Writers choice vocabulary and spelling strategies and practice grade 7

Vocabulary and Spelling
Strategies and Practice
Grade 7

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Contents
Vocabulary for Writing in the Real World
Jenkins Celebrates Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Featuring “The Freep!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Synder Describes Gargoyles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Bethancourt Writes “User Friendly” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Rand Explains Underwater Mysteries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Carson Delivers a Wake-up Call . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Literature Vocabulary
The Diary of Latoya Hunter, Latoya Hunter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
The Clay Marble, Minfong Ho. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
The Gathering, Virginia Hamilton . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
“A Huge Black Umbrella,” Marjorie Agosín . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Living Treasure, Laurence Pringle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
“The Liberry,” Bel Kaufman . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Learning from Context
Definition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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
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
Spelling Problem Words I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Spelling Problem Words II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Spelling Problem Words III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Spelling Problem Words IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

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

iv


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

1

Jenkins Celebrates Life
Use with Writing in the Real World, pp. 4–7.
Key Information

Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
calypso
maracas

express
melody

broaden
ripple

inspire
amidst

informal
encounter

■ A. Word Association

Complete each word group by writing a word from the list above that is closely associated with the other words or phrases.
1. say, tell, make known

________________________________________________

2. widen, develop, enlarge

________________________________________________

3. Bahamas, rhythm, drums

________________________________________________

4. song, tune, music

________________________________________________

5. rattles, instruments, shake

________________________________________________

■ B. Using Words in Sentences

In each sentence below, cross out one or more words, and replace what you crossed out
with a word from the list above. Write the listed word above the part you crossed out.
Use your dictionary if you need help.
Copyright © The McGraw-Hill Companies, Inc.

1. We were surprised to meet up with a well-dressed gentleman in the alley.
2. She often wore jeans, T-shirts, and other casual clothes to work.
3. The movement of the rowboat caused only a small wave in the lake.
4. A trip to the library may bring about an interest in books.
5. It was difficult to hear the speaker in the middle of all the shouting.
6. The small rhythm instruments were hand painted with scenes from an island.
7. Grandfather played an old tune on his accordion.
8. Chang is trying to enlarge his understanding of how the heart and lungs work.
9. Jessica has a hard time trying to tell her feelings about moving to Tallahassee.
10. When the band began to play the music from Trinidad, people jumped up

to dance.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

1


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

2

Featuring “The Freep!”
Use with Writing in the Real World, pp. 42–45.
Key Information

Listed below are some of the words that are important for understanding Writing in the Real
World. These words can also help you understand feature writing. Say each word to yourself,
and then answer the questions that follow. Use a dictionary if needed.
reflect
profile

contemporary
deem

submit
graphic

impatient
achieve

collaboration
publication

■ A. Exploring Word Meanings
1. Which word describes how a feature writer might feel when a story just won’t

come out right?___________________________________________________________
2. Which word names information that appears as charts, diagrams, or pictures

instead of words? _________________________________________________________
3. How do you think collaboration might be related to a publication?

4. Both reflect and deem mean “to think about” or “to consider.” But they are differ-

ent in an important way. Which of the two words also means “to judge”? Use a
dictionary, and compare the definitions.

Complete each sentence to make the meaning of the underlined word clear.
1. The writer decided to take her notes on cards and then transfer them to

2. Elena liked to read contemporary authors because _______________________________

3. Their work was a collaboration: Jen gathered the information, and Willow

4. My mother deems it necessary for me to study because she knows that I want

5. Before I decided to submit a poem, I __________________________________________

2 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

■ B. Making the Meaning Clear


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

3

Snyder Describes Gargoyles
Use with Writing in the Real World, pp. 110–113.
Key Information

Listed below are some of the words that are important for understanding Writing in the
Real World. Say each word to yourself. Then answer the questions that follow. Use a dictionary if needed.
overall
precise

vision
highlight

visualize
ordinarily

hesitation
imaginative

interpretation
flamboyant

■ A. Relating Words to Concepts
1. Which word from the list means about the same thing as to picture?

2. Which word describes a showy character?

3. Which word describes a technique you might use to show the most important

details in your notes?
4. Which word in the list describes the kind of words a writer wants when she

chooses an adjective like sizzling instead of one like hot?

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5. Which word means the same as daily or commonly?

■ B. Relating Words and Examples

Give an example of each of the following underlined words:
1. An action that shows hesitation

2. A vision of the future

3. Something that has been highlighted

4. An imaginative book

5. An interpretation of a dream

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

3


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

4

Bethancourt Writes “User Friendly”
Use with Writing in the Real World, pp. 152–155.
Key Information

Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
portable
disarm

summarize
sly

meddle
resolve

model
artificial intelligence

intimidate
critical

■ A. Recognizing Definitions

Write the word or phrase from each group that matches the meaning of the underlined
word. Use a dictionary if needed.
1. summarize: prepare for summer; tell about briefly; elaborate; commit to memory

2. intimidate: frighten; listen; imply; supply with raw materials

3. portable: drinkable; edible; resistant to water; able to be carried

4. resolve: remove weapons from; make up one’s mind; undo; handle with care

Complete each sentence below so that the meaning of the underlined word is clear. Use
a dictionary to check meanings as needed.
1. Our class learned about artificial intelligence when we began our study of ____________

2. Tim began to meddle with my plans when he ___________________________________

3. If you are critical of someone else’s work, you might _____________________________

4. It was very sly of Lauren to _________________________________________________

5. The writer said he modeled his main character after______________________________

4 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

■ B. Completing Sentences


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

5

Rand Explains Underwater Mysteries

Use with Writing in the Real World, pp. 196–199.
Key Information

Listed below are words that are important for understanding Writing in the Real World. Say
each word to yourself. Then use as many words as you need to answer the questions that
follow. You may use some words twice.
aquarium
nocturnal

reef
impression

curator
prowl

reputation
predator

misconception
wriggling

■ A. Word Association
1. Which two words on the list name kinds of movement?

2. Which two words refer to an animal’s need for food?

3. How are curator and aquarium related?

4. Which word refers to time?

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■ B. Using Words in Sentences

In each sentence below, cross out one or more words, and replace what you crossed out
with a word from the list. Write the listed word above the part you crossed out. You
may use your dictionary for help.
1. Pandas have a good name because they look cute and cuddly. Are they really?
2. Bats are active during the night.
3. The belief that wolves will attack humans is a wrong idea.
4. Her constant smile gave others the strong feeling that she was happy.
5. Tiny mice search silently and constantly along the riverbank for edible seeds.
6. The snake moved quickly, twisting and turning through the tall grass.
7. We went to the collection of sea exhibits housed in one building in Baltimore.
8. Elaine went snorkeling near the ridge of coral off Bahia Honda State Park.
9. The person in charge of the museum is an expert on Navajo art.
10. The animal followed the fresh tracks made by its prey.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

5


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

6

Carson Delivers a Wake-up Call
Use with Writing in the Real World, pp. 258–261.

Key Information

Listed below are some of the words that are important for understanding Writing in the Real
World. Say each word to yourself. Then answer the questions that follow.
anecdote
evidence

surgeon
knowledge

persuasive
admiration

grumpily
effectively

literate
confidence

■ A. Word Association

Write a word from the list that has the same or almost the same meaning as each of the
following words or phrases. Use your dictionary as needed.
1. belief in one’s ability

__________________________________________________

2. physician

__________________________________________________

3. convincing

__________________________________________________

4. having skill in reading

__________________________________________________

5. with a desired result

__________________________________________________

6. facts for a trial

__________________________________________________

■ B. Relating Words and Examples

1. evidence: a photo showing a crime being committed; support for an idea in your

writing; a small furry creature
2. admiration: a smile that shows pleasure and positive feelings; a deposit in a bank

account; praise for something well done
3. grumpily: saying something slowly; doing something with a frown; getting out of

bed with a complaint and a growl
4. anecdote: story told to make a point; something to counteract a poison; narrative

about a personal experience
5. knowledge: understanding why the Declaration of Independence was written;

being able to repair a leaky faucet; lifting more than one’s own weight

6 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

For each underlined word, cross out the phrase from each group that is not an
example of the underlined word. On the line write a correct example of your own.
Use a dictionary to check your answers.


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

The Diary of Latoya Hunter, Latoya Hunter

7

Use with Unit 1, pp. 32–38.
Key Information

Listed below are some useful words from the literature selection. Say each word on the list
to yourself.
desperate
empathize

envy

mature

individual
realization

pathetic
circulate

innumerable
communicate

■ A. Relating Known and Unknown Words

Match each word below with a synonym from the list. Refer to the dictionary as needed.
1. understanding

_________________________________________________________

2. move

_________________________________________________________

3. jealousy

_________________________________________________________

4. grow up

_________________________________________________________

5. speak

_________________________________________________________

■ B. Using Words in Sentences

Write a sentence using each pair of words. Use context clues so that a reader will understand the meanings of the words from your sentence. Use a dictionary if necessary.

Copyright © The McGraw-Hill Companies, Inc.

1. desperate, pathetic ________________________________________________________

2. communicate, innumerable _________________________________________________

3. individual, realization______________________________________________________

4. envy, mature _____________________________________________________________

5. empathize, individual ______________________________________________________

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

7


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

8

The Clay Marble, Minfong Ho
Use with Unit 2, pp. 90–95.
Key Information

Listed below are some useful words from the literature selection. Say each word to yourself.
massive
flourish

fragment
nestle

wistfully
earnest

deftly
precious

ceremoniously
ember

■ A. Word Association

Complete each word group by writing a word from the list above that is closely associated with the other words or phrases. Refer to a dictionary if helpful.
1. fire, ashes, heat

_____________________________________________

2. hands, quickly, easily

_____________________________________________

3. jewels, dear, valuable

_____________________________________________

4. piece, broken, part

_____________________________________________

5. close, comfort, hug

_____________________________________________

6. sadness, memories, longingly

_____________________________________________

■ B. Using Words in Sentences

Complete each of the following sentences by choosing an appropriate word from the
list. Use each word only once. Refer to a dictionary if necessary.
each soldier’s uniform.
2. Kevin thought _______________ about the game he was going to miss.
3. Workers moved the _______________ stone into place.
4. Sarah is an _______________ student who always does her work well.
5. We watched the woman’s hands as she quickly and _______________ wove

a small basket.
6. The crown is made of _______________ metal.
7. Mei signed her name in large letters and with a great _______________.

8. The puppies began to _______________ up to their mother in order to get warm.
9. Shiveh dug up a _______________ of an old pottery jar.
10. Only a single _______________ remained in the fire.

8 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

1. The president _______________ and with great solemnity pinned a medal on


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

9

The Gathering, Virginia Hamilton
Use with Unit 3, pp. 142–148.
Key Information

Listed below are some useful words from the literature selection. Say each word to yourself.
descend
emit

illuminate
comprehend

singe
obscure

presence
glinting

component
understatement

■ A. Understanding Words Through Contrast

Write a word from the list that has a meaning nearly opposite the meaning of each
word below. Use a dictionary if necessary.
1. exaggeration

________________________________________________________

2. absence

________________________________________________________

3. misunderstand

________________________________________________________

4. clear

________________________________________________________

5. darken

________________________________________________________

■ B. Understanding Definitions

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Read each definition below. Write the word from the list that most closely matches
each definition. Use a dictionary if you need one.
1. shining

____________________________________

2. give off

____________________________________

3. understand

____________________________________

4. go down

____________________________________

5. difficult to understand

____________________________________

6. state of being in a place

____________________________________

7. light up

____________________________________

8. burn slightly

____________________________________

9. a part that is combined with other parts

____________________________________

to make a whole
10. a weak expression of a truth or emotion

____________________________________

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

9


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

“A Huge Black Umbrella,” Marjorie Agosín

10

Use with Unit 4, pp. 188–192.

Key Information

Listed below are some useful words from the literature selection. Say each word to yourself.
bewitch
downpour

temple
somber

tormented
survivor

abroad
fantastic

vanish
prosperity

■ A. Relating Known and Unknown Words

Match each word below with a synonym from the list. Use a dictionary if necessary.
1. charm

____________________________________________________________

2. anguished

____________________________________________________________

3. gloomy

____________________________________________________________

4. disappear

____________________________________________________________

5. fabulous

____________________________________________________________

■ 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 one.
1. Everyone who got caught in the _______________ was completely soaked.
2. Felicia was the only _______________ of the pre-Olympic training course.

spellbound.
4. The audience was entertained by the _______________ tale of gargoyles and giants.
5. Earl took off the sunglasses that rubbed against his _______________.
6. The horses were _______________ by flies and mosquitoes.
7. A summer of good weather brought _______________ to the hard-working rancher.
8. Mrs. Gadski dreamed of traveling _______________ one day.
9. When the baby touched the bubble, it _______________.
10. A _______________ silence fell over the crowd when the bad news was announced.

10 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

3. The slow movement of the huge mobile _______________ visitors, holding them


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

11

Living Treasure, Laurence Pringle
Use with Unit 5, pp. 248–254.
Key Information

Listed below are some useful words from the literature selection. Say each word to yourself.
investigate
destruction

oasis
canopy

estimate
classify

species
geyser

microscopic
entomologist

■ A. Word Association

Complete each word group by writing a word from the list above that is closely associated with the other words or phrases. Use a dictionary if necessary.
1. water, desert, life

___________________________________________________

2. water, hot, erupt

___________________________________________________

3. categories, divide, list

___________________________________________________

4. breaking, loss, ruin

___________________________________________________

5. similar, plants, animals

___________________________________________________

■ B. Rewriting Sentences

Rewrite each sentence using one of the words from the list. Use a dictionary if necessary.

Copyright © The McGraw-Hill Companies, Inc.

1. In a rain forest the tops of the tallest trees provide homes for many species.

2. Some organisms are not visible to the naked eye.

3. Scientists can now study and learn about topics that have never been studied before.

4. A scientist who studies insects must do extensive field work.

5. Scientists make informed guesses that there are thirty million species of insects

in the world. _____________________________________________________________

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

11


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

12

“The Liberry,” Bel Kaufman
Use with Unit 6, pp. 298–302.
Key Information

Listed below are some useful words from the literature selection. Say each word to yourself.
relentless
merchandise

imposed
curtail

inundate
priority

anonymous
innovative

endure
illiteracy

■ A. Recognizing Definitions

Write the phrase from each group that matches the meaning of each underlined word.
Use a dictionary if necessary.
1. anonymous: without a name; unwanted or unloved; poorly written

2. curtail: to put on a show; to put an end to; to test

3. illiteracy: not getting exercise; not having food; not being able to read or write

4. relentless: without permission; without a penny; persistent

■ B. Relating Words and Examples

Write a sentence that gives an example of each of the following:
1. Something that might be imposed

2. Merchandise you might purchase at a department store

3. A priority you have on weekday mornings

4. An innovative machine or tool

5. Something you or a friend must endure

12 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

5. inundate: to flood; to repair; to create once again


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

13

Using Context Clues: Definition
Key Information

When you come to an unfamiliar word in your reading, you often can figure out what it
means by looking at the surrounding words, or the context. Sometimes the meaning of the
unfamiliar word is stated in the same sentence, as in this example.
The counterpane, or bedspread, was handmade.
The word or is a clue that a restatement or definition of the word follows. You can use this
clue to figure out that a counterpane is a bedspread. Below are some examples of clue
words that signal definition.
that is

or

in other words

which means

■ A. Word Meanings from Definition Clues

Use the context clues in each sentence to figure out the meaning of the underlined
word. On the line write a definition in your own words.
1. Alicia was afraid to broach the subject; that is, she did not want to bring it up.

2. Roosevelt was a blunt person; that is, he said what he thought without ever

holding back.

Copyright © The McGraw-Hill Companies, Inc.

3. The road meanders, or winds, because it follows the river.

4. The United States enjoyed great prosperity during the 1920s, which means that

most people’s standard of living rose.

■ B. Using Context Clues to Make Meaning Clear

Write a sentence using each of the following words. Use a definition or restatement
clue to make the meaning of the word clear. Use a dictionary if you need to, but state
the definition in your own words.
1. blatant

2. err

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

13


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

14

Using Context Clues: Example
Key Information

When you come to an unfamiliar word in your reading, you often can figure out what it
means by looking at the surrounding words, or the context. Sometimes the meaning of the
unfamiliar word is explained by an example, as in the following sentence.
Many reptiles, such as lizards and snakes, live in the desert.
The clue in this sentence is such as; it tells you that an example follows. You can then figure
out that reptiles are a kind of animal and that snakes and lizards are kinds of reptiles. The
following clue words are often used with examples:
like

such as

for example

for instance

■ A. Word Meanings from Example Clues

Use the examples in each of the following sentences to figure out the meaning of the
underlined word. Circle the clue that signals an example. Then write what you think
the underlined word means.
1. Some habitats, such as the plains that provided food and shelter for many species

of small animals, are disappearing rapidly.
2. His diet was low in nutrients; for example, he ate no fruits or vegetables yesterday.

3. The performance was nearly inaudible at times; for instance, we couldn’t hear the

4. My neighbor is excessively polite; for example, she thanked me six times for help-

ing her carry the groceries in from her car.

■ B. Using Example Clues to Make Meaning Clear

Complete each sentence below by giving an example to make the meaning of the
underlined word clear. Use a dictionary as needed.
1. Juan was known for his crazy exploits, such as __________________________________

2. Paula seemed to be having a relapse; for example, she ____________________________

3. The food was enough to feed a multitude of guests; for instance,____________________

14 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

actor who played the police officer in the first act.


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

15

Using Context Clues: Comparison I
Key Information

When you come across an unfamiliar word in your reading, you often can figure out what it
means by considering the context. Sometimes the unfamiliar word is similar in meaning to
another word or phrase in the sentence.
There were snacks galore at the picnic; similarly, there were a great many sandwiches and
an abundance of fruit.
The clue in the sentence is the word similarly. It tells you that galore, a great many, and
abundance have meanings that are somewhat alike. The comparison clue helps you compare
an unfamiliar word with a word or phrase you already know. Here are some words writers
use to show comparison.
too

likewise

similarly

■ A. Relating Familiar and Unfamiliar Words

In the following sentences circle the clue word that signals a comparison. On the line
write the underlined word and its meaning.

1. Dr. DiMenna told me she had to extract one wisdom tooth; she said, too, that she

might have to take out another tooth later.
2. Fred was eavesdropping on my telephone conversation; similarly, he listened to a

Copyright © The McGraw-Hill Companies, Inc.

private discussion between Grace and Jade.

■ B. Using Words in Sentences

Complete each sentence to show the meaning of the underlined word by providing a
comparison clue. You may use a dictionary if necessary.
1. Our volunteer program has a new slogan; similarly, the school crafts club is writing

2. The tray of sandwiches was tantalizing; but then, too, the appetizers, fruit, and

cold drinks looked ________________________________________________________
3. His plan to bodysurf in Lake Ontario seems absurd; his talk about buying his own

sports car is _________________________________________________ too.
4. The old country houses had thatched roofs; similarly, some houses built in early

America had roofs made of _________________________________________________

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

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

16

Using Context Clues: Comparison II
Key Information

When you come across an unfamiliar word, look at the context. Often the context contains
clues to the word’s meaning. Sometimes the context contains comparison clues, such as
the following:
also

as

resembled

These clues can tell you that the unfamiliar word is similar to another word or phrase in
the context.

■ A. Using Comparison Clues for Word Meanings

In the following sentences underline the clue word that shows a comparison. On the
line, write the underlined word and its meaning.
1. Wearing ties is a new trend among the boys in our class, as wearing skirts has

become the practice among the girls.__________________________________________
2. The meat had no flavor, and the soup was just as bland.

3. Sarah’s woeful expression resembled the sad face of a child who has lost a toy.

4. We received numerous phone calls about the lost dog; our neighbors also received

many calls. ______________________________________________________________
quietly. _________________________________________________________________
■ B. Using Context Clues to Make Meaning Clear

Write a sentence using each of the numbered words. Use the clue word in parentheses
to introduce a comparison that makes the meaning of the word clear. Use a dictionary
if necessary.
1. gaudy (similarly)

2. legible (likewise)

3. weary (also)

16 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

5. Yaeko compelled her horse to walk slowly, just as she had earlier forced it to stand


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

17

Using Context Clues: Contrast I
Key Information

When you read an unfamiliar word, you often can figure out what it means by looking at the
context. Sometimes the unfamiliar word is contrasted with a word or phrase that has the
opposite meaning.
At the equator it was a sultry day, but in Ottawa it was cold and dry.
The clue in this sentence is the word but, which tells you that sultry means something different from cold and dry. This comparison clue helps you contrast the unfamiliar word with the
familiar words or phrases in the sentence. Here are some words writers use to show contrast.
on the other hand

but

■ A. Relating Known and Unknown Words

In the following sentences circle the clue word that shows contrast. On the line write
the underlined word and its meaning.
1. Ben was wan and tired, but Sarah’s color was healthy.

2. Most people are made unhappy by ridicule; on the other hand, they feel supported

when taken seriously. ______________________________________________________
3. Some want to tear down the old station; on the other hand, Ms. Woo wants to

preserve it. ______________________________________________________________
Copyright © The McGraw-Hill Companies, Inc.

4. Diane said that deer would be visible, but I was unable to see any.

■ B. Using Words in Context

Complete each sentence with a word or phrase that shows the meaning of the underlined word by providing a contrast clue. Use a dictionary as needed.

1. Alleah liked to dress in vivid colors; her sister, on the other hand, preferred colors

that are __________________________________________________________________.
2. The cafeteria was _____________________________________, but the lakefront

was calm and serene.
3. Mrs. Jefferson grieved when her family left the old house, but the children were

4. Sometimes the water from the tap is scalding; on the other hand, it can unexpect-

edly run _______________________________________________________________.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

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

18

Using Context Clues: Contrast II
Key Information

You often can figure out the meaning of an unfamiliar word by looking at the context.
Sometimes the writer contrasts the unfamiliar word with something familiar. A sentence may
contain contrast clues, such as the following:
unlike

however

These clues can tell you that the unfamiliar word is different from or opposite to another
word or phrase in the sentence.

■ A. Using Contrast Clues for Word Meanings

In the following sentences circle the word that shows contrast. On the line write the
underlined word and its meaning.
1. Today the lake looks placid; however, it was choppy yesterday.

2. It can be beneficial to exercise; it can be harmful to exercise too much, however.

3. Friday’s dinner was meager, unlike today’s meal, which was a feast.

4. Unlike the Yins, who travel frequently, our family seldom goes anywhere.

■ B. Using Context Clues

Write a sentence for each of the numbered words. Use the contrast clue in parentheses
to help make the meaning clear. You may consult a dictionary if necessary.
1. conscientious (unlike)

2. logical (however)

3. immature (however)

18 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

5. Gina is usually very candid; she was secretive about the surprise party, however.


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

19

Using Context Clues: Cause and Effect I
Key Information

You often can figure out the meaning of an unfamiliar word by looking at the familiar
words around it. In the following sentence a clue word can help you figure out the meaning of inferred.
Because the hall was empty, we inferred the concert had been cancelled.
The clue word is because. It tells you that a cause-and-effect statement is being made.
Inferred means “arrived at a conclusion based on evidence.” Some clue words that show
cause and effect are listed below:
because

as a result

therefore

■ A. Figuring Out Word Meanings Using Cause-and-Effect Clues

In the following sentences circle the words that show a cause-and-effect relationship.
On the line write the underlined word and its meaning.
1. The training classes were demanding; as a result, everyone was very tired.

2. We had only a crude map; therefore, we could not find the dirt road to the house.

3. Milton was in dire need of help because he missed a month of school while he was ill.

Copyright © The McGraw-Hill Companies, Inc.

4. The new law states that all drivers take a road test; therefore, you are not exempt

just because you drove in another country.

■ B. Using Context Clues to Make Meaning Clear

Write a sentence for each of the following words. Use the cause-and-effect clue in
parentheses to make the meaning of the word clear. Use a dictionary as needed.
1. objected (therefore)

2. deceived (as a result)

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

19


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

20

Using Context Clues: Cause and Effect II
Key Information

You often can figure out the meaning of an unfamiliar word by looking at the context. In the
following sentence, the clue word since signals a cause-and-effect relationship. This can help
you determine the meaning of the word transparent.
Since a part of the tent wall was transparent, we could watch the forest animals from
inside the tent.
The clue word is since. It tells you a cause-and-effect statement is being made.
Transparent means “clear” or “see-through.” Most window glass is transparent.
Below are some clue words that may signal cause-and-effect statements.
resulted

since

consequently

■ A. Analyzing Vocabulary Through Cause and Effect

Read each sentence, and think about the meaning of the underlined word. Look for
context clues that can help you. On the line tell the meaning in your own words.
1. Maxine Yazzi was startled by our knock, since she wasn’t expecting visitors.

2. The car stopped suddenly, which resulted in a screeching of brakes.

3. He couldn’t concentrate with the constant blaring of horns; consequently, he

4. Anna christened the boat, since it needed a new name to match its new paint.

■ B. Using Words in Sentences

Write a sentence to show the meaning of the underlined word. Use a cause-and-effect

clue. You may use a dictionary if you wish.
1. Since the dark cave was so eerie, we didn’t stay in it long.

2. Since Marina’s driver’s license would not be valid until the new year, she couldn’t

drive her family to the December carnival.

20 Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

Copyright © The McGraw-Hill Companies, Inc.

closed the windows to block out the harsh sounds.


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

21

Roots I
Key Information

The root, or main part of a word, gives the word its basic meaning. Many words are made
up of more than one root. These word parts, like those below, combine to create a new
word with a new meaning.
Root
auto
bio
graph
mobil

term

Meaning
self
life
written
move
end

Example
automatic
biology
geography
mobility
terminate

Meaning of Word
operating by itself
study of life
written information about earth
state of being movable
to end

■ A. Making Inferences About Words

Use the information in the table above to answer the following questions.
1. Why is the material used in pencils called graphite?

2. Why is a process controlled by computers called automation?

3. Is a scientist who studies the biota investigating plants and animals or rocks and

minerals? How do you know?

Copyright © The McGraw-Hill Companies, Inc.

4. People often say that our society is mobile. What do you think that means?

5. Each bus follows a route. At what point on the route is the terminal?

■ B. Using Words in Sentences

Complete each sentence using a word from the list below. Refer to the dictionary
as needed.
terminated

automation

calligraphy

1. The art of beautiful handwriting is called ______________________________.
2. The builders ______________________________ their outdoor work when the

weather grew too cold.
3. Robots that assemble parts by themselves have enabled factories to turn to

______________________________________.

Writer’s Choice: Vocabulary and Spelling Strategies and Practice, Grade 7

21