This document contains information about suffixes and their related word families presented in the book "The Patterns of English Spelling with their Word Families Put in Sentence Context Volume 8". Specifically, it includes:
1) An index of suffixes covered in Volume 8 such as -cious, -tial, -ssion, and -tion along with example words for each.
2) Observations about the lack of spelling instruction for words ending in -ic, -ical, and -ically in traditional curricula despite their frequency.
3) Information about AVKO Educational Research Foundation and their interest in helping adults tutor family members with reading/writing difficulties through community education programs.
This document provides details for a thematic unit on science and math for 4th grade students. The unit focuses on the topic of flight and integrates math concepts such as line plots and identifying 2D shapes. It includes standards from Next Generation Science and Common Core Math. Resources listed include books, websites, and specialists. Lesson plans integrate skills like creating prototypes to solve problems and developing line plot skills. The unit aims to seamlessly combine science and math learning.
English Suffixes to Improve Your VocabularyKelly Tracy
Every English learner wants to improve their vocabulary. You can grow your vocabulary power quickly and efficiently by learning word parts!
English borrow many words and word parts from other languages, especially Latin and Greek. One kind of word part is suffixes. A suffix is added to the end of a word to change its meaning, and often its part of speech as well. The same suffixes are used in many words, so if you know some common ones, it will be easier to figure out the meanings of new words.
This document provides an overview of Volume 10 of a series on English spelling patterns. Volume 10 focuses on prefixes, roots, and suffixes. It includes indexes of prefixes and suffixes covered across Volumes 1-10. It also contains tables of contents for Volume 10 that list examples of word families organized by their prefixes, suffixes, and roots. The document notes that third graders struggle to spell words ending in -cial and -tial, even though experts say phonics only needs to be taught in the first two grades. It suggests the spelling curriculum or instruction is inadequate as traditional spelling texts include few such words.
How To Write The Date On A Mla Format EssayLucy Jensen
The document provides instructions for writing a request on the website HelpWriting.net to have a paper written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until satisfied, and the website guarantees original, high-quality content or a refund.
How To Write A Law Essay Like A Pro | CustomEssayMeister.com. Law and Justice Essay Sample. law essay | Essays | Paragraph. Write my law essay; What To Do When Seeking Expert College Academic Help. Business Law Essay | BTC1110 - Commercial Law | Thinkswap. 011 Essay Example Law Uk Writing Legal Essays Structure Examples Of .... Help with essay writing for law students - Help with essay writing .... College Essay Examples - 9+ in PDF | Examples. Law Thesis Writing Help, Outline, Format, Examples. 121G Law Essay One, B- Grade - Judges Should Be Able To Change Common .... Individual and the Law Essay | Legal Studies - Year 11 HSC | Thinkswap. Descriptive essay: Legal essay. What to write college essay about law Texas 'Don't just vomit on the .... ️ Law essay help. Law Essay Writing Help — Get Essays from a Trusted .... Legal Issues in Court Trials Essay Example | Topics and Well Written .... Examples of legal writing : Law School : The University of Western .... Law essay | Offer And Acceptance | Contract Law. Public Law Essay Writing Sample | Separation Of Powers | Judiciaries. How to write First Class Law Essays - Unlike problem questions which .... Employment law essay - Analyse the prospects of success of the .... Descriptive essay: Examples of law essays.
How To Research For An Academic Essay. Online assignment writing service.Mary Drinkwine
The document provides instructions for researching and writing an academic essay. It outlines 5 steps: 1) Create an account on the site, 2) Complete a form with assignment details, preferred sources, and deadline, 3) Review writer bids and choose one to complete the assignment, 4) Review the completed paper and authorize payment, and 5) Request revisions to ensure satisfaction. The site promises original, high-quality content and refunds for plagiarized work.
11 Best Written Essays On Helping Others In Life-NeeBeth Simner
This document discusses the steps an amateur genealogist took to research a family surname and uncover the truth about a disputed family history. The genealogist began by researching computer records but found this approach lacking. They then interviewed elderly family members and examined family heirlooms, finding important clues. By combining online research with legwork in the community and thorough documentation of sources, the genealogist was ultimately able to resolve the disputed claims about the family's history. The document advocates a multifaceted research approach that incorporates both online and offline sources.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document provides details for a thematic unit on science and math for 4th grade students. The unit focuses on the topic of flight and integrates math concepts such as line plots and identifying 2D shapes. It includes standards from Next Generation Science and Common Core Math. Resources listed include books, websites, and specialists. Lesson plans integrate skills like creating prototypes to solve problems and developing line plot skills. The unit aims to seamlessly combine science and math learning.
English Suffixes to Improve Your VocabularyKelly Tracy
Every English learner wants to improve their vocabulary. You can grow your vocabulary power quickly and efficiently by learning word parts!
English borrow many words and word parts from other languages, especially Latin and Greek. One kind of word part is suffixes. A suffix is added to the end of a word to change its meaning, and often its part of speech as well. The same suffixes are used in many words, so if you know some common ones, it will be easier to figure out the meanings of new words.
This document provides an overview of Volume 10 of a series on English spelling patterns. Volume 10 focuses on prefixes, roots, and suffixes. It includes indexes of prefixes and suffixes covered across Volumes 1-10. It also contains tables of contents for Volume 10 that list examples of word families organized by their prefixes, suffixes, and roots. The document notes that third graders struggle to spell words ending in -cial and -tial, even though experts say phonics only needs to be taught in the first two grades. It suggests the spelling curriculum or instruction is inadequate as traditional spelling texts include few such words.
How To Write The Date On A Mla Format EssayLucy Jensen
The document provides instructions for writing a request on the website HelpWriting.net to have a paper written. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form with instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment if satisfied. 5) Request revisions until satisfied, and the website guarantees original, high-quality content or a refund.
How To Write A Law Essay Like A Pro | CustomEssayMeister.com. Law and Justice Essay Sample. law essay | Essays | Paragraph. Write my law essay; What To Do When Seeking Expert College Academic Help. Business Law Essay | BTC1110 - Commercial Law | Thinkswap. 011 Essay Example Law Uk Writing Legal Essays Structure Examples Of .... Help with essay writing for law students - Help with essay writing .... College Essay Examples - 9+ in PDF | Examples. Law Thesis Writing Help, Outline, Format, Examples. 121G Law Essay One, B- Grade - Judges Should Be Able To Change Common .... Individual and the Law Essay | Legal Studies - Year 11 HSC | Thinkswap. Descriptive essay: Legal essay. What to write college essay about law Texas 'Don't just vomit on the .... ️ Law essay help. Law Essay Writing Help — Get Essays from a Trusted .... Legal Issues in Court Trials Essay Example | Topics and Well Written .... Examples of legal writing : Law School : The University of Western .... Law essay | Offer And Acceptance | Contract Law. Public Law Essay Writing Sample | Separation Of Powers | Judiciaries. How to write First Class Law Essays - Unlike problem questions which .... Employment law essay - Analyse the prospects of success of the .... Descriptive essay: Examples of law essays.
How To Research For An Academic Essay. Online assignment writing service.Mary Drinkwine
The document provides instructions for researching and writing an academic essay. It outlines 5 steps: 1) Create an account on the site, 2) Complete a form with assignment details, preferred sources, and deadline, 3) Review writer bids and choose one to complete the assignment, 4) Review the completed paper and authorize payment, and 5) Request revisions to ensure satisfaction. The site promises original, high-quality content and refunds for plagiarized work.
11 Best Written Essays On Helping Others In Life-NeeBeth Simner
This document discusses the steps an amateur genealogist took to research a family surname and uncover the truth about a disputed family history. The genealogist began by researching computer records but found this approach lacking. They then interviewed elderly family members and examined family heirlooms, finding important clues. By combining online research with legwork in the community and thorough documentation of sources, the genealogist was ultimately able to resolve the disputed claims about the family's history. The document advocates a multifaceted research approach that incorporates both online and offline sources.
Linda is getting along well in her studies. Her teachers love her because she has a nice personality. The speaker is taking a spelling test and asking what day of the week it is currently and tomorrow. The exercises are meant to help students learn to translate their spoken dialect into correct written English.
This document is the table of contents for the AVKO Student Response Book for Sequential Spelling by Don McCabe. It lists multiple pages of spelling words grouped by day (1st day, 31st day, 61st day, etc.) with 25 words listed on each page for students to practice spelling sequentially. The book is copyrighted by AVKO Educational Research Foundation.
This document contains a multi-day spelling lesson that focuses on homophones. It lists spelling words for each day that explore different phonetic patterns, such as words ending in "-in", "-ee", and "-y". Each list is accompanied by notes explaining the phonetic relationships between the words. Examples of homophones involving "in/inn", "we/wee/oui", and "be/bee/Bea" are provided, along with references to pages in a textbook that contain more information on the spelling patterns.
This document contains a pre-test, evaluation tests, and a final evaluation test for a sequential spelling lesson. The tests consist of fill-in-the-blank sentences with missing letters for students to complete. There are 4 evaluation tests given after 40, 80, 120, and 160 days of lessons respectively to check student progress. The final evaluation test contains 25 sentences to assess learning from the full sequential spelling lesson.
This document provides a list of word families organized by sound patterns. It includes over 500 word families grouped according to common rimes or sound patterns at the end of words. For each word family, example words are given along with sentences using the words to demonstrate them in context. The purpose is to help readers and learners identify related words and practice using them in meaningful examples.
This document provides a list of over 5,500 basic spelling words arranged by order of difficulty from easiest to most difficult, ranging from 1.00 to 21.00 on a difficulty scale. It also includes the difficulty level for each word. The purpose is to help teachers and tutors determine if a word is at an appropriate difficulty level for the grade they are teaching. It provides approximate percentages of students by grade level who could correctly spell words within certain difficulty ranges in 1953 to aid in this determination.
This document provides a listing of prefixes, their meanings, and examples of words that use each prefix. It includes prefixes from circ- to com- and provides 3 example sentences using words from each prefix section to demonstrate their meanings in context. The document is copyrighted by AVKO Educational Research Foundation.
This document provides a list of advanced phonetic spelling patterns in English, including families where "K" is spelled with "qu" or "ch". It includes over 50 examples words from these families, such as "queue", "chaos", and "chef". The document is copyrighted and published by AVKO Educational Research Foundation in 2009 as volume 9 of their series. It analyzes difficultly levels and common spelling demons or homophones for the featured patterns.
This document provides an overview of complex spelling patterns in English, including sounds that can be spelled in multiple ways depending on the word's origin. It examines spelling conventions for sounds like "k", "sh", vowels sounds and others. It also notes that while experts say phonics need only be taught in early grades, students struggle with advanced spelling patterns like "-cial" and "-tial", suggesting current spelling instruction is inadequate.
The document provides a list of English word families that follow the "-ic" suffix pattern, along with their definitions and example words. It includes suffixes like "-aic", "-bic", "-dic", and others, and defines words like "archaic", "cubic", "medic", "periodic", and more. The list is intended to help readers learn and understand words that share the common "-ic" morpheme but may have different pronunciations and meanings.
This document is a copyrighted excerpt from "The Patterns of English Spelling: With their Word Families Put in Sentence Context Volume 7" by AVKO Educational Research Foundation. It focuses on word families ending in "-ry" like "carry", "marry", and "berry" and provides example sentences for each word. It also notes spelling demons, related families, and homophones. The excerpt is intended to help readers learn and practice spelling and using these types of words in context.
This document contains information about a publication from AVKO Educational Research Foundation titled "The Patterns of English Spelling with their Word Families Put in Sentence Context". It includes two indexes listing English words with certain spelling patterns. The document also discusses observations about students' ability to spell words with different patterns correctly and argues that spelling is not adequately taught in most curriculums. It encourages setting up adult tutoring courses to help those with reading/spelling difficulties.
The document is an index for Volume 6 of a book on English spelling patterns. It focuses on word suffixes ending in "-cle", "-ur", and other endings. The index provides lists of words organized by their spelling patterns and ending sounds. It includes words like "miracle", "barnacle", "oracle", "muscle", "cycle", and others along with difficulty levels for spelling.
This document provides indexes and lists of spelling patterns and word families related to common suffixes such as "-le", "-er", and "-or". It includes the following sections:
1. Indexes of word families for double consonant plus "-le" suffix, blends/digraphs plus "-le", and r-controlled families plus "-le".
2. Similar indexes for word families ending in "-er" and "-ur" suffixes.
3. A short observation notes that traditional spelling curricula do not adequately cover high-frequency CVCC+le and CVDC+ling words, suggesting a problem with how spelling is taught.
This document provides a summary of Volume 5 of the book "The Basic Patterns of English Spelling". It focuses on words containing the "-r" and "w-" sounds, such as "car", "card", "wan", "wand", "war", "ward". Examples of these words and their families are listed on pages 503A-503B with difficulty levels. It also includes miscellaneous relatives not part of the "-r" and "w-" word families.
This document provides a table of contents and index for Volume 5 of the book "The Basic Patterns of English Spelling". Volume 5 focuses on words with "-r" and "-w" controlled vowel sounds, such as words containing "ar", "or", "ir", etc. The table of contents lists examples of words covered on each page and arranges them alphabetically by their vowel letter and ending consonant. It also provides percentages indicating what percentage of third grade students can spell certain words correctly.
This document provides the table of contents for Volume 4 of a series on English spelling patterns. Volume 4 focuses on long vowel families with the CVVC pattern, such as "wait" and "suit". The table of contents lists each spelling pattern family by ending consonant sound and vowel digraph. It also provides an almost alphabetical index of single syllable CVVC and CCVVC word families.
This document provides word families and example sentences for long vowel patterns, including the AY, OY, and JOY families. It includes the spelling, pronunciation, part of speech, and definitions for words in those families, such as weigh, neigh, boy, toy, enjoy, ploy, employ, and convoy. It also notes exceptions, related families, and provides difficulty levels for each word. The full document is a volume within a series that systematically covers English spelling patterns.
This document provides information about word families containing the "atch" sound pattern. It includes a table of contents for the full book and then focuses on specific "atch" word families such as match, patch, hatch, snatch, catch, scratch, latch and detach. Example sentences are provided for each word to demonstrate their meanings and usage in context.
This document provides a table of contents and description for a book titled "The Basic Patterns of English Spelling" by Don McCabe. The summary includes:
1) The book is divided into 10 volumes that cover different spelling patterns in English, including short vowels, long vowels, suffixes, prefixes, and more.
2) Each volume focuses on a specific type of spelling pattern and provides example words to illustrate those patterns.
3) Copyright information is provided for the book, including the publishing organization and contact details.
This document provides a list of words with the "AB" sound family including their definitions and examples of use in sentences. Some of the words included are cab, scab, lab, slab, blab, stab, crab, grab, gab, drab and tab. It also lists related word families with the "EB", "IB", "OB", and "UB" sounds. Difficulty levels for spelling the words are provided in parentheses after each word.
This document is the table of contents for the AVKO Student Response Book for Sequential Spelling by Don McCabe. It lists multiple pages of spelling words grouped by day (1st day, 31st day, 61st day, etc.) with 25 words listed on each page for students to practice spelling sequentially. The book is copyrighted by AVKO Educational Research Foundation.
This document contains a multi-day spelling lesson that focuses on homophones. It lists spelling words for each day that explore different phonetic patterns, such as words ending in "-in", "-ee", and "-y". Each list is accompanied by notes explaining the phonetic relationships between the words. Examples of homophones involving "in/inn", "we/wee/oui", and "be/bee/Bea" are provided, along with references to pages in a textbook that contain more information on the spelling patterns.
This document contains a pre-test, evaluation tests, and a final evaluation test for a sequential spelling lesson. The tests consist of fill-in-the-blank sentences with missing letters for students to complete. There are 4 evaluation tests given after 40, 80, 120, and 160 days of lessons respectively to check student progress. The final evaluation test contains 25 sentences to assess learning from the full sequential spelling lesson.
This document provides a list of word families organized by sound patterns. It includes over 500 word families grouped according to common rimes or sound patterns at the end of words. For each word family, example words are given along with sentences using the words to demonstrate them in context. The purpose is to help readers and learners identify related words and practice using them in meaningful examples.
This document provides a list of over 5,500 basic spelling words arranged by order of difficulty from easiest to most difficult, ranging from 1.00 to 21.00 on a difficulty scale. It also includes the difficulty level for each word. The purpose is to help teachers and tutors determine if a word is at an appropriate difficulty level for the grade they are teaching. It provides approximate percentages of students by grade level who could correctly spell words within certain difficulty ranges in 1953 to aid in this determination.
This document provides a listing of prefixes, their meanings, and examples of words that use each prefix. It includes prefixes from circ- to com- and provides 3 example sentences using words from each prefix section to demonstrate their meanings in context. The document is copyrighted by AVKO Educational Research Foundation.
This document provides a list of advanced phonetic spelling patterns in English, including families where "K" is spelled with "qu" or "ch". It includes over 50 examples words from these families, such as "queue", "chaos", and "chef". The document is copyrighted and published by AVKO Educational Research Foundation in 2009 as volume 9 of their series. It analyzes difficultly levels and common spelling demons or homophones for the featured patterns.
This document provides an overview of complex spelling patterns in English, including sounds that can be spelled in multiple ways depending on the word's origin. It examines spelling conventions for sounds like "k", "sh", vowels sounds and others. It also notes that while experts say phonics need only be taught in early grades, students struggle with advanced spelling patterns like "-cial" and "-tial", suggesting current spelling instruction is inadequate.
The document provides a list of English word families that follow the "-ic" suffix pattern, along with their definitions and example words. It includes suffixes like "-aic", "-bic", "-dic", and others, and defines words like "archaic", "cubic", "medic", "periodic", and more. The list is intended to help readers learn and understand words that share the common "-ic" morpheme but may have different pronunciations and meanings.
This document is a copyrighted excerpt from "The Patterns of English Spelling: With their Word Families Put in Sentence Context Volume 7" by AVKO Educational Research Foundation. It focuses on word families ending in "-ry" like "carry", "marry", and "berry" and provides example sentences for each word. It also notes spelling demons, related families, and homophones. The excerpt is intended to help readers learn and practice spelling and using these types of words in context.
This document contains information about a publication from AVKO Educational Research Foundation titled "The Patterns of English Spelling with their Word Families Put in Sentence Context". It includes two indexes listing English words with certain spelling patterns. The document also discusses observations about students' ability to spell words with different patterns correctly and argues that spelling is not adequately taught in most curriculums. It encourages setting up adult tutoring courses to help those with reading/spelling difficulties.
The document is an index for Volume 6 of a book on English spelling patterns. It focuses on word suffixes ending in "-cle", "-ur", and other endings. The index provides lists of words organized by their spelling patterns and ending sounds. It includes words like "miracle", "barnacle", "oracle", "muscle", "cycle", and others along with difficulty levels for spelling.
This document provides indexes and lists of spelling patterns and word families related to common suffixes such as "-le", "-er", and "-or". It includes the following sections:
1. Indexes of word families for double consonant plus "-le" suffix, blends/digraphs plus "-le", and r-controlled families plus "-le".
2. Similar indexes for word families ending in "-er" and "-ur" suffixes.
3. A short observation notes that traditional spelling curricula do not adequately cover high-frequency CVCC+le and CVDC+ling words, suggesting a problem with how spelling is taught.
This document provides a summary of Volume 5 of the book "The Basic Patterns of English Spelling". It focuses on words containing the "-r" and "w-" sounds, such as "car", "card", "wan", "wand", "war", "ward". Examples of these words and their families are listed on pages 503A-503B with difficulty levels. It also includes miscellaneous relatives not part of the "-r" and "w-" word families.
This document provides a table of contents and index for Volume 5 of the book "The Basic Patterns of English Spelling". Volume 5 focuses on words with "-r" and "-w" controlled vowel sounds, such as words containing "ar", "or", "ir", etc. The table of contents lists examples of words covered on each page and arranges them alphabetically by their vowel letter and ending consonant. It also provides percentages indicating what percentage of third grade students can spell certain words correctly.
This document provides the table of contents for Volume 4 of a series on English spelling patterns. Volume 4 focuses on long vowel families with the CVVC pattern, such as "wait" and "suit". The table of contents lists each spelling pattern family by ending consonant sound and vowel digraph. It also provides an almost alphabetical index of single syllable CVVC and CCVVC word families.
This document provides word families and example sentences for long vowel patterns, including the AY, OY, and JOY families. It includes the spelling, pronunciation, part of speech, and definitions for words in those families, such as weigh, neigh, boy, toy, enjoy, ploy, employ, and convoy. It also notes exceptions, related families, and provides difficulty levels for each word. The full document is a volume within a series that systematically covers English spelling patterns.
This document provides information about word families containing the "atch" sound pattern. It includes a table of contents for the full book and then focuses on specific "atch" word families such as match, patch, hatch, snatch, catch, scratch, latch and detach. Example sentences are provided for each word to demonstrate their meanings and usage in context.
This document provides a table of contents and description for a book titled "The Basic Patterns of English Spelling" by Don McCabe. The summary includes:
1) The book is divided into 10 volumes that cover different spelling patterns in English, including short vowels, long vowels, suffixes, prefixes, and more.
2) Each volume focuses on a specific type of spelling pattern and provides example words to illustrate those patterns.
3) Copyright information is provided for the book, including the publishing organization and contact details.
This document provides a list of words with the "AB" sound family including their definitions and examples of use in sentences. Some of the words included are cab, scab, lab, slab, blab, stab, crab, grab, gab, drab and tab. It also lists related word families with the "EB", "IB", "OB", and "UB" sounds. Difficulty levels for spelling the words are provided in parentheses after each word.
2. 2
Index of Volume VIII by Suffix Endings
Family Family Family
Example Pg Example Pg Example Pg
-C 801-816 -AL 817-827 -ON 832-851
ac maniac 801 bal verbal 818 bon carbon 832
ec Aztec 801 cal local 817 con falcon 832
aic archaic 802 cial special 818 don London 832
bic cubic 802 chal matriarchal 818 gon wagon 832
dic medic 802 dal medal 818 geon surgeon 833
fic traffic 803 dial cordial 819 gion religion 833
gic magic 803 fal offal 819 shion fashion 834
hic/c psychic 803 gal legal 819 ssion mission 834
hic/p graphic 804 gial vestigial 819 sion invasion 835
hic/r pyrrhic 804 ial imperial 819-820 sion/r version 836
hic/t mythic 804 kal jackal 820 sion/l emulsion 836
lic public 805 mal primal 820 sion/n tension 836
mic comic 806 mal animal 820 ion million 837
nic panic 807-808 nal criminal 821 ion champion 837
oic heroic 808 pal principal 822 cion suspicion 837
pic topic 808 ral rural 823 tion/a vacation 838-846
ric fabric 809-10 sal basal 823 tion/e completion 847
sic basic 810 shal marshal 823 tion/i petition 847
tic/a automatic 811-812 tal fatal 824 tion/o motion 848
tic/c hectic 812 thal lethal 824 tion/u solution 848
tic/e energetic 813 ial trial 825 tion/c action 849-850
tic/i critic 814 tial partial 825 tion/n mention 850
tic/l Baltic 814 ual gradual 826 tion/p option 851
tic/n frantic 814 val rival 827 tion/s question 851
tic/o patriotic 814 wal withdrawal 827
tic/p skeptic 815 yal royal 827 -AN 852-856
tic/r cathartic 815
tic/s fantastic 815-816 ban urban 852
tic/t attic 816 -M 828-831 ian Arabian 853
tic/u therapeutic 816 gian collegian 853
tic/y analytic 816 am madam 828 cian magician 854
vic civic 816 am Islam 828 man woman 854-856
xic toxic 816 em tandem 828
oc havoc 816 im pilgrim 829
sc/u mollusc 816 om seldom 829 -EN 857-860
um museum 829
um medium 830 en adj sudden 857
um talcum 831 en (N) warden 858
en (V) thicken 859-860
-ment 863-866
ment experiment 863-866
-IN 861-862
-IVE 875-880
in margin 861-862
sive passive 875
tive relative 876-80
-OUS 867-874
dous tremendous 867
geous gorgeous 867
gious religious 869
cious precious 868
tious ambitious 870-871
rous glamorous 873
xious anxious 871
tuous impetuous 874
mous famous 872
3. 3
Contents of
The Patterns of English Spelling
with their Word Families Put in
Sentence Context by Volumes
Volume FIRST
Number TYPES OF WORDS EXAMPLES PAGE
1 Short Vowels: CVC dad get tin 101
cab dog rip
fit man jam
2 Short Vowels: CVCC band went itch 201
lift lamp path
salt milk tack
3 Long Vowels: CV & CVCe go nice tube 301
fly note Jane
me gate time
4 Long Vowels: CVVC raid seem roam 401
vein read crawl
weight field taught
5 -R & W- controls car/war part/wall ford/word 501
tar/ward bar/wan pork/work
cart/wart card/warm form/worm
6 Basic Suffixes batter battle dreadful 601
splinter pickle possible
frighten tunnel elevator
7 The Ending Y's destiny simplify trickiest 701
privacy therapy memory
geography monarchy thrifty
8 Power Suffixes precious partially permission 801
ferocious initially compassionate
luscious especially ignition
9 Advanced Patterns techniques chauvinist fiancée 901
ricochet bureaux debutante
surgeons impartially compulsion
10 Prefixes/Suffixes/Roots psychology photographic synthesizer 1001
beneficial ambiguous linguistics
magnitude unconscious euphemism
4. 4
A Few Observations
If it is true as the experts1
tell us that phonics need only be taught in the first two
grades, then third graders should have no trouble with the words that end -ic, ical, or
ically as in medic, medical, and medically. Yet, only 2% could correctly spell medical.
Obviously, something is wrong. And if it is true that students don’t spell as well today as
the students did when the New Iowa Spelling Scale2
was written, something is seriously
wrong with our spelling curriculum or how spelling is—or is not—taught. Mostly, is
not. As nearly every spelling program is based upon the same word frequency studies as
the New Iowa Spelling Scale we can estimate quite accurately the number of ending -ic, -
ical, and -ically words (such as magic, magical, and magically) that occur in traditional
spelling texts from grades 2 through 8. Of the over 800 possible, only 34 of these words
regularly occur.
1
Anderson, Richard C., Elfrieda H. Heibert, et. al. Becoming a Nation of Readers: The Report of the
Commission on Reading. Washington, D.C., The National Institute of Education, U.S. Department of
Education.
2
Greene, Harry. The New Iowa Spelling Scale. Iowa City: The University of Iowa, 1954.
5. 5
Does your Adult Community School Program
offer courses for the minority of people
who want to:
1. learn how to make flower arrangements?
2. play bridge?
3. operate computers?
4. learn CPR?
Most probably they do. And they should. All minorities should have equal
opportunity rights to the education they need.
Now, what about that minority of adults who would like to learn how they can tutor their
husband, wife, child, or friend who has severe reading/writing/spelling problems?
AVKO would like to see this minority have equal opportunities to learn how to help
those they love and who cannot afford the luxury of expensive private tutoring.
You can help them by having your Community School Director write for the Free AVKO
pamphlet, How to Set Up a Course for Adults Whose Children or Spouses have
Reading/Spelling Problems
Write to:
Parent/Adult Tutoring Program
AVKO Educational Research Foundation
3084 W. Willard Road, Suite 200
Clio, Mich. 48420-9444
Telephone: (810) 686-9283 FAX: (810) 686-1101 E-Mail: DonMcCabe@aol.com