ist + s in + ex + act + ly pro + duct + ion = Word = = = = = = = = = = = =
5. a. Usually when elements combine to make words, they go together by _____ _____. A stem always contains at least one ________. Two things that can be either free or bound are ________ and ________.
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13.3. Lesson Three
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13.3 Lesson Three
Review of Twinning
1. The Rule of Simple Addition says that elements combine without change unless you know some special reason for making a change. One special reason is twinning: Twinning Rule. You twin the nal consonant of a free stem that has one vowel sound in it when you add a sufx that starts with a vowel and the stem ends in the pattern CVC. You twin the nal consonant of a free stem that has more than one vowel sound in it when you add a sufx that starts with a vowel and the stem ends CVC only when there is stress on the last vowel of the stem before and after the sufx is added:
twin + ing = twin + n + ing = twinning occur + ence = occur + r + ence = occurrence 2. Analyze each of the following words into free stem plus sufx. Show any cases of twinning in your analysis. Then answer the questions in the columns on the right. Assume that in any stems that have only one vowel sound, that vowel is stressed:
TABLE 13.5:
Word = Free Stem + Sufx Does the sufx start with a vowel? Does the stem end in the pattern CVC? Is there stress on the last vowel in the stem before you add the sufx? Yes Does the stress stay on the last vowel of the stem after you add the sufx? Yes
twinning occurrence kidnapper lucky committed symbolic commitment displayed limiting exceeding excelled cooking repellant compelling logical informer submits exacting 584
= twin + n + ing = = = = = = = = = = = = = = = = =
Yes
Yes
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Word = Free Stem + Sufx Does the sufx start with a vowel? Does the stem end in the pattern CVC? Is there stress on the last vowel in the stem before you add the sufx? Does the stress stay on the last vowel of the stem after you add the sufx?
recruiter
3. Look over the results of your work. You should nd that for each word in which twinning occurred you have Yes in all four columns on the right. You should also nd that for each word in which twinning did not occur you have at least one No in the columns on the right. If things did not work out that way, check over your work. If you get stuck, dont be afraid to ask for some help. Twinning Rule. You twin the nal consonant of a free stem that has one vowel sound in it when you add a ________ that starts with a ________ and the stem ends in the pattern ________. You twin the nal consonant of a free stem that has more than one ________ in it when you add a ________ that starts with a ________ and the stem ends in the pattern ________ only when there is stress on the last ________ of the stem before and after the sufx is added. 4. Combine the following free stems and sufxes. Show any cases of twinning:
TABLE 13.6:
Free stem + Sufx commit + t + ee complex + ity remark + able logic + ian symbol + ism occur + ence refer + ence recruit + ing repel + ing overlook + ed republic + an reveal + ing compel + ing resubmit + ed kidnap + ing = Word = committee = = = = = = = = = = = = = =
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13.4. Lesson Four
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13.4 Lesson Four
Review of Final <e> Deletion

1. Another change that can occur when elements combine involves silent nal <e>. Usually when we add a sufx that starts with a vowel to a free stem that ends with a silent nal <e>, we delete the nal <e>: delete + ion = delet e+ ion = deletion. If we did not delete the nal <e>, we would end up with the incorrect spelling deleteion. Final <e> Deletion Rule. You delete a silent nal <e> that marks a soft <c> or soft <g> when you add a sufx that starts with an <e>, , or <y>. Except for a few stems that end in <oe> or <ee>, you delete all other silent nal <e>s anytime you add a sufx that starts with any vowel. 2. Combine the stems and sufxes. Make sure that your description of the process shows any nal <e> deletion that occurs:
TABLE 13.7:
Free Stem + Sufx delete + ion complete + ion accommodate + ion observe + er collapse + ed advantage + ous sacrice + ing agree + able illuminate + ed assimilate + ion canoe + ing agree + ed Process delet e+ ion Word deletion
3. Analyze each word into a free stem plus sufx. Show any nal <e> deletion that occurred when the stem and sufx combined. Answer Yes or No in the right hand column:
TABLE 13.8:
Word assurance accumulating horseshoer alleged courageous admirable mistaking peaceable education observer 586 Free stem + sufx assur e+ ance Was there nal <e> deletion? Yes
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Word squeezing judgement Free stem + sufx Was there nal <e> deletion?
4. Final <e> Deletion Rule. You delete a silent nal <e> that marks a soft <c> or soft <g> only when you add a sufx that starts with an ______, ______, or ______. Except for a few stems that end in ______ or ______, you delete all other silent nal <e>s anytime you add a ______ that starts with any ______
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13.5. Lesson Five
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13.5 Lesson Five
Review of Assimilation
1. Three important rules that govern the way elements combine to spell words are the Rule of Simple Addition, the Twinning Rule, and the Final <e> Deletion Rule. A fourth important rule governs the changes that occur in the nal consonants of some prexes when they are added to certain stems. The consonants change their sound and spelling to be more like, or similar to, the rst sound and letter in the stem. When sounds and letters change this way to be more similar to a sound or letter near them, the process is called assimilation. For instance, the word assimilate actually contains an assimilated spelling of the prex ad-: ad + similate = a d+ s + similate = assimilate. The sound [d] and the letter <d> in ad- change to [s] and < s > to be more similar to - or in this case, exactly the same as -the rst sound and letter in the stem similate. 2. All of the following words start with some form of the prex ad-. Sometimes the prex assimilated when it combined with the stem; sometimes it combined by simple addition. Analyze each word into its prex and stem. Be sure that your analysis shows any assimilation that took place when the prex and stem combined.
TABLE 13.9:
Word assimilate accelerate affectionate admirable allegation addicted approximately approval assurance accumulate advantage adult apprehend advancing accomplish Prex + Stem
3. Other prexes that often assimilate the way ad- does are sub-, in-, ob-, com-, and ex-. Each one of the following words starts with one of these ve prexes. Sometimes they have assimilated, and sometimes they have combined by simple addition. Analyze each word into its prex and stem. Be sure that your analysis shows any assimilation that has taken place:
TABLE 13.10:
Word accomplished collapse 588 Prex + Stem a d + complish
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Word correctly compliment indignation exclusively emigrant immigrant observance illuminate oppressor offensive irregular effectively occurred Prex + Stem
4. When the last consonant in a prex changes its sound and spelling to be more similar to the sound and spelling at the beginning of the stem, the process is called ________.
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13.6. Lesson Six
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13.6 Lesson Six
Full and Partial Assimilation

1. When the consonant sound and letter at the end of the prex change to be exactly the same as the sound and letter at the beginning of the stem, the process is called full assimilation. In many words the consonant sound and letter in the prex change enough to be more similar to the sound and letter at the beginning of the stem but not exactly like it. This process is called partial assimilation. For instance, com + crete = co& m+ n + crete = concrete. Like full assimilation, partial assimilation makes the word easier to pronounce. 2. All of the following words contain the prex com-. Sometimes the prex and stem combined by simple addition, sometimes by full assimilation, sometimes by partial assimilation. Analyze each one to show the process involved when the prex and stem combined:
TABLE 13.11:
Word college conscious commentary congress collapsed confession correctly contracts companion correspondent community condemned complexion conscience commission conventional consistent committee compelling collected Prex + Stem co& m+ l + lege
2. The following words contain some special cases of partial assimilation. Analyze each one as best you can and be ready to talk about why you think these words are spelled the way they are: Acquaintance, acquire, acquiesce, and acquit contain a partially assimilated form of the prex ad- and stems that star with <qu>. Analyze them:
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TABLE 13.12:
Word acquaintance acquire acquiesce acquit Prex + Stem
3. Ecstasy contains a partially assimilated form of the prex ex- and a stem that starts with < s >:
TABLE 13.13:
Word ecstasy Prex + Stem
4. When the last consonant in a prexes changes to be exactly like the rst consonant in the stem, the process is called ________. When the last consonant in a prex changes to be more like, but not exactly like, the rst consonant in the stem, the process is called ________.
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13.7. Lesson Seven
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13.7 Lesson Seven
Review of Vowel and Consonant Patterns
1. In each of the following words nd the vowel letter marked with a [U+0080][U+0098]v[U+0080][U+0099]. Then mark the next two letters - [U+0080][U+0098]v[U+0080][U+0099] for a vowel, [U+0080][U+0098]c[U+0080][U+0099] for a consonant. If you come to the end of the word before you have marked all three letters, use the tic-tac-toe sign (#) to mark the end of the word:
confession vcc ecstasy v legal v consistent v rhythmic v tissue v
accommodate v disagree v mystical v collapsing v zodiac v canoe v
judgement v courageous v republican v symbol v acquired v picnic v
illuminate v excelling v calculator v equip v acquiesce v maniac v
In the words with the pattern vv# the second vowel is always the same letter. What letter is it? ___. For that reason we will call this the Ve# pattern. 2. Now sort the twenty-four words into the following matrix: 592
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3. A vowel sound will usually be short if it is the rst vowel in the patterns ________ or ________. A vowel sound will usually be long if it is the rst vowel in the patterns ________ or ________. 4. Each of the following words contains two vowel letters side by side. Sometimes the two work together to spell a single vowel sound - as in play and gauze. Sometimes they spell two separate vowel sounds - as in diet and uid. Put a 1 after words in which the two vowel letters spell a single sound and a 2 after those in which they spell two separate sounds.
5. Sort the twenty words into these two groups: 593
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6. In those words in which the two vowel letters spell two separate vowel sounds, is the rst vowel sound long or is it short? ________ 7. V.V. Rule. When two vowel sounds are side by side and spell two separate sounds, the rst letter will spell a ________ vowel sound. The period in V.V is to remind us that there are two separate vowel sounds there.
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13.8 Lesson Eight

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + bound base + sufx = _____ Prex + free base + sufx = _____ Prex + bound base + sufx = _____ Prex + bound base + sufx = _____ Free base + free base + sufx = _____ Prex + bound base + sufx = _____ Prex + free base + sufx1 + sufx2 = _____ Prex + bound base + sufx = _____ Prex + free base + sufx = _____ Prex + free base + sufx1 + sufx2 = _____

Words 1. compelling 2. disclaimer 3. displayed 4. instructor 5. overcooked 6. perfectly 7. preschoolers 8. recruitment 9. reduction 10. undoubted Analysis Prex + bound base + sufx = com + pel + l + ing Prex + free base + sufx = dis + claim + er Prex + bound base + sufx = dis + play + ed Prex + bound base + sufx = in + struct + or Free base + free base + sufx = over + cook + ed Prex + bound base + sufx = per + fect + ly Prex + free base + sufx1 + sufx2 = pre + school + er + s Prex + bound base + sufx = re + cuit + ment Prex + free base + sufx = re + duct + ion Prex + free base + sufx1 + sufx2 = un + doubt + ed + ly
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13.9. Lesson Nine
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13.9 Lesson Nine
How Do You Spell [k]?

1. The sound [k] is spelled many different ways. Underline the letters that you think are spelling [k] in the following words. Then write the letters that spell [k] in the blanks. You should nd that [k] is spelled eleven different ways!
2. In spite of all these different spellings of [k], more than nine times out of ten [k] will be spelled either <c>, <k>, or <ck>. And we can usually predict which of these three spellings to choose. Underline the letters that spell [k] at the beginning of each of the following words:
counterfeit calculate condemn key
kitchen critical campaign clinic
crime kindly congress kettle
community climate capital conscience
3. Sort the sixteen words into these two groups: 596
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4. Underline the letter that comes right after the <c> or <k> in each of the sixteen words in Item 3 above. Then sort the words into this matrix:
5. In each of these words is the [k] sound at the beginning of the word, in the middle, or at the end? ________ 6. You should have seen that each time a word starts with [k] with an or <e> right after it, the [k] is spelled <k>. Otherwise, [k] at the beginning of a word is spelled <c>. Have you ever seen a word begin with <ck>? ________ If you saw one, like maybe <ckurp>, wouldnt it look odd? ________ 7. At the beginning of a word, [k] is never spelled _____; it is usually spelled _____ or _____. If the [k] has an or an <e> right after it, it is usually spelled _____; otherwise, it is usually spelled _____.
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13.10. Lesson Ten
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13.10 Lesson Ten
Spelling [k] at the End of Words

1. All of the following words end in the sound [k]. Circle the letters that spell the nal [k] in each word. Final <e>s are not part of the spelling of [k]:
remark wreck mistake struck unmask
economic shriek scientic knock overlook
break oclock brook rebuke earthquake
seismic speck hawk provoke shark
2. Sort the twenty words into these three groups:
3. Now sort the twenty words into these two groups: 598
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4. Here are some words with short vowel sounds: bat, bet, bit, bought, book, but. And here are some with long vowel sounds: bait, beet, bite, boat, boot, beaut. Now sort into this matrix the seventeen words from Item 3 with a vowel sound in front of the nal [k]: 599
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5. How is the nal [k] spelled in the three words that have a consonant sound in front of it? ______ How is it spelled in the ve words that have a long vowel in front of it? ________ How is it spelled in the three words that have a short vowel spelled with a digraph right in front of it? ________ 6. At the end of a word, [k] will usually be spelled <k> if it has a ________ vowel or consonant sound or a short vowel sound spelled with a digraph right in front of it; but it will usually be spelled ________ or ________ if it has a ________ vowel sound right in front of it.
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13.11 Lesson Eleven
Words That End in <c> and <ck>

1. Below are some words that end with the sound [k]. Underline the letters that spell the nal [k] in each of them. Dont worry yet about the columns labeled Sounds:
TABLE 13.16:
Word poetic struck scientic knock trafc Sounds Word wreck athletic quick sick seismic Sounds Word specic elastic zodiac economic schlock Sounds Word Sounds speck enthusiastic check sympathetic patriotic
2. Now pronounce each word carefully. Listen for the number of vowel sounds in each word. In the Sounds columns write that number. Eight of the words have one vowel sound. Two have two vowel sounds. Five have three vowel sounds. Four have four vowel sounds, and one has ve. 3. Now sort the twenty words into this matrix:
4. If a word ends in [k] with a short vowel sound in front of it, the [k] will usually be spelled either _____ or _____. If the word has only one vowel sound, the [k] will usually be spelled _____. If the word has more than one vowel sound, the [k] will usually be spelled _____. 601
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5. The following words all contain two vowel sounds but still end in <ck>. Be ready to discuss why they can be analyzed to show that they actually do not contradict the conclusion that in words with only vowel sound nal [k] will usually be spelled <ck>:
TABLE 13.17:
Word horseback aftershock oclock airsick thunderstruck yardstick Analysis
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13.12 Lesson Twelve
Review of <c>, <k>, and <ck>

1. Spelling A Final [k]: These twenty words all end in the sound [k]. Sort them into the matrix:
zodiac provoke shark remark
struck shriek milk trafc
hawk picnic rebuke knock
oclock school break seismic
sympathetic unmask brook enthusiastic
2. A nal [k] following a consonant is usually spelled ________. A nal [k] following a long vowel is usually spelled ________. A nal [k] following a short vowel spelled with a digraph is usually spelled ________. A nal [k] following a short vowel spelled with one letter is usually spelled ________ or ________. If there is only one vowel sound in a word that ends with a [k] following a short vowel sound, the [k] is usually spelled ________. If there is more than one vowel sound in a word that ends with a [k] following a short vowel sound, the [k] is usually spelled ________. 3. Spelling An Initial [k]: Here are twenty words that start with the sound [k]. Sort them into the matrix: 603
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campaigned collapsed kindliness conventions
conscience kettle community correspondent
kinship kidnapper courageous keyboard
kept capital crocodile kitchens
climate committed counterfeit kissed
5. If an initial [k] has an _____ or an _____ right after it, the [k] is usually spelled _____; otherwise it will usually be spelled _____.
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Spelling [k] in the Middle of Words

1. Often when a [k] is in the middle of a word, it is actually at the beginning or the end of a shorter word, or free stem, inside the longer one. For instance, there is a [k] in the middle of recall. But recall actually is made up of the prex re- and the free stem call: recall = re + call. The [k] in call behaves just the way it is supposed to when it is at the front of a word: It is spelled <c> rather than <k> because it does not have an <e> or after it, and it is not spelled <ck> because words dont start with <ck>. The word darkroom has a [k] in the middle. But darkroom is a compound that analyzes to the two free stems dark and room: darkroom = dark + room. So the [k] in darkroom is really at the end of the free stem dark - and it behaves just as it is supposed to: It is spelled <k> rather than <c> or <ck> because of the consonant in front of it. 2. All of the following words have a [k] somewhere in the middle. Each of the words actually contains a free stem that has the [k] either at the beginning or the end. First, underline the letters that spell [k]. Second, analyze each word enough to show the free stem that begins or ends with [k]. Third, be ready to talk about why the [k] is spelled the way it is in the free stems.
TABLE 13.18:
Word checkout unconscious unkindly remarkable inconsistent unenthusiastically trickiest passkey breakfast musicality encourage trickster sickeningly wreckage mistakenly jackknife bookcase schlockiest backcast unluckily Analysis
3. <K>-insertion. In a very few words there is a <ck> spelling that occurs when a free stem that ends in <c> has 605
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a sufx added to it that starts with <e>, , or <y>: A <k> is inserted after the <c>: For instance, panic + ed = panic + k + ed = panicked. The <k> is inserted to avoid having the <c> look as if it should be pronounced as a soft <c>, [s] before the <e>, , or <y>, as it would in *paniced. Here are some other words that involve <k> insertion. Analyze each one to show how the the <k> was inserted:
TABLE 13.19:
Word panicked panicky picnicking trafcker bivouacked sicked*
As
Analysis: Free stem + sufx panic + k + ed
in He sicked his dog on the burglar.
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Elements with [k] in the Middle

1. Youve seen that when [k] comes at the end or the beginning of a word, you can usually predict when to use <c>, <ck>, or <k> to spell it. Youve seen, too, that when the [k] is at the end or the beginning of a free stem inside a word, you can usually predict among <c>, <ck>, and <k>. The same pattern holds when the [k] is in the middle of a word but is not at the beginning or end of a stem; that is, when [k] is in the middle of an element, as in skip and scold. 2. All of the following words contain a [k] in the middle of an element. In each word underline the letter or letters that spell that [k]. Then sort the words into the three groups described below:
contractor picnics instruction infection restriction transcription chuckle sketches
subjects perfectly ankle describe spectacle production skirts skyscraper
hockey collects affectionate pickle crocodile introduction donkey skies
sacrice function picture electrician intellectual instinctive wrinkles tackle
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3. Now underline the letter that follows that middle [k] sound in each of the words above and sort the words into this matrix:
4. When the sound [k] is in the middle of an element and is followed by <e>, , or <y>, it will usually be spelled ________ or ________. If it is not followed by <e>, , or <y>, it will usually be spelled ________.
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The Sound [k] before <le>#

1. Here are some words that have [k] right in front of an <le> that comes at the end of the word. Sometimes the [k] is spelled <k>, sometimes <ck>, sometimes <c>. Sort the words into the two groups described below:
wrinkle spectacle particle icicle pickle
ankle tickle cycle chuckle heckle
sparkle barnacle chronicle freckle shackle
trickle miracle twinkle article receptacle
tackle obstacle vehicle bicycle oracle
2. In words in which [k] follows a consonant and is in turn followed by an <le> that comes at the end of the word, the [k] is spelled <k> . 3. Read aloud each of the words in which the [k] follows a vowel. In each word mark the vowel that has strong stess on it, like this: wrnkle and spctacle. The vowel with strong stress will not always be the vowel right in front of the [k]. If you get confused, dont be afraid to ask for help or to look words up in your dictionary. 4. Now sort the words you just marked into these two groups: 609
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5. In words that have a [k] right in front of an <le> that comes at the end of the word and a vowel that does not have strong stress right in front of the [k], the [k] is spelled <c> . 6. Now read over your list of words with a vowel with strong stress right in front of the [k]. Sort the words into these two groups:
7. In words that have a [k] right in front of an <le> that comes at the end of the word and a vowel with strong stress right in front of the [k], the [k] is spelled <ck> if the vowel is short, and it is spelled <c> if the vowel is long. 8. In words that have a [k] right in front of an <le> that comes at the end of the word: (i) If there is a stressed short vowel right in front of the [k], the [k] is spelled <ck> ; (ii) If there is a weak vowel or a strong long vowel right in front of the [k], the [k] is spelled <c> ; and (iii) If there is a consonant right in front of the [k], the [k] is spelled <k> . Teaching Notes. Item 2. The statement that [k] is spelled <k> between a consonant and word-nal <le> is a good one, but there are two glaring holdouts: circle and uncle. Circle comes from the Latin circulus and appeared in Old English as crcul. During the Middle English period it was spelled with <k> as often as with <c>, as for instance, cerkle, cirkle, cerkil, serkle, serkell. The spelling with <c> became standard during the 16
th centuryenthusiasm f ormakingthespellingo f Englishwordsre f lecttheirLatinroots.Unclecomes f romtheOldFrenchuncle, which unkle, unckle, unkel, vnkel, unkell, unkil, unkyl, hunckyl, ownkyll, onkill, unckall.... Though the <le> is not at words end, nuclear could also be seen as somewhat odd. This pattern is discussed in more detail in AES, pp. 366-67 and 149-51. (If you are particularly interested, there is still more information referenced at the item VCC le in the index.)
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13.16 Lesson Sixteen
Practice with [k] Spelled <c>, <ck>, and <k>

With this Word Flow you can trace out more than forty words that contain the sound [k], spelled either <c>, <k>, or <ck>. As you nd the words, list them in the three columns described below. Some words will go into more than one column.
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [k] = _____ Prex + free base + sufx = ___ [z] = _____ [ e] = _____ [k] = _____ Prex + bound base + sufx1 + sufx2 = _____ [k] = _____ Prex + free base + sufx = ___ [k] = _____ Prex + free stem = _____ [k] = _____ & _____ Free stem + sufx = _____ [k] = _____ [j] = _____ Free stem + sufx = _____ [k] = _____ [n] = _____ Free stem + sufx = _____ [k] = _____ Bound base + sufx = _____ [a] = _____ [ ] = _____ [k] = _____

Words 1. collapsed 2. zodiac 3. communities 4. remarkable 5. conscience 6. picnicked 7. courageous 8. knocked 9. capital 10. ankle Analysis [k] = < c > Prex + free base + sufx = co & m + l + laps + ed e [z] = <z> [ e] = [k] = < c > Prex + bound base + sufx1 + sufx1 = com + mun e + it y + i + es [k] = <k> Prex + free base + sufx = re + mark + able [k] = <c> Prex + free stem = co & m + n + science [k] = < c > & < ck > Free stem + sufx = picnic + k + ed [k] = < c > [j] = < g > Free stem + sufx = courage + ous [k] = < ck > [n] = <kn> Free stem + sufx = knock + ed [k] = <c> Bound base + sufx = capit + al [a] = < a > [ ] = <n> [k] = <k>
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Some Prexes That Make <cc>

1. What always comes before <kle>, a vowel or a consonant? ________. What always comes before <ckle>, a long vowel, a short vowel, or a consonant? ________. What usually comes in front of the <cle>, a vowel or a consonant? ________ 2. When they are added to stems that start with <c>, the three prexes ad-, sub-, and ob- assimilate to ac-, suc-, and oc-, making a <cc> toward the front of the word. Sometimes the <cc> spells the sound [k]; sometimes it spells [ks]. All of the following words contain one of these prexes. Analyze each word into prex and stem and show where the two <c>s come from:
TABLE 13.22:
Word accelerate according account occasionally successful occurrence occupy accident accurate access occupation accompany accommodate succinctly accuse accumulate Prex + Stem a d + c + celerate
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4. Look carefully at the letter that comes right after the <cc> in each of the words. Then sort the words into this matrix:
5. Be ready to discuss this question: Why do the words sort out the way they do in the matrix in Item 4?
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More Words with <cc> - and More on [ks]

1. The following words all contain assimilated forms of the prexes ad-, sub-, or ob-. Analyze each one into prex plus stem to show where the <cc> comes from, and ll in the blanks:
TABLE 13.23:
Word accounting accessory accompanied occurred occasionally accidentally accomplishment successor succinctly occupation Analysis: Prex + Stem a d + c + counting The letter after <cc> is . .. <o> The <cc> spells the sound . . . [k]
2. When there is an or an <e> right after <cc>, the <cc> is pronounced ________; otherwise <cc> is pronounced ________. 3. Youve seen that sometimes <cc> spells [k] and sometimes it spells [ks]. All of the following words contain the sound [ks], spelled different ways. Underline the letters that spell the [ks] in each of these words:
exclusive hawks picnics extend wrecks
exclamation complexity explode shrieks economics
experience sharks extraordinary knocks medics
4. Sort the fteen words into these groups: 616
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5. Look at the words in which [ks] is spelled <cs>, <cks>, or <ks>. Each one consists of a free stem and a sufx. Analyze each word to show what the free stem and sufx are:
TABLE 13.24:
Word picnics Analysis: Free Stem + Sufx picnic + s
5. When [ks] is spelled ________, ________, or ________ the < s > is usually the sufx ________.
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13.20 Lesson Twenty
Sometimes [k] is Spelled <q>, Sometimes <qu>

1. In a few words the letter <q> is used in the spelling of the sound [k]. The letter <q> always is followed by the letter . Sometimes the spells the sound [w] so that the <qu> spells [kw]. Sometimes the <qu> spells just [k]. Read the following words, paying special attention to whether the <qu> in each spells [kw] or just [k]:
antique earthquake equivalent liquor quantity quickly
conquest equality physique liquid quarrel picturesque
consequently equipment exquisite unique question quietly
mosquito squadron frequently request technique quotation
requirement square squirrel squeak subsequently squeeze
3. In words in which <qu> spells [kw], the spells [w], so [k] is spelled _______. But in words in which the does not spell [w], [k] is spelled ________. 4. Whether its spelling [kw] or [k], <qu> nearly always comes at the very beginning or the very end of the element it is in. In the thirty words above there are eleven in which the the [k] spelled either <q> or <qu> is the rst or the last sound in the word. When it comes at the end, it has a silent nal <e> insulating the . Find the eleven words and copy them into the table below. 618
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5. When the [k] is not the rst or last sound of the word it is in, it nearly always is the rst or last sound of the element it is in. For instance, earthquake is earth + quake, with the [k] spelled <q> the rst sound in the free stem quake. Analyze each of the following words. Show any assimilation.
TABLE 13.25:
Word earthquake conquest exquisite requirement request liquor liquid equality subsequently consequently turquoise bouquet mosquito frequently Formula Free stem + free stem Prex + free base Prex + bound stem Prex + bound base + sufx Prex + free base Bound base + sufx -or Bound base + sufx Bound base + sufx + sufx Prex + bound base + sufx -ent + sufx2 Prex + bound base + sufx1 + sufx2 Bound base + sufx -oise Bound base + sufx -et Bound base + sufx -ito Bound base + sufx1 + sufx2 Analysis earth + quake
6. In ve of the thirty words in Item 1 in which [k] is spelled <q>, the <qu> is part of the cluster <squ> Those ve words are:
7. Where does the <squ> cluster come in these nine words? _______ 8. The <q> or <qu> that spell [k] are nearly always at the very _______ or _______ of the element in which the occur.
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Sometimes [k] is Spelled <ch>, Sometimes <lk>

1. We borrowed the letters of our alphabet from the Romans. The Romans had borrowed their alphabet from a group of people called the Etruscans. And the Etruscans had borrowed their alphabet from the Greeks. One of the Greeks letters looked like our <X>. It was called chi, pronounced [k ], and it spelled the sound [k]. When we borrowed Greek words that contained chi, we changed the spelling from <x> to <ch>, still pronounced [k] - as in words like chorus, school, and Christmas. Most of the words in English that contain the sound [k] spelled <ch> come from old Greek words with chi. Underline the <ch> spellings of [k] in each of the following words:
orchestra chorus chronicle ache psychology monarch
school chaos mechanic schedule chemical stomach
architect echo character scheme anchor technical
psychiatrist scholar orchid chord Christmas chlorophyll
2. Sort the words into the three groups described below:
3. There is one other spelling of [k] that is worth a special look. In a few words [k] is spelled <lk> - as in chalk. A long time ago the <l> was pronounced, but no longer. All of the following words contain an <l> that is usually no longer pronounced. Six of them end in the sound [k] spelled <lk>. Sort the sixteen words into the four groups described below: 620
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salmon walk folk calf
talk yolk halfway calm
stalk palm psalm salve
halve chalk calves behalf
4. In the words in which [k] is spelled <lk>, what letter usually is right in front of the <l>? ______. In words in which [k] is spelled <lk>, what other letter sometimes is right in front of the <l>? ______. In words that end <alk>, which does the < a > spell: [a] or [o]? ______. In words that end <olk>, which does the <o> spell: [o] or [ o]? ______. Word Histories. The rst letter of the Greek word for Christ was chi or <X> which is why we sometimes abbreviate our word Christmas to Xmas. The <x> in Xmas is really the old Greek chi.
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Practice Spelling [k]

1. This review is in the form of a Wordspell. You are given the sixteen letters with which to spell twenty words, all of which contain [k]. You are also given blanks for the twenty words. Weve given you a start by lling in the letters in each word that spell the sound [k]. Here the sixteen letters:
O U N I E R O P Y A D L T S R I Here are the blanks for the twenty words:
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2. Here are some words that end in [k] Read them carefully and then ll in the blanks:
knock quick wreck picnic maniac
brook hawk earthquake provoke retake
walk folk milk rebuke shark
gigantic trafc zodiac thunderstruck aftershock
a. When a word ends in [k] with a long vowel in front of it, the [k] is usually spelled _______. b. When a word ends in a [k] with a consonant in front of it, the [k] is usually spelled _______. c. When a word ends in a [k] with a short vowel in front of it, the [k] is usually spelled either _______ or _________. If the word has only one vowel sound in it, the [k] will usually be spelled ________; if it has more than one vowel sound in it, the [k] will usually be spelled ________.
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The Sufxes 1. The sufxes -ance and -ence are added to verbs and to bound stems to form nouns: inherit (a verb) + ance = inheritance (a noun) obedi (a bound base) + ence = obedience (a noun) 2. The sufxes -ance and -ence can create problems for spellers because although they have the same pronunciation, [ns], and the same meaning or function (forming nouns), they have different spellings. There are no simple and absolutely reliable rules for predicting when to use -ance and when to use -ence, but there are some patterns that can help you know when to use -ence. If you can add [enshl] (spelled <ential>) to the stem and get a recognizable word, the [ns] is -ence. For instance, if you cant decide between <condence> and <condance>, and you replace the [ns] with [enshl], the result is a word you should recognize: condential. In any [ns] word that can take [enshl] this way, you can be sure that the [ns] sufx is -ence. In the middle column below add [enshl], spelled <ential>, to the verb in the rst column. Then in the right hand column add the correct spelling of [ns:
TABLE 13.26:
Verb conde differ exist prefer refer reside revere Verb + [enshl] condential Verb + [ns] condence
3. The table below is just like the preceding one except that rather than starting with a verb, you start with a bound stem:
TABLE 13.27:
Bound Stem consequ evid experi inu sent Bound Stem + [enshl] consequential Bound Stem + [ns] consequence
4. Another helpful hint is looking at the stem to which the [ns] has been added. If it is a bound stem, you can be fairly certain that the [ns] is -ence. In the right column below add [ns] to the bound stem:
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TABLE 13.28:
Bound Stem inu consci consequ evid experi innoc intellig obedi pati sci sil viol Bound Stem + [ns] inuence
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More About 1. You have seen two patterns that can help you know when to choose -ence rather than -ance. a. Stems that can form adjectives ending in [enshl] spelled <ential> will form nouns with -ence, as in condential and condence. b. Bound stems that form nouns ending in [ns] usually take -ence, as in patience. It would be easy if we could just say that everyplace else you should choose -ance. Alas, it is more complicated than that, though there are some things we can say that can directly help you know when to use -ance. But nouns that end in either -ence or -ance very often have a partner word, an adjective that ends in either -ent or -ant. For instance, the noun condence has the partner adjective condent. And if a noun ends in -ence and has such a partner adjective, the adjective will always have -ent. If a noun ends in -ance and has such a partner adjetive, the adjective will be have -ant. This doe not directly help us choose between -ance and -ence, but sometimes we can remember how to spell the adjective but not the noun, or vice versa, so it can help to remember that -ance goes with -ant while -ence goes with -ent. 2. Fill in the blanks. Some of the adjectives can also be used as nouns:
TABLE 13.29:
Noun assistance condence Adjective
different attendant consequence existence deant convenient evidence resistance independent violent ignorance innocence silent referent importance intelligence obedient patient residence 626
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Noun presence Adjective
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C HAPTER
14
Chapter Outline
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + free base + sufx = _____ [k] = _____ [ a] = _____ in the pattern ___ [k] = _____ and _____ Prex + bound base + sufx = _____ Free stem + sufx = _____ [ks] = _____ Prex + bound base + sufx = _____ Prex + free base + sufx = _____ ] = _____ [ [o e] = _____ and _____ in the patterns _____ and _____ Bound base + sufx1 + sufx2 = _____ [ ] = _____ in the pattern _____ [y u] = _____ [ e] = _____ [k] = _____

Words 1. accountant 2. chaos 3. consequence 4. existing 5. experience 6. inuence 7. obedient 8. patiently 9. silent 10. unique Analysis d + c + count + ant Prex + free base + sufx = a [k] = <ch> [ a] = < a > in the pattern V. V [k] = <c> and <q> Prex + bound base + sufx = co m + n + sequ + ence & Free stem + sufx = exist + ing [ks] = <x> Prex + bound base + sufx = ex + peri + ence Prex + free base + sufx = in + u + ence ] = <o> [ [o e] = <e> and in the patterns VCV and V.V Bound base + sufx1 + sufx2 = pati + ent + ly [ ] = in the pattern VCV e] = [k] = <qu> [y u] = [
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The Sufxes 1. The sufxes -ic and -al can be used to turn nouns into adjectives. Nouns are words that name persons, places, or things and make sense in this blank: The ________ seemed okay. Adjectives are words that modify or describe nouns and make sense in this blank: Its a very ________ thing. For instance, prophet is a noun that names a kind of person; it ts in the noun sentence: The prophet seemed okay. But if we add the sufx -ic to it, we get prophetic, an adjective that describes nouns and that ts into the adjective sentence: Its a very prophetic thing. Person is also a noun: The person seemed okay. But if we add the sufx -al, we get the adjective personal: Its a very personal thing. 2. Combine the nouns and sufxes below to make adjectives:
TABLE 14.3:
Noun athlete occasion profession patriot nation rhythm echo accident education artist Sufx ic al al ic al ic ic al al ic Adjective athletic
3. Now try it the other way around: Each of the following adjectives consists of a noun and either the sufx -ic or the sufx -al. Analyze each adjective into its noun and sufx. Watch for nal <e>s that have been deleted:
TABLE 14.4:
Adjective enthusiastic democratic universal normal natural personal rhythmic 630 Noun enthusiast Sufx ic
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Adjective agricultural heroic original Noun Sufx
4. Sometimes the sufx -ic is added to a stem, often a bound stem, to make a noun or an adjective: crit + ic = critic. Then the noun will add on the sufx -al to make an adjective critic + al = critical. Here are some more that follow this pattern:
TABLE 14.5:
Adjective critical mechanical medical electrical chemical historical technical identical musical practical Stem crit Sufx #1 ic Sufx #2 al
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Another Sufx -al

1. You have seen that one sufx -al can be used to make adjectives out of nouns: instruction, a noun, becomes instructional, an adjective. There is another sufx -al that can be used to make nouns out of verbs. A verb is a word that shows action or state of being and that will make sense in a blank like this one: They will _________ them. For example, renew is a verb: They will renew them. A verb is also a word that changes its form to show changes in time: Tomorrow they will renew them, vs. Yesterday they renewed them. A noun is a name of a person, place, or thing and will make sense in a blank like this one: The _________ seemed okay. If we add -al to the verb renew, we make renewal, a noun: The renewal seemed okay. 2. Combine the verbs and sufxes below to make new nouns:
TABLE 14.6:
Verb commit approve arrive dismiss remove refer dispose bury propose try refuse sign Sufx al al al al al al al al al al al al Noun
3. Which two nouns did you make that had twinning in them?
4. In which two nouns did you have to change a <y> to when you added the sufx?
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5. In which six nouns did you have to delete a nal <e> when you added the sufx?
5. Proofreading Quiz. There are six misspelled words in the following paragraph. Each misspelling involves a double consonant that is there but shouldnt be, or should be there but isnt. Find the six misspelled words, circle them, and spell each one correctly above its misspelling: Our word school comes from an old Greek word that meant leisure! That might seem to be a rather odd begining for a word that referrs to the place where so many people put in so many hours of work. But the clasical Greek philosophers prefered to think of leisure as a time for study and learning. So these words all stemed from a Greek word that meant a holding back, a rest, leisure: school, schooling, schoolhouse; scholar, scholarly, scholarship, scholastic, scholastlcally. In all of these words that <ch> speling of [k] comes from the Greek letter chi, which is writen in our alphabet as <ch> pronounced [k].
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Bound Stems with 1. You have seen that the sufxes -ic and -al are sometimes added to bound stems. For instance, the word mechanical can be analyzed into -ic plus -al added to the bound stem mechan. When -ic or -al are added to bound stems, it can be hard sometimes to recognize that the sufxes are there. So here are some nouns and adjectives to analyze for practice. They all contain a bound stem plus either -ic or -al, or both:
TABLE 14.7:
Noun or Adjective mystical legal medical mortal mental technical liberal public physical social criminal elastic 2. Now try some the other way around: Bound Stem + Sufx or Sufxes myst + ic + al
TABLE 14.8:
Bound Stem + Sufx or Sufxes myst + ic + al mechan + ic + al chem + ic + al loc + al equ + al re + al princip + al republ + ic gigant + ic capit + al com + ic + al immort + al Noun or Adjective mystical
3. Some of the bound stems in these words are in several other words. For instance, the bound stem mort in mortal means death and is in the following words. Underline the bound stem mort in each of them: 634
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mortgage
mortify
mortician
amortize
mortuary
The bound stem in liberal is liber, free. Underline it in each of the following:
liberty
liberality
unliberated
illiberal
The bound stem ment in mental means mind. Underline it in each of the following:
mentality
demented
mention
comment
The bound stem myst means secret. Underline it in each of the following:
mystical
mysterious
mysticism
mystery
mystify
The bound stem med in medical means heal. Underline it:
mystical
medication
medicine
remedy
remedial
medics
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The Sufxes 1. We have two sufxes spelled <al>. One -al changes verbs to nouns: renew + al = renewal. The other -al changes nouns and bound bases into adjectives: incident + al = incidental and capit + al = capital. Analyze each of the following words into its stem plus -al. Show any changes that took place when the stem and sufx combined. Then answer the questions in the two right hand columns:
TABLE 14.9:
Original Word Analysis: Stem + Sufx Is the original word a noun, or is it an adjective? Noun Is the stem a noun, or is it a verb, or is it bound? Verb
survival dismissal principal physical occasional trial referral natural professional refusal agricultural arrival
surviv e+ al
2. The sufx -al that changes nouns and bound stems to adjectives has two other forms, -ial and -ual. We will look at the reasons for these two forms later, but for now we will just analyze some adjectives that contain them, in order to get used to seeing and hearing them. Analyze each of the following adjectives into a stem plus either -ial or -ual, showing any changes that took place when the stem and sufx combined. Then answer the question in the right hand column
TABLE 14.10:
Adjective actual eventual presidential commercial nancial editorial intellectual racial ofcial usual 636 = Stem + Sufx = act + ual = = = = = = = = = Is the stem a noun, or is it bound? Noun
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Adjective individual annual spiritual essential celestial = Stem + Sufx = = = = = Is the stem a noun, or is it bound?
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14.6 Lesson Thirty
The Sufxes Spelled <ly>

1. Each of the italicized words below is either an adjective or a noun. Write Adjective or Noun in the blank at the end of each sentence, depending on what the italicized word is: a. b. c. d. e. f. g. h. Christine is her very best friend. _______ Shes a very friendly person. _______ The store just sent us our monthly bill. _______ I thought we paid them off last month. _______ Their dog started howling again last night. _______ But its howling has become a nightly event. _______ Her father just got up and left. _______ Thats not a very fatherly thing to do. _______
2. The four adjectives you just identied all end with the sufx -ly that has been added to a noun: friend, a noun, becomes friendly, an adjective. There is another sufx that is spelled <ly>. This second sufx -ly changes adjectives to adverbs. In the sentence They are bold ghters, bold is an adjective modifying the noun ghters. In the sentence They fought boldly, boldly is an adverb modifying the verb fought. Adverbs come in many different kinds and do many different things, but for now we are interested in just the ones that are made by adding the sufx -ly to an adjective. Adverbs that end in -ly usually modify verbs, like the adverb boldly in the sentence They fought boldly. And usually adverbs modify verbs by answering the question, How? How did they ght? They fought boldly. 3. Analyze each of the following adverbs into an adjective plus the sufx -ly:
TABLE 14.11:
Adverb boldly solemnly correctly immediately equally slightly regularly exactly occasionally angrily accidentally joyfully necessarily sufciently 638 = Adjective = bold = = = = = = = = = = = = = + Sufx + ly + + + + + + + + + + + + +
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Adverb approximately = Adjective = + Sufx +
4. In the table below you can use one or more of the following sufxes to change each noun into an adjective: -al, -ate, -ful, -less, -ous, -ual, -y. Write the adjective in the Adjective column. Then in the Adverb column change each adjective into an adverb. Watch out for changes that occur when you add the sufxes:
TABLE 14.12:
Noun accident act care faith fortune fury haste heart joy occasion origin person success thought use Adjective accidental Adverb accidentally
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The Sufxes 1. The sufx -ed adds the meanings in the past and action completed to verbs: They cooked the turkey yesterday, (-ed = in the past) The turkey is already cooked, (-ed = action completed) The sufx -ing adds to verbs the meanings right now, in the present and action still going on, action not yet completed. They are cooking the turkey right now. (-ing = in the present) The turkey was cooking but now its cooked, (-ing = action not yet completed; -ed = action completed.) Using -ed to mean the two things it means makes sense, because if something is in the past, probably it is completed, and if it is now completed, it must have happened in the past. Be ready to discuss this question: Why does it make sense to use -ing to mean both in the present and action not yet completed? 2. Once the sufx -ing with the meaning action not yet completed or -ed with the meaning action completed is added to a verb, we can use that new word as an adjective. And we can add -ly to that adjective to make an adverb: In the sentence The puppies entertain us a lot, entertain is a verb. In the sentence The puppies are very entertaining, entertaining is an adjective modifying puppies. In The puppies play entertainingly, entertainingly is an adverb modifying the verb play. We can do the same thing with -ed: In the sentence His habits disgust her, disgust is a verb. In She is very disgusted by his habits, disgusted is an adjective modifying she. In She described his habits disgustedly, disgustedly is an adverb modifying the verb described. 3. Analyze each of the following adverbs into a verb plus sufxes. Two of the adverbs have prexes in front of the verb:
TABLE 14.13:
Adverb disgustedly charmingly repeatedly surprisingly accordingly decidedly hurriedly supposedly exceedingly disappointingly Analysis Verb + Sufxes disgust + ed + ly
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4. Combine the following elements to form adverbs. Show any changes that occur when the elements combine:
TABLE 14.14:
Elements enter + tain + ing + ly ad + mit + ed + ly ad + prove + ing + ly sur + prise + ing + ly un + hurry + ed + ly inter + est + ed + ly pro + mise + ing + ly di + stingu + ish + ed + ly Adverb entertainingly
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Some Changes with 1. Usually when the sufx -ly is added to a stem, it just adds on, by simple addition, with no changes. You only need remember that when the stem ends with an <l>, since -ly begins with an <l>, there will be an <ll> in the new word: careful + ly = carefully, illegal + ly = illegally, cruel + ly = cruelly. 2. But there are two cases in which changes do occur when -ly is added to stems. First, if the stem ends in the letter <c> - especially if it ends in the sufx-ic- and if we were to add the stem and sufx through simple addition, we would get a misspelling, as in: basic + ly = basicly. What we have to do is insert the sufx -al between the stem and the -ly: basic + ly = basic + al + ly = basically. We insert this -al even if we do not have a word that ends in -al, such as *basical. 3. Analyze the following adverbs, to show this insertion, as weve done with the rst one:
TABLE 14.15:
Adverb basically athletically democratically scientically characteristically sympathetically artistically heroically ecstatically patriotically enthusiastically electrically = Stem ending in <c> = basic = = = = = = = = = = = + -al + al + + + + + + + + + + + + -ly + ly + + + + + + + + + + +
Notice the <ll>s in all of these words: one <l> for the -al, one for the -ly. The only known holdout to this -al insertion is publicly. 4. Look at the italicized words in this sentence: The babies cried all during the trial. Then ll in the blanks: The <y>-to- Rule: When you add a sufx to a stem that ends with a <y> that has a consonant letter right in front of it, you change the _______ to _______. 5. Each of the following adverbs has been made by adding -ly to an adjective that ended in <y>. In each case when the -ly was added, the <y> at the end of the adjective changed to an . Analyze each adverb and show the way the <y> was changed to an , as weve done with he rst one:
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TABLE 14.16:
Adverb merrily angrily busily extraordinarily uneasily icily hastily satisfactorily readily heartily steadily heavily necessarily ordinarily temporarily = Adjective that ends in <y> = merr y+ i = = = = = = = = = = = = = = + Sufx -ly + ly + + + + + + + + + + + + + +
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Review of Adverbs with 1. Use the sufx -ly to turn the following nouns, adjectives, and verbs into adverbs. Show the process that it takes to make each word. Sometimes you will have to add one sufx, sometimes more than one. Remember that you can often use -less and -ful to turn nouns into adjectives and that you can turns verbs into adjectives by adding -ed or -ing. Sometimes you may think of two adverbs that you can make from a stem word. If so, go ahead and make both of them. Just squeeze them in somewhere.
TABLE 14.17:
Noun, Adjective, or Verb haste accident actual enthusiastic extraordinary heart origin promise necessary patriot success thought disappoint base use solemn satisfactory scientic surprise person sun occasion angry care steady uneasy logic immediate fortune admit decide busy 644 Process hast e+ y+ i + ly Adverb hastily
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Noun, Adjective, or Verb ecstatic ice faith Process Adverb
2. Now try some the other way around. Combine the elements you are given to form adverbs:
TABLE 14.18:
Elements muse + ic + al + ly in + ex + act + ly in + com + rect + ly in + stinct + ive + ly in + medi + ate + ly inter + est + ed + ly ordin + ary + ly sub + cinct + ly in + ex + feet + ive + ly un + hurry + ed + ly un + doubt + ed + ly tempor + ary + ly Adverb musically
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Free stem + sufx = _____ Free stem + sufx = _____ Free stem + sufx = _____ Bound base + sufx1 + sufx2 = _____ Bound base + sufx1 + sufx2 = _____ Free stem + sufx1 + sufx2 = _____ Free stem + sufx = _____ Free stem + sufx1 + sufx2 + sufx3 = _____ Free stem + sufx1 + sufx2 = _____ Bound base + sufx1 + sufx2 + sufx3 = ___

Words 1. agricultural 2. angrily 3. enthusiastic 4. medical 5. mystical 6. occasionally 7. original 8. patriotically 9. personally 10. technically Analysis Free stem + sufx = agricultur e + al y + i + ly Free stem + sufx = angr Free stem + sufx = enthusiast + ic Bound base + sufx1 + sufx2 = med + ic + al Bound base + sufx1 + sufx2 = myst + ic + al Free stem + sufx1 + sufx2 = occasion + al + ly Free stem + sufx = origin + al Free stem + sufx1 + sufx2 + sufx3 = patriot + ic + al + ly Free stem + sufx1 + sufx2 = person + al + ly Bound base + sufx1 + sufx2 + sufx3 = techn + ic + al + ly
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Homophones and Near-Homophones

1. Homophones are two or more words that have different spellings and meanings but sound exactly alike, such as bare and bear. Near-homophones are two or more words that have different spellings and meanings and sound very much alike, though not exactly, such as the nouns refuse garbage, rubbish and refuge haven, protection. 2. Many homophones and near-homophones involve the spellings < s >, <c>, <sc>, and the sounds [s] and [z], like the following twenty-four sets: advice, advise cell, sell cellar, seller cent, sent, scent cereal, serial cite, sight, site conscience, conscious cymbal, symbol decent, descent device, devise discuss, discus hiss, his loose, lose mussel, muscle phase, faze please, pleas pries, prize prose, pros quarts, quartz recent, resent refuse, refuge sects, sex sic(k)s, six vice, vise Sort the sets into the following groups: 647
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3. Two of the sets are homophones because of different spellings of [ks]. Write them into the following table:
4. Four of the sets are homophones partly because of different spellings of the sound [z]:
5. Nine of the sets are homophones partly because of different spellings of the sound [s]:
6. Six of the sets of near-homophones contain words with [z] spelled < s >:
7. Two of the sets of near-homophones involve shifting the stress from the rst to the second vowel:
8. One of the sets of near-homophones involves an [n] near the end of one of the words that can easily get lost:
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More About Homophones and Near-homophones

1. Here are the sets of homophones and near-homophones with which you worked in the previous lessons: advice, advise cell, sell cellar, seller cent, sent, scent cereal, serial cite, sight, site conscience, conscious cymbal, symbol decent, descent device, devise discuss, discus hiss, his loose, lose mussel, muscle phase, faze please, pleas pries, prize prose, pros quarts, quartz recent, resent refuse, refuge sects, sex sic(k)s, six vice, vise 2. Six of the sets contain a word that ends with one of the sufxes -s or -es. Write them into the right column below and analyze each into its stem and sufx. Then in the right column write in the other word in each of the six sets:
TABLE 14.21:
Word = Stem + sufx Other words in the set 649
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3. In three of the words in the Other words column the nal <e> is insulating an < s > or a <z>. Write the three below:
4. In two of the other words the letter <x> is spelling [ks]:
5. The short paragraphs below describe six of the sets. Read each description and then after it write in the words that make up that set: i. Cent comes from a Latin word that means one hundred, because there are a hundred cents in a dollar. The base cent occurs in other words that have the meaning one hundred or one-hundredth: century, centimeter, centennial, and percent. Sent is the past tense and past participle of send, which also starts with < s >. Scent aroma, smell used to be spelled <sent>. In the 17th century people began adding the <c>, and no one is quite sure why. The three words in this set are
ii. Cereal grasses and their grains used as food comes from the name Ceres, who was the Roman goddess of agriculture. Serial analyzes to seri + al The base seri carries the root meaning to join and occurs in the word series, which also begins with < s >. The two words in this set are
iii. Mussel a shellsh used to be spelled just like muscle. The spelling with <ss> is quite recent. Both words derive from a Latin word that meant little mouse. The connection between mice and muscles is apparently that when you ex your muscles, it looks like little mice running under your skin. The connection between mice and mussels is apparently their color and shape. The two words in this set are
iv. Symbol sign, representation analyzes to syn+ m + bol and carries the root meaning throw together with. Cymbal a musical instrument comes from a Greek word that meant bowl, and a cymbal looks like a shallow bowl turned upside down. The two words in this set are
v. Phase a stage of development comes from a Latin word that meant appearance, show and occurs in emphasis. It is related to the bases in words like phantom and phenomenon. Faze to disconcert, to cause to be disturbed is actually a form of an old word, feeze drive, which we no longer use. The two words in this set are
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vi. Sight comes from an Old English word that meant something seen. Both sight and seen start with < s >. The <gh> used to spell a sound somewhat like [j]. Site location, place, position also occurs in the word situate. Cite to quote, honor comes from a Latin word that meant to set in motion, to call. It also occurs in citation, excite, recite, and resuscitate. The three words in this set are
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The Sufx 1. The sufx -ion is used to turn verbs into nouns. Analyze each of the following nouns into verb plus -ion:
TABLE 14.22:
Noun concentration subtraction collection communication perfection infection invention possession supervision appreciation = Verb = concentrat e = = = = = = = = = + Sufx + ion + + + + + + + + +
2. Try some the other way around. Add -ion to each of the following verbs to turn them into nouns:
TABLE 14.23:
Verb educat e instruct legislate contribute accommodate constitute express demonstrate restrict distribute decorate indicate + Sufx + ion + + + + + + + + + + + = Noun = education = = = = = = = = = = =
3. Youve seen that -ion is very often added to free stems - namely, verbs - to turn them into nouns. It is also often added to bound stems - again to turn them into nouns. Analyze each of the following nouns into bound stem and -ion
TABLE 14.24:
Noun occasion 652 = Bound Stem = + Sufx +
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Noun mention ambition recognition dimension fraction proportion ction function precaution = Bound Stem = = = = = = = = = + Sufx + + + + + + + + +
4. The sufx -ion is used to turn verbs into _______. It is also added to _______ to make nouns.
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More About 1. Sometimes -ion is added to a bound stem that is closely related to a verb. For instance, in satisfaction -ion is added to the bound stem satisfact. And satisfact is closely related to the verb satisfy: When you are satised, you feel satisfaction. In the table below analyze each of the nouns into a bound stem plus -ion. Then in the Related Verb column write in the verb. To help you with the correct spelling, the related verbs are all listed here so that all you have to do is nd each one and write it into its proper blank in the Related Verb column:
admit apprehend commit
decide describe divide
explode extend introduce
permit receive recognize
repeat satisfy suspect
TABLE 14.25:
Noun satisfaction admission decision repetition introduction extension description commission reception division recognition apprehension explosion permission suspicion Analysis: Bound stem + sufx satisfact + ion Related Verb satisfy
2. You have seen that the sufx -ion is often added to verbs that end with the sufx -ate, as in educate, education, and legislate, legislation. Because so many nouns end in <ation> people began to use -ation as a single sufx for forming nouns. Often the -ation is added to a verb. Analyze the nouns below into verb plus -ation, showing any changes that occur:
TABLE 14.26:
Noun admiration 654 = Verb = + Sufx +
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Noun civilization determination examination information limitation observation recommendation = Verb = = = = = = = + Sufx + + + + + + +
3. Like -ion, -ation is also sometimes added to a bound stem, usually one that is closely related to a verb. Analyze each of the following nouns into a bound stem plus -ation. Then for each noun other than indignation ll in the related verb. Again, the related verbs are listed below:
acclaim apply exclaim
explain occupy proclaim
reveal
4. The double sufx -ation is often added to _______ and _______ to make _______.
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How Do You Spell [sh]?

1. You can hear the sound [sh] at the beginning and end of the word shush. One of its best known spellings, not too surprisingly, is <sh>. Underline the letters that spell [sh] in the following words:
shepherdess nourish selsh shoulder
horseshoe kinship shrieked distinguish
accomplished shocking aftershock shudder
sheriff friendship publisher vanish
3. One common spelling of [sh] is _______, which usually comes at the or at the _______ of an element. 4. The following words contain two other spellings of [sh] that are not so common as <sh>. Eleven of the words contain [sh] spelled Way #1, and four words contain [sh] spelled Way #2. Underline the letters that spell [sh] in each word and then sort the words into the two different groups described below: 656
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chivalry crochet schnook parachute chagrin 5.
chaperon schwa champagne mustache schlock
schlemiel machine chauffeur pistachio nonchalant
6. Three ways to spell [sh] are _______, _______, and ________.
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14.16 Lesson Forty
Very Often [sh] is Spelled <t>

1. Although we usually think of <sh> as the way [sh] is spelled, actually it is most often spelled <t>. You can see and hear [sh] spelled <t> in the middle of the word nation. In some of the following words [sh] is spelled <t>; in some it is spelled differently. Underline the letters that are spelling [sh] in each word:
educational impatience indication expression missionaries
presidential initial possession quotation extension
prescription repetition inventions exclamation subtraction
accommodation fraction dimension affectionately deletion
3. The <t> spelling of [sh] is very common, but it only occurs in a certain place in a word. Here are a number of words that contain <t>. Sometimes the <t> spells [sh]; sometimes it does not. In the column labeled <t> spells write out the sound that <t> spells in each word, as we have done with judgement and partial:
TABLE 14.27:
Words judgement partial 658 <t> spells [t] [sh] Words mustache conventional <t> spells Words association technical <t> spells
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Words affection trafc nation impatience educated <t> spells Words initial nonchalant extension incorrect education <t> spells Words proportion examination reception deletion appreciation <t> spells
4. Sort the words from question #3 into this matrix:
5. In the words in his matrix does the letter <t> ever spell the sound [sh] at the front or the at the end of a word? _______ 6. Whenever <t> spells [sh], where is it in the word? _______ 7. The letter <t> never spells [sh] at the beginning or end of a word. It only spells [sh] somewhere in the middle. In fact, <t> only spells [sh] right at the boundary between the stem and a sufx, always.
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Where and When [sh] is Spelled <t>

1. Is [sh] ever spelled <t> at the beginning of a word? _______. Is [sh] ever spelled <t> at the end of a word? _______ 2. Here are some words in which [sh] is spelled <t>. In each word mark the two letters following the <t> that spells [sh], either v or c for vowel or consonant, as we have done with ambition:
ambition vv association conventions fractions deletion
partial quotient proportion subtraction impatience
contribution repetition affectionately prescription reception
indignation constitution restrictions quotation immigration
3. You should have found that in every word there was always the same pattern following the <t>. Was it CC, CV, VV, or VC? _______ 4. Whenever <t> spells [sh] it is always followed by two vowels. The vowel right after the <t> is always the same one. What is it? _______ 5. Whenever [sh] is spelled <t>, the <t> is always followed by two vowels, and the rst of the two vowels is always an . That pattern explains why <t> spells [t] in the rst word in each of the following pairs but it spells [sh] in the second word:
TABLE 14.28:
<t> spells [t] native receptive parting deleted immigrated fractal affecting <t> spells [sh] ntion reception partial deletion immigration fraction affection
6. In the words in the right column above is the <t> always followed by an and another vowel? _______. In the words in the left column is the <t> ever followed by an and another vowel? _______ 7. In the right column what sound does <t> spell? _______. In the left column what sound does <t> spell? _______ 8. In each of the words in the right column, mark the vowel that has heavy stress, as we have done with nation. Does the and the next vowel after the <t> that spells [sh] ever have heavy stress on it? _______ 660
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When [sh] is spelled <t>, the two vowels after the <t> will always be unstressed. 9. In each of the following words [sh] is spelled <t> and each one ends with the sufx -ion. Analyze each word into its stem and -ion, showing any changes that occurred when the stem and sufx combined. Most of the stems are free, but one is bound. Be sure to show any nal <e> deletions:
TABLE 14.29:
Word legislation indication calculation restriction contribution appreciation precaution = Stem + Sufx -ion = legislat e+ ion = = = = = =
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More Spellings of [sh]: <c>, <sc>, <ss>, and

1. Underline the letters that spell [sh] in the following words:
expression social consciously racial extension
ofcial suspicious nancial intermission suspension
dimension succession electrician apprehension sufciently
conscience missionary possession specially mansion
2. Sort the words into these four groups:
3. Look carefully at your four groups of words and answer the following questions: a. When [sh] is spelled < s >, <c>, <sc>, or <ss>, are the next two letters always vowels or consonants or what? _______ b. What letter always comes right after the < s >, <c>, <sc>, or <ss>? _______ c. Do the vowels after the < s >, <c>, <sc>, or <ss> have weak stress or heavy stress? _______ 4. There is one more spelling of [sh]. Underline the letters that spell [sh] in these words:
sugar ssure tissue 662
assured pressure censure
insurance issue sure
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In these words (and pretty much these words only) [sh] is spelled < s > or <ss> with no or second vowel following. a. In these words what letter always comes after the < s > or <ss>? _______ b. What letter almost always comes after that one? _______ 5. In each of the following pairs of words the <t>, <c>, < s >, <ss>, and <sc> sometimes spell [sh] and sometimes do not. Be ready to discuss why they do not spell [sh] in those words in which they do not:
social prediction nances ofcial completion conscience physician recess description patent partial
society predicting nancial ofce complete science physical recession descriptive patient part
6. Eight ways of spelling [sh] are ________, ________, ________, _______, _______, _______, _______, and _______. 7. Those spellings of [sh] that are always followed by an unstressed and another unstressed vowel are _______, _______, _______, _______, and _______.
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [ ] = ______ [t] = ______ Verb + sufx = ______ [sh] = ______ Prex + free stem = ______ [sh] = ______ Prex + bound base + sufx = ______ [sh] = ______ [ks] = ______ [t] = ______ [sh] = ______ Bound base + sufx = _____ [sh] = ______ Prex + free stem + sufx = ____ Prex + bound base + sufx1 + sufx2 = ____ [sh] = ______ [sh] = ______ Free stem + sufx = ______ [sh] = ______ Free stem + sufx = ______

Words 1. sighted 2. conscience 3. exclamation 4. extension 5. fraction 6. immigration 7. impatiently 8. intial 9. possession 10. publisher Analysis [ ] = [t] = <ght> Verb + sufx = siqht + ed m + n + science [sh] = <sc> Prex + free stem = co& [sh] = <t> Prex + bound base + sufx = ex + clam + ation [sh] = < s > [ks] = <x> [t] = <t> [sh] = <t> Bound base + sufx = fract + ion [sh] = <t> Prex + free stem + sufx = in + m + miqrat e + ion Prex + bound base + sufx1 + sufx2 = in + m + pati + ent + ly [sh] = <t> [sh] = <ss> Free stem + sufx = possess + ion [sh] = <sh> Free stem + sufx = publish + er
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Review of [k]
1. Each of the following words contains at least one [k] sound. Underline the letters that spell [k] in each word:
kinship consciously oclock occurred acquaintance architect consequential recognized
ecstatically antique sketchily chemical quickly calculator donkey stomach
accommodation acquired consequence picturesque ankle panicked accomplishment occupational
acquittal technician liquid collection uniquely physique rhythmically provoking
2. Sort the thirty-two words into the following groups. You should have found eight different spellings of [k]. We have written one of those spellings at the head of one of the columns in the table below. You are to write those spellings at the top of the columns. Some words go into more than one group. When you are nished, several of the blanks will be empty:
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3. Analyze the following words to show the reason for the spelling of [k] in each:
TABLE 14.32:
Word occurred acquired panicked accommodation picnicking acquittal = Analysis = = = = = =
4. What sounds does <x> spell in each of the following words?
TABLE 14.33:
Word expression complexity sixteen excitement exceeding <x> spells
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Review of Sufxes
1. A sufx is ____________________________________________________ ____________________________________________________________ 2. Each of the following words contains one or more sufxes. Sort them into the groups. Some words will go into more than one group:
provokingly occurrence collection chemical acquittal
consequently usual acquaintance ctional consequence
expression rhythmically racial eventual deance
sketchily profession recognizance ecstatically two-dimensional
3. Analyze the following words into stem plus sufxes. Remember that some have more than one sufx. Be sure you show all of sufxes in your analyses, and show any changes that occur when elements are added together:
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TABLE 14.34:
Word provokingly occurrence collection rhythmically acquittal consequential usual deance sketchily racial eventual recognizance = Stem = provok e = = = = = = = = = = = + Sufx or sufxes + ing + ly + + + + + + + + + + +
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Review of [sh]
1. Underline the letters that spell [sh] in each of the following words:
kinship nonchalantly accommodations consequential insurance unconsciously decoration
assured schwa accomplishment machine occupational demonstration extension
physician expression schlemiel shoulder mustache noruish constitution
two-dimensional technician professional distinguish quotation collections racial
2. You should have found eight different spellings of [sh], one of them being <t>. Label each of the columns below with one of the spellings, as we have done with the column labeled <t>. Then sort the words into the groups. Some words go into more than one group. Again, when you nish, several blanks will still be empty:
3. How is [sh] spelled in the word complexion? ______________________________ 669
14.22. Lesson Forty-six __________________________________________________________ 4. Where does the <sh> spelling of [sh] usually come in elements? ___________________ ___________________________________________________________ 5. Where does the <t> spelling of [sh] come in words? __________________________ ___________________________________________________________ ___________________________________________________________
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More Homophones
1. Principle, principal. The noun principle means a general law, rule, or truth. The adjective principal means main, most important; the noun principal means a chief or head, the director of a school; a sum of money. The base princip in each word carries the root meaning prince and comes from two earlier elements meaning rst taker. The <le> in principle comes from Old French. Principal analyzes to princip + al, the -al being the sufx that forms adjectives from nouns and bound stems, as in universal and liberal. It may help sort these two out to remember the sentence, Our principal is my pal. Cross out the incorrect form: a. The (principal, principle) of our school is over six feet tall. b. Drinking and dancing are against her personal (principals, principles). c. The (principal, principle) partner in their law rm is a man of high (principals,principles). 2. Capital, capitol. The adjective capital means much the same as the adjective principal, main, most important. It also refers to money and nancing. The noun capital refers to the city in which a state or national government is located. It also refers to money and nancing and to uppercase letters. Capital analyzes to capit + al, capitol analyzes to capit + ol. In each case, the base capit means head, money, as in decapitate, to remove ones head. and capitalist one who invests capital in business. Capitol is not used as an adjective, and as a capitalized noun it refers to the building in Washington D.C. where Congress meets. It also is used in lowercase to refer to similar buildings in state capitals. Remember that capital is a city, capitol is a building. It may help to sort these two out to remember the sentence, There is a dome on the capitol, and theres an <o> in dome and capitol. a. The (capital, capitol) of Washington state is Olympia. b. The (Capital, Capitol) of the United States is in Washington D.C, which is the nations (capital, capitol). c. He invested his (capital, capitol) is stocks and bonds. 3. Desert (v.), desert (n.), dessert (n.) The verb desert to abandon and the noun dessert the nal course of a meal are homophones. The verb desert and the noun desert a barren place are homographs. Their pronunciations differ only in which vowel has stress: As usual, the noun has stress on the rst vowel, the verb has stress on the second. Both deserts analyze to the prex de- removal, separation plus the base sert attach, join, discuss. The base sert also occurs in insert and exert. Dessert analyzes to the French prex des- removal and a different sert, this one meaning serve. Desserts are called desserts because they were the last course, marking the removal of the meal service. Some people keep dessert distinct from desert with the saying, We had strawberry shortcake for dessert: two < s >s in strawberry shortcake, two < s >s in dessert. a. He was afraid they were going to (desert, dessert) him. b. They had ice cream for (desert, dessert). c. The (desert, dessert) of Arizona is very hot during the day but it can be quite chilly at night. 671
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4. Council, counsel. The noun council means meeting, assembly. The noun counsel means advice, consultation; it also is used to refer to ones lawyer in a trial. As a verb counsel means to offer advice, to consult with. Council analyzes to the French prex coun-, which is a form of our prex com- With, together, plus the base cil call. Cil is a form of the base cile in reconcile. Counsel has that same prex coun- with the base sel, which comes from a Latin word that meant to consult. In fact, the sult in consult the sel in counsel are closely related. Remembering that < s > in consult should help you remember the < s > in counsel. a. The Student (Council, Counsel) deals with certain discipline problems. b. Her (council, counsel) and advice are usually very good. c. At his trial his (council, counsel) told him to keep his mouth shut. 5. Compliment, complement. The noun compliment means a statement of praise or regard; the noun complement means something that completes, makes better. Both can be used as verbs. Compliment analyzes to com + pli + ment. The bound base pli is a form of the base in comply. Complement analyzes to com + ple + ment, and its base ple carries the root meaning ll. The base ple is related to the base in complete. a. She was obviously pleased with the nice (complement, compliment). b. The new couch (complements, compliments) their other living room furniture. c. He had two (complementary, complimentary) tickets to the ball game.
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [k] = ______ [sh] = ______ Prex1 + prex2 + free base + sufx1 + sufx2 + sufx3 = ______ [k] = ______ Verb + sufx = ______ [k] = ______ Bound base + sufx1 + sufx2 = ______ Prex + bound base + sufx1 + sufx2 = ____ Prex + free ase + sufx1 + sufx2 + sufx3 __ [ks] = ________ Prex + free base + sufx = ______ [sh] = ______ Free base + sufx1 + sufx2 = ______ [k] = ______ Prex + bound base + sufx = ______ [r] = ______ Free stem + sufx = ______ [l] = ______ Free stem + sufx1 + sufx2 = ______
TABLE 14.36:
Words 1. accommodations Analysis [k] = <cc> [sh] = <t> Prex1 + prex2 + free base + sufx1 + sufx2 + sufx3 = a e + at e + ion + s d + c + com + mod [k] = <cq> Verb + sufx = acquit + t + al [k] = <ch> Bound base + sufx1 + sufx2 = chem + ic + al Prex + bound base + sufx1 + sufx2 = co & m + l + lect + ion + s Prex + free base + sufx1 + sufx2 + sufx3 = e x+c + stat e + ic + al + ly [ks] = <x> Prex + free base + sufx = ex + press + ion [sh] = <c> Free base + sufx1 + sufx2 = rac e + ial + ly [k] = <c> Prex + bound base + sufx = re + cogn + ize [r] = <rh> Free stem + sufx = rhythm + ic [l] = <ll> Free stem + sufx1 + sufx2 = us e + ual + ly
2. acquittal 3. chemical 4. collections 5. ecstatically 6. expression 7. racially 8. recognize 9. rhythmic 10. usually
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C HAPTER
15
Chapter Outline
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15.1 Lesson One
How Do You Spell [s]?

1. You can hear the sound [s] at the beginning, in the middle, and at the end of the word success. In success [s] is spelled three different ways: < s >, <c>, and <ss>. About 97% of time [s] is spelled one of those three ways. Underline the letters that spell [s] in each of the following words:
scratch asphalt impulse status adults dispatch instruction
immigrants collapse demonstrate schedule dangerous desserts squeezed
smoky mathematics immense scandal destroy congested seizure
situation radius analysis distinguish courageous symphony emphasis
2. Sort the twenty-eight words into the following three groups. Some words go into more than one group:
3. In all of these words [s] is spelled _______. The sound [s] is spelled this way about 75% of the time. 4. The < s > spelling of [s] often occurs in consonant clusters - that is, with one or more consonants before or after it. Nineteen of the words above contain [s] spelled < s > in a consonant cluster. List the words in the blanks below and underline the cluster that contains the < s > that spells [s] in it: 675
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5. We often use a silent nal <e> to insulate a single < s > so that it does not come at the end of a base and look like an -s sufx - as in words like lapse and tense (compare the plurals laps and tens). Very few free bases end in [s] spelled with a single < s >. The only common ones are this, bus, us, gas, canvas, chaos, sis, plus, yes. Usually when the < s > spelling of [s] comes at the very end of a word without the insulating nal <e>, it is either the -s sufx - as in verbs like obstructs or plural nouns like contracts - or it is part of a sufx like -ous, -us, or -ics as in words like courageous, radius, and mathematics. Analyze the following words into stem plus sufx:
TABLE 15.1:
Word instructs courageous mathematics status scandalous adults immigrants dangerous chorus radius = Stem = = = = = = = = = = + Sufx + + + + + + + + + +
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15.2 Lesson Two
Sometimes [s] is Spelled <ss>

1. The sound [s] is most often spelled < s >, but it is often spelled <ss>. Underline the <ss> spellings of [s] in the following words. Dont worry for now about the check mark:
abyss associate bussing foreignness dissatisfaction venerableness
assimilation compress neighborliness ambassador processor missile
forgiveness caress gassed misscheduled recess fussy
lioness messenger dangerousness misspelling dissension plusses
2. Two of the twenty-four words above have <ss> because of the full assimilation of the prex ad- when it was added to a stem that started with < s >. List the two below in the Words column and then analyze them into prex plus stem and show the full assimilation. As you do them check them off the list above:
TABLE 15.2:
Words associate Anlysis: Prex + Stem a d + s + sociate
3. It is rare for <ss> to be due to twinning, for so few free bases end in a single < s >. But three of the twenty-four words above have <ss> due to twinning. List them below, analyze them to show the twinning, and cross them off of the list above:
TABLE 15.3:
Word Anlysis: Stem + Sufx
4. Four of the twenty-four words have <ss> due to simple addition when the prex dis- or mis- was added to a stem that started with < s >. List them below, analyze them to show the simple addition, and cross them off of the list above:
TABLE 15.4:
Word Anlysis: Prex + Stem
5. Although the sound [s] is never spelled <ss> at the beginning of words or elements, it is often spelled <ss> at the very end of words. Ten of the twenty-four words above end with <ss>. Five of them end with the same sufx. List those ve below; analyze each into stem plus sufx or sufxes, and cross them of the list above:
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TABLE 15.5:
Word Analysis: Stem + Sufx(es)
6. The remaining ve words that end in <ss> all have short vowels right in front of the [s] so the <ss> spelling makes a regular VCC pattern. Write those ve into the table below:
7. Also, there should be ve words remaining on your list of twenty-four words that contain <ss> in the middle; all ve have short vowels in front of the [s]. Write the ve words below and mark the VCC pattern in each one:
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15.3 Lesson Three
More About [s] at the End of Words

1. The following words all end with a base that itself ends with the sound [s]. In each case [s] is spelled <ss> or it is spelled < s > with an insulating nal <e>. Words marked n. are nouns. Sort the words into the matrix:
intense abyss merchandise(n.) false dismiss
collapse excuse(n.) dispense release possess
fuss reverse caress abuse(n.) immense
impulse purchase surpass geese kiss
2. In bases that end in an [s] sound spelled either <se> or <ss>, if there is a stressed short vowel sound right in front of the nal [s], the [s] will be spelled _______. Otherwise, the [s] will be spelled _______ with an insulating _______. 3. Remember: In English we tend to avoid ending words with a single < s > that comes at the end of a base. To keep the single < s > from coming at the end, sometimes we double the < s > (as in fuss or caress). Sometimes we add a nal <e> (as in intense or impulse). In words like intense and impulse the nal <e> is not marking a long vowel, or a soft <c> or a soft <g> or a voiced <th>. It is just insulating the < s >, keeping it from coming at the end of the base and word. 679
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4. There are four very common bases that end <ss> and that often come at the end of words and free stems. Two of them are free bases: pass, with an original meaning step, pace; press, press, squeeze. Two of them are bound bases: cess, with an original meaning go; miss, with an original meaning let go, cause to go. Each of the following words contains one of these four bases. Analyze the words into their elements as given in the Formula column: P means Prex, FB means Free Base, BB means Bound Base, S means Sufx:
TABLE 15.6:
Word impressively submissive accessed surpassing expressive processor missiles passage excessive abscessed underpass trespassing Formula P + B + S1 + S2 P + BB + S P + BB + S P + FB + S P + FB + S P + BB + S BB + S1 + S2 FB + S P + BB + S P + BB + S P + FB P + FB + S Analysis
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15.4 Lesson Four
Another Sufx with <ss>

1. Youve seen that in many words the sound [s] is spelled <ss> in the sufxes -less and -ness. Another sufx that ends <ss> is -ess, which adds the meaning female, feminine to nouns: host male + ess = hostess female Today we are less anxious to distinguish between males and females in our words than people were in the past. Some people nd words ending in -ess to be offensive, and many of the -ess words are falling out of use. But we still do use a number of words that contain -ess and thus the <ss> spelling of [s]. Analyze each of the following nouns into stem noun and sufx. Show any changes that took place when the sufx and stem combined:
TABLE 15.7:
Noun hostess lioness goddess princess countess poetess = Stem Noun = host = = = = = + Sufx + ess + + + + +
2. Now try some the other away around. Add the sufx -ess to the stem nouns to form new nouns, showing any changes:
TABLE 15.8:
Stem Noun priest giant steward shepherd prince god + Sufx + + + + + + = Noun = = = = = =
3. Sometimes, when -ess is added to a male noun that ends in the sufxes -er or -or, an unusual deletion occurs: waiter + ess = wait er + ess = waitress; actor + ess = actor + ess = actress. In these cases when the -ess is added, we delete the <e> or <o> in front of the nal <r>. Analyze the following words to show that change:
TABLE 15.9:
Noun waitress actress tigress = Stem Noun = wait er = actor = + Sufx + ess + ess + 681
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Noun huntress enchantress eldress tempter mister = Stem Noun = = = = = + Sufx + + + + +
4. In the male nouns ending in -er or -or that you have worked with so far, the -ess was added to the male noun. Sometimes, however, the -ess is added to the same stem to which the -er or -or is added to form the male noun, as with the stem sorcer in the table below. Write out the male and female nouns in the two right hand columns and be ready to talk about any changes that too place:
TABLE 15.10:
Stem sorcer murder govern adventure launder Male Noun: Stem plus -er or -or sorcerer Female Noun: Stem plus -ess sorceress
actress (8:4:2) adventurer (8:4:2) adventuress (8:4:2) countess (8:4:1) eldress (8:4:2) enchantress (8:4:2) giantess (8:4:1) goddess (8:4:1) governess (8:4:2) governor (8:4:2) hostess (8:4:1) huntress (8:4:2) laundress (8:4:2) lioness (8:4:1) mister (8:4:2) murderer (8:4:2) murderess (8:4:2) poetess (8:4:1) princess (8:4:1) shepherdess (8:4:1) 682
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15.5 Lesson Five
Sometimes [s] is Spelled <c>, Sometimes <sc>

1. The sound [s] is spelled < s > or <ss> about eight times out of ten. The rest of the time it is usually spelled <c>. The letter <c> spells the sound [s] only when it is followed by the letters _______, _______, or _______ . When the letter <c> spells the sound [s], it is called _____________________. 2. Whenever <c> spells [s], there will be an <e>, , or <y> following it. But the problem is that often [s] is spelled with an < s > with an <e>, , or <y> after it, too. Read the following pairs of words aloud and look at how [s] is spelled in each of them:
sell sent serial site symbol
cell cent cereal cite cymbal
Words like the ones in each of these pairs are called homophones. Homo- means same, and phone means sound. Homophones are two or more words that have the same sound but different meanings and spellings. Can you think of a third homophone for sent and cent and a third for site and cite? 3. Underline the letters that spell [s] is each of the following words:
perceive icily introducing receipt citizen advancing
certainty prejudice dependence balance decision juicy
emergency deception conscience produce secession assurance
reduce icy criticism ceiling accelerate piece
4. Sort the words into these three groups: 684
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5. The <sc> spelling of [s] is very rare, but it does occur in a few common words. Underline all of the different spellings of [s] in the words below:
susceptible abscess scent scientic
scissors discipline ascertain condescension
descent ascend fascinate discern
science scenic scythe uorescent
6. Now sort the sixteen words into these three groups:
7. Four ways of spelling [s] are _______, _______, _______, and _______.
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15.6. Lesson Six
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15.6 Lesson Six
Some Very Rare Spellings of [s]

1. The sound [s] is spelled < s >, <ss>, or <c> just about all of the time. Occasionally its spelled <sc>. Even more rarely it is spelled one of the ways illustrated in the following words. Underline the letters that spell [s]:
castle psychiatrist answer hasten
psalm listen sword waltz
psychology wrestle quartz whistle
fastener moisten rustler thistle
2. You should have found four different spellings of [s]. The rst spelling occurs in nine words. The second spelling occurs in three words, and the third and fourth spellings occur in two words each. Label the four groups below and sort the words into them:
3. In words like castle and fasten, where there is an <le> or an <en> right after the <st>, the <t> is not pronounced. It was pronounced a long time ago, but not anymore. Notice that we still pronounce the [t] in some words, like consistent or restless - though you can feel how hard it is to keep it in a word like restless. It is the loss of that earlier [t] that leads to the rare <st> spelling of [s]. The <ps> in psalm, psychology, and psychiatrist comes from the Greek letter psi,, pronounced [s ]. When Greek words were taken into Latin and English, psi was represented by <ps>. The was pronounced long ago, but gradually it came not to be, which leads to the rare <ps> spelling of [s]. The <w> is not pronounced in answer because the [w] sound tends to drop out when it is weakly stressed and is followed by [r]. Notice that there is also no [w] in conquer, with a following [r], but there is one in conquest, with no following [r]. The same pattern holds in liquor and liquid. Answer is related to the word swear, in which the <w> is pronounced, because swear is usually stressed. Remembering the relationship with swear can help you remember to put the <w> in answer. The <w> is not pronounced in sword because [w] is sometimes lost in front of certain vowel sounds. This is the same thing that led to our dropping the [w] sound in two. 686
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The [s] in words like waltz and quartz comes from German. In German <z> is pronounced [ts]. So in these words [s] is spelled <z>. answer (8:6:1) castle (8:6:1) fastener (8:6:1) hasten (8:6:1) listen (8:6:1) moisten (8:6:1) psalm (8:6:1) psychiatrist (8:6:1) psychology (8:6:1) quartz (8:6:1) rustler (8:6:1) sword (8:6:1) thistle (8:6:1) waltz (8:6:1) whistle (8:6:1) wrestle (8:6:1)
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15.7. Lesson Seven
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15.7 Lesson Seven
Some Homophones and Near Homophones with [s]

1. Ceiling and sealing. Ceiling the overhead surface of a room is an instance of the -before-<e> rule: Its before <e> except after <c>. Ceiling comes from the Latin word caelum, which meant sky and is the source of our word celestial pertaining to the sky. Notice that ceiling and celestial both have <ce>. Sealing analyzes to seal+ing. Seal originally meant a mark, often a wax impression, that guaranteed something as genuine. Seal is a simplication of the Latin noun sigillum, which in turn came from signum a distinguishing mark or sign. Thus, seal is related to many, many words that all contain < s >, including sign, signature, signal, design, insignia, and so on. 2. Conscious and conscience . Conscious and conscience are not quite homophones, but they are close enough in sound that it can be easy to confuse one with the other. The adjective conscious means aware, either of ones surrounding or of ones own existence. The noun conscience refers to that inner sense of what is right or wrong and the sense of guilt and concern we can get when we know that we have done something wrong. Conscious analyzes to co& m + n + sci + ous and contains the adjective-making sufx -ous. Conscience analyzes to co& m + n + sci + ence and contains the noun-making sufx -ence. Conscience is related to conscientious: A conscientious person usually has a strong conscience. And in conscientious the stress is on the syllable with the <e>, so you can hear the [e] sound. Remember the link between conscience and conscientious, and you can remember the <e> in the -ence sufx in conscience. So the [s] at the end of the sufx -ence in conscience is spelled <c> with a silent nal <e> to mark it as soft; the [s] at the end of the sufx -ous in conscious is spelled < s > . 3. Presence and presents. Presence and presents are like a number of other pairs such as patience and patients, and residence and residents. Presence (pre+sence) is a singular noun that means the state or action of being at a place, the opposite of absence. Presents(pre+sent+s) is a plural noun that means gifts; it can also be used as a verb, as in He presents the awards every year. Usually when a <t> comes between [n] and [s], the <t> does not get pronounced. That is why words like scents, cents, and sense are homophones. A similar set of homophones are the adjective intense and the plural noun intents, which occasionally get confused when people who mean intents and purposes write intense and purposes. About all you can do is remember that presents, patients, residents, and intents are plural nouns with the -s plural sufx. 4. In each of the following sentences cross out the incorrect word and write the correct one into the blank: 1. (ceiling, sealing). They are _______________ the packages now. 2. (patience, patients) The nurse told the doctor there were still three _______________ in the waiting room. 3. (conscious, conscience) He was not _______________ of the man behind him. 4. (presence, presents) She received many _______________ for Christmas. 5. (residence, residents) Their _______________ is just down the street. 6. (ceiling, sealing) The _______________ of his room is so low that Merv has to duck his head when he goes in there. 7. (conscious, conscience) After the party at their house, he seemed like he had a guilty _______________. 688
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8. (patience, patients) Chess is a game that requires a lot of concentration and _______________. 9. (residence, residents) The _______________ of the condominium complained to the manager. 10. (conscious, conscience) Her _______________ wouldnt let her tell that kind of lie.
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15.8. Lesson Eight
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15.8 Lesson Eight

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [s] = _____ [s] = _____ Stem + sufx = _______ [s] = ____ Verb + sufx1 + sufx2 = _______ [s] = ____ Free base + sufx = _______ [s] = ____ Free base + sufx = _______ Prex + bound base + sufx = _______ [s] = _______ [s] = _____ and _____ Prex + bound base + sufx = _______ [s] = _____ Bound base + sufx = _______ [s] = _____ Verb + sufx = _______

Words 1. presence 2. dangerous 3. residents 4. adults 5. goddess 6. immigrant 7. mathematics 8. processor 9. radius 10. residence Analysis [s] = <c> [s] = < s > Stem + sufx = danger+ous [s] = < s > Verb + sufx1 + sufx2 = resid e + ent + s [s] = < s > Free base + sufx = adult + s [s] = <ss> Free base + sufx = god + d + ess Prex + bound base + sufx =in + m + migr + ant [s] = < s > [s] = <c> and <ss> Prex + bound base + sufx = pro + cess + or [s] = < s > Bound base + sufx = radi + us [s] = <c> Verb + sufx = resid e + ence
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15.9 Lesson Nine
VCV and the Sufx 1. Mark the two letters v for a vowel and c for a consonant after each of the vowel letters marked with a v below:
committee v accomplish v listen v
advisor v reducing v smoking v
immensely v judgement v consistent v
local v courageous v exclusive v
2. Sort the words into the following matrix:
3. In the string VCC the vowel is usually _______________. In the string VCV the rst vowel is usually _______________. 4. Though it does say usually, the rule that says that the rst vowel in a VCV string is usually long is a very useful one. Now we are going to look at some of the reasons the VCV rule says usually rather than always. Mark the two letters v for a vowel and c for a consonant after each of the vowel letters marked with a v below and sort them into the matrix: 691
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gravity v grave v cavity v cave v
extremity v extreme v serenity v serene v
sublimity v sublime v profanity v profane v
5. When the sufx -ity comes right after a VCV string, the rst vowel in the string will be ______________. 6. The Sufx -ity Rule. In English the vowel right in front of the sufx -ity will always be short, even in a VCV string. The Sufx -ity Rule is stronger than the rule that says that the rst vowel in a VCV string will be long, and it is the reason for many of the words that have short vowels at the front of VCV strings. It also explains why there is a long < a > in a word like sane but a short < a > in a word like sanity. accomplish (8:9:1) advisor (8:9:1) cave (8:9:2) cavity (8:9:2) committee (8:9:1) consistent (8:9:1) courageous (8:9:1) exclusive (8:9:1) extreme (8:9:2) 692
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15.10. Lesson Ten
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15.10 Lesson Ten
More Practice with 1. The Sufx -ity Rule. The vowel right in front of the sufx -ity always be _______, even in VCV strings. 2. The sufx -ity is added to adjectives to turn them into nouns. Analyze each of the following nouns into an adjective plus -ity showing any changes:
TABLE 15.13:
Noun liberality productivity intensity electricity publicity mentality captivity reality = Adjective + Sufx = = = = = = = =
3. Now try some the other way around. Combine the adjectives with -ity to form nouns, showing any changes:
TABLE 15.14:
Adjective sublime productive rational serene personal grave extreme public local divine + Sufx + ity + ity + ity + ity + ity + ity + ity + ity + ity + ity = Noun = = = = = = = = = =
4. In Items 2 and 3 above there are sixteen different words that have have short vowels at the head of a VCV string right in front of the sufx -ity. List the sixteen words below:
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5. The sufx -ity can also be added to bound stems to form nouns. Analyze each of the following nouns into bound stem plus sufx. They all combine by simple addition:
TABLE 15.15:
Noun dignity humility ability eternity quantity quality charity sanctity necessity capacity velocity celebrity = Bound stem + -ity = dign + ity = = = = = = = = = = =
6. Six of the twelve words in 5 have short vowels at the head of a VCV string that is right in front of the sufx -ity. List the six below:
Word Blocks. Sort the words in the blocks of the pyramids into the two rows of blocks under each pyramid and you will make two words: The rst word will be an adjective. The second word will be a noun made of the rst word plus the sufx -ity. When you add the sufx -ity in the second word, the stress will shift to the vowel right in front of the sufx. Mark the stress in each word you make: 1.
Word One: Adjective that means slow to learn; not intelligent:
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Word Two: Adjective + ity = Noun that means the condition of being slow to learn and not intelligent:
2.
Word One: Adjective meaning known by all or most people; open:
Word Two: Adjective + ity = Noun meaning information that brings something to the attention of many people:
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15.11 Lesson Eleven
VCV and the Third Vowel Rule

1. You have seen that the rule that calls for a long vowel in a VCV string can be overruled by the rule that calls for a short vowel in front of the sufx -ity. The Sufx -ity Rule is part of a larger rule that explains why many other words have VCV strings with short head vowels. Notice that in a word like sanity the short a is the third vowel sound from the end of the word:
sanity 321 There is a very strong tendency for the third vowel sound from the end of a word to be short if it is stressed, even if it is the head vowel in a VCV string. 2. Notice the length of the vowels spelled by the letters in bold type in the pairs of words below:
nation compete crime nature ration grade rite solo supreme navy legal
national competitor criminal natural rational gradual ritual solitude supremacy navigate legacy
The two words in each of the pairs are closely related. In most cases the word on the right is formed from the word on the left, by adding one or more sufxes. In other cases both words have the same stem. But you should hear a difference in how the vowels in bold letters are pronounced. In each pair one vowel will be long, one will be short. Fill in the blanks: a. In the left-hand column how many of the vowels in bold letters spell the third vowel sound from the end of the word? _______ b. In the right-hand column how many of the vowels in bold letters spell the third vowel sound from the end of the word? _______ c. Are the vowels in bold letters in the left-hand column long, or are they short? _______ 697
15.11. Lesson Eleven d. Are the vowels in bold letters in the right-hand column long, or are they short? _______ e. Are the vowels in bold letters in the left-hand column the rst vowels in VCV strings? _______ f. Are the vowels in bold letters in the right-hand column the rst vowels in VCV strings? _______ g. Are the vowels in bold letters in the left column stressed? _______. h. Are the vowels in bold letters in the right column stressed? _______.
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3. Third Vowel Rule. The third vowel sound from the end of a word will often be _________ if it is _______________, even if it is the rst vowel in a _______________ string. 4. Each of the following words contains a vowel that is an example of the Third Vowel Rule at work. Underline the vowels that are examples of the rule and be ready to discuss why they are and the others are not:
legacy citizen
positive accelerate
hesitate analysis
assimilate criticize
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15.12 Lesson Twelve
More Practice with the Third Vowel Rule

1. The Third Vowel Rule. The third vowel sound from the end of a word will often be _______ if it is ___________, even if it is the rst vowel in a _______ string. 2. In sixteen of the words below the vowel in bold type is covered by the Third Vowel Rule. In the other eight words the vowel in bold type is not covered by the Third Vowel Rule sometimes because it is not stressed, sometimes because it is not the third vowel sound from the end of the word. In each word put an accent mark over the vowel that has stress on it, and put a 3 under the vowel letter that spells the third vowel sound from the end of the word. If a word does not have three vowels sounds, do not put a number under it. We have given you a start with xerography and committees:
xer ography 3 commttees 3 solvable personality alternate ambassador
remedy energy hesitate symphony objective elephant
accomplish president telephone excessive denite affection
calculate scissors venerate satisfy tolerate migrant
3. Sort the words into the two groups described below. Remember that for one of these vowels to be covered by the Third Vowel Rule, it must have an accent mark over it and a 3 under it. In the Reason column show why the vowels in bold type in the eight words are not covered by the rule: Put No stress if they are not stressed or Not #3 if they are not spelling the third vowel sound from the end of the word:
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4. In the sixteen words in which the vowel in bold type is covered by the Third Vowel Rule, eleven of the bold vowels are the rst vowel in a VCV string; ve are in a VCC string. Sort the sixteen words into these two groups:
5. Are the vowels in the VCV strings in the eleven words long or short? ___________ Why? _________________________________________________ ______________________________________________________
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VCV and Words like

1. You have worked with two rules that explain two of the reasons that many VCV strings have short head vowels: The Third Vowel Rule. The third vowel sound from the end of a word will often be _________ if it is _________, even if it is the rst vowel in a _______ string. The Sufx -ity Rule. The vowel right in front of the sufx -ity will be _________ even if it is the rst vowel in a VCV string. 2. There is a third rule that causes many other VCV strings to have short head vowels. Look at and say the word lemon: It has the VCV string <emo> in the middle, but the <e> is short. There is no sufx -ity and the <e> is not in the third syllable from the end:
le mon VCV So why is the <e> short in lemon, instead of being long, as it is in a word like demon? The brief answer to that question is that lemon was borrowed from French, and many of our words from French have that same pattern. Demon, on the other hand, has a long <e> at the head of its VCV string because demon was borrowed from Latin, not from French. Six of the following twelve words were borrowed from French and have short vowels at the head of VCV strings. None of the other six were borrowed from French; all have long vowels at the head of VCV strings. Mark all twelve words to show the VCV string as we have done with lemon:
lemon vcv demon driver
model yodel specious
scholar molar navel
river precious gravel
3. Sort the twelve words into the following two groups:
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4. Starting with the rst vowel in each word mark the VCV string. Then sort the words into the two groups described below:
specious balance yodel legal lemon schedule
chorus precious spinach ratio moment stomach
legend agent value present closet focus
local statue dozen recent molar lizard
5. Since so many words like lemon that have two vowel sounds and were borrowed from French have a short vowel in a VCV string, we will call this the French Lemon Rule: Words that have _____ vowel sounds and were borrowed from _____ will have a _____ rst vowel, even in a _____ string.
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VCV Summarized
1. The rule that says that the head vowel in a VCV string will normally be long is very useful. But you have seen that it is complicated by three smaller rules that can overrule it: The Sufx -ity Rule. The vowel right in front of the sufx -ity will always be __________, whatever kind of string it is in. The Third Vowel Rule. The third vowel sound from the end of a word will often be __________ if it is __________ , even if it is the rst vowel in a __________ string. The French Lemon Rule: Words that have __________ vowel sounds and were borrowed from __________ will have a __________ rst vowel, even in a __________ string. 2. Mark the VCV strings in the following words, starting with the vowel in bold type in each one:
advisor closet exclusive extremely publicity focus
agent navel competitor courageous electricity criminal
legend molar legal local ration ratio
nature quality recent ritual serene schedule
simplicity solitude solo moment stomach yodel
4. Now sort the twelve words with short vowels into the following three groups:
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TABLE 15.16: Words in which the short vowel is due to the . . .

Sufx -ity Rule Third Vowel Rule French Lemon Rule
5. The following sentence summarizes the three rules that can lead to short vowels in VCV strings: In a VCV string the rst vowel will usually be __________, but the third syllable from the end of a word will often be __________ if it is __________, even if it is the rst vowel in a VCV string; and the vowel right in front of the sufx __________ will be __________ even if it is the rst vowel in a VCV string; and many words that were borrowed from __________ will have short vowels in a VCV string.
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Test Two
Each word is an instance of one of the three rules youve just studied. For each word, put a check in the proper column to indicate of which rule it is an instance:
TABLE 15.17:
Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Sufx -ity Rule 3rd Vowel Rule French Lemon Rule

Words 1. analysis 2. balance 3. competitor 4. legend 5. precious 6. symphony 7. publicity 8. schedule 9. sublimity 10. locality Sufx -ity Rule 3rd Vowel Rule X X X X X X X X X French Lemon Rule X
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15.16 Lesson Sixteen
Review of
Its before <e>, except after <c>, Or when spelling [ a], as in neighbor or weigh. 1. The version of the Before <E> Rule that we use is a little different from the old rhyme quoted above: There are two things different in our version: First, it has an extra line: Or when spelling [ ] at the beginning or middle of an element. And second, it applies only to cases where the and <e> are in the same element in the word. Our version doesnt rhyme so well, but it is more reliable: Before <E> Rule. Within a single element, its before <e>, except after <c>, Or when spelling [ a], as in neighbor or weigh, Or when spelling [ ] that is at the elements beginning or mid. Spellings that follow this rule are called instances of the rule, and spellings that do not follow it are called holdouts. To be an instance a spelling involving and <e> within a single element must be one of the following: a. b. c. d. <cei>, or <ei> spelling the long < a > sound, [ a], or <ei> spelling the long sound, [ ], at the front or the middle (but not at the end) of an element, or <ie> everywhere else.
On the other hand, to be a holdout a spelling must be either a. a <cie>, or b. an <ei> not in a <cei> and not spelling [ a] and not spelling [ ] at the beginning or middle of an element. 2. The following forty words contain twenty-eight instances of the rule and twelve holdouts. Sort them into the ve groups indicated below:
achieved eight believe ceiling conceive forfeit counterfeit deceit die protein 706
eiderdown reign feisty nancier foreign neighbor grief heifer receipt sleight
hygiene sovereign kaleidoscope leisure lie seismic friendship piece poltergeist weird
receive priest relieve surfeit vein tie seize shriek schlemiel weir
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3. The following words at rst sight may seem like holdouts to the rule. Analyze each word into its elements as indicated in the formula: P = Prex, BB = Bound Base, FB = Free Base, and S = Sufx. Weve given you a start here and there:
TABLE 15.19:
Word ancient herein conscience iciest obedient science society experience efciency patience Formula BB+S FB+FB P+BB+S FB+S+S BB+S BB+S BB+S P+BB+S P+BB+S BB+S Analysis anci +
+ edi + + ety + c + i +
You should have found that in each of these words there is an element boundary between the and the <e>. Since the Before <E> Rule only applies to spellings where the and <e> are in the same element, words like these are not holdouts.
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The Set of Bound Bases

1. The bound bases ceive and cept both come from the Latin verb, capere, which meant to take. The meaning they add to words today is usually not too clear, but they usually add a meaning like take. For instance, the ad- in accept means to, toward, and when you accept something you take it to yourself. Notice how ceive and cept work together in these sentences: When you receive something, its a reception. When you deceive someone, its a deception. Bases that work together in this way are called a set. A set consists of two or more elements that work together as a team. They are related etymologically and they are usually more or less similar in spelling and meaning. Sort the following words into the matrix below:
conceive concept receive receptacle
preconception acceptance deceive conception
reception contraceptive deception susceptibility
exception perception receptor perceive
2. Fill in with either ceive or cept. Usually when we want a verb, we use __________, and when we want a noun, we use __________. Three holdouts to this conclusion are the verbs accept, except, and intercept. We do not have the verbs *acceive, *exceive, or *Interceive and apparently never have had. 3. We can use ceive and cept to form adjectives and adverbs. Analyze the following adjectives into prexes, bases, and sufxes:
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TABLE 15.20:
Adjective exceptional inconceivable perceptible unacceptable conceptual deceptive unexceptionable imperceptible receptively receivable susceptible unaccepting = Analysis = = = = = = = = = = = =
4. Before <E> Rule: If the and the <e> are in the same _________, its before <e>, except a. after ______________, or b. when spelling _____________, as in neighbor or _____________, or c. when spelling __________ that is at the elements beginning or _____________. In ceive the spelling is <e> before after <c>, just as the Before <E> Rule says. Most of the time when you are faced with a <cei> spelling, it will be in a word with the base ceive.
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The Set of Bases

1. In the set duce, duct, the base duce is bound; the base duct is free. We do not have a word spelled <duce>, but we do have the word duct. Duce and duct are members of a set and work together in verbs and nouns the way ceive and cept do: When you reduce something, its called a reduction. When you introduce someone, its called an introduction. Though it can be hard to see at times, duce and duct add a meaning like lead, direct to words: In introduce the prex intro- means into, inward, and when you introduce someone to something, you do lead them into it. The original idea in reduce is one of leading back or leading down and making less. 2. Examine the following pattern and ll in the blanks:
TABLE 15.21:
Verbs deduce induce seduce reduce produce In this array verbs take the base _______. Nouns and adjectives take the base _____________. 2. As you might expect that pattern, though strong and useful, is more complicated than it is in that array. Combine the following prexes, bases, and sufxes to form words, showing any changes that take place when the elements combine. In the Part of Speech column show whether each word is a noun, verb, adjective, or adverb: Nouns deduction induction Adjectives deductive seductive reductive reproductive
reproduction
TABLE 15.22:
Elements co& m+ n + duct + ed de + duct + ion pro + duct + ive in + duce + ment intro + duce + ed intro + duct + ion pro + duce + er pro + duct + ive + ity un + pro + duct + ive mis + com + duct de + duce + ible 710 Word conducted Part of Speech Verb
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Elements de + duct + ible intro + duct + ory com + duct + or com + duce + ive super + com + duct + or Word Part of Speech
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The Set of Bases

1. Cede and cess are a set much like ceive and cept, and duce and duct: When you concede something, you make a concession. When the economy recedes, it is a recession. The pattern for the bases in this set is much like those youve been working with, with one extra complication. Some of the words in this array are quite rare, but dont let that worry you; the important thing is to see the pattern:
2. In the array succeed, proceed, and exceed are different from the other verbs. What is the difference?____________________________________________ 3. In this array the verbs are formed with the bases __________ and __________, and their nouns are formed with the base __________. Cede and ceed are two different forms of the same base. When two forms like cede and ceed are so much alike in sound, meaning, and spelling, the little difference in spelling can be confusing. Since succeed, proceed, and exceed are the only verbs that contain the ceed form, the easiest thing to do is to remember the three. A mnemonic sentence can help: If you proceed and do not exceed, you will succeed. And some people remember the three with the use of a little diagram based on the word speed: 712
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Succeed Proceed Exceed E D The <spe> in speed can help you remember the rst letters of the three verbs, and the <eed> in speed can help you remember that these three contain the form ceed. 3. Combine the following elements to form nouns, verbs, adjectives, and adverbs.
TABLE 15.23:
Elements ex + ceed + ing + ly ex + cess + ive + ly re + cess + ive ne + cess + ary ante + cede + ent + s ad + cess + ible pro + ceed + ing + s ne + cess + ity se + cess + ion + ist ne + cess + ary + ly Word Part of Speech
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15.20 Lesson Twenty
More About
1. Although the bases cede and ceed appear in a number of words, neither is in the word supersede. The base in supersede is sede. Cede comes from a Latin word that meant go, go back, give way; sede comes from a Latin word that meant sit. Super- means above, so supersede means something like to sit above, to be superior to. Remember that the base sede in supersede starts with an < s > just like sit. The verb cede, as youve seen, has a noun partner, cession, which means something that is surrendered or ceded formally to another. And cession has a homophone, session. Session is related to the base sede and means, basically, a sitting. In fact, we still speak of a court sitting in session. 2. The verb proceed has another unusual thing about it: Though it ts the proceed, process, process pattern, when we add the sufx -ure to it, to make a noun, the noun is not spelled *proceedure, as we would expect it to be. Instead it is procedure. Think of it this way: We spell the noun procedure as if the verb proceed contained the base form cede rather than ceed. You may nd it easier to remember how to spell procedure if you remember that both proceed and procedure contain two <e>s. In proceed the two <e>s are side by side; in procedure theyre spread out a bit. 3. Analyze the following words into prexes, bases, and sufxes, showing any changes that occurred when the elements combined:
TABLE 15.24:
Word proceed proceedings proceeded procedure procedures procedural procedurally necessarily preceding recesses cessions sessions superseding abscess antecedents precedents Analysis
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The Set of Bound Bases

1. In the miss, mit set there is a verb-noun pairing for the bound bases miss and mit much like others with which youve worked:
TABLE 15.25:
Verbs admit commit emit intermit omit permit remit submit transmit Nouns admission commission emission intermission omission permission remission submission transmission
In this array verbs have the base __________ and nouns have the base _________. 2. Mit and miss come from a Latin verb that had the meaning let go, cause to go, send. Those root meanings are fairly clear in most of the words in this array, if you remember the meanings of some prexes:
ad [U+0080][U+009C]to, toward[U+0080][U+009D] ex [U+0080][U+009C]out, away[U+0080][U+009D]
inter [U+0080][U+009C]between, among[U+0080][U+00 trans [U+0080][U+009C]across[U+0080][U+009D]
com [U+0080][U+009C]with, together[U+0080][U+009D] re [U+0080][U+009C]again, back[U+0080][U+009D]
Be ready to discuss the connections you see in these words between what the prexes and bases mean and what the words mean today. 3. Combine these elements into words, showing any changes that take place when the elements combine:
TABLE 15.26:
Elements trans + mit + er com + miss + ion + er com + miss + ar ad + mit + ance miss + ile com + mit + ment ex + miss + ion sub + miss + ive + ly Word
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Elements miss + ion + ary dis + miss + al Word
4. Now try some the other way around. Analyze these words into prexes, bases, and sufxes, showing any changes:
TABLE 15.27:
Word emitted intermissions admittedly intermittent permissible remittance submitted dismissed missionaries committees omitted remission Analysis
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Noun + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________ Prex + bound base + sufx = _________

Words 1. conceivable 2. inducement 3. exceeds 4. natural 5. necessary 6. products 7. receiver 8. susceptible 9. submission 10. submitting Analysis Prex + bound base + sufx = co& m + n + ceiv e + able Prex + bound base + sufx = in + duce + ment Prex + bound base + sufx = ex + ceed + s Noun + sufx =natur e + al Prex + bound base + sufx = ne + cess + ary Prex + free base + sufx = pro + duct + s Prex + bound base + sufx = re + ceiv e + er Prex + bound base + sufx = sub + s + cept + ible Prex + bound base + sufx = sub + miss + ion Prex + bound base + sufx = sub + mit + t + ing
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How Do You Spell [z]?

1. You can hear the sound [z] at the beginning and end of the word zebras. Underline the letters that spell [z] in the following words. Do not underline any silent nal <e>s:
procedures positive quiz dozen divisible seized
zealous criticize pajamas abuse (verb) hesitate citizen
president gymnasium lizard waitresses residence recognize
closet observe wisdom presents squeeze phase
3. Most of the time [z] is spelled < s > or <z>. It is difcult to write any clear-cut rules for telling when [z] should be < s > and when it should be <z>. But here are three useful observations: a. The < s > spelling of [z] does not occur at the beginnings of words; the <z> spelling does. b. The < s > spelling is much more common than is the <z> spelling. c. The < s > spelling is most common in longer words that come from Latin because <z> was rarely used in Latin. The Homophones phase and faze Phase is most often used as noun that refers to a stage in a process or the various appearances that a person or | , phasis, which meant thing may have, as in He>s in his rebellious phase. It comes from the Greek word 718
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appearance. Our word phase is closely related to words like phantom, phenomenon, and emphasis, all of which come from that same Greek phasis and have the same <ph>, representing the Greek letter phi, . Faze is most often used as a verb that means to disturb or upset someone, as in His insult didnt faze her one bit. Faze comes from the Old English word f esian, to drive away. It is not related to any other modern words, but there is at least a spelling connection with words like daze, craze, and amaze, all of which deal with disturbances to the mind of one kind or another. So remember faze, craze, daze, amaze to help with the <aze> spelling in faze. And remember phase, phantom, phenomenon to help with the <ph> spelling in phase.
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Sometimes [z] is <zz>, Sometimes <ss>

1. Underline the letters that spell [z] in the following words:
blizzard sizzle dessert dissolve 2. Sort the words into these two groups:
whizzed scissors puzzles fezzes
quizzing possess dizzy dazzle
grizzly brassiere possession embezzle
3. The sound [z] is spelled <ss> only rarely. In fact, the words above are just about all of the cases. Notice that the <ss> is always in the middle of the word. 4. The <zz> spelling of [z] is also rather rare. It is sometimes due to twinning, sometimes due to the VCC pattern, and it occurs between short vowels and <le>:
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5. Some Other Spellings of [z]. In the Russian word czar, [z] is spelled <cz>. Another way of spelling this word is tsar, in which [z] is spelled <ts>. In the word asthma [z] is spelled <sth>. And the letter <x> at the beginning of words normally spells [z]:
xerography
xenon
xylophone
xenophobia
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C HAPTER
16
Chapter Outline
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How Do You Spell [f]?

1. You can hear the sound [f] at the beginning and end of the word uff. Underline the letters that spell [f] in the following words:
uorescent efcient fascinate buffalo feisty scientic
fastener indifferent notify counterfeit profanity defrauded
heifer certify golf coffee wafes fezzes
foreign friendly shelf denite iffy nancier
2. Sort the words into the following two groups:
About 90% of the time [f] is spelled one of these two ways. 3. Most of the time [f] is spelled _______ or ______. 4. It is usually easy to know when to use <f> and <ff>. The <ff> is always there for good reasons. Most often it is due to assimilation or the VCC pattern, or it is between a short vowel and <le>. Less often it is due to twinning or simple addition. With <ff> the VCC pattern rather than the VC# is usual at the end of words, as in stiff and staff rather than *stif or *staf. The only words that end with a single <f> following a short vowel are the French chef and clef and the English word if. So the only cases of [f] spelled <ff> due to twinning are in iffy, ifer, and ifest. In the following words, if the <ff> spelling is due to assimilation, twinning, or simple addition, analyze the word into prex, base, and sufx to show where the <ff> spelling comes from. If the <ff> is due to the VCC pattern or is between a short vowel and <le>, just write VCC or <fe> in the Analysis column. Remember that VCC rather than VC# is normal for [f] at the end of the word:
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TABLE 16.1:
Word affection iffy offering sheriff effective shelfful gruff buffalo indifferent efcient wafes daffodil suffered ifest coffee Analysis
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Five Other Ways to Spell [f]

1. Underline the letters that spell [f] in the following words:
physics elephant sphere phase xylophone
prophet asphalt philosophy phantom emphasis
phenomenon xenophobia telephone phrase symphony
xerography paragraph photograph nephew triumph
The <ph> spelling of [f] usually comes from the Greek letter phi, which was translated into Latin and English as <ph>. In sapphire [f] is spelled <pph>. Sapphire comes from the Greek word | o, sappheiros, in which the rst was the Greek letter pi, , and the <ph> was phi, . 3. In a very few words [f] is spelled <gh>:
rough
laugh
trough
enough
cough
tough
Where is the <gh> in all of these words at the front, in the middle, at the end? _______ Is the vowel in front of the <gh> long or is it short? _______. The vowel in front of the <gh> is spelled with two letters. What is the second of these letters in each word? _______ Hundreds of years ago this <gh> spelled a sound like that you hear at the end of the Scottish pronunciation of loch or the German pronunciation of Bach. In time that sound dropped out of English, but the <gh> usually stayed in 725
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the written words. After long vowels the <gh> came to be no longer pronounced, as in sigh and right. And after short vowels spelled with a digraph ending in it came to be pronounced [f], as in the six words above. 4. In the words calf, behalf, and half [f] is spelled <lf>. The <l> used to be pronounced [l] as it still is in words like golf and shelf but in time people changed the pronunciation of calf, behalf, and half without changing their spellings. 5. In the words often and soften [f] is spelled <ft>. The <t> used to be pronounced. You still hear some people who pronounce the <t> in often. In fact, some dictionaries show two pronunciations for often, one with and one without the [t]. But usually the <ft> just spells [f]. 6. Usually the sound [f] is spelled _______ or _______. Sometimes [f] is spelled <ff> because of ________, ________, ________, ________, or ________. Words with <ff> due to twinning are ________, ________, and ________. Five other spellings of [f] are ________, ________, ________, _______, and ________.
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More About the Sufx 1. Youve seen that the sufx -ity regularly has a stressed short vowel in front of it. Youve also seen that -ity is added to adjectives and bound stems to make nouns. Analyze each of the following nouns into stem plus sufx, showing any changes that took place. In the Stem column write Adjective if the stem is an adjective or Bound if it is a bound stem.
TABLE 16.2:
Noun productivity necessity quality dignity extremity complexity humility capacity quantity publicity Analysis: Stem + Sufx productiv e+ ity Stem Adjective
2. The sufx -ity has two other forms that are used in certain settings: -ety and -ty Underline the forms -ity, -ety, and -ty in the following words:
anxiety casualty celebrity certainty charity eternity
ferocity gaiety intensity liberty loyalty mentality
notoriety penalty piety poverty property propriety
reality sanctity implicity society specialty variety
3. Sort the twenty-four words into these three groups: 727
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4. You know that -ity always has a stressed short vowel right in front of it. Is the vowel right in front of -ty stressed or unstressed? _______________. Is the vowel right in front of -ety long or short? ____________. Is it stressed or unstressed? _______________. 5. What are the main differences between words in which we use -ity and those in which we use -ty? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ 6. Here are the analyses of the words above with -ety:
anxiety propriety notoriety society gaiety variety
= = = = = =
anxi + ety propri + ety notori + ety soci + ety ga y + i + ety var y + i + ety
7. What are the main differences between words in which we use -ity and those in which we use -ety? __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________
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More Practice with 1. Combine the following elements to form nouns:
TABLE 16.3:
Elements capt + iv e+ ity pi + ety abil + ity anxi + ety soci + ety pro + duct + ive + ity speci + al + ty proper + ty multi + plic + ity gay + ety vary + ety notori + ety ment + al + ity liber + ty sub + lime + ity com + plex + ity in + capac + ity re + al + ity un + cert + ain + ty case + ual + ty feroc + ity majes + ty pen + al + ty roy + al + ty Noun captivity
2. Cross out the incorrect answer: The sufx -ty is used if the vowel right in front of it is (stressed/unstressed) . The sufx -ety is used if the vowel right in front of it is (stressed/unstressed) and (long/short) . And the sufx -ity is used if the vowel right in front of it is (stressed/unstressed) and (long/short) .
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The Free Bases

1. Scribe and script mean write, writing. They work in partnership like other pairs of bases with which you have been working:
TABLE 16.4:
Verbs circumscribe describe inscribe prescribe proscribe subscribe transcribe Sort the fourteen words into this matrix: Nouns circumscription description inscription prescription proscription subscription transcription
2. In this array the base scribe is used to form _______________, and the base script is used to form _______________. 3. Analyze the following words into prexes, bases, and sufxes:
TABLE 16.5:
Word description 730 Analysis
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Word indescribable inscribes inscription prescriptions subscriber transcript postscript descriptively scriptures prescribing subscript scriptural circumscribed transcribing manuscript proscribed proscription scriptwriter nondescript superscript Analysis
Word Histories. The words subscript and superscript come from Latin words that meant written under and written above. That is exactly what subscripts and superscripts are, things that are written under or above something else:
scriptsuperscript
scriptsubscript
The base manu in manuscript means hand: Originally, a manuscript was something written by hand.
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16.6. Lesson Thirty
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16.6 Lesson Thirty

Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [f] = __________ [ o] = __________ Adjective + sufx = __________ Prex + bound base + sufx = __________ [z] = __________ [f] = __________ [z] = __________ Bound base + sufx = __________ Prex + free base + sufx = __________ Bound base + free base = __________ Prex + free base = __________ [z] = __________ [f] = __________

Words 1. buffalo 2. certainty 3. complexity 4. citizen 5. phase 6. society 7. subscription 8. manuscript 9. prescribe 10. xylophone Analysis [f] = <ff> [ o] = <o> Adjective + sufx = certain + ty Prex + bound base + sufx = com + plex + ity [z] = <z> [f] = <ph> [z] = < s > Bound base + sufx = soci + ety Prex + free base + sufx = sub + script + ion bound base + free base = manu + script Prex + free base = pre + scribe [z] = <x> [f] = <ph>
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How Do You Spell [j]?

1. You can hear the sound [j] at the beginning and end of the word judge. Underline the letters that spell [j]. Dont include any silent nal <e>s in your underlining. You should nd four different spellings:
object acknowledge budget gymnasium majesty wreckage
juicy majestic courageous grudge gadget adjective
judgement pajamas hygiene dejected oxygen journalist
adjust justify energy prejudice digestion messenger
2. Sort the words into these four groups:
3. Look at the words in which [j] is spelled either <g> or <dg>. Sort them into the following three groups: 733
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You should have found that the <g> and <dg> spellings of [j] follow the normal pattern for soft <g>: They are always followed by either <e>, , or <y>. The <dg> spelling is like a double soft <g>. It always has a short vowel in front of it, just as the VCC pattern calls for. 4. When there is a long vowel right in front of the [j], how is the [j] spelled, <g> or <dg>? _______. When there is a short vowel right in front of the [j], how is the [j] spelled, <g> or <dg>? _______. When the [j] is spelled <g>, which letters always follow the <g>?_______, _______, or _______. Does the spelling <j> usually come at the front, in the middle, or at the end of an element? __________ Does <dg> ever come at the front of a word? _______ 5. The <dj> spelling of [j] is very rare. Find the two words from the list above in which [j] is spelled <dj>. Analyze them into prex plus stem to show where the <dj> comes from:
TABLE 16.8:
Word with [j] spelled <dj> Analysis: Prex + stem
6. Four ways of spelling [j] are _______, _______, _______, and _______. acknowledge (8:31:1) adjective (8:31:1) adjust (8:31:1) budget (8:31:1) courageous (8:31:1) dejected (8:31:1) digestion (8:31:1) energy (8:31:1) gadget (8:31:1) grudge (8:31:1) gymnasium (8:31:1) hygiene (8:31:1) journalist (8:31:1) judgement (8:31:1) juicy (8:31:1) 734
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Sometimes [j] is Spelled <d>

1. Another way of spelling [j] is due to the same kind of palatalization that you encountered in the various spellings of [sh]. Underline the letters that spell [j] in the following words:
gradual pendulum fraudulent
schedule graduate residual
procedure individual modulation
educate arduous assiduous
2. What letter always follows the <d> in these words? _____ 3. Underline the letters that spell [j] in the following three words:
cordial
grandeur
soldier
How does the setting in which <d> spells [j] in these three words differ from the setting in part 1 above? ___________________________________________________________ ___________________________________________________________ 4. Sort the following words into the two groups dened below:
graded gradual pendulum dependent
fraudulently defrauded resident residual
modulate proceeded individual undivided
educated reduced arduous yardage
5. You have worked with ve different ways to spell [j]. Write them in the left-hand column below, and in the right-hand column write a word that contains each of the spellings: 736
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The Sufx 1. You have seen that normally after stressed long vowels and consonants [j] is spelled <g> and after stressed short vowels it is spelled <dg>. Usually after an unstressed vowel [j] is spelled <g>. And very often it is in the sufx -age, which forms nouns, usually (but not always) from verbs: pack + age = package Verb + age = Noun Combine the following stems and sufxes to form nouns. Show any changes:
TABLE 16.9:
Stem pack drain break wreck pass carry store dose percent + Sufx + age + age + age + age + age + age + age + age + age = Noun = package = = = = = = = =
2. Try some the other way around. Notice that not all the stems in this group are verbs:
TABLE 16.10:
Noun package carriage luggage percentage dosage roughage yardage postage storage passage baggage = Stem = pack = = = = = = = = = = + Sufx + age + + + + + + + + + +
3. The sufx -age is often added to bound stems. Add -age to each of the following bound stems to form a noun:
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TABLE 16.11:
Bound Stem advant aver dam encour foli langu mess sav vill voy Noun: Bound Stem +age advantage
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The Sufxes -
1. The main function of the sufxes -able and -ible, as in considerable and corruptible, is to change verbs and bound stems into adjectives. The sufxes -able and -ible are two of the most troublesome homophones: When is it < a > and when is it . Unfortunately, the answer to that simple question is extremely complicated. If we did answer it, we would be left with a rule too long and complex to remember and use.Pronunciation is no help because in normal speech they are pronounced the same, [bl]. But there are three things that can help: First, since we are dealing with sufxes, they come late enough in the word that if you can spell the rest of the word, you can nd the correct form in the dictionary. So they are easy to look up. However, second, if you are stranded without a dictionary, -able is about six times more common than -ible, so if you have to guess, guess -able. Third, as the next four lessons will show, there are some patterns that can be quite helpful. 2. In the following table ll in the unshaded blanks. Then answer the question at the end of the table: 740
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3. Do verbs that form nouns with -ation form adjectives with -ible or with -able? ___________. That leads to our rst useful generalization: Stems that form nouns with <ation> take -able to form adjectives Teaching Notes. The complications that we are trying to sort out here arise from a number of complications that occurred hundreds of years ago when words with -able and -ible were brought into the English language, usually from French and Latin. In general, the forms with -ible came directly from Latin, while those with -able came by way of French. But -able became the preferred form in English so that some words originally with -ible were respelled with -able, and -able was used with new adjectives based on native verbs, like unspeakable.
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More About 1. In the previous lesson you saw that stems that form nouns with <ation> take -able to form adjectives. In the Verb column list the verb from which each adjective is derived:
TABLE 16.12:
Verb appreciate calculate communicate demonstrate equate estimate navigate negotiate penetrate remediate separate venerate anticipate circulate create indicate locate translate 5. Do verbs that end in -ate take -ible or -able? _________ That gives us our second useful generalization: Verbs that end in <ate> take -able to form adjectives. 3. In the Verb column list the verb from which each adjective is derived: Adjective appreciable
TABLE 16.13:
Verb classify Adjective classiable deniable enviable justiable leviable magniable modiable multipliable notiable
justify magnify modify multiply notify 742
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Verb pity rely vary Adjective
Which do verbs that end in <y> take to form adjectives, -ible or -able ? - able Notice that if a verb that ends in <y>, like deny, took -ible, the <y> to change would lead to deniible, which wouldnt work since we avoid <ii> in English. If we deleted one of the s, wed get denible, which doesnt t the pronunciation because it leaves one vowel sound unspelled. So -able must be the logical choice. That gives us our third useful generalization: Verbs that end in <y> take -able to form adjectives.
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Even More About 1. You have seen that sets of bases work together as a team, the way ceed and cess work together in the verb succeed and the noun success. Sometimes one member of a set will be used for the noun ending in <ion> and another for the adjective ending in [bl]. For instance, consider the nouns and adjectives derived from the verbs reclaim and comprehend: In the set claim, clam, the noun reclamation uses the bound base clam while, the adjective reclaimable use the free base claim.
TABLE 16.14:
Verb reclaim Noun reclamation Adjective reclaimable
On the other hand, in the set hend, hens, the noun comprehension uses the same base as the the adjective comprehensible.
TABLE 16.15:
Verb comprehend Noun comprehension Adjective comprehensible
2. Fill in the blanks and answer the questions following the table:
TABLE 16.16:
Verb Noun absorption certication comprehension disposition divide explain explosion persuade pronunciation resolution revelation satisfaction solve submerge 744 Adjective absorbable certiable comprehensible destructible disposable dividable explainable explosible perceptible persuasible pronounceable reclaimable resolvable revealable satisable solvable submersible
destroy
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Verb Noun Adjective transmittable
3. In the words in this array if the noun uses a different base from the adjective, the adjective ends in _______. If the noun uses the same base as the adjective, the adjective ends in _______. 4. That leads to a fairly good generalization: In verb-noun-adjective families, if the noun ending in <ion> uses a different base from the adjective, the adjective takes -able; if the noun uses the same base as the adjective, the adjective takes -ible.
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Summary and Review of 1. Here are the generalizations from the previous three lessons: i. Stems that form nouns with <ation> take -able to form adjectives ii. Verbs that end in <ate> take -able to form adjectives. iii. Verbs that end in <y> take -able to form adjectives. iv. In verb-noun-adjective families, if the noun ending in <ion> uses a different base than the adjective, the adjective takes -able; if the noun uses the same base as the adjective, the adjective takes -ible. 2. Applying these generalizations, ll in the blanks below:
3. All of the words with -ible come from French and Latin (as do many of those with -able). However, -able is the form we use for making adjectives from native English words and for making up new words. The following words are all native English words. Add the sufx that changes them to an adjective ending in [bl]:
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TABLE 16.17:
Native Word answer believe break chew crunch drink foresee forget forgive kiss kiss laugh learn reach return sing teach work Adjective with [bl]
Native adjectives use the sufx _______________________. This is a very strong generalization. But it is not very useful if you cant recognize native words. One hint: Notice that native words tend to be very short, only one syllable. Compare them with the words in the tables in Lesson 36. Words from Latin and French most often have two or more syllables. 4. The following are a few adjectives that have just recently been made up. Analyze each one into its stem plus sufx and be ready to talk about what you think they mean:
TABLE 16.18:
New Adjective biodegradable addressable air-droppable camouageable cartoppable thermoformable Analysis: Stem + Sufx
5. One last word about -able and -ible: Remember that -able is about six times more common than -ible and that it is usually a good bet.
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [j] = ____ Verb + sufx = _______ [j] = ____ Verb + sufx = _______ Verb + sufx = _______ [j] = _______ Verb + sufx = _______ [j] = ____ Free stem + sufx = _______ Bound stem + sufx = _______ Verb + sufx = _______ [j] = _______ [j] = _______ Prex + bound base + sufx = _______

Words 1. knowledge 2. carraige 3. adorable 4. pajamas 5. considerable 6. percentage 7. divisible 8. exhaustible 9. justication 10. procedure Analysis [j] = < dg > Verb + sufx = know + ledge y + i + age [j] = < g > Verb + sufx = carr Verb + sufx = ador e + able [j] = < j > Verb + sufx = consider + able [j] = < g > Free stem + sufx = percent + age Bound stem + sufx = divis( e) + ible Verb + sufx = exhaust + ible [j] = < j > [j] = < d > Prex + bound base + sufx = pro + ced e + ure
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How Do You Spell [ch]?

1. About two-thirds of the time [ch] is spelled either <ch> or <tch>, and <ch> is about ve times as common as <tch>. Underline the letters that spell [ch] in the following words:
chalk watch charity scratch teacher
enchanted chimney sketches research kitchen
merchandise butcher mischief wretched chuckle
spinach dispatch purchase chocolate achieve
2. Sort the words into the following matrix:
3. Among the words in Items 1 and 2, when [ch] comes (a) at the end of a free stem and following a stressed short vowel or (b) in a VCC string, it is spelled ___________; everyplace else it is spelled ___________. 4. On the basis of the analysis youve just done, be ready to discuss the following questions: (i) Why can we say that <tch> behaves like a double <ch>? 749
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(ii) What is unusual about the sounds in front of the <ch> in bachelor and treacherous? What rule did you recently learn that would explain the unusual sound in front of <ch> in these words? (iii) What is there about the following six words that makes them holdouts to the pattern youve just found and described?
attach much
detach such
rich which
There is little we can say about these six, except that they are clear holdouts to an otherwise useful and reliable rule and that there are fortunately very, very few of them.
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16.16 Lesson Forty
Sometimes [ch] is Spelled <t>

1. About two-thirds of the time [ch] is spelled either <ch> or <tch>, and we can practically always tell when to pick <ch> and when to pick <tch>. About one-third of the time [ch] is spelled <t>. This <t> spelling is very much like the <t> spelling of [sh] and the <d> spelling of [j] with which you have already worked. It, too, is due to palatalization. Underline the letters that spell [ch] in the following words:
culture intellectual questions unfortunately naturally
suggestion spiritual situation mortuary eventual
actual literature indigestion ritual adventurous
virtue congestion perpetual statue celestial
2. Now sort the words into these two groups:
2. In these words, which vowel is stressed: the one in front of the [ch] or the one after it? _______ What letter usually follows the t that spells [ch]? _______ 3. Most of the time when [ch] is spelled <t>, there is a after the <t>. But often a <t> that spells [ch] is followed by an . In earlier lessons you saw that a <t> right in front of two unstressed vowels spells the sound [sh], as in deletion and spatial. However, when the <t> has an < s > right in front of it, the <t> doesnt spell [sh]; it spells [ch], as in question and celestial. This is another case of a smaller, stronger pattern inside a larger pattern. 4. Below you are given prexes, bases, and sufxes to combine. In each case you should produce a word that contains [ch] spelled <t> due to palatalization. Show any changes:
TABLE 16.21:
Prexes, Bases, and Sufxes dis + gest + ion spirit + ual Words with [ch] Spelled <t>
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Prexes, Bases, and Sufxes quest + ion + er act + ual + ly ad + vent + ure + ous script + ure + al liter + ate + ure virtue + ous com + gest +ion celest + ial per + pete + ual sub + gest + ion + s Words with [ch] Spelled <t>
You can see that very nearly all the time when [ch] is spelled <t>, the <t> is either followed by an unstressed or it is followed by the sufx -ion and has an < s > right in front of it.
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A Final Word About [ch]

1. There are three rare spellings of [ch] that are found only in a few Italian and German words that still have their Italian and German spellings. In Italian [ch] is regularly spelled <c> or <cc>, and in German it is regularly spelled <tsch>. [ch] = <c>. In the Italian words cello, concerto, vermicelli, and the greeting ciao [ch] is spelled <c>. [ch] = <cc>. In the Italian words capriccio and cappuccino, [ch] is spelled <cc>. [ch] = <tsch>. In the German words kitsch and putsch, [ch] is spelled <tsch>. 2. According to some dictionaries the <c>s and < s >s in words like nancial and mansion spell [ch]. Most dictionaries show them as spelling [sh], but Merriam-Websters big unabridged dictionary is one that has it [ch]. It is a case of the experts disagreeing about what they hear. You might listen to your own pronunciation of these words and those of your friends. What happens is that some people tend to put a [t] sound in between the [n] and [sh], and the [tsh] actually equals [ch]. Either pronunciation is correct. 3. Sort the words into the groups, depending on whether you think you pronounce them with [sh] or [ch]. There is room here for honest differences of opinion, so weve given you extra blanks:
nancial apprehension transient condescension
expansion dimension cello capriccio
concerto kitsch vermicelli ancient
comprehension dissension cappuccino suspension
4. Now sort the words again, this time on the basis of how the [ch] (or [sh]) is spelled. Write them into the proper groups below and in the columns marked [ ] write in the pronunciation of the <c>, <cc>, or < s >. 753
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4. The three most common ways to spell [ch] are _____, _____, and _____.
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How Do You Spell [w]?

1. You can hear the sound [w] at the beginning of the word word. Underline the letters that spell [w] in the following words:
wafes afterward waitress between waltzes
sweaty weirdest swallow wisdom unworthy
witness weather reweighed unwillingly twentieth
welfare twinkle sweetheart notwithstanding twelfth
2. Analyze each of the words as directed in the formula. Key: BB = Bound base, FB = Free base, BS = Bound stem, FS = Free Stem, P = Prex, S = Sufx:
TABLE 16.22:
Word wafes afterward waiters between waltzes sweaty weirdest swallowing wisdom unworthy witness weathered reweighed unwillingly twentieth welfare twinkling sweetheart notwithstanding twelfth Formula FB+S FS+S FB+S+S P+BS FB+S FB+S FB+S FB+S BB+S P+FB+S BB+S FS+S P+FB+S P+FB+S+S FS+S BB+FB FS+S FB+FB FB+FB+FB+S BS+S Analysis
4. Now sort the words into the following two groups: 755
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5. In those seven words in which the [w] is not at the front of an element, it is part of a consonant cluster. Do these clusters come at the front of elements in these words? ___________. 6. When [w] is spelled <w>, the <w> either comes at the ___________ of an element or it is in a consonant cluster that comes at the ___________ of an element.
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Two Other Spellings of [w]

1. Underline the letters that spell [w] in the following words:
awhile acquaint distinguish persuade everywhere acquire
request quotation language pueblo somewhat which
quantity quizzes whistle earthquake equation overwhelm
qualities squirrel frequently squeeze question whizzed
2. You should have found two different spellings of [w]. Seven words have the rst spelling; seventeen have the second. Sort the words into the following two groups:
3. Dictionaries usually give us a choice as to how we should pronounce <wh>: either [hw] or just [w]. You might check yourself: When you say whale, does it sound exactly like your pronunciation of wail? Or do you hear a little puff of air in front, a soft [h]? Hundreds of years ago, whale was spelled hw al, and the <h> was pronounced [h]. But in time the spelling changed, probably to make it more like the other clusters <ch>, <gh>, <sh>, and <th>. The spelling changed, but the pronunciation more or less stayed the same. Over the centuries that [h] has tended to get lost. That is why dictionaries usually show two different pronunciaitons for <wh>: [w] and [hw]. 757
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4. Look at the seventeen words in which [w] is spelled . In each one mark the letter that comes right in front of the that is spelling [w]. You should have found four different consonants that come before the . The rst of the consonants is in thirteen of the words; the second is in two words, and the third and fourth are in one word each. Sort the words into the following groups
5. It is not surprising that [w] is often spelled : The letter <w> was originally just two s run together. That is why <w> is called double-. 6. Three spellings of [w] are _____, _____, and _____. The spelling <w> always comes ___________________________________________. The spelling usually comes after the letter _____ and sometimes after the letters _____, _____, or _____. The spelling <wh> is sometimes pronounced _____, sometimes _____. acquaint (8:43:1) acquire (8:43:1) awhile (8:43:1) distinguish (8:43:1) earthquake (8:43:1) equation (8:43:1) everywhere (8:43:1) frequently (8:43:1) language (8:43:1) overwhelm (8:43:1) persuade (8:43:1) pueblo (8:43:1) qualities (8:43:1) quantity (8:43:1) question (8:43:1) quizzes (8:43:1) 758
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Review of Consonant Sounds

1. Underline the letters in the following words that spell the sound [s]:
digestion physics justiable procedures suggestions wafes xylophones puzzles
juicy scriptures language waltz charity sketches persuade brassiere
susceptible whizzed laughed judgement chocolate whistle abscessed quiz
possession zealous enough uorescent assiduous chimney wisdom embezzle
2. Sort the words you have underlined into the following ve groups:
3. In the list in Item 1 underline the letters that spell [z] and sort the words into the following ve groups:
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4. Now underline the letters that spell [f] and sort the words into the following four groups:
5. Now underline the letters that spell [ch] and sort the words into the following three groups:
6. Underline the letters that spell [j] and divide the words into the following four groups:
7. Underline the letters that spell [w] and divide the words into the following three groups
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Review of Bound and Free Bases

1. Combine the following elements into words, showing any changes that occur when the elements combine:
TABLE 16.23:
Elements in+per+cept+ible super+com+duct+or com+cede+ing abs+cess+ed ex+miss+ion+s inter+mit+ent+ly non+ de+script re+cess+ive ex+duce+ate re+cept+acle script+write+er in+duct+ion post+script+s trans+mit+er ex+cess+ive+ly ob+mit+ed Word
2. Each of the following words contains one of the bases that you studied in earlier lessons. Most words contain one or more prexes and one or more sufxes. Analyze each word into its elements. Again, show any changes that occur when the elements combine:
TABLE 16.24:
Word inconceivable deception descriptively introduce deductible antecedents procedure proceedings necessary remission exceedingly received subscriber 762 Analysis
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Word introductions prescriptions preceded Analysis
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Review of Sufxes
1. Analyze each of the following words into stem plus one sufx:
TABLE 16.25:
Word teachable comprehensible modiable carriage susceptibility anxiety presentable necessity appreciable permissible baggage uncertainty unforgettable divisible advantage divinity society specialty tolerable exible language indescribable quantity disposable percentage communicable ferocity royalty variety simplicity deductible irritable Analysis: Stem + Sufx
2. Among the adjectives ending in -able and -ible there are instances of rules that you studied in earlier lessons. For each rule given below nd instances from the adjectives above and ll in the blanks: a. Stems that form nouns in <ation> form adjectives in -able: 764
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b. Verbs that end in <ate> form adjectives in -able:
c. Verbs that end in <y> form adjectives in -able:
d. Native English verbs form adjectives in -able:
e. If the verb and adjective use one form of the base while the noun in <ion> uses another, the adjective will be formed in -able:
f. But if the verb and noun use one form of the base while the adjective uses the other, the adjective will be formed in -ible:
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Review of VCV Shortening Rules

1. The Sufx -ity Rule. The vowel right in front of the sufx -ity will always be ______________, even if it is the rst vowel in a ______________ string. 2. The Third Vowel Rule. The third vowel sound from the end of a word will often be ______ if it is ______________, even if it is the rst vowel in a ______ string. 3. French Lemon Rule. Words that have ____________ vowel sounds and were borrowed from ______________will have a ______________ rst vowel, even in a _________ string. 4. Some of the words below are instances of the three rules above. Sort them into the table:
electricity equality educate assiduous physics anxiety precious
moment chocolate gravel recent balance susceptibility simplicity
society ferocity citizen positive stomach agent dozen
rationality hesitate analysis denite personality legend focus
5. Be ready to discuss this question: What were your reasons for excluding each of the six words that you did not write into the table?
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Words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Analysis [s] = ____ and ____ [s] = ____ [w] = ____ [ch] = ____ [s] = ____ [ch] = ____ [z] = ____ Prex + bound base + sufx = ______________ [z] = ____ [w] = ____ [s] = ____ [j] = ____ [ch] = ____ [w] = ____ Bound base + sufx = ______________ [z] = ____ Verb + sufx1 + sufx 2 = ______________ [f] = ____ [s] = ____ Bound base + sufx = ______________

Words 1. abscess 2. whistle 3. charity 4. sketches 5. deductible 6. wisdom 7. digestion 8. quantity 9. proceedings 10. ferocity Analysis [s] = <sc> and <ss> [s] = <st> [w] = <wh> [ch] = <ch> [s] = < s > [ch] = <tch> [z] = < s > Prex + bound base + sufx = de + duct + ible [z] = < s > [w] = <w> [s]= < s > [j] = <g> [ch] = <t> [w] = Bound base + sufx = quant + ity [z] = < s > Verb + sufx 1 + sufx 2 = pro + ceed + ing +s [f] = <f> [s] = <c> Bound base + sufx = feroc + ity
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Basic Speller Student Materials

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Chapter 1. Student 01-Lesson 1-24

Student 01-Lesson 1-24

1.1. Lesson One

1.1 Lesson One

itself join better

magic bridge knee

rabbit asking village

favor their often

Chapter 1. Student 01-Lesson 1-24

above board voted

chance whose region

height believe important

behind phone government

1.2. Lesson Two

1.2 Lesson Two

Sometimes a Vowel, Sometimes a Consonant: <y>

gym type beyond

yard you someday

years they puppy

every why yellow

Chapter 1. Student 01-Lesson 1-24

1.3. Lesson Three

1.3 Lesson Three

Sometimes a Vowel, Sometimes a Consonant: <w>

away saw yellow

what write women

below would few

went new white

Chapter 1. Student 01-Lesson 1-24

TABLE 1.1: (continued)

1.4. Lesson Four

1.4 Lesson Four

Sometimes a Vowel, Sometimes a Consonant:

queen unique quiet

quick you full

should duck blue

study funny earthquake

around question squirrel

Chapter 1. Student 01-Lesson 1-24

place went yellow penguin

close white years enough

next below they orange

write new language home

queen quiet men were 9

1.4. Lesson Four

Chapter 1. Student 01-Lesson 1-24

1.5 Lesson Five

Practice with Vowel and Consonant Letters

wonderful lunch away holiday

women language brown year

below quiet would penguin

1.5. Lesson Five

9. Two ways of spelling [p] are _ and _.