Vocabulary spelling level II g7

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Vocabulary & Spelling, Level II
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ISBN 978-0-82194-418-9
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CONTENTS
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Unit 1: Word Study Skills and Word Parts
Lesson 1: Word Study Notebook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 2: Word Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson 3: PAVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 4: Morphemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 5: Morphemes and Meaning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Time Out for Test Practice: Recognizing Word Parts . . . . . . . . . . . . . . .12

Unit 2: Studying Syllables
Lesson 6: Syllabication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Lesson 7: Spelling by Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Lesson 8: Accented Syllables and Pronunciation . . . . . . . . . . . . . . . . . . . .17
Lesson 9: Mispronunciations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Time Out for Test Practice: Syllables Review . . . . . . . . . . . . . . . . . . . . . . .20

Unit 3: Spelling
Lesson 10: Spelling Patterns I . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Lesson 11: Spelling Patterns II . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Lesson 12: Spelling Patterns III . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27
Lesson 13: Spelling Patterns IV . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Lesson 14: Commonly Misspelled Words . . . . . . . . . . . . . . . . . . . . . . . . . .31

Time Out for Test Practice: Spelling Review . . . . . . . . . . . . . . . . . . . . . . .33

Unit 4: Context Clues; Denotation and Connotation
Lesson 15: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson 16: Using Context Clues I: Comparison and Contrast . . . . . . . . .37
Lesson 17: Using Context Clues II: Restatement and Apposition . . . . . .39
Lesson 18: Using Context Clues III: Examples and Cause and Effect . . .41
Lesson 19: Denotation and Connotation . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Time Out for Test Practice: Context Clues . . . . . . . . . . . . . . . . . . . . . . . . .45

Unit 5: Prefixes, Roots, Suffixes, and Root Origins
Lesson 20: Word Roots, Prefixes, and Suffixes . . . . . . . . . . . . . . . . . . . . . .47
Lesson 21: Prefixes and Similar Word Parts . . . . . . . . . . . . . . . . . . . . . . . .49
Lesson 22: Suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Lesson 23: Roots and Base Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Lesson 24: Greek and Latin Roots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Time Out for Test Practice: Spelling Review . . . . . . . . . . . . . . . . . . . . . . .57

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Unit 6: Homographs, Homophones, and Homonyms
Lesson 25: Homographs, Homophones, and Homonyms . . . . . . . . . . . . .58
Lesson 26: More about Homographs, Homophones,
and Homonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .60
Time Out for Test Practice: Homophones . . . . . . . . . . . . . . . . . . . . . . . . .62

Unit 7: Reference Material; Synonyms and Antonyms
Lesson 27: Using Dictionaries and Thesauruses . . . . . . . . . . . . . . . . . . . . .64
Lesson 28: Choosing the Right Definition . . . . . . . . . . . . . . . . . . . . . . . . . .66
Lesson 29: Synonyms and Antonyms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Time Out for Test Practice: Connotation . . . . . . . . . . . . . . . . . . . . . . . . . .70

Unit 8: Collecting and Choosing Your Words
Lesson 30: Figurative Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71
Lesson 31: Slang and Colloquialisms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .74
Lesson 32: Words for Your Word Study Notebook . . . . . . . . . . . . . . . . . .76
Time Out for Test Practice: Reading Comprehension . . . . . . . . . . . . . . .77
Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79

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Introduction
The Exceeding the Standards resource books provide in-depth language arts instruction to enrich
students’ skills development beyond the level of meeting the standards. Exceeding the Standards:
Vocabulary & Spelling offers meaningful ways to incorporate word study into the language arts
classroom.
Vocabulary & Spelling presents thirty-two lessons, designed to be used weekly, that cover a broad
range of topics from etymology to context clues to spelling patterns. These lessons are aligned with
the units of the Mirrors & Windows: Connecting with Literature program and may be used alone or as
supplements to the Vocabulary & Spelling workshops in the Student Edition. Each lesson incorporates
words from selections in the corresponding unit of the textbook. By using these lessons in
conjunction with the literature program, you will help your students become better readers, writers,
speakers, and spellers.
Each lesson in Vocabulary & Spelling includes the following components:
• A Word of the Week, selected from the corresponding textbook unit, highlights a word that
students may find particularly meaningful or interesting.
• Grammar instruction on one or more topics is followed by a Try It Yourself section that allows
students to practice what they are learning.
• Just For Fun activities encourage students to play with words, reminding them that language can be
fun and interesting.
• Tip boxes in the margin throughout the lesson clarify definitions, offer additional information, and
give helpful suggestions.
• A Time Out for Test Practice at the end of each unit provides students with the opportunity to
assess what they have learned and to practice test-taking skills by answering sample standardized
test questions in a multiple-choice format.
It is essential that vocabulary instruction include a variety of strategies to develop students’
word-study skills. Lessons in Vocabulary & Spelling provide many different ways of exploring and
studying words, word parts, semantic families, and spelling patterns and rules. Activating students’

prior knowledge of words and of essential concepts related to words helps students make associations
between new terms and words they already know.
The activities in Vocabulary & Spelling will help you actively engage students in working with
words. As their curiosity about word exploration grows, your students will become increasingly
confident in their ability to attack, learn, and experiment with new words.

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

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

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Teach Word Attack Strategies
There are a number of strategies good readers employ when they are confronted with an unfamiliar
word. These strategies include:
• using the context as a clue
• gleaning hints from pictures, charts, graphs, and other text support
• examining word parts: prefixes, suffixes, and roots
• combing through memories for associations with the word
• consulting dictionaries and other reference materials
• asking an authority, such as a teacher or other expert in the field
For many of us, these strategies have become second nature, and we are hardly conscious of using
them. To students, however, they are not so obvious; strategic word decoding takes place mostly
internally and silently, word attack strategies are largely invisible, and uninitiated students may never
witness them in action. Research suggests that students need explicit instruction in these strategies to
become proficient readers and effective writers. The lessons in Vocabulary & Spelling provide such
explicit instruction.
Create a Word-Rich Environment
The essential backdrop to an effective word study program is a classroom where words are clearly
valued. The following are some ideas for creating such a classroom.
• Word Wall Post a variety of vocabulary words and/or words of the week in your classroom to
provide students with repetition and recycling of the terms you want them to internalize. Use it
as the basis of word games such as bingo, Jeopardy, and twenty questions, as well as collaborative
storytelling.
• Class Dictionary Have students keep a class dictionary by taking turns entering words studied in
class, providing definitions, illustrating terms, writing contextual sentences, and searching for realworld uses of the words.
• Classroom Library Provide a broad range of reading materials, giving students time for sustained
silent reading, and modeling avid reading yourself, to build students’ vocabularies.
• Word Processing Language Tools Encourage students to make use of language features built into
word processing programs, such as dictionaries and thesauruses.

• Online Word Games Schedule time for your students to learn new vocabulary with online word
games and other technology tools.
• Language Mentor Share your own interest in words by drawing students’ attention to interesting
words in the news or in pop culture and by modeling how you approach words that are new to you.
Foster Curiosity
The key to incorporating meaningful word study into your language arts classroom is to encourage
dialogue with your students about how words create meaning. Your own curiosity about language
is infectious and will encourage your students to become inquisitive “word detectives” motivated to
solve the mystery of word meanings.
About Spelling “Rules”
Some students benefit from memorizing what are sometimes called spelling rules; others are
frustrated by the number of exceptions to each rule. To reflect the prevalence of exceptions, the term
spelling pattern has been used instead of spelling rule in this resource. In addition to introducing
students to spelling patterns, you can help them become stronger spellers by following the same
teaching tips mentioned above: modeling the use of strategies, creating a word-rich classroom, and
fostering curiosity.

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Name: ____________________________________________________ Date: __________________

LESSON 1

Word Study Notebook
Understand the Concept
No matter what type of material you are reading, you probably run into
unfamiliar words from time to time. Keeping track of these words and
their meanings and uses can help you become a better reader and can
enrich your vocabulary. As you learn more and more words, you will
also become a better speaker and a better writer, able to express yourself
more easily and vividly.
A good way to collect new words is to keep a word study
notebook. In it, you can record each new word with its definition and
pronunciation, along with an example sentence or drawing to help you
remember it. Here is a sample page from a word study notebook.

Word of the Week
ravenous (>ra v@ n@s) adj., very
hungry
Adam hadn’t eaten much all day,
so as soon as he caught sight of
the dinner buffet he realized he
had a ravenous appetite.
Some synonyms for ravenous
include starving, famished, and
voracious. Try substituting them in
the above sentence to see if they
fit. This is a helpful tactic when
learning new vocabulary words.

Word: obstinate
Pronunciation: 5b> st@ n@t
Definition: sticking to a purpose, opinion, or course in
spite of reason or arguments
Contextual sentence: The obstinate child refused to
eat his vegetables, no matter what his parents did to
persuade him.

A word study notebook
is a great way to actively
increase the number of words you
use in your own daily language.
Knowing more words will help
you speak and write your thoughts
more clearly, precisely, and vividly.

Tip

Tip
Tip
p

A phonetic description
is a way to spell a word
as it sounds instead of as it is
supposed to be spelled. In the
sample at left, the phonetic
description of the word obstinate
is given as \5b> st@ n@t\. Reading

the phonetic spelling will help you
to remember how to pronounce
the word.

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Try It Yourself
EXERCISE A

Fill in this sample page of a word study notebook.
Word: mesmerize

Just For Fun
You can use your word study
notebook to record interesting,
strange, or unusual words as well.
On your own paper or in your
word study notebook, complete
word study entries for the

following words.
•
•
•
•
•

swindle
habitual
cylinder
qualm
incalculable

Pronunciation:
Definition:
Contextual sentence:
Drawing:

EXERCISE B

Browse through a magazine or newspaper until you find a word that is
unfamiliar to you. Use the space below to create your own word study
notebook entry for the unfamiliar word. To find the correct definition
and pronunciation, consult a dictionary or ask your teacher. If you find
more than one definition for the word, choose the one that best fits how
the word was used in the sentence. If you wish, list the other definitions
as well.
Word:
Pronunciation:
Definition:

You can find new words
in many unexpected
places: the grocery store, recipes,
shopping malls, airports, buses,
restaurants, billboards, road signs,
instruction manuals, television,
radio, song lyrics, phone books,
greeting cards.

Tip

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Contextual sentence:
Drawing:

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Name: ____________________________________________________ Date: __________________

LESSON 2

Word Study Skills
Understand the Concept
When you are reading a novel, a short story, or even a poem, you
may run across words you don’t know. That shouldn’t keep you from
understanding the selection, however. Several different skills can help
you read literature that contains unfamiliar words: using context clues,
using text support, defining word parts, using a dictionary, and getting
help from someone.

Context Clues
The passage that contains the unfamiliar word or words may also
contain clues revealing the meaning of the word or words. Consider the
following passage.

Word of the Week
intricate (in> tri k@t) adj.,
complex; having many parts
The intricate story was difficult
to follow because it had many
characters and sub-plots.
Something that is intricate is
difficult to figure out, or will take
a big effort to understand. Things
that can be intricate include
puzzles, people, machines, and
the directions for assembling a
new bicycle.

His schoolmates were racing about, playing exuberantly,

shouting and laughing with full voices. Their joyous sounds went
ringing through the quiet street.

Exuberantly might be a word you don’t know. But what clues does the
passage offer? The schoolmates were playing, shouting and laughing.
They were joyous. That tells you that exuberantly could mean with joy
and laughter. In fact, exuberantly means “with joy and enthusiasm.” By
using the passage surrounding the unfamiliar word, you can decipher
what that word means.

Try It Yourself

Just For Fun
Attack a new word by:
•
•
•
•
•

using context clues
using text support
defining word parts
checking a dictionary
getting help from someone

EXERCISE A

Look at the following passage. Try to use the context clues to figure out
the meaning of the word meager. Write your answers in your notebook.

Daily he went down to the St. Louis Union Station and shined
shoes to help supplement his meager twenty-four-dollar-amonth Pullman retirement check.
From “The 11:59,” by Patricia McKissack

1. What is the word meager modifying in this sentence?
2. What do you think meager means?

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60º
45º
30º
15º

equator
This picture of the earth shows the
parallels of latitude, or distance
from the earth’s equator. The
equator, or middle line, is at 0

degrees latitude. Each line above
the equator equals 15 degrees in
latitude.

Text Support
In addition to the surrounding text, other items on the page may
contain clues to help you decipher an unfamiliar word. Look at
pictures, diagrams, charts, captions, section headings, sidebars, and
other things outside of the main text for additional information about
what is being discussed in the main text. You may find clues about the
word or words that you don’t understand. Consider the passage below
about Greenland. You might not know what latitude means, but the
diagram at right explains it. Many written materials contain items like
this that offer more information about a particular concept in the text.
Greenland is an island in the northeastern part of the Atlantic
Ocean. Almost completely north of the 60-degree line of
latitude, Greenland experiences relatively cool weather. Summer
temperatures rarely exceed 65 degrees Fahrenheit, and winter
temperatures frequently dip to 70 degrees or more below zero.

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

Tip

preview
A suffix is a letter or group of

letters added to the end of a word
to change its meaning.
secondary
A word root is a word part that is
not a prefix nor a suffix.
intersection

An adjective is a word
that modifies a noun by
telling a specific detail about it.

Tip

warm bread
calm breeze

Some unfamiliar words may contain parts that you have seen in other
words. These parts, or morphemes, may be prefixes, which come at the
beginning of the word, suffixes, which appear at the end of the word,
or roots, which make up the core part of words. Imagine coming across
the following sentence:
That was the most invigorating shower I ever had!

You may be stumped by the word invigorating. Even if you don’t know
what the word means, you may be able to come close to its meaning by
looking at the word parts. You might, for example, pull out vigor, which
you remember means “energy.” Because you know that invigorating
is an adjective describing the shower, you can reasonably deduce that
invigorating means something like “energizing.” Indeed, the dictionary
definition for invigorate is “give life and energy to (something).” You

may want to review your word part charts of common prefixes, suffixes,
roots, and their meanings.

Try It Yourself
EXERCISE B

Use your knowledge about word parts to try to decipher the meanings
of the following words. Use your notebook if you need more space.
1. introspection
2. transmitter
3. quadruped
4. irreversible
5. circumnavigate

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Dictionary

Some words appear in the

dictionary as main entries
more than once. Many times,
the entries represent different
word forms, such as with report,
the noun meaning “account or
statement” and report, the verb
meaning “give an account of
or make a statement.” Other
times, the words are completely
unrelated, as with cape, a noun
meaning “point or extension of
land into the water” and cape, a
noun meaning “sleeveless outer
garment.”

Tip

Sometimes, consulting a dictionary is the best way to figure out the
meaning of an unfamiliar word. But even when you use a dictionary,
you should consider the other methods of attacking the word, especially
if the dictionary entry contains more than one definition. Consider the
following sentence:
After a thorough inspection, city workers decided to condemn
the crumbling building.

The dictionary offers several possible definitions for the word condemn.
They are:
• declare to be wrong or evil
• pronounce guilty; sentence or doom
• judge unfit for use

Because there are three possibilities, you must decide which best fits in
this particular context. The third definition is the one that works here.

Try It Yourself
EXERCISE C

Just For Fun

For each of the underlined words in the following sentences, determine
which dictionary definition best fits, and write it in your notebook.
1. Many forms of aquatic life thrive in the brackish water of
ocean inlets.
2. The cheerleaders chant, scream, and leap into the air until they
manage to rouse the crowd to a frenzy.
3. My rescuers understood my plight and promised not to tell my
enemies of my whereabouts.

Make up three new words and
write them down.
Now use each new word in a
contextual sentence. Exchange
your sentences with a partner.
Try to define the new words your
partner used by looking at the
context.

4. The omnibus bill contained numerous small items—some regarding
transportation issues and some regarding unrelated matters.
5. After hours of being completely absorbed in the book she was
reading, Joan had the sudden impulse to go out for ice cream.

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Name: ____________________________________________________ Date: __________________

LESSON 3

Word of the Week
primeval (pr8> m7 v@l) adj.,
primitive
As the exploring party ventured
further into the jungle, the trees
grew larger, the shrubbery
more dense, and the noises
from the insects got louder; the
adventurers had a feeling they
were entering a primeval world.
Primeval suggests something
old and unspoiled by modern

humans. It conjures up a notion
of what the earth was like shortly
after it formed, or what a forest
was like before people ever set
foot in it.

Incorporating new words
into your own daily
language will make your writing
and speech more colorful and
interesting.

PAVE
Understand the Concept
A good way to help yourself remember the meaning of a new word is
using PAVE. PAVE stands for Predict, Associate, Verify, and Evaluate.
Predict

When you encounter an unfamiliar word, first try to
predict the meaning of the word based on the context and
on your prior knowledge of the word or its parts.

Associate Then, write a new sentence using the word with its
predicted meaning.
Verify

Next, verify the meaning of the word by using a dictionary
or glossary or by asking your teacher. A dictionary may
offer multiple meanings for the same word. If you use a
dictionary, select and write down the most appropriate

definition.

Evaluate

Evaluate the sentence you wrote using the word. If
necessary, rewrite the sentence to reflect the meaning
you found. If you wish, draw an image that will help you
remember the meaning of the word.

Tip

Try It Yourself
Use PAVE to learn the underlined words in the sentences below.

You may want to use the
PAVE method to record
new words in your word study
notebook. Then you can look
them up later to review. You can
also page through your word study
notebook to find words to use
in your own speech and writing.
Including a descriptive picture
with your word might help you to
remember it later.

Tip

1. The scathing report about the company’s illegal business deals
angered investors and consumers alike.

Predict
Associate
Verify
Evaluate
2. The ability to type fairly well is a prerequisite to training in
computer programming.
Predict
Associate
Verify
Evaluate

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3. The floriferous shrub had so many buds that Nancy cut some for
an indoor bouquet.

Just For Fun
Make up new words of your own
to fit in the following sentences.

Then, using your own paper, do
PAVE for each invented word.

Predict
Associate
Verify
Evaluate
4. The temperature on the outdoor thermometer will fluctuate
greatly on a blustery, rain-and-shine day.

1. My older sister is such a
_______; all her free time is
spent talking on the phone,
sending e-mail messages, and
gossiping with friends.
2. The brown, murky soup
burbled and ________ on the
hot stove.

Predict
Associate
Verify
Evaluate
5. Even though her younger sisters caught only half as much candy
as Eleanor did at the parade, she tried to hoard hers in her closet,
unwilling to share.

3. Spot, the puppy, wore a
_________ expression on
his face when I caught him

chewing up my new pair of
boots.

Predict
Associate
Verify
Evaluate

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Name: ____________________________________________________ Date: __________________

LESSON 4

Word of the Week
verify (ver>@ f8) v., to make sure
something is correct
Before handing out the pizza
coupons to the volunteers,

Principal Anderson asked the
students’ teacher, Mr. Globulin,
to verify that all ten of them had
actually worked at the school
carnival.
Verify implies checking the
accuracy of something. When was
the last time you had to verify
something?

Morphemes
Understand the Concept
One way to figure out the meaning of an unfamiliar word is to look at
its parts. The parts of a word are called morphemes. Morphemes can
either be free or bound. A free morpheme can stand alone as a word, or
it can be part of another word. For example, in the word workshop, both
word parts, work and shop, are free morphemes, because they can stand
on their own as words.
A bound morpheme must be attached to another morpheme or
morphemes to make a word—it cannot stand on its own. In the word
worker, the word part work is a free morpheme, because it can stand
alone as a word. But the word part -er is a bound morpheme because
alone, it is not a word.

Try It Yourself
EXERCISE A

Divide each of the following words into its morphemes, or word parts.
Draw a slash between the different parts of the word. An example has
been done for you.

A morpheme is a word
part.

Tip

A free morpheme can stand on
its own. A free morpheme is a
base word (root word).
A bound morpheme must be
combined with other morphemes
to form a word. A bound
morpheme is a prefix, suffix, or
word root.

example
1.
2.
3.
4.
5.

disqualify

dis / qual / ify

imperfection
prescription
subconsciously
uncleanly
reservation

Prefixes, suffixes, and word roots are bound morphemes.
Combinations of prefixes, suffixes, and word roots make up many
words in English.
examples

Tip Compound words are
words made up of two
free morphemes. The following
are all compound words.
•
•
•
•
•

workbook
crowbar
woodpecker
software
headache

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incredible
transmission

prefix: inprefix: trans-

word root: cred
word root: mis/mit

suffix: -ible
suffix: -sion

Many times when you encounter an unfamiliar word, you can come
closer to the word’s meaning if you break the word apart and examine
the different morphemes. Examine the prefixes, suffixes and word roots
in the Word Parts Charts provided by your teacher. If you familiarize
yourself with these word parts, you will be able to recognize them
within larger words.

Exceeding the Standards: Vocabulary & Spelling

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Try It Yourself
EXERCISE B

Examine each word below. Divide the word into parts, and write each
morpheme in the correct box in the chart. An example has been done
for you.
example

1. outrageous

Because organ can stand
alone, it is classified as a
base word and not as a word root.

Tip

reorganize
re / organ / ize

Word Part

Type

re-

prefix

organ

base word

-ize

suffix

Word Part

A prefix is a word part
that attaches to the
beginning of a word.

Tip

A suffix is a word part that
attaches to the end of a word.

Type

A word root is a central word part
that cannot stand alone.

Just For Fun
2. indigestion

Word Part

Type

3. regression

Word Part

Type

Using prefixes, word roots, and
suffixes from your word parts
charts, create five new words

of your own. Don’t worry about
whether your combinations create
“real” words or not. Include a short
definition of each word.
1.

2.

3.

4. unlikely

Word Part

Type

4.

5.

5. disrupting

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Word Part

Type

Exceeding the Standards: Vocabulary & Spelling

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Name: ____________________________________________________ Date: __________________

LESSON 5

Word of the Week
egotism (7> g@ ti zem) n., an
excessive sense of self-importance
Jennifer was always boasting
about her designer clothing and
expensive jewelry, which was
typical of her egotism.
Egotism is displayed by people
who talk about themselves a lot
or who feel that they are better
than other people. It is similar to
the word egocentric, which refers
to a person who feels that he or
she is the center of the world (that
is, they feel the world revolves
around them).
A compound word is

a word formed from the
combination of two or more other
words.

Tip

Compounds do not have
to be written as one word.
They can be written as separate
words or they can be joined by
hyphens.

Tip

notwithstanding
puddle jumper (a small plane)
nose ring
lily-livered (cowardly)
jack-in-the-box
Usually, compounds start out as
two or more separate words. Over
time they become hyphenated,
and then they are joined together
as one word. For example, people
used to go to bed at night time.
Later the word was joined with a
hyphen (night-time) and today is
spelled as one word (nighttime).

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Morphemes and Meaning
Understand the Concept
Morphemes are the parts of words.
Knowing how to recognize morphemes is an important skill that
can help you decode unfamiliar words. Each morpheme has a meaning
that can offer clues about the meaning of the whole word. This is easy
to see when you look at compound words. A compound word is a word
formed from the combination of two or more other words.
When you encounter an unfamilar word, first look for a word root
or a base word. For example, in unattainable, the morpheme attain is a
base word that can stand alone. Attain means “get, achieve, or obtain.”
In the word prediction, dict is a word root, not able to stand alone, that
means “say.” In both cases, determining the meaning of the central part
of the word can help you in determining the meaning of the whole word.
Prefixes and suffixes modify the meaning of the base word or word
root and affect the meaning of the word as a whole. In unattainable, unmeans “not.” The suffix -able adds the meaning “given to being or able
to be.” By assembling the meanings of the different parts of the word,
you can come close to defining the word (unattainable means not able
to be gotten, achieved, or obtained).

Try It Yourself
EXERCISE A

Look at the compound words below. Copy them into your notebook
and divide them into the two words that make the compound. Write a

definition of each word based on its two parts.
example

awestruck
awe / struck
awe = emotion combining dread and wonder
struck = affected by
awestruck = affected by dread and wonder

1. borderland
2. houseguest
3. gateway

4. stonewashed
5. boomtown

When you encounter an unfamilar word, first look for a word root or a
base word. For example, in unattainable, the morpheme attain is a base
word that can stand alone. Attain means “get, achieve, or obtain.” In the
word prediction, dict is a word root, not able to stand alone, that means
“say.” In both cases, determining the meaning of the central part of the
word can help you in determining the meaning of the whole word.
Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

3/25/09 3:52:31 PM


Prefixes and suffixes modify the meaning of the base word or word

root and affect the meaning of the word as a whole. In unattainable, unmeans “not.” The suffix -able adds the meaning “given to being or able
to be.” By assembling the meanings of the different parts of the word,
you can come close to defining the word (unattainable means not able
to be gotten, achieved, or obtained).

A suffix is a word part that
attaches to the end of a word.
A word root is a central word part
that cannot stand on its own.

EXERCISE B

Break each of the following words into its morphemes. Tell whether
each morpheme is a prefix, suffix, word root, or base word. Also, give
the meaning of each morpheme as found. Use your Word Parts Charts
for help as needed. Finally, using the dictionary and your knowledge of
word parts, write a definition of the word.
example

A prefix is a word part
that attaches to the
beginning of a word.

Tip

projector

Morpheme
pro
ject

or

pro / ject / or
Type

prefix
word root
suffix

A base word can stand on its
own.

To use morphemes to
find meaning in a word,
first look for either a base word or
a word root.

Tip

Meaning
forward
throw
one that does [something]

Definition: A projector is a machine that throws light forward onto a
screen.

After you know the meaning of
the base word or word root, look
for prefixes and suffixes.

1. transcontinental
Morpheme

Type

Meaning

Definition:
2. unprofitable
Morpheme

Type

Meaning

Fill in the missing prefix, word
root or base word, and/or suffix
to form a complete word. There
is more than one possible
answer. Write as many words as
you can create by filling in the
blank. Add up all the words, and
compare your answers with your
classmates’ responses.
____pulsive
im(impulsive)
com- (compulsive)
re(repulsive)

Definition:

1. ____pressive

3. resounding
Morpheme

Just For Fun

Type

Meaning

2. ____portation
3. gener____
4. mal____
5. ____port____

Definition:

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Exceeding the Standards: Vocabulary & Spelling

LEVEL II, UNIT 1

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Name: ____________________________________________________ Date: __________________

Time Out for Test Practice
Recognizing Word Parts
Use your knowledge of word parts when answering the following questions.
For each question, choose the best definition for the word shown and write
the corresponding letter on the blank.
_____ 1. vigorous
A. evil; highly objectionable
B. run fast
C. full of strength and energy
D. gymnastics apparatus

_____ 6. indestructible
A. long banquet table
B. unable to grow
C. upscale construction project
D. not possible to destroy

_____ 2. reactivate
A. make active again
B. overreact
C. changing from liquid to solid
D. lively; energetic

_____ 7. audible
A. type of radio

B. send a message
C. able to be heard
D. pound or hit as with a hammer

_____ 3. immobile
A. release or let go
B. type of hanging sculpture
C. type of portable home
D. unable to move

_____ 8. quadruped
A. type of bicycle
B. race or compete
C. animal that walks on four feet
D. fooled easily

_____ 4. retrospective
A. popular spectator sport
B. having to do with looking inward
C. having to do with looking back in
time
D. special

_____ 9. inflexible
A. rigid; not capable of being moved
or changed
B. bend back
C. muscle in the arm
D. kick or hit with the foot

_____ 5. transformation
A. act or process of changing form
B. rocky outcrop
C. go or leave
D. package sent across the country

_____ 10. hydrology
A. monster in Greek mythology
B. study of water
C. create energy from water power
D. study of hairless mammals

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Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

3/25/09 3:52:32 PM


Name: ____________________________________________________ Date: __________________

LESSON 6

Word of the Week

Syllabication

consternation (k5n st@r n6>
sh@n) n., a feeling of concern or
dismay

Understand the Concept
A syllable is a word part that contains a single vowel sound. It is a
“chunk” of sound. All words contain at least one syllable. Breaking a
word into its syllables can help you to read and spell new words more
easily. It can also help you correctly pronounce vowel sounds.
Breaking a word into its syllables is called syllabication. One way
to divide a word into its syllables is to look for consonant and vowel
patterns in the word. These patterns should signal where the syllable
breaks are. For example, words with the pattern VCCV—that is, with
two consonants in the middle, surrounded by two vowels—tend to
break between the consonants.
yel / low
vc cv
Study the following chart. V stands for vowel; C stands for consonant.
How to
divide it

Pattern

Examples

Notes

When Ellen heard that word
of her embarrassing behavior
at Saturday night’s party had
spread around school, she felt
great consternation and wanted
desperately to run home so she
could avoid the inevitable teasing
of her classmates.
When you hear disturbing or
troublesome news, especially that
which affects you personally, that
information causes a sense of
consternation.

VCCV

VC / CV
V/CCV
VCC/V

hap • pen
ba • sket
tick • et

Divide between consonants, unless the consonants create a digraph (two letters
pronounced as one, such as ch, sh, th, ck). Divide before or after digraphs (wash • er).

VCV

V/CV or VC/V

re • ject
lev • er

Divide before the consonant (V / CV) unless the vowel is accented and short. In that
case, break after the consonant (VC / V). Think “That vowel is too short to end a
syllable.”

VCCCV
VCCCCV

VC / CCV
VC / CCCV

wran • gler Most words with three or four consonants together in the middle are divided after
an • swer the first consonant. Do not separate digraphs or blends. (See next page.)
ob • struct

VV

V/V

li • ar
sci • ence

If a word has two vowels together that are sounded separately, divide between the
vowels. Do not split vowel teams that work together to make one vowel sound.

V_silent e

Keep in same
syllable

be • rate

When you see a vowel followed by a consonant or consonants and silent e, these
must stay together in one syllable. The silent e causes the vowel to have its long
sound.

Cle

Keep in same
syllable

ti • tle
chu • ckle

When -le appears at the end of a word, it grabs the consonant or consonant digraph
before it to create a syllable (ble, cle, ckle, dle, tle, etc.).

Ced

Only separate wad • ded
chan • ted
following d
or t
dabbed
choked

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The suffix -ed forms a separate syllable only when it follows d or t. Otherwise, it
sticks to the last syllable of the word.

Exceeding the Standards: Vocabulary & Spelling

LEVEL II, UNIT 2

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Remember—the vowels
are a, e, i, o, u, sometimes
y and sometimes w. Y is a vowel
when it sounds like long i or an e
(sly, pretty); when it sounds like
a short i (as in gym); or when
it combines with another vowel
such as a or e to make a vowel
sound (as in play and obey). W
is a vowel when it combines with
another vowel such as a, e, or o to
make a vowel sound (as in paw,
sew, and now).

Tip

As you mark syllable and vowel patterns, keep an eye out for vowel and
consonant teams. Digraphs are teams of two consonants or vowels that
work together to form one sound (such as ai, oa, ow, oo, ch, sh, gh, and th).
Diphthongs are teams of two vowels whose sounds blend together (such
as oi, oy, ou, and ow). Digraphs and diphthongs should not be divided.
They must appear in the same syllable because they work together.
Also keep an eye out for consonant blends, groups of consonants
whose sounds blend together. Do not divide consonants if they act as a
blend in the word.
examples

mon / strous (not monst / rous)
an / gry (not ang / ry)

Try It Yourself
EXERCISE A

Just For Fun
Follow the instructions to decode
the secret message.
Write down the....
first syllable of acorn: ________
second syllable of
aquiesce: ________
last syllable of facet: ________
second syllable of
acutely: ________
third syllable of
saturated: ________

first syllable of
issue: ________
last two syllables of
nuclear: ________
last syllable of diligently: ________
first syllable of
theology: ________
first syllable of icy: ________
second syllable of
ordeal: ________
first syllable of petulant: ________

Each of the following words has a pattern of VCCV, VCCCV, or
VCCCCV. In your notebook, label the vowels (except the silent e at the
end of a word), and then connect them by labeling the consonants in
between. Divide the words into syllables, being careful not to separate
digraphs or blends.
example
1. muddy
2. perfect
3. roughest

victim
vccv

vic / tim
vc / cv
4. immense
5. forbidden
6. hackney

7. hawthorn
8. instruct

EXERCISE B

The following words have a VCV pattern. In your notebook, label the
vowels and consonants. Then listen for the sound of the first vowel. If it
is accented and short, divide the word after the middle consonant. In all
other cases, divide before the middle consonant (V / CV).
1. ruler
2. climate

3. shiver
4. music

5. proper

EXERCISE C

Now try dividing the following words into syllables. In your notebook,
mark the vowels, then the consonants in between, and follow the other
guidelines from the chart before dividing.
1. riot
2. recoil
3. hustle

4. reluctant
5. insecure
6. metaphor

7. anticipate
8. cleverly

Message:

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Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

3/25/09 3:52:33 PM


Name: ____________________________________________________ Date: __________________

LESSON 7

Spelling by Syllables
Understand the Concept
All words contain at least one syllable. A syllable is a part of a word that
contains a single vowel sound. Words vary in the number of syllables
they have, just as they vary in the number of morphemes they contain.
Understanding syllables can help you to read and spell new words.
You can break words into syllables and think about each syllable

separately. This can help you to sound out and spell the word.
examples

calculator
actually
printer
vacation

cal / cu / la / tor
ac / tu / al / ly
prin / ter
va / ca / tion

Two important things to consider are the number of syllables in a word
and the stressed syllable of a word. If you are aware of these things, you
will be better able to sound out and spell the word.

Try It Yourself
EXERCISE A

Break the following words into syllables. Draw a slash between each
syllable.
1. understand
2. practical
3. nonfiction

4. silliness
5. disgusting

Word of the Week

archaeological (5r k7 @ l5> ji
k7l) adj., relating to archaeology
(the study of ancient human
artifacts)
Unlike the grab-and-run actions
portrayed by the fictional
archaeologist Indiana Jones,
Matthew, a well-trained scientist,
was extremely careful when
removing the ancient Greek
weapons from the archaeological
excavation site just north of
modern Athens.
With 14 letters and 6 syllables,
archaeological is certainly a long
word. However, some words are
much longer. The longest word in
the Merriam Webster’s Collegiate
Dictionary, eleventh edition, is
electroencephalographically,
which has twenty-seven letters
and eleven syllables. An
electroencephalograph is medical
instrument that detects and
records electrical signals given off
by the brain.

EXERCISE B

For each of the following word pairs, identify the number of syllables in

each word and mark the stressed syllable with a (>) mark.
example

ex press> __2__

ex pre> ssion __3__

1. stupid _____

stupidity _____

2. myth _____

mythical _____

3. occupy _____

preoccupation _____

4. imagine _____

imagination _____

5. happy _____

unhappiness _____

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0001-0078_Gr7_vocab&spelling-L1-32.indd 15

Exceeding the Standards: Vocabulary & Spelling

A morpheme is a word
part that adds meaning to
the word.

Tip

A syllable is a word part that
contains a single vowel sound. It is
a chunk of sound.

LEVEL II, UNIT 2

15

3/25/09 3:52:33 PM


A dictionary entry breaks
the word into parts divided

Tip
by dots.

com • pound
The dot shows where the word
can be hyphenated if the word is
at the end of a line of type and

doesn’t fit.
Within the pronunciation part of
the word entry, hyphens indicate
breaks between syllables. These
hyphens sometimes correspond
with the end-of-line division dots,
and sometimes they do not.

Just For Fun
A limerick is a short, humorous rhyming poem of five lines. Limericks
have a sing-song rhythm achieved by following a format. The first,
second, and fifth lines rhyme and have either eight or nine syllables.
The second and third lines rhyme and have either five or six syllables.
Edward Lear perfected the limerick in A Book of Nonsense,
published in 1861. Here are a few limericks from the book.
# of syllables
There was an Old Man with a beard,
Who said, ‘It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!’

8
8
5
5
8

There was an Old Lady whose folly,
Induced her to sit on a holly;

Whereon by a thorn,
Her dress being torn,
She quickly became melancholy.

9
9
5
5
9

There was an Old Man of Kilkenny,
Who never had more than a penny;
He spent all that money,
In onions and honey,
That wayward Old Man of Kilkenny.

9
9
6
6
9

Write your own limerick on the lines below. Count the syllables as you
create your limerick so that you end up with either 8 or 9 syllables in
lines 1, 2, and 5. Lines 3 and 4 should have either 5 or 6 syllables. Also
make sure that lines 1, 2, and 5 rhyme and that lines 3 and 4 rhyme.
Use the space at the bottom of the page to draw an illustration that goes
with your limerick.

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Exceeding the Standards: Vocabulary & Spelling

© EMC Publishing, LLC

3/25/09 3:52:33 PM


Name: ____________________________________________________ Date: __________________

LESSON 8

Accented Syllables and Pronunciation
Understand the Concept
Every word has one or two syllables that are stressed more strongly
than the others. The accented syllable is the one you say most forcefully.
Knowing a word’s correct pronunciation will help you recognize, spell,
and say the word properly.
Many english words stress the first syllable. But if a word has a
prefix, the second syllable is usually stressed instead.
example

decorate
dec> or ate

redecorate

re dec> or ate

Try It Yourself
Draw slash marks to separate the syllables in the words below. Then use
an accent mark to indicate which syllable is stressed.
example
1.
2.
3.
4.
5.

dis/as>/ter

intolerable
tolerate
understanding
standpoint
cursor

Vowel sounds often change depending on whether they are in a stressed
or unstressed syllable. If a stressed syllable contains one vowel and ends
in a consonant, the vowel says its short sound.
examples

il lu> mi nate
com po> sure
ex cla ma> tion

In unstressed syllables, the vowel often makes an indistinct sound, one

that is not a clear vowel sound. This is called the schwa sound. It is
represented by the symbol /@/.
example

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0001-0078_Gr7_vocab&spelling-L1-32.indd 17

desecrate (de> si kr6t) v., to
treat disrespectfully
Their plans to desecrate the
cemetery included breaking some
old tombstones and pouring paint
over other ones.
Some synonyms for desecrate are
damage, vandalize, defile, violate,
and insult. Desecrate is commonly
used when something sacred,
such as a church, national historic
site, or burial ground, is damaged.
It usually implies a purposeful act
by a person or group.

vowel sounds:
short a: cat, gas, pal
short e: pen, bell, let
short i: tip, bit, rim
short o: box, rot, odd
short u: cup, mutt, luck

Tip

long a: hay, ate, sale
long e: eel, be, feet
long i: kite, ice, mine
long o: ode, coat, roll
long u: glue, cruel, new

sed> i ment
viv> id
tem> po ra ry

If a stressed syllable ends in a single vowel, the vowel says its long sound
(its name).
examples

Word of the Week

con si> d@r

Exceeding the Standards: Vocabulary & Spelling

Just For Fun
Write the names of five of your
friends, classmates, or family
members, using slash marks to
divide the names into syllables.
Finally, add accent marks to help
with correct pronunciation.
Tab´ / i / tha

LEVEL II, UNIT 2

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Name: ____________________________________________________ Date: __________________

LESSON 9

Word of the Week
resolute (re> z@ l2t) adj.,
unyielding in the face of
opposition
After a series of failures
to confront General Lee’s
Confederate Army of Northern
Virginia, a resolute President
Lincoln fired the popular leader of
the Union Army of the Potomac,
General George McClellan.
Resolute implies making a
decision or a stand on issues that
may not be popular and following
through despite objections. For
example, if your friends want you
to do something, but you decide
differently, you are being resolute

if you keep to your decision.

Mispronunciations
Understand the Concept
Many words are misspelled because they are mispronounced. People often
mispronounce words by dropping syllables or sounds from the word:
accidentally (ac ci dent ly instead of ac ci den tal ly)
boundary (bound ry instead of boun da ry)
camera (cam ra instead of cam er a)
candidate (can i date instead of can di date)
library (li ba ry instead of li bra ry)
picture (pitch er instead of pic ture)
temperature (tem pra ture instead of tem pe ra ture)
Sometimes the mispronunciation happens because omitting a sound or
a syllable makes it faster and easier to pronounce the word. Over time,
the mispronunciation may become acceptable. This is the case with the
words in the following activity.

Try It Yourself
EXERCISE A

Which syllables or sounds are dropped in the following
pronunciations?
1. arctic (ar tic)
2. jewelry (jool ry)
3. laboratory (lab ra to ry)
4. probably (prob ly)

Tip The pronunciations
given at left (such as ar

tic) are all perfectly acceptable.
You will find them as alternate
pronunciations in your dictionary.

5. sophomore (soph more)
Other mispronunciations result from transposing, or switching the
order of, two syllables or sounds:
animal (am in al instead of an im al)
hundred (hun derd instead of hun dred)
preserve (per serve instead of pre serve)
Sometimes, people replace syllables or sounds with incorrect ones:
nuclear (nuke you ler instead of nuc le ar)
imagine (a mag ine instead of im ag ine)
supposedly (sup pos ab ly instead of sup pos ed ly)
realtor (re la tor instead of reel tor)

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LEVEL II, UNIT 2

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Exceeding the Standards: Vocabulary & Spelling

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Try It Yourself

EXERCISE B

In the pronunciations in parentheses, underline the false syllable or
sound that has been added.
1.
2.
3.
4.
5.

burglar (burg a ler)
mischievous (mis cheev e ous)
narrator (nar ar a tor)
disastrous (dis as te rous)
remembrance (re mem ber ance)

Just For Fun
Use the space below to make a short comic strip. In the dialogue
bubbles, write the words as your characters would say them,
mispronunciations and all.

© EMC Publishing, LLC

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Exceeding the Standards: Vocabulary & Spelling

LEVEL II, UNIT 2

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