Level III 000i-00vi_Gr8_vocab&spelling-FM.indd i 4/13/09 10:05:29 AM Exceeding the Standards: Vocabulary & Spelling, Level III Care has been taken to verify the accuracy of information presented in this book However, the authors, editors, and publisher cannot accept responsibility for Web, e-mail, newsgroup, or chat room subject matter or content, or for consequences from application of the information in this book, and make no warranty, expressed or implied, with respect to its content Trademarks: Some of the product names and company names included in this book have been used for identification purposes only and may be trademarks or registered trade names of their respective manufacturers and sellers The authors, editors, and publisher disclaim any affiliation, association, or connection with, or sponsorship or endorsement by, such owners Cover Image Credits: Scene, photo by foureyes www.photo.net/photos/foureyes © 2003; compass, © Don Hammond/Design Pics/CORBIS ISBN 978-0-82194-431-8 © 2009 by EMC Publishing, LLC 875 Montreal Way St Paul, MN 55102 E-mail: educate@emcp.com Web site: www.emcp.com All rights reserved No part of this publication may be adapted, reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without prior written permission from the publisher Teachers using Mirrors & Windows: Connecting with Literature, Level III may photocopy complete pages in sufficient quantities for classroom use only and not for resale Printed in the United States of America 18 17 16 15 14 13 12 11 10 09 000i-00vi_Gr8_vocab&spelling-FM.indd ii 10 4/13/09 10:05:29 AM CONTENTS Introduction v Unit 1: Word Parts Lesson 1: Word Study Notebook Lesson 2: Words as Groups of Morphemes Lesson 3: Morphemes and Meaning Lesson 4: Morphemes and Spelling Patterns Time Out for Test Practice: Morphemes and Spelling Unit 2: Spelling Lesson 5: Spelling Patterns I: Prefixes and Suffixes .11 Lesson 6: Spelling Patterns II: Numerals 13 Lesson 7: Spelling by Syllables 15 Lesson 8: Syllabication 17 Lesson 9: Pronunciation and Accented Syllables 19 Time Out for Test Practice: Spelling Patterns and Syllabication 21 Unit 3: Academic Language Lesson 10: Academic Language I: Critical Thinking Terms 23 Lesson 11: Academic Language II: Test-Taking Language 25 Lesson 12: Using Dictionaries and Thesauruses 28 Lesson 13: Synonyms and Antonyms 30 Time Out for Test Practice: Academic and Test-Taking Language 32 Unit 4: Word Origins Lesson 14: Word Origins 34 Lesson 15: Evolution of Language 36 Lesson 16: Eponyms 38 Lesson 17: Base Words 40 Time Out for Test Practice: Word Parts and Vocabulary .41 Unit 5: Word Parts and Meaning Lesson 18: Prefixes, Roots, and Suffixes 43 Lesson 19: Greek, Latin, and Anglo-Saxon Roots 45 Lesson 20: Word Parts for Size .47 Lesson 21: Suffixes and Parts of Speech 48 Time Out for Test Practice: More Word Parts 50 © EMC Publishing, LLC 000i-00vi_Gr8_vocab&spelling-FM.indd iii Exceeding the Standards: Vocabulary & Spelling LEVEL III iii 4/13/09 10:05:29 AM Unit 6: Word Study Skills and Context Clues Lesson 22: Word Study Skills 52 Lesson 23: PAVE 54 Lesson 24: Context Clues 56 Lesson 25: Using Context Clues I 58 Lesson 26: Using Context Clues II .60 Time Out for Test Practice: Using Context Clues 62 Unit 7: Choosing Words Lesson 27: Connotation and Denotation 64 Lesson 28: Homonyms and Homophones 66 Lesson 29: Figurative Language: Similes, Metaphors, Analogies, and Idioms 68 Time Out for Test Practice: Connotation, Homophones, and Words with Multiple Meanings 70 Unit 8: More About Choosing and Collecting Words Lesson 30: Making Effective Word Choices in Your Writing 72 Lesson 31: Euphemisms, Doublespeak, and Clichés 74 Lesson 32: Becoming a Word Watcher 76 Time Out for Test Practice: Identify Euphemisms, Double Speak, and Clichés 78 Answer Key .80 iv LEVEL III 000i-00vi_Gr8_vocab&spelling-FM.indd iv Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:05:29 AM 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 © EMC Publishing, LLC 000i-00vi_Gr8_vocab&spelling-FM.indd v Exceeding the Standards: Vocabulary & Spelling LEVEL III v 4/13/09 10:05:29 AM 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 vi LEVEL III 000i-00vi_Gr8_vocab&spelling-FM.indd vi Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:05:29 AM Name: Date: LESSON Word Study Notebook Understand the Concept Adding words to your vocabulary can be fun as well as useful Knowing more words can make you a more interesting writer and speaker Instead of always using “he said” and “she said” in writing dialogue, you could use verbs like mumbled, cried, shouted, declared, stated, announced, remarked, pouted, or whispered And instead of describing something as big, you could call it humongous, enormous, gigantic, colossal, jumbo, mammoth, or whopping Learning more about words can also help you with your reading No matter what you are reading, you will run into unfamiliar words from time to time Keeping track of these words and their definitions can help you become a better reader A good way to expand your vocabulary is to keep a word study notebook In it, you can record each new word with its definition, origin, 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: gregarious Pronunciation: \grig gar> @s\ Origins: Latin gregarius, “of a flock or herd” Definition: social; sociable, friendly Sentence: Greg is the most gregarious person I know — he is friendly with everyone! © EMC Publishing, LLC 0001-0079_Gr8_vocab&spelling-L1-32.indd Exceeding the Standards: Vocabulary & Spelling Word of the Week pandemonium ( sh@n) n., change in pitch or tone of voice I could tell by the slight inflection in her voice that she was irritated with the caller From the Latin word inflectere, this word contains bound morphemes in the word root flect, which means “to bend” and the suffix –ion, which means “an action or process.” A knowledge of morphemes allows you to understand words such as inflection Morphemes are word parts that contain meaning Prefixes, suffixes, word roots, and base words are all morphemes Tip benediction benefactor beneficial benefit benevolent You can break down a word into its parts by identifying each part and separating it from the rest of the word You may want to review your Word Parts Charts to become familiar with common morphemes Consider the word projector If you split the word into its parts (pro- / ject / -or), you can look at each part on its own Pro- is a prefix meaning “forward.” Ject is a word root meaning “throw.” The suffix -or means “one that [does something].” Based on the meanings of the word parts, a projector is a device that throws something forward In effect, a projector “throws forward” an image onto a screen Tip A prefix is a word part that links to the front of a word recall, unreal, distract A suffix is a word part that links to the end of a word mindful, softness, jarring © EMC Publishing, LLC 0001-0079_Gr8_vocab&spelling-L1-32.indd Exceeding the Standards: Vocabulary & Spelling LEVEL III, UNIT 4/13/09 10:37:00 AM A word root is a word part that cannot stand alone but that combines with prefixes and suffixes to make words Tip psych (from Greek, meaning “mind”): psyching, psychiatry, psychotic A base word is a word that can stand alone, but that can also link to other word parts to create new words stop: stopper, unstoppable, stopgap Try It Yourself For each word in the following word groups, circle the morpheme that the group has in common Then describe how the words in the group are similar in meaning reaction activist interact activate How are these words similar? brazenly deftly elaborately insolently matronly How are these words similar? arrangement estrangement commencement tenement containment How are these words similar? incredible discredit creditable credit incredulity How are these words similar? Just for Fun Make at least three new words by combining some of the following word parts Write definitions for your new words in your notebook They don’t have to be serious or real words -ance auto centr countercycl disform LEVEL III, UNIT 0001-0079_Gr8_vocab&spelling-L1-32.indd hydr hyper-ive ject loc mot ped Exceeding the Standards: Vocabulary & Spelling phon port psych retrorupt © EMC Publishing, LLC 4/13/09 10:37:01 AM Name: Date: LESSON 32 Word of the Week serenely (s@ r7n l7) adv., calmly Luella walked serenely past the crowd; she no longer cared what they thought The word serene comes from the Latin word serenus, meaning “clear, cloudless, or untroubled.” Synonyms include collected, composed, self-possessed, and tranquil Keep a word study notebook to record your new words Tip Use PAVE to learn and practice using new words Tip To determine the meaning of a word, first • Use context clues • Use what you know about word parts • Use text support Then • Look up the word in a dictionary • Ask for help 76 LEVEL III, UNIT 0001-0079_Gr8_vocab&spelling-L1-32.indd 76 Becoming a Word Watcher Understand the Concept Reading and listening actively can help you build your vocabulary Remember that you can become a better reader and improve your vocabulary by keeping track of new words you discover and their definitions Throughout this year, you have learned many techniques for building your vocabulary Remember that words can be fun Look for interesting words with pleasing, unusual, or funny sounds Find words that mean exactly what you want to say Use new words in your writing and speech, and don’t be afraid of making mistakes You will be nourishing a skill that will continue to grow throughout your life Keep these tips in mind as you expand your word knowledge: • Keep a word study notebook • Use PAVE to learn and practice using new words • Use context clues to determine word meaning • Use what you know about word parts to determine meaning • Use text support to understand the meaning • Look up the word in a dictionary • Ask for help Try It Yourself Set up a word study notebook page for each underlined word in the sentences below Then use one or more of the strategies mentioned above to determine the meanings of each word On your notebook page, you may use PAVE or another method to map out the word There’s something about dining alfresco, feeling the sun on your shoulders or glancing up at the stars, that makes the food seem tastier Did you see that garish getup in the mall today—the woman wearing a shiny pink and orange polka-dotted blouse, orange tights, leather miniskirt, and pink turban? Aunt Georgina has been a sun worshipper her whole life; her skin is brown, leathery, and almost reptilian Ben tried to study for tomorrow’s test, but the noise from the living room perturbed him Veronica navigated the labyrinth of trees, thick shrubs, swamplands, and steep rock faces, following twists and turns until she reached safety Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:37:17 AM Using the new words you learn in your writing and speech will refine your knowledge of the word and reinforce what you have learned Remember to determine the connotations of new words in addition to their denotations Also, if you plan to incorporate the words into your speaking vocabulary, make sure you know the correct pronunciations Just for Fun Crossword puzzles and other word games are a great way to explore new words Most newspapers have a crossword or other word puzzle Find one and give it a try Make a list of new words that you learn in the puzzle and that you would like to add to your vocabulary Pick five to ten new words each week to incorporate into your active vocabulary Choose words from your word study notebook, and make an effort to use these in your speech or writing at least three times during the week Tip Many suffixes indicate the function of the word Learn variations of words you know already Tip Example: adore (verb), adoration (noun), adoring or adorable (adjectives), adoringly (adverb) © EMC Publishing, LLC 0001-0079_Gr8_vocab&spelling-L1-32.indd 77 Exceeding the Standards: Vocabulary & Spelling LEVEL III, UNIT 77 4/13/09 10:37:17 AM Name: Date: Time Out for Test Practice Identify Euphemisms, Doublespeak, and Clichés Identify the best euphemisms for the underlined words and phrases _ I was fired from the band A excused B forgiven C torn D cast out _ We were able to make it in time for the baby’s birth A birthday party B crying occasion C happy event D labor _ I vomited after the ride A blew chunks B lost my lunch C took a nap D All of the above _ The family dog was killed after it became too old to walk A murdered B put to sleep C lost outside D All of the above _ Do you have to go to the bathroom? A your business B answer the call of nature C powder your nose D All of the above _ I work for the old folks’ home A senior citizens’ B cute oldies’ C old bags’ D All of the above Select the best option for each of the following questions _ What is the definition of doublespeak? A a word or phrase formed by two (double) base words B a technique used to persuade people to accept a certain line of thinking C language that makes negative seem positive and avoids responsibility D None of the above _ Which of the following is an example of doublespeak? A We’ve engaged the enemy B We’ve become engaged C One day I’ll destroy the enemy D I asked her to marry me 78 LEVEL III, UNIT 0001-0079_Gr8_vocab&spelling-L1-32.indd 78 _ What is the definition of spin? A a technique used to slant public perception of the news B the act of harming the reputation of a person or organization C humorous writing or speech intended to point out errors or foibles D None of the above _ 10 What is the definition of a euphemism? A a phrase that describes what happened in a more secretive way B a word that makes people uncomfortable and is viewed as offensive C an inoffensive word or phrase substituted for an offensive word or phrase D None of the above Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:37:17 AM _ 11 Which of the following contains a euphemism? A It was hard for me to understand the man B One day I’m going to apply for college C If I had known she was here, I would have stayed home D None of the above _ 13 Which of the following is an example of a cliché? A I am stressed out B I cannot find my lunch C Won’t that hurt you? D You not comprehend me _ 12 What is the definition of cliché? A a lesson that relates to the principles of right and wrong B a tired, overused expression C a humorous phrase D None of the above Matching Match each euphemism, cliché, or doublespeak phrase with its meaning _ aerial mishap A agricultural chemicals _ semi-antique B spy _ substandard C tax increase _ dog-eat-dog world D bad _ government revenue enhancement E fire workers _ anti-personnel device F bomb _ call on your support G worn out _ feel under the weather H be ill _ crop protection I competitive society _ 10 minimal service charge J plane crash _ 11 downsize K fee _ 12 intelligence agent L ask for money © EMC Publishing, LLC 0001-0079_Gr8_vocab&spelling-L1-32.indd 79 Exceeding the Standards: Vocabulary & Spelling LEVEL III, UNIT 79 4/13/09 10:37:18 AM ANSWER KEY Lesson 1: Word Study Notebook, page Try It Yourself erratic pronunciation: (i ra> tik) definition: irregular origins: from the Latin erraticus example sentence: Responses will vary Responses will vary for students’ chosen words Lesson 2: Words As Groups of Morphemes, page Try It Yourself The morpheme the words have in common is act Students may say that the words all involve motion or action The morpheme the words have in common is -ly Students may say that the words are descriptive or mean “in such a way.” The morpheme the words have in common is -ment Students may say that the words all involve an action, process, or state of being, or that they all are nouns The morpheme the words have in common is cred Students may say that the words all involve being believable or trustworthy Lesson 3: Morphemes and Meaning, page Try It Yourself Predictions will vary Meanings of word parts are given immeasurable imnot measure calculate the number or amount of something -able capable of prediction: not capable of being measured benediction benegood dic say -tion action; process prediction: a saying that promotes or leads to goodness, a blessing 80 LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 80 exclusion exout of; from; away clus to close -ion action; process prediction: something that keeps things apart or away from something else transition transacross; beyond -ition action; process prediction: the act of moving past something antibacterial antiopposing bacteria germ -al having to with prediction: having to with opposing germs transformation transacross, beyond, through, change form shape -ation action or process prediction: process of changing shape unabated unnot abate end -ed past tense of prediction: something that did not end inactivate innot active state of action; in motion -ate cause or modify prediction: causing something to no longer be active Lesson 4: Morphemes and Spelling Patterns, page Try It Yourself Responses will vary Possible responses are given agreeable forgettable loveable livable available appearance disappear reappear appearing appeared Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM disable disregard disagree disgust disrupt autograph biography graphic phonograph homograph dynamic dynamo dynamite dynasty delicious religious luscious serious noxious confirm affirm firmament infirm affirmation manage manual manicure manifest maneuver Spelling 15 16 17 18 Lesson 5: Spelling Patterns I, page 11 Try It Yourself Sentences will vary Words are given dissatisfied sheepishly debating imperfectly unheeding deployed gruesomeness futility gauntless 10 activate Lesson 6: Spelling Patterns II, page 13 Try It Yourself Students should circle the bold items and write the corrected numerals in the provided lines Time Out for Test Practice, page Morphemes 10 11 12 13 14 C A D C C A B B C A D C C A C B D A At six forty-five am on December tenth, 2009, I woke up to go to work The alarm was blaring and I hoped I didn’t wake up my neighbor and her two children The kids are 14 and 15 This summer they helped me raise sixteen hundred and eighty-three caterpillars Forty-nine of the caterpillars died, but four-fifths of them became butterflies 6:45 December 10, 2009 fourteen My glass was two thirds full at breakfast, but I didn’t want to share the rest of the orange juice with my sister Lucia Lucia is 17, but whines like someone half her age If I’m not out of the bathroom by o’clock she throws a fit and wakes up our grandma Grandma needs her rest because she’s not as young as she used to be Grandma claims that she is 1,455 years old, but I know she’s only eightyseven two-thirds seventeen © EMC Publishing, LLC 0080-0090_Gr8_vocab&spelling-AK.indd 81 fifteen 1,683 four fifths Exceeding the Standards: Vocabulary & Spelling seven eighty-seven LEVEL III 81 4/13/09 10:38:27 AM Lesson 7: Spelling by Syllables, page 15 Try It Yourself Student’s responses will vary lum-ber (able to hear the syllable while speaking the word) pro-duce (prefixes always form separate syllables) un-seem-ly (prefix and suffix rule) vex (word contains only one syllable) con-ceal-ment (prefix and suffix rule) flaunt (vowel digraph) bound-ed (suffix rule) head-dress (divide compound words between the words) sti-fle (consonant blend) 10 saunt-er (consonant blend, suffix rule) 10 11 12 13 14 15 16 17 18 19 20 disdain: dis-dain´ regulate: reg´-u-late economy: e-con´-o-my heritage: her´-i-tage insane: in-sane´ constructive: con-struc´-tive instability: in-sta-bil´-i-ty plight: plight´ tenant: ten´-ant veranda: ve-ran´-da assessing: as´-sess-ing bondage: bon´-dage elaborate: e-lab´-or-ate sensible: sen´-si-ble campaign: cam-paign´ dominate: dom´-i-nate Time Out for Test Practice, page 21 Lesson 8: Syllabication, page 17 Try It Yourself EXERCISE A Students should label the vowels and consonants in each word, and then break words as indicated nim-bly VC / CCV bound-ed VC / CV per-vade VC / CV in-tern-ment VC / CVCC / CV pul-sate VC / CV EXERCISE B fu-tile V / CV cla-mor V / CV stat-ic VC / V ra-di-us V / CV / V ir-ri-tant VC / CV / CV de-mean-or V / CVVC / V ki-mo-no V / CV / CV dis-tinct-ness VC / CVCCC / CV con-ceal-ment VC / CVVC / CV in-tent-ly VC / CVCC / CV Lesson 9: Pronunciation and Accented Syllables, page 19 Try It Yourself 82 prologue: pro´-logue resistance: re-sis´-tance enthrall: en-thrall´ audacity: au-dac´-i-ty LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 82 EXERCISE C Spelling 10 A partaking B unfaithful A praying B When adding a suffix, drop the y and change it to i when the y follows a consonant C The spelling of most words is not changed when the suffix -ness or -ly is added B When adding a prefix, not change the spelling of the word itself C When adding a suffix to a word that ends in y, you should leave the y in place when it follows a vowel C merly D mispelling C forgiveing Syllables and Syllabication 11 12 13 14 15 16 17 18 19 20 C mar-row D mar-a-thon D opin-ion B sa-cred A V / CV C VC / CVCC / V A VC / CCVC / VC B V / CCVC / CV D VC / CV A VC / V Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM Lesson 10: Academic Language I: Critical Thinking Terms, page 23 Try It Yourself EXERCISE A fact opinion EXERCISE B Responses will vary Students might generalize that most students enjoy being entertained, some enjoy being physically active, and only a few enjoy spending time with their family members Responses will vary Students might analyze the way the first lines equate various people Then they might say that Lennon and McCartney are urging listeners to understand that all human beings share similar circumstances Students should note that Marissa is angry and upset -of a mild type or character that does not threaten health or life; -having no significant effect emaciate -to cause to lose flesh so as to become very thin; -to make feeble infuse -to cause to be permeated with something that alters usually for the better -inspire or animate -to steep in liquid without boiling -to administer or inject by infusion foresight -an act or the power of foreseeing -provident care, prudence -an act of looking forward incomprehensible -having or subject to no limits -impossible to comprehend EXERCISE B Responses will vary Lesson 11: Academic Language II: Test-Taking Language, page 25 Try It Yourself Try It Yourself EXERCISE A C visited C Cars and the interstate freeways on which they travel changed the look of the United States, but Americans love the freedom that auto travel brought them B chronological organization D The use of interstate freeways affected which businesses succeeded and which did not Responses will vary Sample response: The Development of the Automobile EXERCISE B Responses will vary Lesson 12: Using Dictionaries and Thesauruses, page 28 Try It Yourself EXERCISE A Initial definitions will vary benign -of a gentle disposition; showing kindness and gentleness; © EMC Publishing, LLC 0080-0090_Gr8_vocab&spelling-AK.indd 83 Lesson 13: Synonyms and Antonyms, page 30 EXERCISE A Responses will vary Possible answers are provided below We knew his intentions were honorable synonym: We knew that his intentions were (worthy, good, respectable) antonym: We knew that his intentions were (sleazy, bad, disgraceful) I want to alter my photo synonym: I want to (change, modify, adjust) my photo antonym: I want to (maintain, preserve) my photo Delores felt enraged after the argument with her friend synonym: Delores felt (furious, angry) after the argument with her friend antonym: Delores felt (calm, serene) after the argument with her friend Her designs were entirely too gaudy to consider synonym: Her designs were entirely too (flashy, ornate, showy) to consider Exceeding the Standards: Vocabulary & Spelling LEVEL III 83 4/13/09 10:38:27 AM antonym: Her designs were entirely too (sophisticated, refined, plain) to consider Though she spent a lot of money on her appearance, she was really quite homely synonym: Though she spent a lot of money on her appearance, she was really quite (ugly, unattractive, plain) antonym: Though she spent a lot of money on her appearance, she was really quite (attractive, beautiful, pretty) EXERCISE B Responses will vary Time Out for Test Practice, page 32 Academic and Test-Taking Language C talented B Cowboy poetry captures the emotional flavor of a dying American lifestyle A “Cowboy Poetry Gatherings Help Preserve Western Traditions” B inform the reader about an American literary tradition D admiring A horses would appear frequently in cowboy poetry C preserve and celebrate a particular form of poetry Responses will vary Students should use evidence from the text to describe the Cowboy Poetry Gathering Lesson 14: Word Origins, page 34 Sentences will vary Word meanings and origins are given delectable: delicious origin: from the Latin word delectabilis, which is from delectare, meaning “to delight” derive: to get from a source origin: from the Latin word derivare, literally “to draw off (water),” from de- + rivus, meaning “stream” elapse: pass, go by origin: Latin elapsus, or elabi, from e- + labi, meaning “to slip” abundant: marked by great plenty origin: comes from the Latin word abundans, meaning “to abound” LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 84 Lesson 15: Evolution of Language, page 36 Try It Yourself EXERCISE A Try It Yourself 84 epoch: unit of time; an extended period of time; specifically, a unit of geologic time smaller than a period and larger than an age origin: from Greek epochē, meaning “cessation, fixed point,” from epechein “to pause, hold back,” from epi- + echein “to hold” migrate: to move from one country, place, or locality to another origin: from Latin migrates, from migrare, perhaps akin to Greek ameibein, meaning “to change” pulverize: to reduce to very small particles origin: Middle English word from Late Latin pulverizare, from the Latin word pulver- or pulvis, meaning “dust or powder” resplendent: shining brilliantly origin: from the Latin word resplendent-, resplendends, from resplendēre meaning “to shine back,” from re- + splendēre, meaning “to shine” specimen: an individual, item, or part considered typical of a group, class or whole origin: Latin specere, meaning “to look at, look” 10 straggle: to wander from the direct course or way Origin: Middle English stragglen Responses will vary Enow!: Enough! fie: attack Hist!: Shh! erelong: soon EXERCISE B Responses will vary dadrock: music enjoyed by older generations skort: combination shorts and skirt infotainment: informational media that is considered entertaining cyberspace: online world of computer networks microsleep: very short nap Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM Lesson 16: Eponymns, page 38 Try It Yourself EXERCISE A chauvinist, chauvinism; a chauvinist is a person who is excessively or blindly patriotic or who believes that the group he or she belongs to is superior to all others (as in a “male chauvinist” Braille; raised printing designed for use by the visually impaired leotard; this is an outfit worn by trapeze artists, dancers, and other similar kinds of athletes silhouette; this is an outline—in other words, the bare essentials of a figure maverick; like a wandering, unbranded calf, a maverick goes his or her own way EXERCISE B 10 coke or cola: soda; pop wite-out: correction fluid hi-liter: fluorescent highlighting marker Scotch tape: transparent tape band-aid: disposable adhesive bandage saran wrap: plastic wrap jello: gelatin jeep: small sports-utility vehicle q-tips: cotton swabs walkman: portable stereo system Lesson 17: Base Words, page 40 Try It Yourself EXERCISE A Responses will vary Sample responses are given inform, perform, formulate describe, conscribe, prescribe understand, withstand, standoffish depart, impart, partition flexible, reflex, inflexible EXERCISE B one shape or structure (prefix uni- + base word form) the opposite of coming together; breaking apart (prefix dis- + base word band + suffix -ed) information that is mistaken or incorrect (prefix mis- + base word inform + suffix -ation) © EMC Publishing, LLC 0080-0090_Gr8_vocab&spelling-AK.indd 85 to put into danger (prefix im- + base word peril) in a way that is not direct (prefix in- + base word direct + suffix -ly) Time Out for Test Practice, page 41 Word Parts sci B to know alien A other aud C to hear struct A build clos D to shut C lively A revived B immotile C valiant 10 C beneficent Vocabulary 11 A a word that is no longer in use 12 C a word that is formed by combining two other words 13 D a newly created word 14 B a word that comes from the name of a person or place 15 C Caesar salad 16 D All of the above 17 D the word is old-fashioned and used only in special contexts 18 A etymology Lesson 18: Prefixes, Roots, and Suffixes, page 43 Try It Yourself Definitions and examples will vary conquer + -ing conspire + -acy un- + ethic + -al hydro + phobia liber + -ation de- + flect + -ion chron + -ic bi- + annu + -al Exceeding the Standards: Vocabulary & Spelling LEVEL III 85 4/13/09 10:38:27 AM Lesson 19: Greek, Latin, and AngloSaxon Roots, page 45 Try It Yourself Definitions and relation of word root to definition descriptions will vary archaeology word root and its meaning: archae = “ancient, beginning” proclaim word root and its meaning: claim = “to cry out” confession word root and its meaning: fess = speak psychic word root and its meaning: psych = “mind” validate word root and its meaning: val = “worthy” Lesson 20: Word Parts for Size, page 47 Try It Yourself A megabyte is bigger than a byte A semiannual conference meets twenty times in ten years Magnitude means “largeness.” Responses will vary When desktop computers first came out, they were much smaller than any previous model Responses will vary To maximize happiness might mean to generate the most happiness possible Lesson 21: Suffixes and Parts of Speech, page 48 Try It Yourself Responses will vary Parts of speech are given close = verb closure = noun glee = noun gleeful = adjective harass = verb harassment = noun decorate = verb decorator = noun admire = verb admirable = adjective generate = verb generation = noun 86 LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 86 conspire = verb conspiracy = noun pollute = verb pollution = noun literal = adjective literally = adverb 10 compassion = noun compassionate = adjective Time Out for Test Practice, page 50 More Word Parts 10 11 12 13 14 B intercepted B infinite C partition A chronological B inanimate A a confession C benign B credible…intractable A reclaimed A audible B visualize C perceptive A motivated B vitality Sentence Completion 15 16 17 18 19 20 21 22 23 24 B misunderstanding A narrator C deceitful A discrimination B automatically C antiterrorist A contempt B pensive C reteach A competitively Lesson 22: Word Study Skills, page 52 Try It Yourself EXERCISE A Responses will vary EXERCISE B bisect: divide into two equal parts distraction: something that keeps one’s attention from where it should be immobilized: unable to move pedicure: care of the feet, toes, and nails Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM respirator: device used to help someone breathe EXERCISE C embodies: to make concrete and perceptible vicarious: experienced through imaginative participation in the experience of someone else disgorge: to discharge the contents of Lesson 23: PAVE, page 54 Try It Yourself EXERCISE C profuse: pouring forth liberally ferocious: fierce or cruel consternation: amazement or dismay naysayer: one who denies, refuses, opposes, or is skeptical about something Lesson 26: Using Context Clues II, page 60 Try It Yourself EXERCISE A Responses will vary Definitions are given somber: dark and gloomy casualty: person or thing injured or destroyed ultimate: last in a progression or series tremor: trembling or shaking transparent: see-through haughty: snobby or boastful precocious: exceptionally early in development and/or maturity haughtiness: state of being overly proud and pushy squalid: filthy; run down because of neglect or poverty pernicious: very destructive fiasco: complete failure EXERCISE B Lesson 24: Context Clues, page 56 Try It Yourself contrast examples cause and effect definition restatement description definition comparison Using Context Clues Try It Yourself EXERCISE A mentor: wise and faithful advisor fluent: effortless and ready in speech foliage: leaves, flowers, and branches sultry: very hot or humid EXERCISE B infinitesimal: immeasurably small cubbyhole: snug or confined place suture: stitch made to sew parts of the living body raptor: bird of prey © EMC Publishing, LLC 0080-0090_Gr8_vocab&spelling-AK.indd 87 potable: acceptable for drinking mystique: aura of mystery, awe, or reverence imploded: burst inward ebullience: lively and enthusiastic show of enthusiasm lance: puncture with a sharp instrument Time Out for Test Practice, page 62 Lesson 25: Using Context Clues I, page 58 4 A fearless boldness C characterized by rapid and unpredictable changes in mood D tempt A firmly C was determined B sociable B rude A pastime B facilitated 10 D profitable 11 D manipulated 12 A called forth 13 B an institution engaged in relief for the poor 14 C person that assumes a false identity 15 D soaked Exceeding the Standards: Vocabulary & Spelling LEVEL III 87 4/13/09 10:38:27 AM Lesson 27: Connotation and Denotation, page 64 Lesson 28: Homonyms and Homophones, page 66 Try It Yourself Try It Yourself Responses will vary Possible responses are given cut/torn cut: intentional; clean line torn: unintentional; ragged edges assertive/pushy assertive: positive; “go-getter” attitude pushy: negative; aggressive to the point of being offensive slender/skinny slender: positive; gracefully slight; elegant skinny: negative; very thin surprised/taken aback surprised: neutral; struck with wonder at something unexpected taken aback: negative; unpleasantly surprised sensitive/touchy sensitive: positive; tuned in; poetic touchy: negative; ready to take offense at slight provocation; exaggerated in responses angry/furious angry: feeling or showing a strong displeasure furious: feeling or showing madness or rage creative/inventive creative: having the power to make or create things, mostly focused on the arts inventive: having the power to make or create things, mostly focused on the math and science violation/crime violation: less serious infringement of laws or rules crime: more serious infringement of laws or rules sad/gloomy sad: neutral; describes a “natural” state of grief or unhappiness gloomy: negative; describes an unpleasantly negative outlook 10 request/demand request: ask for something politely demand: ask or call for something in a commanding way EXERCISE A 88 LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 88 Responses will vary Sentences should demonstrate a knowledge of the differences among the homophones EXERCISE B among may fewer, than as lie Lesson 29: Figurative Language: Similes, Metaphors, Analogies, and Idioms, page 68 Try It Yourself EXERCISE A simile analogy idiom metaphor simile, hyperbole EXERCISE B Responses will vary Students should have accurately labeled the types of figurative language used in their paragraph Time Out for Test Practice, page 70 Connotation A lazy B skinny B mousy A miserly A inquisitive A fashionable A self-confident B luminous Homophones B site A peace B beat B banned A they’re B prey Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM 10 11 12 13 14 15 16 B accept A creak A hear, here B morning, mourning A meat, meet A you’re, your B threw, through B tier, tear A fare, fair B too, to Words with Multiple Meanings B fruit and vegetables A take through a series of steps C supporting pillars C bear D request to purchase goods C small and efficient Lesson 30: Making Effective Word Choices in Your Writing, page 72 Try It Yourself EXERCISE A Responses will vary Sample responses: Angry and upset from the argument with her best friend, the student stormed into the room and slammed down her books After winning the regional semifinals game against the East Canton Eagles, the Malvern basketball team shouted, gave each other high fives, and swarmed into the locker room Calvin cradled his newborn son in his arms and then lowered him into the crib After hurrying through an entire day of classes, activities, and other commitments, I staggered into the house and collapsed onto the couch When Amanda crashed into consciousness in the middle of the night, she strained to hear the slight noises creaking and shuffling in various parts of the house EXERCISE B Responses will vary Sample responses: The sun burned ruthlessly down on a ramshackle farmhouse in the middle of a huge, dry meadow A weathered elf emerged haltingly from his burrow in the hill © EMC Publishing, LLC 0080-0090_Gr8_vocab&spelling-AK.indd 89 An old man in tattered clothing ambled down the broad avenue Rain showers drenched the city Human throngs jostled through the city streets, moving toward their brownstones and highrises, their penthouses and flats Lesson 31: Euphemisms, Doublespeak, and Clichés, page 74 Try It Yourself EXERCISE A Responses will vary Sample responses: used died child with health, learning, or behavioral problems stupid short dead people airsickness bag firing someone who does not work outside the home 10 restroom, usually the women’s EXERCISE B Responses will vary EXERCISE C Responses will vary Possible responses are given The sound of the baby crying grates on my nerves After a good dinner and time in front of a warm fire, Shelly was perfectly content Jeremy believes that expert computer skills will help him succeed in the future After a week of 12-hour days, anyone would feel exhausted Exercise and diet are the main components to a healthy, long life Lesson 32: Becoming a Word Watcher, page 76 Try It Yourself Responses will vary Definitions are given: alfresco: outside; in the open air garish: excessively vivid; flashy reptilian: like a reptile; scaly perturbed: bothered, disturbed labyrinth: maze Exceeding the Standards: Vocabulary & Spelling LEVEL III 89 4/13/09 10:38:27 AM Time Out for Test Practice, page 78 Identify Euphemisms, Doublespeak, and Clichés 10 11 12 13 A excused C happy event B lost my lunch B put to sleep D All of the above A senior citizens’ C language that makes negative seem positive and avoids responsibility A We’ve engaged the enemy A a technique used to slant public perception of the news C an inoffensive word or phrase substituted for an offensive word D None of the above B a tired, overused expression A I am stressed out Matching 10 11 12 90 J plane crash G worn out D bad I competitive society C tax increase F bomb L ask for money H be ill A agricultural chemicals K fee E fire workers B spy LEVEL III 0080-0090_Gr8_vocab&spelling-AK.indd 90 Exceeding the Standards: Vocabulary & Spelling © EMC Publishing, LLC 4/13/09 10:38:27 AM ... syllables _ 11 marrow A ma-rrow B marr-ow C mar-row D marro-w _ 13 opinion A o-pin-i-on B o-pini-on C opi-ni-on D opin-ion _ 12 marathon A mara-thon B mar-athon C ma-ra-thon D mar-a-thon _ 14... or blend itself wran-gler spin-ster © EMC Publishing, LLC 000 1-0 079_Gr8_vocab &spelling- L 1-3 2.indd 15 an-swer hand-bag ant-hill east-ward Exceeding the Standards: Vocabulary & Spelling Word of the... LLC 000 1-0 079_Gr8_vocab &spelling- L 1-3 2.indd 11 make + -ing = making bone + -y = bony value + -able = valuable fame + -ous = famous Exceeding the Standards: Vocabulary & Spelling LEVEL III, UNIT