Vocabulary spelling american tradition g11

American
Tradition

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Exceeding the Standards: Vocabulary & Spelling, American Tradition
Care has been taken to verify the accuracy of information presented in this book. However, the authors, editors, and
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The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or
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Cover Image Credits: Scene, Dennis Ackerson, 2007, Rocky Mountains, CO; liberty bell, © Tetra Images/Tetra
Images/CORBIS.
ISBN 978-0-82194-357-1
© 2009 by EMC Publishing, LLC
875 Montreal Way
St. Paul, MN 55102
E-mail:
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All rights reserved. No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted
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Contents
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1: Word Study Skills and PAVE

Lesson 1:Word Study Notebook. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 2:Word Study Skills in Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 3:PAVE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Time Out for Test Practice: Word Study Skills . . . . . . . . . . . . . . . . . . . . . . 8

Unit 2: Word Parts

Lesson 4:Affixes and Roots. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 5:Suffixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 6:Prefixes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Time Out for Test Practice: Recognizing Word Parts. . . . . . . . . . . . . . . . 15

Unit 3: The Evolution of Language

Lesson 7: Archaic Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson 8: Compound Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 9: Manipulating Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Lesson 10:Technology-Related Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Time Out for Test Practice: Defining Archaic Language and
Technology-Related Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Unit 4: Determining Meaning

Lesson 11:Denotation and Connotation. . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Lesson 12:Literal vs. Figurative Language. . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 13:Homophones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Time Out for Test Practice: Words with Multiple Meanings
and Homophones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Unit 5: Context Clues

Lesson 14:Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Lesson 15:Providing Context Clues in Your Writing . . . . . . . . . . . . . . . . 37
Time Out for Test Practice: Using Context Clues. . . . . . . . . . . . . . . . . . . 39

Unit 6: Spelling

Lesson 16:Spelling Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson 17:Contractions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Lesson 18:Common Spelling Errors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Time Out for Test Practice: Spelling Patterns . . . . . . . . . . . . . . . . . . . . . . 47

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Unit 7: Word Origins

Lesson 19:Borrowed Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Lesson 20:Greek and Latin Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson 21:French and Spanish Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 22:Native American Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 23:Eponyms and Toponyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Time Out for Test Practice: Borrowed Words. . . . . . . . . . . . . . . . . . . . . . 59

Unit 8: Formal and Informal Language

Lesson 24:Register. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 25:Colloquial Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Lesson 26:Academic Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Time Out for Test Practice: Register, Colloquialisms,
and Academic Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Unit 9: Choosing Your Words

Lesson 27:Synonyms and Antonyms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 28:Semantic Families. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson 29:Celestial Words. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Lesson 30:Varying Word Choice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson 31:Euphemisms, Doublespeak, and Clichés. . . . . . . . . . . . . . . . . . 76
Lesson 32:Expanding Your Word Knowledge. . . . . . . . . . . . . . . . . . . . . . 78
Time Out for Test Practice: Synonyms and Antonyms . . . . . . . . . . . . . . 80

Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

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Introduction
The Exceeding the Standards resource books provide in-depth language arts instruction to enrich
students’ skills development beyond the level of meeting the standards. Exceeding the Standards:
Vocabulary & Spelling offers meaningful ways to incorporate word study into the language arts
classroom.
Vocabulary & Spelling presents thirty-two lessons, designed to be used weekly, that cover a broad
range of topics from etymology to context clues to spelling patterns. These lessons are aligned with
the units of the Mirrors & Windows: Connecting with Literature program and may be used alone or as
supplements to the Vocabulary & Spelling workshops in the Student Edition. Each lesson incorporates
words from selections in the corresponding unit of the textbook. By using these lessons in

conjunction with the literature program, you will help your students become better readers, writers,
speakers, and spellers.
Each lesson in Vocabulary & Spelling includes the following components:
• A Word of the Week, selected from the corresponding textbook unit, highlights a word that
students may find particularly meaningful or interesting.
• Grammar instruction on one or more topics is followed by a Try It Yourself section that allows
students to practice what they are learning.
• Just For Fun activities encourage students to play with words, reminding them that language can be
fun and interesting.
• Tip boxes in the margin throughout the lesson clarify definitions, offer additional information, and
give helpful suggestions.
• A Time Out for Test Practice at the end of each unit provides students with the opportunity to
assess what they have learned and to practice test-taking skills by answering sample standardized
test questions in a multiple-choice format.
It is essential that vocabulary instruction include a variety of strategies to develop students’
word-study skills. Lessons in Vocabulary & Spelling provide many different ways of exploring and
studying words, word parts, semantic families, and spelling patterns and rules. Activating students’
prior knowledge of words and of essential concepts related to words helps students make associations
between new terms and words they already know.
The activities in Vocabulary & Spelling will help you actively engage students in working with
words. As their curiosity about word exploration grows, your students will become increasingly
confident in their ability to attack, learn, and experiment with new words.

Related Program Resources

For more vocabulary and spelling instruction, including charts of common prefixes, suffixes, and
word roots, refer to the Mirrors & Windows Student Edition Language Arts Handbook, Section 2:
Vocabulary & Spelling. Additional vocabulary development activities integrated with the literature
selections are included in the Meeting the Standards unit resource books and in Differentiated
Instruction for English Language Learners.

Teaching Tips

Word study encompasses not only vocabulary and spelling, but also the strategies language users
employ to unlock meanings and internalize spellings. Effective instruction in word study gives students
tools for learning new vocabulary and spelling independently in the long term. The following teaching
tips can help you ensure that your students get the most from the lessons in Vocabulary & Spelling.

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Teach Word Attack Strategies
There are a number of strategies good readers employ when they are confronted with an unfamiliar
word. These strategies include:
• using the context as a clue
• gleaning hints from pictures, charts, graphs, and other text support
• examining word parts: prefixes, suffixes, and roots
• combing through memories for associations with the word
• consulting dictionaries and other reference materials
• asking an authority, such as a teacher or other expert in the field

For many of us, these strategies have become second nature, and we are hardly conscious of using
them. To students, however, they are not so obvious; strategic word decoding takes place mostly
internally and silently, word attack strategies are largely invisible, and uninitiated students may never
witness them in action. Research suggests that students need explicit instruction in these strategies to
become proficient readers and effective writers. The lessons in Vocabulary & Spelling provide such
explicit instruction.
Create a Word-Rich Environment
The essential backdrop to an effective word study program is a classroom where words are clearly
valued. The following are some ideas for creating such a classroom.
• Word Wall Post a variety of vocabulary words and/or words of the week in your classroom to
provide students with repetition and recycling of the terms you want them to internalize. Use it
as the basis of word games such as bingo, Jeopardy, and twenty questions, as well as collaborative
storytelling.
• Class Dictionary Have students keep a class dictionary by taking turns entering words studied in
class, providing definitions, illustrating terms, writing contextual sentences, and searching for realworld uses of the words.
• Classroom Library Provide a broad range of reading materials, giving students time for sustained
silent reading, and modeling avid reading yourself, to build students’ vocabularies.
• Word Processing Language Tools Encourage students to make use of language features built into
word processing programs, such as dictionaries and thesauruses.
• Online Word Games Schedule time for your students to learn new vocabulary with online word
games and other technology tools.
• Language Mentor Share your own interest in words by drawing students’ attention to interesting
words in the news or in pop culture and by modeling how you approach words that are new to you.
Foster Curiosity
The key to incorporating meaningful word study into your language arts classroom is to encourage
dialogue with your students about how words create meaning. Your own curiosity about language
is infectious and will encourage your students to become inquisitive “word detectives” motivated to
solve the mystery of word meanings.
About Spelling “Rules”
Some students benefit from memorizing what are sometimes called spelling rules; others are

frustrated by the number of exceptions to each rule. To reflect the prevalence of exceptions, the term
spelling pattern has been used instead of spelling rule in this resource. In addition to introducing
students to spelling patterns, you can help them become stronger spellers by following the same
teaching tips mentioned above: modeling the use of strategies, creating a word-rich classroom, and
fostering curiosity.

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Name: ____________________________________________________ Date: ___________________

LESSON 1

Word Study Notebook
Understand the Concept
With more than one million words and growing every day, English has
the largest vocabulary of any language in the world. Most of us know
only a small percentage of those words and use even fewer of them in
our daily life. So, no matter what, you are bound to run into unfamiliar
words from time to time. Keeping track of these words and their

definitions can help you enrich your vocabulary and therefore become a
better reader, speaker, and writer.
A good way to collect new words is to keep a word study notebook.
In it, you can record each new word with its definition, pronunciation,
and origins, along with an example sentence or drawing to help you
remember it.
Here is a sample page from a word study notebook.
Word: vestige

Pronunciation: \ves´ tij\
Origins: French, from Latin vestigium, meaning
“footstep, footprint, track, vestige”
Definition: trace, mark, or visible sign left by
something vanished or lost
Contextual sentence: The ruins of Chichén Itzá are
vestiges of the vanished civilization of the ancient
Maya.

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Word of the Week
martial (>m5r sh@l) adj., relating
to military matters
Because of his many years
spent as an army officer, Colonel
Thompson tended to view

relationships between countries
from a martial perspective—which
country had the best equipped
army, which country could best
defend itself in the event of an
invasion, and which country held
its military officers in the highest
esteem.
Martial is derived from the
name of the Roman god of
war, Mars. Synonyms of martial
include military, soldierly, warlike,
belligerent, aggressive, hostile,
and bellicose, though these
words can be used in somewhat
different ways. Military music, such
as the famous marches written
in the late nineteenth century by
John Philip Sousa, is also referred
to as martial music.

Add a picture or catchy
saying to help you
remember the meaning of a word.

Tip

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The origins of a word
are known as its
etymology. Many words in
English come from Latin and
Greek. In a good dictionary, you
will find the etymology of each
word along with its meaning and
pronunciation.

Tip

Try It Yourself
Fill in this sample page of a word study notebook.
Word: pulchritude
Pronunciation:
Origins:
Definition:

Tip To write the pronunciation
of a word, you need to
use special phonetic symbols such
as the following:

Sentence using the word:

Drawing:

\ä\ (as in star)
\e–\ (as in me)
\8\ (as in my)
\ô\ (as in paw)
.
\u\ (as in foot) and
\@\ (as in extra and civil)
You can find these and many
other symbols in a dictionary or
glossary.

You may think of
books, newspapers,
and magazines first, but you’ll
also see new words on signs, in
instructions, and in restaurant
menus. You may hear unfamiliar
words on the radio, in songs, or in
movies. Keep your eyes and ears
open—words are everywhere!

Tip

Many words in the dictionary have more than one definition. When
looking up a new word, you will often have to decide which definition
best fits. Skim a newspaper or magazine article until you find a word
you don’t know. Use the sample notebook page below to create a word
study notebook entry. If there is more than one definition, decide which
one is most appropriate to the way the word is used in the article. Add

a second definition if there is one, and write a sentence illustrating the
second meaning.
Word:
Sentence it was used in:

Pronunciation:
Definition:
Another definition:
Sentence illustrating second definition:

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Name: ____________________________________________________ Date: ___________________

LESSON 2

Word Study Skills in Reading
Understand the Concept
When reading, you will often encounter words that are new to you.

These unfamiliar words should not stop you from understanding and
enjoying what you read. Here are several strategies you can use to figure
out the meaning of unknown words.

Use Context Clues
If you encounter a new word in a passage you are reading, you can
often figure out the meaning of the word by using context clues—
information in the passage that hints at the meaning of the word. Look
at the following passage:
The town was considering building a tunnel under the Grace
River. Environmental concerns threatened to derail the subfluvial
road. An alternate plan called for a bridge instead.

You may not know the word subfluvial, but, by looking at some of the
clues in the passage, you can figure out what the word means. The word
subfluvial describes the road that is also called a tunnel. A tunnel goes
under something. Since this tunnel goes under a river, you can guess
that subfluvial means “put or located under a river.”

Try It Yourself

Word of the Week
pilfer (pil> f3r) v., steal
Her daughter would pilfer coins
out of the wishing well.
The word pilfer comes from the
Middle-French word pelfrer, which
comes from the word pelfre,
meaning “booty” or “treasure.”
The first recorded use of this word

in English occurred in 1548.

Tip
•
•
•
•
•

Try these strategies to
attack new words:

look for context clues
find text support
examine word parts
use a dictionary
ask for help

If one strategy doesn’t work, try a
different one.

Some context clues use
comparison. These types
of clues help you understand the
meaning of a word by showing
what the word is similar to.

Tip

EXERCISE A

Look at the following passage. Use context clues to figure out the
meaning of the word acerbic.
American author Ambrose Bierce is well known for his somber
tale “An Occurrence at Owl Creek Bridge.” However, he is
perhaps best loved for the acerbic wit he displays in some of his
other works. His acid tongue shows up well in the satirical Devil’s
Dictionary, which contains many stinging barbs aimed at people
and conventions of nineteenth-century American society.

Other context clues use contrast.
These types of clues help you
understand the meaning of a word
by showing what the word is not
like.

1. What do you think acerbic means?
2. What clues in the passage helped you determine the word’s meaning?

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Examine Text Support
The use of context clues is one strategy to understand new words. Using
other items on the page can help too. These items may include pictures,
diagrams, maps, charts, captions, headings, and sidebars. These text
features are designed to clarify or provide additional information about a
subject. Consider the passage below. Context clues in the text help explain
the term salt box, but the picture gives you even more information.
One example of New England colonial architecture is the
salt box. With its steeply sloped rear roof, this style of home
resembled the boxes used for storing salt. The first salt box
homes came about in the early 1700s when people added
lean-tos to the back of the house. Later, the design caught on
and many houses were built with the lean-to already part of the
original structure.

Find Meaning in Word Parts

A prefix is a letter or
group of letters added to
the beginning of a word to change
its meaning.

Tip

A suffix is a letter or group of
letters added to the end of a word
to change its meaning. Many
suffixes indicate the part of speech

of the word. For example, the
suffix -ly often denotes an adverb.
A word root is a word part that is
neither a prefix nor a suffix.

Some unfamiliar words may contain parts that you have seen in other
words. These parts, or morphemes, may be prefixes, suffixes, or roots.
Prefixes come at the beginning of the word. Suffixes come at the end
of the word. Roots make up the core part of the word. Knowing the
meaning of common prefixes, suffixes, and roots can help you decipher
the meaning of many words. Take a look at the following sentence:
Fatima lay awake, plagued by incertitude.

What does incertitude mean? If you don’t know the word, you can get
a good sense of the meaning by looking at the word parts. You might
notice cert and think of certain, so you know the word has something
to do with being sure. Then you look at the prefix, in-, which means
“not,” like un-. Now you know the word has something to do with
being unsure or uncertain. Since the word is a noun, you can guess the
word means something like uncertainty, which happens to be one of the
dictionary definitions of incertitude.
You know many word parts already. Learning others will help you attack
new words. Your teacher may provide you with Word Parts Charts
containing common prefixes, suffixes, and word roots. Familiarize
yourself with these word parts and their meanings. When you encounter
an unfamiliar word, break it down to see if you recognize any of its parts.

Try It Yourself
Record unfamiliar words
you encounter in your

word study notebook.

Tip

EXERCISE B

Use your knowledge of word parts to define each of the following
words. Write your answers in your notebook.
1. apathetic
2. resounding
3. malediction

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4. triennial
5. convivial

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Consult a Dictionary
If context clues, text support, and word parts don’t help you guess a

word’s meaning, consult a dictionary. Sometimes a dictionary entry
will contain more than one definition. In that case, you will need to
use some of the other methods you learned to determine the correct
meaning. Look at the following example:
The gushing review contained too many fulsome comments that
only showed the reviewer was enthralled with the lead actress.

The dictionary offers several definitions for fulsome:

If you’ve tried the other
four strategies and are
still unsure of a word’s meaning,
ask someone for help. Your
teacher, a parent, a librarian, or
another knowledgeable person
may be able to help you. When
you discover the meaning of the
word, enter it in your word study
notebook.

Tip

ful • some (ful> s@m) adj., 1 a: characterized by abundance:
copious b: generous in amount, extent, or spirit c: being full and
well developed 2 : aesthetically, morally, or generally offensive 3
: exceeding the bounds of good taste: overdone 4 : excessively
complimentary or flattering
Because there are four possibilities (even more if you consider that
definition 1 contains several different related meanings), you have to
decide which one works best in this particular context. Try inserting

each definition in the sentence where fulsome appears. Definition four
works best in this case.

Try It Yourself

Many words appear in the
dictionary as main entries
more than once. Often these
entries represent different parts of
speech, such as break the noun
and break the verb. Other times,
entries have completely unrelated
meanings. Use context clues to
determine which meaning makes
the most sense.

Tip

EXERCISE C

Look up each underlined word in the dictionary. Then write down the
definition that best fits how the word is used in the sentence.
1. Jo has an affinity for music.
2. The anthology contains many old chestnuts.
3. The discord between the two factions erupted into violence.
4. Bernie’s fustian toast went on and on.
5. Trevor removed the woof from the loom.

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Name: ____________________________________________________ Date: ___________________

LESSON 3

Word of the Week
acquiesce (a kw7 es>) v., agree
without protest
Lowell felt compelled to acquiesce
because the enemy had him
surrounded.
The word acquiesce comes from
the French word acquiescer and
from the Latin word acquiescere,
created by combining ad- and
quiescere, which means “to be
quiet.”

Use context clues to
predict the meaning of an

unfamiliar word. Context clues
are words and phrases in the
surrounding text that hint at the
meaning of a word. They allow
you to compare or contrast an
unfamiliar word to words that are
familiar.

Tip

Comparison clues help show
the meaning of the word through
restatement, apposition (the
renaming of something in different
words), and examples. Contrast
clues help show the meaning of
a word through giving its opposite,
or antonym. Contrast clues may
use words such as but, however,
although, or yet. (Hint: question 2
contains a contrast clue.)

PAVE
Understand the Concept
PAVE is a good way to help yourself remember the meaning of a new
word. PAVE stands for Predict, Associate, Verify, and Evaluate. When
you encounter a new word, try the following process:
Predict

Try to predict the meaning of the word based on context

and on your prior knowledge of the word or its parts.

Associate Then, write a sentence using the word.
Verify

Next, check the meaning of the word by using a dictionary
or glossary. If you find more than one definition, write
down the most appropriate definition.

Evaluate

Finally, assess the sentence you wrote using the word. If
necessary, rewrite the sentence to reflect the meaning you
found.

Try It Yourself
Use PAVE to learn the underlined words in the sentences below.
1. If you need your passport quickly, you can pay a small fee to
expedite the process.
Predict
Associate
Verify
Evaluate
2. The diffident student never raised his hand or spoke in class, but
the more outgoing and confident students participated every day.
Predict
Associate
Verify
Evaluate

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3. Glenn hemmed and hawed, unable to resolve his ambivalence.
Predict

Just for Fun
Try PAVE with a partner. What
is the weirdest word you know?
Write a sentence using the word.
Switch sentences with a partner
and try PAVE on your partner’s
word.

Associate
Verify
Evaluate
4. The company refused to capitulate to the demands of the striking
workers.
Predict

Associate
Verify
Evaluate
5. I was trying to read, but my loquacious neighbor made it hard to
concentrate.
Predict
Associate

Use your knowledge of
word parts to predict the
meaning of the word. (Hint: locu
or loqu is a word root meaning
“speak.”)

Tip

Verify
Evaluate

Just for Fun
Find an unfamiliar word in a magazine or newspaper. Use PAVE to
learn the word.
Word
Predict
Associate
Verify
Evaluate

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Exceeding the Standards: Vocabulary & Spelling

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Name: ____________________________________________________ Date: ___________________

Time Out for Test Practice
Word Study Skills
Use context clues to determine the meaning of the underlined words in the
following sentences. Write your answers on the blanks provided.
_____ 1. Randall would like to venture to the
front lines, but those who do are
either wounded or killed.
A. undertake the risk of
B. demonstrate; protest
C. understand the appeal of
D. avoid; disappear from
_____ 2. Queen Margo was kind to anyone
who displayed submission; she did
not appreciate those who fought
back.
A. a feat of strength
B. uncertainty; danger

C. state of being above pettiness
D. act of yielding; surrendering

_____ 3. When Parla became a government
agent, she encountered many
insidious characters whom she did
not trust.
A. mean; rude
B. sly; crafty
C. dull; boring
D. curious; entertaining
_____ 4. His proposal was ineffectual, so
we did not invest our money in his
business.
A. above or superior to all others
B. not powerful enough; inadequate
C. annoying; irritating
D. blasphemous; void of religious
ideals

Use your knowledge of word parts to answer the following questions. Write
your answers on the blanks provided.
_____ 5. The prefix retro- means “back.”
Knowing this, what might the word
retroactive mean?
A. being physically active throughout
one’s life
B. recovering after a traumatic or
debilitating event
C. applying to actions that have

previously transpired
D. the loss of future profits in a nonprofit organization
_____ 6. The suffix -ence means “quality or
state.” Knowing this, what might the
word independence mean?
A. being independent or self-ruled
B. the state or quality of democracy
C. not having freedom or self-rule
D. the state or quality of
determination
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_____ 7. Consider the words describe
and prescription. Based on your
knowledge of word parts, which of
the following words belongs in this
grouping?
A. scribble
B. scripture
C. script
D. All of the above
_____ 8. Consider the words symphony
and microphone. Based on your
knowledge of word parts, which of
the following words belongs in this
grouping?

A. macro
B. cymbals
C. siphon
D. cacophony

Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:24 PM


Name: ____________________________________________________ Date: ___________________

LESSON 4

Affixes and Roots
Understand the Concept
When you encounter an unfamiliar word, analyze its parts. You may be
able to guess the meaning of the word if you recognize its prefix, suffix,
or word root.
You are already familiar with many prefixes and suffixes. Prefixes
and suffixes are called affixes. They can be added to a base word or
word part to change its meaning. For example, adding affixes to the
word believe results in different words such as unbelievable, disbelieving,
and nonbeliever. Adding affixes to the word root cred results in different
words such as incredible, credulous, and discredit. Following are some
common prefixes.
Prefixes
co-/col-/com-/con-/cordeinterretrosubsyntransuni-

Meaning
together
opposite
among; between
back
under
with; together
across; beyond
one

Examples
cooperate, collaborate
defrost, decipher
international, intersect
retrospect, retroactive
substandard, subfloor
synonym, synergy
transatlantic, transfer
unicorn, unilateral

Word of the Week
undaunted (un d5n> ted) adj.,
firm in the face of danger; unafraid
The undaunted warriors
continued on their difficult
journey.
The word undaunted contains the
following word parts: The prefix
un-, meaning “not,” the suffix -ed,

which indicates the past tense
of the verb, and the verb daunt,
which means “to lessen the
courage of.” Knowing these word
parts, a reader might determine
that undaunted means “not
subdued.”

Below are some common suffixes.
Suffixes
-able/-ible
-al
-ant/-ent
-ar/-er/-or
-ion/-tion
-ity/-ty
-ive
-ous

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Meaning
capable of
having to do with
one who
one who
action or process
state of

tending to
characterized by

Examples
attainable, possible
personal, governmental
contestant, resident
liar, lawyer, actor
revolution, occasion
longevity, infinity
creative, pensive
generous, joyous

Exceeding the Standards: Vocabulary & Spelling

A prefix is a letter or
group of letters added
to the beginning of a word. A
suffix is a letter or group of letters
attached to the end of a word.
Many suffixes indicate what part
of speech the word represents
(whether noun, verb, adjective, or
adverb).

Tip

The majority of prefixes, suffixes,
and word roots in English are
derived from Latin and Greek

words.

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The following word
parts all have to do with
number:

Tip

mono-, unidi-, bitriquadr-, tetrpent-, quinthex-, sexhept-, septoctnovedeccent-

one
two
three
four
five
six
seven
eight
nine
ten
hundred

Just for Fun

Use prefixes, suffixes, word roots,
and base words to make up your
own words. For example, you
might put together mis + dict
+ age as the action of speaking
wrongly. Use each made-up word
in a sentence.

Tip

The following suffixes
create nouns:

-age, -ion, -tion, and
-ment mean “action or process”
-dom, -ity, -ment, -ness, and -ty
mean “state or quality of”
-ant, -ent, -er, and -or mean “one
who”

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Word roots are central word parts that cannot stand alone. Instead
they combine with other word parts to form words. Below are some
common word roots.
Word Roots

equ/equi
fort
mot
mut
scrib/script
spect
terr

Meaning
equal
strong
move
change
write
look
earth

Examples
equidistant, equitable
fortify, comfort
motor, emotion
mutate, mutation
describe, prescription
inspect, speculate
extraterrestrial, terrain

Your teacher may provide you with Word Parts Charts containing
common prefixes, suffixes, and word roots. Familiarize yourself with
these word parts and their meanings. When you encounter an unfamiliar
word, break it down to see if you can recognize any of its parts.

Try It Yourself
Examine each word below. Divide the word into parts—prefixes,
suffixes, word roots, and base words—and use what you know about
these parts to determine the meaning of each word. Write your
response in your notebook.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

deforestation
retrospective
immutable
synesthesia
subterraneous
transcriber
concurrent
equivocal
fortitude
uniformity

Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:25 PM


Name: ____________________________________________________ Date: ___________________

LESSON 5

Word of the Week

Suffixes
Understand the Concept
A suffix is letter or group of letters added to the end of a word.
Knowing common suffixes will help you identify unknown words that
contain those suffixes. Consider the suffixes in the chart below.
Suffixes
Meaning
-ance/-ence/-ency/-ancy quality or state
-ment
-ness
-less
-ly
-ed
-ify/-fy

action or process; state or
quality; product or thing
state of
without

in such a way
past tense of verb
make or cause to be

Examples
defiance, independence,
emergency
development, government,
amusement, ointment
kindness, happiness
hapless, careless
quickly, studiously, invisibly
walked, acted, fixed
vilify, magnify, glorify

palpable (pal> p@ b@l) adj.,
able to be touched or felt; easily
observed
The tension in the air was
palpable and we all wanted to
leave.
The word palpable contains the
suffix -able, which means “capable
of.” Knowing the meaning of
this suffix will allow you to better
understand words that contain
this suffix, such as questionable,
treatable, and expandable.

A suffix is a word part

that changes the meaning
of a root and the function of the
word. The suffix -ism indicates a
noun.

Tip

Try It Yourself
EXERCISE A

Use the above chart to guess the meaning of the following words. Then
use each word in a sentence.
1. precariously
Meaning:
Sentence:
2. earnestness
Meaning:
Sentence:
3. effacement
Meaning:
Sentence:
4. fluctuated
Meaning:
Sentence:

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Exceeding the Standards: Vocabulary & Spelling

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Words that end in -ist
often apply to people.
Note that the suffix -ist means
“a person who does a particular
thing.” The suffix -ist also means
“characteristic of.” Examples of
-ist words related to isms are
ventriloquist, communist, and
realist.

Tip

5. baseless
Meaning:
Sentence:
The suffix -ism has several meanings, as shown in the chart below.
Meanings of -ism
act, practice, or process
prejudice or discrimination based on a
specific characteristic
state or condition
system of belief; doctrine

characteristic or trait

Examples
plagiarism, despotism
sexism, ageism
alcoholism, barbarism
feudalism, Taoism, optimism
heroism

Just for Fun
Make up your own “isms”
to describe acts, prejudices,
conditions, doctrines, or traits.
Make a list of these words and
their definitions.
doomism: the act of predicting
doom in all situations

Try It Yourself
EXERCISE B

Use what you know about the suffix -ism to determine the meaning of
each of the following words. Write the definition of each word. Check
your response using a dictionary if necessary. Then write a contextual
sentence using the word.
1. realism
Meaning
Sentence
2. communism
Meaning

Sentence
3. Stoicism
Meaning
Sentence
4. pessimism
Meaning
Sentence
5. racism
Meaning
Sentence

12

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Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:26 PM


Name: ____________________________________________________ Date: ___________________

LESSON 6

Prefixes
Understand the Concept

A prefix is a meaningful word part that appears at the beginning of a
word. A prefix can be added to an existing word to change the word’s
meaning, or it can be combined with a word root (such as rupt, fer, or
ject) to create a new word.
prefix + word

inter + cede = intercede

prefix + root

inter + ject = interject

Knowing the meanings of common prefixes can help you understand
and define words that contain them. For example, the prefixes en- and
em- mean “into or onto; cover with; cause to be; or provide with.” Words
that contain either of these prefixes will have one of these meanings.
empower:

provide with power
I felt empowered by my new position.

enslave:

cause to become a slave
His goal was to enslave the others before the sun rose.

Other common prefixes include:
Prefixes
anti-/antco-/col-/com-/
con-/corcircumexextra-/extroil-/im-/in-/irintra-/intromispostsub-/supsupersemiultraunder-

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Meaning
against; opposite
together

Examples
antibody, antacid
commingle, concentrate,
correlate
around; about
circumnavigate,
circumstance
out of; from
explode, export, extend
outward; outside; beyond
extrasensory, extrovert
not
illogical, impossible,
inoperable, irrational
into; within; inward
introvert, intramural
wrongly
mistake, misfire
after; later
postgame, postpone
under

substandard, suppress
above; over; exceeding
superstar, superfluous
half; partly
semicircle, semidry
too much; too many; extreme
ultraviolet, ultrasound
below; short of a quantity or limit underestimate, understaffed

Exceeding the Standards: Vocabulary & Spelling

Word of the Week
unscrupulous (un skr2> py2
l@s) adj., lacking moral principles
Her actions were unscrupulous
and she hurt many people
because of this.
The word scruple means
“an ethical consideration or
principle that inhibits action; to
show reluctance on grounds
of conscience.” If a person is
scrupulous, it means they have
moral integrity. Therefore, adding
the prefix un- (which means “not”)
to scrupulous describes a person
who has little or no moral integrity.

Most prefixes we use
today come from ancient

Greek and Latin, although some
come from Old English.

Tip

The spelling of a prefix
may vary depending on
the word or base to which it is
attached. The prefix con- can be
spelled com-, col-, co-, or cor-.

Tip

comcolcocor-

used before b, p, or m
used before l
used before o
used before r

The spelling changes make
the resulting words easier to
pronounce. For instance, when
con- is added to the word
respond, it is spelled cor-.
Correspond is easier to pronounce
than conrespond.

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Prefixes may have more
than one meaning. The
prefix ex- can mean “out of,” as
in extract and exclude, or it can
mean “former,” as in ex-boyfriend
and ex-president

Tip

Try It Yourself
EXERCISE A

Use your knowledge of prefixes and the meanings in the above chart to
define each of the following words. Then use each word in a sentence.
1. collaboration
2. insensible

Tip

The following prefixes all
mean “not”:

a-, an- (atypical)
dis- (disinterested)
il- (illogical)

im- (impervious)
in- (insecure)
ir- (irrational)
un- (unreal)

3. excommunicate
4. anticlimactic
5. introspective

EXERCISE B

Use your knowledge of prefixes and the meanings in the above chart to
explain the differences between the following pairs of words. Then use
each word in a sentence.
A fun way to increase your
understanding of word
parts is to break a word down into
its parts and then use those parts
to make other words. Take the
word introspective, for example.
You could use the prefix intro- to
make words such as introduction
and introvert. You could work
with the word root spec to
make aspect, retrospective, and
spectacle. You could also use the
suffix -ive to make words such as
creative, passive, and elusive.

Tip

1. extraordinary / ordinary
2. underachiever / overachiever
3. quote / misquote
4. market / supermarket
5. culture / subculture

Just for Fun
For each word below, choose one part of the word (prefix, suffix, or
word root). See how many different words you can make using that part.
biped
malformation
inaudible
cosigner
transport

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Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:27 PM


Name: ____________________________________________________ Date: ___________________

Time Out for Test Practice
Recognizing Word Parts
Use your knowledge of word parts to choose the word that best completes
each sentence.
_____ 1. American authors writing in the
_______ period, that is, the period
following World War II, include
Marianne Moore, John Cheever, and
John Updike.
A. prewar
B. postwar
C. subwar
D. antebellum
_____ 2. We will have to _______ the old
equipment with special filters to meet
the new emissions standards.
A. revamp
B. retrofit
C. replace
D. produce
_____ 3. What are the seven events in the
______?
A. pentathlon
B. decathlon
C. biathlon
D. heptathlon
_____ 4. Before airplanes, _______ crossings
could take months.
A. transatlantic

B. crossatlantic
C. overatlantic
D. coatlantic
_____ 5. Martin said he thought we’d have
snow, but his ________ was wrong.
A. prodiction
B. predict
C. prediction
D. predicament

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_____ 6. Any parent of _______ will tell you
it is a lot of work taking care of six
babies at once.
A. quintuplets
B. septuplets
C. sextuplets
D. quadruplets
_____ 7. If you are slipping a lot, apply
_______ pads to the bottoms of your
shoes.
A. antiskid
B. misskid
C. malskid
D. deskid
_____ 8. Paula quickly _______ the unreliable
source.

A. accredited
B. retracted
C. discredited
D. respected
_____ 9. The craft generally floats, but it is
_______.
A. repellent
B. dehydrate
C. submersant
D. submersible
_____ 10. We went to the cemetery for the
_______.
A. subterranean
B. interment
C. depopulation
D. transcendent

Exceeding the Standards: Vocabulary & Spelling

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_____ 11. With affiliates all over the world, the
company often holds ______ instead
of trying to get everyone together in
one place.

A. transconferences
B. teleconferences
C. geoconferences
D. synergy
_____ 12. Because of his ______, Jordan never
learned to swim.
A. geophobia
B. claustrophobia
C. hydrophobia
D. agoraphobia
_____ 13. The young criminal had been ______
all his life and thought he would
always be angy and bitter.
A. benevolent
B. malcontented
C. decimated
D. discreditable
_____ 14. Confessional poetry shows the
______ of the writer.
A. introspection
B. revision
C. interbiography
D. extroversion
_____ 15. Let’s ______ our watches, so we can
meet at the same time.
A. synchronize
B. realignment
C. retromatch
D. chronicle

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_____ 16. The committee voted to ______
funds for the construction project, so
it could begin as scheduled.
A. resign
B. misdirect
C. retraction
D. allocate
_____ 17. Walt is being punished for several
______.
A. distractions
B. infractions
C. transactions
D. overreactions
_____ 18. Are you right-handed, left-handed, or
______?
A. ambidextrous
B. semihanded
C. biped
D. co-handed
_____ 19. One cake is enough; the three
additional cakes are ______.
A. sufficient
B. overindulgence
C. superfluous

D. sub-par
_____ 20. The colored glass is only _____, so
the room is rather dark.
A. supertransparent
B. semitranslucent
C. subvisible
D. semitransvisible

Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:28 PM


Name: ____________________________________________________ Date: ___________________

LESSON 7

Archaic Language
Understand the Concept
Language is not static; it changes and evolves over time. If you were to
look at works written in English in previous centuries, you would likely
find words you do not recognize or that are no longer used today. For
example, pronouns such as thee and thou are rarely used today. You
would also find words that don’t have the same meaning today as they
did when the piece was written.

Archaic and Obsolete Words
Words or specific senses of a word that are no longer used may be

labeled in the dictionary as archaic or obsolete. An archaic word is a
word that is rarely used or is only used in some contexts. For example,
the word desert was once used to mean any uninhabited, uncultivated
piece of land. This sense of the word is now considered archaic. An
obsolete word is no longer used at all (though you may still find it in
writings from long ago).
Often, archaic or obsolete words may refer to clothing, activities, or
objects that are no longer commonly used. In some texts, such words
may be footnoted; in others you will need to use your word study skills
to determine the meaning of the word. Look at the following sentence:
Some of the company sat and talked while others were engrossed in a
game of quadrille.
You may be unfamiliar with the word quadrille. From the context,
it is clear that quadrille is a game, and you may guess from the
word part quad- that the game involved four people. This is
probably enough information to allow you to continue reading.
However, if you want to know more, consult a dictionary. There
you might learn that quadrille is a variant of the card game
ombre, that it was popular in the eighteenth century, and that it
was a predecessor to whist, another card game.

Tackle archaic and obsolete words the way you would tackle any other
word. The only difference is that you will not incorporate such words in
to your own speech or writing. They will become part of your reading
vocabulary.

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Exceeding the Standards: Vocabulary & Spelling

Word of the Week
whim-wham (wim> wam)
n., whimsical object or device,
especially of ornament or dress
Lila liked to dress up in fancy
clothing adorned with a fancy
whim-wham or two.
Whim-wham is a word whose
origin is unknown, although
lexicologists think it originated
around 1500. There are a number
of words like this in the English
language. Curiously, there are a few
with the same, or nearly the same,
meaning as whim-wham. These
are: gewgaw (ca. 1529), gimcrack
(ca. 1676), knick-knack (1682),
and whigmaleerie (ca. 1730).

An archaic word is one
that is no longer widely
used. A word that is still used may
have an archaic meaning, or a
definition that is no longer used.

Tip

Just for Fun

Slang is a creative use of language.
Slang words may be variations
on existing words or may give
new meaning to a word. Make a
glossary of slang that you and your
classmates use. First brainstorm a
list of words. Then write definitions
for each word. Give sample
sentences to show the usage of
each word.

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Use context clues to
discover the meaning
of unknown words. That is, use
the surrounding words and their
meanings to provide you with an
idea of what the unknown word
might mean.

Tip

Try It Yourself
EXERCISE A

Rewrite each of the following sentences, replacing archaic or obsolete
terms with more contemporary words. Use your dictionary for help.
1. We must reach the city by nightfall. Hurry up anon!
2. I would be lief to lend a hand if you need my aid.

Tip New words, or
neologisms, often have
to do with technology, popular
culture, and current events.

3. Although the story sounds crazy, Lena speaks soothly.
4. Approaching the menacing dog, Horace shouted, “Aroint!”
5. “This foul attitude ill beseemeth my fair-tempered young
daughter,” said Rhianna’s father after she yelled at him.

Just for Fun
Try coining your own words.
Consider clipping words,
combining words in unique ways,
combining word parts, or using
a word to mean something it
hasn’t meant before. Use each
of your new words in a sentence
that shows what your new word
means.
giraffiti—vandalism spray-painted
in high places
Check out the giraffiti on that
billboard!

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6. I found my shoes betwixt the bookcase and the bedpost.
7. Meseems that Malcolm would get a better grade on his paper if he
spent more than two minutes on it.
8. I nigh made that winning basket, but the buzzer startled me.
9. After he walked under a ladder, he was plagued by wanion.
10. Howbeit she was not responsible for the mess, Ana was asked to
clean it up anyway.

Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

4/15/09 12:47:29 PM


Name: ____________________________________________________ Date: ___________________

LESSON 8

Compound Words
Understand the Concept
The English language is constantly changing. As old words become
archaic and obsolete, new words are being coined, used, and accepted

into the English language. Many of these newer words are compound
words, which are created when two or more words are joined together
to create a single meaning.
examples

volleyball, downwind, campsite, over-the-counter,
user-friendly

Compound nouns that are written as one word are called closed
compounds (hometown). Other compounds are divided by a hyphen
(father-in-law) or a space (father figure). Compound adjectives are a
kind of compound word that can be closed or hyphenated. Below are
some common types of hyphenated adjective compounds.
Type of Compound Adjective
ages
centuries or eras
multiword phrases
numbered ranks or positions
adjectives + nouns
nouns + adjectives
nouns + gerunds

Word of the Week
cutting edge (k@> ti4 ej>) n.,
1. a sharp effect or quality; 2. the
foremost part or place
He was proud of his work
because it was regarded as being
the cutting edge of the industry.
The word cutting edge is an

example of a compound word. A
compound word is created when
two or more words are joined
together. What compound words
do you use in your vocabulary?

Examples
the thirty- to forty-year-old group
eighteenth-century art, space-age
technology
over-the-counter medicine, matter-of-fact
approach
forty-two dollars, fifty-first winner
ill-tempered personality
interest-free loan
the decision-making process

Try It Yourself
EXERCISE A

Identify the compound nouns and compound adjectives in the
following sentences by underlining the word(s). Then identify the
compound as a noun or an adjective on the line provided.
example

I was hoping to obtain an interest-free loan. adjective

1. The play’s ending was very tongue-in-cheek. _________________
2. He was known as a blue-collar worker. _________________
3. Yasmene wanted to be a poet laureate. _________________

4. The photojournalists put themselves in danger to uncover the
truth. _________________
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0001-0081_Gr_11_vocab&spelling-L1-32.indd 19

Exceeding the Standards: Vocabulary & Spelling

AM TRADITION, UNIT 3

19

4/15/09 12:47:29 PM