Writers choice vocabulary and spelling strategies and practice grade 9

Vocabulary and Spelling
Strategies and Practice
Grade 9

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Contents
Vocabulary for Writing in the Real World
A Letter from Sandra Cisneros . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chavez and the Quest for Human Interest Stories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Ross Scripts Big . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Bessone Profiles a Winner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Winckler Tracks Cacti . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
At the Movies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Literature Vocabulary
I Know Why the Caged Bird Sings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Kitchen God’s Wife. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Crystal Cave. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
How the García Girls Lost Their Accents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Of Wolves and Men. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
“Skeletons in the Attic” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Learning from Context
Definition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Contrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Cause and Effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Word Roots and Compounds
Word Roots and Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Word Roots I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Word Roots II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Word Roots III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Prefixes
Prefixes Meaning “Not” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Prefixes That Tell When. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Prefixes That Tell Where . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Prefixes That Tell How Much or How Well. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Suffixes
Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Adjectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Verbs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

iii


Contents
Suffix Patterns I [-ment, -er] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Suffix Patterns II [-ify, -ification, -ifier] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Suffix Patterns III [-ate, -ator, -ation] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Suffix Patterns IV [-er, -ation]. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Suffix Patterns V [-ion, -ive] . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Using the Dictionary and Thesaurus
Using a Dictionary: Multiple Meanings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Using a Thesaurus: Synonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Using a Dictionary: Word Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Using Spelling Rules
Spelling ie and ei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Spelling -cede, -ceed, and -sede . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Spelling Unstressed Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Adding Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Suffixes and the Silent e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Suffixes and the Final y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Doubling the Final Consonant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Adding -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Adding -ness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Forming Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Forming Plurals: General Rules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Forming Plurals: Special Rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Mastering Troublesome Words
Words Easily Confused . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Frequently Misspelled Words I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Frequently Misspelled Words II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

iv


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

1

A Letter from Sandra Cisneros
Use with Writing in the Real World, pp. 4–7.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real World
and elements of letter writing. Say each word to yourself, and then answer the questions that follow.
rant
meditating

salutation
visualize

meanderings
recipient

rave
stationery

intimidating
shorthand

■ A. Relating Words to Concepts
1. Which words on the list refer to thinking?

2. How are recipient and salutation related?

3. Which word best sums up what the activity of letter writing means to Cisneros?

4. For a writer, how are shorthand notes different from meanderings?

■ B. Using Words in Sentences

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Complete each sentence with a word from the list. You may need to change the form of
the word.
1. Just as a stream ______________ in its course, a person’s thoughts can wander when
writing to a friend.
2. Many writers find a blank computer screen less ______________ than a blank sheet

of paper.
3. The ______________ of the pale blue letter left it on the silver platter with the
seal unbroken.
4. When you write a letter to a friend, ______________ yourself having a casual face-toface conversation in a comfortable setting.
5. Frank always writes to his parents on ______________ that looks like fine parchment.
6. Antonio was not enthusiastic about the movie after he read the review, but he couldn’t

stop ____________________________ about the movie after he saw it.
7. Marcia, on the other hand, ______________ on and on about how flat and boring the
characters were.
8. I knew immediately that the letter was from my brother, because he used his nickname for

me in the ______________.
9. In his letter, he ____________ on the pros and cons of attending a large state university.
10. Hannah had obviously dashed off the postcard in haste because it was written in ______.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

1


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

2

Chavez and the Quest for Human-Interest Stories
Use with Writing in the Real World, pp. 54–57.
Key Information
The list below includes words that are important for understanding Writing in the Real World and
elements of feature writing. Say each word to yourself, and then answer the questions that follow.

anecdote
ancestor

descendant
monotonous

allotted
genealogy

rhythm
copy

journalist
generation

■ A. Exploring Word Meanings
1. Which words could be grouped under the heading “Feature Writing”?

2. What might you introduce with an anecdote?

3. What are some ways a writer can avoid sounding monotonous?

4. Which words could be grouped under the heading “Family History”?

■ B. Inferring Meaning from Examples
Write a word from the list that matches each example below.
2. ______________ the time period between the birth of parents and the birth of their offspring
3. ______________ assigned
4. ______________ television reporter; magazine writer; newspaper reporter
5. ______________ a regular drum beat

6. ______________ the final draft manuscript for a feature article; script read by a
news announcer
7. ______________ a history of a family; an account of all the people descended from
Rufus Putnam
8. ______________ using sentences of all the same length in an article; using the same words too
many times in an essay
9. ______________ an incident on a bus; a story about an embarrasing experience
10. ______________ a blood relative from a later generation

2

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

1. ______________ the great-grandparents of your great-grandparents; prehistoric humans


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

3

Ross Scripts Big
Use with Writing in the Real World, pp. 134–137.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real World
and elements of screenwriting. Say each word to yourself.
embark
pavilion

nostalgic
portent

fragile
tentative

evoke
vibrant

transformed
alliteration

■ A. Word Association
To complete each word cluster, add a word from the list above that is closely associated with
the other three words.
1. poetry, consonants, repetition, _____________________________________________________
2. call forth, re-create, suggest, _______________________________________________________
3. different, other, changed,__________________________________________________________
4. uncertain, tryout, shy, ____________________________________________________________
5. life, activity, vigorous, ____________________________________________________________

■ B. Rewriting Sentences
Rewrite each sentence using one of the words from the list. Revise each sentence as you rewrite.

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1. When Josh entered the arcade, he was unaware that he was about to set off on a journey
into adulthood.

2. As Josh watches two boys playing baseball, he longs for the innocent pleasures of
childhood again.

3. The refreshments at the garden party were in a light, open building.

4. The backdrop of glowering clouds seemed to be a predictor of the misfortune that would
befall Caesar at the hands of his enemies in the Roman senate.

5. Even more delicate than the bride’s veil were the flowers in her bouquet.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

3


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

4

Bessone Profiles a Winner
Use with Writing in the Real World, pp. 176–179.
Key Information
Listed below are important words for understanding Writing in the Real World and elements of sportswriting. Say each word to yourself, and then answer the questions that follow.
compelling
disciplined

empathize
traumatic

triathlon
crucial

conflict
dynamic

rehabilitation
minimal

■ A. Relating Words to Concepts
1. Which two words relate to Jim MacLaren’s injury, as described in Writing in the
Real World?

2. Which words could be used to describe a sports event?

3. Which words could describe an athlete?

4. Which word has to do with feelings?

■ B. Completing Sentences
Complete each sentence below so that the meaning of the underlined word is clear. Use a
dictionary to check meanings as needed.
1. Because the damage to the car was minimal, my father __________________________________
2. I couldn’t believe that ______________________________ at the most crucial part of the story.
3. Ken Mitchell could empathize with Jim MacLaren because _______________________________
4. Only athletes should enter a triathlon because _________________________________________
5. After I saw how _________________________________________________________________,
I knew the game would be dynamic.

4

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

5. Which word relates to the idea of persistence?


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

5

Winckler Tracks Cacti
Use with Writing in the Real World, pp. 224–227.
Key Information
Listed below are some of the words that are important for understanding Writing in the Real World
and elements of nature writing. Read each word.
analogy
taxonomist

esteem
species

disparage
tawdry

partiality
organism

lurid
botany

■ A. Relating Known and Unknown Words
Match each word or phrase below with a synonym from the list. Refer to the dictionary as
needed.
1. eager _____________________________
2. comparison _________________________
3. cheaply showy _______________________
4. respect _____________________________
5. sort _______________________________

■ B. Using Words in Sentences
Write a sentence that relates each pair of words. Refer to Writing in the Real World and
a dictionary as needed.

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1. disparage/esteem

2. species/taxonomist

3. organism/botany

4. species/partiality

5. lurid/tawdry

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

5


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

6

At the Movies
Use with Writing in the Real World, pp. 284–287.
Key Information
Below is a list of words that are important for understanding Writing in the Real World and elements
of movies and movie reviewing. Read each word.
stereotype
documentary
critique

crucial
melodramatic
theatrical

deadline
genre
insights

contrived
slapstick
montage

■ A. Word Association

In each word group, circle the word that does not belong with the other two words. Then write
the uncircled words on the line.
1. deadline, crucial, theatrical ________________________________________________________
2. stereotype, montage, contrived _____________________________________________________
3. genre, documentary, deadline ______________________________________________________
4. slapstick, critique, insights_________________________________________________________
5. theatrical, melodramatic, crucial____________________________________________________

■ B. Recognizing Examples of a Word

6

1. critique:

a movie review; a description of a landscape; an oral evaluation of
a poem

2. documentary:

a film about the major battles of World War II; an objective film about
a scientific discovery; a film version of a novel

3. montage:

a mosaic of different images on the movie screen; two photographs of
the same person on one page of a book; a jumble of many different
pictures on a bulletin board

4. slapstick:

a subtle comedy about raising a family; a funny cartoon with lots of
chase scenes; a comedy stressing the pranks of clowns

5. genre:

dramatic movies; documentary movies; the movie Gone with the Wind

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

In each item below, circle the word or phrase that is not an example of the underlined word.
On the line, briefly explain your answer. Refer to a dictionary if you need to.


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

7

I Know Why the Caged Bird Sings, by Maya Angelou

Use with Unit 1, pp. 40–50.
Key Information
Listed below are some useful words from the Literature selection. Say each word to yourself.
infuse
benign

sufficient
illiteracy

inedible
essence

aura
refined

incessantly
competent

■ A. Linking Words to Definitions
Match each of the words in the list with the correct definition below.
1. ______________ enough to meet a certain need or goal
2. ______________ the basic nature, or most important quality
3. ______________ not fit for eating
4. ______________ having adequate ability
5. ______________ cultured, polished, and polite
6. ______________ without stopping
7. ______________ good-natured, harmless
8. ______________ atmosphere or feeling that seems to surround a certain person or thing
9. ______________ fill with a quality or feeling
10. ______________ inability to read or write

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■ B. Using Words in Sentences
Complete each sentence below by selecting the appropriate word from the list. You may need
to change the form of the word.
1. When I saw my sister’s ______________ smile, I knew she didn’t think my joke was
funny at all.

2. My mother takes part in a program that helps ______________ adults learn how to read
and write.
3. At the picnic the ants had swarmed over the unattended cake, leaving it _____________.
4. I’m not sure our supplies are ______________ for three more days of camping.
5. When my father reads a story out loud, his voice ______________ the written words
with deeper shades of meaning.
6. Our family reunions always have an ______________ of joviality and good times.
7. The ______________ of my uncle’s personality is kindness and goodwill.
8. My aunt is so ______________ that when she drinks tea, she holds her little finger out
from the cup.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

7


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

8

The Kitchen God’s Wife, by Amy Tan
Use with Unit 2, pp. 112–119.
Key Information
Listed below are some useful words from the Literature selection. Read each word to yourself.
pungent
frugal

superstitious
harmonious

ornate
deity

ottoman
regal

hierarchy
metaphor

■ A. Word Association
Write the word from the list that is related to each of the following words.
1. ranking

________________________

2. smell

________________________

3. balanced

________________________

4. money

________________________

5. decoration

________________________

6. royal

________________________

7. irrational

________________________

8. furniture

________________________

9. comparison

________________________

10. religion

________________________

Complete each sentence so that the meaning of the underlined word is clear. Make your
sentences as detailed as possible.
1. In the marketplace we were assailed by the pungent odors of _____________________________

2. The ornate robes of the king were___________________________________________________

3. Sam is so frugal that _____________________________________________________________

4. Jessica is not usually superstitious, but she ____________________________________________

5. The arrangement of the living room was very harmonious, with __________________________

8

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

■ B. Clarifying Meaning


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

9

The Crystal Cave, by Mary Stewart
Use with Unit 3, pp. 164–172.
Key Information
In the list below are some interesting words that are important for understanding the Literature
selection. Say each word to yourself.
burnished
tethered

diffuse
apprehension

recoil

refuge

antique
bravado

sullen
waxing

■ A. Using Words to Describe
Write the word from the list that could be used to describe each of the following.
1. the surface of a shiny copper pot ___________________________________________________
2. how you might react to nearly stepping on a snake _____________________________________
3. what you might feel walking where you knew snakes had been seen ________________________
4. the increase in the apparent size of the Moon as it goes through its phases___________________
5. how you might feel if you were not invited to a party you wanted to attend __________________
6. how a horse could be attached to a fence _____________________________________________
7. what you might display when trying to convince a friend that you don’t feel afraid ____________
8. how blue dye could spread through water ____________________________________________
9. a safe place to hide_______________________________________________________________
10. a piece of furniture that is very old __________________________________________________
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■ B. Using Words in Sentences
In each sentence below, replace one or more words with a word from the list. Cross out the
appropriate word or words and write the new word above it. You may need to change the form
of the word.
1. Abdul’s interest in finishing the novel seemed to increase as he got closer to the end.
2. The false confidence of the young bullfighter was evident in his exaggerated swagger.
3. Our anxiety about the outcome of the race ended when Betty safely crossed the
finish line.

4. The soldiers fell back from the cannon because the firing was so explosive.
5. Marcus was gloomy and silent after not making the track team.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

9


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

10

How the García Girls Lost Their Accents, by Julia Alvarez
Use with Unit 4, pp. 212–220.
Key Information
Below are some of the words that are important for understanding the Literature selection. Say each
word to yourself.
obligation
orator

florid
maneuver

quibble
reconcile

plagiarize
concoct

insubordinate
loathsome

■ A. Recognizing Definitions
Write the word or phrase in each group that matches the meaning of the underlined word.
1. plagiarize: _____________________________________________________________________

write false statements about someone, steal someone else’s words, use misnomers
2. maneuver: _____________________________________________________________________

guide skillfully, travel in a circle, measure carefully
3. orator: ________________________________________________________________________

skilled conversationalist, powerful public speaker, humorous storyteller
4. florid: _________________________________________________________________________

cold, flat, flowery
5. quibble: _______________________________________________________________________

ask difficult questions, find minor faults, sift through

Give an example of each of the following.
1. A scene in which someone is insubordinate ___________________________________________

2. An obligation you have ___________________________________________________________

3. Something you might concoct _____________________________________________________

4. Something you find loathsome _____________________________________________________

5. How you could reconcile a difference of opinion with a friend ____________________________

10

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

■ B. Relating Words and Examples


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

11

Of Wolves and Men, by Barry Lopez
Use with Unit 5, pp. 276–280.
Key Information
Listed below are some of the words that are important for understanding the Literature selection. Say
each word to yourself.
crevice
splay

simultaneously
reminiscent

elude
outcropping

cache
subtle

traverse
distinctive

■ A. Word Association
Complete each word cluster by writing a word from the list above that is closely associated
with the other words or phrases.
1. escape, slip through, ____________________________
2. rocks, crack, ___________________________________
3. move across, pass over, __________________________
4. special, individual, ______________________________
5. cliff, rocks, ____________________________________
6. delicate, not obvious, ____________________________
7. spread, outward, _______________________________
8. remind, similar, ________________________________

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■ B. Using Words in Sentences
Complete each sentence below by selecting the appropriate word from the list at the top of the
page. You may need to change the form of the word.
1. The backpackers had ______________ provisions for the second week of the trip in
a locked metal box at the beginning of the trail.
2. The bobcat lunged at the grouse, but the bird was able to ______________ the attack.
3. The snap of the twig and the flushing of the ptarmigan occurred almost ____________.
4. The pinnacle of the mountain has a ______________ shape, almost like a pyramid.
5. The stream ______________ over the large boulders in an interweaving cascade.
6. This outline of the ridge against the sky is ______________ of a camel’s hump.

7. Looking at the jagged ______________ at the top of the cliffs, I saw an eagle take off in
pursuit of a small bird.
8. We ______________ the snowy field from east to west in the morning while the snow
was still firm.
9. In the highest alpine zone, tiny plants hug the ground or live in shallow

______________ in the rock.
10. The pale colors of the sky before dawn are very ______________.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

11


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

12

“Skeletons in the Attic,” by Clara Spotted Elk
Use with Unit 6, pp. 316–320.
Key Information
Listed below are some important words from the Literature selection. Read each word.
inquiry
hoard

decimated
unceremoniously

accommodate

subsequently

exotic
desecrate

curator
staunchly

■ A. Writing Definitions
Write a brief definition for each word. You may refer to the Literature selection or a dictionary,
but use your own words.
1. decimated ____________________________________
2. inquiry _______________________________________
3. accommodate__________________________________
4. exotic ________________________________________
5. hoard ________________________________________

■ B. Using Words in Sentences
Write a sentence from Spotted Elk’s point of view using the following words. You may need to
change the form of the words.

2. inquiry/subsequently/curator

3. desecrate/unceremoniously

4. staunchly/hoard

5. exotic/accommodate

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Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

1. decimated


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

13

Learning from Context: Definition
Key Information
When you encounter an unfamiliar word in your reading, you can often figure out its meaning by
looking at the surrounding words, or context. Sometimes the writer supplies the definition of the word
in the sentence, as in this example.
The old king decided to abdicate when his son came of age; that is, he stepped
down from the throne.
The phrase that is is a clue that a restatement or definition of the word follows. Using this clue,
you could determine that abdicate means “step down.” Below are some examples of clue words
that signal definition.
that is
in other words
or

also known as
which means
which is called

■ A. Inferring Definitions
Analyze the context clues in each sentence to figure out the meaning of the underlined word.
On the line write a brief definition in your own words.
1. The report on the condition of the gym was extremely concise; that is, it included only
essential information.

Copyright © The McGraw-Hill Companies, Inc.

2. On the western frontier, judges, preachers, and artists moved from town to town to offer
their services; in other words, they were usually itinerant.
3. Most businesses disapprove of nepotism, which means giving jobs or favors to relatives on
the basis of relationship rather than merit.
4. Otis is respected for his candor, or frankness; he always tells you exactly what
he’s thinking.

■ B. Using Context Clues to Make Meaning Clear
Write a context sentence using each of the following words. Use the clue word or phrase in
parentheses to make the meaning of the word clear. Consult a dictionary when necessary, but
express the definition in your own words.
1. succulent (or)

2. brevity (that is)

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

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Vocabulary and Spelling Strategies and Practice

Name ...................................................................................... Class .................................................. Date ................................

14

Learning from Context: Example
Key Information
You can often figure out the meaning of a word by its context, or surrounding words. In the following
sentence the meaning of the unknown word is explained through an example.
My neighbor can be meddlesome; for instance, he is always telling me how I should
plant my garden.
The clue in this sentence is the phrase for instance; it signals that an example follows. You could use
this clue to figure out that meddlesome means “interfering in something that is not one’s concern.”
The following clue words are often used with examples.
for example
such as

for instance
including

like

■ A. Inferring Meaning from Examples
Analyze the examples in each sentence to choose the correct meaning of the underlined word.
Write the correct word from the parentheses on the line. Then write the word’s definition in
your own words.
1. My mother says she has had enough of Tina’s imperious behavior, such as the way she
gives orders to her younger brother and sister. (mournful, overbearing, preoccupied)

2. Matt’s deference to his father’s wishes was clear from many of his decisions, including his
promise to attend the college of his father’s choice. (submission, challenge, indifference)

Complete each sentence by supplying one or more examples that make the meaning of the
underlined word clear. Use a dictionary as necessary.
1. Arabelle is obsessive about drawing; for example, she carries her sketch pad

2. The story is filled with preposterous incidents, such as

3. The funereal mood of the group was evident from their appearance, including their
solemn expressions and

4. Kyle is shrewd when he bargains at a yard sale; for instance, he often

5. Like his brother, who ____________________________________________________________,
Mickey is articulate when he speaks in class.

14

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Examples to Clarify Meaning


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

15

Learning from Context: Comparison

Key Information
When you come across an unfamiliar word, you can often figure out its meaning by studying the surrounding words, or context. In the following sentence, the unfamiliar word is similar in meaning to
another phrase in the sentence.
Nan’s remarks on my poem were very succinct; similarly, her critique of my essay was
short and to the point.
You can use the clue word similarly to determine that succinct means something like “short and to the
point.” Such clue words allow you to compare the meaning of the unfamiliar word to familiar words
or phrases in the sentence. Here are some words that writers use to signal comparison.
also
similarly

likewise
resembling

identical

■ A. Relating Known and Unknown Words
In the following sentences, circle the clue word that indicates comparison. On the line, write
the underlined word and its meaning.
1. The detective was always circumspect in his investigations; likewise, his assistant was
always careful and considerate when he made inquiries.

2. Our supper was meager; similarly, breakfast the next morning fell short of what
we needed.

Copyright © The McGraw-Hill Companies, Inc.

■ B. Using Words in Sentences
Complete each sentence using a word from the list below. Refer to a dictionary as necessary.
zenith

aloof

titanic
progeny

vacuous

1. Like Erica, who did not have the slightest interest in our political debate, Patty also

remained ______________.
2. The ______________ force of the explosion, resembling that of a volcanic eruption,
scattered debris over several city blocks.
3. The hogs at the farm had more than twelve offspring apiece; the chickens and ducks also

had numerous ______________.
4. The expression on George’s face was ______________; the look on Dale’s face was
similarly blank.
5. The ______________ is identical with the point in the heavens that is vertically above
the observer.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

15


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

16

Learning from Context: Contrast
Key Information
When you find an unfamiliar word in your reading, you can usually find a clue to its meaning in the
surrounding words, or context. Consider the following sentence.
Alicia is always punctual, unlike Margaret who is usually late.
Notice the word unlike; it signals contrast. It tells you the unfamilar word is the opposite of the
familiar word late. Using this clue, you could figure out that punctual means “on time.” Below
are some examples of clue words that signal contrast.
unlike
on the contrary

however
whereas

but
on the other hand

■ A. Inferring Meaning Based on Contrast
Use the clue words indicating contrast to figure out the meaning of each underlined word.
Write the word’s meaning on the line. Then consult a dictionary to check your answers.
1. Martin is a novice at skiing; Tricia, on the other hand, has been entering and winning ski
races since she was ten.

2. Mel did not object to my advice about his golf swing; on the contrary, he was
very amenable.

4. The plants raised in plain soil produced an average crop, whereas the fertilized plants
were prolific.

5. Nikki has a tendency to see catastrophe around every corner; however, James is an optimist.

■ B. Clarifying Meaning Using Contrast
Write an original sentence using each word. Use contrast to make the meaning of the word
clear. Be sure to include the clue word in your sentence. Refer to a dictionary for meanings.
1. futile (but)

2. scrupulous (unlike)

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Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

3. Manuel’s sportsmanship on the soccer field is usually exemplary, but his behavior at the
last game was not worthy of imitation.


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

17

Learning from Context: Cause and Effect
Key Information
An unfamiliar word nearly always appears among other words that are familiar to you. These surrounding words can often provide the context clues you need to figure out the new word’s meaning.
In the following sentence, a clue word can help you determine the meaning of toxic.
Because toxic chemicals had made their way into the pond, many of the fish had died.
The clue word is because. It signals that a cause-and-effect statement is being made. Using this clue
word, you could figure out that toxic chemicals are a cause of fish dying. Thus, toxic could mean

“poisonous” or “harmful.” Below are some examples of clue words that relate to cause and effect.
because

as a result

therefore

since

consequently

■ A. Analyzing Meaning Using Contrast
Read each sentence and the definitions in parentheses. Circle the correct meaning for each
underlined word by analyzing the context clues indicating contrast. Then write the word’s
meaning in your own words.
1. Ali is altruistic by nature; consequently, he offered to let Daryl go to the concert in his
place. (apprehensive, unselfish, truthful)
2. The general had very few troops left after the battle because the opposing forces had dealt
them a lethal blow. (severely damaging, very light, highly poisonous)

Copyright © The McGraw-Hill Companies, Inc.

3. Danielle has had insomnia for the past three nights; as a result, she can barely stay awake
in class. (inability to wake up, inability to sleep, inability to walk)
4. No one has been able to explain with certainty how the builders of Stonehenge moved the
giant stones into place; therefore, it remains an enigma. (artifact, monument, mystery)

■ B. Using Words in Sentences
Select a word from the list below to complete each sentence. You may refer to a dictionary as
necessary.

authentic

opaque

capitulate

paragon

hedonist

1. Everyone in my class considers Renee to be an academic ______________ because she
has won awards in science, mathematics, and English.
2. Calvin thinks that pleasure is the only thing in life worth pursuing; therefore, his friends

consider him a ______________.
3. Since the liquid in the test tube had turned ______________, light no longer passed
through it.
4. The building has not been modified since 1780; consequently, scholars believe its style to

be ______________.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

17


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

18

Word Roots and Base Words
Key Information
You can determine the meaning of many words in the English language by analyzing the parts of the
word. The main part of a word is the root. When the main part is a complete word, it is called a base
word. The root or base word gives the word its central meaning. When a root or base word is combined with a prefix or a suffix, however, the meaning of the word often changes.
A base word can stand on its own as a word; a root becomes a word only when a prefix or
suffix, or both, is added to it.
inter
prefix
meaning
“between”

rupt
root
meaning
“break”

in correct
prefix
meaning
“not”

base word
meaning
“free of errors”

Analyzing these parts, you could figure out that interrupt means “break in between” and incorrect
means “containing errors.”

■ A. Distinguishing Roots and Base Words

Identify the root or base word that is shared by each pair of words and write it on the line. If
your answer is a root, write R after it.
1. confidence, fidelity _____________________________
2. superhuman, humanist _________________________
3. credit, credible ________________________________
4. treatment, untreatable __________________________

■ B. Recognizing Word Families
List two words that contain each word root or base word, by adding a prefix, suffix, or both.
You may refer to a dictionary or other reading material.
1. friend _______________________________________
2. appear_______________________________________
3. audi (“hear”) _________________________________
4. tract (“pull” or “draw”) _________________________
5. essential _____________________________________
6. brev (“short”) _________________________________
7. place ________________________________________
8. mal (“bad”) __________________________________

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Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

5. viaduct, deviate _______________________________


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

19

Word Roots I
Key Information
The main part of a word is its root. The root is like the “spine” of the word. It gives the word its backbone of meaning.
Roots
ben
domin
jud
man

Meanings
good
lord
judge
hand

Examples
benefit
domination
judicial
manual

Meanings
something that results in good
supreme control
relating to judging or justice
done by hand

■ A. Making Inferences about Words
Use the information in the table of roots above to answer the following questions.
1. If one member of your discussion group is domineering, how might that person treat
the others?

2. If the weather for a sea voyage is benign, what might it be like?

3. How is a prejudice different from an informed opinion?

4. What does it mean to manage a situation?

Copyright © The McGraw-Hill Companies, Inc.

5. If a writer is judicious in the use of adjectives, how might he or she use such words?

■ B. Using Words in Sentences
Complete each sentence using a word from the list below.
benevolent

predominant

judiciary

domain

manuscript

1. Stewart is in charge of writing the report, but assembling the map display is my

______________.

2. An absolute ruler who rules with fairness and kindness is called a ___________ dictator.
3. The ______________ colors in the painting are blue and orange, but the artist added
a few strokes of purple in the foreground.
4. The ______________ contained so many changes and additions that Julio had to retype it.
5. The members of the ______________ committee of the U.S. Senate assembled to
question the nominee to the Supreme Court.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

19


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

20

Word Roots II
Key Information
The root of a word carries the central meaning of the word. Notice that the spelling of the root may
change slightly when it is used in a word.
Roots
cap
fin
sci
vis, vid

Meanings
head
end

know
see

Examples
decapitate
final
science
vision

Meanings
remove the head
falling at the end
knowledge about the natural world
something seen

■ A. Identifying Roots
Circle the root shared by each set of words. On the line, write the meaning of the root.
1. infinite, define, finish_____________________________________________________________
2. video, evidence, invisible __________________________________________________________
3. omniscient, prescient, conscience ___________________________________________________
4. recap, decapitate, capital __________________________________________________________
5. visualize, revise, vision____________________________________________________________

■ B. Completing Sentences
Select a word from Part A to complete the following sentences. You may need to change the
form of the word. Your word should contain the root that appears in parentheses.

2. After the baseball game, the announcer ______________, or summarized, the highlights. (cap)
3. The torn treetops and flattened cornfields provided ______________ of the the tornado’s
path. (vid)

4. The ______________ of each state is the city in which its government is located. (cap)
5. Vandals ______________ many statues from ancient Greece. (cap)
6. The inner sense of right and wrong that each person has is called ____________. (sci)
7. After our long walk in the snow, the sight of the cabin stirred up ____________ of
steaming cups of hot chocolate. (vis)
8. If you started counting by twos, you could go on forever because the number of positive

numbers is ______________. (fin)
9. The fence running along the far horizon ______________ the northern boundary of the
ranch. (fin)
10. The film on the windows is almost __________, but it blocks out ultraviolet light. (vis)

20

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

Copyright © The McGraw-Hill Companies, Inc.

1. An ______________ narrator is one who has complete knowledge of each character in
a story. (sci)


Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................

21

Word Roots III
Key Information
A word root becomes a word only when another element, such as a prefix or suffix, is added to it.

These elements can change the direction of a word’s meaning, but the main meaning always comes
from the root.
Roots
duc
fus
magn
verb

Meanings
lead
pour
great
word

Examples
conduct
profuse
magnify
verbose

Meanings
lead a group
pouring forth abundantly
make larger
wordy

■ A. Using Words in Sentences
Complete each sentence using a word from the list below. You may need to change the form of
the word.
effusive

deduce

proverb
refuse

magnanimous

1. After studying the problem for five minutes, Frank ______________ that the geometric
shape on the paper was a trapezoid.
2. Marissa’s favorite ______________ is “You can lead a horse to water, but you can’t make
it drink.”
3. Tu Yen was ______________ in donating to the homeless shelter the $100 she had earned.
4. The teacher was ______________ in her praise of the student’s generous action.

Copyright © The McGraw-Hill Companies, Inc.

5. The committee asked Janelle to run for class president three times, but each time she ______.

■ B. Analyzing Word Roots
Complete the following chart using the information in the table of roots at the top of the page.
Refer to a dictionary as needed.
Words

Roots

Meaning of Roots

Meaning of Words

1. reduction

_______

______________

decrease; a drawing together
to consolidate

2. fusion

fus

______________

___________________________

3. magnitude

_____

great

_____________________________

4. verbal

verb

___________________________

5. _______

duc

______________
______________

process of gaining knowledge and
skill through instruction

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 9

21