Writers choice vocabulary and spelling strategies and practice grade 8
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Vocabulary and Spelling
Strategies and Practice
Grade 8
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Contents
Vocabulary for Writing in the Real World
Yep Pieces Together His Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Kurtis Explores Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Alvarez Describes Home . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Johnson Interprets Ashby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
McLain Guides Travelers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Johnson Persuades with Proposals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Literature Vocabulary
Living up the Street, Gary Soto. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
“The Game,” Walter Dean Myers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Thrashin’ Time, David Weitzman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lyddie, Katherine Paterson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Always to Remember, Brent Ashabranner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Silent Spring, Rachel Carson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Learning from Context
Example I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Example II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Comparison I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Comparison II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Contrast I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Contrast II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Cause and Effect I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Cause and Effect II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Word Parts
Roots I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Roots II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Prefixes I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Prefixes II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Suffixes I. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Suffixes II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Synonyms, Antonyms, and Homonyms
Synonyms I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Synonyms II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Antonyms I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Antonyms II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Homonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
iii
Contents
Using the Dictionary and Thesaurus
Borrowed Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Using a Dictionary I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Using a Dictionary II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Using a Dictionary III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Using a Dictionary IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Using a Thesaurus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Using Spelling Rules
Spelling ie and ei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Spelling Unstressed Vowels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Adding Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Suffixes and the Silent e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Suffixes and the Final y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Doubling the Final Consonant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Forming Compound Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Forming Plurals: General Rules I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Forming Plurals: General Rules II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Forming Plurals: Special Rules I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Forming Plurals: Special Rules II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Problem Words
Words Often Misspelled I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Words Often Misspelled II. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Words Often Misspelled III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Words Often Confused . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
iv
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
1
Yep Pieces Together His Past
Use with Writing in the Real World, pp. 4–7.
Key Information
The following words are important for understanding Writing in the Real World and
elements of memoir writing. Read each word, and then answer the questions that follow.
memoir
therapy
evoke
mentally
reconstruct
impact
objectively
frustrate
authenticity
characteristic
■ A. Using Definitions
Read the definitions below. Write the word from the list that fits each definition.
1. treatment of a disease or physical or
experiences and observations
________________________________
________________________________
2. without personal feelings, bias, or
7. to keep someone from doing or
prejudice; in an impartial manner
achieving something; to prevent
________________________________
________________________________
3. with regard to the mind
________________________________
4. state or quality of being genuine or real
________________________________
5. a strong impression
Copyright © The McGraw-Hill Companies, Inc.
6. an individual’s personal record of
mental disorder
8. to summon; to call forth or bring out
________________________________
9. to rebuild; put together again
________________________________
10. a feature that sets someone or something
off from others; a trait
________________________________
________________________________
■ B. Completing Sentences
Complete each sentence below so that the meaning of the underlined word is clear.
Use a dictionary if necessary.
1. I certainly wanted to win the essay contest, but when I looked at my work objectively
2. One characteristic of poison ivy is
3. This memoir began with
4. For my father the smell of gasoline will always evoke
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
1
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
2
Kurtis Explores Science
Use with Writing in the Real World, pp. 42–45.
Key Information
Listed below are important words for understanding Writing in the Real World and words
related to science and science writing. Read each word and answer the questions that follow.
zoologist
physics
initial
ultimately
external
apply
experiment
emphasize
frankly
expand
■ A. Relating Words to Concepts
Answer each of the following questions. Use a dictionary if you need help.
1. How could you write frankly about a subject?
2. How are physics and experiment related?
3. What would happen if an external force were applied to a marble at rest?
4. How is the word zoologist related to the word zoo?
Use a dictionary to define the words from the list above, and then complete each
sentence with a word from the list. You may need to change the form of the word.
1. Always capitalize the ___________________________ letter in a proper name.
2. Good actors do more than just read words; they ___________________________
the most important lines of the script.
3. Cold causes metal to shrink, and heat makes it ___________________________.
4. In ___________________________ class, Fiona studied heat, light, and motion.
5. Some cultures consider it impolite to speak ___________________________.
6. Many ___________________________ injuries can be just as serious as internal
injuries.
7. It seemed as if our climbing would never end, but we _______________________
reached our goal—the peak of the mountain.
8. According to ___________________________, the panda and the raccoon may
be related.
9. Cover the wound with a clean bandage, and ___________________________
firm pressure.
10. This ___________________________ will prove that hot air rises.
2
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Words in Sentences
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
3
Alvarez Describes Home
Use with Writing in the Real World, pp. 110–113.
Key Information
The words listed below are important for understanding Writing in the Real World and a
writer’s vocabulary. Say each word to yourself, and then answer the questions that follow.
immigrant
homeland
playfulness
cumulus
intimate
glamour
vanity
amber
observations
process
■ A. Word Association
Add a closely related word to each group of words. Choose one of the words from the
list in the box. Use a dictionary if you need help.
1. moisture, lightning, wind
______________________________________________
2. village, country, origins
______________________________________________
3. development, change, steps
______________________________________________
4. fun, enjoyment, liveliness
______________________________________________
5. familiar, private, personal
______________________________________________
■ B. Rewriting Sentences
Rewrite each sentence using one of the words from the list to replace the group of
underlined words. Use a dictionary if you need help.
Copyright © The McGraw-Hill Companies, Inc.
1. In a small notebook Jonah recorded what he had noticed.
2. The charm and fascination of Hollywood continues to attract young actors.
3. A drop of golden fossilized tree sap hung from Mia’s necklace.
4. Every person arriving from a foreign country had to show a passport.
5. A small wooden dressing table stood in one corner of the bedroom.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
3
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
4
Johnson Interprets Ashby
Use with Writing in the Real World, pp. 152–155.
Key Information
The list below contains words that are important for understanding Writing in the Real World
and words related to history. Read each word, and answer the questions that follow.
interpreter
restored
comment
enable
original
document
petition
narrative
carter
teamster
■ A. Exploring Word Meanings
Answer each of the following questions. Use a dictionary if you need help.
1. How are carter and teamster related?
2. How are the words restored and original related?
3. What do a narrative and a document have in common?
4. How might a man petition for his freedom?
In each item below, circle the word or phrase that does not belong with the other
words. Explain your reasons briefly on the line. Use a dictionary as necessary.
4
1. comment
mention
remark
belong
say
2. enable
barrier
assistance
help
aid
3. interpreter
actor
historian
vehicle
teacher
4. restored
fixed
cleaned
threw
refinished
5. narrative
tale
denial
story
account
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
■ B. Word Association
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
5
McLain Guides Travelers
Use with Writing in the Real World, pp. 198–201.
Key Information
The following words are important for understanding Writing in the Real World and
elements of travel writing. Read each word, and answer the questions that follow.
continental
respond
ceremony
regional
cultural
conversational
bind
intriguing
warrior
identify
■ A. Relating Known and Unknown Words
Match each word with a word from the box that is a synonym—a word with the same
or a similar meaning. Refer to a dictionary as needed.
1. fighter
____________________________________________________________
2. chatty
____________________________________________________________
3. reply
____________________________________________________________
4. tie
____________________________________________________________
5. interesting
____________________________________________________________
6. territorial
____________________________________________________________
7. recognize
____________________________________________________________
8. answer
____________________________________________________________
Copyright © The McGraw-Hill Companies, Inc.
■ B. Completing Sentences
Complete each sentence below so that the meaning of the underlined word is clear.
Use a dictionary if necessary.
1. Our French visitor has enjoyed such cultural differences as
2. As part of the ceremony, we had to ___________________________________________
3. Let’s listen to the regional weather forecast so ___________________________________
4. Only teams from the continental United States came, so we never got to see the team
from ___________________________________________________________________
5. Speak in a conversational tone so that _________________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
5
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
6
Johnson Persuades with Proposals
Use with Writing in the Real World, pp. 262–265.
Key Information
Listed below are important words for understanding Writing in the Real World and elements
of proposal writing. Say each word to yourself, and answer the questions below.
organization
exhibit
prose
coherent
proposal
adapt
adjust
benefit
stress
subtle
■ A. Relating Words to Concepts
Answer each of the following questions. Use a dictionary if you need help.
1. Which two words relate to making changes? ____________________________________
2. Which word often relates to a group of people? _________________________________
3. Which word can describe a troubled state of mind or the state of being physically
drained? ________________________________________________________________
4. Which word relates to fiction and nonfiction?___________________________________
■ B. Inferring Meaning from Examples
From the list in the box, choose a word that could be used to refer to each example
below. Remember, each word can be used only once. Use a dictionary if you need help.
1. magazine article __________________________________________________________
2. clear, easily understood ____________________________________________________
3. a group of people working together __________________________________________
4. a display of paintings by an artist ____________________________________________
5. slight, almost unnoticeable _________________________________________________
6. to make someone’s tie hang straight __________________________________________
7. to underline an important word _____________________________________________
8. an advantage ____________________________________________________________
9. to adjust to a new situation _________________________________________________
10. a suggestion _____________________________________________________________
6
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
5. Why would a good proposal stress the benefits of a project?________________________
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
7
Living up the Street, Gary Soto
Use with Unit 1, pp. 32–38.
Key Information
Below are some important words from the literature selection. Read each word to yourself.
tang
grope
feeble
hurriedly
squint
squat
wardrobe
gleaming
tier
enviously
■ A. Word Association
Add a closely related word to each group of words. Choose one of the words from the
list in the box. Use a dictionary if you need help with a word’s meaning.
1. covetously, jealously
_______________________________________________
2. glowing, shining, glittering
_______________________________________________
3. taste, sharpness, flavor
_______________________________________________
4. short, broad, flat
_______________________________________________
5. weak, helpless, timid
_______________________________________________
6. shoes, shirts, pants
_______________________________________________
7. grab, reach, feel for
_______________________________________________
8. row, level, layer
_______________________________________________
Copyright © The McGraw-Hill Companies, Inc.
■ B. Clarifying Meaning
Complete each sentence so that the meaning of the underlined word is clear.
Try to add details or examples.
1. The family left the house hurriedly because ____________________________________
2. You will have to squint to see the boat because __________________________________
3. The man’s voice was so feeble that ____________________________________________
4. Each tier of seats was ______________________________________________________
5. Ever since _______________________________________________________________
_________________________________________________, Pat looks at me enviously.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
7
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
8
“The Game,” Walter Dean Myers
Use with Unit 2, pp. 90–95.
Key Information
Listed below are some useful words from the literature selection. Read each word to yourself.
rely
lay-up
defense
rebound
hook
heart attack
jump shot
dribble
trophy
backboard
■ A. Recognizing Definitions
Write the word or phrase in each group that gives the meaning of the underlined word
or words. Use a dictionary if you need help.
1. trophy: winning shot, prize, teammate
2. defense: act of thwarting attempts to score by opponents, to attack suddenly, to
move without warning
3. backboard: the place where scores are shown, a wall, the flat piece behind the basket
4. heart attack: trick shot, sudden failure of the heart to work properly, warm feeling
toward someone
■ B. Using Words in Sentences
Write a sentence that relates each pair of words. Use a dictionary as needed.
8
1. hook
jump shot
2. rebound
dribble
3. defense
trophy
4. rely
lay-up
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
5. rely: to depend on, to lie down, to lie
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
9
Thrashin’ Time, David Weitzman
Use with Unit 3, pp. 142–148.
Key Information
Below are some of the words that are important for understanding the literature selection.
Say each word to yourself.
recount
extraordinary
pester
sheaves
clamber
maim
debt
scoff
witness
prairie
■ A. Word Association
Write the word from the box that is closely related to each of the following words.
1. climb ___________________________
5. cripple __________________________
2. bother __________________________
6. special __________________________
3. spectator ________________________
7. grassland ________________________
4. owed ___________________________
8. tell _____________________________
■ B. Using Words in Sentences
Complete each sentence with a word from the list. You may need to change the form of
the word. Use a dictionary if you need help.
1. Because I had ___________________________ the accident, an officer asked
me questions.
2. To see snow in Illinois in May is really quite ___________________________.
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3. The safety rules protect machine operators from being _____________________.
4. I said no and I meant it, so don’t ___________________________ me.
5. After it is harvested, the grain is tied up in ___________________________.
6. For weeks the covered wagons rolled across the ___________________________.
7. Grandfather would ___________________________ stories of his childhood in
India.
8. Valerie will not borrow money, so she remains free of ______________________.
9. A low wall surrounded the field, but we were able to _______________________
over it.
10. T. J. boasted that he could beat my score. I didn’t believe it, and so I
___________________________ at him.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
9
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
10
Lyddie, Katherine Paterson
Use with Unit 4, pp. 188–194.
Key Information
Listed below are some useful words from the literature selection. Read each word to yourself.
imitate
strenuous
laden
inferno
meager
regulation
abused
commence
ravenous
fatigue
■ A. Using Words to Describe
Write the word from the list that could be associated with each of the following
situations. Use each word only once. Refer to a dictionary if you need help.
1. a very hungry man
6. what you do if you copy someone
________________________________
________________________________
2. a long, difficult hike
7. an animal that has been badly treated
________________________________
________________________________
3. a raging, extremely hot fire
8. a person carrying many bags and boxes
________________________________
________________________________
4. “No Parking” is an example of one.
9. what you do when you start a job
________________________________
10. a meal that is too small to satisfy you
________________________________
________________________________
■ B. Using Words in Sentences
In each sentence below, replace one or more words with a word from the list. Cross out
the word or words you are replacing, and write the new word above it. Use a dictionary
if you need help.
1. When the bell rings, you can begin.
2. The soccer game was long and difficult, but our team won.
3. The dog must have been very hungry to eat an entire loaf of bread.
4. The boat rode low in the water because it was so weighted down with passengers.
5. A long nap will take care of your tired feeling.
10
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
5. what you would feel after a long walk
________________________________
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
11
Always to Remember, Brent Ashabranner
Use with Unit 5, pp. 250–258.
Key Information
Below are some words that are important for understanding the literature selection. Say each
word to yourself.
distinguished
architect
durable
indication
appropriate
uniquely
unanimous
prominent
horizontal
conception
■ A. Word Association
Add a closely related word from the box to each group of words below. Use a
dictionary if you need help.
1. level, flat, even
______________________________________________
2. builder, engineer, designer
______________________________________________
3. tasteful, correct, thoughtful
______________________________________________
4. notable, protruding, leading
______________________________________________
5. idea, creativity, invention
______________________________________________
6. united, agreed, of one mind
______________________________________________
7. stone, lasting, strong
______________________________________________
8. sign, clue, hint
______________________________________________
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■ B. Completing Sentences
Complete each sentence below so that the meaning of the underlined word is clear.
Refer to a dictionary as needed.
1. The pictures were of distinguished people, such as _______________________________
2. Build the tower from some durable material, like ________________________________
3. The vote was unanimous because everyone_____________________________________
4. I think that Derrick is uniquely qualified for the position of class treasurer because
5. In American politics perhaps the most prominent family is ________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
11
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
12
Silent Spring, Rachel Carson
Use with Unit 6, pp. 302–306.
Key Information
Listed below are some useful words from the literature selection. Say each word to yourself,
and then answer the questions that follow.
humanity
prosperous
blight
tremble
malady
stricken
litter
withered
substantial
stark
■ A. Relating Words to Concepts
Answer each of the following questions, using words from the list above. Use a
dictionary if you need help.
1. Which words could be associated with things that do not look healthy?
2. How is the word humanity related to the word human?
3. Which two words could form a phrase meaning “a large family of puppies”?
■ B. Inferring Meaning from Examples
Write the word from the list that best relates to each of the following. Use each word
only once. Refer to a dictionary if you need help.
1. a dead plant that has dried up
___________________________________
2. a wealthy family
___________________________________
3. a view of a treeless, uninhabited place
___________________________________
4. a meal that would really fill you up
___________________________________
5. a mass of people
___________________________________
6. a sore throat
___________________________________
7. shaking from fear
___________________________________
8. a disease that kills all the corn in one field
___________________________________
9. to suddenly become ill
___________________________________
10. six baby kittens
12
___________________________________
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
4. Which word relates to success or riches?
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
13
Learning from Context: Example I
Key Information
You can often figure out the meaning of a new word by looking at its context—the words
around it. Sometimes an example helps you understand a new word.
The forest had several varieties of conifers, including pines, firs, spruces, and hemlocks.
The clue in this sentence is the word including. It lets you know that an example, or several
examples, will follow. Using this clue, you could figure out that a conifer is a kind of tree.
The following clue words are often used with examples.
for instance
other
such as
■ A. Learning New Words from Examples
Use the clues in the sentences below to figure out the meaning of each underlined
word. Write the word’s meaning on the line. Use a dictionary to check your answers.
1. The skink and other lizards in Ohio hibernate each winter.
2. The fire devastated the building; for instance, every window was shattered, and not
a single wooden door remained.
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3. The harbor was crowded with sailboats, such as sloops, ketches, and yawls.
■ B. Using Context to Make Meanings Clear
Think of examples that will make the meaning of each underlined word clear.
Then write an example to complete each sentence. Use a dictionary as necessary.
1. Many common products can pollute our water; for instance,
2. Use these cups only for cold beverages, such as
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
13
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
14
Learning from Context: Example II
Key Information
The context of a new word—the words around it—often can provide clues to the word’s
meaning. In the following sentence, examples can help you figure out the meaning of the
word bilingual.
Most students in my class are bilingual; for instance, Ana speaks English and Spanish,
while Takao speaks English and Japanese.
The clue words for instance signal that one or more examples will follow. The examples help
you figure out that bilingual means “speaking two languages.” The following words are
often used with examples.
for example
like
including
such as
■ A. Figuring Out Word Meanings
On the line below each sentence, write what you think the underlined word means.
Use a dictionary to check your answers.
1. A few wildflowers, gentians for example, can bloom in snow.
2. A surprising number of people have one or more phobias, such as a fear of cats or
a fear of the number thirteen.
Determine the correct meaning of the underlined word as it is used in the sentence.
Write the word and its definition on the line. Use a dictionary if needed.
1. If you see a nocturnal animal, such as an owl or a bat, during your lunch hour,
consider it a strange occurrence.
2. Mr. Allen’s surrey and the horses that pull it spend each winter in a barn.
3. Aaron can keep a secret; for instance, he would never disclose the combination of
my locker.
4. Several of my mother’s rings contain diamonds and rubies.
5. Every guest was eminent in his or her field; one was a noted professor, for
example, while another was a famous author.
14
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Words in Sentences
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
15
Learning from Context: Comparison I
Key Information
Context, or the surrounding words, can help you figure out the meaning of many unfamiliar
words. Sometimes the new word is compared with something you already know. For example, look at the following sentence.
Friday, Holly was sick with the flu, and by Monday two more people had the
same malady.
Notice the clue word same; it tells you that the word malady is related to the familiar word
flu. Flu is a sickness or disease; therefore, malady must mean “a sickness or disease.” The
following clue words are often used to signal comparisons. Use a dictionary if needed.
same
likewise
just as
■ A. Relating Known and Unknown Words
In the sentences that follow, circle the clue word or words that show comparison.
Then, on the line write the meaning of the underlined word. Use a dictionary if
you need help.
1. Their lavish furnishings were just as fancy as those found in any palace.
2. The potato chip was the ingenious invention of a cook; likewise, the ice cream
cone was the clever creation of a pastry salesman.
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3. The farmers hoped that this year’s monsoon would be the same as last year’s, with
the southerly winds bringing plentiful rains all summer.
4. My vegetable soup was tepid; likewise, my steak was lukewarm.
■ B. Using Context to Clarify Meaning
Write an original sentence using each word. Use comparison to make the meaning
of the word clear. Include the clue term in your sentence. Use a dictionary if you
need help.
1. placid (just as)
2. surly (likewise)
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
15
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
16
Learning from Context: Comparison II
Key Information
You often can figure out the meaning of an unfamiliar word by its context, the words around
it. In the following sentence the new word is similar in meaning to another word in the same
sentence.
The doctor received a phone call and immediately terminated the interview; she also
ended the examination suddenly.
The clue word also helps you figure out that the word terminated is similar in meaning to the
familiar word ended. The following clue words often signal comparisons.
similarly
also
too
identical
■ A. Inferring Meaning Based on Comparison
Use the clue words signaling comparison to figure out the meaning of each underlined
word. Write the word’s meaning on the line. Check your answers with a dictionary.
1. The supply truck got mired down in the identical spot that our jeep got stuck.
2. This breed of dog is always mute; certain other dogs are similarly silent.
3. Ahmed was taciturn in class; his sister, too, was quiet and reserved.
Complete each sentence using a word from the list below. Use a dictionary as needed.
rectify
ire
perimeter
navigable
1. A wire fence ran around the ___________________________ of the yard, and
the taller grass around the edge of the yard also set off its limits.
2. A good plumber can ___________________________ that problem; this
apartment had an identical water problem, and a plumber fixed it easily.
3. The upper part of the river is ___________________________; similarly, boats
can travel in the lower part once they get beyond the falls.
4. The colonists’ ___________________________ over the Stamp Act was identical
to their anger over the earlier Sugar Act.
16
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Words in Sentences
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
17
Learning from Context: Contrast I
Key Information
A new word often is explained by the words around it, its context. Sometimes the unfamiliar
word is contrasted with another word or phrase that has the opposite meaning.
The pilot was vigilant, but the co-pilot was not paying attention.
The word but signals a contrast. It lets you know that vigilant is the opposite of not paying
attention. It helps you figure out that vigilant means “aware, or watchful.” The following
clue words often signal a contrast.
on the contrary
but
however
■ A. Inferring Meaning with Contrast
Figure out the meaning of each underlined word by looking at context clues. Write the
word’s meaning on the line. Use a dictionary to check your answers.
1. Nathan was an obscure actor, but his sister was famous.
2. Some people considered Feynman an eccentric genius; however, in many ways he
led a perfectly normal, ordinary life.
3. Carl does not always keep to himself; on the contrary, he is affable when you get to
Copyright © The McGraw-Hill Companies, Inc.
know him.
4. Sofia was quiet as a child; however, she is now glib enough to have her own
talk show.
■ B. Using Context Clues to Make Meaning Clear
Write an original sentence using each word below. Use comparison to make the
meaning of each word clear, and include the clue word shown in parentheses.
Use a dictionary for help if necessary.
1. cold, torrid (clue word: but)
2. spicy, bland (clue word: although)
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
17
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
18
Learning from Context: Contrast II
Key Information
Context, or the surrounding words, can help you figure out the meanings of many new
words. In the following sentence the meaning of an unknown word is hinted at through
contrast.
This plastic is stiff when it’s cold; however it becomes pliable when it’s warm.
The clue word however tells you that the word pliable is probably the opposite of the familiar
word stiff. Using this clue, you can figure out that pliable means something like “able to
bend.” The clue words below often signal contrast.
although
on the other hand
unlike
however
■ A. Relating Known and Unknown Words
In the following sentences circle the clue words that show contrast. On the line write
the underlined word and its meaning. Use a dictionary if needed.
1. Although it will not stick to cloth, this tape will adhere firmly to hard surfaces.
2. Unlike the impudent visitor, the hosts were models of politeness.
3. Unlike my boss, who will always suppress new ideas, my teacher encourages us to
4. Paul thought that painting the fence was drudgery; Sean, on the other hand,
thought it was fun.
■ B. Clarifying Meaning
Complete each sentence to make the meaning of the underlined word clear.
Use familiar words or phrases that contrast with the underlined words.
Use a dictionary if necessary.
1. My dog looks ferocious, but _________________________________________________
2. Unlike my father, who is a superb cook, _______________________________________
18
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
be original.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
19
Learning from Context: Cause and Effect I
Key Information
An unfamiliar word usually appears in a context—the words around it—that will often provide clues to the word’s meaning. In the following sentence a clue word can help you figure
out the meaning of the word petite.
My sister, who is twenty-one, is petite; therefore, she can still wear children’s clothes.
The clue word therefore signals the possibility of a cause-and-effect statement. A person
might wear children’s clothes because she is small. You can guess correctly that petite means
“small or short.” The following clue words often suggest cause and effect.
since
therefore
consequently
■ A. Figuring Out Word Meanings
The cause-and-effect relationship in the sentences below should help you figure out
the meanings of the underlined words. On the line below each sentence, write what
you think the underlined word means. Use a dictionary to check your answers.
1. We had to leave the concert early; consequently, we missed the finale.
2. Since the weather stayed cold and damp throughout April, the first seeds did not
germinate.
Copyright © The McGraw-Hill Companies, Inc.
■ B. Using Context Clues to Make Meaning Clear
Use a word from the list below to complete each sentence. Use a dictionary as needed.
nautical
perennial
temperate
replica
skeptical
1. The original sculpture is in a Paris museum; therefore, this one must be a
___________________________ .
2. Since this flower comes up every year, we know it’s a _______________________.
3. Mr. Tsao dislikes extreme heat and cold; therefore, he probably will always live in a
___________________________ climate.
4. My grandmother spent years in the navy; consequently, her home is filled with
___________________________ items.
5. Bella will never believe that story since she is naturally ______________________.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
19
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
20
Learning from Context: Cause and Effect II
Key Information
Often, you can figure out the meaning of a new word by looking at its context, the words
around it. Sometimes, a cause-and-effect statement helps you understand a word. Look at
the following example.
Because you spend more than you earn, your savings will quickly dwindle.
The word because is a clue that lets you know that the sentence contains a cause and an
effect. Using this clue, you could figure out that dwindle must mean “shrink or become
less.” The following clue words often point to cause-and-effect relationships.
because
as a result
so
■ A. Analyzing Meaning Using Cause and Effect
The cause-and-effect relationships in the sentences below should help you figure out
the meanings of the underlined words. On the line below each sentence, write what
you think the underlined word means. Use a dictionary to check your answers.
1. Because that’s saltwater on the deck, it will leave a whitish residue when it dries.
2. Roger and Fatima both love roller coasters, so their ride on the Cyclone left them
feeling exhilarated.
3. Don forgot to put the milk back in the refrigerator; as a result, it has started
4. No one will notice your tiny mistake in this huge mural, because the error
is insignificant.
■ B. Clarifying Meanings
Complete each sentence so that the meaning of the underlined word is clear. Use cause
and effect as a context clue. Refer to a dictionary if you need to.
1. Because the drought has lasted so long, the lakes ________________________________
2. The captain was finally able to decipher the code used in the secret message; as a result,
20
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
Copyright © The McGraw-Hill Companies, Inc.
to curdle.
Vocabulary and Spelling Strategies and Practice
Name ...................................................................................... Class .................................................. Date ................................
21
Word Parts: Roots I
Key Information
A root is the main part of a word. Knowing the meanings of common roots will help you
understand the words that contain them. For example, bio, meaning “life,” is a root in
biology and biography. The root tells you that these words have something to do with life.
Root
dent
flex, flec
therm
port
Meaning
tooth
to bend
heat
carry
Word
dental
deflect
thermometer
import
Meaning of Word
having to do with teeth
turn to one side
an instrument that measures heat
carry into a country
■ A. Identifying Roots
Each set of words below has the same root. Circle the root.
1. denture, dentin, dentistry
2. autobiography, biome, biomedical
3. transport, portable, export
4. reflex, flexible, flexor
5. thermal, thermos, thermostat
■ B. Completing Sentences
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Use words from Part A to complete the following sentences. You may need to add an
ending to a word. Use a dictionary as necessary.
1. We will need a large truck to ___________________________ all this cargo.
2. Your soup will stay hot if you keep it in a ___________________________.
3. People who lose their natural teeth need ___________________________.
4. The muscle that bends your arm is called a ___________________________.
5. My parents wanted to see the film about Malcolm X after they read his
___________________________.
6. Moving your hand away from a hot stove is a natural _______________________.
7. The ___________________________ is the part of your tooth just below the
enamel.
8. This typewriter is ___________________________, so I can carry it with me.
9. A cactus and lizard are two components of a desert ________________________.
10. The house was like an oven because someone turned the
___________________________ way up.
Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 8
21
